Jackie, I also like the _way_ you are compiling the announcements with
all the pertinent information at the top but including the details at
the bottom.  That's also helpful.
Donna

________________________________

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Bonnita
Solberg
Sent: Monday, April 09, 2007 1:48 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 958] Re: Upcoming Discussions
Announcement


YEAH!!!  I really appreciate the compilation of lists, Jackie; it will
make my life easier.  Thanks!  Bonnita

"Taylor, Jackie" <jataylor at utk.edu> wrote: 

	PD List Colleagues:
	Below you will find three discussion announcements for upcoming
April discussions.
	
	1) Topic: Work/career Readiness?
	Where Held: Workplace Discussion List
	When: April 9 - 13
	To participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Workplace/ 
	
	2) Topic: Discussion on Hand-Held Devices in the Classroom 
	Where Held: Technology & Literacy Discussion List
	When: April 9 - 13
	To participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Technology 
	
	3) Topic: Using Data for Program Improvement
	Where Held: Assessment Discussion List
	To participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Assessment 
	When: April 16 - 20
	Preparation: See attached Power Point
	
	I am experimenting with compiling discussion announcements into
one message where possible (see below). Please let me know whether you
find this helpful or not. While on the one hand it may serve to reduce
the numbers of emails you receive, it may make it difficult in
forwarding the announcements to others (including attachments). Please
let me know which strategy you prefer - compiled announcements when
possible or one announcement per email.
	
	Thanks, Jackie Taylor, Adult Literacy Professional Development
List Moderator, jataylor at utk.edu 
	
	
	
	1) Topic: Work/career Readiness?
	Where Held: Workplace Discussion List
	When: April 9-13
	To Participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Workplace/ 
	
	Discussion Announcement 
	So you've heard of the Work Readiness Credential.  
	Or is it called the National Work Readiness Credential?  
	Wait! Maybe that was the Career Readiness Credential you were
thinking of.  
	Or the Career Readiness Certification?  Workforce Skills
Certification? 
	
	If this is all just too confusing, but you really need to know,
join in the discussion next week on the Workplace Literacy Discussion
List.
	Several guests have agreed to share their expertise and answer
questions, and there's a great new resource out online that identifies
and then compares and contrasts the various work readiness certificates
that are out there. The resource, the work of Norma Rey-Alicea and Geri
Scott, is "A Survey of Selected Work Readiness Certificates" and you can
download it from http://www.jff.org/Documents/WorkReadiness.pdf .  Norma
and Geri, the authors, are two of the guests who have agreed to answer
questions in helping us understand the purposes and issues surrounding
work readiness certificates.  
	
	Other guests have first-hand experience with and knowledge about
the three most widely recognized work readiness certificates: 
	
	Louis Soares, Executive Director of the National Work Readiness
Council Lansing Davis (Lanse), Senior Policy Analyst with the NJ State
Employment and Training Commission, the State WIB.
	Judith Titzel, Adult Education Specialist, RI Adult Education
Professional Development Center Jane Eguez, Director of Program
Planning, CASAS Melissa Dayton, Workforce Program Specialist, CASAS
Traci Lepicki, Project Coordinator, Ohio's Career Readiness Credential,
The Ohio State University Center on Education and Training for
Employment Adrienne Glandon, Ohio's Career Readiness Credential, The
Ohio State University Center on Education and Training for Employment
	
	Look for additional information and resources on the Workplace
Discussion List soon to give you additional background information and
resources.  If you want to join us for this discussion, subscribe to the
list at http://www.nifl.gov/mailman/listinfo/Workplace/ .  If you want
to unsubscribe after the discussion, go back to that same page (but we
hope you will want to stay with us!)
	
	Donna Brian, Moderator
	Workplace Literacy Discussion List
	Center for Literacy at The University of Tennessee
djgbrian at utk.edu
	
	
	2) Topic: Discussion on Hand-Held Devices in the Classroom 
	Where Held: Technology & Literacy Discussion List
	When: April 9 - 13
	To participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Technology
	Discussion Announcement 
	Dear Technology List Colleagues, 
	
	This January the Tech list went through a process of identifying

	discussion topics we would like to explore this year. Many of
you had 
	requested a discussion on the use of cell phones, hand-held and
portable 
	devices (like Palm Pilots) in education settings. 
	
	As such, I am very happy to announce that the Technology list
will be 
	engaging in a special discussion on the use of hand-held and
portable 
	devices in the classroom. Marilyn Williams, an instructor who 
	participated in a practitioner research project on the use of
hand-helds 
	to support student learning will join the tech list to share her
three 
	years of experience in integrating this technology in to her
classroom. 
	
	Marilyn, will join the Tech list from April 16th through April
19th. 
	More information will come in the days leading up to the
discussion but 
	for now, please save the dates. 
	
