From djrosen at comcast.net Sun Jan 1 18:32:33 2006 From: djrosen at comcast.net (David Rosen) Date: Sun, 1 Jan 2006 18:32:33 -0500 Subject: [ContentStandards] Literacy List Updated Message-ID: <65423178-F949-450B-92AE-F5626C4E9B91@comcast.net> Colleagues, For several years, as a volunteer service, I have published the Literacy List, a large online collection of free Adult Basic Education and English language (ELL/ESL/ESOL) Web sites, electronic discussion lists ("listservs"), and other Internet resources for adult basic skills learners, teachers and tutors. I have just updated it, removing a few outdated links and adding new ones. Please have a look. If you know of a good free Web site resource which you think should be added, please let me know. The Literacy List gets better as a result of teachers sharing their favorite online resources. You will find the Literacy List now in two locations: http://alri.org/literacylist.html or http:newsomeassociates.com (Select Publications at the Bottom of the Page) All the best in 2006. David J. Rosen djrosen at comcast.net From akohring at utk.edu Wed Jan 4 10:29:34 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 04 Jan 2006 10:29:34 -0500 Subject: [ContentStandards] NAAL/Proliteracy Webcast on January 6 Message-ID: <5.1.0.14.2.20060104102824.03ddd278@pop.utk.edu> This is a reminder about an important webcast scheduled for Friday, January 6, from 10:30 - noon. The results of the 2003 National Assessment of Adult Literacy have finally been released -- but what do the figures really tell us and how do we tell our communities and the news media what the numbers mean in terms of adult learners and adult basic education? Join ProLiteracy Worldwide's Marsha Tait, senior vice president of public affairs and Rochelle Cassella, director of marketing and corporate communications for a presentation and question and answer session on analyzing and interpreting the 2003 NAAL. This webcast is sponsored by California Library Literacy Services, in cooperation with ProLiteracy Worldwide. Friday, January 6, 10:30 am - Noon - FREE To participate live, go to http://rurallibraries.org/webcasts/01-06-06/ and take these three easy steps: 1. Test your computer (using the "Wizard" link at the bottom of the page) 2. Download and print Speaker Slides and Handouts 3. Register for webcast If you can't join us live, come view the archive afterwards at http://rurallibraries.org/webcasts/01-06-06/ The agenda will include: * An analysis of the NAAL report * Suggestions about how to talk to the media about it * Some ideas about next steps we can all take to ensure good public relations and public awareness about literacy issues About the Technology: A webcast is where the presenters are in a studio broadcasting live over the Internet, so you don't have to travel - you can participate at your desktop computer. Some libraries or literacy programs may want to project the webcast on a screen in a conference room, so that several participants can watch together. If you have any questions, please contact Dan Theobald at 415-431-0329 or dtheobald at i2icom.com Message-ID: <5.1.0.14.2.20060104133727.03b407f0@pop.utk.edu> Please be aware that the times posted below are PST. Sorry for any confusion. Aaron At 10:29 AM 1/4/2006 -0500, you wrote: >This is a reminder about an important webcast scheduled for Friday, >January 6, from 10:30 - noon. > >The results of the 2003 National Assessment of Adult Literacy have >finally been released -- but what do the figures really tell us and >how do we tell our communities and the news media what the numbers >mean in terms of adult learners and adult basic education? Join >ProLiteracy Worldwide's Marsha Tait, senior vice president of public >affairs and Rochelle Cassella, director of marketing and corporate >communications for a presentation and question and answer session on >analyzing and interpreting the 2003 NAAL. This webcast is sponsored >by California Library Literacy Services, in cooperation with >ProLiteracy Worldwide. > >Friday, January 6, 10:30 am - Noon - FREE > >To participate live, go to > >http://rurallibraries.org/webcasts/01-06-06/ > >and take these three easy steps: > >1. Test your computer (using the "Wizard" link at the bottom of the >page) >2. Download and print Speaker Slides and Handouts >3. Register for webcast > >If you can't join us live, come view the archive afterwards at > >http://rurallibraries.org/webcasts/01-06-06/ > >The agenda will include: >* An analysis of the NAAL report >* Suggestions about how to talk to the media about it >* Some ideas about next steps we can all take to ensure good public >relations and public awareness about literacy issues > >About the Technology: A webcast is where the presenters are in a >studio broadcasting live over the Internet, so you don't have to >travel - you can participate at your desktop computer. Some >libraries or literacy programs may want to project the webcast on a >screen in a conference room, so that several participants can watch >together. > >If you have any questions, please contact Dan Theobald at 415-431-0329 >or dtheobald at i2icom.com -- >Dan Theobald >Principal Consultant >i2i Communications >3716 16th Street >San Francisco, CA 94114 >415-431-0329 >FAX: 415-626-9499 >dtheobald at i2icom.com >www.i2icom.com > > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards Discussion >List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > >Center for Literacy Studies, University of Tennessee >EFF Center for Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu > > >---------------------------------------------------- >National Insitute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Thu Jan 5 16:40:57 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 05 Jan 2006 16:40:57 -0500 Subject: [ContentStandards] Upcoming Discussion Announcement- Teaching and Assessing with EFF Message-ID: <5.1.0.14.2.20060105163315.015b72a0@pop.utk.edu> Announcement Please join the National Institute for Literacy Assessment Discussion List (http://www.nifl.gov/mailman/listinfo/Assessment) for a discussion on Teaching and Assessing with EFF Date: January 9 through 13, 2006 Guests: Aaron Kohring, Peggy McGuire, Regie Stites, and EFF Center Staff and Consultants. Aaron Kohring is a Research Associate at the Center for Literacy Studies, University of Tennessee, and is Coordinator of the Equipped for the Future Websites and Moderator of the NIFL Content Standards Discussion List. Peggy McGuire, M.A., is a Senior Research Associate and Equipped for the Future National Consultant at the Center for Literacy Studies, The University of Tennessee. Regie Stites, Ph.D., is Program Manager of the Literacy and Lifelong Learning, Center for Education Policy, SRI International in Menlo Park, CA. Dr. Stites assists EFF in planning assessment development and validation processes. Our discussion will focus on the EFF Assessment Framework, and how EFF assessments are developed for classroom use. Suggested preparations for this discussion: Go to the homepage of the EFF Collection at http://eff.cls.utk.edu/default.htm Ask yourself: what do I know about EFF? Click on Standards (left-hand toolbar) (http://eff.cls.utk.edu/assessment/standards.htm) Ask yourself: what are standards? what's the difference between EFF standards and competencies? Click on Guides (left-hand toolbar) http://eff.cls.utk.edu/assessment/guides.htm Ask yourself: what are EFF Performance Continua and how can I use this in my classroom? Click on Assessment Resource Collection (square red button) (http://eff.cls.utk.edu/assessment/default.htm) Ask yourself: what makes EFF assessments different from other types of assessment? Click on Assessment Tools (left-hand toolbar) (http://eff.cls.utk.edu/assessment/assessment_tools.htm) Ask yourself: is the Read With Understanding Assessment appropriate for my students' needs? Thought-provokers: 1. Pick any EFF standard, read its definition, and imagine what it would look like if you were actually assessing the application of the integrated skill process described in the standard's definition. 