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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Very sad. This seems to be the story of WIB coordinating
councils in most areas. There are some cities (Pittsburg and Hartford come to
mind) where there are independent local literacy councils that seem to be able
to coordinate things pretty well. Absent that, having a single comprehensive
lead provider seems to be the only way to get coordination. That seems to be
one reason why a growing number of states have channeled all their funding
through Community College Boards – which then sub-contract with other providers
in various ways.<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>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<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>jhalaesl@aol.com<br>
<b>Sent:</b> Friday, February 08, 2008 3:51 PM<br>
<b>To:</b> assessment@nifl.gov<br>
<b>Subject:</b> [Assessment 1205] Re: (no subject)<o:p></o:p></span></p>
</div>
<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<div>
<p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-family:
"Arial","sans-serif"'>We do have a WIB Literacy Committee and a Literacy
Council linked to that committee. Well-intentioned participants but no
action/change seems to result from meetings. There is not budget--or at least
no funding freely available to the participating providers. Instead the $ flows
through the One Stop Learning Link, targeting important needs that are often
not the predominant needs of our ESL/ESOL programs. FYI - the Learning Link is
managed by the local college (RVCC where Kevin is working)<br>
<br>
The council coordinates dialog but always with a To-Work focus.<br>
<br>
Actually the best collegial connections have come through professional
organizations (NJALL - New jersey Association for Lifelong Learning) and
through contacts made while presenting at Adult Ed conferences.<br>
How to find time and money for more adult educators to attend those
conferences? and how to keep the enthusiasm and motivation going long enough
afterward to effect some benefit?<br>
<br>
Joanne</span></b><o:p></o:p></p>
</div>
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<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal style='margin-bottom:12.0pt'>-----Original Message-----<br>
From: Jodi Crandall <crandall@umbc.edu><br>
To: The Assessment Discussion List <assessment@nifl.gov><br>
Sent: Fri, 8 Feb 2008 1:09 pm<br>
Subject: [Assessment 1191] Re: (no subject)<o:p></o:p></p>
<div id="AOLMsgPart_3_0640f338-4762-45f9-b6d5-7c3f4087c1e9">
<p class=MsoNormal>Joanne, <o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<div>
<p class=MsoNormal>Bravo! Making connections with such limited funds is
critical. I remember when major cities had councils which
coordinated literacy/ESL services. I wonder if any of you have some kind
of even an informal network that meets to discuss the most efficient and
effective ways to use the minimal funds that are available.<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>Jodi<o:p></o:p></p>
</div>
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<p class=MsoNormal><o:p> </o:p></p>
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<div>
<p class=MsoNormal>On Feb 8, 2008, at 11:50 AM, <a
href="mailto:jhalaesl@aol.com">jhalaesl@aol.com</a> wrote:<o:p></o:p></p>
</div>
<p class=MsoNormal><br>
<br>
<o:p></o:p></p>
<div>
<p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-family:
"Arial","sans-serif"'>Not always the reason for an LEA-to-local college
turnover of those federal and state adult ed funds<br>
In my experience, it has simply and sadly been the result of limited resources
and insufficient funds.<br>
And in some areas a CBO (not an LEA) manages those grant programs, offers
classes free to the lowest literacy ESL/ESOL students, and is never able to
fully bridge the gap between very part-time instruction and college.<br>
<br>
One key element to our small successes has been having colleagues in each
institution (local college, LEA, CBO, gov't DOE/DOL) who understand the
dynamics and the gaps. Granted, most are still limited by the systems in which
they work and to which they must be accountable. But there is still much to be
said for permitting ourselves some case-by-case thinking, making those simple
phone calls, and asking.<br>
<br>
Joanne Hala<br>
<i><span style='color:#339999'>Literacy Serrvices<br>
Jointure for Community Adult Education, Inc.</span></i></span></b><o:p></o:p></p>
</div>
<blockquote style='border:none;border-left:solid blue 1.5pt;padding:0in 0in 0in 2.0pt;
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<p class=MsoNormal>’ve heard an increasing number of stories about areas were
the LEA runs the federal/state adult education ESL grant program and has
asked the local college to take it over (because the LEA has concluded it’s an
“adult” program). Have there been any rumblings of that in your area?<o:p></o:p></p>
</blockquote>
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<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal style='margin-bottom:12.0pt'>-----Original Message-----<br>
