From djrosen at comcast.net  Sun Jan  1 18:32:33 2006
From: djrosen at comcast.net (David Rosen)
Date: Sun, 1 Jan 2006 18:32:33 -0500
Subject: [ProgramLeadership] Literacy List Updated
Message-ID: <65423178-F949-450B-92AE-F5626C4E9B91@comcast.net>
Colleagues,
For several years, as a volunteer service, I have published the  
Literacy List, a large online collection of free Adult Basic  
Education and English language (ELL/ESL/ESOL) Web sites, electronic  
discussion lists ("listservs"), and other Internet resources for  
adult basic skills learners, teachers and tutors.
I have just updated it, removing a few outdated links and adding new  
ones.  Please have a look.  If you know of a good free Web site  
resource which you think should be added, please let me know.  The  
Literacy List gets better as a result of teachers sharing their  
favorite online resources.
You will find the Literacy List now in two locations:
	http://alri.org/literacylist.html
or
	http:newsomeassociates.com (Select Publications at the Bottom of the  
Page)
All the best in 2006.
David J. Rosen
djrosen at comcast.net
From kchaney at utk.edu  Thu Jan 12 16:13:56 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 12 Jan 2006 16:13:56 -0500
Subject: [ProgramLeadership] Join or Renew Membership with AALPD for 2006!
Message-ID: <5.1.0.14.2.20060112161324.03bcb110@pop.utk.edu>
>
>Dear Colleague:
>Are you interested in getting more involved with adult literacy professional
>development? If so, then I hope you will join or renew membership with the
>Association of Adult Literacy Professional Developers (AALPD) for 2006:
>http://www.aalpd.org/membership_form.cfm
>
>While you are joining or renewing membership this month, you will also have
>the opportunity to:
>
>1) Vote on this year's slate of officers (by January 31)
>2) Vote on the top 6 priorities for AALPD (by January 31)
>
>Membership with AALPD is *free*. If you'd like more information about joining
>AALPD, then please see below. Thanks! Jackie Taylor, List Moderator, Adult
>Literacy Professional Development, jataylor at utk.edu
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>Why should you join or renew your membership?
>
>Renewing Membership:
>
>As we grow and expand, we need updated information about our members in order
>to advocate effectively for professional development and provide members with
>the best possible services. So, we are asking everyone to renew their
>memberships by registering as an AALPD member in January of each year.
>***Please take a moment to update your membership information and *vote* for
>this year's slate of officers and the top 6 AALPD priorities by visiting:
>http://www.aalpd.org/membership_form.cfm
>
>New Membership/Prospective Members:
>
>If you are not yet a member, are you interested in:
>- getting more involved with adult literacy professional development?
>- contributing your voice along with other advocates of adult literacy PD?
>- taking part in establishing (in the eyes of policy makers) the 
>legitimacy of
>a national association of practitioners committed to adult literacy
>professional development?
>
>We invite you to become a formal member of the Association of Adult Literacy
>Professional Developers (AALPD). Membership in AALPD is *free* and open to
>adult educators interested or working in professional development in adult
>literacy. Individuals join AALPD by completing and submitting the Membership
>Form:
>http://www.aalpd.org/membership_form.cfm
>=============================================================
>Vote While You Join or Renew Membership
>
>1) **Members Vote for Slate of Officers by January 31st**
>On the membership page, you can also VOTE for the current slate of nominated
>AALPD officers (Chair, Vice-Chair and Secretary-Treasurer).
>http://www.aalpd.org/membership_form.cfm
>
>2) **Vote on the Top 6 Priorities for AALPD**
>This year, the AALPD Executive Board is identifying top priorities for AALPD.
>Ideas for AALPD activities were gathered both from individuals in the field
>and by the board.  Update your membership at:
>http://www.aalpd.org/membership_form.cfm and scroll to the bottom of the page
>to vote on the top 6 AALPD priorities.
>=============================================================
>
>Why should you become a member of AALPD?
>
>* It's free!
>* You can vote for AALPD officers and on special issues that arise (Only 
>AALPD
>members will be eligible to vote).
>* We will send you the latest information about upcoming trainings, events 
>and
>resources.
>* You can have input into the design of next year's COABE pre-conference
>session.
>* You can contribute your voice to our advocacy efforts.
>* You can help to establish AALPD's legitimacy in the eyes of policy 
>makers by
>demonstrating a strong membership of concerned practitioners committed to
>professional development.
>
>Thank you for joining or renewing your membership with AALPD. We're glad to
>have you on board!
>
>On behalf of the AALPD Executive Board,
>
>Jackie Taylor
>Adult Literacy Professional Development List Moderator
>jataylor at utk.edu
>=====================================================================
>The Association of Adult Literacy Professional Developers (AALPD) is a
>national group for professional developers in adult literacy. As a special
>interest group within COABE (Commission on Adult Basic Education), AALPD 
>meets
>at COABE Conferences and other professional development events. AALPD is a
>member of the National Coalition for Literacy.
>=====================================================================
>
>_______________________________________________
>National Insitute for Literacy
>Moderators mailing list
>Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
From kchaney at utk.edu  Fri Jan 13 16:02:27 2006
From: kchaney at utk.edu (Kim Chaney-Bay)
Date: Fri, 13 Jan 2006 16:02:27 -0500
Subject: [ProgramLeadership] Grant Writing Discussion
Message-ID: <5.1.0.14.0.20060113160137.00a4d140@pop.utk.edu>
from Gail Price...
-----------------------------------------------------------------------------------------------------------------
>Participate in the VLC Effective Grant Writing Discussion Forum
>
>Does your organization rely on grants to pay for staffing, training, new
>equipment, and other organizational operations? Do you find it increasingly
>challenging to target funders, develop successful grant proposals, and
>provide effective project reporting and evaluation? From January 17 - 27,
>Verizon Literacy Campus (VLC) will offer a moderated discussion on the VLC
>Discussion Forum about the following facets of the grant writing process:
>
>Research: finding appropriate funding sources
>Relationship: building connections and associations with your funder
>Request: writing and submitting the proposal
>Reporting: evaluating your grant project and demonstrating accountability to
>your funder
>
>The guest moderator for this discussion will be Jim Aiello, development
>officer for ProLiteracy Worldwide. During the nine-day period, questions
>will be posted on the Forum for participants to discuss. As moderator, Jim
>will answer and pose additional questions and topics for participants. At
>the end of the period, this discussion will be archived on the VLC site.
>
>You can access the discussion by doing the following anytime beginning
>January 17:
>
>To read the messages posted to the Effective Grant Writing forum:
>1. Go to <http://www.literacycampus.org>www.literacycampus.org.
>2. Click on "Discussion Forums" in the upper left menu bar.
>3. Click on "For Program Staff".
>
>To respond to messages in the Effective Grant Writing discussion:
>Follow steps 1 and 2 above.
>
>If you are a new user, click on "Register" and complete the form displayed
>on your screen. Please note that you can control whether or not your e-mail
>address is displayed in your postings.
>
>If you have already registered for a VLC Discussion Forum:
>1. Click on "Log In" and enter your user information.
>2. Go to the Discussion Forum page at:
><http://www.literacycampus.org/discussion/index.asp>http://www.literacycampus.org/discussion/index.asp
>3. Click on "For Program Staff". You will see several topics displayed.
>4. Click on "Effective Grant Writing". You will see a welcome message from
>Jim Aiello containing information about this discussion as well as
>instructions for accessing helpful resources in the VLC Library.
>
>New topics about grant writing will be posted regularly during the nine days
>of this moderated discussion. You are free to post responses to the
>questions or to post new topics for the participants to discuss.
>
>Please remember to visit the Discussion Forum page frequently to see new
>questions and postings.
>
>Additional resources will be made available in the VLC Library as
>supplemental background and information.
>
>
>Sylvia C. Lieshoff
>Verizon Literacy Campus: <http://www.literacycampus.org>www.literacycampus.org
>
>
>
>
>_______________________________________________
>National Insitute for Literacy
>Moderators mailing list
>Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
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From kabeall at comcast.net  Mon Jan 16 18:51:27 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 16 Jan 2006 18:51:27 -0500
Subject: [ProgramLeadership] New from NCSALL--Review of Adult Learning and
	Literacy, Volume 6
Message-ID: <007d01c61af7$c44ea310$0202a8c0@your4105e587b6>
The newest volume of the Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice (Vol. 6, 2006) is now available from NCSALL. For more information, please visit the NCSALL Web site at http://www.ncsall.net. 
It includes chapters on: 
?         demographic change and low-literacy Americans
?         the role of vocabulary in adult basic education (ABE)
?         implications of research on spelling for ABE
?         issues in teaching speaking skills to adult ESOL learners
?         the preparation and stability of the ABE teaching workforce
?         the adult literacy system in Ireland
?         broad-based organizing as a vehicle for promoting adult literacy
 
To order the Review of Adult Learning and Literacy, Volume 6, visit Erlbaum?s Web site (https://www.erlbaum.com/shop/tek9.asp?pg=search&mode=regular). 
To order Volume 6 at a 30% discount from NCSALL, go to our Order Form (http://www.ncsall.net/?id=1002); limited quantities available.
 
 
****************
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  Mon Jan 23 16:22:50 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 23 Jan 2006 16:22:50 -0500
Subject: [ProgramLeadership] Career Opportunities at the National Institute
	for Literacy
Message-ID: <5.1.0.14.2.20060123162206.014f3480@pop.utk.edu>
>from Jo Marilit, with the National Institute for Literacy
>
>**********************************************
>
>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. Other positions include: Associate Directors for Communication
>and Programs, Contract Specialists, Human Resources Officer, Budget and
>Policy Analyst.  For more information on career opportunities with the
>National Institute for Literacy and how to apply please visit:
>http://www.nifl.gov and click on Career Opportunities.
>
>Please review instruction on How to Apply. Incomplete applications will not
>be accepted.  Questions regarding these positions should be submitted to
>staff_search at nifl.gov <mailto:staff_search at nifl.gov>  Note: Applications
>will be accepted until 3:00 p.m. February 10, 2006.
>
>
>Shelly Coles
>National Institute for Literacy
>_______________________________________________
>National Insitute for Literacy
>Moderators mailing list
>Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
From kchaney at utk.edu  Wed Jan 25 14:06:02 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Wed, 25 Jan 2006 14:06:02 -0500
Subject: [ProgramLeadership] More details on the upcoming state pd discussion
Message-ID: <5.1.0.14.2.20060125140415.03aeeae0@pop.utk.edu>
>The announcement below is posted on behalf of Jackie Taylor, Moderator for 
>the Professional Development Discussion List
>+++++++++++++++++++++++
>
>Colleagues:
>The Adult Literacy Professional Development Discussion List is hosting a
>disscussion of "State Professional Development Systems," featuring
>professional development offered both regionally in New England and in the
>following states: California, Florida, Massachusetts, New Mexico, New York,
>Ohio, and Rhode Island. Colleagues from all states are invited to participate
>and share their work or experiences with state PD! To participate, subscribe
>by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
>
>See below for the list of guests participating. I hope you will be able to
>join us!  Jackie Taylor, Adult Literacy Professional Development List
>Moderator, jataylor at utk.edu
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>Topic: State Professional Development Systems
>Discussion Dates: January 30 ? February 10
>Guest Facilitator: Cassie Drennon Bryant, President, Cassandra Drennon &
>Associates, Inc.
>To participate: Subscribe by visiting:
>http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
>
>General Overview:
>
>Join our guests to discuss a broad range of topics on how state professional
>development (PD) systems work, including (but not limited to): funding,
>leadership, structure, provision of PD, policy, state initiatives, assessment
>and evaluation, continuous improvement, and other related issues.
>
>The discussion is open to anyone who would like to share their work or
>experiences with state PD. Guests from the following seven states and one
>region will be joining us in discussion and participating on behalf of their
>professional development entities/organizations:
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>GUESTS
>
>New England
>Silja Kallenbach, Coordinator, New England Literacy Resource Center
>(NELRC)/World Education
>
>California
>Mary Ann Corley, Ph.D., Principal Research Analyst and California Adult
>Literacy Professional Development Project (CALPRO) Director, American
>Institutes for Research
>
>Erik Jacobson, Research Analyst, American Institutes for Research/CALPRO
>
>Wendi Maxwell, Education Programs Consultant, California Department of
>Education
>
>Florida
>Teresa G. Bestor, State Director of Adult Education and Compliance 
>Monitoring,
>Division of Community Colleges and Workforce Education, Florida Department of
>Education
>
>Debra Hargrove, Coordinator, Florida TechNet
>
>Massachusetts
>Mina Reddy, Director, System for Adult Basic Education Support (SABES) 
>Central
>Resource Center, World Education
>
>Steve Reuys, Director, Adult Literacy Resource Institute/Greater Boston SABES
>Regional Support Center
>
>George Kohout, Director, SABES Western Regional Support Center and has worked
>for five years as Technology Coordinator
>
>New Mexico
>Nick Evangelista, Executive Director, New Mexico Adult Education Association
>
>New York
>Ira Yankwitt, Director of the New York City Regional Adult Education Network
>(NYC RAEN), Literacy Assistance Center
>
>Ohio
>Jeff Fantine, Director of the Central/Southeast ABLE Resource Center at Ohio
>University, participating on behalf of the Ohio ABLE Resource Center Network
>
>Rhode Island
>Janet Isserlis Project Director, Literacy Resources/RI
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>To participate, subscribe by visiting:
>http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
>
>See you on the list! Best, Jackie Taylor
>
>_______________________________________________
>National Insitute for Literacy
>Moderators mailing list
>Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
From kchaney at utk.edu  Mon Feb  6 17:28:49 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 06 Feb 2006 17:28:49 -0500
Subject: [ProgramLeadership] Fwd: English language discussion on adolescent
	learners
Message-ID: <5.1.0.14.2.20060206172712.015f26e8@pop.utk.edu>
>Posted on behalf of Lynda Terrell, Moderator of the English Language 
>Discussion List...
>*********************************************************************************************************
>
>The Adult English Language Learners is planning an online discussion on
>adolescent learners in adult ESL/ESOL classes from February 8-14, 2006.
>To join the English language list, please go to
>http://www.nifl.gov/lincs/discussions/discussions.html and follow the
>directions for subscribing.
>
>*********
>
>Adolescent English language learners (ELLs) are a growing population in
>secondary schools and a steady presence in postsecondary (adult)
>education programs. Many of you have experienced the unique
>characteristics and needs that adolescent ELLs present in the adult ESL
>classroom. Like their adult counterparts, some of these adolescents may
>be undocumented or may not have high literacy or education levels in
>their native languages. They may be trying to juggle work, education,
>community, and family responsibilities both here and in their native
>countries. Some may be struggling with cross-generational reunification
>issues. Others may have been born and raised in the U.S. but failed to
>succeed in traditional K-12 schooling. Despite their varied educational,
>social, and cultural backgrounds, these adolescents have one thing in
>common - their developmental stage and related needs may set them apart
>from the adult students in your classes.
>
>As high school exit criteria grow more demanding in the United States,
>students with limited or interrupted schooling are finding it difficult
>to graduate within the timeframes traditionally allocated for high
>school study. As a result, these students are turning to adult education
>to earn high school diplomas, increase their job skills, and improve
>their English language proficiency. On February 8-14 Sarah Young, author
>of Adolescent Learners in Adult ESL Classes,
>http://www.cal.org/caela/esl_resources/briefs/adolescent.html  will lead
>a discussion and respond to questions about this topic.
>
>Sarah is an instructor at the Arlington Education and Employment Program
>(REEP) in Arlington, Virginia. She is also an adult ESL content
>specialist at the Center for Applied Linguistics where she works on
>several projects related to adolescent and adult English language
>learners.
>
>On February 8, Sarah will summarize some of the issues related to
>adolescents studying in adult ESL/ESOL classrooms (e.g., who these
>learners are and why they are in adult ESL/ESOL classes, what
>instructional strategies may work well with this population, what types
>of educational opportunities may be available).
>
>To review the topic before the discussion, please read brief (above),
>which includes an extensive bibliography.
>
>We hope you will share your own experiences, advice, and comments,
>before, during, and after the days that Sarah leads the discussion and
>fields questions.
>
>If questions or comments are raised before next Tuesday, I will forward
>them to Sarah.
>
>You may also send comments or questions to me off the list at
>lterrill at cal.org
>
>
>
>Lynda Terrill
>English Language Discussion List
>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
>
>
>_______________________________________________
>National Institute for Literacy
>Moderators mailing list: Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
>Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
From EJacobson at air.org  Mon Feb  6 17:59:18 2006
From: EJacobson at air.org (Jacobson, Erik)
Date: Mon, 6 Feb 2006 14:59:18 -0800
Subject: [ProgramLeadership] National Reading Conference - J. Michael Parker
	Award
Message-ID: <DC59DD324318E44AA0C054AC1D7806BE0661A379@ca1ex1.air.org>
National Reading Conference - J. Michael Parker Award
The National Reading Conference (NRC) - 56th Annual Meeting will take
place in Los Angeles, CA, from November 29 to December 2, 2006. The
conference covers a wide range of literacy related topics, including
sessions on adult literacy. Information about the annual meeting is
available at http://www.nrconline.org/. I encourage adult literacy
researchers to join the dialogue at the meeting and to consider
submitting proposals 
In addition, to encourage research on adult literacy, NRC has
established the J. Michael Parker Award. This award is given to graduate
students and untenured professors who present research on adult learning
or education at the annual meeting. More information and submission
guidelines are available in the meeting's Call for Proposals -
http://www.nrconline.org/pdf/2006callforproposals.pdf  Submissions are
due March 1st, 2006, and must be submitted electronically. 
Erik Jacobson
Chair, J. Michael Parker Award Committee
National Reading Conference
From kchaney at utk.edu  Tue Feb  7 15:10:43 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 07 Feb 2006 15:10:43 -0500
Subject: [ProgramLeadership] welcome
Message-ID: <5.1.0.14.2.20060207150847.014f6278@pop.utk.edu>
Welcome to the Program Leadership and Improvement Discussion List!  There 
have been many new subscribers since the start of the year, so I wanted to 
send a special greeting to say that we are glad you have joined the list.
For those who are new, please consider posting a brief message introducing 
yourself, describing the type of work you do, and noting any particular 
areas of interest you have within the field.   "Program leadership" and 
"program improvement" mean different things to different people, and I hope 
that this list can address a variety of topics that fall within this wide 
spectrum.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------
There is an upcoming event on the discussion list which may interest you. 
We are working to schedule two guests from community-based ABE/ESOL 
programs who recently participated in a UPS Foundation-funded "Leadership 
for Community Literacy" Initiative that was administered by the Equipped 
for the Future (EFF) Center.
After implementing a program improvement model based on the EFF Standards 
and Quality Program Practices, the five participants in this project wrote 
about their experiences. Their "Stories of Program Improvement" will be 
added to the Program Leadership and Improvement Special Collection web site 
[http://pli.cls.utk.edu] within the next month.  You will have a chance to 
read the stories first, and then ask specific questions of the guests about 
their particular experiences.  (An announcement will be posted once the 
dates are firm.)
In the meantime, if you have any other specific topics that you would like 
to see addressed on this list, please post questions/thoughts about that 
topic to the list, or write me directly with your suggestions.
I look forward to hearing from you.
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From kchaney at utk.edu  Thu Feb  9 11:35:11 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 09 Feb 2006 11:35:11 -0500
Subject: [ProgramLeadership] Discussion on Struggling ESOL Learners
Message-ID: <5.1.0.14.2.20060209113249.01532550@pop.utk.edu>
>Colleagues:
Below is an announcement posted on behalf of Julie McKinney, the Moderator 
of the Focus on Basics Discussion List.  Those of you who serve ESOL 
learners may be interested. -- Kim
-----------------------------------------------------------------------------------------------------------------------------------------------------------------
>Hi All!
>
>I invite you to join us next week on the Focus on Basics list, for a
>discussion about ESOL learners who seem "stuck".
>
>When:   Wed, Feb. 15th - Wed, Feb 22nd
>Where:  On the Focus on Basics Discussion List (You can subcribe
>for     the week and then unsubscribe.) Go to:
>         www.nifl.gov/mailman/listinfo/focusonbasics
>
>Who and What:
>Robin Schwarz, a longtime LD specialist, researcher and ESOL tutor,
>will
>discuss her  recent article, "Taking a Closer Look at Struggling ESOL
>Learners ", about ESOL learners who seem "stuck", and how we can find
>the real reasons for their struggles and find ways to get them back on
>track.
>
>You can find this article at:
>http://www.ncsall.net/index.php?id=994
>
>Following are some questions to think about as we prepare to discuss
>this article. If you have staff meetings coming up, I encourage you to
>use them as a chance to discuss the following questions as they relate
>to your center or program.
>
>Discussion Questions
>
>1.  Stories:  Have you had struggling learners in your program? How
>common do you think this problem is? Do you want to share a story of a
>learner you have worked with, and tell us how you were able to find out
>the issue, and what you did to help?
>
>2.  Physical Disabilities:  How do we screen for them and what
>specific
>accommodations can we make in the class or program for them?
>
>3.  Intake/Counseling Procedures:  What does your center or program do
>for a routine intake? What is the procedure to address a learner who is
>not progressing? How well do you get at factors such as physical and
>health problems, living situations, amount and nature of literacy
>skills, nature of the primary language and cultural communication
>style?
>
>4.  Responding: Once there is a reason discovered for a learner's
>struggles, how well-equipped are you to respond to the problem? How do
>you learn how to accommodate a hearing or visual problem? What do you do
>for the learner with anxiety or depression? Do you have access to a
>consulting teacher, or someone knowledgeable in the complexities of a
>given culture's communication style (as in the example of the
>Sudanesemen in the article)?
>
>5.  Staff Training/Professional Development: What kind of training do
>we all need in order to ensure that our intake procedures are complete
>and appropriate? What kind of  training will help us to respond an
>effective way?
>
>6.  Did This Article Change Something You Do? Share with us anything
>that you changed, did, started, or stopped as a result of reading this
>article.  Why?  What result did you get?
>
>7. What Connections Did You Make With This Article? Even if you did not
>change anything, did it ring a bell or hit home to you in some way?
>
>  We'll see you next week for the discussion!
>
>Julie
>
>
>
>Julie McKinney
>Discussion List Moderator
>World Education/NCSALL
>jmckinney at worlded.org
>
>_______________________________________________
>National Institute for Literacy
>Moderators mailing list: Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
>Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
From kchaney at utk.edu  Tue Feb 14 15:17:44 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 14 Feb 2006 15:17:44 -0500
Subject: [ProgramLeadership] Discussion starts tomorrow
Message-ID: <5.1.0.14.2.20060214151640.014f7728@pop.utk.edu>
>The message below is posted on behalf of Julie McKinney, Moderator of the 
>Focus on Basic Discussion List.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
>For those who are interested: the discussion of Struggling ESOL Learners
>starts tomorrow on the Focus on Basics Discussion List.  Please join
>Robin Schwarz and the rest of us to discuss her article in Focus on
>Basics, Vol. 8A.
>
>To read the article: "Taking a Closer Look at Struggling ESOL Learners"
>go to:
>http://www.ncsall.net/index.php?id=994
>
>If you are not subscribed to the FOB list, you can subscribe at:
>http://www.nifl.gov/mailman/listinfo/focusonbasics
>
>Below are the questions we posted last week to get us thinking about the
>article and how it relates to the work we do.
>
>Discussion Questions
>
>1.  Stories:  Have you had struggling learners in your program? How
>common do you think this problem is? Do you want to share a story of a
>learner you have worked with, and tell us how you were able to find out
>the issue, and what you did to help?
>
>2.  Physical Disabilities:  How do we screen for them and what specific
>accommodations can we make in the class or program for them?
>
>3.  Intake/Counseling Procedures:  What does your center or program do
>for a routine intake? What is the procedure to address a learner who is
>not progressing? How well do you get at factors such as physical and
>health problems, living situations, amount and nature of literacy
>skills, nature of the primary language and cultural communication style?
>
>4.  Responding: Once there is a reason discovered for a learner's
>struggles, how well-equipped are you to respond to the problem? How do
>you learn how to accommodate a hearing or visual problem? What do you do
>for the learner with anxiety or depression? Do you have access to a
>consulting teacher, or someone knowledgeable in the complexities of a
>given culture's communication style (as in the example of the Sudanese
>men in the article)?
>
>5.  Staff Training/Professional Development: What kind of training do we
>all need in order to ensure that our intake procedures are complete and
>appropriate? What kind of  training will help us to respond an effective
>way?
>
>6.  Did This Article Change Something You Do? Share with us anything
>that you changed, did, started, or stopped as a result of reading this
>article.  Why?  What result did you get?
>
>7. What Connections Did You Make With This Article? Even if you did not
>change anything, did it ring a bell or hit home to you in some way?
>
>We'll see you tomorrow for the discussion!
>
>Julie
>
>Julie McKinney
>Discussion List Moderator
>World Education/NCSALL
>jmckinney at worlded.org
>
>
>Julie McKinney
>Discussion List Moderator
>World Education/NCSALL
>jmckinney at worlded.org
>
>_______________________________________________
>National Institute for Literacy
>Moderators mailing list: Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
>Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
From kabeall at comcast.net  Wed Feb 15 12:19:14 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 15 Feb 2006 12:19:14 -0500
Subject: [ProgramLeadership] New from NCSALL--Program Administrators'
	Sourcebook
Message-ID: <004201c63253$f1fc3570$0202a8c0@your4105e587b6>
If you administer an adult education program, you face a wide variety of challenges:
*         How can you help students make "level" gains?
*         How can you help students gain the skills they need to reach their goals?
*         How can you help students stay in programs long enough to meet their goals?
*         How can you prepare and retain good teachers?
*         How can you document the successes of your program?
 
The National Center for the Study of Adult Learning and Literacy (NCSALL) conducted research relevant to these questions. The Program Administrators? Sourcebook (December 2005) is designed to give you, as a program administrator, direct access to research that may help you address the challenges you face in your job.
 
Written by Jackie Taylor, Cristine Smith, and Beth Bingman in collaboration with five local program administrators, this sourcebook presents NCSALL?s research findings in short sections related to key challenges that program administrators face in their work as managers of adult education programs. It also presents the implications of these research findings for program structure and services, as well as some strategies for implementing change based on these implications. 
 
To download the Program Administrators' Sourcebook, visit NCSALL's Web site: http://www.ncsall.net/?id=1035
 
To order the Program Administrators' Sourcebook at $10.00/copy, go to the NCSALL Order Form (http://www.ncsall.net/?id=674); limited quantities available.
 
