Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e9SGCW929588; Sat, 28 Oct 2000 12:12:32 -0400 (EDT) Date: Sat, 28 Oct 2000 12:12:32 -0400 (EDT) Message-Id: <004101c040f9$996bff40$5849b23f@hppav> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Mary Ann Corley" <macorley1@earthlink.net> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:265] Sharing Strategies for Success: The Intake Process X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Status: O Content-Length: 4095 Lines: 82 The December 97/January 98 issue of Educational Leadership has an article by Robert E. Slavin entitled "Can Education Reduce Social Inequity?" In the article, Slavin discusses differences in academic performance among students from different social class and ethnic backgrounds. The following two paragraphs are direct quotes from the article: "The differences in academic performance among children from different social class and ethnic backgrounds are unacceptably large, and they are not diminishing rapidly enough. These differences underlie many of the most polarizing issues in the United states, from affirmative action to immigration policies. Their consequences are getting progressively worse, as the income gap between well-educated and poorly educated workers is increasing. We cannot have a just or peaceful society if major segments of it see little hope for their children. There will always be achievement differences, on average, among groups of students. No one realistically expects that the children of high school dropouts and those of college graduates will ever perform at exactly the same levels. Yet these gaps are far greater than they need to be. In particular, differences among ethnic groups are unacceptably high and completely unnecessary. Some portion of these differences results from socio-economic differences among different ethnic groups, over which the schools have no control. Nevertheless, schools can have a powerful impact on the educational success of all students and can greatly increase the achievement of disadvantaged and minority students. As educators, we cannot wait for U.S. society to solve its problems of racism and economic inequity. We can and must take action now to prepare all students to achieve their full potential." * * * If we see parallels between the picture painted by Slavin of K-12 education and adult literacy education, then we also need to "take action now to prepare all students to achieve their full potential," i.e., we need to carefully examine our current delivery of services and consider making changes. Many of the subscribers on this list have already employed strategies to ensure that their programs are responsive to the needs of learners within various groupings. Please share your success stories with us. Let's start with what is often the learner's first taste of a literacy program: the intake process. We know that adult literacy-level learners often are nervous and self-conscious about "going back to school." And we understand the importance of providing a welcoming environment for all learners from the moment they first walk through our doors. Please share with other list subscribers your best efforts related to the following: 1. How does your program ensure that all persons who walk through your doors are made to feel comfortable from the very first meeting? 2. Who is the first person to greet your learners? 3. How extensive is the intake interview? Who conducts it? What kind of training has the intake interviewer had in terms of multicultural awareness? 4. What is said to assure learners that they are in the right place and that their educational needs will be addressed here? 5. Is academic placement testing done during the first meeting? If not, when is it conducted so that the teacher/tutor knows how to plan for each learner? 6. Are individual learners counseled about their placement test results? When does the counseling about test results and placement occur, i.e., how much time goes by between testing and counseling the learner about test results? Please share success stories about your efforts to reach out to and make connections with the diverse learners who come to your programs. As Robert Slavin says, "We cannot wait for U.S. society to solve its problems of racism and economic inequity. We can and must take action now to prepare all students to achieve their full potential." Thanks. ********************************* Mary Ann Corley Director, National Center for Literacy and Social Justice macorley1@earthlink.net
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