2. How often do you feel a need to look for evidence that learning has happened? How does the nature of the evidence you are looking for change as you look for learning within the space of one class session, one week, one week, one course, one year, and so on. Please join us! marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment marie.cora at hotspurpartners.com Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jan 9 14:46:19 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 09 Jan 2006 14:46:19 -0500 Subject: [ContentStandards] NAAL Webcast archived Message-ID: <5.1.0.14.2.20060109144356.03d7d310@pop.utk.edu> Greetings all, The National Assessment of Adult Literacy (NAAL) Web cast that was held with California libraries this past Friday is now archived and can be accessed at http://rurallibraries.org/webcasts/01-06-06/ Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jan 10 09:16:00 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 10 Jan 2006 09:16:00 -0500 Subject: [ContentStandards] Content Standards for ESOL Message-ID: <5.1.0.14.2.20060110090849.03d97ff0@pop.utk.edu> Greetings to all and Happy New Year, I hope the holidays were restful and enjoyable for everyone. I thought this bibliographic resource might be of interest to subscribers. The Center for Adult English Language Acquisition (CAELA) has developed an online resource for Adult Content Standards in ESL: http://www.cal.org/caela/esl_resources/bibliographies/constanbib.html Do any of you currently use any of these resources for ESL instruction? What standards do you find are a best fit for the ESOL population? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jan 10 16:27:47 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 10 Jan 2006 16:27:47 -0500 Subject: [ContentStandards] Fwd: Re: [Assessment] EFF Discussion Begins Today! Message-ID: <5.1.0.14.2.20060110162423.03bf1588@pop.utk.edu> This is cross-posted for your information from this week's guest discussion on the Assessment Discussion List. You can still participate by signing on at: http://www.nifl.gov/mailman/listinfo/Assessment Messages will also be archived later. Aaron >Date: Mon, 09 Jan 2006 15:50:15 -0800 >From: Regie Stites >Subject: Re: [Assessment] EFF Discussion Begins Today! >Sender: assessment-bounces at nifl.gov >To: The Assessment Discussion List >Reply-to: The Assessment Discussion List >Organization: SRI International >X-Accept-Language: en-us, en >X-BeenThere: assessment at nifl.gov >Delivered-to: assessment at nifl.gov >User-Agent: Mozilla/5.0 (Windows; U; Windows NT 5.1; en-US; rv:1.4) > Gecko/20030624 Netscape/7.1 (ax; CDonDemand-Dom) >X-Original-To: assessment at nifl.gov >X-Mailman-Approved-At: Tue, 10 Jan 2006 06:23:37 -0500 >X-Spam-Status: hits=0.946 tests=HTML_10_20,HTML_MESSAGE ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.178.106 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Assessment Discussion List > >Marie and all, >Thanks for invitation to participate in this discussion. I have some >initial thoughts in response to your question about the complexity of >EFF in comparison to competencies. I want to ponder a bit more before >responding to the second part your question about how EFF is different >from other standards? (Thanks to my EFF colleagues Aaron Kohring and >Peggy McGuire for comments and suggestions on an earlier draft of >this. I'm sure they will have more of their own thoughts to add as the >discussion continues). > >The EFF Standards are grounded in different conceptualizations of adult >performance and adult learning than competency-based education (CBE). EFF >is based on an understanding of expertise (high-level human performance) >that comes out of cognitive science research and theory developed in the >late 1970s and elaborated in the 1980s and 1990s. CBE is based on a >somewhat different (and earlier) model of human performance that stems >from cognitive psychology and industrial/organizational psychology >research and theory from the 1960s. The CBE model is fairly simple. It >assumes that human performance can be understood as the ability to >accomplish tasks. It is basically focused on the question "What should >people be able to do?" Researchers studied human performance in various >contexts and analyzed the tasks that people performed in those >contexts. Through large-scale surveys (such as the Adult Performance >Level study - APL) tasks were identified and through task analysis tasks >were placed in a hierarchy from simple to complex. This is the basis for >the scaled lists of CASAS competencies that are the foundation for CASAS >tests. Items on CASAS tests are designed to simulate as closely as >possible, the tasks that people perform in work and life. Through careful >design of test items and analysis of test results (using Item Response >Theory - IRT), CASAS has been able to provide a clear picture of the >relative difficulty of each item (test question) used in the CASAS tests. > >EFF's model of human performance goes several steps beyond this analysis >of the relative difficulty of tasks. EFF focuses on the question "What >should people know and be able to do?" To address this question EFF >researchers developed descriptions of the underlying knowledge, skills, >and strategies, as well as levels of fluency (ease) and independence that >adults use as they apply each EFF Standard (each Standard defined as a >purposeful application of an integrate skill process) in performing >increasingly more challenging tasks. Looking at more of the cognitively >complexity involved in using skills like Reading With Understanding and >Conveying Ideas in Writing is what makes the EFF model appear more >complicated than CBE and CASAS competencies model. This complexity has >the advantage of providing more detailed guidance for learning, >instruction, and assessment. In a competency-based approach, the question >of how someone is able to accomplish a task is left open. The manner in >which knowledge, skills, and abilities are applied to accomplishing a task >is not addressed directly. By contrast, cognitive science approaches >(such as that guiding EFF) let us lift the lid of the black box of human >performance to better understand (and teach and assess) the knowledge, >skills, and strategies that adult learners need to be successful in >performing a wide range of tasks in a wide range of contexts. >Regie Stites >SRI International > >Marie Cora wrote: >> >>Good morning, afternoon, and evening to you all. >> >>I'm pleased to welcome Peggy, Aaron, Regie, and EFF Center Staff to our >>discussion. I've been thinking about this over the weekend, and I have >>a couple of questions to start us off: >> >>For our guests: >> >>-The EFF Standards are complex in terms of what they try to capture in a >>performance. Is this was makes them different from competencies? Or >>perhaps even different from other standards? >> >>For subscribers: I found the "thought-provokers" really helped me to >>focus on a piece of this big picture so I could get a handle on it. Did >>anyone try #1 below? Or perhaps if there are EFF users on the List, you >>might comment on this activity. As for #2 below - I found this question >>helpful because it did make me consider how often and in what ways I >>would look for achievement over time, and it also made me think that I >>would necessarily look for such incremental gains via classroom >>assessment rather than with a high stakes test. >> >>1. Pick any EFF standard, read its definition, and imagine what it >>would look like if you were actually assessing the application of the >>integrated skill process described in the standard's definition. >> >>2. How often do you feel a need to look for evidence that learning has >>happened? How does the nature of the evidence you are looking for >>change as you look for learning within the space of one class session, >>one week, one month, one course, one year, and so on. >> >>Anyway, that's what I was thinking about. How about you? Please post >>your questions and comments! >>Thanks, >>marie >>Assessment Discussion List Moderator >> >> >> >> >> >> >> >>------------------------------- >>National Insitute for Literacy >>Assessment mailing list >>Assessment at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/assessment >> > > > > >------------------------------- >National Insitute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Jan 11 08:06:23 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 11 Jan 2006 08:06:23 -0500 Subject: [ContentStandards] Join or Renew Membership with AALPD for 2006! Message-ID: <5.1.0.14.2.20060111080307.03032c90@pop.utk.edu> Posted on behalf of Jackie Taylor. Dear Colleague: Are you interested in getting more involved with adult literacy professional development? If so, then I hope you will join or renew membership with the Association of Adult Literacy Professional Developers (AALPD) for 2006: http://www.aalpd.org/membership_form.cfm While you are joining or renewing membership this month, you will also have the opportunity to: 1) Vote on this year's slate of officers (by January 31) 2) Vote on the top 6 priorities for AALPD (by January 31) Membership with AALPD is *free*. If you'd like more information about joining AALPD, then please see below. Thanks! Jackie Taylor, List Moderator, Adult Literacy Professional Development, jataylor at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Why should you join or renew your membership? Renewing Membership: As we grow and expand, we need updated information about our members in order to advocate effectively for professional development and provide members with the best possible services. So, we are asking everyone to renew