 
****************
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  Thu Feb 16 12:51:07 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 16 Feb 2006 12:51:07 -0500
Subject: [ProgramLeadership] List Reminders
Message-ID: <5.1.0.14.2.20060216123735.014f85b0@pop.utk.edu>
Hi, everyone.
Now that Mailman, the mailing list manager that is used for the National 
Institute for Literacy discussion lists, has been up and running for a few 
months, we wanted to check in and make sure you have the most current 
information on sending messages, and etc.
To post a message for all of the list members, send your message to:
   <programleadership at nifl.gov>
To access general information regarding all of the lists and the Mailman 
functions, go to:
http://www.nifl.gov/lincs/discussions/help/help_mailman.html
To directly access the Program Leadership and Improvement Discussion List, 
go to:
http://www.nifl.gov/mailman/listinfo/ProgramLeadership
If you have any additional questions, please feel free to contact me.
Thank you,
Kim Chaney-Bay
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From kchaney at utk.edu  Thu Feb 16 14:23:13 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 16 Feb 2006 14:23:13 -0500
Subject: [ProgramLeadership] Leadership Institute in KY
Message-ID: <5.1.0.14.2.20060216141828.015dfb08@pop.utk.edu>
>Colleagues,
The message below was originally posted on the Professional Development 
Discussion List by Connie Spencer-Ackerman.  With Connie's permission, I am 
cross-posting on this list.
In the posting, she describes the Leadership Institute for program 
directors that takes place in Kentucky.  Have any of you been involved in 
similar institutes in your state?  If so, was the focus on program 
directors?  What topic areas were included?
-- Kim
> >===== Original Message From Connie Spencer-Ackerman
><c.spencerack at morehead-st.edu> =====
>   I'd like to share what we have been doing in Kentucky to support
>professional development among our local program directors.
>
>For three years, a group of select program directors have been
>participating in what in called the Leadership Institute.  The
>Institute, which brings participants together three times a year,  is
>based on the Education Criteria for Performance Excellence, associated
>with the Baldrige National Quality Program. (a tip of the hat to Jim
>Ford at the Center for Literacy Studies for helping us select this
>framework).  During our times together, we revisit seven categories that
>high performing organizations should be focusing on --  leadership;
>strategic planning; student and stakeholder focus;  measurement,
>analysis, and knowledge management; faculty and staff focus; process
>management; and results -- and we discuss and share practices that
>assist program directors in these areas.
>
>New program directors are introduced to adult education in Kentucky with
>a series of three meetings organized and facilitated by our state office
>that focus on state policies as well as how the state supports local
>achievement of five goals established by the parent organization -- the
>Council on Postsecondary Education.  Then throughout the year the
>directors convene periodically to learn about topics that were
>identified by the previous year's cohort as being especially important.
>One session is dedicated to discussion of those characteristics of high
>performing programs identified in research conducted by Abt Associates.
>During the second year of their induction into adult education, program
>directors are exposed to principles of continuous improvement and a
>"lighter" version of the Baldrige criteria.  Because Kentucky's focus on
>program directors is relatively new, we do not yet have a fully
>developed curriculum for veteran program directors; but all new program
>director sessions described above are open to them.
>
>All program directors can find suitable professional development
>opportunities by searching by specialty area on PDtrack, our new
>professional development tracking system, which also allows them to
>register for workshops and to maintain a transcript of PD activity.
>Another feature of our new system is what are called "self-directed
>activities."  If a director wants to create his or her own professional
>development experience, in other words does not want to rely solely on
>national-, state- or Academy-sponsored events, he or she can submit to
>PDtrack a request to engage in a self-directed activity.   If you would
>like more information, go to http://www.kyae.ky.gov/pd/default.htm.
>There you will find a more detailed explanation as well as a copy of the
>professional development handbook which introduced the system.
>
>A particularly interesting feature of professional development
>introduced this past fall is the way value is assigned to professional
>development experiences.  Our intention was to value the depth of an
>experience rather than seat time.   Any experience that involves
>investigation of a topic (workshop, participation in a study circle,
>conference attendance, etc.) results in one professional development
>unit.  If the participant elects to apply and evaluate in his or her
>classroom or program that topic, an additional five units are earned.
>If the results of application and evaluations are shared with colleagues
>through a workshop, study circle, conference session, etc., three units
>are earned.  This is a rather simplified explanation, and we do not yet
>know what the results will be.
>
>Connie Spencer-Ackerman
>Adult Education Academy
>Morehead State University
>150 University Boulevard, Box 968
>Morehead, KY 40351
>ph:  606-783-9377   fax:  606-783-9111
>
>The reason most major goals are not achieved is that we spend our time doing
>second things first.
>
>Robert J. McKain
>
>
>
>
>
>
>
>fantine at ohio.edu wrote:
>
> >Ok, one more question and I'm going to bed:
> >
> >Jackie also asked, what type of PD for administrators do states offer?
> >
> >
> >This year we offered a PD activity for the ABLE program
>directors/coordinators
> >in our region - we invited Kaye Beall from NCSALL to discuss using Study
> >Circles around issues of program management.  It was well received.  We'd
>like
> >to do more PD for administrators - are considering some type of leaderhip
> >series for next year.
> >
> >What are other states offering in terms of PD for administrators?
> >
> >Jeff Fantine
> >Director, Literacy Center
> >College of Education
> >Ohio University
> >340 McCracken Hall
> >Athens, OH  45701
> >----------------------------------------------------
> >National Institute 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/professionaldevelopment
> >
> >
>
>-
>
>
>
>fantine at ohio.edu wrote:
>
> >Ok, one more question and I'm going to bed:
> >
> >Jackie also asked, what type of PD for administrators do states offer?
> >
> >
> >This year we offered a PD activity for the ABLE program
>directors/coordinators
> >in our region - we invited Kaye Beall from NCSALL to discuss using Study
> >Circles around issues of program management.  It was well received.  We'd
>like
> >to do more PD for administrators - are considering some type of leaderhip
> >series for next year.
> >
> >What are other states offering in terms of PD for administrators?
> >
> >Jeff Fantine
> >Director, Literacy Center
> >College of Education
> >Ohio University
> >340 McCracken Hall
> >Athens, OH  45701
> >----------------------------------------------------
> >National Institute 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/professionaldevelopment
> >
> >
>
>--
>Connie Spencer-Ackerman
>Adult Education Academy
>Morehead State University
>150 University Boulevard, Box 968
>Morehead, KY 40351
>ph:  606-783-9377   fax:  606-783-9111
>
>The reason most major goals are not achieved is that we spend our time doing
>second things first.
>
>Robert J. McKain
>
>
>
>----------------------------------------------------
>National Institute 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/professionaldevelopment
From kabeall at comcast.net  Tue Feb 28 12:52:57 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 28 Feb 2006 12:52:57 -0500
Subject: [ProgramLeadership] New from NCSALL--Practitioner Research,
	Practitioner Knowledge
Message-ID: <001a01c63c8f$cf153020$0202a8c0@your4105e587b6>
Visit the new Practitioner Research, Practitioner Knowledge section of
NCSALL's Web site at http://www.ncsall.net/?id=967. Find out how
practitioners learn about new research and then inquire about how this
research might be used in their own practice. 
 
Teachers in the Northwest Practitioner Knowledge Institute learned about ESL
research, made a change in their own practice, documented what happened when
they made the change, and shared this knowledge in final reports. They
developed and documented "practitioner knowledge" developed from learning
about others' research. 
 
Teachers in the Minnesota Practitioner Research in Reading Project and the
Practitioner Dissemination and Research Network learned about others'
research and also conducted research of their own. After learning about new
research findings in reading or learner persistence, these teachers
developed a research question on one of these topics, planned an
intervention or change in their own practice, collected data on what
happened as a result, analyzed these data and reported their findings.
 
****************
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 kabeall at comcast.net  Wed Mar  8 08:19:40 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 8 Mar 2006 08:19:40 -0500
Subject: [ProgramLeadership] New from NCSALL--Skills for Chronic Disease
	Management
Message-ID: <001201c642b2$f49e8840$0c0fca0a@your4105e587b6>
Skills for Chronic Disease Management 
by Rima Rudd, Lisa Soricone, Maricel Santos, Charlotte Nath, and Janet Smith
is now available from NCSALL.
 
The goal of this 15-hour study circle+ is to prepare participants to help
their students develop basic skills needed for chronic disease management.
These skills include reading medicine labels, following directions, and
measuring dosages correctly; using measurement tools to monitor health;
monitoring symptoms and talking to health care professionals the
observations; and making critical decisions about health care.
 
To download the Health Literacy Study Circle+ Facilitator's Guide: Skills
for  Chronic Disease Management, visit NCSALL's Web site:
http://www.ncsall.net/?id=1058
 
To order the Health Literacy Study Circle+ Facilitator's Guide: Skills for
Chronic Disease Management at $33.00/copy, go to the NCSALL Order Form:
http://www.ncsall.net/?id=674
 
 
 
****************
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 djrosen at comcast.net  Thu Mar  9 15:31:56 2006
From: djrosen at comcast.net (David Rosen)
Date: Thu, 9 Mar 2006 15:31:56 -0500
Subject: [ProgramLeadership] Volunteer Program Tutor Supervisor Job
	Description
In-Reply-To: <5.1.0.14.2.20060216141828.015dfb08@pop.utk.edu>
References: <5.1.0.14.2.20060216141828.015dfb08@pop.utk.edu>
Message-ID: <90D6C5AE-FE07-4E8F-A796-5BCF14DBB041@comcast.net>
Program Leadership colleagues,
I am looking for a good job description for a volunteer coordinator  
working in an adult literacy program, the person who recruits, trains  
and supervises volunteers, often a paid part-time or full-time job.
If you have a job description for a volunteer coordinator, please e- 
mail (or mail) it to me.
Thanks,
David J. Rosen
Newsome Associates
7 Newsome Park
Jamaica Plain, MA 02130
djrosen at comcast.net
From kabeall at comcast.net  Mon Mar 13 13:28:33 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 13 Mar 2006 13:28:33 -0500
Subject: [ProgramLeadership 35] New from NCSALL--An Evaluation of Focus on
	Basics
Message-ID: <003b01c646cb$ef7cb270$0302a8c0@your4105e587b6>
"It's not an expensive journal, but has high quality articles with current
research and
techniques. . it helps me stay connected with the profession." says one
reader of Focus on Basics. 
 
The results of a survey on the impact of Focus on Basics on its readers is
available on the NCSALL Web site at http://www.ncsall.net/?id=29#27.  To
order a printed version ($10), go to http://www.ncsall.net/?id=681. (Printed
copies will be available by 3/17/06.)
 
SNEAK PREVIEW: The findings were overwhelmingly upbeat. The 292 readers who
completed the survey report that Focus on Basics has had a positive impact
in the following ways:
. It has influenced their beliefs about adult basic education.
. It has helped them feel connected to the larger education community as
professionals.
. It has contributed to the development of communities of practice.
. It has enabled them to make a connection between research and practice.
. It has provided them with concrete ideas they have used to change their
programs and practice.
 
Four in-depth interviews with professional development providers are
included as well.
 
Read the report to find out more about how the publication is and can be
used as a professional development tool.
 
****************
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  Thu Mar 16 13:40:29 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 16 Mar 2006 13:40:29 -0500
Subject: [ProgramLeadership 36]  resource added to web site
Message-ID: <5.1.0.14.2.20060316133050.014fc358@pop.utk.edu>
Colleagues:
A link to the "Community Partnerships for Adult Learning" web site, 
supported by the Office of Vocational and Adult Education (OVAE), 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 [http://pli.cls.utk.edu] and click on the 
"Community Partnerships for Adult Learning" link.
As noted, the site is "dedicated to encouraging the creation of 
partnerships to improve the quality of adult education in the United 
States."  There is a wide variety of resources, including how-to's, 
research reports, and links to relevant websites, sorted by topic and 
potential user.
-- Kim
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From kchaney at utk.edu  Thu Mar 30 13:35:20 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 30 Mar 2006 13:35:20 -0500
Subject: [ProgramLeadership 37] REGISTER NOW: AALPD Pre-Conference at COABE
Message-ID: <5.1.0.14.2.20060330133451.014fd4d8@pop.utk.edu>
>=====================================
>
>EARLY-BIRD REGISTRATION DEADLINE: TOMORROW - MARCH 31, 2006
>AALPD Preconference at COABE
>
>For those of you attending the 2006 COABE Conference in Houston April 26-29,
>the Association of Adult Literacy Professional Developers (AALPD) would like
>to remind you to register for our pre-conference session, "Sharing 
>Experiences
>in Professional Development," which will take place Wednesday, April 26th 
>from
>9:00 a.m. until 4:00 p.m.
>
>This session will include an overview of the latest national projects and
>initiatives related to professional development. A facilitated panel
>presentation will showcase various PD models of NEW STAFF/TEACHER 
>ORIENTATION.
>Also, pre-conference participants will have an opportunity to discuss key
>issues around the professional development policies being advocated for by
>AALPD.
>
>The cost of this AALPD Preconference is $75.00 regardless of when you
>register. To register: <http://www.coabe06.org>
>
>Attached is a copy of the tentative agenda and the PD policies that will be
>discussed.
>
>We hope to see you at COABE - REGISTER NOW!
>
>Jeffrey A. Fantine
>Director, Center for the Study and Development
>of Literacy and Language
>College of Education
>Ohio University
>338 McCracken Hall
>Athens, OH 45701
>800-753-1519
>fax: 740-593-2834
>
>
>
>----------------------------------------------------
>National Institute 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/professionaldevelopment
>
>
>_______________________________________________
>National Institute for Literacy
>Moderators mailing list: Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
>Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
>Moderator's List Archive page:
>http://www.nifl.gov/mailman/private/moderators
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From kchaney at utk.edu  Fri Mar 31 10:26:58 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Fri, 31 Mar 2006 10:26:58 -0500
Subject: [ProgramLeadership 38]  Announcement: Conference in NY
Message-ID: <5.1.0.14.2.20060331102056.014fd100@pop.utk.edu>
>Hi all,
>
>Please post the following conference announcement to your list if you think
>it would be appropriate. It is a New York State conference but folks from
>out of state are able to attend.
>Regards,
>Mariann
>
>Dear Colleagues:
>
>The New York Association for Continuing/Community Education (NYACCE) will
>be holding its 55th annual conference on May 7-9 at the Albany Marriott.
>Early Bird registration ends on April 10.  For more information and to
>register, visit NYACCE's website at www.nyacce.org.
>
>
>
>
>
>
>Mariann Fedele
>Coordinator of Professional Development,
>Literacy Assistance Center
>Moderator,
>NIFL Technology and Literacy Discussion List
>32 Broadway 10th Floor
>New York, New York 10004
>212-803-3325
>mariannf at lacnyc.org
>www.lacnyc.org
>
>_______________________________________________
>National Institute for Literacy
>Moderators mailing list: Moderators at nifl.gov
>http://www.nifl.gov/mailman/listinfo/moderators
>Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
>Moderator's List Archive page:
>http://www.nifl.gov/mailman/private/moderators
From kchaney at utk.edu  Mon Apr  3 18:07:11 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 03 Apr 2006 18:07:11 -0400
Subject: [ProgramLeadership 39]  Stories of Program Improvement
Message-ID: <5.1.0.14.2.20060403180636.01639870@pop.utk.edu>
Dear List Subscribers:
A new page has been added to the Program Leadership and Improvement Special 
Collection web site http://pli.cls.utk.edu]. It's called "Stories of 
Program Improvement" and was developed as a response to what many of you 
have told us over the last couple of years - that you would like to hear 
about real experiences from real folks like yourself who have tried to 
improve their program at some level.
We started the page off with narratives from three of five participants who 
recently participated in a UPS Foundation-funded "Leadership for Community 
Literacy" Initiative.  After implementing a program improvement model based 
on the EFF Standards and Quality Program Practices, these participants 
wrote about their experiences - you can see their unedited stories at 
http://pli.cls.utk.edu/Stories/index.html.
Lori Hairrell, who headed up the effort by the Literacy Coalition of 
Chattanooga, will be a guest on the discussion list in a couple of 
weeks.  Details on her visit are forthcoming.
Two more stories from the UPS Foundation/EFF initiative will be added in a 
few weeks.  We would also like to add more stories - from you!  If you have 
done any kind of structured program improvement effort in your AE program, 
please consider contributing your story to this page. It can be two 
paragraphs, or a long narrative - I can even write it up if you want to 
just send notes or give me information.  Please consider doing this, and 
let me know if you're interested <kchaney at utk.edu>.
Sincerely,
Kim
From djrosen at comcast.net  Tue Apr  4 21:52:48 2006
From: djrosen at comcast.net (David Rosen)
Date: Tue, 4 Apr 2006 21:52:48 -0400
Subject: [ProgramLeadership 40]  Curriculum Policy Proposals
Message-ID: <D7016867-F3C4-4878-9E69-E1051FE22FDE@comcast.net>
AAACE-NLA and Program Leadership Colleagues,
 From time to time government agencies at the federal and state level  
fund programs to develop curricula.  For example, for several years,  
through the U.S. Department of Education's Workplace Education  
Program, federal grants supported the development of workplace- 
specific or industry-specific basic skills (including ELL) curriculum  
for workers.  I think that it is useful for federal, state and local  
government agencies to fund curriculum development.  I wish they  
would fund more curriculum projects, both generic and industry- 
specific, in all areas of adult education and literacy (which  
includes ELL and numeracy.)
However, there are two things I would like to see government agencies  
require, that grantees:
1. Develop the curriculum against a set of curriculum standards or  
frameworks.  Given that we do not have federally-approved standards,  
national curriculum projects should use EFF standards, SCANS  
competencies, or possibly CASAS competencies, or a set of state- 
approved  curriculum frameworks. State and local curriculum projects  
could use state-approved curriculum standards.  Exceptions could be  
made for curriculum projects which use a participatory curriculum  
development model where a curriculum is developed from the  
interaction of a teacher and a particular group of students, growing  
from that particular group of students' needs.
2. Publish the curriculum in a government-sponsored curriculum  
database on the Web where anyone (especially teachers) could  quickly  
find it, using a set of adult education curriculum categories, and or  
search terms.
I have recently been searching for some specific workplace  
curriculum, and have been surprised to find how much time it takes to  
chase it down.  I am sure this curriculum exists; it is just not easy  
to find.  And when I have found it, it is rare that the curriculum  
was developed against a set of curriculum standards, or at least it  
isn't clear what the curriculum standards are.  I have often found  
that the curriculum is no longer in print.
Why do I bring this up here?  There are two reasons:
1) This is a public policy issue.  I would like to see the U.S.  
Department of Education, the U.S. Department of Labor, HUD, and other  
federal government agencies, and all state agencies which fund adult  
education and literacy curriculum development adopt this as a policy.  
It would add value to government-funded projects if others could  
benefit from the curriculum development work.  It would not cost much  
to create this web-based database or to maintain it.
2) I would like to hear your reactions to these proposals, for  
example from a program improvement (curriculum improvement is part of  
program leadership) and from a public policy perspective.
David J. Rosen
newsomeassociates.com
djrosen at comcast.net
From kabeall at comcast.net  Wed Apr  5 14:09:57 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 5 Apr 2006 14:09:57 -0400
Subject: [ProgramLeadership 41] Linking Research and Practice: NCSALL's
	Research Strand at COABE
Message-ID: <009a01c658dc$25ffd350$0202a8c0@your4105e587b6>
For those of you attending the 2006 COABE Conference in Houston April 26-29,
the National Center for the Study of Adult Learning and Literacy (NCSALL)
invites you to attend its sessions during the conference.
 
Presenters will highlight NCSALL research findings and share professional
development activities and instructional strategies for strengthening the
quality of adult literacy programs.
 
Attached is a list of the NCSALL sessions.
 
See you at COABE! Stop by and visit our booth (#119) in the exhibit area.
 
 
****************
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 Apr 18 11:32:18 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 18 Apr 2006 11:32:18 -0400
Subject: [ProgramLeadership 42]  Practitioner-Researcher Symposium
Message-ID: <5.1.0.14.2.20060418112912.030cd280@pop.utk.edu>
The following announcement is posted on behalf of Mary Ann Corley
-----------------------------------------------------------------------------------------------------------------------------------
SAVE the DATES: November 30-December 2, 2006!
ANNOUNCING: A MEETING OF THE MINDS II SYMPOSIUM!
The National Center for the Study of Adult Learning and Literacy (NCSALL), 
the California Department of Education (CDE) Adult Education Office, and 
the California Adult Literacy Professional Development Project (CALPRO) of 
the American Institutes for Research are pleased to announce a Meeting of 
the Minds II: A National Adult Education Practitioner-Researcher Symposium.
Scheduled for November 30-December 2, 2006, at the Sheraton Grand hotel in 
Sacramento, California, the symposium is designed to provide opportunities 
for adult education practitioners and researchers to share and discuss the 
most current research findings and practitioner wisdom. It will engage 
practitioners and researchers with questions related to goals, 
accountability, and efficacy and efficiency in policy, practice, and 
research. The ultimate goals of the symposium are to highlight systemic 
changes that can enhance literacy practice and increase student learning 
gains. The theme of this year's symposium is Systemic Change and Student 
Success: What Does Research Tell Us?
As in the first Meeting of the Minds Symposium that was held in 2004, each 
session of the 2006 Symposium will be structured so that the research 
presentation is followed by a panel of practitioners who will discuss 
implications for practice or policy. In addition, conference attendees will 
have opportunities for small group interaction and networking with 
researcher-presenters to discuss not only how research can inform practice 
and policy, but also how practice and policy can inform and suggest a 
research agenda.
More information about the Meeting of the Minds II symposium will be 
available soon on the symposium Web site, www.researchtopractice.org. (This 
Web site currently lists presenters' PowerPoints and abstracts of sessions 
held at the 2004 Meeting of the Minds symposium as well as thoughts 
generated by attendees regarding implications of the research findings.) We 
are in the process of updating this Web site to house information about 
online registration for the 2006 symposium as well as information about 
hotel registration. We will send out another notice after the Web site has 
been updated. In the meantime, please save the dates and plan to join us in 
November in Sacramento!
Thank you.
-Mary Ann Corley, Ph.D.
Symposium Coordinator and
CALPRO Director, American Institutes for Research
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From kabeall at comcast.net  Tue Apr 18 14:32:01 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 18 Apr 2006 14:32:01 -0400
Subject: [ProgramLeadership 43]  New from NCSALL
Message-ID: <008901c66316$62b55880$0202a8c0@your4105e587b6>
Two new publications are now available from NCSALL. For more information,
please visit the NCSALL Web site at: http://www.ncsall.net
<http://www.ncsall.net/> 
 
An Evidence-based Adult Education Program Model Appropriate for Research 
by John Comings, Lisa Soricone, and Maricel Santos 
The document reviews the available empirical evidence and professional
wisdom in order to define a program model that meets the requirements for
good practice. This program model describes what teachers, adult students,
counselors, administrators, volunteers, and program partners should do to
provide both effective instruction and the support services adults need to
persist in their learning long enough to be successful. This paper describes
a program model as having a program quality support component and three
chronological program components, which are entrance into a program,
participation in a program, and reengagement in learning. Though this model
could also be used as a description of good programs for other purposes,
here it describes the context in which research on approaches to instruction
and support services could be productive. 
To download the NCSALL Occasional Paper, visit NCSALL's Web site:
http://www.ncsall.net/index.php?id=26#ebae
 
Learner's Engagement in Adult Literacy Education  
by Hal Beder, Jessica Tomkins, Patsy Medina, Regina Riccioni, and Weiling
Deng 
Engagement is mental effort focused on learning and is a precondition to
learning progress. It is important to understand how and why adult learners
engage in literacy instruction because engagement is a precondition to
learning progress. This study focused on how learning context shapes
engagement. The practical reason for doing so is that to a great extent
adult educators control the educational context. Thus if they understand how
the educational context shapes engagement, they can influence engagement in
positive ways.
To download the NCSALL Report, visit NCSALL's Web site:
http://www.ncsall.net/?id=29#28
To order the NCSALL Report at $10.00/copy, go to the Order Form:
http://www.ncsall.net/?id=681
 
