Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eBFLol903498; Fri, 15 Dec 2000 16:50:47 -0500 (EST) Date: Fri, 15 Dec 2000 16:50:47 -0500 (EST) Message-Id: <4.2.2.20001215163518.00a30390@postoffice.worldnet.att.net.> Errors-To: rgspacone@worldnet.att.net Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Meta W Potts" <metawpotts@uswest.net> (by way of "Ronna G. Spacone" <rgspacone@worldnet.att.net>) To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1301] Re: where to start X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.2 Status: O Content-Length: 889 Lines: 21 The question of whether EFF is more likely to happen [successfully and as it was intended] in programs with certain characteristics is a very good one. We learned in research about family literacy programs that, indeed, they work most successfully in programs with certain characteristics, and like Joan, I have observed certain characteristics in programs which bring about quality outcomes with EFF in place. As a partner to "focus on the student," I observe that those teachers who have the easiest time with EFF implementation are those who are willing to share the power and control of the learning environment with their students. This means that each step of the way, from orientation and intake to transition from the setting, both student and coach are working toward shared goals. Meta Potts Consultant/Trainer and EFF Facilitator Glendale, Arizona metawpotts@uswest.net
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