Lately, we have been discussing ways to reach our adult students. We’ve
talked about the need for personal counseling, personality development and
such. I am very interested to hear more from Mr. Contreras about his
Character Education supplemental program.

 

Barbara Jacala

Guam Community College

  _____  

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Pedro Contreras
Sent: Wednesday, November 19, 2008 5:01 AM
To: The Workplace Literacy Discussion List
Subject: [Workplace 1673] Re: Thinking about the NIFL

 


Colleagues:

I founded on 2002  the AMERICAN HISPANIC SCHOOL - NON PUBLIC SCHOOL to
deliver the ADULT HIGH SCHOOL COMPLETION (Cip 53.0105) starting in
California.

 

Our 1st. contact about the program development was NIFL.We started by
answering the next 9 isues: 
1.How do adults learn to read and write and acquire other skills (listening,
speaking, reasoning, etc.)?
2.How does the literacy level of the parents affect the skills development
and schooling of the parent’s children?
3.What are better ways to assess literacy skills?
4.How can better instructional programs be developed?
5.What are good methods for assisting adults and families to acquire
literacy skills, including the use of technology; methods for adults with
special learning needs (learning disabilities), and limited English
proficient (LEP) adults?
6.How can the most disadvantaged be effectively reached and taught literacy
skills?
7.How can technology be used to instruct and to increase the knowledge base?
8.How can research effort of others be built on?
9.How can the field attract, train and retrain professional and volunteer
teachers?

 

1 Step. We decided to go with ASE, rather than ABE.: Our educational
experience, Hispanic background, alowed us to design the curricula including
NIFL, EFF, CA State and College Board standards: AHS delivers  ADULT HIGH
SCHOOL COMPLETION ( 9-12 ) and provide HIGH SCHOOL DIPLOMA to adult who
earns it.


2. Step: Later EFF gave us the path to READINESS.

3 Step: Character Education suplemental program called: "Parents And
Children Together - PACT -"

 

All our adult students are encouraged to share their classroom study and
Independent Study assignements with their spouse, children, relatives and
friends. 

We are pround to graduate FAMILIES,rather than INDIVIDUALS.

 

Thank you NIFL, EFF and nifl.gov participants.

 

Best regards.

 

                    Pedro Contreras

                        Director

 


--- El lun 17-nov-08, tsticht at znet.com <tsticht at znet.com> escribió:

De: tsticht at znet.com <tsticht at znet.com>
Asunto: [Workplace 1666] Thinking about the NIFL
A: englishlanguage at nifl.gov, professionaldevelopment at nifl.gov,
assessment at nifl.gov, familyliteracy at nifl.gov, diversity at nifl.gov,
healthliteracy at nifl.gov, learningdisabilities at nifl.gov, technology at nifl.gov,
workplace at nifl.gov
Fecha: lunes, 17 noviembre, 2008, 3:35 pm

Colleagues:
 
In July 1991, the President of the United States signed Public Law 102-73
which, among other things, established the National Institute for Literacy
(NIFL). The law called on the NIFL to conduct basic and applied research
and demonstrations. Though the actual agenda for the NIFL was not
specified, examples of questions to be addressed were given. These
included:
 
1.    How do adults learn to read and write and acquire other skills
(listening, speaking, reasoning, etc.)?
2.    How does the literacy level of the parents affect the skills
development
and schooling of the parent’s children?
3.    What are better ways to assess literacy skills?
4.    How can better instructional programs be developed?
5.    What are good methods for assisting adults and families to acquire
literacy skills, including the use of technology; methods for adults with
special learning needs (learning disabilities), and limited English
proficient (LEP) adults?
6.    How can the most disadvantaged be effectively reached and taught
literacy
skills?
7.    How can technology be used to instruct and to increase the knowledge
base?
8.    How can research effort of others be built on?
9.    How can the field attract, train and retrain professional and
volunteer
teachers?
 
 We are now nearing the end of 2008, some 18 years after the NIFL was
established, and I am wondering what adult literacy professionals think of
these questions: were they appropriate for the work of the NIFL, if so, how
well have they been addressed, and if there were other questions that took
priority and were addressed by the NIFL, and how any one or all of these
activities have improved the field of adult literacy education up to now.
 
Some adult literacy advocates have called for changing the present NIFL’s
focus on lifelong learning of literacy from birth through adulthood, and
returning it to its original focus on adult literacy education. Is this a
good idea?
 
What do you think the NIFL should be doing to advance the field of adult
literacy education that it is not doing now?
 
Tom Sticht
 
----------------------------------------------------
National Institute for Literacy
Workplace Literacy mailing list
Workplace at nifl.gov
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