****************
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 djgbrian at utk.edu  Mon Apr 24 11:09:47 2006
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 24 Apr 2006 11:09:47 -0400
Subject: [ProgramLeadership 44]  Invitation to a COABE Session
Message-ID: <5.1.0.14.2.20060424110939.03b90af8@pop.utk.edu>
Dear Colleagues:
Please join us in the following session at this year's COABE National
Conference in Houston, Texas:
Learning Disabilities & Work Issues: How Can We Help?
Thursday, April 27 at 11:00 AM in the computer lab
Presented by Aaron Kohring, Content Coordinator of the Literacy and 
Learning Disabilities Special Collection
and Donna Brian, Content Coordinator of the Workforce Education Special 
Collection
Learning disabilities among workers are common, though often unrecognized, 
and they frequently contribute to job loss. As an educator, what can you do 
to prepare adults with LD for greater success in the world of work? How do 
you assist an adult to self-assess for their strengths, their struggles, 
and helpful accommodations? What proactive steps can make the difference 
between success and frustration for LD workers? What is the role of 
self-advocacy? Are there learning strategies that are especially effective 
with LD workers? Where can you go for resources?
This session begins with a participatory activity to heighten awareness of 
the nature of LD in the workplace. Participants will then consider ways to 
discern strengths and weaknesses of an adult with learning disabilities and 
provide appropriate accommodations to foster success. Learning and work 
strategies particularly effective for those with LD will be introduced. The 
recounted experiences of successful LD workers will bring to life the 
critical role that self-advocacy plays.
Throughout the presentation, the presenters will highlight pertinent 
resources from the Literacy and Learning Disabilities and Workforce 
Education Special Collections. We will demonstrate on-line how the 
collections can be used to find free resources. The organization and 
content of the special collections will be explored through using the 
collections to find information about issues. Attendees will be able to 
extend their learning beyond the presentation through access to a 
self-paced tutorial (authored by the presenters) plus a list of applicable 
online resources.
Participation of attendees in providing examples of their experiences with 
adults with LD will be encouraged throughout the presentation. Discussion 
will invite feedback from participants to guide the presenters' continued 
future efforts in collecting and organizing on-line resources responsive to 
the needs of workplace and workforce educators in mentoring adults with 
learning disabilities.
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
From kchaney at utk.edu  Thu Apr 27 15:02:41 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 27 Apr 2006 15:02:41 -0400
Subject: [ProgramLeadership 45]  Literacy President 2008
Message-ID: <5.1.0.14.2.20060427145958.01502208@pop.utk.edu>
The posting below is a message from David Rosen
------------------------------------------------------------------------------------------------------------------------------------------
Dear Colleague,
We need your opinion and your vote. Literacy President 2008 is a non-
partisan effort to increase national awareness of adult literacy
regardless of whom is elected. Literacy President provides members
of the adult education community with ways to be active participants
in the 2008 Presidential election. The first activity was generating
possible questions to ask the candidates. We now have 20 possible
questions, and they need to be narrowed to the top five.
This is your chance to vote on these, to help us narrow them to the
top five best questions. In the 2004 election, Literacy President
had over 1000 people -- practitioners, adult learners and others --
who voted for the top priority questions. This time our goal is 1500
people participating: students, practitioners and other advocates for
adult literacy.
To vote, please go to
http://www.surveymonkey.com/s.asp?u=85102489618
If the address breaks into two lines, you can try this one instead:
http://tinyurl.com/s553p
For the Literacy President Group,
David Rosen
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From leellington at vcu.edu  Fri Apr 28 12:00:14 2006
From: leellington at vcu.edu (Lauren E Ellington/FS/VCU)
Date: Fri, 28 Apr 2006 12:00:14 -0400
Subject: [ProgramLeadership 46]  multiple postings
Message-ID: <OF04C45D73.864C908F-ON8525715E.0057A84F-8525715E.0057ED8B@vcu.edu>
I'm wondering if it is at all possible for multiple postings to be sent to 
the lists as one message rather than as separate messages.  I ask this 
because I am a member of 12 of the 13 listservs and every time there is a 
multiple message, I receive it 12 times.  As you can imagine this fills up 
my inbox quite a bit.  It is rather easy to do by creating a group listing 
in your address book (like I've done with this message).
I am sure that there are other listserv participants who are members of 
multiple lists as well who would appreciate this consideration.  Thank 
you.
**************************************************************
Lauren Ellington
Online Training Specialist, 
Learning Disabilities Specialist, and
Writer/Editor of Update and Update on LD
Virginia Adult Learning Resource Center
Virginia Commonwealth University
817 W. Franklin Street, Room 221  |  P.O. Box 842037
Richmond, VA  23284-2037
Phone:  1-800-237-0178 or  804-828-6158 
Fax:  804-828-7539
http://www.valrc.org
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From kchaney at utk.edu  Mon May  1 17:57:09 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 01 May 2006 17:57:09 -0400
Subject: [ProgramLeadership 46] Re: multiple postings
In-Reply-To: <OF04C45D73.864C908F-ON8525715E.0057A84F-8525715E.0057ED8B@
	vcu.edu>
Message-ID: <5.1.0.14.2.20060501173935.03c5bfd8@pop.utk.edu>
Hi, Lauren.
I appreciate this question - I am also on several NIFL discussion lists, as 
well as a couple of other state lists, and have had the same 
experience.  In terms of the technology, at this time there is no way to 
prevent this from happening. Most people do not belong to all the NIFL 
listservs, so when there is an announcement that has to be made regarding 
adult literacy, NIFL wants as many people as possible to get it, so the 
announcement is sent out to all NIFL listservs.
The strategy that I take is to use the digest format.  It has really cut 
down the number of incoming email messages I receive.  The way to do that 
is as follows:
- Go into your user-settings and change from non-digest to digest format.
This way you will receive posts in groups rather than receiving a post
everytime someone posts to the list (for instructions on how to go to your
user-settings page, please go to
http://www.nifl.gov/lincs/discussions/help/help_mailman.html#settings)
Another option that some subscribers follow is to read the subject line. If 
it is about an announcement that one has already read,  delete it before 
even opening it up.   The moderators will continue to work diligently at 
asking folks to use accurate subject lines.
Please know that NIFL is taking this request seriously and is trying to 
figure out if there is anything that can be done about it.  In the 
meantime, I hope these suggestions help.
Regards,
Kim
At 12:00 PM 4/28/2006 -0400, you wrote:
>I'm wondering if it is at all possible for multiple postings to be sent to 
>the lists as one message rather than as separate messages.  I ask this 
>because I am a member of 12 of the 13 listservs and every time there is a 
>multiple message, I receive it 12 times.  As you can imagine this fills up 
>my inbox quite a bit.  It is rather easy to do by creating a group listing 
>in your address book (like I've done with this message).
>
>I am sure that there are other listserv participants who are members of 
>multiple lists as well who would appreciate this consideration.  Thank you.
>
>
>**************************************************************
>Lauren Ellington
>Online Training Specialist,
>Learning Disabilities Specialist, and
>Writer/Editor of Update and Update on LD
>Virginia Adult Learning Resource Center
>Virginia Commonwealth University
>817 W. Franklin Street, Room 221  |  P.O. Box 842037
>Richmond, VA  23284-2037
>Phone:  1-800-237-0178 or  804-828-6158
>Fax:  804-828-7539
>http://www.valrc.org
>----------------------------------------------------
>National Institute for Literacy
>Program Leadership and Improvement mailing list
>ProgramLeadership at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/programleadership
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From kchaney at utk.edu  Tue May  2 12:30:03 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 02 May 2006 12:30:03 -0400
Subject: [ProgramLeadership 46]  Literacy 2008 Update
Message-ID: <5.1.0.14.2.20060502122602.01533298@pop.utk.edu>
Dear Colleagues on the PLI Discussion List:
Literacy President 2008 is a non-partisan effort to get adult education 
issues before candidates to make our interests and concerns a part of the 
dialogue of the presidential campaign, as it develops. You were asked 
earlier on this list to submit possible questions, and now you are being 
asked to select among the submitted questions on the basis of which would 
be the most important to ask the candidates.
See the forwarded e-mails from David Rosen [below] to find out how to vote.
Yours,
Kim
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Dear Colleague,
The nonpartisan Literacy President survey is off to a good start. We
now have over 325 people who have voted on the questions to ask the
candidates for President. The top state, way in the lead, is
Pennsylvania, with over 68 votes on the questions. Next is
California with 28, Illinois with 15, then Florida, Massachusetts,
North Carolina, and New Jersey. Other states also have a few
participants who have voted.
We have a way to go to reach our goal of 1500 survey participants.
And currently only one student has voted, so we need to do a lot more
to get students involved.
If you haven't voted yet, please do. To vote, please go to:
http://www.surveymonkey.com/s.asp?u=85102489618
If the address breaks into two lines, you can try this one instead:
http://tinyurl.com/s553p
Even if you have voted, please help to get the message out to others.
Post the message below to adult literacy education electronic lists
of your organization or state. Voting will take place over the next
several weeks, but it's important to get the word out as soon as
possible.
Thanks for your help.
David J. Rosen
Adult Literacy Advocate
DJRosen at theworld.com
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From kchaney at utk.edu  Tue May  2 12:37:55 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 02 May 2006 12:37:55 -0400
Subject: [ProgramLeadership 47]  Fellowship Opportunity
Message-ID: <5.1.0.14.2.20060502123207.01533298@pop.utk.edu>
Colleagues:
I saw this notice (below) posted on another NIFL discussion list, and 
thought you might be interested for yourself or for colleagues who may be 
considering a doctorate in Adult Education.
--Kim
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------
[posted on behalf of Dr. Dominique T. Chlup, TCALL Center Director:]
The Texas Center for the Advancement of Literacy and Learning (TCALL), 
located at the Texas A & M University Riverside Campus, announces the 
availability of two (2) fellowships totaling $50,000 for the 2006-2007 
academic year. TCALL is interested in enhancing the success of doctoral 
students desiring to pursue studies in Adult Education, Adult Literacy, 
Family Literacy or related fields. To that end, TCALL is providing funding 
to stimulate and further the research being conducted in the field of Adult 
Education. Each fellowship will consist of a one-year award which may be 
used to offset the cost of tuition, fees, and maintenance while the student 
is enrolled full-time at Texas A & M University but will not exceed $25,000 
for each fellowship.
The TCALL fellowship is intended to give fellows the opportunity to work 
with the Center Director and conduct research for the Texas Center for the 
Advancement of Literacy and Learning, the literacy resource Center for the 
State of Texas.
Requirements:
The fellowships will be awarded for a one-year academic period beginning 
September 4, 2006 through June 30, 2007. The following requirements will 
apply to recipients of the TCALL fellowship award:
- Travel and possibly present at one national conference in the field of 
Adult Education
- Work with the Center Director towards the submission of a peer-reviewed 
journal article
- Be involved with TCALL research projects throughout the year
- Be available for meetings and to conduct onsite research at the TCALL 
Riverside Campus location
- A time commitment of approximately 350 hours over the course of the 
academic year
Eligibility:
To qualify for the TCALL award you must:
- Be admitted on a full-time basis to Texas A & M University. You are not 
required to reside in the Bryan-College Station area.
- Be enrolled in a doctoral program. All qualified applicants are 
encouraged to apply. Preference will be given to students working toward a 
doctorate in adult education and/or human resource development or a 
similarly related field.
- Submit a resume, cover letter, and 3-4 page proposal indicating your 
background and interest in Adult Literacy and/or Adult Education, your 
research interests in Adult Education, and other qualifications you may 
have to receive this fellowship.
- Students who do not have substantial grant resources and are not employed 
by TCALL will be given priority. Please specify in your cover letter what 
financial aid or other funding you anticipate receiving for the 2006-2007 
academic year.
Submit the required documents by July 31, 2006 to:
Dr. Dominique T. Chlup
Director of TCALL
Texas Center for the Advancement of Literacy and Learning
College of Education and Human Development
Department of EAHR
Texas A & M University
4477-TAMU
College Station, Texas 77843-4477
979-845-6615
dchlup at neo.tamu.edu
www-tcall.tamu.edu
From kchaney at utk.edu  Tue May  2 14:54:44 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 02 May 2006 14:54:44 -0400
Subject: [ProgramLeadership 48]  Guest next week
Message-ID: <5.1.0.14.2.20060502145337.02fe2338@pop.utk.edu>
Dear "Program Leadership and Improvement" List Subscribers:
I am pleased to announce that Esmerelda Doreste, Program Director with the 
Union City (NJ) Adult Learning Center, will be a guest on the list from 
Monday, May 8 through Friday, May 12.  As a participant in the UPS 
Foundation-funded "Leadership for Community Literacy" Initiative that was 
administered by the Equipped for the Future (EFF) Center in the late 
winter, Ms. Doreste worked with her program to implement a program 
improvement process based on the EFF program quality model.
Along with the four other participants, Ms. Doreste wrote about that 
experience...her story is now accessible on the "Program Leadership and 
Improvement" web site.  Go to [http://pli.cls.utk.edu] and click the 
"Stories of Program Improvement" button, then click/open "Union City Adult 
Learning Center: A Program Improvement Process."
Please read the story in preparation for Ms. Doreste's visit next 
week.  She will be ready to answer your questions about the nuts and bolts 
of implementing the process, as well as any other related issues.
Looking forward to next week,
Kim
From info at nifl.gov  Wed May  3 09:03:10 2006
From: info at nifl.gov (Sandra Baxter)
Date: Wed,  3 May 2006 09:03:10 -0400 (EDT)
Subject: [ProgramLeadership 49] News from the National Institute for Literacy
Message-ID: <20060503130310.CE57C46555@dev.nifl.gov>
Dear Colleagues,
We are happy to announce that the National Institute for Literacy has launched a new web page design to help provide easily accessible, high quality information about literacy. New features clearly highlight the Institute's work in all areas of literacy, including early childhood, childhood, adolescence, and adulthood. You will continue to find the links to all of the Institute's projects, such as Bridges to Practice, LINCS, Assessment Strategies and Reading Profiles under Programs and Services. The Institute's publications, including the recently released Teaching Reading to Adults can be found under the Publications link. Please visit http://www.nifl.gov for more information.
This is phase one of the redesign. We will soon be incorporating all the Institute's projects into this new design.  As many of you know, websites are always a work in progress and we intend to continue improving the Institute's site in order to provide you with the best available resources.	
We would love to hear your thoughts regarding the new look. Please send your comments to Jo Maralit at mmaralit at nifl.gov.   
Thanks,
Sandra Baxter, Ed.D.
Director
National Institute for Literacy
http://www.nifl.gov
From kchaney at utk.edu  Thu May  4 15:07:35 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 04 May 2006 15:07:35 -0400
Subject: [ProgramLeadership 50]  New Special Topics List
Message-ID: <5.1.0.14.2.20060504150447.01504aa0@pop.utk.edu>
Dear Colleagues:
Please find below an announcement about an upcoming discussion on the 
"Special Topics Discussion List", a new list sponsored by the National 
Institute for Literacy.  David Rosen is the Moderator.  (You can find more 
information about the list embedded in David's announcement below.)
-- Kim
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------
On May 23rd we will begin a week-long discussion on the new National
Institute for Literacy Special Topics electronic list. The topic is
the Adult Reading Components Study (ARCS). Dr. Rosalind Davidson and
Dr. John Strucker, the co-researchers, will join us to answer your
questions.
Special Topics will be an intermittent discussion list. The topics
will open and close throughout the year, so there will be periods
where there will be no discussion or postings. You can subscribe to
the e-list for a particular topic of interest, and then unsubscribe,
or you can stay subscribed throughout the year. To participate in
this first topic, the Adult Reading Components Study, and to learn
more about the ARCS interactive Web site -- which has lots of reading
help for teachers -- please subscribe to the Special Topics list now
by going to:
http://www.nifl.gov/mailman/listinfo/specialtopics
Before the discussion begins on May 23rd please look at a 30-minute
streaming video introduction to the discussion with researcher
panelists Rosalind Davidson and John Strucker, and practitioners Kay
Vaccaro and Jane Meyer.
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html
(Note: Macintosh users will need to have Real Player installed, and
for them performance may not be optimal.)
After you subscribe, you can send your questions to the discussion
list. Note, however, that messages will not be posted until May 22nd.
I look forward to having you join us in this discussion.
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
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From kchaney at utk.edu  Fri May  5 09:34:24 2006
From: kchaney at utk.edu (Kim Chaney-Bay)
Date: Fri, 05 May 2006 09:34:24 -0400
Subject: [ProgramLeadership 51]  Guest next week on this list
Message-ID: <5.1.0.14.0.20060505092729.029013a0@pop.utk.edu>
Dear "Program Leadership and Improvement" List members:
This is just a reminder that Ms. Esmerelda Doreste, with Union City (NJ) 
Adult Learning Center, will be a guest on this list starting on Monday, May 
8.  Please post your questions for Ms. Doreste directly to the list.
To read about Union City Adult Learning Center's experience with the 
program improvement process, go to the "Program Leadership and Improvement" 
Special Collection web site [http://pli.cls.utk.edu] and click the "Stories 
of Program Improvement" button on the home page.
Yours truly,
Kim
From kchaney at utk.edu  Mon May  8 12:17:10 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 08 May 2006 12:17:10 -0400
Subject: [ProgramLeadership 52]  Welcome to our guest
Message-ID: <5.1.0.14.2.20060508121700.0312f110@pop.utk.edu>
Dear Colleagues:
I would like to welcome Ms. Esmerelda Doreste as our guest on the "Program 
Leadership and Improvement Discussion List" this week.
Ms. Doreste is currently the Program Director of the Union City Adult 
Learning Center. The Center was established in 1983 to generate, share, and 
act on knowledge that improves conditions and outcomes in the Hispanic 
community, particularly in urban areas and in schools serving disadvantaged 
students. The Union City Adult Learning Center has a mission of work 
through: Leadership, Opportunity and Accountability, District Redesign, and 
Community-Centered Education Reform. In each of these areas, the Union City 
Adult Learning Center conducts applied research, develops lessons and 
creates various classes to meet the needs of our adult population,
Ms. Doreste also serves on an advisory group that meets with numerous 
education reform organizations including  the Hudson County Workforce 
Investment Board, the Jersey City Urban League and the Jersey City 
Workforce Investment Board.
To read Ms. Doreste's narrative about her center's experience with program 
improvement, go to the "Program Leadership and Improvement" Special 
Collection web site [http://pli.cls.utk.edu] and click the "Stories of 
Program Improvement" button on the home page.  (Her's is Story #4.)
Please feel free to post comments or questions to Ms. Doreste directly to 
the list.
Thank you,
Kim
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From kchaney at utk.edu  Mon May  8 15:53:28 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 08 May 2006 15:53:28 -0400
Subject: [ProgramLeadership 53]  New "Focus on Basics"
Message-ID: <5.1.0.14.2.20060508155154.01505358@pop.utk.edu>
The following message is posted at the request of Barb Garner, Editor of 
"Focus on Basics":
--------------------------------------------------------------------------------------------------------------------------------------------------------------------
The newest Focus On Basics, on learners' Experiences, is now available on 
NCSALL's web site, www.ncsall.net.
Quick, tell me about your students' self esteem. Low, because of their 
academic struggles? That's not what a recent NCSALL-Rutgers study showed.
And how about reading? Do your learners know that to increase their reading 
fluency, they need to...read? What kind of and how much reading do they do 
outside of class? Another NCSALL-Rutgers study follows three learners as 
they go about their days and finds quite a variety in the amount of reading 
the learners do on their own.
Teachers, have you ever seen yourself teach? Or noticed just what that 
clump of students was doing while you were engaged with one person on 
another side of the classroom? Teachers working with NCSALL-Rutgers found 
that videos taken of their classroom for research purposes provided them 
with rich information useful to their own professional development. Learn 
how useful video can be in helping pinpoint issues and suggest new ways of 
doing things in the classroom.
There's lots more, particularly around learner engagement.
Go to www.ncsall.net and click on "Newest Issue of Focus on Basics"
Printed copies and a text-only web version will not be out for another two 
weeks.
Regards,
Barb Garner, Editor
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From MMaralit at NIFL.gov  Mon May  8 16:06:01 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 8 May 2006 16:06:01 -0400
Subject: [ProgramLeadership 54] Update: New National Institute for Literacy
	Discussion List
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932E1D@wdcrobe2m03.ed.gov>
Dear subscribers,
We invite you to join us on the National Institute for Literacy's new
SPECIAL TOPICS List.  This list was established to provide opportunities
throughout the year for focused discussion topics with invited researchers
and other experts in the field of adult education and literacy (including
English language learning and numeracy). 
The Special Topics Discussion List will be moderated by David Rosen, Ed.D.,
Senior Associate, Newsome Associates.  This list is an intermittent
discussion list.  The topics will open and close throughout the year, so
there are periods when there will be no  
discussion or postings. You can subscribe to the discussion list for a
particular topic of interest, and then unsubscribe, or you can stay
subscribed throughout the year.
Please join us on May 23rd for the launch of the new Special Topics list
with guests Dr. Rosalind Davidson and Dr. John Strucker, co-researchers on
the Adult Reading Components Study (ARCS).  They will be available for one
week to answer your questions and to introduce you to the ARCS interactive
Web site, designed to help teachers with assessing and teaching reading.
To subscribe, go to: http://www.nifl.gov/mailman/listinfo/specialtopics
Before the discussion begins on May 23rd, please look at a 30-minute video
panel discussion on the ARCS, streamed on the National Institute for
Literacy Web site, or on DVD.
1. Streaming video:
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html 
(Note: Macintosh users will need to have Real Player installed, and for them
performance may not be optimal.)
2. DVD: Send a request for the Adult Reading Components Study (ARCS) Panel
(free) DVD to: info at nifl.gov  Be sure to include your mailing address. 
After you subscribe, you can send your questions to the discussion list.
Please note, however, that messages will not be posted until May 22nd.
For more information, or suggestions of topics, contact David J. Rosen at
djrosen1 at comcast.net
Regards,
Jo Maralit
National Institute for Literacy
http://www.nifl.gov
From jataylor at utk.edu  Mon May  8 19:36:46 2006
From: jataylor at utk.edu (jataylor)
Date: Mon, 8 May 2006 19:36:46 -0400
Subject: [ProgramLeadership 54]  Shared plan time for teachers
Message-ID: <44706C5F@webmail.utk.edu>
Hello Esmerelda,
Thank you for joining us to share your experiences with program improvement. I 
have a few questions for you pertaining to how you structured your program 
such that your teachers had (still have?) shared planning time once a week. 
Would you tell us more about how you made that work?
For example:
1) Are your teachers primarily part time? At the same location? Different 
locations?
2) What was their initial response to this change in their schedules?
3) Were they paid to participate in shared plan time? If so, then was this 
financially supported as a part of the EFF/UPS project, or have they 
traditionally been receiving paid plan time?
4) What was their assessment of having this shared plan time? Did they find it 
beneficial to the program improvement process? For their own professional 
well-being?
5) Do they still have shared plan time now that the EFF/UPS project is over?
6) What recommendations do you have for program directors who are considering 
a change in teacher scheduling to include shared plan time?
Thanks for your thoughts, Jackie
Jackie Taylor, Moderator
Adult Literacy Professional Development Discussion List
jataylor at utk.edu
<snip>
http://pli.cls.utk.edu/Stories/story4.html
"As the team leader and administrator of the Adult Learning Center, I knew I 
needed to have teachers on the advisory board in order for them to buy into 
any changes that would be implemented within our program. The first change 
that was implemented that came from one of our meetings was to change the 
teachers? schedules so that they would have a common prep period every Friday 
to meet and share their ideas on how to infuse the EFF standards into their 
everyday lesson plans. Inviting the principal of Adult Education Mr. Cordero 
to our advisory board meetings assisted in allowing this change to happen."
From edoreste at union-city.k12.nj.us  Wed May 10 11:28:58 2006
From: edoreste at union-city.k12.nj.us (Esmeralda Doreste)
Date: Wed, 10 May 2006 11:28:58 -0400
Subject: [ProgramLeadership 55] Re: Shared plan time for teachers Reply
In-Reply-To: <44706C5F@webmail.utk.edu>
Message-ID: <005e01c67446$83f71a60$c40c1eac@ALC10904>
Hello Jackie,
At the Adult Learning Center the teachers are full time and still have
shared planning time on Friday afternoons at 400 38th street. They are
under union contract and must receive a certain number of preps per week
and all I did was change their schedule to have a common planning
period. The teachers' initial response was positive because they liked
the idea of a common prep on Fridays. In the evening program at 318 -
18th street all teachers get paid for 1/2 hour common planning time /
student counseling as well in which teachers can discuss individual
student needs and assist students via appointments for life/career
skills. In the evening program the staff was pleased because it gave
them time to plan together. Both programs are covered by grant money
that did not involve the UPS/EFF funding. Using the EFF process of
program improvement gave me the ideas to allow my staff to work
collaboratively. The teachers handed in a questionnaire without having
to put their names on it to share their opinions about the changes in
the program and luckily they were all positive and they found it
beneficial to the program improvement process as well as their own
professional 
well-being. I did use the EFF/UPS funding to pay interested staff
members to rewrite our outdated curriculum based on the EFF standards.
My recommendation for program directors who are considering 
a change in teacher scheduling to include shared plan time is try your
best to do it. I realized that when we encourage teachers to share ideas
great things happen.
Sincerely,
esmeralda
-----Original Message-----
From: programleadership-bounces at nifl.gov
[mailto:programleadership-bounces at nifl.gov] On Behalf Of jataylor
Sent: Monday, May 08, 2006 7:37 PM
To: programleadership at nifl.gov
Subject: [ProgramLeadership 54] Shared plan time for teachers
Hello Esmerelda,
Thank you for joining us to share your experiences with program
improvement. I 
have a few questions for you pertaining to how you structured your
program 
such that your teachers had (still have?) shared planning time once a
week. 
Would you tell us more about how you made that work?
For example:
1) Are your teachers primarily part time? At the same location?
Different 
locations?
2) What was their initial response to this change in their schedules?
3) Were they paid to participate in shared plan time? If so, then was
this 
financially supported as a part of the EFF/UPS project, or have they 
traditionally been receiving paid plan time?
4) What was their assessment of having this shared plan time? Did they
find it 
beneficial to the program improvement process? For their own
professional 
well-being?
5) Do they still have shared plan time now that the EFF/UPS project is
over?
6) What recommendations do you have for program directors who are
considering 
a change in teacher scheduling to include shared plan time?
Thanks for your thoughts, Jackie
Jackie Taylor, Moderator
Adult Literacy Professional Development Discussion List
jataylor at utk.edu
<snip>
http://pli.cls.utk.edu/Stories/story4.html
"As the team leader and administrator of the Adult Learning Center, I
knew I 
needed to have teachers on the advisory board in order for them to buy
into 
any changes that would be implemented within our program. The first
change 
that was implemented that came from one of our meetings was to change
the 
teachers' schedules so that they would have a common prep period every
Friday 
to meet and share their ideas on how to infuse the EFF standards into
their 
everyday lesson plans. Inviting the principal of Adult Education Mr.
Cordero 
to our advisory board meetings assisted in allowing this change to
happen."
----------------------------------------------------
National Institute for Literacy
Program Leadership and Improvement mailing list
ProgramLeadership at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/programleadership
This message has been scanned for virus detection by the Union City
School's email system.
Un-cleanable attachments have been deleted and the sender notified.
This message has been scanned for virus detection by the Union City School's email system. Un-cleanable attachments have been deleted and the sender notified.
From kchaney at utk.edu  Fri May 12 10:22:18 2006
From: kchaney at utk.edu (Kim Chaney-Bay)
Date: Fri, 12 May 2006 10:22:18 -0400
Subject: [ProgramLeadership 56]  Advisory Board/Student Input
Message-ID: <5.1.0.14.0.20060512101249.00a60960@pop.utk.edu>
Dear Esmerelda,
In reading your story of the program improvement process at the Union City 
Adult Learning Center, I have a couple of questions to ask....
(1) The first question regards the Advisory Board that were put together to 
aid in this process.  How often did the Advisory Board meet?  Was it 
monthly?  If so, for how many months?  Was there a smaller "core" group 
that met to spend more time on certain parts of the program improvement 
process (in addition to the teachers' weekly planning times)?
(2) The second question regards student input.  You noted that students 
gave input to Ms. Gabriella Ruiz, the Student Representative on the 
board...could you describe that process a bit more (ie, did she interview 
students, did students come to her voluntarily with feedback, etc.)?
Thank you,
Kim Chaney-Bay
From kchaney at utk.edu  Mon May 15 10:33:26 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 15 May 2006 10:33:26 -0400
Subject: [ProgramLeadership 57]  Responses from guest
Message-ID: <5.1.0.14.2.20060515102323.01505328@pop.utk.edu>
The following is a response from Esmerelda Doreste to the questions about 
the Advisory Board and Student Input posted on Friday.
---------------------------------------------------------------------------------------------------------------------------------------------
The Advisory Board met monthly and the core group met every Friday to
spend more time on certain parts of the program improvement
process. In addition to the teachers' weekly planning times I attached
some notes from our meetings so you can get idea of who was involved and
what we accomplished.
Ms. Gabriella Ruiz, the Student Representative on the
board, came in on Fridays to interview students with questions about
school improvement that came to her voluntarily with feedback. We were
able to create a school DVD with student testimonials thanks to Mrs.
Ruiz and all her input.
Sincerely,
Esmerelda Doraste-Roman
______________________________________________________
Sent: Friday, May 12, 2006 10:22 AM
To: programleadership at nifl.gov
Subject: [ProgramLeadership 56] Advisory Board/Student Input
Dear Esmerelda,
In reading your story of the program improvement process at the Union
City
Adult Learning Center, I have a couple of questions to ask....
(1) The first question regards the Advisory Board that were put together
to
aid in this process. How often did the Advisory Board meet? Was it
monthly? If so, for how many months? Was there a smaller "core" group
that met to spend more time on certain parts of the program improvement
process (in addition to the teachers' weekly planning times)?
(2) The second question regards student input. You noted that students
gave input to Ms. Gabriella Ruiz, the Student Representative on the
board...could you describe that process a bit more (ie, did she
interview
students, did students come to her voluntarily with feedback, etc.)?
Thank you,
Kim Chaney-Bay
----------------------------------------------------
National Institute for Literacy
Program Leadership and Improvement mailing list
ProgramLeadership at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/programleadership
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From kchaney at utk.edu  Mon May 15 11:41:45 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 15 May 2006 11:41:45 -0400
Subject: [ProgramLeadership 58]  Job Announcement
Message-ID: <5.1.0.14.2.20060515113956.01505588@pop.utk.edu>
The message below is posted on behalf of Mariann Fedele
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Dear Colleagues:
The following is an announcement for a new position at the Literacy
Assistance Center in New York City:
Project Leader
The Literacy Assistant Center (LAC), a not-for-profit organization that
supports and promotes the expansion of quality literacy services in New
York, is looking for a Project Leader to join its dynamic work team.
This individual's primary responsibility is to lead the three-year
Statewide Staff Development Project beginning June 1, 2006.
The goal of
the project is to improve instruction in adult basic education, ESOL,
and GED classes. Specific responsibilities include developing a
specialized training curriculum; providing related professional
development sessions to adult educators, program managers and
administrators; and creating four policy/resource manuals. This work
will incorporate New York State Adult Education Learning Standards,
reflect essential concepts for teaching adults, and integrate core
principles of teaching reading, writing, mathematics, and English
language attainment. Statewide travel required.
The Project Leader will be an expert in adult and literacy education,
knowledgeable about current trends in the field, and have a proven
ability to work with key external constituents, including state
education department personnel, and with diverse local organizations and
individuals. This highly qualified educator will have an advanced
degree (masters required, doctorate preferred) with commensurate
experience and demonstrated skill in new project development. S/he will
be expected to describe the impact of the project in published articles
and/or professional conference presentations.
LAC offers a competitive compensation package commensurate with
experience. Send resume and cover letter to hr at lacnyc.org or fax to
212-952-1359 by May 25, 2006. No phone calls, please.
Mariann Fedele
Coordinator of Professional Development,
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org
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From kchaney at utk.edu  Thu May 18 14:29:20 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 18 May 2006 14:29:20 -0400
Subject: [ProgramLeadership 59]  Upcoming Discussion: ARCS
Message-ID: <5.1.0.14.2.20060518142734.01505c28@pop.utk.edu>
Posted on behalf of David Rosen
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Colleagues,
A last reminder that on May 23rd we will begin an important
discussion on the Adult Reading Components Study (ARCS) with the
researchers. To sign up for this discussion go to
http://www.nifl.gov/mailman/listinfo/specialtopics
You will find a 30-minute video panel discussion with ARCS
researchers, Rosalind Davidson and John Strucker, and practitioners
Kay Vaccaro and Jane Meyer at
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html
The video panel introduction is also available on DVD from the
National Center for the Study of Adult Learning and Literacy [ http://
www.ncsall.net/?id=24 ] or from the National Institute for Literacy.
(Send a request for the Adult Readiing Components Study (ARCS) Panel
(free) DVD to: info at nifl.gov Be sure to include your mailing
address.)
Other ARCS introductory materials include:
1. Adult Reading Components Study (ARCS) [PDF document]
by John Strucker and Rosalind Davidson
http://www.ncsall.net/?id=27 (ninth item down)
2. How the ARCS Was Done
http://www.ncsall.net/fileadmin/resources/research/op_arcs.pdf
3. Adult Reading Components Study (ARCS)
http://www.ncsall.net/?id=27#arcs
We do hope you will be able to join us, from May 23rd through May
30th to learn about and explore the uses of the ARCS.
David J. Rosen
djrosen at comcast.net
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From kchaney at utk.edu  Wed May 24 12:54:41 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Wed, 24 May 2006 12:54:41 -0400
Subject: [ProgramLeadership 60]  Leadership Conference
Message-ID: <5.1.0.14.2.20060524125434.0164c478@pop.utk.edu>
The announcement below is posted on behalf of Mariann Fedele
----------------------------------------------------------------------------------------------------------------------------------------------------------------
Dear Colleagues:
The New York Association for Continuing/Community Education (NYACCE) is 
hosting a three-day leadership conference for adult educators this July 
26-28. For more information, please see the description below.
-------------------------------------------------------------------------
"The greatest revolution in our generation is that of human beings, who by 
changing the inner attitudes of their minds, can change the outer aspects 
of their lives."
--Marilyn Ferguson
Are you an educator, an administrator, or a program manager wishing to be a 
catalyst of change in your organization? Are you a workforce development 
practitioner seeking to build your leadership skills? As a leader, do you 
feel you have fully tapped your ability to reflect on what you do in order 
to inspire yourself and others to be and do more?
Join the New York Association for Continuing/Community Education this July 
in the Hudson Valley for a three day leadership retreat that will help you 
find some of the answers to these questions. This leadership retreat will 
be led by Louis Miceli of Workforce Professionals Training Institute, and 
will feature Sheila Maguire of Working Ventures for a special keynote 
presentation, among others.
To download a brochure about this event, click here:
http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_brochure.pdf
To download the registration form for this event, click here:
http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_registration.doc
If you have any questions, you can contact Lou Miceli at 
lmiceli at workforceprofessionals.org, or Marjorie Parker at 
Marjorie.parker at verizon.net. To learn more about NYACCE, visit www.nyacce.org.
Sent to you from the WPTI team on behalf of the New York Association for 
Continuing/Community Educators.
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From kchaney at utk.edu  Wed May 24 17:19:29 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Wed, 24 May 2006 17:19:29 -0400
Subject: [ProgramLeadership 61]  On-line courses offered
Message-ID: <5.1.0.14.2.20060524171244.01506668@pop.utk.edu>
This following announcement is posted on behalf of Bill McNutt at the 
Center for Literacy Studies, University of Tennessee:
----------------------------------------------------------------------------------------------------------------------------------------------
The Center for Literacy Studies at the University of TN and the Ohio
Literacy Resource Center at Kent State are presenting a series of
on-line trainings for AE practitioners starting on June 5, 2006. The
AEProfessional project (www.aeprofessional.org) has a variety of topics
available for all levels of practitioner. Each of our trainings has
been piloted and is facilitated by trainers experienced in the field and
with many, many hours experience in on-line facilitation. But class
slots are filling up, and the registration deadline is getting close. If
you want to participate, you will need to get your registration in soon.
Our summer offerings are:
Adult Education - Teaching Tools
Cost - $149/person
CEUs: 1 (optional)
Delivered via the Internet, this six-week course focuses on
familiarizing instructors with teaching tools that will enhance teaching
practices leading to greater learning, retention, and success for adult
students. It offers a wealth of resources and teaching strategies on
topics such as reflective teaching, cooperative/collaborative learning,
multiple intelligences, and contextual instruction. The course will help
participants draw their own connections between current research and
teacher practice; it provides opportunities for practical classroom
application, online collaboration, and sharing best practices with other
adult educators-and much more!
ESOL Basics
Cost - $149/person
CEUs: 1 (optional)
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.
Comprehensive Reading and Strategies Help
Cost - $149/person
CEUs: 1 (optional)
This web-based training will provide you with information and resources
that will help you help your students be better readers. If you want to
be effective in helping your students achieve their goals, it is
important that you know about a variety of aspects regarding the adult
student and strategies to enhance reading skills.
Topics within this training include:
The Adult Learner and Brain Compatible Classrooms Essentials of Reading
Adult Learners and Comprehension Strategies Helping ESOL Students and
Students with Learning Disabilities Helping the Adult to Help the Child
Integration of Technology into the Adult Education Classroom Cost -
$149/person
CEUs: 1 (optional)
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.
All participants must have their own e-mail address to participate in
the course. ALL online course participants will complete a "Tech Check"
one week before course start date to ensure their computer equipment and
Internet connection are sufficient for effective course participation.
Please come take advantage of this professional development opportunity.
To register, please come to http://www.aeprofessional.org
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From kchaney at utk.edu  Thu May 25 10:50:03 2006
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 25 May 2006 10:50:03 -0400
Subject: [ProgramLeadership 62]  Transition to new moderator
Message-ID: <5.1.0.14.2.20060525102436.01506fc8@pop.utk.edu>
Dear "Program Leadership and Improvement Discussion List" Subscribers:
I am pleased to announce that Peggy McGuire, Senior Research Associate and 
National Consultant at the Center for Literacy Studies, will be taking over 
the role of Moderator for this list effective June 1.  Peggy has many years 
of experience in adult education, and will bring professional expertise, 
energy, and thoughtfulness to the list.
I will continue to work as Coordinator for the related NIFL "Program 
Leadership and Improvement" Special Collection web site, and look forward 
to participating as a subscriber of the list as well.
Best wishes to each of you in your work.
Warm regards,
Kim Chaney-Bay
From mmcguire at utk.edu  Mon Jun  5 10:31:14 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 5 Jun 2006 10:31:14 -0400
Subject: [ProgramLeadership 63]  FW: New PLI List Moderator
References: <6A5CE13D731DE249BC61CB8C5C474B0A04B36E89@UTKFSVS1.utk.tennessee.edu>
	<6A5CE13D731DE249BC61CB8C5C474B0A04B36E8A@UTKFSVS1.utk.tennessee.edu>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36E8E@UTKFSVS1.utk.tennessee.edu>
 