their memberships by registering as an AALPD member in January of each year. ***Please take a moment to update your membership information and *vote* for this year's slate of officers and the top 6 AALPD priorities by visiting: http://www.aalpd.org/membership_form.cfm New Membership/Prospective Members: If you are not yet a member, are you interested in: - getting more involved with adult literacy professional development? - contributing your voice along with other advocates of adult literacy PD? - taking part in establishing (in the eyes of policy makers) the legitimacy of a national association of practitioners committed to adult literacy professional development? We invite you to become a formal member of the Association of Adult Literacy Professional Developers (AALPD). Membership in AALPD is *free* and open to adult educators interested or working in professional development in adult literacy. Individuals join AALPD by completing and submitting the Membership Form: http://www.aalpd.org/membership_form.cfm ============================================================= Vote While You Join or Renew Membership 1) **Members Vote for Slate of Officers by January 31st** On the membership page, you can also VOTE for the current slate of nominated AALPD officers (Chair, Vice-Chair and Secretary-Treasurer). http://www.aalpd.org/membership_form.cfm 2) **Vote on the Top 6 Priorities for AALPD** This year, the AALPD Executive Board is identifying top priorities for AALPD. Ideas for AALPD activities were gathered both from individuals in the field and by the board. Update your membership at: http://www.aalpd.org/membership_form.cfm and scroll to the bottom of the page to vote on the top 6 AALPD priorities. ============================================================= Why should you become a member of AALPD? * It's free! * You can vote for AALPD officers and on special issues that arise (Only AALPD members will be eligible to vote). * We will send you the latest information about upcoming trainings, events and resources. * You can have input into the design of next year's COABE pre-conference session. * You can contribute your voice to our advocacy efforts. * You can help to establish AALPD's legitimacy in the eyes of policy makers by demonstrating a strong membership of concerned practitioners committed to professional development. Thank you for joining or renewing your membership with AALPD. We're glad to have you on board! On behalf of the AALPD Executive Board, Jackie Taylor Adult Literacy Professional Development List Moderator jataylor at utk.edu ===================================================================== The Association of Adult Literacy Professional Developers (AALPD) is a national group for professional developers in adult literacy. As a special interest group within COABE (Commission on Adult Basic Education), AALPD meets at COABE Conferences and other professional development events. AALPD is a member of the National Coalition for Literacy. ===================================================================== Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Thu Jan 12 10:07:45 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 12 Jan 2006 10:07:45 -0500 Subject: [ContentStandards] Education Week report on Standards in Public Education Message-ID: <5.1.0.14.2.20060112100249.03c6b5f0@pop.utk.edu> Greetings all, Education Week has released a report on standards-based education for public (K-12) education (see below). What might we learn from this report to inform the use/implementation of Adult Content Standards? Announcement: "Quality Counts 2006," the 10th edition of EDUCATION WEEK's annual report card on public education in the 50 states and the District of Columbia, is now available online for FREE for a limited time. To access the report, go to: http://www.edweek.org/qc06 This year's report, "Quality Counts at 10: A Decade of Standards-Based Education," examines the overall impact of state efforts to carry out standards-based education over the past decade, exploring the relationship between those changes and student learning gains. In this special edition of "Quality Counts," you'll also find: * personal views by five prominent policy observers on what standards-based policies have accomplished; * detailed state-by-state reports--available online only--showing how states have performed on major education-policy indicators, plus state report cards; and * extensive data tables (provided in PDF and Excel formats) tracking states' progress in student achievement, standards and accountability, teacher quality, school climate, and school finance. http://www.edweek.org/qc06 Also, stay tuned this month for a series of live online chats based on "Quality Counts 2006" and issues surrounding standards-based education. "Quality Counts" is free to registered users until February 4, 2006. Simply go to http://www.edweek.org/qc06 and login to get your 30 days of free access. Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Jan 13 09:38:39 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 13 Jan 2006 09:38:39 -0500 Subject: [ContentStandards] Fwd: [Assessment] Seeking evidence on CBE or EFF Message-ID: <5.1.0.14.2.20060113093759.03b52e00@pop.utk.edu> This message is cross posted from the Assessment Discussion List. Aaron >Date: Fri, 13 Jan 2006 06:01:59 -0500 >From: Marie Cora >Subject: [Assessment] Seeking evidence on CBE or EFF >Sender: assessment-bounces at nifl.gov >To: Assessment Discussion List >Reply-to: The Assessment Discussion List >X-Mailer: Microsoft Outlook, Build 10.0.2627 >Importance: Normal >X-BeenThere: assessment at nifl.gov >Delivered-to: assessment at mail.nifl.gov >Delivered-to: assessment at dev.nifl.gov >X-Original-To: assessment at mail.nifl.gov >X-Mailman-Approved-At: Fri, 13 Jan 2006 05:51:22 -0500 >X-Spam-Status: hits=0 tests= ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.178.33 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Assessment Discussion List > >The following post is from Tom Sticht. > > > >January 12, 2006 > >Competency- or Standards-Based Education for Adult Literacy Education: >Faith-Based or Evidence-Based? > >Tom Sticht >International Consultant in Adult Education > >In the K-12 system standards-based education has been around now for the >last decade, and has been reinforced by President Bush's No Child Left >Behind program. Unfortunately, data from the National Center for >Education >Statistics released this year indicate that from 1971 up to 2004, a >graph >of average scores on the NAEP for 9, 13, or 17 year olds for the thirty >year period from 1971 to 2004, on a scale ranging from 200 to around 320 >scale scores, shows that 9 year olds increased from 208 in 1971 to 215 >in >1980, then fell to 209 in 1990 and then rose again to 219 in 2004. This >is >only 4 scale score points higher than in 1980. This is evidence of ups >and >downs over a thirty year period but no real improvement. There is a more >pronounced lack of evidence of any average improvement in reading for 13 >and 17 year olds over this period. > >The lack of evidence for gains by 9 year olds is made even more >apparent, >and disappointing, when the data for 9 year olds at differing >percentiles >of achievement are examined. In 1971 students at the 90th percentile >scored >260, then rose gradually to 266 in 1990 and then fell to 264 in 2004. >Nine >year olds at the 50th percentile scored as indicated above. Really >poorly >reading students, those at the 10th percentile scored 152 in 1971, then >rose to 165 in 1980 and then rose again to 169 in 2004, though the >latter >was not statistically greater than 25 years ago in 1980. > >Thirteen year olds at the 10th percentile scored 208 in 1971, rose to >213 >in 1988, and then fell to 210 in 2004. The least able 17 year old >readers, >those at the 10th percentile, scored 225 in 1971, rose to 241 in 1988, >and >then fell to 227 in 2004. > >Though there were some improvements in the scores for 9 year old >African-Americans and Hispanics from 1988, scores for 13 year olds were >flat and they actually dropped for 17 year olds. Hence there is little >evidence for the practical impact of standards-based education on the >reading skills of various ethnic groups in over the last decade and a >half. > >The data for the three decades from 1971 to 2004 do not show substantial >increases in reading achievement for 9, 13, or 17 year olds at various >percentile ranks, even for the decade after the start of standards-based >education. The NCES data do show that as children go up through primary, >elementary, and secondary school, they do get better at reading across >the >percentile spectrum. But in 2004 the bottom ten percent of 17 year olds >scored below the median for 13 year olds, and were just 6 scale score >points above the median for 9 year olds. These poorly scoring students >will >no doubt be those who