Hi Bonnita: RE: ESL Multilevel Handbook. The handbook was originally written by Dr. Melvin Clark (myself), as a short, concise Training Module which was available publicly through the Texas State ESOL Training Project in 1990, but the ESL Multilevel Handbook is another much longer and comprehensive text written and copyrighted. With respect for the rules governing the list serve regarding promotion of resources, etc., in order to obtain copies of this or any of my ESOL training books, one would need to direct further inquiries directly to my personal email at: clarkvonheller at yahoo.co.uk.

Another helpful resource I mentioned regarding informal oral assessment is the ESL Teachers Guide. It is easy to locate on the Internet. Authors are Mark Walsh and Ray Graham, my colleagues. Dr. Graham's office at BYU has an explanation of it at www:  http://humanities.byu.edu/elc/Teacher/tgintro.html

All the best for successful resources! Dr. Melvin Clark (956) 447-6683 South Texas College, Weslaco, TX 78596


________________________________

From: professionaldevelopment-bounces at nifl.gov on behalf of Bonnita Solberg
Sent: Fri 11/17/2006 10:21 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 651] Re: Request for Information



Dr. Clark:  Thank you for your reply to my request; it
is extremely helpful.  Please send me a copy of the
State Publication "Multilevel ESl Handbook".  If you
would be available for a telephone conference, please
send me your contact information also.  This is an
ongoing project, but we would like the information by
the end of the year  Cheers!  Bonnita

--- "Melvin Dr. Clark" <drclark at southtexascollege.edu>
wrote:


> RE: ESL Adult Levels: TEXAS

> We offer four levels--0=preliterate, 1=low,

> 2=intermediate, 3=high, 4=pre-GED. These are

> determined by state-approved assessment plus an

> informal oral assessment which is particularly

> effective in determining the lower levels of

> students. We found that a preliterate level was

> necessary which some states may find a bit odd.

> Student enrollment numbers are higher for level one

> than any other. The attrition rate is extremely

> high, therefore many never make it to level 2 and

> beyond unfortunately. For those that do, however,

> this leveling system has been very effective.

> Furthermore, we find that we have a wide range of

> ability levels in the same class due to limitation

> of funding and facilities, etc. Thus the need for

> "multilevel teaching" is paramount to success for

> our students. I have put together a publication for

> the State which is still available entitled

> Multilevel ESL Handbook which goes into extensive

> detail on our program and components.

> I hope this helps, at least to get the dialogue

> started. I realize that this email is not an indepth

> reply but am happy to respond in other formats with

> more detail. Sincerely for Adult Ed/ESL, Dr. Clark

> von Heller

> 

>

> ________________________________

>

> From: professionaldevelopment-bounces at nifl.gov on

> behalf of Bonnita Solberg

> Sent: Fri 11/17/2006 8:59 AM

> To: The Adult Literacy Professional Development

> Discussion List

> Subject: [ProfessionalDevelopment 647] Request for

> Information

>

>

>

>

> Dear Colleagues:

>

> The Oakland Adult and Career Education program is

> conducting a self study on Best Practices.  We have

> personally interviewed several of our teachers as

> well

> as representatives of other districts within

> California.  I volunteered to ask for information

> from

> programs outside the state of California.  We are

> especially interested in obtaining hard copies of

> assessments and level standards.  Here is the list

> of

> questions that can be answered by email on this

> list,

> and which may stimulate some dialogue.

>

> School District/Program:           Contact Person:

> 

>  Position:                email address:           

>

>          Phone:            

> 

>   Address:

>

>  I.  LEVEL STANDARDS:  What ESL level standards are

>  used in your program?  Are they state supplied,

>  program generated, or a combination of both?

>

>  II.  STUDENT ASSESSMENTS:  What are the student

> assessment systems/tools your program uses, other

> than

> CASAS?  How are they used in measuring student

> progress?

>

>  III.  EXIT ASSESSMENTS:  What are the level exit

> assessments your program uses?  How and when are

> students promoted?  What was the development process

> and timeline?

>

>  Please send hard copies of the above to :

>                   Bonnita Solberg, Teacher on

> Special

> Assignment

>                   % Oakland Adult Career & Education

> Program

>                   Neighborhood Centers

>                   750 International Blvd.

>                   Oakland, CA  94607

>

>  Thanks for sharing!    Bonnita

>

> ----------------------------------------------------

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>

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>

> >

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