________________________________
From: mmcguire
Sent: Thu 6/1/2006 8:33 AM
To: Program Leadership and Improvement List
Cc: mcguirep555 at aol.com
Subject: New PLI List Moderator
Hello everyone.
I am Peggy McGuire, and as of  June 1, 2006, I have taken on the role of Moderator of this Program Leadership and Improvement discussion list. 
 
As my very first activity in this new role, I want to send heartfelt thanks to Kim Chaney-Bey for her service as (now former) PLI list moderator. I think she did an admirable job of it, I greatly enjoyed working with her when we had opportunities to do so, and I look forward to future collaboration as she continues to oversee the NIFL Program Leadership and Improvement Special Collection. Well done, Kim!
 
Next I want to say just a couple things about why I am grateful for and excited about the opportunity to moderate this list (those of you who know me have probably already heard this, so please bear with me!). In 1984 I joined a group of community folk in starting a small community-based adult literacy project for women in my Germantown neighborhood of Philadelphia. From that time through 1998, I served as Literacy/ABE/GED teacher, program coordinator and finally Executive Director of the project. One of the many things I learned from that experience was the great promise, as well as the considerable challenges, inherent in the role of program administrator in such setttings. I came to believe that program administrators were in an ideal position -- on ground between real-world practice on the one hand and policy and accountability matters on the other -- to see the "big picture" goals of the important work we do, and to be sure that program decisions and actions always take them into account. I also became aware of how hard that is to accomplish, and how few resources program administrators had for technical assistance and support that might help them keep this big picture clearly at the center of their efforts. So as I began to work with the fine folks at the Center for Literacy Studies in 1999, primarily on initiatives related to Equipped for the Future, I looked for opportunities to develop resources for program leaders as part of my work. I have been very fortunate over the past years in being able to pursue some of those opportunities. 
 
And here I am -- but enough about me!
 
I would like to ask list members to help me to get to know who you are, and what you care about, so I can do the best possible job of moderating this forum ( which I hope serves as one such resource for asssistance and support for program leaders). As a way in to this process, I would love it if you all could take a little time to reflect on this notion of "Program Leader". From your own experience and perspective in whatever role you play within your organization, what does it mean to be a "program leader"? What does a program leader do? What are the opportunities a program leader can, and ought to, pursue? And what are the challenges a program leader faces when trying to pursue these? Then if you will, share your reflections with the list. And we'll go from there!
 
So many thanks for this new adventure, and all the best!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From mmcguire at utk.edu  Tue Jun  6 10:29:34 2006
From: mmcguire at utk.edu (mmcguire)
Date: Tue, 6 Jun 2006 10:29:34 -0400
Subject: [ProgramLeadership 64] FW: [Assessment 346] FW: [AAACE-NLA] Results
	of Literacy PresidentQuestions Survey
References: <005701c68951$ae42fda0$0302a8c0@LITNOW>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36E91@UTKFSVS1.utk.tennessee.edu>
 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
From: assessment-bounces at nifl.gov on behalf of Marie Cora
Sent: Tue 6/6/2006 6:12 AM
To: Assessment at nifl.gov
Subject: [Assessment 346] FW: [AAACE-NLA] Results of Literacy PresidentQuestions Survey
Dear Colleagues,
The following post/update is from David Rosen.
marie cora
Assessment Discussion List Moderator
_____________
AAACE-NLA Colleagues,
The Literacy President survey was conducted in April and May, 2006. 
Participants selected their top eight questions from an online survey 
of twenty possible questions to ask the candidates for President in 
2008.  The questions from the survey came primarily from 
practitioners, in response to a series of requests on the AAACE-
National literacy Advocacy electronic list, and also from questions 
on the 2004 Literacy President survey.
1666 people responded.
. Practitioners: 82.7%
. Learners (e.g. adult new reader, adult education program graduate) 
6.3%
. College or university students in adult education: 3.8%
. Other: 10.8%
. Female: 82.2%
The top 12 participating states in order of the most participants, were:
1. Pennsylvania:   193
2. Tennessee: 142
3. Washington: 140
4. Massachusetts: 104
5. Kansas: 99
6. Illinois: 97
7. California: 95
8. Ohio: 80
9. Georgia: 65
10. Virgnia: 61
11. New Jersey: 52
12. Minnesota: 49
Taking into account both the number of people who selected a given 
question and its assigned priority it was difficult to determine the 
top five questions.  Instead, I have listed the top seven questions. 
Note that questions 6 and 7 were close in number of votes  and that 
they had a higher percentage of people choosing them in their top 
three priorities.
Top Seven Questions
The Working Poor.
1. In 2000, 6.4 million American adults were classified as the 
"working poor." The majority -three-fifths- worked full-time but 
remained in poverty. To make a "living wage" many of these adults 
require further education and training. For many, the lack of a high 
school diploma and strong literacy skills is a barrier to the 
training needed to obtain a job with a living wage. What will you do 
to address this issue?
Total respondents who chose this:                         790
%age which chose this as one of top 3 priorities:     43%
2. Priority of Adult Education
As President, will you make adult education and literacy one of your 
top three educational priorities?
Total respondents who chose this:                         710
%age which chose this as one of top 3 priorities:     74%
3. Professional Development and Support for Teachers
Given the importance of adult literacy education and its impact on 
the workforce, what will you do to ensure sufficient training, 
salaries, and benefits for adult basic education teachers?
Total respondents who chose this:                         683
%age which chose this as one of top 3 priorities:     32%
4. Competitiveness in a World Economy
A recent government survey indicates that 93 million individuals are 
at risk at home, at work and in the community because of low levels 
of literacy. What new investment in adult education will you make to 
increase access for the unemployed, new immigrants and other at risk 
populations in order to keep our nation competitive?
Total respondents who chose this:                         673
%age which chose this as one of top 3 priorities:     51%
5. Adults Left Behind
What role should the federal government take in providing services 
for adults and out-of-school youth who have been "left behind" by the 
educational system in their states?
Total respondents who chose this:                         652
%age which chose this as one of top 3 priorities:     41%
6. Intergenerational Literacy
Children who do not get an education now will become adults who need 
literacy skills. Then, as parents, they are unable help their 
children with schoolwork. Without strong parental support for 
education, children of these individuals may also be left behind. 
What do you see as the role of adult education programs in addressing 
this intergenerational literacy issue?
Total respondents who chose this:                         645
%age which chose this as one of top 3 priorities:     44%
7. Funding
Do you believe that Adult Education and Literacy services (including 
English language learning and family literacy) should be available to 
all residents who need and seek those services? If so, are you 
willing to support an increase in funding that would eliminate long 
waiting lists for these services?
Total respondents who chose this:                         641
%age which chose this as one of top 3 priorities:     46%
Comments from participants:
There were 135 participants who chose to comment on the questionnaire 
or its process:
. Twenty two said they thought the questions were good, that it was 
hard to choose, that all the questions are important, that all should 
be asked.
. Nine said the survey was hard to complete, cumbersome, complicated, 
time-consuming, difficult mechanically.
. Nine said we shouldn't ask yes/no questions.  One said we shouldn't 
ask open-ended questions.
. Three said the questions should be shorter.
. Three objected to the wording of some of the questions, which 
appeared to them to include illegal immigrants.
. Two said the questionnaire was too hard for some students.
David J. Rosen
Adult Literacy Advocate
DJRosen at theworld.com
-------------------------------
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment
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From kabeall at comcast.net  Wed Jun  7 12:56:12 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 7 Jun 2006 12:56:12 -0400
Subject: [ProgramLeadership 65]  New from NIFL & NCSALL-ARCS Video
Message-ID: <003b01c68a53$4896d140$0202a8c0@your4105e587b6>
The National Institute for Literacy (NIFL) and the National Center for the
Study of Adult Learning and Literacy (NCSALL) announce the "Adult Reading
Components Study (ARCS) Panel," a 30-minute video on NCSALL's ARCS research
produced by the Institute.  This video is available in streaming format and
can be viewed by going to:
 
http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html 
 
ARCS was the first large-scale attempt to use a battery of individually
administered reading and language tests to describe the reading of students
enrolled in adult basic education (ABE) and English for speakers of other
languages (ESOL) programs. Nearly 1,000 adult learners from 30 learning
centers in seven states were assessed in order to develop instructionally
relevant cluster profiles of adult readers. 
 
The video offers a panel discussion about NCSALL's ARCS research and ways in
which programs can use the Assessment Strategies and Reading Profiles, an
on-line assessment tool based on the ARCS research, to assess students and
plan instruction tailored to their specific profiles. Panel participants
are:
 
Dr. John Strucker - Researcher and ARCS Director, NCSALL
Dr. Rosalind Davidson - Researcher and ARCS Assistant Director, NCSALL
Kay Vaccaro - Program Assistant, Harris County, TX Department of Education,
Adult Education Division
Jane Meyer - Coordinator, ABLE-funded adult literacy project, Canton, OH
David J. Rosen (moderator) - Senior Associate, Newsome Associates, Boston,
MA
 
To visit the Assessment Strategies and Reading Profiles ARCS Web site,
please go to: http://www.nifl.gov/readingprofiles/
To learn more about the ARCS, please see NCSALL's "Seminar Guide - Reading
Profiles" http://www.ncsall.net/?id=597 available from the CPPR section of
the NCSALL Web site. 
A NCSALL study circle guide on reading research and teaching materials on
reading are available from the Publications section of the NCSALL Web site:
http://www.ncsall.net/index.php?id=25
The ARCS video panel introduction is also available free on DVD:
Order from NCSALL at http://www.ncsall.net/?id=24 for $5.00/copy (shipping
and handling), or send your request to NIFL at info at nifl.gov, and be sure to
include your mailing address.
 
The ARCS video is the first in a series of videos based on NCSALL research
that are being produced by the National Institute for Literacy.   As each
video is completed, streaming versions will be posted to the Web, with
accompanying announcements on the Institute's listservs and web sites and
NCSALL's Web site. Once the entire series is completed, all of the videos
will be packaged in a single DVD, which the Institute and NCSALL will make
available to the field.  The National Institute for Literacy and NCSALL
present these videos as introductions to key research topics in adult
learning and literacy.  We hope the field finds them useful as professional
and program development tools.
 
 
****************
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 mmcguire at utk.edu  Tue Jun 13 14:32:34 2006
From: mmcguire at utk.edu (mmcguire)
Date: Tue, 13 Jun 2006 14:32:34 -0400
Subject: [ProgramLeadership 66] FW: [Moderators 760] FW: Guest Discussion
	next week on Mathematics
References: <009901c68e7c$a2994380$0302a8c0@LITNOW>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36E98@UTKFSVS1.utk.tennessee.edu>
 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
From: moderators-bounces at nifl.gov on behalf of Marie Cora
Sent: Mon 6/12/2006 8:02 PM
To: moderators at nifl.gov
Subject: [Moderators 760] FW: Guest Discussion next week on Mathematics
Hi everyone,
 
If you see fit, please forward to your Lists.  Thanks, marie
 
 
 
To subscribe to this discussion, go to:  http://www.nifl.gov/mailman/listinfo/Assessment
 
Dear Colleagues,  
 
I hope this email finds you well.
 
I'm pleased to announce the following Guest Discussion, which will begin on Monday of next week:
 
June 19 - 23, 2006
 
Topic:  Assessment in Mathematics 
 
Guest:  Myrna Manly - please see Myrna's bio below.
 
Myrna will respond to your email posts once per day - feel free to send your post to the Assessment Discussion List, or to me so that I can post it for you (marie.cora at hotspurpartners.com).
 
Bio
Myrna Manly, a mathematics teacher with experience at many academic levels, retired in 2001 from a position as professor of mathematics at El Camino College.  In addition to instruction, she has been involved with the assessment of the mathematics proficiency of adults in various roles: as the Mathematics Specialist for the 1988 version of the GED test; as a member of the numeracy team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy consultant for a similar international survey to be used in developing countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the Past President of the Adult Numeracy Network (ANN), is the author of The GED Math Problem Solver, and also works with states and programs facilitating staff-development workshops aimed at improving mathematics instruction to adults. 
 
Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg on the components of numeracy for NCSALL (National Center for the Study of Adult Learning and Literacy). The paper reviews the literature, describes the fundamental elements of adult numeracy, and makes recommendations for further research, particularly with respect to curriculum and assessment.  Look for this resource soon from NCSALL.
 
Recommended preparations for this discussion
 
Myrna has provided several questions below to get you thinking about math assessment:
 
*	It is known that students and teachers come to value what is assessed.  What is your opinion of the influence that the standardized mathematics assessments (GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics that is important for the 21st century? Do you think that they all assess the same mathematics? What do you think is missing from each? 
 
*	Computation skills are easy to assess.  How can we assess other important aspects of mathematics like strategic problem solving, conceptual understanding, and reasoning? 
 
*	Describe instances where you have seen a student's "math anxiety" interfere with an accurate assessment of his/her abilities. Do you assess math anxiety in any way? What strategies have you used to reduce it? Any luck with them? 
 
*	Which classroom techniques do you recommend for informal, ongoing assessment of a student's progress in learning mathematics? 
 
In addition to the above questions to stimulate discussion, Myrna has provided these sites for math assessment.  Please take a look at these sites and post your questions and comments to the Discussion:
http://www.literacy.org/products/ncal/pdf/TR9805.pdf  Assessing Mathematical Knowledge of Adult Learners: Are We Looking at What Counts? This technical report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in 1998.  It discusses assessment principles and evaluates their implementation in common numeracy assessment tools.
 
http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic Education, Dave Tout and Mary Jane Schmitt, 2002.  This chapter from NCSALL's annual review contains a section on assessment that includes a description of assessments in adult education from Australia and The Netherlands. 
 
http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test? This article discusses the importance of including significant mathematics on tests.  It includes a good example of a test item that goes beyond procedural skills. 
 
http://standards.nctm.org/document/chapter2/assess.htm  This document in an overview of NCTM's assessment principle for K-12 mathematics.  
 
Large-scale surveys of adult skills:
Adult Literacy and Lifeskills Survey (ALL)
                Numeracy Framework (begins on p.137):
                  http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013 
                First results: http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm 
                Data Tool: http://litdata.ets.org/ialdata/search.asp 
 
National Assessment of Adult Literacy (NAAL)
                First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 
 
Hard Copy Resource:
Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000.  Hampton Press, Inc. This book has a section on numeracy assessment with one article discussing assessment issues and principles using examples from the US and Australia and another article describing the use of "Supermarket Strategy" materials for diagnosing the skills of individual learners in The Netherlands.
 
 
Thanks everyone, and I'm looking forward to seeing you all next week to chat about math assessment!
 
Marie Cora
Moderator
NIFL Assessment Discussion List
marie.cora at hotspurpartners.com
 
 
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From mmcguire at utk.edu  Wed Jun 14 11:41:08 2006
From: mmcguire at utk.edu (mmcguire)
Date: Wed, 14 Jun 2006 11:41:08 -0400
Subject: [ProgramLeadership 67] Discussion on Health Literacy List
	concerning Health Literacy Study Circles,
	and a note from your moderator!
References: <s48e98d4.093@mail.jsi.com>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36E9C@UTKFSVS1.utk.tennessee.edu>
Hi everyone!
 
I am forwarding the announcement below on behalf of Julie McKinney, moderator of the NIFL-Health Literacy discussion list.
 
And just a note about such messages that I will be forwarding: I know that folks get a lot of email, and sometimes multiple copies of the same message, so I am going to try to be as judicious as possible in choosing to forward messages that I receive. The challenge, from my perspective, is that "program leadership and improvement" encompasses so many topics that are of importance to program leaders -- how we recruit and retain students, how we plan and implement curriculum, instruction and assessment, how we insure quality opportunities for professional development, how we manage program accountability at multiple levels, etc., etc... So how to choose what to pass on, or not? I would warmly welcome any guidance that PLI list subscribers might be moved to offer!
 
Meanwhile, I hope you find Julie's post useful!
 
**********************************************************
I am happy to announce a discussion next week on the Health Literacy
list. We will be
talking about the Health Literacy Study Circles+, a series of
facilitator guides published by NCSALL, which introduces teachers to a
skills-based approach
to Health Literacy.
Our guest speakers will be Winston Lawrence, senior professional
development associate with the Literacy Assistance Center in New York
City, and Lisa Soricone, a research associate and former fellow at the
National Center for the Study of Adult Learning and Literacy (NCSALL).
Together they piloted these study circles with adult learners in New
York City, and wrote about their experience through an interview in
"Focus on Basics" (FOB). Please see this article for more information
about the study circles, and to prepare for this discussion:
A Conversation with FOB: Learning How to Teach Health Literacy
http://www.ncsall.net/index.php?id=995
We look forward to our first formal discussion on the Health Literacy
List! Please pass on this information to any colleagues who may be
interested, they can join the list (and then unsubscribe afterwards if
they wish) at the following link:
www.nifl.gov/mailman/listinfo/healthliteracy
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
_______________________________________________
National Institute for Literacy
Moderators mailing list: Moderators at nifl.gov
http://www.nifl.gov/mailman/listinfo/moderators
Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html
Moderator's List Archive page:
http://www.nifl.gov/mailman/private/moderators
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From djrosen at comcast.net  Mon Jun 19 09:30:36 2006
From: djrosen at comcast.net (djrosen at comcast.net)
Date: Mon, 19 Jun 2006 13:30:36 +0000
Subject: [ProgramLeadership 68]  Adult Literacy Education (ALE) Wiki
Message-ID: <061920061330.14293.4496A6FB000D4DBB000037D52206998499020A9C019D060B@comcast.net>
Colleagues,
The Adult Literacy Education (ALE) Wiki now has 30 topics, a newly designed 
front page, over 730 pages of content, and more  than 600 subscribers.  Every week adult literacy educators add new content.
The ALE Wiki is a community of practice and a professional development 
treasurehouse.  Check it out -- or visit again -- at:
http://wiki.literacytent.org/index.php/Main_Page
For some of the topic areas we still nead Topic Area Leaders.  If you are interested in learning more about this, please email me.
David J. Rosen
djrosen at comcast.net
From mmcguire at utk.edu  Wed Jun 28 11:02:56 2006
From: mmcguire at utk.edu (mmcguire)
Date: Wed, 28 Jun 2006 11:02:56 -0400
Subject: [ProgramLeadership 68]  Job announcement
References: <6E8BC13A30982C44BCD32B38FB8F5AB8172DCD@lac-exch.lacnyc.local>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EA0@UTKFSVS1.utk.tennessee.edu>
Hi everyone!
I am forwarding this announcementt on behalf of Silja Kallenbach from World Ed./NELRC: 
 
****************************************************
JOB ANNOUNCEMENT               
COLLEGE TRANSITION CO-DIRECTOR
The New England Literacy Resource Center (NELRC)/ World Education is
looking to hire a full-time College Transition Co-Director to work as a
member our College Transition Leadership Team. NELRC is part of World
Education, Inc., a Boston non-profit organization that provides training
and technical assistance in adult education. See www.nelrc.org,
www.collegetransition.org and www.worlded.org for more information. 
Responsibilities
With the support of the NELRC Director and Administrative Assistant, and
in coordination with the College Transition Leadership Team:
*       Provide leadership and technical assistance to build agreements
and align practices between adult and postsecondary education
institutions and systems
*       Provide training and technical assistance to adult educators on
preparing adult learners for postsecondary education and training
*       Plan and help implement regional and national training events
*       Help identify and document promising practices
*       Co-manage the New England ABE-to-College Transition Project
*       Prepare reports and occasional presentations to funders and
NELRC Board
*       Work closely with the Nellie Mae Education Foundation
*       Contribute to ongoing strategic planning and new program
development at NELRC and the Literacy Division.
*       Participate in the World Education Literacy Division staff
meetings, committees and activities
Qualifications
*       Expertise in one or more content areas of college preparation
*       Knowledge of or work experience in adult education preferred
*       Knowledge of postsecondary education and training systems
*       Demonstrated ability to organize and manage multifaceted
projects, meet deadlines and be self directed
*       Proven experience in designing and facilitating training
*       Excellent communication and interpersonal skills; ability to
work well as a member of a team
*       Strong writing skills
*       Strong computer skills: Microsoft Word, Excel
*       This job requires travel within the New England region and
nationally, access to a car required.
*       Master's degree or higher
Compensation: $55,000 - $60,000 based on experience, plus excellent
benefits. 
Please send a cover letter and resume by August 15, 2006 to Ben Bruno,
Administrative Assistant, NELRC/World Education, 44 Farnsworth Street,
Boston, MA 02210. Fax: 617-482-0617.  Email: bbruno at worlded.org    No
calls, please.
World Education is an equal opportunity/ affirmative action employer
with a strong commitment to workforce diversity. Voluntary information
in this regard is welcome. M/F/V/H/D                            6/2006
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From mnguyen at nifl.gov  Wed Jun 28 11:42:55 2006
From: mnguyen at nifl.gov (My Linh Nguyen)
Date: Wed, 28 Jun 2006 11:42:55 -0400 (EDT)
Subject: [ProgramLeadership 69] National Institute for Literacy Appoints New
	Staff
Message-ID: <20060628154255.1CB3046555@dev.nifl.gov>
Hello everyone,
My name is My Linh Nguyen, and I am the new Associated Director of
Communications for the National Institute for Literacy. I would like to take
this opportunity to introduce myself along with three other new hires at the
Institute. The press release below introduces each of the four new hires and
identifies our roles and backgrounds. Thank you, and I look forward to
working with all of you. 
       National Institute for Literacy Appoints New Staff
The National Institute for Literacy has appointed four new staff members to
expand its capacity to contribute to improvements in adult, adolescent,
childhood and early childhood literacy.  
Andrea Grimaldi has joined the Institute as Senior Project Officer
in Early Childhood Literacy. She will be responsible for planning and
managing the Institute's work on early childhood literacy. She will also
oversee dissemination of the National Early Literacy Panel Report, expected
to be released in late 2006. 
My Linh Nguyen has joined the Institute as Associate Director of
Communications. In this capacity, she will plan and manage communications
activities designed raise awareness of literacy issues and the Institute's
products and services. 
The two other new staffers will join the Institute in July. Susan
Boorse, who will serve as Executive Officer, will have responsibility for
budgetary and financial management activities as well as administrative
functions. Heather Wright has been selected to serve as Dissemination
Specialist. In this capacity, she will plan and oversee implementation of
the Institute's print and electronic products to ensure that they are widely
and easily available.
"The arrival of these four individuals signals an exciting new era for the
National Institute for Literacy," said Dr. Sandra Baxter, the Institute's
Director. "Each of them brings fresh ideas and new perspectives along with
their diverse backgrounds and expertise. Their presence will reenergize our
existing programs and help us carry out new efforts to better serve the
adult and childhood literacy communities."
All four new appointees have a wide variety of experience in their
fields.
Ms. Grimaldi has more than a decade of experience as an early
childhood education teacher, program manager, and trainer. Most recently,
she served as the training manager for professional development with the
Public Broadcasting Service's (PBS) five-year Ready To Learn Initiative to
prepare young children for success in school through educational television,
web-based media and training for parents and teachers.
Ms. Nguyen comes to the Institute from the Delaware River Port
Authority of Pennsylvania and New Jersey, where she served as manager of
corporate communications and public information officer. She is a former
general assignment reporter and copy editor for the St. Louis Post-Dispatch.
Ms. Boorse served in the Peace Corps for eight years as an
administrative and budget officer. She also served four years as a VISTA
volunteer, working with a literacy program in Philadelphia, a rural school
district in Mississippi, and a fledgling Philadelphia Habitat for Humanity
affiliate. 
Ms. Wright comes to the Institute from the Montgomery County
Department of Public Libraries in Maryland, where, as Children's Librarian,
she was involved in early literacy programs for babies, toddlers,
preschoolers and elementary-school children. Her previous professional
background is in the field of marketing research, where she conducted many
research studies to measure the needs of customers and target markets, both
in the library setting and in the private sector. 
	