will later discover the real life importance of >literacy and will enter into adult basic education to try to gain skills >needed to support themselves and their families. > >Mathematics >Regarding mathematics, there were gains for 9 and 13 year olds across >the 30 >year period starting in 1971, but no evidence that the implementation of >standards-based education in the decade of the 1990s up to the present >made >any acceleration in the rate of improvement which started before the >standards-based education movement. And for 17 year old >African-Americans >there were declines in mathematics from 1990 to 2004 and declines for >Hispanics from 1992 to 2004. > >Overall, the NCES long term trend data for reading and mathematics do >not >support the claim that standards-based education over the last decade >has >had a positive effect on student achievement in these curricula areas. > >Efforts to implement either competency-based or standards-based >education >in adult literacy education over the last quarter system have also >produced >no evidence to support these reforms. There has been no evaluation of >the >Equipped for the Future (EFF) effort and the Comprehensive Adult Student >Assessment System (CASAS) with its competency-based education (CBE) >approach has produced no evidence that programs implementing CBE are >more >effective than programs that do not implement CBE. > >At the present time, then, the movement to implement either CBE or EFF >content standards education in adult literacy education is progressing >as a >faith-based rather than an evidence-based movement. > >Thomas G. Sticht >International Consultant in Adult Education >2062 Valley View Blvd. >El Cajon, CA 92019-2059 >Tel/fax: (619) 444-9133 >Email: tsticht at aznet.net > > > > >------------------------------- >National Insitute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Jan 13 18:59:05 2006 From: akohring at utk.edu (akohring) Date: Fri, 13 Jan 2006 18:59:05 -0500 Subject: [ContentStandards] New Grant Writing Discussion Message-ID: <43C89CE0@webmail.utk.edu> From: "Sylvia Lieshoff" Date: January 13, 2006 1:40:58 PM EST To: Subject: New Grant Writing Discussion Reply-To: Participate in the VLC Effective Grant Writing Discussion Forum? Does your organization rely on grants to pay for staffing, training, new equipment, and other organizational operations? Do you find it increasingly challenging to target funders, develop successful grant proposals, and provide effective project reporting and evaluation? From January 17 - 27, Verizon Literacy Campus (VLC) will offer a moderated discussion on the VLC Discussion Forum about the following facets of the grant writing process: Research: finding appropriate funding sources Relationship: building connections and associations with your funder Request: writing and submitting the proposal Reporting: evaluating your grant project and demonstrating accountability to your funder The guest moderator for this discussion will be Jim Aiello, development officer for ProLiteracy Worldwide. During the nine-day period, questions will be posted on the Forum for participants to discuss. As moderator, Jim will answer and pose additional questions and topics for participants. At the end of the period, this discussion will be archived on the VLC site.? You can access the discussion by doing the following anytime beginning January 17: To read the messages posted to the Effective Grant Writing forum: 1. Go to www.literacycampus.org. 2. Click on "Discussion Forums" in the upper left menu bar. 3. Click on "For Program Staff". To respond to messages in the Effective Grant Writing discussion: Follow steps 1 and 2 above. If you are a new user, click on "Register" and complete the form displayed on your screen. Please note that you can control whether or not your e-mail address is displayed in your postings. If you have already registered for a VLC Discussion Forum: 1. Click on "Log In" and enter your user information. 2. Go to the Discussion Forum page at: http://www.literacycampus.org/discussion/index.asp 3. Click on "For Program Staff". You will see several topics displayed. 4. Click on "Effective Grant Writing". You will see a welcome message from Jim Aiello containing information about this discussion as well as instructions for accessing helpful resources in the VLC Library. New topics about grant writing will be posted regularly during the nine days of this moderated discussion. You are free to post responses to the questions or to post new topics for the participants to discuss.? Please remember to visit the Discussion Forum page frequently to see new questions and postings. Additional resources will be made available in the VLC Library as supplemental background and information. Sylvia C. Lieshoff Verizon Literacy Campus: www.literacycampus.org Aaron Kohring Research Associate University of Tennessee, Center for Literacy Studies Phone:(865)974-4109 Fax:(865)974-3857 e-mail: akohring at utk.edu From kabeall at comcast.net Mon Jan 16 18:48:30 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 16 Jan 2006 18:48:30 -0500 Subject: [ContentStandards] New from NCSALL--Review of Adult Learning and Literacy, Volume 6 Message-ID: <005501c61af7$5b247cc0$0202a8c0@your4105e587b6> The newest volume of the Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice (Vol. 6, 2006) is now available from NCSALL. For more information, please visit the NCSALL Web site at http://www.ncsall.net. It includes chapters on: ? demographic change and low-literacy Americans ? the role of vocabulary in adult basic education (ABE) ? implications of research on spelling for ABE ? issues in teaching speaking skills to adult ESOL learners ? the preparation and stability of the ABE teaching workforce ? the adult literacy system in Ireland ? broad-based organizing as a vehicle for promoting adult literacy To order the Review of Adult Learning and Literacy, Volume 6, visit Erlbaum?s Web site (https://www.erlbaum.com/shop/tek9.asp?pg=search&mode=regular). To order Volume 6 at a 30% discount from NCSALL, go to our Order Form (http://www.ncsall.net/?id=1002); limited quantities available. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060116/5702ac59/attachment.html From akohring at utk.edu Tue Jan 17 09:40:03 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 17 Jan 2006 09:40:03 -0500 Subject: [ContentStandards] Live Chat: Rethinking National Standards Message-ID: <5.1.0.14.2.20060117093718.03e06120@pop.utk.edu> Greetings all, Education Week is hosting an online chat regarding the Quality Counts report that I referenced last week. Aaron Join us Wednesday, Jan. 18, from 3 p.m. to 4 p.m., Eastern time, for an online chat with guest Diane Ravitch on national standards, curricula, and tests. In a commentary piece published in EDUCATION WEEK's recently released QUALITY COUNTS 2006 report, "Quality Counts at 10: A Decade of Standards-Based Education," Ravitch contends that standards-based education reform has been compromised because each of the 50 states sets its own standards and monitors its own progress, creating mixed messages about what students should know and be able to do and incentives for the states to lower existing standards so as to demonstrate "progress." Ravitch argues that adopting national standards is the best way to solve the problem of inconsistent standards and to prevent states from lowering passing scores on state exams to show progress. Read Diane Ravitch's Commentary: http://www.edweek.org/ew/articles/2006/01/05/17ravitch.h25.html This chat will focus on the impact that adopting national standards could have on standards-based reform, and address how the National Assessment of Educational Progress could serve as a blueprint for national standards. Please join us for this special live Web chat. http://www.edweek-chat.org Submit advance questions here: http://www.edweek-chat.org/question.php3 No special equipment is needed to participate in this text-based chat. A complete transcript will be posted shortly after the chat is completed. Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jan 17 16:08:10 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 17 Jan 2006 16:08:10 -0500 Subject: [ContentStandards] non-reader who wants info on adult ed (clarification) Message-ID: <5.1.0.14.2.20060117160530.03d9b770@pop.utk.edu> This is a posted clarification on behalf of Cesar Watts. Thank you for your reply but let me clarify my request, as I'm actually looking for different information. The learner that I referenced in my previous request is actually looking for resources that she can use to educate herself, and in turn, educate her children on her own. She is not interested in participating in or attending any formal programs. Do you have any advice about information that I can share with her (for example, internet sites with literacy lesson plans for adults/children, reference books, etc.)