	
	
	Following is a brief introduction that Marilyn asked me to share
with 
	you all: 
	
	
	Bio: Hi there! My name is Marilyn Williams and I am a middle
school 
	teacher in Eugene, Oregon. I've been involved with a number of
research 
	projects through the University of Oregon and have enjoyed
finding new 
	ways to incorporate technology into my classroom. Although I'm 
	definitely not a 'technie' I've been using handheld computers
for the 
	last few years and have found them to be a fantastic way to
boost 
	student involvement and learning. 
	
	
	Discussion: As educators, we are always striving to better meet
the 
	needs of all our students. In my inclusion language arts/social
studies 
	classes, I have found that using handhelds helped to do just
that. I 
	was so excited to see how this technology motivated my students
as well 
	as allowed them be more successful in their reading and writing.
I'm 
	looking forward to discussing this technology application with
you. 
	
	Regards, 
	
	Mariann 
	
	
	Mariann Fedele 
	Associate Director, 
	NYC Regional Adult Education Network 
	Literacy Assistance Center 
	
	Moderator, 
	NIFL Technology and Literacy Discussion List 
	32 Broadway 10th Floor 
	New York, New York 10004 
	212-803-3325 
	mariannf at lacnyc.org
<http://www.nifl.gov/mailman/listinfo/technology>  
	www.lacnyc.org <http://www.lacnyc.org/> 
	
	
	3) Topic: Using Data for Program Improvement
	Where Held: Assessment Discussion List
	When: April 16 - 20
	To participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Assessment 
	Preparation: See attached Power Point
	Discussion Announcement 
	Dear Colleagues, 
	I'm pleased to announce the following Panel Guest Discussion,
which will be held during the week of April 16 - 20.
	Topic: Using Data for Program Improvement 
	Guests will discuss the work they have done in using data to
improve the quality of adult literacy programming.  We will hear about
the use of data in small and large programs, as well as at the state and
national levels.  Panelists are interested in your questions and eager
to hear about your use of data, as well as share their own experiences,
so please ask questions and share your stories.  
	Recommended preparations for this discussion 
	Please use the following guiding questions to help you share how
you use data in your program (or classroom), or how you would like to:
	

	*	Do you use data in your program?  What type?  How?  What
have been the results? 
	*	What information (data) would you like to track and why?

	*	What data would you like to learn how to use? 

	
	Resources of interest:
	
	Using Data Effectively by Donna Cornellier:  see attached Power
Point Presentation.
	This PowerPoint outlines a basic framework for identifying,
using, and monitoring data; excellent guiding questions are provided as
well as a case study for practicing the application of the framework.
	
	
	NRS Publications on data
	http://www.nrsweb.org/pubs/
	This site has a wealth of resources including the NRS
Implementation Guidelines; NRS Tips offering information on building
data systems, and setting goals and standards; and  Training Guides that
provide practical information and tools that can be used to build and
use data systems effectively.    
	
	
	Learning to be an NRS Data Detective
	http://www.nrsweb.org/reports/StateDataDetectives.aspx
	This training explores how an effective data detective: 

	*	Understands the process and psychology of data
collection; 
	*	Examines data including assessment, goal setting, and
follow-up data; 
	*	Asks further questions of the data; and 

	<!--[if !supportLists]-->*         <!--[endif]-->Makes changes
in processes and policies to improve data quality and program services. 
	NRS State and Local Report Cards
	http://www.nrsweb.org/reports/insights/report_cards.aspx
	Report cards can be a powerful and effective tool for
accountability and program improvement if properly used and implemented.
There are many types of report cards, but for the purposes of NRS, our
focus is on report cards that assess performance. Report cards that
allow meaningful evaluation have the following characteristics: 
	<!--[if !supportLists]-->*         <!--[endif]-->Include outcome
and other data, 
	<!--[if !supportLists]-->*         <!--[endif]-->Provide a basis
for evaluation of that data, and 
	<!--[if !supportLists]-->*         <!--[endif]-->Present
contextual data or interpretive information that aid interpretation and
promote understanding. 
	Report cards can be used in several different ways to 
	<!--[if !supportLists]-->*         <!--[endif]-->Evaluate
program quality, 
	<!--[if !supportLists]-->*         <!--[endif]-->Promote program
improvement, and 
	<!--[if !supportLists]-->*         <!--[endif]-->Inform and
advocate for the program. 
	Guest Participants: 
	Toni Borge is the director of the Adult Education & Transitions
Program at Bunker Hill Community College in Boston, Massachusetts. She
has a master's degree in educational administration. Toni is a member of
the TESOL task force that is advising the U.S. Department of Homeland
Security, Office of Citizenship, on redesigning the citizenship test
that is being piloted in 2007.  In May, Toni will present a TESOL
Virtual Seminar entitled "Assessment and Learning: Balancing Program
Performance and Instruction" in which she will discuss effective ways to
manage and balance instruction to meet state and national performance
standards.
	