From: Forrest Chisman <<a href="mailto:forrest@crosslink.net">forrest@crosslink.net</a>><br>
To: 'The Assessment Discussion List' <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
Sent: Fri, 8 Feb 2008 10:42 am<br>
Subject: [Assessment 1179] Re: (no subject)<o:p></o:p></p>
<div id="AOLMsgPart_3_518ed1d7-9c3b-4b2c-853b-77d6172e3f90">
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<p class=MsoNormal><span style='font-size:11.0pt'>Kevin,</span><o:p></o:p></p>
</div>
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<p class=MsoNormal><span style='font-size:11.0pt'> </span><o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:11.0pt'>Thanks for the explanation. I
find it VERY useful. It’s a very interesting model. I’m not surprised that your
students are motivated for college, because they’ve signed up for a college
prep track! What worries me are the limited aspirations of many lower level ESL
students who may have college potential. </span><o:p></o:p></p>
</div>
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<p class=MsoNormal><span style='font-size:11.0pt'> </span><o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:11.0pt'>I understand now why you
don’t have the resources to operate a more comprehensive program. I’ve heard an
increasing number of stories about areas were the LEA runs the federal/state
adult education ESL grant program and has asked the local college to take
it over (because the LEA has concluded it’s an “adult” program). Have there
been any rumblings of that in your area?</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt'> </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt'>Best of luck in your good
work.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt'> </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt'>Forrest </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt'> </span><o:p></o:p></p>
</div>
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border-color:-moz-use-text-color -moz-use-text-color'>
<div>
<p class=MsoNormal><b><span style='font-size:10.0pt'>From:</span></b><span
style='font-size:10.0pt'> <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a>
[<a href="mailto:assessment-bounces@nifl.gov?">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Hinkle, Robert<br>
<b>Sent:</b> Friday, February 08, 2008 9:42 AM<br>
<b>To:</b> The Assessment Discussion List; The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1174] Re: (no subject)</span><o:p></o:p></p>
</div>
</div>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
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<div id=idOWAReplyText16615>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt'>I believe we do have a hard
time getting enough students fed into our program and with the appropriate
background to succeed if they do come to us. It is a real problem. There are
some workplace ESL programs which are run through our Corporate and Continuing
Education Office, but those students rarely, if ever, come to us. And they
serve the employees of specific companies as opposed to the community at large.
</span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>Our ESL program is within an
academic department in the college (Communication and Languages) and so is run
like every other. ESL students pay the same tuition and fees as all other
students at the college. We do not receive special government funding beyond
what the state and counties provide for the college as a whole as a part
of our yearly budget.</span><o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt'>Finances are probably a big
reason why we are getting fewer students at the low levels. Community programs
are free or low cost; although in the scheme of higher education, the community
college is less expensive, it may still be out of reach of many students. </span><o:p></o:p></p>
</div>
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<p class=MsoNormal><span style='font-size:10.0pt'>In terms of having a more
comprehensive program, we are limited by a small staff, and the unlikelihood of
being able to expand given college budgeting restraints. In addition, our three
full-time faculty members (including myself) not only teach 15 credit hours per
semester but also do the administrative work required. We do advising,
scheduling, and the many other tasks associate with keeping the program afloat.
The only "official" administrative support for the program is through
the 3 hours of overload I receive to serve as Adjunct Coordinator. </span><o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt'>The belief that they can
attend college does not seem to be a problem with our population although I can
certainly see that it could be. A growing problem for us (and many around the
country) is the disconnect between high schools and colleges in terms of
student preparation. Either the high schools do not think the students are
college-bound and so don't bother to give them a college-prep course of study,
or there is simply a growing gap between the expectations of each.