The National Institute for Literacy provides leadership on literacy
issues, including the improvement of reading instruction for children,
youth, and adults. In consultation with the U.S. Departments of Education,
Labor, and Health and Human Services, the Institute serves as a national
resource on current, comprehensive literacy research, practice, and policy.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From kabeall at comcast.net  Mon Jul 10 19:19:26 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 10 Jul 2006 19:19:26 -0400
Subject: [ProgramLeadership 70]  New from NCSALL--Adult Student Persistence
Message-ID: <002e01c6a477$49ce5400$0202a8c0@your4105e587b6>
Study Circle Guide: Adult Student Persistence
 
Newly revised to include the second phase of the NCSALL research on adult
student persistence, this guide provides comprehensive instructions for
facilitating a 10?-hour study circle. It explores what the research says
about adult student persistence and ideas for how to apply what is learned
in classrooms and programs. The guide is based on a review of the NCSALL
research on adult student persistence conducted by John Comings and others,
summarized in an article entitled ?Supporting the Persistence of Adult Basic
Education Students? and other studies on student motivation and retention.
It includes articles, resources, and action research reports to help
practitioners consider strategies for increasing adult student persistence.
This guide provides all the necessary materials and clear instructions to
plan and facilitate a three-session study circle with an option for a
fourth. Each session lasts three-and-a-half hours.
 
To download the study circle guide, visit NCSALL?s Web site:
http://www.ncsall.net/?id=896
 
 
****************
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 alisapovenmire at hotmail.com  Thu Jul 13 13:14:57 2006
From: alisapovenmire at hotmail.com (Alisa Vlahakis Povenmire)
Date: Thu, 13 Jul 2006 13:14:57 -0400
Subject: [ProgramLeadership 71]  Managed Enrollment
Message-ID: <BAY106-F271F82FFD87028F6B56F40C86E0@phx.gbl>
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From EJacobson at air.org  Thu Jul 13 16:18:02 2006
From: EJacobson at air.org (Jacobson, Erik)
Date: Thu, 13 Jul 2006 13:18:02 -0700
Subject: [ProgramLeadership 72] Re: Managed Enrollment
Message-ID: <E503E97032965943AD16C3494855FF32381597@CA1EX01.air.org>
Hi. If you have not done so already, I suggest looking at the Learner
Persistence section of the ALE wiki. 
 
http://wiki.literacytent.org/index.php/Learner_Persistence
 
In particular, you may want to take a look at a discussion of managed
enrollment from the LPRP Connections archives. 
 
http://wiki.literacytent.org/index.php/LPRPArchives
 
Erik Jacobson
 
________________________________
From: programleadership-bounces at nifl.gov
[mailto:programleadership-bounces at nifl.gov] On Behalf Of Alisa Vlahakis
Povenmire
Sent: Thursday, July 13, 2006 10:15 AM
To: ProgramLeadership at nifl.gov
Subject: [ProgramLeadership 71] Managed Enrollment
 
Hello all,
I am investigating the topic of managed enrollment for the Massachusetts
DOE, and I am hoping that some of you will be interested in sharing:
1. Your perception of managed enrollment; 
2.  Your experience with managed enrollment practice and policy;
3.  Your thoughts on the pros and cons of managed enrollment;
4.  Your thoughts on how managed enrollment affects the retention,
persistence, and learning gains of students;
5.  Which contexts are suited for managed enrollment, and which aren't?
I am also posting to the Special topics list regarding these questions,
so I apologize for double posts you may receive.  
I very much look forward to your comment!
Sincerely,
Alisa Vlahakis Povenmire, ABE Consultant, former SABES Coordinator
________________________________
It's the future of Hotmail: Try Windows Live Mail beta
<http://g.msn.com/8HMAENUS/2740??PS=47575> 
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From mmcguire at utk.edu  Fri Jul 14 16:46:09 2006
From: mmcguire at utk.edu (mmcguire)
Date: Fri, 14 Jul 2006 16:46:09 -0400
Subject: [ProgramLeadership 73] ProLiteracyAmerica seeking exemplary programs
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EBB@UTKFSVS1.utk.tennessee.edu>
Hey everyone!
Has your adult basic/literacy/ESOL education program improved the quality of its service provision by utilizing volunteers in support of paid staff? If so, you may be interested in the following opportunity from ProLiteracy America. Enjoy!
 
 
Adult Education Programs:
ProLiteracy America is conducting research concerning best practices in ABE
programs that utilize volunteers to provide additional support. 5-8 programs
will be selected as exemplary programs.
We invite you to nominate your program to be a part of this exciting effort
if it meets the following criteria or to pass this information on to an ABE
program that does.
Exemplary Program Nomination Criteria:
1.Delivers instruction primarily through classes taught by paid
instructors
2.Receives most of its funding from federal WIA and state education
grants
3.Uses the National Reporting System (NRS) to measure outcomes
4.Utilizes volunteers in program or support services
5.Has had a minimum of two years of active volunteer involvement
6.Can identify how the involvement of volunteers has positively
impacted the quality and quantity of instruction related services to ESL
and/or ABE students, with special interest being given to impacts on
low-level ESL students
7.Has a person responsible for volunteer coordination
(Person may have other roles in program)
Selected programs will receive a $3,000 stipend and national recognition as
one of eight model ABE programs.
The attached file contains the exemplary program nomination form and further
details.
If you have any questions, please do not hesitate to contact me directly by
e-mail or phone. Send your completed nominations to ProLiteracy by e-mail
(info at proliteracy.org) or by fax (315-422-6369). Nominations must be
received by July 27, 2006. Programs will be selected by August 1, 2006.
Regards,
Mary Hohensee
Project Researcher
Proliteracy America
mary at adultlit.org
717-940-0929
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From mmcguire at utk.edu  Mon Jul 17 08:57:49 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 17 Jul 2006 08:57:49 -0400
Subject: [ProgramLeadership 74] Discussion of upcoming changes to the NRS
	ESOL Level Descriptors
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EBC@UTKFSVS1.utk.tennessee.edu>
Hi everyone!
The following announcement comes from Marie Cora, moderator of the NIFL-Assessment discussion list, and may be of special interest to those of you who need to pay attention to NRS reporting for your programs.Enjoy!
Good morning, afternoon, and evening to you all.  I hope this email finds you well.
 
I wanted to let everyone know that during this week, Larry Condelli from AIR (American Institutes of Research), who works with the NRS, and Sarah Young, from CAL (Center for Applied Linguistics) who works with BEST Plus will be available to answer any questions you might have regarding the changes in ESOL Level Descriptors, which go into effect this summer (this month I believe).  I also encourage anyone who has questions regarding other ESOL tests (CASAS or EFF for example) to join in this Q&A.  Because the Level Descriptors have been adjusted, the tests used to track learning gains also have undergone some shifting and it is important that we understand what these changes are.  
 
Larry and Sarah will be present on the List during this week, but perhaps intermittently - replies may not come immediately.  I encourage you to post your question to the List, or to send your question to me for posting, if you prefer that.  
 
Larry, Sarah, and others working with any of the ESOL tests - feel free to jump in and give us a thumbnail sketch of what the changes are and how they might affect our work in programs and with students.
 
The NRS homepage is located at:  http://www.nrsweb.org/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nrsweb.org/> 
To view information on the NRS Level Descriptors, please go to:  http://www.nrsweb.org/reports/NewESLdescriptors.pdf <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nrsweb.org/reports/NewESLdescriptors.pdf> 
At the bottom of the NRS homepage, see also:  NRS Changes for Program Year 2006
 
Thanks so much - I'm looking forward to understanding this information, and hearing what folks questions are regarding the changes
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From mmcguire at utk.edu  Fri Jul 21 23:03:28 2006
From: mmcguire at utk.edu (mmcguire)
Date: Fri, 21 Jul 2006 23:03:28 -0400
Subject: [ProgramLeadership 75] Upcoming guest discussion on the
	NIFL-Workplace list
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EC3@UTKFSVS1.utk.tennessee.edu>
Hi everyone!
The following is posted on behalf of Donna Brian, moderator of the NIFL-Workplace discussion list. You may find this opportunity to hear an international perspective on workplace/workforce education enlightening! Enjoy!
 
Guest Discussion: Workplace Literacy 
 
Monday, July 24  -  Friday, July 28
 
Guest: Alison Campbell - please see Alison's bio below 
 
To subscribe to the Workplace List, go to http://www.nifl.gov/mailman/listinfo/Workplace/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nifl.gov/mailman/listinfo/Workplace/>  
 
 
Colleagues,
 
Next week, Monday July 24 - Friday July 28, we are privileged to have ,  as a guest on the Workplace Literacy Discussion List ,  Alison Campbell of the Conference Board of Canada. Many of you already know of her work, but for those of you who don't, she has 3 websites that I consider sister sites of the Workforce Education site. Where our Workforce site is geared more toward adult education instructors with a workforce focus, her sites are geared more toward business and industry employers who want and/or need to upgrade their workers' literacy skills. The Conference Board is also responsible for quite a lot of good research which Alison has been a part of. 
 
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
 
Bio
Alison Campbell
       
Alison Campbell is a Senior Research Associate with the Education and Learning practice at The Conference Board of Canada. She acts as lead researcher, author and web site manager on various research projects in the area of workplace education and learning. This year, Alison is also managing the Conference Board's International Workplace Education and Learning Conference: Sharing Global Solutions (Toronto, December 5-6, 2006).
 
In 2005, Alison authored Profiting from Literacy: Creating a Sustainable Workplace Literacy Program and co-authored Literacy, Life and Employment: An Analysis of Canadian International Adult Literacy Survey (IALS) Microdata. In 2003, Alison authored Strength from Within: Overcoming the Barriers to Workplace Literacy Development as part of a national research study on the challenges employers face in designing and implementing workplace literacy and basic skills programs. In 2002, she co-managed a national study in the U.S. on the impacts of joint labor-management education programs. She co-authored the final report: Success by Design: What Works in Workforce Development. Alison currently manages a pilot project on the benefits of a national credit review service to improve credentialing opportunities for workplace education. 
 
Her work on workplace literacy and basic skills development extends beyond Canada to the United States. Alison manages and makes updates to www.work-basedlearning.org, www.scorecardforskills.com and www.workplacebasicskills.com - a suite of web sites funded by the U.S. Department of Education that act as free resources to American employers and their partners who wish to improve employees' skills.
 
 
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
 
As you can tell from her bio, Alison has expertise in many areas of workplace literacy.  Attached to this message is a complete listing of her publications and presentations, which are available for free download on the Conference Board site.  You must, however, register with the site to access them. (Sign in at http://www.conferenceboard.ca/boardwiseii/Signin.asp <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.conferenceboard.ca/boardwiseii/Signin.asp>  and when you have the option, browse documents by "author" choosing "Campbell, Alison.")  Access to the web sites does not require registration, and they are linked in her bio above. Alison is willing to discuss with us any of the areas of workplace literacy on her web sites or in her publications. It should be a wide-ranging discussion!  I hope you will be able to participate!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From kabeall at comcast.net  Mon Jul 24 11:22:31 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Mon, 24 Jul 2006 11:22:31 -0400
Subject: [ProgramLeadership 76]  New from NCSALL--Training Guides
Message-ID: <004b01c6af34$fb69c150$0202a8c0@your4105e587b6>
Practitioner Research Training Guide: Research-based Adult Reading
Instruction
This practitioner research training guide provides comprehensive
instructions for facilitating a 31-hour training that guides practitioners
through an investigation of a problem related to reading. The practitioners
conduct the research in their own classrooms. This guide provides all the
necessary materials and clear instructions to plan and facilitate a
four-session practitioner research training. The sessions vary in length.
To download the training guide, go to
http://www.ncsall.net/index.php?id=1143
 
Training Guide: Study Circle Facilitators
This training guide provides comprehensive instructions for preparing
experienced adult education practitioners to facilitate NCSALL study
circles. The training focuses on the NCSALL study circle, Research-based
Adult <http://www.ncsall.net/?id=892>  Reading Instruction. However, the
training can be adapted to prepare facilitators for NCSALL study circles in
general or on another topic. The guide provides all the necessary materials
and clear instructions to plan and facilitate a one-day, study circle
facilitators training. The training is six hours in length.
To download the training guide, go to
http://www.ncsall.net/index.php?id=1137
 
 
****************
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 valleypeters at tetonliteracy.org  Mon Jul 24 17:11:09 2006
From: valleypeters at tetonliteracy.org (Valley Peters)
Date: Mon, 24 Jul 2006 15:11:09 -0600
Subject: [ProgramLeadership 77]  question about Read Right
In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EBC@UTKFSVS1.utk.tennessee.edu>
References: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EBC@UTKFSVS1.utk.tennessee.edu>
Message-ID: <A16C7420-D446-4163-AC8F-6027080672B9@tetonliteracy.org>
Hello,
Our literacy program is researching the Read Right program developed  
by Dee Tadlock.  Does anyone have any direct experience or knowledge  
that they can share with me about this?  I have thoroughly read their  
web site, but would like to hear from other program administrators  
what they know about it.
Thank you,
Valley
Valley Peters
Director of Adult Services
valleypeters at tetonliteracy.org
307.733.9242
Teton Literacy Program provides literacy education and resources to  
open doors for individuals and families to achieve their personal,  
professional, and academic goals, as contributing members of our  
community.
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From mmcguire at utk.edu  Mon Jul 31 09:38:09 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 31 Jul 2006 09:38:09 -0400
Subject: [ProgramLeadership 77] Important upcoming event on the NIFL-LD
	Discussion List
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EC4@UTKFSVS1.utk.tennessee.edu>
Hi everyone! I am posting this on behalf of Rochelle Kenyon. Those of you actively involved with issues and accomodations related to adult learning disabilities may especially find this upcoming guest discussion interesting. Enjoy!
 
 
I am very pleased to announce that Nancie Payne will be a Guest Speaker on the LD Discssion List during the week of August 7-11, 2006.  
 
Beginning in July, the LD List had a thread being discussed  that eventually became the "LD Discrepancy Model" topic.  That topic is the one that I have asked Nancie to address during her week with us.  I want to ask subscribers to begin thinking about questions they want to propose to Nancie.  Since Nancie is already a subscriber on this List, she will see each of your suggestions as they are posted.
 
Please feel free to let your colleagues know of this wonderful opportunity to hear from and interact with one of the leaders in the field of adults with Learning Disabilities.  Information about subscribing to the List is at the bottom of this message.
 
Lastly, I am including Nancie Payne's resume for your information.
 
Nancie Payne, President of Payne & Associates, Inc. and the Northwest Center for the Advancement of Learning, is nationally recognized for thirty years of work in education and workplace-based services for children and adults with learning and cognitive disabilities.  She consults with adult education, literacy, basic skills and GED instruction programs as well as correction facilities, employment and training agencies, human service organizations, and business on ways to create productive learning environments and maximize the potential of those with special learning needs.  She has provided consultation in twenty-nine states and has developed and implemented the Payne Learning Needs Inventory and screening tools, facilitating long-term, system-wide change of service delivery models in the District of Columbia, Indiana, California, Oregon, Arkansas, West Virginia, Kentucky, Tennessee, Vermont, Oklahoma, Nebraska, Illinois, Mississippi, Rhode Island, North Carolina and Washington.  She is a consultant for GED Testing Services. Ms. Payne has written numerous articles and book chapters on facilitating learning, assessment of special needs, transition to employment, and workplace accommodations.  In 2000 a Brookes publication entitled Meeting the Challenge of Learning Disabilities in Adulthood by Arlyn Roffman, Ph.D. features Ms. Payne's personal insight about the impact of learning disabilities.  Ms. Payne has a B.A. from the Evergreen State College in Liberal Arts, emphasis in Education-Administration and a M.S. from Chapman University School of Business and Economics in Human Resource Management and Organizational Development.  Her civic work includes serving on the President's Committee for Employment of People with Disabilities Taskforce, Washington D.C.; participating in a National Institute for Literacy National Congress; past member of the National Learning Disabilities Research & Training Center Advisory Board; and serving her third term as a member of the National Learning Disabilities Association Professional Advisory Board.  She is a member of the National Rehabilitation Association, the National Learning Disabilities Association, and the Commission on Adult Basic Education. She is currently an 18-year board member and past president of the Thurston County Economic Development Board of Directors and she serves on the Pacific Mountain Workforce Development Council Board of Directors as Chairperson.
 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From mmcguire at utk.edu  Mon Jul 31 09:51:27 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 31 Jul 2006 09:51:27 -0400
Subject: [ProgramLeadership 78] Another great upcoming event -- this time on
	the NIFL-AdultEL discussion list
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EC5@UTKFSVS1.utk.tennessee.edu>
Hello again all!
I am posting this announcement on behalf of Lynda Terrill concerning a matter that may be of great interest to those of us working with English Language Learners. Enjoy!
 
 
Dear colleagues,
I am happy to announce an upcoming panel discussion on the adult English language list on working with literacy-level adult English language learners.  The discussion will be the week of August 7-11, with further questions, comments, and information-sharing welcome after that. 
 
[to subscribe to the English language list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nifl.gov/mailman/listinfo/Englishlanguage> ]
 
Background Information  
Some teachers-especially those new to teaching adult English language learners-express concern about teaching learners who aren't literate in their native language or never went to school. In many ways, this concern is unwarranted. Having or not having had access to formal education does not correlate to cognitive functioning, interest, and energy. Most literacy-level learners will need explicit instruction in basic literacy skills (e.g., phonological  processing, vocabulary development, syntactical processing). However, these learners bring an array of lifeskills knowledge (often including some oral proficiency and knowledge of American culture) problem-solving skills, and enthusiasm to the process.   
 
Still, teachers and administrators sometimes feel challenged by questions such as:
 
*	Who are the literacy-level adult ESL learners? 
*	What skills do literacy-level learners need to develop? 
*	How can programs and administrators effectively support literacy-level adult English language learners and their teachers? 
*	What are effective instructional practices in the literacy class? 
*	What are effective needs assessment activities for literacy-level adult English language learners? 
*	What other approaches and activities are effective with literacy-level learners? 
*	What resource are helpful for teachers? 
*	What instructional materials are effective for literacy-level learners-to help them acquire skills they need to reach their personal goals? 
Process of the Discussion
To address these and other questions, nine adult ESL and refugee content experts have graciously accepted my invitation to answer questions and share ideas on the topic of literacy-level learners in adult ESL. Within this group are teachers, program administrators, cultural orientation specialists, curriculum designers, assessment experts, and authors of teacher resources and literacy-level materials for learners.  Members of the panel have worked extensively as volunteers, teachers, and administrators, in learning labs and online, in general ESL, workplace and work readiness programs, transition programs, family literacy, refugee programs, in the United States and overseas from Mongolia to (the then) Zaire.  I started adding up the panelists' years of  experience, but stopped when it topped 100 years. 
 
To organize this discussion with so many panelists, I will offer a short biography of each panelist, which includes their areas of particular expertise-although each panelist is knowledgeable in many areas related to adult ESL, refugees, and  immigration.  
 
In this way, you can direct a question or comment to a specific panelist (e.g., a question about literacy-level learners in family literacy would be directed to the family literacy expert).  However, all panelists, as well as the very many of you on the list who are also experts, please jump in at any time. 
 
I will post the nine biographies next week, a few days before the panel begins.
 
The panelists will be: 
 
Sanja Bebic, Director, Cultural Orientation Resource Center, Center for Applied Linguistics, Washington, DC http://www.culturalorientation.net/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.culturalorientation.net/> 
 
MaryAnn Cunningham Florez, Lead ESL Specialist, Arlington Education and Employment Program (REEP), Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/> 
 
Debbie Jones, EL/Civics Literacy Coordinator, Arlington Education and Employment Program, Arlington, Virginia  http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/> 
 
Sharon McKay, ESL Specialist, Center for Adult English Language Acquisition, Washington, DC http://ww.cal.org/caela <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://ww.cal.org/caela> 
 
Donna Moss, Family Literacy Coordinator, Arlington Education and Employment Program (REEP), Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/> 
 
Barb Sample, Director of Educational Services, Spring Institute for Intercultural Learning, Denver, Colorado http://www.spring-institute.org/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.spring-institute.org/> 
 
Kate Singleton, Healthcare Social Worker, Fairfax INOVA Hospital, Fairfax, Virginia
 
Sharyl Tanck, Program Coordinator, Cultural Orientation Resource Center, Center for Applied Linguistics, Washington, DC http://www.culturalorientation.net/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.culturalorientation.net/> 
 
Betsy Lindeman Wong, Online facilitator, ESOL Basics, Virginia Adult Learning Resource Center, Richmond, Virginia http://www.valrc.org/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.valrc.org/> 
 
 
Pre-Discussion Reading
If you are interested in reading more about literacy-level adult English language learners before August 7, here a few selected resources:
<https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.ncsall.net/?id=279> 
"Beginning ESOL Learners' Advice to Their Teachers." <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.ncsall.net/?id=279>  
 
Mental Health and the Adult Refugee: The Role of the ESL Teacher <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.cal.org/caela/esl_resources/digests/mental.html> 
 
What Non-readers or Beginning Readers Need to Know: Performance-based ESL Adult Literacy (Brod, 1999, ERIC No. ED 433 730 available from www.eric.ed.gov <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.eric.ed.gov/> )
 
Working With Literacy-Level Adult English Language Learners <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.cal.org/caela/esl_resources/digests/litQA.html>  
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From mmcguire at utk.edu  Thu Aug  3 08:45:02 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 3 Aug 2006 08:45:02 -0400
Subject: [ProgramLeadership 79]  Upcoming guest discussion on NIFL-Poverty,
	Race and Literacy list
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EDD@UTKFSVS1.utk.tennessee.edu>
Hi everyone!
I am posting the following on behalf of Donna Brian, moderator of the NIFL-Poverty, Race and Literacy Discussion List. This upcoming guest discussion may be of special interest to those of you whose responsibilities include developing, implementing and/or monitoring curriculum in adult basic/literacy/ELL learning contexts, as it promises to raise some compelling questions about addressing social justice and activism issues in the teaching and learning process. So do check it out, and enjoy!
*************************************************************************************************************  
 
Guest Discussion: Poverty, Race, & Literacy 
Monday, August 7-  Friday, August 11
 
Guest: Andy Nash- please see Andy's bio below
 
To participate, sign up for the list at http://www.nifl.gov/mailman/listinfo/Povertyliteracy <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nifl.gov/mailman/listinfo/Povertyliteracy> 
 
 
Literacy Discussion List Colleagues,
 
Next week, Monday August 7 - Friday August 11, we have the great good fortune to have as a guest on the Poverty, Race, & Literacy Discussion List Andy Nash, Staff Development Specialist at the New England Literacy Resource Center at World Education.  As you can see from her bio below, Andy has experience in lots of different adult education literacy areas, but her overarching concern has been relating literacy to social justice and advocacy for participation in our democracy.  
 
Andy introduces this discussion by asking *us* some questions (see paragraph 2 below).  She intends to learn from us as we learn from her.
 
Please read her bio and look up The Change Agent (www.nelrc.org/changeagent <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nelrc.org/changeagent> ) and, if you would like to participate in the discussion, join the list at <http://www.nifl.gov/mailman/listinfo/Povertyliteracy> and be ready starting Monday to participate in a lively discussion about literacy and social justice issues!
 
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Andy Nash's bio:
My work in adult education over the past 20 years has focused on building the capacity of adults to use their developing skills to be more informed and active participants in a democracy. I've brought this perspective to my work in ESOL, civic participation, worker education, family literacy, standards-based education, and many years of resource and professional development.
Having just finished editing a new resource about bringing issues of social justice into the classroom (see below), I am interested in thinking about the role such materials can play in adult ed. Do you find resources for talking about issues such as gentrification or globalization useful, or do you think educators should stick to more immediately tangible issues such as advocating for more affordable daycare, interpreters at clinics, etc.? In the short amount of time we have, is it necessary to stick with the "local," which is often speaking up for better community services, or are your students also interested in more general problems such as growing incarceration rates, the war(s), or the current debate over whether a president has the right to sidestep federal laws passed by Congress? In the interest of being as participatory and responsive to students as possible, does it matter if an issue gets raised by the teacher rather than being initiated by the students? And, of course, what does it all have to do with improving basic academic, language, and job skills?
These are all questions we think about when we work on The Change Agent (www.nelrc.org/changeagent), a biannual social justice newspaper for adult educators and learners published by the New England Literacy Resource Center at World Education. It was conceived in 1994 as a tool to educate and mobilize teachers and learners to apply advocacy skills in response to impending federal funding cutbacks for adult education.
The first issue was so well received by teachers that we continued to produce more issues. Now well established as a unique resource within the adult education community, The Change Agent continues to promote social action as an important part of the adult learning experience.
Each issue explores a different social justice theme through news articles, opinion pieces, classroom activities and lessons, poems, cartoons, interviews, project descriptions, and printed and Web-based resources.
"Through the Lens of Social Justice: Using The Change Agent in Adult Education" is a newly published book that celebrates The Change Agent's first decade by gathering its best and most timeless pieces and by offering guidance for educators in how to use the paper.
Chapter 1 introduces readers to the kinds of articles and tools that are available in The Change Agent and how they can be used. These
include: "Ways In," short visual or textual prompts that can be used with students to draw out their experiences, questions, and concerns about social issues; "Issue Analyses," articles that examine an issue (prisons, school vouchers, health care, etc.) by looking at how our systems work and for whose benefit; and "Students Making Change," accounts of students who have used what they have learned to take some kind of individual or collective action outside the classroom. 
Chapter 2 provides guidance in how teachers can use the articles to build thematic curriculum units, with sample units for ABE, ESOL, and GED. And Chapter 3 is a collection of articles about the challenges of bringing social justice issues into the classroom and the creative strategies that teachers have used to deal with those challenges. To see sample pages from the book, go to www.nelrc.org/publications/cabook.html
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From mmcguire at utk.edu  Fri Aug  4 10:06:21 2006
From: mmcguire at utk.edu (mmcguire)
Date: Fri, 4 Aug 2006 10:06:21 -0400
Subject: [ProgramLeadership 80] Upcoming guest-facilitated book discussion
	on the NIFL-Women and Literacy list.
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EDF@UTKFSVS1.utk.tennessee.edu>
Hi everyone!
This message is posted on behalf of Daphne Greenberg, moderator of the NIFL-Women and Literacy discussion list, and concerns an upcoming guest-facilitated book discussion on the list. Those of you who work with or develop learning resources for women in your adult basic/literacy/ ELL programs,especially with women who are survivors of violence and trauma, may find this reading and discussion opportunity particuarly enlightening and helpful. Enjoy!
 
****************************************************************************************************************
 
After counting the votes, two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006:
1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages)
2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages)
If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman  website: http://www.jennyhorsman.com <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.jennyhorsman.com> 
(if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download):
*** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. ***
As supplemental reading, you may also want to look at this article  available on the WE LEARN website:
"But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--  (16 pages)
http://www.litwomen.org/Research/horsman_wsq.pdf <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.litwomen.org/Research/horsman_wsq.pdf> 
Guidelines for Discussion
*  Do not begin discussing the articles until the group is formally  opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion).
*  During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion)
*  Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion.
*  Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual.
The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us.
-------------------------------
Mev Miller, Ed.D. is director and founder of WE LEARN (Women expanding Literacy Education action resource Network -- http://litwomen.org/welearn.html <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://litwomen.org/welearn.html> ). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating
Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning Settings.WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html
Please encourage your friends/colleagues to join us. They can subscribe at:
http://www.nifl.gov/mailman/listinfo/Womenliteracy <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://www.nifl.gov/mailman/listinfo/Womenliteracy> 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From Mylinh.Nguyen at ed.gov  Tue Aug  8 17:06:22 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Tue, 8 Aug 2006 17:06:22 -0400
Subject: [ProgramLeadership 81] NIFL Hosts Live Webcast on NAAL Findings for
	Below Basic & Basic Adults
Message-ID: <CB4082E7B582144084C72EC6C98D4959101193E7@wdcrobe2m04.ed.gov>
Join the National Institute for Literacy for a LIVE webcast on:
Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and
Implications for Practice.
Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and
moderated by Lori Aratani
WHEN: August 15, 2006 
1:30 p.m. - 3:15 p.m. EST 
The webcast can be viewed from your computer. We encourage you to register
in advance. To register for this webcast go to:
<http://w.on24.com/r.htm?e=26758&s=1&k=EC4046F499FFDA3117E9FDB1758666EB>
For more information about this webcast, go to: <http://www.nifl.gov/>
 
----------------------------------------------------------------------------
The National Institute for Literacy is hosting a live webcast on Tuesday,
August 15 at 1:30 p.m. to discuss the results of the National Assessement of
Adult Literacy (NAAL) 2003, specifically relating to Americans who tested in
the Below Basic and Basic literacy levels. The webcast will feature Dr.
Sheida White, of the National Center for Education Statistics, who served as
project officer for the NAAL, who will present the findings of the NAAL for
Below Basic and Basic levels. In addition, there will be a panel of
subject-matter experts who will discuss what implications the NAAL findings
for Below Basic and Basic adults will have on programs. The panelists
include John Strucker, of the National Center for Adult Literacy and
Learning, will discuss basic skills; and Brian Bosworth, of the consulting
firm FutureWorks, will discuss implications for workforce programs.
 