	Dr. Larry Condelli is a managing director of the Adult Education
and Literacy Program in the Education and Human Development Division at
the American Institutes for Research. His work includes research on
adult ESL students, accountability, and conducting professional
development and technical assistance for adult educators. He recently
directed the What Works Study for Adult ESL Literacy Students, the first
large-scale empirical study of the effectiveness of instructional
practices for adult ESL
	students, and is currently directing a study of the impact of
explicit literacy instruction on low-literate adult ESOL learners for
the U.S. Department of Education.  He is also the project director for
the National Reporting System and was instrumental in developing this
national accountability system for federally funded adult education and
literacy program. Dr. Condelli's other projects include development of a
performance-based reading assessment for low-literate adults for the
National Assessment of Adult Literacy, funded by the National Center for
Educational Statistics. He is a staff development and data consultant
for the states of Alabama, California, Georgia and Utah and provides
training and technical assistance to adult education staff in several
states. Dr. Condelli holds a Ph.D. in Psychology from the University of
California.
	
	Donna Cornellier is the Project Manager for the student level
data system in Massachusetts.  In this role, her responsibilities
include managing the System for Managing Accountability and Results
Through Technology (SMARTT) development team; designing NRS training
materials, and providing training and technical assistance to the local
programs on using NRS data for program improvement. Presentations
included how assessment data is tracked in the student level database
and what reports are available to help programs implement the NRS
policies. Formerly she was the Director of a local ABE program in
Massachusetts. She holds a Masters degree in Educational Leadership and
Management.
	
	Ajit Gopalakrishnan is an Education Consultant with the
Connecticut State Department of Education's Bureau of Early Childhood,
Career and Adult Education. He manages adult education projects in the
areas of statewide assessment, data management, program accountability,
and technology.
	
	Rosemary I. Matt has recently been appointed to the newly
developed position of NRS Liaison for New York State.  In this role, her
responsibilities include NRS training, data management, and desk
monitoring of all New York State programs.  Prior to this position,
Rosemary has been in education throughout her career, first as a
secondary education mathematics teacher for fifteen years and then as
the director of the New York State staff development consortium in the
mid state.  
	
	Karen Mundie has been an adult education professional for over
thirty years. She is the associate director of the Greater Pittsburgh
Literacy Council, a large community-based education organization (42
professional staff members, 550 volunteers, and 2000 students). She is
also the director of the Southwest Professional Development Center,
where she was the lead trainer in the area of using data for
decision-making for three years.  Karen is a past president of the
Pennsylvania Association for Adult and Continuing Education (PAACE) and
was Pennsylvania's Outstanding Adult Educator for 2005. She holds two
masters' degrees from the University of Virginia. 
	Joanie Rethlake, native Texan, is the state director for adult
education for Texas LEARNS, the state office for adult education in
Houston, Texas and has responsibility for administering the state's
adult education program and directing the technical assistance and
professional development offered to adult education and family literacy
programs across Texas.  Formerly, she was the director of adult
education at Harris County Department of Education and past president of
the Texas Association for Literacy and Adult Education (TALAE). 
	Sandy Strunk is Program Director for Community Education at
Lancaster Lebanon Intermediate Unit 13. In this role, she provides
leadership for several educational programs including Adult Basic
Education, the Adult Education Southeast Professional Development
Center, Early Reading First, English as a Second Language, Family
Literacy, Head Start, Organ and Tissue Donation Awareness Education and
Workforce Education. Sandy has been an adult education practitioner for
over twenty years. She is a past president of the PA Association for
Adult Continuing Education, provided leadership to Pennsylvania's adult
education program improvement training system for six years (1997 -
2003) and continues to provide leadership for Pennsylvania's family
literacy program improvement initiative (SEQUAL). She serves on the
advisory board of the Goodling Institute for Research in Family Literacy
and is particularly interested in educational interventions that focus
on the family unit. Sandy has a B.S. in education from Lock Haven
University and a M.Ed. in Training and Development from Penn State
University.
	
	Luanne Teller is the Director of Massasoit Community College's
Stoughton ABE (ESOL) and Transitions to College Programs.  She was
involved in establishing and developing of both programs.  Prior to
these positions, she was the Coordinator of an Office Skills Job
Training Program, which provided employment skills training to empower
women to transition off of public assistance into full-time careers.
She holds a degree in secondary education (French and Spanish).  She has
served on a variety of board and committees, as both a volunteer and
elected official.  She is currently a member of the Board of Directors
for the Greater Plymouth County United Way.  She has extensive
experience using research data and communicating with a wide range of
constituencies to develop effective program plans, and to promote the
commitment to continuous improvement.
	
	Marie Cora
	marie.cora at hotspurpartners.com
<mailto:marie.cora at hotspurpartners.com> 
	NIFL Assessment Discussion List Moderator
	http://www.nifl.gov/mailman/listinfo/assessment
	Coordinator, LINCS Assessment Special Collection
	http://literacy.kent.edu/Midwest/assessment/
	
	
	
	
	
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