Additionally, students seem to think that a high school diploma equates to
college readiness.</span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>We do our best to advise
students, but we don't always have enough time - and as professors primarily -
may not know ourselves what all of the options for students are. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>Kevin </span><o:p></o:p></p>
</div>
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<div class=MsoNormal align=center style='text-align:center'>
<hr size=2 width="100%" align=center>
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<div style='margin-bottom:12.0pt'>
<p class=MsoNormal><b><span style='font-size:10.0pt'>From:</span></b><span
style='font-size:10.0pt'> <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a>
on behalf of Forrest Chisman<br>
<b>Sent:</b> Thu 2/7/2008 10:38 PM<br>
<b>To:</b> 'The Assessment Discussion List'<br>
<b>Subject:</b> [Assessment 1172] Re: (no subject)</span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt'>Dear Kevin,</span><o:p></o:p></p>
</div>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:11.0pt'>Many thanks for providing all
of us with a profile of your program. Seeing the variety of college program
goals and designs is extremely valuable in stimulating ideas about how to do a
better job in delivering ESL.</span><o:p></o:p></p>
</div>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:11.0pt'>Personally, I think that it
is perfectly valid for colleges to elect to offer solely pre-academic ESL at
the non-credit level. But it does prompt the concern about whether other
programs in the college’s service area are providing non-academic ESL to large
enough numbers of students and at a high enough quality to “feed” the college
program – as well as how well their efforts articulate with yours. I wonder
whether this troubles you, and if so whether/how you have addressed the issue.
Frankly, I think one reason why many colleges offer comprehensive ESL
programs is that they would prefer to “make” pre-academic students themselves,
rather than rely on others to do it. Another reason, of course, if that they
may not be eligible for federal/state grant money unless they offer
comprehensive programs. Does your college receive these funds to support its
pre-academic program? If not, how is it supported financially?</span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:11.0pt'>I heartily agree that helping
students set realistic goals and understand their options is essential. I
believe, however, that encouraging students to expand their goals as they
succeed is also essential. For example, many immigrants come from countries
where going to college is the privilege of very few, and thus may consider that
an unrealistic goal unless they are encouraged to take the steps
necessary (often one step at a time). The problem seems to be that it is hard
for most programs to find the resources to provide very much guidance of any of
these kinds to most students. I wonder if anyone has any solutions to THAT
issue. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:11.0pt'>In any event, many thanks for
fleshing out an interesting model. </span><o:p></o:p></p>
</div>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:11.0pt'>Forrest
</span><o:p></o:p></p>
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border-color:-moz-use-text-color -moz-use-text-color'>
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<p class=MsoNormal><b><span style='font-size:10.0pt'>From:</span></b><span
style='font-size:10.0pt'> <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a>
[<a href="mailto:assessment-bounces@nifl.gov?">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Hinkle, Robert<br>
<b>Sent:</b> Wednesday, February 06, 2008 9:19 PM<br>
<b>To:</b> <a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a><br>
<b>Subject:</b> [Assessment 1148] (no subject)</span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>Hi All,</span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>I have been reading most of
the discussion comments and wanted to address a few issues. First, however,
I'll give a summary of our program. </span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>I teach ESL at Raritan Valley
Community College in New Jersey. Our program serves approximately 350 students
from diverse language backgrounds. Our program offers two pre-academic levels
of all skills ESL instruction (a six hour per week non-credit class). In
addition, we have 5 levels of academic ESL preparation divided into three
courses - Reading/Writing, Grammar, and Speaking/Listening). Our highest
level Reading/Writing course gives successful students 6 elective credits that
count towards RVCC graduation, but those credits do not transfer. Our semesters
are 15 weeks. If a student misses 20% of any class, the instructor may withdraw
that student (they are not, however, obliged to withdraw these students). At
the moment, the late enrollment policy is that students may register for a
course prior to the second week of class but not thereafter. Research, of
course, indicates that students who begin a class late have a much higher rate
of failure than those who begin on time. </span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>In our program, we have three
full-time faculty and approximately 16-18 adjuncts. </span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>We have focused our program
on academic prep ESL because we are a small program with limited resources, and
we have a very difficult time finding qualified adjuncts. Also, a significant
majority of our students have signalled their intention to obtain a
college degree. Moreover, there are community programs that offer basic English
skills although there is often a long waiting list to obtain the services. In
other issues, we use the Accuplacer ESL test for placement and have in-house
standardized tests at the end of each level of grammar and reading/writing</span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>Within our classes, highly
educated non-native speakers usually progress much more quickly. One of the
most challenging groups is students who graduated from local high schools but
still have inadequate English skills - and not infrequently, weak academic skills
in general. One of the strategies that I would personally wish for is real
communication between K-12 and community colleges so that students get the
language skills they need before they enter college. I understand that there is
great pressure to move students out of ESL in many school districts, but
ultimately, it does a huge disservice both financially and in terms of
motivation to students whose skills remain more BICS than CALP. </span><o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt'>I agree with those who
suggest that first language literacy issues should be addressed before students
enter ESL. However, it becomes complicated to find funding and support for such
efforts. In my experience, students with low level literacy skills become
frustrated and are not ultimately successful - probably by any definition.