The live webcast will feature: 
*	Dr. Sheida White directs the National Assessment of Adult Literacy
at the National Center for Education Statistics (or NCES). After working as
a full-time reading researcher for 6 years, she joined NCES in 1991.  During
the first 8 years at NCES, she monitored the National Assessment of
Education Progress (NAEP).  Since 1999, she has been directing the NAAL
project. Her articles have appeared in journals such as Language in Society
and Reading Research Quarterly.
*	John Strucker, Ed.D., is a Lecturer in Education and Research
Associate at the National Center for the Study of Adult Learning and
Literacy (NCSALL) at the Harvard Graduate School of Education. He teaches a
laboratory practicum course at Harvard, "Developing Reading in Adults and
Older Adolescents," and he has been the principal investigator on two
large-scale assessment projects, NCSALL's Adult Reading Components Study
(ARCS) and the joint NCSALL/ETS Level 1 Study.  
*	Brian Bosworth is the founder and President of FutureWorks, a
private consulting and public policy research firm in Belmont,
Massachusetts, that builds regional institutions and strategies for economic
growth, workforce education, and civic improvement.  
The webcast will be moderated by Lori Aratani, Education Staff Writer at the
Washington Post.  
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From mmcguire at utk.edu  Mon Aug 14 09:10:08 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 14 Aug 2006 09:10:08 -0400
Subject: [ProgramLeadership 82] Newly-revised site for the Assessment
	Special Collection
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EED@UTKFSVS1.utk.tennessee.edu>
Hi everyone:
Here's some exciting news on the assessment front, from the good folks at the LINCS-Assessment Special Collection. Enjoy!
 
**************************************************************************************************************************************
 
Dear colleagues,
 
I hope this email finds you well.
 
I'm so happy to announce the launch of the newly revised site of the LINCS Assessment Special Collection.  Please go to:  http://literacy.kent.edu/Midwest/assessment/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://literacy.kent.edu/Midwest/assessment/>  to check it out.
 
The site has on-line resources and materials that are organized based on the roles of people involved in the work, but please do not limit yourself to any one particular role area - many resources will be of interest to you in other areas.  In addition, while many resources are cross-posted, many are not, so I encourage you to surf around or do a keyword search at the site.  
 
Got a great cyber resource that you don't see in the Assessment Collection and you think it should be there?  Definitely let me know about it and I will make sure it gets into the review process for possible addition to the Collection.  I'm very interested in resources for use by teachers and tutors in the classroom, self assessment materials for students/learners, and any assessment materials from our international colleagues (I would like to build an international section).
 
Thanks!  Let me know what you think!!
marie
 
Marie Cora
NIFL Assessment Discussion List Moderator
marie.cora at hotspurpartners.com
Coordinator, LINCS Assessment Special Collection
http://literacy.kent.edu/Midwest/assessment/ <https://tmail.utk.edu/exchweb/bin/redir.asp?URL=http://literacy.kent.edu/Midwest/assessment/> 
 
 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
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From Mylinh.Nguyen at ed.gov  Mon Aug 14 09:52:26 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Mon, 14 Aug 2006 09:52:26 -0400
Subject: [ProgramLeadership 83] Reminder NIFL Webcast on NAAL findings for
	Basic & Below Basic Adults
Message-ID: <CB4082E7B582144084C72EC6C98D4959101194B9@wdcrobe2m04.ed.gov>
Hi All,
Just a reminder to join the National Institute for Literacy for a LIVE
webcast on:
Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and
Implications for Practice.
Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and
moderated by Lori Aratani
WHEN: August 15, 2006
1:30 p.m. - 3:15 p.m. EDT
We encourage you to register in advance. To register for this webcast go to:
<http://w.on24.com/r.htm?e=26758&s=1&k=EC4046F499FFDA3117E9FDB1758666EB>
For more information about this webcast, go to: <http://www.nifl.gov/>
 
----------------------------------------------------------------------------
The National Institute for Literacy is hosting a live webcast on Tuesday,
August 15 at 1:30 p.m. EASTERN TIME to discuss the results of the National
Assessement of Adult Literacy (NAAL) 2003, specifically relating to
Americans who tested in the Below Basic and Basic literacy levels. The
webcast will feature Dr. Sheida White, of the National Center for Education
Statistics, who served as project officer for the NAAL, who will present the
findings of the NAAL for Below Basic and Basic levels. In addition, there
will be a panel of subject-matter experts who will discuss what implications
the NAAL findings for Below Basic and Basic adults will have on programs.
The panelists include John Strucker, of the National Center for  Adult
Literacy and Learning, will discuss basic skills; and Brian Bosworth, of the
consulting firm FutureWorks, will discuss implications for workforce
programs.
The live webcast will feature:
*	Dr. Sheida White directs the National Assessment of Adult Literacy
at the National Center for Education Statistics (or NCES). After working as
a full-time reading researcher for 6 years, she joined NCES in 1991.  During
the first 8 years at NCES, she monitored the National Assessment of
Education Progress (NAEP). Since 1999, she has been directing the NAAL
project. Her articles have appeared in journals such as Language in Society
and Reading Research Quarterly.
*	Dr. John Strucker is a lecturer at the Harvard Graduate School of
Education whose research for NCSALL has focused on adult reading
development. He previously taught and assessed adults with reading
difficulties at the Community Learning Center in Cambridge, Massachusetts.
*	Brian Bosworth is the founder and President of FutureWorks, a
private consulting and public policy research firm in Belmont,
Massachusetts, that builds regional institutions and strategies for economic
growth, workforce education, and civic improvement.
The webcast will be moderated by Lori Aratani, Education Staff Writer at the
Washington Post.
Please note: For anyone unable to view the webcast live, the National
Institute for Literacy will be archiving this webcast on its website
www.nifl.gov approximately one week later. 
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From Mylinh.Nguyen at ed.gov  Wed Aug 16 08:54:57 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 16 Aug 2006 08:54:57 -0400
Subject: [ProgramLeadership 84]  NAAL Webcast to be Archived
Message-ID: <CB4082E7B582144084C72EC6C98D4959101194FD@wdcrobe2m04.ed.gov>
On behalf of the National Institute for Literacy, thank you to everyone who
tuned in to yesterday's live webcast on the results of the NAAL findings for
adults who scored in the Basic and Below Basic categories. And thank you to
our panelists: Dr. Sheida White of the National Center for Education
Statistics, Dr. John Strucker of the National Center for the Study of Adult
Learning and Literacy, and Mr. Brian Bosworth of FutureWorks. For those who
missed the live webcast or would like to see it again, we will be archiving
the webcast on our website www.nifl.gov in about one week. We'll send an
announcement when it is ready. Thank you.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From mmcguire at utk.edu  Wed Aug 16 10:43:45 2006
From: mmcguire at utk.edu (mmcguire)
Date: Wed, 16 Aug 2006 10:43:45 -0400
Subject: [ProgramLeadership 85] Article on learners' perceptions about where
	they attend classes
References: <00b301c6c073$84df8150$0202a8c0@LITNOW>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EF0@UTKFSVS1.utk.tennessee.edu>
Hi everyone.
This note from the Ohio Literacy Resource Center should be of interest to many of you, so enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
The new article in the on-line adult literacy journal Exploring Adult Literacy is titled Locating Adult Literacy Programs In Regular Schools and Adult Education Centers: What the Learners Have to Say and is written by Marion Terry. Take a few minutes to read what adult literacy students have to say about where their classes are held. The article can be found at http://literacy.kent.edu/cra/new.html <http://literacy.kent.edu/cra/new.html> 
 
Dianna Baycich
Ohio Literacy Resource Center
Research 1 - 1100 Summit Street,
P.O. Box 5190
Kent State University
Kent, OH 44242-0001
330.672.7841  330.672.4841 (fax)
 
 
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From mmcguire at utk.edu  Wed Aug 23 11:04:19 2006
From: mmcguire at utk.edu (mmcguire)
Date: Wed, 23 Aug 2006 11:04:19 -0400
Subject: [ProgramLeadership 86]  Job Posting: Special Projects Coordinator,
	Adult Learner Program, Queens Library, NY
References: <4062487BDB6029428A763CAEF4E1FE5B0CB1640A@wdcrobe2m03.ed.gov>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EF3@UTKFSVS1.utk.tennessee.edu>
Hi all -- the following may be of interest.
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
***********************************************************
Special Projects Coordinator
Queens Library
Adult Learner Program
This is a temporary grant funded position.
The Adult Learner Program (ALP) Special Projects Coordinator is
responsible for administration and implementation of ALP's special
projects. Responsible for development of distance learning instruction
via video teleconferencing to increase use of technology throughout the
Adult Learner Programs; manages the Wireless Computer Centers;
supervises the Basic Computer Literacy and Health Literacy classes;
revises and maintains Computer Literacy and Health Literacy curricula;
writes all reporting required for grant funded projects; hires and
trains staff for special projects; visits classes and evaluates
classroom instruction. Performs other duties as required.
The schedule for this position will include Saturdays and evenings as
required.
Requires a Master's Degree in Education or related area, and/or ESOL
Certification. Adult Education experience required, at least two years
working with literacy and/or ESOL programs. Knowledge of current trends
in literacy and ESOL instruction. Must have knowledge of Computer
Assisted Instruction such as Internet, educational software, and MS
Office Software. Experience in staff /curriculum development and
supervision preferred. Excellent written and verbal communication
skills. Ability to work with diversified community. Must be able to
complete multiple projects with competing deadlines.
About Queens Library:  Situated in New York City, the Queens Library has
one of the highest circulations of any library in the world and serves
more than two million people in one of the most ethnically diverse
counties in the United States.  The Library pulses with the
multiculturalism and excitement of life in "the greatest city in the
world".
Queens County is one of the five boroughs of New York City.  Situated
across the East River from Manhattan, Queens enjoys 7,000 acres of
beautiful parks, 196 miles of waterfront and an excellent mass transit
system.  Queens has diverse and charming neighborhoods, excellent
shopping and a wealth of ethnic eateries and shops reflecting the unique
multicultural mosaic that defines Queens.
To apply, please send your resume with cover letter to:
QUEENS LIBRARY
Human Resources Department
89-11 Merrick Boulevard, Jamaica, NY 11432
Fax: 718-658-2919
E-mail:  employment at queenslibrary.org
The Queens Library is an Equal Opportunity Employer
www.queenslibrary.org
_______________________________________________
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From mmcguire at utk.edu  Thu Aug 24 17:31:04 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 24 Aug 2006 17:31:04 -0400
Subject: [ProgramLeadership 87] Content Standards Guest Discussion Next Week
	-CASAS basic skills Content Standards Project
References: <6A5CE13D731DE249BC61CB8C5C474B0A13F18833@UTKFSVS1.utk.tennessee.edu>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EF7@UTKFSVS1.utk.tennessee.edu>
Hi everyone.
The following message comes to us from Aaron Kohring, the NIFL-Content Standards discussion list moderator. If you already use CASAS in your program, or if you are more generally concerned with program accountability expectations related to developing/adopting/adapting standards, you may find the upcoming guest panel it describes especially interesting. Enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
*************************************
Greetings colleagues,
Next week, Monday, August 28 thru Friday, September 1, the Content
Standards Discussion List will be hosting a guest discussion on the
CASAS Basic Skills Content Standards Project.  Our guests will be Jane
Eguez, Jim Harrison, and Linda Taylor from CASAS.
Please read the introductory information below which includes a link to
the CASAS website to help prepare you for the discussion.
To participate, sign up for the list at:
http://www.nifl.gov/mailman/listinfo/Contentstandards
Aaron
Aaron Kohring
Moderator, National Institute for Literacy's Content Standards
Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards)
************************************
Since its inception, CASAS (Comprehensive Adult Student Assessment
System) has focused on teaching and assessing basic skills in contexts
that are relevant and important to adult learners. CASAS has developed
and continues to refine a highly formalized hierarchy of competencies,
the application of basic skills that adults need to be fully functional
and productive members of society.
In the past few years, at the request of the CASAS National Consortium,
representing approximately 30 states, CASAS has begun development of
basic skills content standards as a formal part of the CASAS system.
This enhancement of the CASAS system is intended to assist and encourage
teachers to more fully integrate basic skills content standards and
functional competencies in instruction.
The basic skills content standards for Reading and Listening contain
simple, clearly stated, detailed statements that are leveled according
to the NRS Educational Functioning Levels, and are also related to CASAS
test items in several CASAS test series. The statements are divided into
Categories to assist teachers to navigate through the standards.
In the past two years, CASAS has worked with Iowa and California to
pilot these standards with teachers in a variety of adult education
programs. A number of useful teacher worksheets and other tools have
emerged from these efforts.
We invite you to learn more about the CASAS basic skills Content
Standards Project and to ask questions about it during the listserv
discussion next week. To prepare for this discussion, we refer you to
the CASAS website where you will find more detailed information about
the development of the standards, the standards themselves, worksheets
for teachers, and information about the pilot project in Iowa. Go to
http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtar
get=body
We look forward to engaging with you in this discussion next week.
Jane Eguez (jeguez at casas.org) , Jim Harrison (jharrison at casas.org ) and
Linda Taylor (ltaylor at casas.org ), CASAS
_______________________________________________
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From mmcguire at utk.edu  Mon Aug 28 10:19:23 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 28 Aug 2006 10:19:23 -0400
Subject: [ProgramLeadership 88] Upcoming Family Literacy List Guest
	Discussion
References: <CEA24EFF-7657-4DD2-BEE4-D6397F7C89EB@famlit.org>
	<6A5CE13D731DE249BC61CB8C5C474B0A04B36EFD@UTKFSVS1.utk.tennessee.edu>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36EFF@UTKFSVS1.utk.tennessee.edu>
 
 
From: mmcguire
Sent: Mon 8/28/2006 10:02 AM
To: programleadership at nifl.gov
Subject: Upcoming Family Literacy List Guest Discussion
Hi all.
Those of you providing leadership in family-focused adult literacy/ABE/ESOL programs may find the guest discussion described below of particular interest. Enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
On September 11th through the 13th, Cyndy Colletti, Literacy Program Manager at the Illinois State Library,  will join the Family Literacy Discussion List as a guest speaker/discussion leader. Cyndy's topic will be "Implementing Interactive Parent Child Activities"-- a topic of much interest to those working with families.
Cyndy's biography is given below. Before she begins her discussion on September 11, I will post some questions for your consideration. They will be the questions that will guide Cyndy's discussion.
We look forward to having Cyndy join us and know that you will make her time with us rewarding and valuable by responding to her comments and questions. I will remind you of this discussion again as we get closer to the date.
Read on for Cyndy's biography.
Cyndy Colletti, currently the Literacy Program Manager at the Illinois State Library (ISL), worked as the Family Literacy Coordinator at ISL for nine years.  In that position, she was responsible for comprehensive grant administration including developing and implementing the Family Literacy Grant Program, a comprehensive five component program including library services as the fifth component. The Illinois State Library has consistently funded between 40 and 55 family literacy projects annually since 1991.  She has worked cooperatively with the practitioners in Illinois to develop programmatic resources for the Family Literacy projects such as parent-child activities (The Story Kits, online at http://leep.lis.uiuc.edu/publish/ccollett/storykit/sitemap.html <http://leep.lis.uiuc.edu/publish/ccollett/storykit/sitemap.html>   are an example.) and workshops on other issues vital to family literacy. She has a master's degree from the University of Illinois and more than 20 years experience in the field of adult education and literacy and social service. Her current responsibility as Literacy Program Manager includes grants management and facilitating the effectiveness of program implementation on the local level by providing resource materials, training and support for local adult education and family literacy providers throughout Illinois.
To participate in the discussion, sign up for the Family Literacy Discussion List at http://www.nifl.gov/mailman/listinfo/familyliteracy
Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 West Main Street, Suite 300
Louisville, KY 40205
Phone: 502 584-1133, ext. 112
Fax: 502 584-0172
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From mmcguire at utk.edu  Mon Aug 28 13:23:43 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 28 Aug 2006 13:23:43 -0400
Subject: [ProgramLeadership 89] Technology and Literacy List Guest Discussion
References: <6E8BC13A30982C44BCD32B38FB8F5AB81D5414@lac-exch.lacnyc.local>
Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A04B36F04@UTKFSVS1.utk.tennessee.edu>
Hi all.
Those of you providing leadership around technology use in adult literacy/ABE/ESOL programs may find the following announcement of special interest. Enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
Dear colleagues,
 
Beginning Tuesday, September 19th through Friday, September 22nd, there will be a guest 
 
discussion on the NIFL Technology and Literacy list on "Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy" with guest facilitator Dr. Dave Edyburn of the University of Wisconsin-Milwaukee.
To participate in the discussion, sign up for the Technology and Literacy List at 
http://www.nifl.gov/mailman/listinfo/Technology
 
Title: Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy
 
Overview
 
Adult literacy professionals and volunteers are well aware of the effects of school failure and the lifelong impact of failing to acquire functional reading skills. In this online event, Dr. Dave Edyburn a professor at the University of Wisconsin-Milwaukee, will engage participants in a discussion about three forms of technology and their application for adult literacy learners and programs.
 
On day one, participants will be introduced to the concept of assistive technology and learn about products that have been designed to support struggling readers.
 
On day two, conversations will focus on instructional technology. That is, how can technology be used to teach and assess critical literacy skills.
 
On day three, participants will learn about universal design for learning and the promise of this approach to address the needs of diverse learners in ways that combine the best attributes of assistive and instructional technology.
 
Participants in this online event will have the opportunity to learn about practical applications of technology in adult literacy programs, ask questions, and obtain information about software and web resources.
 
Bio
Dave L. Edyburn, Ph.D.
 
Dave L. Edyburn, Ph.D., is a Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. Dr. Edyburn's teaching and research interests focus on the use of technology to enhance teaching, learning, and performance. 
 
He has authored over 100 articles and book chapters on assistive and instructional technology. He is a co-editor of the recently published book, Handbook of Special Education Technology Research and Practice. 
 
He is a past president of the Special Education Technology Special Interest Group (SETSIG) in the International Society for Technology in Education (ISTE) as well as a past president of the Technology and Media (TAM) Division of the Council for Exceptional Children (CEC). He is a frequent conference presenter and national workshop leader. 
 
 
 
 
Mariann Fedele
Associate Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org
www.lacnyc.org <http://www.lacnyc.org/> 
 
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From kabeall at comcast.net  Wed Aug 30 07:56:18 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Wed, 30 Aug 2006 07:56:18 -0400
Subject: [ProgramLeadership 90]  New from NCSALL--NCSALL by Role
Message-ID: <005b01c6cc2b$4de5e590$0202a8c0@your4105e587b6>
NCSALL by Role <http://www.ncsall.net/?id=787>  
This new section of NCSALL's Web site offers a variety of professional
development ideas on:
*         adult multiple intelligences
*         adult student persistence
*         authentic context
*         General Educational Development (GED)
*          reading
 
Professional developers and program administrators access guides for
facilitating half-day seminars and multi-session study circles. 
 
Policymakers read relevant research articles and reflect on policy-related
questions. 
 
Teachers and tutors access self-studies that invite them to (1) read the
related research, (2) reflect on this research and their practice, and (3)
focus on an aspect of their practice.
 
Check out NCSALL by Role at http://www.ncsall.net/?id=787. 
 
 
 
****************
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 Mylinh.Nguyen at ed.gov  Wed Aug 30 13:17:30 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 30 Aug 2006 13:17:30 -0400
Subject: [ProgramLeadership 91]  NIFL Webcast Now Available in Archive
Message-ID: <CB4082E7B582144084C72EC6C98D495911889562@wdcrobe2m04.ed.gov>
Hi Everyone,
The National Institute for Literacy has now made available an archived
version of its latest webcast: "Adults with Basic and Below Basic Literacy
Levels: Findings from NAAL and Implications for Practice" from August 15,
2006. 
We have made the entire webcast available (include transcript and slides for
download) on our website at www.nifl.gov. Look under the heading "What's
New."
Thank you.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From mmcguire at utk.edu  Thu Aug 31 09:00:48 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 31 Aug 2006 09:00:48 -0400
Subject: [ProgramLeadership 92] FYI - The International Community Virtual
	Visit Project
References: <2E0A090B-2DD5-4073-963D-0ACE15083FF5@comcast.net>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFB6@UTKFSVS5.utk.tennessee.edu>
Hi everybody! If you are interested in bringing a global perspective to your adult literacy/ABE/ESOL program, you may want to take a good look at the project described below. Enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
The International Classroom and School Virtual Visit (Virtual School)
project is beginning its eighth year, linking classrooms across the
world to enable students to meet each other virtually, share
information about their cultures, their classrooms, and their
communities, and to build cultural understanding. Classes can include
English as a Second or Other Language (ESOL/ESL), Adult Basic
Education (ABE, GED),  elementary or secondary education, or family
literacy.  Students can be from age seven to adult.
As in past years, we hope classes will engage in lively written
discussion, and possibly choose a film, book or current event to
discuss. This year we have set up a free wiki, so classes don't have
to create their own web pages, and we will help teachers to use free
Internet telephony so their classes can talk to each other if they
can find a time that works to do that.
If you would like to participate in this year's project,
1. Sign up on the I.C.V.V. e-list  by going to:
        http://lists.literacytent.org/mailman/listinfo/icvv
        Scroll down the page to choose an ID and password.  That's it,
easy and free.
2. Once you receive confirmation that you are on the I.C.V.V. e-list,
send an e-mail to:
          icvv at lists.literacytent.org
indicating your interest in participating this year.  Be sure to
describe your class, when it will begin, and what age group or
nationality you would prefer to partner with.
If you would like to look at classroom virtual visit projects from
previous years go to:
        http://www.otan.us/webfarm/emailproject/school.htm
and then choose
      http://www.otan.us/webfarm/emailproject/school2003.htm
We look forward to your joining the project.  Let one of us know if
you have questions.
And please pass this information on -- by e-mail or electronic list 
-- to teachers who you think might be interested.
All the best,
David J. Rosen
djrosen at comcast.net
Susan Gaer
sgaer at yahoo.com
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From mmcguire at utk.edu  Thu Aug 31 11:27:28 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 31 Aug 2006 11:27:28 -0400
Subject: [ProgramLeadership 93] Special Topics List Guest Discussion:
	Formative Assessment in International Education
References: <F2C71EB2-9F5D-45FE-B2BB-FB8036E0CA8C@comcast.net>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFB8@UTKFSVS5.utk.tennessee.edu>
Hi everyone.
The following post comes from David Rosen. It concerns an upcoming event on the Special Topics List that may be of great interest to program leaders who are concerned about the alignment of quality instruction and assessment in the adult basic/literacy/ESOL classroom. Enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
-------
Colleagues,
In preparation for celebrating International Literacy Day, on 
September 5th-7th the Special Topics Discussion List is pleased to 
welcome  Ms. Janet Looney representing the Organisation for Economic 
Co-operation and Development(OECD).  Janet is the leader of the 
Centre for Educational Research and Innovation program known as What 
Works in Innovation in Education. Its current focus is formative 
assessment.  The discussion will serve to introduce some of OECD's 
work in international education. The primary focus of the discussion 
will be on the value of formative assessment for promoting higher 
levels of learner achievement, greater equity of outcomes, and the 
development of "learning to learn" skills.
Not a term widely known in the U.S., formative assessment refers to 
what teachers and learners do in the classroom to assess learning 
progress.  An assessment is _formative_ when information gathered in 
the assessment process is used to modify teaching and learning 
activities.  It's an assessment _for_ learning  not just _of_ learning.
Between 2002 and 2004, the What Works program explored formative 
assessment in lower secondary classrooms in eight international 
systems [see Formative Assessment: Improving Learning in Secondary 
Classrooms (2005)].  OECD will publish a second study addressing 
formative assessment for adult basic skill learners in 2007.
Together, the two studies are intended to strengthen understanding of 
effective approaches to lifelong learning.
FORMATIVE ASSESSMENT IN LOWER SECONDARY SCHOOLS
While many teachers incorporate aspects of formative assessment into 
their teaching, it is not often practiced systematically.  The What 
Works study, Formative Assessment: Improving Learning in Secondary 
Classrooms (2005), features exemplary cases from secondary schools in 
eight systems and international research reviews, and relates these 
to the broader policy environment.  The study shows how teachers have 
addressed barriers to systematic practice, and how school and policy 
leaders may apply the principles of formative assessment to promote 
constructive cultures of assessment and evaluation throughout 
education systems.
FORMATIVE ASSESSMENT IN ADULT BASIC SKILL PROGRAMS
Formative approaches may be particularly appropriate for adults with 
basic skill needs, the focus of the current What Works study.  
Instructors using formative approaches are able to tailor instruction 
more closely to the needs of diverse adult learners.  Formative 
approaches also place an explicit focus on identifying and building 
upon learners' prior knowledge and skills - whether gained in formal 
education settings, or informal work or other settings.
The OECD study on "Improving Teaching and Learning for Adults with 
Basic Skill Needs through Formative Assessment" , now underway, is:
1. Developing studies of exemplary teaching and assessment practice 
for adults with basic skill needs
2. Bringing together international scholarship on teaching and 
assessment for adults with basic skill needs
3. Identifying effective policy levers for improving the quality of 
provision in the adult basic skills sector, and
4. Creating opportunities for policy officials, researchers and 
practitioners to exchange insights and ideas on promoting effective 
teaching, assessment and evaluation.
We look forward to your subscribing to this three-day discussion.  To 
do so, go to:
http://www.nifl.gov/mailman/listinfo/SpecialTopics
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
_______________________________________________
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From Mylinh.Nguyen at ed.gov  Tue Sep  5 09:44:42 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Tue, 5 Sep 2006 09:44:42 -0400
Subject: [ProgramLeadership 94] National Institute for Literacy Launches
	International Perspective Webpages
Message-ID: <CB4082E7B582144084C72EC6C98D4959118895CD@wdcrobe2m04.ed.gov>
Just in time for International Literacy Day on September 8, the National
Institute for Literacy has launched a series of webpages on its website
(www.nifl.gov) to highlight worldwide efforts to address and combat literacy
problems. The International Perspectives webpages allow American adult
literacy and English language teachers and students quick access to
information about:
	*	adult literacy education in other countries and cultures,
including both developing and industrialized countries, and including
curriculum and outcomes standards for adult education in other countries 
	*	international comparative studies of adult literacy and
PreK-12 education, and 
	*	international efforts to raise literacy levels (e.g.UNESCO,
International Reading Association, and the Venezuelan and Argentinian
literacy campaigns) 
The Institute plans to continue to build on the information on the
International Perspective pages
(<http://www.nifl.gov/nifl/international/intro.html>) as they develop into a
central site for worldwide literacy resources.
	The National Institute for Literacy provides leadership on literacy
issues, including the improvement of reading instruction for children,
youth, and adults. In consultation with the U.S. Departments of Education,
Labor, and Health and Human Services, the Institute serves as a national
resource on current, comprehensive literacy research, practice, and policy.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From MMaralit at NIFL.gov  Wed Sep  6 15:27:05 2006
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 6 Sep 2006 15:27:05 -0400
Subject: [ProgramLeadership 95] Re: The Health Literacy of America's Adults:
	Results from the 2003 National Assessment of Adult Literacy
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B93313A@wdcrobe2m03.ed.gov>
The following announcement is posted on behalf of The National Center for
Education Statistics:
The Health Literacy of America's Adults: Results from the 2003 National
Assessment of Adult Literacy (9/6/2006) 
Results from the Health Literacy component of the 2003 National Assessment
of Adult Literacy (NAAL) were just released. The health literacy findings
are based on the first large-scale national assessment designed specifically
to measure the health literacy of adults living in America. This report
measures health literacy among American adults including their ability to
read, understand, and apply health-related information in English. 
Findings include:
*	The majority of American adults (53 percent) had Intermediate health
literacy. Fewer than 15 percent of adults had either Below Basic or
Proficient health literacy. 
*	Women had higher average health literacy than men. 
*	Adults who were ages 65 and older had lower average health literacy
than younger adults. 
*	Hispanic adults had lower average health literacy than adults in any
other racial/ethnic group. 
To download, view and print the publication as a PDF file, please visit:
<http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483>
To view other NAAL reports and for more information, visit
<http://nces.ed.gov/naal>
Jaleh Behroozi Soroui
Education Statistics Services Institute (ESSI-Stat)
American Institutes for Research 
1990 K Street, NW Suite 500 
Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org
From mmcguire at utk.edu  Fri Sep  8 16:41:29 2006
From: mmcguire at utk.edu (mmcguire)
Date: Fri, 8 Sep 2006 16:41:29 -0400
Subject: [ProgramLeadership 96]  New from CAELA: Brief on Tranisitions
References: <02e701c6d369$77bf7260$0302a8c0@LITNOW>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFC9@UTKFSVS5.utk.tennessee.edu>
Hi everyone!
Those of you providing leadership in adult ESOL programs may find this new publication from CAELA especially interesting and important. And to all, enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
 
******************************************************
 
Hello, everyone,
 
The latest brief from CAELA, Supporting Adult English Language Learners' Transitions to Postsecondary Education, by Julie Mathews-Aydinli, is now availabe on line at http://www.cal.org/caela/esl_resources/briefs/transition.html <http://www.cal.org/caela/esl_resources/briefs/transition.html> . 
 