? Cesar Watts Read Out Loud Hotline Coordinator Sent: Monday, January 16, 2006 10:59 AM Subject: non-reader who wants info on adult ed Dear Friends: Do you have any advice for me to share with an adult non-reader(native english speaker) who is interested in obtaining information about basic reading and writing? A woman called me the other day and she is interested in educating herself and supporting her children's emerging literacy skills. I can help her out in relation to children's literacy, but wasn't sure where to send her for adult education information, as she has very low literacy skills. Cesar Watts Read Out Loud Hotline Coordinator DC LEARNs www.readoutloud.org www.dclearns.org 1-866-732-3688 Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From bhuson at hotmail.com Wed Jan 18 17:45:25 2006 From: bhuson at hotmail.com (Betty) Date: Wed, 18 Jan 2006 14:45:25 -0800 Subject: [ContentStandards] non-reader who wants info on adult ed(clarification) References: <5.1.0.14.2.20060117160530.03d9b770@pop.utk.edu> Message-ID: Aaron, You may want to check out this site: http://alri.org/literacylist.html Betty Huson Literacy Coordinator Colusa County Library 738 Market Street Colusa CA 95932 530.458.0373 bam1 at citlink.net bhuson at hotmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060118/d5dcdd7b/attachment.html From akohring at utk.edu Mon Jan 23 10:55:26 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 23 Jan 2006 10:55:26 -0500 Subject: [ContentStandards] new resources for Teaching Adults to Read Message-ID: <5.1.0.14.2.20060123104953.03c6de40@pop.utk.edu> Greetings all, The Partnership for Reading has 2 new resources available on Reading instruction: http://www.nifl.gov/partnershipforreading/publications/adult.html Applying Research in Reading Instruction for Adults: First Steps for Teachers (December 2005) This book seeks to build adult literacy instructors' knowledge of scientifically based reading research and provide basic guidance on how to use it in the classroom. Teaching Adults to Read (Fall 2005) The emerging principles and trends explicated in Research-Based Principles for Adult Basic Education Reading Instruction are here distilled into a short booklet. Teaching Adults to Read addresses each component of reading-alphabetics, fluency, vocabulary, and comprehension-from the teacher's perspective, defining each term, highlighting its importance, describing how it is assessed, and exploring its implications for teachers. Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jan 23 16:39:40 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 23 Jan 2006 16:39:40 -0500 Subject: [ContentStandards] Career Opportunities at the National Institute for Literacy Message-ID: <5.1.0.14.2.20060123163820.03c4cd50@pop.utk.edu> The National Institute for Literacy is launching projects in new areas and seeks additional staff members, including those with expertise in early literacy, English language acquisition, and workforce and basic skills development. Other positions include: Associate Directors for Communication and Programs, Contract Specialists, Human Resources Officer, Budget and Policy Analyst. For more information on career opportunities with the National Institute for Literacy and how to apply please visit: http://www.nifl.gov and click on Career Opportunities. Please review instruction on How to Apply. Incomplete applications will not be accepted. Questions regarding these positions should be submitted to staff_search at nifl.gov Note: Applications will be accepted until 3:00 p.m. February 10, 2006. Shelly Coles National Institute for Literacy Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jan 23 17:06:11 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 23 Jan 2006 17:06:11 -0500 Subject: [ContentStandards] Discussion of State Professional Development Systems Message-ID: <5.1.0.14.2.20060123170132.03c48b50@pop.utk.edu> Posted on behalf of Jackie Taylor, Moderator for the Adult Literacy Professional Development Discussion List. Colleagues: The Adult Literacy Professional Development Discussion List is hosting a disscussion of "State Professional Development Systems," featuring professional development offered both regionally in New England and in the following states: California, Florida, Massachusetts, New Mexico, New York, Ohio, and Rhode Island. Colleagues from all states are invited to participate and share their work or experiences with state PD! To participate, subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment See below for the list of guests participating. I hope you will be able to join us! Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Topic: State Professional Development Systems Discussion Dates: January 30 ? February 10 Guest Facilitator: Cassie Drennon Bryant, President, Cassandra Drennon & Associates, Inc. To participate: Subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment General Overview: Join our guests to discuss a broad range of topics on how state professional development (PD) systems work, including (but not limited to): funding, leadership, structure, provision of PD, policy, state initiatives, assessment and evaluation, continuous improvement, and other related issues. The discussion is open to anyone who would like to share their work or experiences with state PD. Guests from the following seven states and one region will be joining us in discussion and participating on behalf of their professional development entities/organizations: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ GUESTS New England Silja Kallenbach, Coordinator, New England Literacy Resource Center (NELRC)/World Education California Mary Ann Corley, Ph.D., Principal Research Analyst and California Adult Literacy Professional Development Project (CALPRO) Director, American Institutes for Research Erik Jacobson, Research Analyst, American Institutes for Research/CALPRO Wendi Maxwell, Education Programs Consultant, California Department of Education Florida Teresa G. Bestor, State Director of Adult Education and Compliance Monitoring, Division of Community Colleges and Workforce Education, Florida Department of Education Debra Hargrove, Coordinator, Florida TechNet Massachusetts Mina Reddy, Director, System for Adult Basic Education Support (SABES) Central Resource Center, World Education Steve Reuys, Director, Adult Literacy Resource Institute/Greater Boston SABES Regional Support Center George Kohout, Director, SABES Western Regional Support Center and has worked for five years as Technology Coordinator New Mexico Nick Evangelista, Executive Director, New Mexico Adult Education Association New York Ira Yankwitt, Director of the New York City Regional Adult Education Network (NYC RAEN), Literacy Assistance Center Ohio Jeff Fantine, Director of the Central/Southeast ABLE Resource Center at Ohio University, participating on behalf of the Ohio ABLE Resource Center Network Rhode Island Janet Isserlis Project Director, Literacy Resources/RI ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To participate, subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment See you on the list! Best, Jackie Taylor Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Jan 25 14:53:26 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 25 Jan 2006 14:53:26 -0500 Subject: [ContentStandards] News update on standards-based events and trainings from EFF Center Message-ID: <5.1.0.14.2.20060125144912.03b98678@pop.utk.edu> Greetings all, Here is a news update on events and standards-based trainings from the Equipped for the Future (EFF) Center. Aaron Equipped for the Future First Monday January February 2006 Happy New Year to all! Report on the New Destinations to Literacy, Learning and Life: A National Conference on Adult Education December 14-15, 2005, Trump Plaza Hotel, Atlantic City, NJ We are pleased to announce that this conference, coordinated with our partners the New Jersey State Employment and Training Commission, was a great success. Both the number of proposals submitted, in response to the Request for Proposals, and the subsequent number of conference participants exceeded our original expectations for this event. The 507 participants registered for December 14th and the 284 registered for December 15th represented twenty-one states and two countries in addition to the United States Canada and India. Twenty- one EFF sessions were conducted over the course of the 2 days. The EFF plenary session, which provided an entertaining view of EFF's past, present and future, received a rave review. New Jersey is posting the presenters' slides as they receive them. To view these materials on their website, www.njsetc.net, go to Current News/Events and then to Conference and Events. Hope to see you there next year. The EFF Leadership and Capacity Building Initiative The programs involved in this EFF Leadership and Capacity Building