I am uncomfortable with the idea that they are spending hard-earned money when
the chances for success in ESL are minimal. We advise students that the program
is academically-oriented; often they have little understanding of what that
means. </span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt'>I do not agree with the
suggestion that the bar be lowered so that students with low-intermediate
skills be allowed in credit classes (at least at my college). Historically,
other faculty have little experience handling language issues and are very
unhappy when students cannot read, write and converse at an appropriate level
of English. They end up feeling helpless. Students may pass classes; however, I
suspect that instructors do not want to deal with the challenges and so turn a
blind eye and let them through. Recently, there has been a problem in the
nursing department with non-native English speaking students not passing board
exams because they enter the college from other programs and circumvent ESL
with us. They have trouble reading and answering questions on the exam. This is
a significant problem because nursing programs are judged in terms of
the success of their students on these standardized exams. </span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt'>I think the measure of
success should be based on a realistic assessment of student goals combined with
a real-life discussion of the possibilities and limitations. Ideally, students
would have incremental goals so that success could build. If the goals for
students with low literacy levels are not carefully discussed and planned, then
they will likely encounter more failure than success because their expectaions
will be unrealistic. The more we have the opportunity to talk to students, the
more likely it is that they can develop short-term goals that are within their
reach. Unfortunately, we have no control over the myriad of complications that
accrue in their every day lives. </span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt'>Apologies for the length.</span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
</div>
</div>
<div id=idSignature58192>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt'>Kevin Hinkle, Ph.D.</span><o:p></o:p></p>
</div>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt'>Assistant Professor of
ESL/Adjunct Coordinator</span><o:p></o:p></p>
</div>
</div>
</div>
</div>
</div>
</div>
<div id="AOLMsgPart_4_518ed1d7-9c3b-4b2c-853b-77d6172e3f90"><pre
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<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>National Institute for Literacy</span></tt><span
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<p class=MsoNormal style='margin-top:7.5pt'>National Institute for Literacy<o:p></o:p></p>
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<p class=MsoNormal style='margin-top:7.5pt'><o:p> </o:p></p>
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>Language, Literacy and
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>Director, Peace Corps
Master's Intl Program in ESOL/Bilingual Education<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>University of Maryland
Baltimore County<o:p></o:p></span></p>
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>1000 Hilltop Circle<o:p></o:p></span></p>
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>Baltimore, MD 21250<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>tel: 410-455-2313<o:p></o:p></span></p>
</div>
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>fax: 410-455-8947<o:p></o:p></span></p>
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
font-family:"Helvetica","sans-serif";color:black'>eml: <a
href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><o:p></o:p></span></p>
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<p class=MsoNormal style='margin-top:7.5pt'><span style='font-size:9.0pt;
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<p class=MsoNormal style='margin-top:7.5pt'><o:p> </o:p></p>
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<p class=MsoNormal style='margin-top:7.5pt'>= <o:p></o:p></p>
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<div id="AOLMsgPart_4_0640f338-4762-45f9-b6d5-7c3f4087c1e9"><pre
style='background:white'><tt><span style='color:black'>-------------------------------</span></tt><span
style='color:black'><br>
<br>
<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>National Institute for Literacy</span></tt><span
style='color:black'><br>
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<tt><o:p></o:p></tt></span></pre><pre style='background:white'><tt><span
style='color:black'>Assessment mailing list</span></tt><span style='color:black'><br>
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style='color:black'><a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a></span></tt><span
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