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Date: Wed, 18 Oct 2000 12:26:25 -0400 (EDT)
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From: "Gloria Gillette" <resctr@ix.netcom.com>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1223] Re: Questions for Regie Stites
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Our statewide ESOL content standards include the following areas:
Listening
Speaking
Reading
Writing
Language Learning Strategies
Social and Cultural knowledge
Originally they were being written to conform to EFF, but then the NRS came
along. We had to realign them with the 6 functioning levels. Our content
standards have become the nucleus for our uniform portfolio system. While
all students and instructors use the same standards outlined in our
documentation logs, the definition of mastery has been problematic.
How do we resolve the dilemma of maintaining a uniform system while still
respecting the individual needs and integrity of the instruction?
Thanks
Gloria Gillette
NE ABLE Resource Center
resctr@ix.netcom.com
http://literacy.kent.edu/NEABLE/contentstandards.html
----- Original Message -----
From: Andy Nash <andy_nash@jsi.com>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Sent: Tuesday, October 17, 2000 5:50 PM
Subject: [NIFL-4EFF:1220] Re: Questions for Regie Stites
> Hi Regie,
> I have another ESOL question. Since so much of the observable
> performance for many of the skills ("reflect and evaluate," for
> example) involves spoken or written English, how can you document the
> performance of beginning English-speakers, who may have fabulous
> skills but limited English with which to describe them? What policy
> and system reforms would we need in order to support full access to
> the EFF skills for all adults?
> Thanks for doing this,
> Andy Nash
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