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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Jackie,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Thanks. It’s just a ”top of the head” idea. I
wonder why it isn’t tried more often. Or maybe it is? Is anybody on this
list trying this approach? We certainly heard from some ESL staff that they
believe the more able/motivated students feel frustrated by being held by in
classes with others. In fact, if you read our CCSF study, this may be a major
flaw in that college’s program design. In fact, most of the students
enrolled in the “two level” programs at CCSF -- which Jodi
mentioned in a previous post – were low level students. And they
out-performed all other categories of students by all measures. Regrettably
there weren’t very many of them, but that may have to do with marketing (or
not).<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>And yes, the more demanding/sophisticated the curriculum, the
greater the need for highly skilled teachers. That may be the most
important variable of all, and I don’t know how we get this to the
attention of senior management/policy makers. The few successes I’ve seen
have been in programs where both part time and full time teachers are
unionized. There is often pressure for greater pay equity, benefits, etc. in those
situations. Any other ideas????????<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Forrest <o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <b>On Behalf
Of </b>Jackie Coelho<br>
<b>Sent:</b> Wednesday, February 06, 2008 7:01 AM<br>
<b>To:</b> The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1128] Re: {Dangerous Content?} RE: No Questions or
Comments?!<o:p></o:p></span></p>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div>
<p class=MsoNormal>Forrest,<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> I like the idea of separate classes for those
with a literacy background and those without. These two groups have such
different needs. Having both in the class make it difficult for a teacher to
meet the needs of either group well and I find that often the stronger students
dominate the class, and their drive push the teacher forward. If the instructor
does not keep up with the students who are learning at a faster rate, they
often become frustrated and leave or mentally check out. However, if the instructor
keeps up with those students, the others are unable to keep up and they get
frustrated. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> I think that literacy could perhaps be separated out.
And regardless of how you do it, well-trained instructors are essential.<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>Jackie<br>
<br>
<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span class=gmailquote>On 2/5/08, <b>Forrest Chisman</b>
<<a href="mailto:forrest@crosslink.net">forrest@crosslink.net</a>> wrote:</span>
<o:p></o:p></p>
<div>
<div>
<p><span style='font-size:11.0pt;color:#1F497D'>To all of you who commented on
level of prior education as a factor in student performance:</span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'>Everyone with whom Jodi
Crandall and I talked believes that more highly educated students do better in
terms of persistence, learning gains, and transitions. And learning
theory would lead us to expect this. Regrettably we found very little hard data
about how much difference prior education makes, because too few programs track
the level of prior education of their students and correlate it with outcomes.
DO any of you do this? That is, do you have any data on HOW MUCH difference
level of prior education makes? Or any strong impressions? And are there
"cut points" in prior education that seem to make a difference --
e.g. students who are completely illiterate, students who at least reached high
school, high school graduates, college graduates, etc. -- or is level of
prior education pretty much of a continuum?</span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'>More importantly, what can
programs DO to narrow the gap between highly educated students and those with
less prior education? Presumably students with very low levels of education are
more likely end up in the lower level ESL courses (Literacy or Low-Beginning
levels) why are (almost by definition) in the business of teaching basic
literacy and sometimes math. Why isn't this enough? In your experience, does
the "gap" exist at these levels too, or mainly at higher levels? At
any levels, would it be desirable to place less highly educated students in
separate classes from those with more education and adjust the
curriculum/support systems for them accordingly? Some programs have tried
"native language literacy" or the Spanish GED. What has been the
experience of any of you with these approaches? Any other ideas? IS there an
adult ESL equivalent of "bi-lingual education" that should be tried? </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'>It seems to me that we need to
come up with better ideas. Because the people who study immigration tell us
that the level of education of immigrants has been falling. And if Immigration
Reform mandates large numbers of undocumented people to "learn
English" (whatever that means), ESL programs may be swamped with students
who have very little education in their native countries and too little money
to serve them. So anyone who has any ideas about how to bridge this
"education gap" could help us a lot by posting ideas about how to
close it on this discussion list.</span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'>Forrest Chisman</span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'>Vice President</span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'>CAAL</span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p><span style='font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p><b><span style='font-size:10.0pt'>From:</span></b><span style='font-size:
10.0pt'> <a href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a>
[mailto:<a href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b><a href="mailto:Tina_Luffman@yc.edu" target="_blank">Tina_Luffman@yc.edu</a><br>
<b>Sent:</b> Tuesday, February 05, 2008 1:32 PM<br>
<span class=q><b>To:</b> The Assessment Discussion List</span><br>
<b>Subject:</b> [Assessment 1109] Re: {Dangerous Content?} RE: No Questions or
Comments?!</span><o:p></o:p></p>
</div>
<div>
<p> <o:p></o:p></p>
<p style='margin-bottom:12.0pt'><br>
<span style='font-size:10.0pt'>Hi Jackie,</span> <br>
<br>
<span style='font-size:10.0pt'>Thank you for this information. I believe this
research must be what my former Spanish teacher was basing her argument on for
bilingual education in the K-12 school system.</span> <br>
<br>
<span style='font-size:10.0pt'>Tina</span> <br>
<br>
<span style='font-size:10.0pt'>Tina Luffman<br>
Coordinator, Developmental Education<br>
Verde Valley Campus<br>
928-634-6544<br>
<a href="mailto:tina_luffman@yc.edu" target="_blank">tina_luffman@yc.edu</a></span>