Adult immigrants studying English in the United States have diverse educational backgrounds. Some have earned graduate degrees, while others have had little or no access to education. Their goals and expectations for future education and employment are also diverse. 
 
This CAELA brief focuses on transitions from adult ESL programs postsecondary education. For a discussion of classroom-level (e.g., how to develop vocabulary needed for academic classes, types of reading to do in class, etc.) and programmatic (e.g., orientation needed, suggestions for how the adult ESL programs can collaborate with the associated postsecondary institutions, etc.) approaches that can further such transitions, read the brief at  http://www.cal.org/caela/esl_resources/briefs/transition.html. 
 
 
 
Coming this fall: briefs on content standards for the adult English language classroom and integrating instruction, content standards, and assessment in the adult ESL classroom.
 
Miriam
 
**********
Miriam Burt
Center for Adult English Language Acquisition (CAELA)
Center for Applied Linguistics
4646 40th Street NW
Washington, DC 20016
(202) 362-0700
(202) 363-7204 (fax)
miriam at cal.org 
 
 
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From mmcguire at utk.edu  Thu Sep 14 15:50:27 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 14 Sep 2006 15:50:27 -0400
Subject: [ProgramLeadership 97] Invitation to a Cross-list discussion on
	ELL/Workplace issuesSeptember 18-22, 2006
References: <A6B32D41E04B2F43807EC42DA182C2182BC48C@UTKFSVS5.utk.tennessee.edu>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFCE@UTKFSVS5.utk.tennessee.edu>
Hi everyone.
Those of you providing leadership in programs that address work-readiness and workplace education with English Language Learners may be especially interested in this upcoming discussion. Enjoy! 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
 
Announcing a discussion on ELL in the workplace!
 
 One issue that has been of interest on the Workplace Literacy Discussion List has been serving the needs and goals of employers while at the same time serving the needs of adult immigrants on the job and in their lives. On the Adult English Language Discussion List, issues related to workplace and adult English language learners have been discussed for many years. Workplace ESOL classes are not new, but, as more workplaces throughout the country hire immigrants who may not be proficient in English, new teachers come on board and new needs (and funding sources) arise. New questions also arise.  
 
We have home-grown expertise on both the Workplace and ELL Discussion Lists. Subscribers on both lists have been involved in managing state and federal workplace grants, developing curricula and materials, teaching or training other teachers in workplace contexts.  We could all learn a lot from sharing questions and experiences.    Lynda Terrill, moderator of the English Language Learner Discussion List and  Donna Brian, moderator of the Workplace Literacy Discussion List,  invite you to  access this combined expertise in a cross-list discussion: a focused, simultaneous, shared discussion on both lists on issues related to the workplace and adult immigrants.  We hope that you will  join us in sharing  philosophies, approaches, and techniques-lessons learned-with each other in a week long dialogue combining the two lists. We have set next week-September 18-22-as the time scheduled for this shared discussion to take place. 
 
Discussion Questions
Some important questions we hope may be addressed in the discussion are: 
*	What are effective ways of planning, implementing, and evaluating (adult ESL) workplace classes? 
*	What types of workplace classes have proven most effective and why? 
*	How can teachers and administrators develop curricula and materials that meet the needs and goals of the learners in class as well as the needs and expectations of employers? 
*	What are effective and appropriate approaches for teaching issues related to culture, civil rights, and responsibilities on the job? 
Background Reading and Resources 
Below is a small sample of the best available materials we know of. We hope subscribers will suggest others that have been useful to them:
 
Issues in Improving Immigrant Workers' English Language Skills (Burt, M., 2003, Washington, DC: Center for Applied Linguistics)
http://www.cal.org/caela/esl_resources/digests/Workplaceissues.html <http://www.cal.org/caela/esl_resources/digests/Workplaceissues.html> . 
 
ESOL in the Workplace: A Training Manual for ESOL Supervisors and Instructors. (Tennessee Department of Labor and Workforce Development Office of Adult Education and University of Tennessee Center for Literacy Studies, 2003). 
http://www.cls.utk.edu/pdf/esol_workplace/Tenn_ESOL_in_the_Workplace.pdf <http://www.cls.utk.edu/pdf/esol_workplace/Tenn_ESOL_in_the_Workplace.pdf> Getting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf <http://www.workingforamerica.org/documents/PDF/GTW50704.pdf> 
 
Getting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf <http://www.workingforamerica.org/documents/PDF/GTW50704.pdf> 
 
Steps to Employment in Ontario. 
http://209.121.217.200/main.html <http://209.121.217.200/main.html> 
  
************* 
 
 You may take part in the discussion by subscribing to either list :
Adult English Language list http://www.nifl.gov/mailman/listinfo/Englishlanguage <http://www.nifl.gov/mailman/listinfo/Englishlanguage> 
Workplace Literacy list: http://www.nifl.gov/mailman/listinfo/Workplace/ <http://www.nifl.gov/mailman/listinfo/Workplace/> 
 
We look forward to hearing your experiences, questions, and advice!
 
 
Donna Brian  and Lynda Terrill, Moderators 
Workplace Literacy Discussion List  and  English Language Learners Discussion List
<mailto:djgbrian at utk.edu>  
 
 
 
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From mmcguire at utk.edu  Mon Sep 18 09:36:57 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 18 Sep 2006 09:36:57 -0400
Subject: [ProgramLeadership 98] Special Topics List Discussion on
	Corrections Ed
References: <0958FBD7-AF3B-4A00-9916-248C844D407E@comcast.net>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFCF@UTKFSVS5.utk.tennessee.edu>
Hi everybody.
The following is posted on behalf of David Rosen and should be of special interest to those of you who provide leadership in literacy/ABE/ESOL programs  working with incarcerated individuals.
 
--------------------
Dear Colleagues,
Beginning today, on the Special Topics Discussion List, we are 
pleased to have a panel of expert guests in corrections education. 
The topic will focus on research and professional wisdom in 
corrections family literacy, and on the transition from corrections 
education to community education for inmates who have been released.
Our guests are:
John Linton, Correctional Education, Office of Safe and Drug Free 
Schools, U.S. Department of Education
John is the program officer for two correctional education grant 
programs ("Lifeskills for State and Local Prisoners" and "Grants to 
States for Workplace and Community Transition Training for 
Incarcerated Youth Offenders") in the Office of Safe and Drug Free 
Schools of the U. S. Department of Education.  John formerly served 
the State of Maryland as the director of adult correctional education 
programs.  He has been with the federal agency since 2001, originally
with the Office of Vocational and Adult Education.
Stephen J. Steurer, Ph.D., Executive Director, Correctional Education 
Association. The Correctional Education Association is a professional 
organization
of educators who work in prisons, jails and juvenile settings.
William R. Muth, PhD, Assistant Professor, Reading Education and 
Adult Literacy, Virginia Commonwealth University
Bill is an Assistant Professor of Adult and Adolescent Literacy at 
Virginia Commonwealth University. Until August 2005, he was the 
Education Administrator for the Federal Bureau of Prisons. Other 
positions with the FBOP included: reading teacher, principal, and 
Chief of the Program Analysis Branch. In 2004 Bill earned his 
doctorate in adult literacy from George Mason University. His 
dissertation, "Performance and Perspective: Two Assessments of 
Federal Prisoners in Literacy Programs" won the College Reading 
Association's Dissertation of the Year Award. His research interests 
include Thirdspace and Reading Components theories, especially as 
these apply to prison-based family literacy programs and children of 
incarcerated parents.
===========================================
To subscribe to the Special Topics Discussion List, go to
http://www.nifl.gov/mailman/listinfo/specialtopics ,
fill in your name, email address and pick a password.
After you have subscribed you will receive an email
asking you to confirm your subscription.  Please
reply immediately.
===========================================
The following readings are recommended by the panelists as background 
for the discussion:
1. "Locked Up and Locked Out, An Educational Perspective on the US 
Prison Population," Coley, Richard J. and Barton, Paul E., 2006
Available on line at the ETS web site:
http://tinyurl.com/qmzfa (short URL)
2. "Learning to Reduce Recidivism: A 50-state analysis of 
postsecondary correctional education policy," Institute for Higher 
Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005. 
Available on line at the IHEP web site:
http://tinyurl.com/pj2sh (short URL)
3. "Understanding California Corrections" from the California Policy 
Research Center, U of C. (Chapter 4)
http://www.ucop.edu/cprc/documents/understand_ca_corrections.pdf
John Linton believes that California is a watershed state in 
corrections issues and policies , and that how things unfold there 
has great national significance.  He says that this is a thoughtful 
and well-informed report on the "overview" of the corrections 
situation in California -- including the role of treatment programs.
Education is not presented as a central issue, but it has a place -- 
as a piece of a bigger puzzle.
4. An article by Bill Muth in Exploring Adult Literacy can be found at
http://literacy.kent.edu/cra/2006/wmuth/index.html
The article contains other on-line links related to prison-based 
intergenerational programs. He recommends especially the link to the 
Hudson River Center's excellent publication, Bringing Family Literacy 
to Incarcerated Settings: An Instructional Guide at:
http://www.hudrivctr.org/products_ce.htm
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
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From mmcguire at utk.edu  Mon Sep 18 09:47:49 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 18 Sep 2006 09:47:49 -0400
Subject: [ProgramLeadership 99] Professional Development through the ALE Wiki
References: <71430A3F-17AA-44E1-8C2E-66201C4261D5@comcast.net>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFD0@UTKFSVS5.utk.tennessee.edu>
Hi everybody.
The following is posted on behalf of David Rosen. It may be of special interest to any of you who provide leadership, and seek quality improvement, in provision of professional development opportunities for literacy/ABE/ESOL practitioners in your programs. Enjoy! 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
------------------------------------
Colleagues,
The Adult Literacy Education Wiki (now with over 750 pages and nearly 
700 registered users) is becoming a very useful resource for teachers 
and other practitioners in adult literacy education.  It includes 30 
topics linking research, professional wisdom, and practice.  It 
offers easy-to-read archived discussions that were held on this and 
other discussion lists, links to research and other resources, 
questions (and sometimes answers) from teachers and other 
practitioners and researchers, a comprehensive adult literacy 
glossary, and more.  It's free, and it's designed for you.  Best of 
all, it's not only a set of informative web pages.  It's a community 
of practice.  You -- and your colleagues -- can easily add to and 
improve it. It's a wiki!
To check out the ALE wiki, go to:
http://wiki.literacytent.org/index.php/Main_Page
You will see that some ALE topics need to be nurtured, and to grow. 
They need a Topic Leader.  Perhaps you would be the right person to 
be a Topic Leader. To see a list of topics and leaders, go to
http://wiki.literacytent.org/index.php/Topic_Leaders
If you are interested in being a (volunteer) Topic Leader for an 
existing topic, or if you would like to help develop a new topic, e-
mail me and tell me about yourself and your interest.
David J. Rosen
ALE Wiki Organizer and Wikiteer
djrosen at comcast.net
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From valleypeters at tetonliteracy.org  Mon Sep 18 18:46:30 2006
From: valleypeters at tetonliteracy.org (Valley Peters)
Date: Mon, 18 Sep 2006 16:46:30 -0600
Subject: [ProgramLeadership 99]  Learning to learn skills
In-Reply-To: <D90A51949579894283AEB78A0DEC030008BFD0@UTKFSVS5.utk.tennessee.edu>
References: <71430A3F-17AA-44E1-8C2E-66201C4261D5@comcast.net>
	<D90A51949579894283AEB78A0DEC030008BFD0@UTKFSVS5.utk.tennessee.edu>
Message-ID: <F582A3BE-35FB-4D06-8CC6-5EEA0980DB7B@tetonliteracy.org>
Dear Colleagues,
I'm interested in adding a component to our curriculum that  
strengthens English Language Learner's  skills in "learning to  
learn."  Do any of you know of any programs where they have developed  
such a thing?  When I worked in an EFL setting in Japan we used a  
language learning notebook, discussed and reinforced behaviors for  
successful language learning, and gained student feedback on what  
helped/what hindered their learning.   We often use learning styles  
inventories with Native English Speakers, but to my knowledge one has  
not be simplified for use with ELLs.  I'd be curious to hear how  
others may be incorporating these kinds of activities into their  
programs.
Any ideas or sharing of experiences would be appreciated!
Valley Peters
Director of Adult Services
valleypeters at tetonliteracy.org
307.733.9242
Teton Literacy Program provides literacy education and resources to  
open doors for individuals and families to achieve their personal,  
professional, and academic goals, as contributing members of our  
community.
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From mmcguire at utk.edu  Mon Sep 18 19:51:23 2006
From: mmcguire at utk.edu (mmcguire)
Date: Mon, 18 Sep 2006 19:51:23 -0400
Subject: [ProgramLeadership 100] Guest Speaker on Content Standards List
	Next Week
References: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC64@UTKFSVS1.utk.tennessee.edu>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFD1@UTKFSVS5.utk.tennessee.edu>
This comes from Aaron Kohring, regarding a guest discussion that may be of great interest to those who care about program quality improvement. Enjoy!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
Greetings colleagues,
 
Next week, Monday, September 25 through Friday, September 29, the Content Standards Discussion List will be hosting a discussion on the U.S. Department of Education's efforts to support state-level adoption and institutionalization of content standards for adult learning.  Our guest will be Ronna Spacone from the Department's Office of Vocational and Adult Education (OVAE), Division of Adult Education and Literacy (DAEL).
 
Please read the introductory information below, which includes a link to the Adult Education Content Standards Warehouse Website, to help prepare you for the discussion.  
 
You may begin posting your questions to Ronna this week.  I will collect the questions together and re-post when the discussion starts next week.
 
To participate in the discussion, sign up for the list at:
http://www.nifl.gov/mailman/listinfo/Contentstandards <http://www.nifl.gov/mailman/listinfo/Contentstandards> 
 
Aaron
 
Aaron Kohring
Moderator, National Institute for Literacy's Content  
Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards)
 
********************************************************************************************
 
For the past several years, the U.S. Department of Education, OVAE, has used National Leadership Activity funds to provide technical assistance and support to states already committed to standards-based education reform.  
 
OVAE's efforts to promote the implementation of state-level content standards began with the Adult Education Content Standards Warehouse Project, operated by the American Institutes of Research (AIR), 2003-2005.  The project included:
 
1.	Technical assistance and networking for state collaborative working groups or consortia in 14 states,
 
2.	The development and publication of "A Process Guide for Establishing State Adult Education Content Standards" and
 
3.	The development of the Adult Education Content Standards Warehouse (AECSW) Website.  The AECSW site provides universal access to existing state standards as well as nationally developed content standards in the areas of reading, mathematics, and English language acquisition.  Since it was launched in May 2005, eleven states and CASAS and Equipped for the Future have contributed their standards for posting.  The site also serves to disseminate the "Process Guide for Establishing State Adult Education Content Standards" as well as the professional development materials that were developed for the State Standards Consortia project.  In preparation for our listserv discussion next week, I invite you to please visit the AECSW Website located at: (http://www.adultedcontentstandards.org <http://www.adultedcontentstandards.org/> ), which AIR continues to operate with OVAE. 
 
In September 2005, with the conclusion of the State Standards Consortia activities, OVAE funded a new activity to identify how best to continue to support states committed to the implementation of standards.  A six-month planning project was then conducted by MPR Associates, Inc., along with partner organizations Design Perspectives and World Education.  Planning activities included a literature review of noteworthy practices, an evaluation of the electronic warehouse, and an assessment of the needs of states to support standards-based education.  Twenty-four states chose to participate in the project.  Based on the results, OVAE has moved ahead and made plans for a new project scheduled to begin next month.
 
As in the past, the new activities will provide opportunities for interested states to work together and learn about standards-based education.  The project is expected to focus especially on the implementation of standards, including: how to translate standards into classroom instruction and curriculum and how to assess the implementation of standards to guide instructional improvement and program practice. 
 
I invite you to learn more about the Department of Education's efforts to promote state-level adoption of content standards and to ask questions about these activities during the listserv discussion.  Please refer to the various sections of the AECSW Website (http://www.adultedcontentstandards.org <http://www.adultedcontentstandards.org/> ) including the Guide, Warehouse, and Field Resources as well as the OVAE DAEL Website located at: (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html). 
 
I look forward to an interesting, engaging discussion and appreciate the opportunity to take part.  Thanks.
 
Ronna Spacone
Education Program Specialist
Office of Vocational and Adult Education
U.S. Department of Education
Ronna.spacone at ed.gov 
 
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From djrosen at comcast.net  Tue Sep 19 08:01:15 2006
From: djrosen at comcast.net (David Rosen)
Date: Tue, 19 Sep 2006 08:01:15 -0400
Subject: [ProgramLeadership 101] Re: Learning to learn skills
In-Reply-To: <F582A3BE-35FB-4D06-8CC6-5EEA0980DB7B@tetonliteracy.org>
References: <71430A3F-17AA-44E1-8C2E-66201C4261D5@comcast.net>
	<D90A51949579894283AEB78A0DEC030008BFD0@UTKFSVS5.utk.tennessee.edu>
	<F582A3BE-35FB-4D06-8CC6-5EEA0980DB7B@tetonliteracy.org>
Message-ID: <A29EAF06-FC3D-4070-ADF3-92002BB4C1F4@comcast.net>
Hello Valley,
There is a Learning to Learn curriculum designed for community  
colleges that some adult secondary education programs have found  
useful.  It is not specifically designed for ELLs, but some of the  
strategies could be adapted.
http://www.learningtolearn.com/LTLHome.html
David J. Rosen
djrosen at comcast.net
On Sep 18, 2006, at 6:46 PM, Valley Peters wrote:
> Dear Colleagues,
> I'm interested in adding a component to our curriculum that  
> strengthens English Language Learner's  skills in "learning to  
> learn."  Do any of you know of any programs where they have  
> developed such a thing?  When I worked in an EFL setting in Japan  
> we used a language learning notebook, discussed and reinforced  
> behaviors for successful language learning, and gained student  
> feedback on what helped/what hindered their learning.   We often  
> use learning styles inventories with Native English Speakers, but  
> to my knowledge one has not be simplified for use with ELLs.  I'd  
> be curious to hear how others may be incorporating these kinds of  
> activities into their programs.
>
> Any ideas or sharing of experiences would be appreciated!
>
> Valley Peters
> Director of Adult Services
> valleypeters at tetonliteracy.org
> 307.733.9242
>
> Teton Literacy Program provides literacy education and resources to  
> open doors for individuals and families to achieve their personal,  
> professional, and academic goals, as contributing members of our  
> community.
>
>
>
>
> ----------------------------------------------------
> National Institute for Literacy
> Program Leadership and Improvement mailing list
> ProgramLeadership at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/programleadership
David J. Rosen
djrosen at comcast.net
From Mylinh.Nguyen at ed.gov  Wed Sep 20 13:19:35 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 20 Sep 2006 13:19:35 -0400
Subject: [ProgramLeadership 102] CROSS-POSTED: Tips to handling multiple
	postings
Message-ID: <CB4082E7B582144084C72EC6C98D49591188976E@wdcrobe2m04.ed.gov>
From: My Linh Nguyen
National Institute for Literacy
CROSSPOSTED: Tips to handling multiple postings 
As you know, the National Institute for Literacy's Discussion Lists are very
active. In addition to messages directly related to the subject of each
Discussion List, often we have announcements that are posted to all the
lists. If you are subscribed to two, three or all lists, you may receive
multiple copies of one post - this is called "cross-posting." We do this to
ensure that the maximum number of subscribers receives the messages -
usually an announcement that may be of interest to subscribers on more than
one list. While this can be cumbersome, this is done to ensure that you, our
subscribers, are kept up-to-date on the latest news, guest speakers, etc.
Here are a few tips to help you manage the number of repeat emails into your
inbox.
	1)	Change your subscriber settings to receive postings in
digest format. 
	2)	Disable mail delivery from the lists while you are away. You
still remain subscribed to the list, but will not receive postings while you
are away. When you return, you can review the archives for posts that you
missed while you were away.
	3)	You do not have to subscribe to a list to benefit from a
discussion. Discussions are archived at the Institute's website and can be
sorted by thread, date, and author, and can also be searched by keyword.
	4)	When sending a message to multiple lists, start with
CROSS-POSTED in the subject line, so that other subscribers can recognize
that it is a cross-post that they may have already received.
For information and instructions on changing your subscriber settings please
visit our Discussion List Help page at
<http://www.nifl.gov/lincs/discussions/help/help_mailman.html>
To access Discussion List archives, visit
<http://www.nifl.gov/lincs/discussions/list_archives.html>
We hope that these tips will help you reduce the number of emails you
receive every day, while still keeping you well-informed. Thank you for your
continued support and participation in the National Institute for Literacy's
Discussion Lists.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From mmcguire at utk.edu  Thu Sep 21 19:48:09 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 21 Sep 2006 19:48:09 -0400
Subject: [ProgramLeadership 103]  Meeting of the Minds II Symposium
References: <9677524.1158879584959.JavaMail.root@elwamui-wigeon.atl.sa.earthlink.net>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFD5@UTKFSVS5.utk.tennessee.edu>
Hi all.
Here's an upcoming event that may be of interest!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
********** 
National Adult Education Researcher-Practitioner Symposium: A Meeting of the Minds II
 
Join us for this exciting dialogue among adult education researchers, practitioners, and policy makers! 
Nationally recognized adult education researchers will discuss their studies in such areas as reading, learner persistence, English as a Second Language instructional strategies, technology innovations, transitioning adults to college, authentic materials, health literacy, adult numeracy, family literacy, social justice, innovations in statewide assessment, practitioner inquiry, professional development, and many more. In addition, a featured concurrent session consists of a panel of adult literacy learners.   
 
Presenters include Kathleen Bailey, Hal Beder, Alisa Belzer, Beth Bingman, John Comings, Larry Condelli, Ros Davidson, Ron Glass, John Fleishman, Daphne Greenberg, Kathy Harris, Erik Jacobson, Jere Johnston, Tara Joyce, Cheryl Keenan, Mark Kutner, Susan Levine, Myrna Manly, Dennis Porter, Paul Porter, Steve Reder, Pat Rickard, Rima Rudd, Maricel Santos, Robin Schwarz, Renee Sherman, Heidi Silver-Pacuilla, Cristine Smith, John Strucker, Robin Waterman, Cynthia Zafft, and others.
 
Throughout the symposium, each research presentation will be followed by a panel of practitioners who will respond to the presentations, and then by group discussions among participants who will share their reactions and explore implications from their perspectives as practitioners, researchers, and policy makers. 
 
The opening plenary session on Thursday features presentations by John Comings on Advice from NCSALL Research on Building High Quality Programs and by Mark Kutner on results of the National Assessment of Adult Literacy (NAAL) and the Health Literacy survey. The plenary session on Friday features a panel discussion on the topic of how research influences policy in adult literacy education. 
 
Dates of the Symposium are November 30-December 2, 2006, at the Sheraton Grand Hotel, Sacramento.
To register online for the Symposium, visit the Web site www.researchtopractice.org <http://www.researchtopractice.org/> . The complete program schedule will be posted to the Symposium Web site within the next few days. Registration is open now.
 
Sponsors of the Symposium are the California Department of Education (CDE), the American Institutes for Research, the California Adult Literacy Professional Development Project (CALPRO), and National Center for the Study of Adult Learning and Literacy (NCSALL). 
  
Don't miss this exciting opportunity! Registration is limited to the first 300 people. Visit the Symposium Web site and register now!  We look forward to seeing you in Sacramento on November 30.
 
-Mary Ann Corley, Ph.D.
CALPRO Director and Symposium Coordinator
American Institutes for Research 
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From suma.kurien at verizon.net  Sun Sep 24 16:22:00 2006
From: suma.kurien at verizon.net (suma.kurien at verizon.net)
Date: Sun, 24 Sep 2006 15:22:00 -0500 (CDT)
Subject: [ProgramLeadership 104] Re: Conference on Workforce Development for
	English Language Learners
Message-ID: <31930349.2930661159129322371.JavaMail.root@vms170.mailsrvcs.net>
Greetings, 
October is almost here. That means it's time to register for the
?Bridges to Opportunity: Workforce Development for English Language
Learners? conference taking place October 27th and 28th. Registration is
limited to 100 participants, and pre-registration is required. You must
register in advance to attend. There will be no on-site registration!
The conference fee is just $100 for a two-day event, or $75 for a group
of five or more. For more information please visit the conference web
site at:http://www.lagcc.cuny.edu/ace/bridges. Sign up soon to reserve your space. You can register online at  http://www.lagcc.cuny.edu/ace/bridges/registration.htm . If you have any questions about registration please contact Ros Orgel at
718-482-5448 or roslyno at lagcc.cuny.edu .
Bringing together who provide key services for ELL students developing
both language and job-related skills, Bridges to Opportunity is a
proactive, working conference.  The keynote speaker is Dr. Heide Spruck
Wrigley, president of Literacy International.  Three  panels made up of
a range of program managers, instructors, policy makers, and career
counselors will grapple with essential questions including (just to name
a few):
?	How can employers, educators and other stake holders be brought together to identify  and develop solutions to address the workforce development needs of  English language learners?  What are national models for developing such initiatives  in needs assessment ?
?	Many immigrant workers come with prior credentials and experience which remain unused because there no easily accessible ways to re-enter their previous careers. The challenge is to re-integrate skilled immigrant workers  into careers where their skills can be best utilized. How is this best achieved ? 
?	Employer expectations and assumptions about  English language instructional  goals including the length of training are often different from those of educators. How can these different sets of expectations and goals be managed in customized training programs ?
Your participation and recommendations are a key ingredient in this
event - it is not a lecture-style conference, but a pro-active,
participatory event where your input and experience count.
Sponsored by the Center for Immigrant Education and Training and the
Center for Teaching and Learning of LaGuardia Community College, Bridges
for Opportunity is funded in part by a grant from the President's High
Growth Job Training Initiative, as implemented by the U.S. Department
of Labor's Employment and Training Administration.
Sincerely,
Suma Kurien
Director, Center for Immigrant Education & Training
LaGuardia Community College
Suma Kurien
Director, Center for Immigrant Education & Training, 
LaGuardia Community College
New York City
From mmcguire at utk.edu  Tue Sep 26 11:50:48 2006
From: mmcguire at utk.edu (mmcguire)
Date: Tue, 26 Sep 2006 11:50:48 -0400
Subject: [ProgramLeadership 105] Upcoming guest discussion on the
	Professional Development List: Action Research as
	ProfessionalDevelopment
References: <AB226656DDB79D4D82CC03965C5C2ECB2EC810@UTKFSVS5.utk.tennessee.edu>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFD8@UTKFSVS5.utk.tennessee.edu>
Hi everyone.
This announcement from Jackie Taylor may be of great interest to those program leaders who are actively concerned with quality teacher professional development.  Enjoy! 
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
I am very pleased to announce an exciting discussion lined up for the Adult Literacy Professional Development List, beginning this Monday, October 2nd, on "Action Research as Professional Development." University researchers from the University of the District of Columbia and at least five of the 17 teacher researchers will be joining us to share their rich experiences with the practice of action research as a vehicle for teacher change.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Discussion Topic: Action Research as Professional Development
Discussion Dates: October 2 - 9, 2006
To Participate: Subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment <http://www.nifl.gov/mailman/listinfo/Professionaldevelopment>  
To Prepare: View this short streaming video for background about action research in the District of Columbia
http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_action.html <http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_action.html>   (or try: http://tinyurl.com/krah5 <http://tinyurl.com/krah5>  )
General Overview: Join our guests from the University of the District of Columbia and teacher researchers (listed below) on the Adult Literacy Professional Development Discussion List to discuss a broad range of topics related to action research in adult literacy professional development (PD), including:
	*	Defining action research
	*	Problems/questions from instruction that could become action research
	*	Teachers' experiences with action research
	*	Action Research in Adult Basic Education in the District of Columbia, nationally, and internationally
	*	Using practitioner inquiry as professional development
	*	Ancillary support systems for action research
	*	Tools that give teachers different modes for examining their practice and to build a PD community
	*	Role of action research in "evidence-based practice"
	*	Action research as a transformative professional development
 
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
GUESTS:
Teacher Researchers:
Patricia DeFerrari works for Academy of Hope which runs several adult education programs including ABE/GED classes.  Her research was on the use of authentic materials to improve attendance in ABE reading class.
Adrienne Jones works for Catholic Charities GED program.  Her research was on how daily interactive, self-paced computer learning and discussion time with peers and the instructor effect written posttest scores in science, reading and social studies.
	