Initiative, a project funded by The UPS Foundation, have completed their program improvement stories, which will be posted on the Program Leadership and Improvement Special Collection website beginning in early February. Shortly after the first story is posted, the PLI Discussion List will host two of the program team leaders as guest speakers. For more information and to read these stories, you can subscribe to the PLI Discussion List and receive the announcements and exact dates for the "airing" of the stories. There are actually two ways that folks can subscribe to the Program Leadership and Improvement Discussion List. 1. Go to the PLI Special Collection web site at http://pli.cls.utk.edu and click the "Click Here to Join the PLI Discussion List" button in the middle of the page. 2.Go directly to the discussion list sign-up page at http://www.nifl.gov/mailman/listinfo/Programleadership Update on EFF Discussion List The EFF Discussion List hosted by the National Institute for Literacy has been renamed the Adult Education Content Standards Discussion List. (http://www.nifl.gov/mailman/listinfo/Contentstandards) The intent is to broaden the discussion on Content Standards in the adult literacy field. We hope the list will provide opportunities for you to post questions, issues, concerns, and discoveries that you would like to share and get feedback about and will serve as a gateway for locating information and resources regarding adult education content standards. Aaron Kohring, moderator for this list, encourages you to join the list if you are not already subscribed (see link above) and to continue to contribute your questions, comments, and concerns related to Adult Education Content Standards issues including adopting/adapting/developing Standards, using EFF Standards or other Standards for instruction and assessment, and other related topics. If you have a particular burning question that you would like raised, feel free to post it to the list or contact Aaron directly at akohring at utk.edu. EFF Professional Development/Training Update January 11-12 New Jersey Math Training January 17-19 Oregon, Teaching Adult Intermediate Readers January 19 20 Oklahoma, Math Training, Session 2 of 3 January 27 Maine, Using Authentic Math Materials, Session 1 January 26 27 Rhode Island, Pawtucket Adult Education Program, Session 1 January 23 February 17Tennessee, Math Online Course January 30 February 3Oklahoma, Site visits February 3 Maine, Using Authentic Materials, Session 2 February 7 Rhode Island, Math Training, Session 2 February 8 9 District of Columbia, Site visit February 17 District of Columbia, Math Training, Session 1 February 23 24 Rhode Island, Pawtucket Adult Education Program, Session 2 February 28 Rhode Island, ESL Training, Session 1 Diane P. Gardner EFF Center The University of Tennessee Center for Literacy Studies 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 865-974-9949 dgardner at utk.edu Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jan 31 08:29:35 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 31 Jan 2006 08:29:35 -0500 Subject: [ContentStandards] Live Chat- What's Next for Standards-Based Reform? Message-ID: <5.1.0.14.2.20060131082054.03bdca28@pop.utk.edu> Greetings all, See below for information regarding a live chat on suggested next steps for standards-based reform in public education. I was particularly struck by the sentence that says "Mr. Smith argues that the nation needs to embark on a second phase of standards-based education reform with a better performance-accountability system that sets meaningful performance standards for students, provides adequate resources to succeed, and provides help to low-performers while rewarding success." Does this statement apply to the adult education system? Aaron ************************************************************************ Live Chat From edweek.org When: Wed., Feb. 1, 3p.m., Eastern time Where: http://www.you-click.net/GoNow/a15864a141653a377773113a2 Topic: QC06: What's Next for Standards-Based Reform? Join Marshall S. Smith, program director for education at the William and Flora Hewlett Foundation, for this engaging live chat on standards-based reform. In his recent Commentary for "Quality Counts at 10: A Decade of Standards-Based Education" Mr. Smith argues that the nation is making substantial and promising gains in student achievement, but that the gains are not enough. Mr. Smith argues that the nation needs to embark on a second phase of standards-based education reform with a better performance-accountability system that sets meaningful performance standards for students, provides adequate resources to succeed, and provides help to low-performers while rewarding success. What do you think? Get your questions in now. http://www.you-click.net/GoNow/a15864a141653a377773113a1 For background, read Mr. Smith's Commentary: "What's Next?: Our Gains Have Been Substantial, Promising, But Not Enough" http://www.you-click.net/GoNow/a15864a141653a377773113a0 from "Quality Counts at 10: A Decade of Standards-Based Education." Post your questions beforehand, here: http://www.you-click.net/GoNow/a15864a141653a377773113a1 No special equipment other than Internet access is needed for this text-based chat. A complete transcript will be posted shortly after the completion of the chat. Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jan 31 08:41:11 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 31 Jan 2006 08:41:11 -0500 Subject: [ContentStandards] Welcome to the Adult Education Content Standards Discussion List! Message-ID: <5.1.0.14.2.20060131083248.03d6aff0@pop.utk.edu> Welcome to the Adult Education Content Standards Discussion List! As there have been many new subscribers to the list in the past few weeks, I wanted to say an extra hello. We hope you will find that the postings on this list contribute to your professional development. If you are new to the list, I'd encourage you to post a brief message introducing yourself, your program, and your interests. Or if you simply have a burning question, feel free to post it to our colleagues on the list. *** A note to all subscribers, the email address to send messages to the list has been updated. Please use this address when sending messages: contentstandards at nifl.gov Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Feb 6 10:22:31 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 06 Feb 2006 10:22:31 -0500 Subject: [ContentStandards] English language discussion on adolescent learners Message-ID: <5.1.0.14.2.20060206101922.03da9ad0@pop.utk.edu> For those working with standards and English language learners, the following discussion may be of interest to you. Regards, Aaron *************************************************** The Adult English Language Learners is planning an online discussion on adolescent learners in adult ESL/ESOL classes from February 8-14, 2006. To join the English language list, please go to http://www.nifl.gov/lincs/discussions/discussions.html and follow the directions for subscribing. ********* Adolescent English language learners (ELLs) are a growing population in secondary schools and a steady presence in postsecondary (adult) education programs. Many of you have experienced the unique characteristics and needs that adolescent ELLs present in the adult ESL classroom. Like their adult counterparts, some of these adolescents may be undocumented or may not have high literacy or education levels in their native languages. They may be trying to juggle work, education, community, and family responsibilities both here and in their native countries. Some may be struggling with cross-generational reunification issues. Others may have been born and raised in the U.S. but failed to succeed in traditional K-12 schooling. Despite their varied educational, social, and cultural backgrounds, these adolescents have one thing in common - their developmental stage and related needs may set them apart from the adult students in your classes. As high school exit criteria grow more demanding in the United States, students with limited or interrupted schooling are finding it difficult to graduate within the timeframes traditionally allocated for high school study. As a result, these students are turning to adult education to earn high school diplomas, increase their job skills, and improve their English language proficiency. On February 8-14 Sarah Young, author of Adolescent Learners in Adult ESL Classes, http://www.cal.org/caela/esl_resources/briefs/adolescent.html will lead a discussion and respond to questions about this topic. Sarah is an instructor at the Arlington Education and Employment Program (REEP) in Arlington, Virginia. She is also an adult ESL content specialist at the Center for Applied Linguistics where she works on several projects related to adolescent and adult English language learners. On February 