<o:p></o:p></p>
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<td width="40%" valign=top style='width:40.0%;padding:.75pt .75pt .75pt .75pt'>
<p><b><span style='font-size:7.5pt'>"Jackie Coelho" <<a
href="mailto:jackie.coelho@gmail.com" target="_blank">jackie.coelho@gmail.com</a>></span></b><span
style='font-size:7.5pt'> </span><br>
<span style='font-size:7.5pt'>Sent by: <a
href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a></span>
<o:p></o:p></p>
<p><span style='font-size:7.5pt'>02/05/2008 11:13 AM</span> <o:p></o:p></p>
<table class=MsoNormalTable border=1 cellpadding=0>
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<td valign=top style='background:white;padding:.75pt .75pt .75pt .75pt'>
<p align=center style='text-align:center'><span style='font-size:7.5pt'>Please
respond to<br>
The Assessment Discussion List <<a href="mailto:assessment@nifl.gov"
target="_blank">assessment@nifl.gov</a>></span><o:p></o:p></p>
</td>
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<p align=right style='text-align:right'><span style='font-size:7.5pt'>To</span><o:p></o:p></p>
</td>
<td valign=top style='padding:.75pt .75pt .75pt .75pt'>
<p><span style='font-size:7.5pt'>"The Assessment Discussion List"
<<a href="mailto:assessment@nifl.gov" target="_blank">assessment@nifl.gov</a>></span>
<o:p></o:p></p>
</td>
</tr>
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<td valign=top style='padding:.75pt .75pt .75pt .75pt'>
<p align=right style='text-align:right'><span style='font-size:7.5pt'>cc</span><o:p></o:p></p>
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<p align=right style='text-align:right'><span style='font-size:7.5pt'>Subject</span><o:p></o:p></p>
</td>
<td valign=top style='padding:.75pt .75pt .75pt .75pt'>
<p><span style='font-size:7.5pt'>[Assessment 1108] Re: {Dangerous Content?}
RE: No Questions or Comments?!</span><o:p></o:p></p>
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<p><br>
<br>
<br>
<tt><span style='font-size:10.0pt'>Hi Tina,</span></tt><span style='font-size:
10.0pt'><br>
<br>
</span><tt><span style='font-size:10.0pt'>This has been researched already and
is the basis for the arguement in</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>favor of bilingual education, a good
idea that was not implemented in</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>the best way. For many years people
have known that a good foundation</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>in literacy in the first language
will facilitate learning in a second</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>or third language.</span></tt><span
style='font-size:10.0pt'><br>
<br>
</span><tt><span style='font-size:10.0pt'>Another interesting twist is the
existence of languages that are not written.</span></tt><span style='font-size:
10.0pt'><br>
<br>
</span><tt><span style='font-size:10.0pt'>Jackie</span></tt><span
style='font-size:10.0pt'><br>
<br>
<br>
</span><tt><span style='font-size:10.0pt'>On 2/5/08, <a
href="mailto:Tina_Luffman@yc.edu" target="_blank">Tina_Luffman@yc.edu</a> <<a
href="mailto:Tina_Luffman@yc.edu" target="_blank">Tina_Luffman@yc.edu</a>>
wrote:</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Hi list members,</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> My experience teaching ELAA
students in the GED class is similar to that of</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Gail. If the student has a solid
educational background in the country they</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> came from in their native language,
they tend to advance rather quickly and</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> get their GED. Those coming with
6th grade educations from their country or</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> lower tend to stay in the GED
class for years and do not make much</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> advancement.</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> This experience relates well to
research done among Native American tribes</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> teaching them English. Those
Native Americans who were first taught literacy</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> skills in their own tongue
learned English much quicker than those who tried</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> to learn literacy skills in
English without that background in their own</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> tongue. I also found similar
problems when I was learning Spanish. The</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> concepts I could mentally
translate from English to Spanish were much easier</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> to grasp and learn than those I
didn't know in English. Perhaps this is</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> something deserving more
research.</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Tina</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Tina Luffman</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Coordinator, Developmental
Education</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Verde Valley Campus</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> 928-634-6544</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> <a
href="mailto:tina_luffman@yc.edu" target="_blank">tina_luffman@yc.edu</a></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> -----<a
href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a>
wrote: -----</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> To: "The Assessment
Discussion List" <<a href="mailto:assessment@nifl.gov" target="_blank">assessment@nifl.gov</a>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> From: "Gail Burnett"
<<a href="mailto:gburnett@sanford.org" target="_blank">gburnett@sanford.org</a>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Sent by: <a
href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Date: 02/04/2008 06:34PM</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Subject: [Assessment 1104]
{Dangerous Content?} RE: No Questions or</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Comments?!</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Warning: This message has had
one or more attachments removed</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Warning: (not named).</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Warning: Please read the
"AttachmentWarning.txt" attachment(s) for more</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> information.</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> In our small adult education
program, my experience (just about three years)</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> is that students with solid
educational backgrounds advance, particularly if</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> they're not working too many
hours. Those who advance the slowest, if at</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> all, are immigrants who are