Kris Garvin works for Notre Dame Adult Education Center.  Her research was on using authentic material to improve social studies scores in GED. Her research also focused on building, highlighting, and reinforcing personal connections learners have to community, history, and current events.
Cheryl Jackson works as an independent consultant teaching workplace education classes for the District Department of Transportation employees.  Her research topic focused on how computer technology could be used to improve reading comprehension and word recognition skills for low-level readers participating in a workplace education program.  
Chenniah Randolph works for Metropolitan Delta GED program.  Her research was on the instructional gap between CASAS assessment instrument and GED instructional materials.
University of the District of Columbia Researchers:
Maigenet Shifferraw, Ph.D., Associate Professor and Coordinator of the Graduate Certificate Program in Adult Education, Department of Education, University of the District of Columbia
Dr. Shifferraw is the Principal Investigator for the Action Research project in Adult Basic Education at the University of the District of Columbia.  The actual researchers are the adult education teachers who are teaching in community based organization, but we (the team) is also responsible for evaluating the benefits of guided action research to enhancing the professional development of adult education teachers.
Janet Burton, DSW, Professor and Director, Social Work Program, University of the District of Columbia
As a member of the Action research team, Dr. Janet Burton provides consultation on research particularly related to social factors and adult education.  She is conducting a study that examines how social factors impact participation in adult basic education. 
George W. Spicely, Adjunct Professor, Department of Education, University of the District of Columbia; and Education Consultant
Professor George Spicely coordinates the work of the Action Research Project Team and provides support to the participating teacher-researchers.  Specifically, he coordinates planning, implementation and follow-up of project activities, and leads research related discussion on administrative and research issues using Blackboard software.
Supplemental Materials:
	a.	Streaming Video: Action Research in Adult Basic Education in the District of Columbia
	
	http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_action.html <http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_action.html>   (or try: http://tinyurl.com/krah5 <http://tinyurl.com/krah5>  ) 
	(b)     About the D.C. Action Research Project: http://www.nifl.gov/lincs/discussions/professionaldevelopment/action.html <http://www.nifl.gov/lincs/discussions/professionaldevelopment/action.html> 
	
	(c)     "What is Research?"    Focus on Basics,   Volume 1, Issue A: February 1997,
	National Center for the Study of Adult Learning and Literacy:
http://www.ncsall.net/index.php?id=166 <http://www.ncsall.net/index.php?id=166> 
		
		Includes articles:   "Research with Words:  Qualitative Inquiry" http://www.ncsall.net/?id=468 <http://www.ncsall.net/?id=468>  
		"Knowing, Learning,  Doing: Participatory Action Research 
http://www.ncsall.net/?id=479 <http://www.ncsall.net/?id=479>  
	(d)     "Learning from Practice" http://www.pde.state.pa.us/able/cwp/view.asp?a=215&Q=110064 <http://www.pde.state.pa.us/able/cwp/view.asp?a=215&Q=110064> 
A Project of the Pennsylvania ABLE Lifelong Learning 
	     Shares information on Project's three Learning from Practice Models
	
	         o Pennsylvania Action Research Network (PAARN)
	         o Pennsylvania Adult Literacy Practitioner Inquiry Network
	         o Agency Research Projects
	
	(e)     New! The Action Research Topic Area of the ALE Wiki:
        http://wiki.literacytent.org/index.php/Action_Research <http://wiki.literacytent.org/index.php/Action_Research>  
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To Subscribe, Visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment <http://www.nifl.gov/mailman/listinfo/Professionaldevelopment> 
I hope you will join us! Jackie
Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu
National Institute for Literacy http://www.nifl.gov/ <http://www.nifl.gov/> 
Association of Adult Literacy Professional Developers http://www.aalpd.org/ <http://www.aalpd.org/> 
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From gspangenberg at caalusa.org  Mon Oct  9 10:32:38 2006
From: gspangenberg at caalusa.org (Gail Spangenberg)
Date: Mon, 9 Oct 2006 10:32:38 -0400
Subject: [ProgramLeadership 106] Launch of National Commission on Adult
	Literacy
Message-ID: <A6586919-ED77-4CE4-BFFA-0245C36BE646@caalusa.org>
Friends,
I think you will be pleased by the attached news release, issued  
jointly today by Dollar General Corporation and CAAL. This has been  
in the making for some months. I hope it will bring a new sense of  
hope and possibility to those who toil in the adult education and  
literacy trenches of service, planning, and policy development and  
who appreciate the findings of the 2003 NAALs. Should you be unable  
to access the PDF attachment, you can see essentially the same  
information at the CAAL website (www.caalusa.org).
?
Gail Spangenberg
President
Council for Advancement of Adult Literacy
1221 Avenue of the Americas - 46th Fl
New York, NY 10020
212-512-2362, F: 212-512-2610
www.caalusa.org
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From kabeall at comcast.net  Tue Oct 10 08:35:47 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Tue, 10 Oct 2006 08:35:47 -0400
Subject: [ProgramLeadership 107]  Back Issues of Focus on Basics Available
Message-ID: <009601c6ec68$9d913150$0202a8c0@your4105e587b6>
After ten years of research and development, the National Center for the
Study of Adult Learning and Literacy (NCSALL) project is coming to an end.
NCSALL's dissemination efforts will end in March 2007.  The Web site
(www.ncsall.net) will remain available for free downloading of NCSALL
materials.  
 
NCSALL is happy to offer printed copies of our magazine, Focus on Basics.
Attached is a list of the back issues of Focus on Basics that are available
either free (for orders of less than 100 copies) or for minimal shipping
costs (for orders of more than 100 copies).
 
Order Requirements:
Due to staffing, we will only accept orders on a first-come, first-served
basis with the following requirements:
- Minimum quantity per order: 50 copies
- Minimum quantity per issue: 10 copies
- Orders of more than 100 copies will be charged a minimal shipping cost;
see order form for details.
 
Order Instructions:
E-mail Caye Caplan at ccaplan at worlded.org with order information:
Volume and Issue, Quantity per Issue, Mailing Address (provide street
address), and Shipping Payment Method (if applicable).
Or
Fill out the attached "Comp FOB Order Form", 
Fax to: 617 482-0617 attn: NCSALL/ Caye Caplan   or,
Mail to:  Caye Caplan, NCSALL/World Education, 44 Farnsworth St., Boston, MA
02210
 
Shipment will be UPS Ground; please provide street address (physical
address, "NO" PO Box please!).  
 
Allow 4 - 5 weeks for delivery. 
 
Please forward this e-mail to interested programs / parties.
 
 
 
Caye Caplan
Coordinator of NCSALL Dissemination
World Education
44 Farnsworth Street
Boston, MA  02210-1211
Tel: (617) 482-9485
Fax: (617) 482-0617
E-mail: ccaplan at worlded.org
Web-site: www.ncsall.net
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From btondre at earthlink.net  Tue Oct 10 15:59:33 2006
From: btondre at earthlink.net (Barbara Tondre)
Date: Tue, 10 Oct 2006 14:59:33 -0500
Subject: [ProgramLeadership 108] Putting Adult Education and Literacy Back
	on the Radar!
In-Reply-To: <A6586919-ED77-4CE4-BFFA-0245C36BE646@caalusa.org>
Message-ID: <008d01c6eca6$9ae51af0$6401a8c0@Bobbie>
Dear Colleagues in Adult Education and Literacy:
 
I can not tell you how very good this news is!  I just returned from the
U.S. Chamber of Commerce National Summit on Education and Workforce
Development.  Promotion of No Child Left Behind was the number one agenda
item, closely followed by criticism of the country's school systems and the
fact that they are unable to turn out graduates prepared for post secondary
education and training or employment.  NEVER ONCE was Adult Education
mentioned, much less recognized as the safety net for many of those already
left behind.  As an adult educator and businesswoman, I was one of a very
small minority of participants.  The educators who presented were few in
number and for the most part, I would have to say out of touch with reality.
I attended, knowing that there was a political agenda, but like a few
others, went seeking a fair and level playing field.  
 
After listening to numerous reports of countless million-dollar studies to
identify the skills and proficiencies needed by learners to enter employment
and/or post secondary education and training, another attendee (well
informed, from the workforce development side of the house) and I wondered
why this gathering of minds had never heard of SCANS or Equipped for the
Future. 
 
One redeeming moment:  the National Work Readiness Credential (an outgrowth
of EFF) was included in a brief presentation.  However, it was being touted
to K-12 and chambers by Junior Achievement Worldwide!  No reference to its
adult education roots, its potential in reference to adult learners,
including the many, many parents of the children being left behind.  
 
The growing "wedge" - adult learner populations of parents, out of school
youth, drop outs, immigrants, and minorities - remained nameless and
unacknowledged during the three day summit.  
 
Hopefully the National Commission on Adult Literacy can help us find our
voice!  Best of luck to all of you in your endeavors.  Now, do I need
another cup of coffee, or is Texas representation missing from your
commissioners' list?
 
Barbara Tondre
Texas 
Adult Education and Workforce Development 
 
  _____  
From: programleadership-bounces at nifl.gov
[mailto:programleadership-bounces at nifl.gov] On Behalf Of Gail Spangenberg
Sent: Monday, October 09, 2006 9:33 AM
To: programleadership at nifl.gov; povertyliteracy at nifl.gov;
familyliteracy at nifl.gov
Subject: [ProgramLeadership 106] Launch of National Commission on
AdultLiteracy
 
Friends,
 
I think you will be pleasedby the attached news release, issued jointly
today by Dollar General Corporation and CAAL. This has been in the making
for some months. I hope it willbring a new sense of hope and possibility to
those who toil in the adult education and literacy trenches of service,
planning, and policy development and who appreciatethe findings of the 2003
NAALs. Should you be unable to access the PDF attachment, you can see
essentially the same information at the CAAL website (
<http://www.caalusa.org/> www.caalusa.org).
 
 
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From Janet_Isserlis at brown.edu  Tue Oct 10 17:25:58 2006
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Tue, 10 Oct 2006 17:25:58 -0400
Subject: [ProgramLeadership 109] Re: Putting Adult Education and Literacy
 Back on the Radar!
In-Reply-To: <008d01c6eca6$9ae51af0$6401a8c0@Bobbie>
Message-ID: <C1518826.11124%Janet_Isserlis@brown.edu>
Barbara, and all
If you?ve not already cross-posted this to the NLA (advocacy) list, I think
it would be important to spread the word to that group (and I have no idea
how many of us are subscribed to both lists)
There are so many elements for us to work on, pursue and especially look at
during this election season, no?
Janet Isserlis
Dear Colleagues in Adult Education and Literacy:
 
I can not tell you how very good this news is!  I just returned from the
U.S. Chamber of Commerce National Summit on Education and Workforce
Development.  Promotion of No Child Left Behind was the number one agenda
item, closely followed by criticism of the country?s school systems and the
fact that they are unable to turn out graduates prepared for post secondary
education and training or employment.  NEVER ONCE was Adult Education
mentioned, much less recognized as the safety net for many of those already
left behind.  As an adult educator and businesswoman, I was one of a very
small minority of participants.  The educators who presented were few in
number and for the most part, I would have to say out of touch with reality.
I attended, knowing that there was a political agenda, but like a few
others, went seeking a fair and level playing field.
 
After listening to numerous reports of countless million-dollar studies to
identify the skills and proficiencies needed by learners to enter employment
and/or post secondary education and training, another attendee (well
informed, from the workforce development side of the house) and I wondered
why this gathering of minds had never heard of SCANS or Equipped for the
Future. 
 
One redeeming moment:  the National Work Readiness Credential (an outgrowth
of EFF) was included in a brief presentation.  However, it was being touted
to K-12 and chambers by Junior Achievement Worldwide!  No reference to its
adult education roots, its potential in reference to adult learners,
including the many, many parents of the children being left behind.
 
The growing ?wedge? ? adult learner populations of parents, out of school
youth, drop outs, immigrants, and minorities ? remained nameless and
unacknowledged during the three day summit.
 
Hopefully the National Commission on Adult Literacy can help us find our
voice!  Best of luck to all of you in your endeavors.  Now, do I need
another cup of coffee, or is Texas representation missing from your
commissioners? list?
 
Barbara Tondre
Texas 
Adult Education and Workforce Development
 
From: programleadership-bounces at nifl.gov
[mailto:programleadership-bounces at nifl.gov] On Behalf Of Gail Spangenberg
Sent: Monday, October 09, 2006 9:33 AM
To: programleadership at nifl.gov; povertyliteracy at nifl.gov;
familyliteracy at nifl.gov
Subject: [ProgramLeadership 106] Launch of National Commission on
AdultLiteracy
 
Friends,
 
I think you will be pleasedby the attached news release, issued jointly
today by Dollar General Corporation and CAAL. This has been in the making
for some months. I hope it willbring a new sense of hope and possibility to
those who toil in the adult education and literacy trenches of service,
planning, and policy development and who appreciatethe findings of the 2003
NAALs. Should you be unable to access the PDF attachment, you can see
essentially the same information at the CAAL website (www.caalusa.org
<http://www.caalusa.org/> ).
 
 
----------------------------------------------------
National Institute for Literacy
Program Leadership and Improvement mailing list
ProgramLeadership at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/programleadership
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From btondre at earthlink.net  Wed Oct 11 13:44:31 2006
From: btondre at earthlink.net (Barbara Tondre)
Date: Wed, 11 Oct 2006 12:44:31 -0500
Subject: [ProgramLeadership 110] Re: Putting Adult Education and Literacy
	Back on the Radar!
In-Reply-To: <C1518826.11124%Janet_Isserlis@brown.edu>
Message-ID: <003701c6ed5c$e8464010$6401a8c0@Bobbie>
Janet, please feel free to cross post.  Barbara 
 
  _____  
From: programleadership-bounces at nifl.gov
[mailto:programleadership-bounces at nifl.gov] On Behalf Of Janet Isserlis
Sent: Tuesday, October 10, 2006 4:26 PM
To: The Program Leadership & Improvement Discussion List
Subject: [ProgramLeadership 109] Re: Putting Adult Education and Literacy
Back on the Radar!
 
Barbara, and all
If you've not already cross-posted this to the NLA (advocacy) list, I think
it would be important to spread the word to that group (and I have no idea
how many of us are subscribed to both lists)
There are so many elements for us to work on, pursue and especially look at
during this election season, no?
Janet Isserlis
Dear Colleagues in Adult Education and Literacy:
 
I can not tell you how very good this news is!  I just returned from the
U.S. Chamber of Commerce National Summit on Education and Workforce
Development.  Promotion of No Child Left Behind was the number one agenda
item, closely followed by criticism of the country's school systems and the
fact that they are unable to turn out graduates prepared for post secondary
education and training or employment.  NEVER ONCE was Adult Education
mentioned, much less recognized as the safety net for many of those already
left behind.  As an adult educator and businesswoman, I was one of a very
small minority of participants.  The educators who presented were few in
number and for the most part, I would have to say out of touch with reality.
I attended, knowing that there was a political agenda, but like a few
others, went seeking a fair and level playing field.  
 
After listening to numerous reports of countless million-dollar studies to
identify the skills and proficiencies needed by learners to enter employment
and/or post secondary education and training, another attendee (well
informed, from the workforce development side of the house) and I wondered
why this gathering of minds had never heard of SCANS or Equipped for the
Future. 
 
One redeeming moment:  the National Work Readiness Credential (an outgrowth
of EFF) was included in a brief presentation.  However, it was being touted
to K-12 and chambers by Junior Achievement Worldwide!  No reference to its
adult education roots, its potential in reference to adult learners,
including the many, many parents of the children being left behind.  
 
The growing "wedge" - adult learner populations of parents, out of school
youth, drop outs, immigrants, and minorities - remained nameless and
unacknowledged during the three day summit.  
 
Hopefully the National Commission on Adult Literacy can help us find our
voice!  Best of luck to all of you in your endeavors.  Now, do I need
another cup of coffee, or is Texas representation missing from your
commissioners' list?
 
Barbara Tondre
Texas 
Adult Education and Workforce Development 
 
  _____  
From: programleadership-bounces at nifl.gov
[mailto:programleadership-bounces at nifl.gov]
<mailto:programleadership-bounces at nifl.gov%5d>  On Behalf Of Gail
Spangenberg
Sent: Monday, October 09, 2006 9:33 AM
To: programleadership at nifl.gov; povertyliteracy at nifl.gov;
familyliteracy at nifl.gov
Subject: [ProgramLeadership 106] Launch of National Commission on
AdultLiteracy
Friends,
I think you will be pleasedby the attached news release, issued jointly
today by Dollar General Corporation and CAAL. This has been in the making
for some months. I hope it willbring a new sense of hope and possibility to
those who toil in the adult education and literacy trenches of service,
planning, and policy development and who appreciatethe findings of the 2003
NAALs. Should you be unable to access the PDF attachment, you can see
essentially the same information at the CAAL website (www.caalusa.org
<http://www.caalusa.org/> <http://www.caalusa.org/> ).
  _____  
----------------------------------------------------
National Institute for Literacy
Program Leadership and Improvement mailing list
ProgramLeadership at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/programleadership
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From Mylinh.Nguyen at ed.gov  Wed Oct 18 11:33:48 2006
From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh)
Date: Wed, 18 Oct 2006 11:33:48 -0400
Subject: [ProgramLeadership 110] CROSSPOSTED: Update on Content Standards
	and Program Leadership & Improvement lists
Message-ID: <CB4082E7B582144084C72EC6C98D495911889A51@wdcrobe2m04.ed.gov>
	Dear Discussion List subscribers,
	As the National Institute for Literacy enters a new fiscal year, we
have taken steps to streamline the way we deliver professional development
through our discussion lists. A major change that will directly affect you
is the closing of the Content Standards and Program Leadership & Improvement
lists as of October 30, 2006.
The Institute would like to thank Aaron Kohring for moderating the Content
Standards List and Peggy Maguire for moderating the Program Leadership &
Improvement List. They have worked hard to bring relevant issues to the
forefront and to stimulate discussions that help explore issues of content
standards and program leadership and improvement. We will continue to
provide access to discussion archives on our website.
	We recognize that many of the issues that impact Content Standards
and Program Leadership & Improvement carry across all the subject areas of
other Discussion Lists. For that reason, we invite you to subscribe to any
or all of our other Discussion Lists. We encourage you to be active
participants in these lists.
	The Institute's lists include:
	Adult Literacy Professional Development 
	Assessment 
	Adult English Language Learners
	Family Literacy 
	Focus on Basics 
	Health & Literacy 
	Learning Disabilities 
	Poverty, Race, Women and Literacy*
	Special Topics 
	Technology & Literacy 
	Workplace Literacy
	Descriptions and instructions on how to register for the Institute's
Discussion Lists can be found at
http://www.nifl.gov/lincs/discussions/discussions.html
* Please note that we are combining the Women and Literacy List with the
Poverty, Race and Literacy List as of November 6, 2006, because the issues
that affect one list, often overlap with issues on the other list.
My Linh Nguyen
Associate Director of Communications
National Institute for Literacy
(202) 233-2041
fax (202) 233-2050
mnguyen at nifl.gov
From baera at floridaliteracy.org  Tue Oct 24 16:07:49 2006
From: baera at floridaliteracy.org (Alyssa Baer)
Date: Tue, 24 Oct 2006 16:07:49 -0400
Subject: [ProgramLeadership 111]  2007 Florida Literacy Conference
Message-ID: <005101c6f7a8$15502c60$1e02a8c0@floridaliteracy.org>
Please join us for the 2007 Florida Literacy Conference!  
 
Dates:  May 2-4, 2007, with May 1, 2007 pre-conference
Location: Orlando Marriott, Lake Mary, Florida
 
One of Florida's premier literacy events, this three day annual conference
offers a wide range of training and networking opportunities to literacy
practitioners and volunteers.  
 
Full Conference Early Bird: postmarked by March 9: Member $170 /Non-Member
$195        
Full Conference: postmarked by April 13: Member $195 / Non-Member $220    
Full Conference: on-site, after April 13: $235                    
Full Conference: Adult Learner: $70 (no fee for adult learners attending May
2nd only)
 
                         
Call for Presenters!  
To help make the 2007 Conference a success, the Florida Literacy Coalition
seeks session proposals throughout the state and nation in the following
topic ideas:  
Adult Learner, Corrections, Family Literacy, English Literacy, Learning
Disabilities, Library Literacy, Program Management, Reading, Technology,
Volunteers in Literacy and Workforce Education (ABE, GED and adult high
school).
  
We welcome your participation and encourage you to propose a session by
December 13 by downloading the Call for Presenters form from
www.floridaliteracy.org.
 
On behalf of the Florida Literacy Coalition, thank you and we hope to see
you in May.
 
Alyssa Baer, AmeriCorps*VISTA Member
Florida Literacy Coalition
 <mailto:baera at floridaliteracy.org> baera at floridaliteracy.org
Telephone: 407.246.7110 extension 207
Facsimile: 407.246.7104
934 North Magnolia Avenue, Suite 104
Orlando, Florida 32803
 <http://www.floridaliteracy.org/> www.floridaliteracy.org
 
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From mmcguire at utk.edu  Thu Oct 26 08:07:50 2006
From: mmcguire at utk.edu (mmcguire)
Date: Thu, 26 Oct 2006 08:07:50 -0400
Subject: [ProgramLeadership 112] FW: [Assessment 545] Seeking Model Programs
	for Accountability Project
References: <221E918332E818488687199E5CBD74CE0537EAF3@keats.proliteracy.org>
Message-ID: <D90A51949579894283AEB78A0DEC030008BFDF@UTKFSVS5.utk.tennessee.edu>
Attention program leaders: This project may be right for you -- or at least, of great interest! Enjoy, and all the best!
 
Peggy McGuire, M.A., 
Senior Research Associate, National Consultant, and
NIFL-Program Leadership and Improvement List Moderator
Center for Literacy Studies
The University of Tennessee
111 5th Street, PO Box 16
Mount Gretna, PA  17064
717-964-1341 (landline/fax)
215-888-6507 (cell)
mmcguire at utk.edu
 
________________________________
From: assessment-bounces at nifl.gov on behalf of mdaniels
Sent: Wed 10/25/2006 7:26 PM
To: 'assessment at nifl.gov'
Subject: [Assessment 545] Seeking Model Programs for Accountability Project
Dear Colleagues,
As you know, funders in both the public and private sectors are placing
heightened expectations upon people who manage literacy and adult education
programs. The funders want to know:
o       Are programs able to demonstrate real learning gains among students?
o       Are programs worthy of the trust placed in them by community
partners, business volunteers, students, and other stakeholders?
o       Do program personnel have the information they need to improve their
programs and allocate precious resources wisely?
ProLiteracy, in partnership with the Dollar General Literacy Foundation, is
working to help program managers acquire the knowledge and tools they need
to answer questions like these. This new, three-year project is called the
Dollar General/ProLiteracy Performance Accountability Initiative. Together,
we will 1) identify successful accountability practices being used in a
variety of literacy and adult education programs, and 2) use the practices
to develop and deliver training modules and print resources to improve
performance accountability.
Right now we are looking for up to eight exemplary literacy and adult
education programs to serve as models as we develop the first training
module: Data Collection and Management. You may be part of a program that
does a good job collecting and managing data. If so, please consider
nominating your program. If you know of another program that would be a good
model, please forward this message to that program's director. We would also
appreciate your help in disseminating this call for model programs
throughout your networks. The nomination information and form may be
downloaded from the ProLiteracy Web site by using the following links:
?       www.proliteracy.org/downloads/guidelines.doc
?       www.proliteracy.org/downloads/application_form.doc
It is important to act quickly, as our deadline for accepting nominations
via e-mail or mail is 5 p.m. EST on Wednesday, Nov. 8, 2006. You may fill
out and submit the nomination form on paper or online. See the form for
detailed instructions.
Model programs will receive a $1,500 stipend, increased visibility, and an
opportunity to make a positive impact on the adult education and literacy
field.
We appreciate your help in this critical endeavor and hope to hear from you
by Nov. 8.
If you have any questions, please contact me via e-mail at
mdaniels at proliteracy.org.
Thank you,
Melanie Daniels, Project Manager
Dollar General/ProLiteracy Performance Accountability Initiative
ProLiteracy Worldwide
1320 Jamesville Avenue
Syracuse, NY 13210
mdaniels at proliteracy.org
http://www.proliteracy.org
-------------------------------
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment
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From kabeall at comcast.net  Fri Oct 27 11:24:49 2006
From: kabeall at comcast.net (Kaye Beall)
Date: Fri, 27 Oct 2006 11:24:49 -0400
Subject: [ProgramLeadership 113]  New from NCSALL
Message-ID: <009a01c6f9dc$0e0c8260$0202a8c0@your4105e587b6>
Research on the Economic Impact of the GED Diploma Panel
The National Institute for Literacy (Institute) and the National Center for
the Study of Adult Learning and Literacy (NCSALL) announce the Research on
the Economic Impact of the GED Diploma Panel, a 30-minute video produced by
the Institute. This panel discussion focuses on the economic benefits that
accrue to holders of the General Educational Development (GED) credential.
It is based on a review by John Tyler of eight recent (published and
working) research papers on the GED.  Several of these papers were authored
by John Tyler, Richard Murnane, and John Willett, researchers with NCSALL
whose work has influenced what we know about the economic benefits of the
GED.  Presenters include John Tyler, Sara Fass, and Sue Snider; the
moderator is David Rosen.
To view in streaming format, go to:
http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html
To order in DVD for $5.00 from NCSALL, go to: www.ncsall.net/?id=675 
To order DVD version from NIFL, send request with mailing address to:
info at nifl.gov 
Transitioning Adults to College: Adult Basic Education Program Models
by Cynthia Zafft, Silja Kallenbach, and Jessica Spohn
This NCSALL Occasional Paper describes five models that the staff at the New
England Literacy Resource Center at World Education, Inc., categorized
through a survey of adult education centers with transition components from
around the United States. This NCSALL Occasional Paper describes the five
models-Advising, GED-Plus, ESOL, Career Pathways, and College
Preparatory-and themes and recommendations that others contemplating adult
transition services might find helpful. It also chronicles the experiences
of four states (Connecticut, Kentucky, Maine, and Oregon) in their efforts
to institutionalize transitions for adults. To download the paper, go to
http://www.ncsall.net/?id=26
Beyond the GED: Making Conscious Choices About the GED and Your Future
Newly revised to include new data and information on the Internet, this
guide for GED instructors offers lesson plans and helps teachers develop as
professionals. It also gives adult learners an opportunity to practice
writing, use graphs, read charts, and analyze research findings on the
economic impact of the GED. To download the guide, go to
http://www.ncsall.net/?id=35. 
 
 
****************
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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