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[ProfessionalDevelopment 960] Re: Upcoming Discussions Announcement

Sally Bishop

bishopsl at cc.usu.edu
Mon Apr 9 15:15:42 EDT 2007


Definitely! SB
On Apr 9, 2007, at 12:52 PM, Dudiak,Marisa L wrote:


> I agree too. Anything in a digest format is preferable.

>

> Marisa Dudiak

> Reading Specialist

> Ballenger Creek Elementary School

> "Support Frederick County Reading Council"

>

> ________________________________

>

> From: professionaldevelopment-bounces at nifl.gov on behalf of Bonnita

> Solberg

> Sent: Mon 4/9/2007 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

>

> * 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:

> * Include outcome and other data,

> * Provide a basis for evaluation of that data, and

> * Present contextual data or interpretive information that

> aid interpretation and promote understanding.

> Report cards can be used in several different ways to

> * Evaluate program quality,

> * Promote program improvement, and

> * 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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>

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> http://wiki.literacytent.org/index.php/

> Adult_Literacy_Professional_Development

>

>

> <winmail.dat>

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

> National Institute for Literacy

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> To unsubscribe or change your subscription settings, please go to

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>

> Professional Development section of the Adult Literacy Education Wiki

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> Adult_Literacy_Professional_Development




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