barely literate in their first language. I would</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> say that lack of education is a
bigger factor than lack of time; a student</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> who works full-time and is
exhausted often will still succeed because he/she</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> is familiar with academic work,
and is goal-oriented. What we do is try to</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> get our low-level students to
come up with goals, but that's a hard concept</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> in a second language.</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> This does not mean that the
factors mentioned in the research don't play a</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> part, though. I'm one of those
barely-trained teachers (transitioned from</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> another career, got trained
mainly through workshops rather than classes).</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> My skill level very well may
contribute to students' slow advancement. It's</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> hard for small adult education
programs to get highly skilled ESL teachers.</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> The pay is low and there are no
benefits. But my program is encouraging me</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> to get extra training and has me
on a plan of improvement. I think we're</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> making some progress.</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Does this address any of the
issues? And am I submitting it right?</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> ________________________________</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> From: <a
href="mailto:assessment-bounces@nifl.gov" target="_blank">assessment-bounces@nifl.gov</a>
on behalf of Marie Cora</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Sent: Mon 2/4/2008 6:50 PM</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> To: <a
href="mailto:Assessment@nifl.gov" target="_blank">Assessment@nifl.gov</a></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Subject: [Assessment 1103] No
Questions or Comments?!</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Hello everyone,</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> I'm so surprised! No one
has anything to comment on regarding your</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> program's effectiveness at
helping ESL students advance?? I was very</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> curious to know if subscribers
experience the same types of issues that Dr.</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Chisman and Dr. Crandall found in
their research: a lack of intensity of</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> instruction/few protocols for
transitioning students/few opportunities for</span></tt><span style='font-size:
10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> professional development.</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> What are the issues in your
program that you feel inhibit the ESL student</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> from advancing? What do
you try to do about that?</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Please post your questions and
comments now.</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Thanks!</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Marie Cora</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Assessment Discussion List
Moderator</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Marie Cora</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> <a
href="mailto:marie.cora@hotspurpartners.com" target="_blank">marie.cora@hotspurpartners.com</a></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> <</span></tt><a
href="mailto:marie.cora@hotspurpartners.com" target="_blank"><tt><span
style='font-size:10.0pt'>mailto:marie.cora@hotspurpartners.com></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> NIFL Assessment Discussion List
Moderator</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> </span></tt></a><a
href="http://www.nifl.gov/mailman/listinfo/assessment" target="_blank"><tt><span
style='font-size:10.0pt'>http://www.nifl.gov/mailman/listinfo/assessment</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> This email and any files
transmitted with it are confidential and intended</span></tt><span
style='font-size:10.0pt'><br>
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</span><tt><span style='font-size:10.0pt'>> National Institute for Literacy</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Assessment mailing list</span></tt><span
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</span><tt><span style='font-size:10.0pt'>> Assessment@nifl.gov</span></tt><span
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style='font-size:10.0pt'>http://www.nifl.gov/mailman/listinfo/assessment</span></tt><span
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</span><tt><span style='font-size:10.0pt'>> Email delivered to
tina_luffman@yc.edu</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> -------------------------------</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> National Institute for Literacy</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Assessment mailing list</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Assessment@nifl.gov</span></tt><span
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subscription settings, please go to</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> </span></tt></a><a
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style='font-size:10.0pt'>http://www.nifl.gov/mailman/listinfo/assessment</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>> Email delivered to
jackie.coelho@gmail.com</span></tt><span style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>></span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>-------------------------------</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>National Institute for Literacy</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>Assessment mailing list</span></tt><span
style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>Assessment@nifl.gov</span></tt><span
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</span><tt><span style='font-size:10.0pt'>To unsubscribe or change your
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style='font-size:10.0pt'><br>
</span><tt><span style='font-size:10.0pt'>Email delivered to
tina_luffman@yc.edu</span></tt><span style='font-size:10.0pt'><br>
</span></a><o:p></o:p></p>
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-------------------------------<br>
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