8, Sarah will summarize some of the issues related to adolescents studying in adult ESL/ESOL classrooms (e.g., who these learners are and why they are in adult ESL/ESOL classes, what instructional strategies may work well with this population, what types of educational opportunities may be available). To review the topic before the discussion, please read brief (above), which includes an extensive bibliography. We hope you will share your own experiences, advice, and comments, before, during, and after the days that Sarah leads the discussion and fields questions. If questions or comments are raised before next Tuesday, I will forward them to Sarah. You may also send comments or questions to me off the list at lterrill at cal.org Lynda Terrill English Language Discussion List Center for Adult English Language Acquisition Center for Applied Linguistics 4646 40th St, NW Washington, DC lterrill at cal.org tel 202-362-0700 fax 202-363-7204 http://www.cal.org/caela Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Feb 7 09:38:44 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 07 Feb 2006 09:38:44 -0500 Subject: [ContentStandards] Review of Adult Literacy Education Message-ID: <5.1.0.14.2.20060207093708.03d36410@pop.utk.edu> Posted on behalf of Tom Sticht *************************************************************************** Collegues: I have been asked to prepare a chapter for a Handbook on Literacy that will be published by Cambridge University Press. Following is a brief title and outline that I am currently using to think about the work. Some questions I have for you follow below after the outline of topics: "Adult Literacy Education in Industrialized Nations Thomas Sticht In several industrialized nations activities are underway to extend the right to basic literacy education to adults. Having for many decades provided a variety of programs, many arising from charitable work by religious groups and others, activities are today underway to transform these many local, independently acting programs into systems of state-supported, free education for adults across the life span. This paper discusses activities in three industrialized nations under five categories: 1. Scale of Need: determining how many adults are in need of adult literacy education. 2. Access to Provision: determining how many adults are aware of, have access to and enroll in adult literacy education provision. 3. Nature of Provision: determining the nature of the delivery system for meeting the needs of adult literacy provision, including the use of information and communication technology (ICT). 4. Quality of Provision: determining the nature of and need for improved instructional quality, including teacher qualifications and establishing content and outcome standards for programs. 5. Accountability of Provision: improving methods for determining achievements of programs in terms of student learning outcomes and broader impacts for the adult, family, workplace and community. The paper will acquaint readers with issues, challenges, and accomplishments arising from this movement to transform local adult literacy education programs into national systems of adult education in industrialized nations." Questions: I want to review the best work I can to flesh out the chapter so I am asking for any references you think I should read in pursuit of this work. What are two or three of the most important books, papers, research studies, policy papers, etc. that you think have contributed to your thinking and/or practice in adult literacy education in your nation? What are the two or three most important trends to have emerged in adult literacy education in your nation in the last quarter century? What direction do you see adult literacy education taking in your nation in the next ten years or so? What is the most important research in adult literacy education that you have come across that has influenced educational practice in your nation? Thanks for any responses you may have to these questions or any other directions that you think I should consider going in the development of this chapter. You can respond on the list or directly to me at tsticht at aznet.net. Thanks, Tom Sticht Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Feb 7 09:47:06 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 07 Feb 2006 09:47:06 -0500 Subject: [ContentStandards] National Reading Conference Message-ID: <5.1.0.14.2.20060207094604.03bfc728@pop.utk.edu> ************************** National Reading Conference ? J. Michael Parker Award The National Reading Conference (NRC) ? 56th Annual Meeting will take place in Los Angeles, CA, from November 29 to December 2, 2006. The conference covers a wide range of literacy related topics, including sessions on adult literacy. Information about the annual meeting is available at http://www.nrconline.org/. I encourage adult literacy researchers to join the dialogue at the meeting and to consider submitting proposals In addition, to encourage research on adult literacy, NRC has established the J. Michael Parker Award. This award is given to graduate students and untenured professors who present research on adult learning or education at the annual meeting. More information and submission guidelines are available in the meeting?s Call for Proposals - http://www.nrconline.org/pdf/2006callforproposals.pdf Erik Jacobson Chair, J. Michael Parker Award Committee National Reading Conference Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Feb 8 10:04:21 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 08 Feb 2006 10:04:21 -0500 Subject: [ContentStandards] Questions for Discussion on Struggling ESOL Learners Message-ID: <5.1.0.14.2.20060208100147.03d8bec8@pop.utk.edu> See below for more information on an upcoming discussion on the Focus on Basics Discussion List. Aaron ******************************************************************** Hi All! I invite you to join us next week on the Focus on Basics list, for a discussion about ESOL learners who seem "stuck". When: Wed, Feb. 15th - Wed, Feb 22nd Where: On the Focus on Basics Discussion List (You can subcribe for the week and then unsubscribe.) Go to: www.nifl.gov/mailman/listinfo/focusonbasics Who and What: Robin Schwarz, a longtime LD specialist, researcher and ESOL tutor, will discuss her recent article, "Taking a Closer Look at Struggling ESOL Learners ", about ESOL learners who seem "stuck", and how we can find the real reasons for their struggles and find ways to get them back on track. You can find this article at: http://www.ncsall.net/index.php?id=994 Following are some questions to think about as we prepare to discuss this article. If you have staff meetings coming up, I encourage you to use them as a chance to discuss the following questions as they relate to your center or program. Discussion Questions 1. Stories: Have you had struggling learners in your program? How common do you think this problem is? Do you want to share a story of a learner you have worked with, and tell us how you were able to find out the issue, and what you did to help? 2. Physical Disabilities: How do we screen for them and what specific accommodations can we make in the class or program for them? 3. Intake/Counseling Procedures: What does your center or program do for a routine intake? What is the procedure to address a learner who is not progressing? How well do you get at factors such as physical and health problems, living situations, amount and nature of literacy skills, nature of the primary language and cultural communication style? 4. Responding: Once there is a reason discovered for a learner's struggles, how well-equipped are you to respond to the problem? How do you learn how to accommodate a hearing or visual problem? What do you do for the learner with anxiety or depression? Do you have access to a consulting teacher, or someone knowledgeable in the complexities of a given culture's communication style (as in the example of the Sudanesemen in the article)? 5. Staff Training/Professional Development: What kind of training do we all need in order to ensure that our intake procedures are complete and appropriate? What kind of training will help us to respond an effective way? 6. Did This Article Change Something You Do? Share with us anything that you changed, did, started, or stopped as a result of reading this article. Why? What result did you get? 7. What Connections Did You Make With This Article? Even if you did not change anything, did it ring a bell or hit home to you in some way? We'll see you next week for the discussion! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Feb 10 08:37:47 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 10 Feb 2006 08:37:47 -0500 Subject: [ContentStandards] Celebrating Black History Month February 2006 Message-ID: <5.1.0.14.2.20060210082742.03bf8c00@pop.utk.edu> Posted on behalf of Tom Sticht in Celebration of Black History Month. Is anyone using opportunities such as this in their planning process for teaching and learning? How does a standards-based approach fit into that process? Aaron ****************************************************************************** Celebrating Black History Month February 2006 Three Black Ladies of Adult Literacy Education In the Struggle for Social Justice in the United States Tom Sticht International Consultant in Adult Education In Black History Month we celebrate the history of African-Americans in the United States. In this history, nothing is more important than the struggle of slaves, freedmen, and oppressed African-Americans to learn to read and write and to use these literacy skills to obtain their civil rights. In this history, three great African-American ladies stand out from thousands of others because of the remarkable circumstances under which they labored to help African-Americans gain the dignity and confidence they needed to stand up for their rights. This is a brief summary of some of the contributions of these three African-American ladies of literacy and liberty. Suzie (Baker) King Taylor (1848-unknown) Susie (Baker) King Taylor was born a slave in Savannah, Georgia in 1848. She was raised by her grandmother who sent her and one of her brothers to the home of a free women to learn to read and write, even though it was against the law for slaves to learn to read and write. As she explained in her 1902 book, "We went every day with our books wrapped in paper to prevent the police or white persons from seeing them." (Taylor in Lerner, 1972) During the Civil War the Union Army initiated the practice of enlisting freed African-Americans. But it was soon apparent that there were problems in using these men as soldiers. Among other problems, it was difficult for officers to communicate with illiterate former slaves. So promotion and advancement in the army was difficult for the African-American soldiers. Many of them blamed this situation on their lack of education. In response to these needs, many officers initiated programs of education for the former slaves. One officer, Colonel Thomas W. Higginson of the 33rd U. S. Colored Troops, appointed the chaplain as the regimental teacher. Higginson reportedly saw men at night gathered around a campfire, "spelling slow monosyllables out of a primer, a feat which always commands all ears, " and he observed that, "Their love of the spelling book is perfectly inexhaustible, -they stumbling on by themselves, or the blind leading the blind, with the same pathetic patience which they carry into everything. The chaplain is getting up a schoolhouse, where he will soon teach them as regularly as he can. But the alphabet must always be a very incidental business in a camp." (Cornish, 1952). One of the people whom the chaplain engaged in teaching soldiers of the 33rd to read and write was Susie King Taylor (Blassingame, 1965). She went with the regiment to Florida where she reported that "I learned to handle a musket very well while in the regiment and could shoot straight and often hit the target. I assisted in cleaning the guns and used to fire them off, to see if the cartridges were dry, before cleaning and re-loading , each day. I thought this was great fun." (Taylor in Lerner, 1972, p. 101). Describing something of the conditions under which she worked, Taylor said, "Outside of the Fort were many skulls lying about; I have often moved them one side out of the path.The comrades and I would have wondered a bit as to which side of the war the men fought on, some said they were the skulls of our boys; some said they were the enemies; but as there was no definite way to know, it was never decided which could lay claim to them. They were a gruesome sight, those fleshless heads and grinning jaws, but by this time I had become used to worse things and did not feel as I would have earlier in my camp life. ?(Taylor in Lerner, 1972) According to Taylor, "I taught a great many of the comrades in Company E to read and write when they were off duty, nearly all were anxious to learn. My husband taught some also when it was convenient for him. I was very happy to know my efforts were successful in camp also very grateful for the appreciation of my services. I gave my services willingly for four years and three months without receiving a dollar." (Taylor in Lerner, 1972) Throughout the Civil War, thousands of teachers, some modestly paid and many volunteers, worked often under very arduous conditions, such as described above by Suzie King Taylor, to educate the newly freed slaves who came to fight for the preservation of the United States of America. In just the Union Army?s Department of the Gulf (Louisiana, Mississippi, Alabama,Texas) by 1864 there were 95 schools with 9,571 children and 2,000 adults being taught by 162 teachers. By the war?s end it was estimated some 20,000 African-American troops had been taught to read "intelligently" (Blassingame, 1965). Harriet A. Jacobs (1813-1897) Harriet A. Jacobs was born a slave. But even though it was unlawful to teach slaves to read, Jacob?s mistress, the daughter of her owners, taught her to read and write. As she reached puberty, Jacob?s master started to make moves on her for sexual favors and subjected her to other abuses. So she ran away and hid at her grandmother?s house. She hid in a garret between the ceiling and roof that was about seven feet wide, nine feet in length and only three feet high at the highest point. She hid there for seven years! In 1861, Jacobs wrote a book entitled, "Incidents in the life of a slave girl written by herself." In it she tells the story of her work to help an older black man, a slave like her, learn to read so he could reach for a greater reward for himself at the end of his life. In Jacob?s own words of her time: "I knew an old black man, whose piety and childlike trust in God were beautiful to witness. At fifty-three years old he joined the Baptist church. He had a most earnest desire to learn to read. He thought he should know how to serve God better if he could only read the Bible. He came to me, and begged me to teach him. He said he could not pay me, for he had no money; but he would bring me nice fruit when the season for it came. I asked him if he didn?t know it was contrary to law; and that slaves were whipped and imprisoned for teaching each other to read. This brought the tears into his eyes. "Don?t be troubled, Uncle Fred," said I. "I have no thoughts of refusing to teach you. I only told you of the law, that you might know the danger, and be on your guard." He thought he could plan to come three times a week without its being suspected. I selected a quiet nook, where no intruder was likely to penetrate, and there I taught him his A, B, C. Considering his age, his progress was astonishing. As soon as he could spell in two syllables he wanted to spell out words in the Bible. The happy smile that illuminated his face put joy into my heart. After spelling out a few words he paused, and said, "Honey, it ?pears when I can read dis good book I shall be nearer to God. White man is got all de sense. He can larn easy. It ain?t easy for ole black man like me. I only want to read dis book, dat I may know how to live; den I hab no fear ?bout dying." I tried to encourage him by speaking of the rapid progress he had made. "Hab patience, child," he replied. "I larns slow." At the end of six months he had read through the New Testament, and could find any text in it.":End Quote The Freedmen?s Schools. Later in her life, after achieving her freedom, Jacobs taught school for former slaves in what were called the Freedmen?s Schools. These schools were set up after the Civil War when the U. S. Congress created the Bureau of Refugees, Freedmen, and Abandoned Lands as the primary agency for reconstruction. This agency was placed under the jurisdiction of the War Department and was popularly known as the Freedmen?s Bureau. The Freedmen?s Bureau provided education for freed former slaves engaging teachers who were primarily from voluntary organizations such as the American Missionary Association. Collectively these organizations became known as Freedmen?s Aid Societies. Between 1862 and 1872, fifty-one anti-slavery societies, involving some 2,500 teachers and over 2,000 schools, were conducting education for freedmen. The Freedmen?s Bureau was disbanded in 1872 for lack of political support (Morris, 1981). Septima Poinsette Clark (1898-1987) Septima Poinsette Clark has been called the "Queen Mother? of the Civil Rights Movement in the United States. Clark taught black soldiers at Fort Jackson in South Carolina to read and write in the 1930s. Later she conducted workshops at the Highlander Folk school in Tennessee where one of her students was Rosa Parks. Later Clark started citizenship schools with Dr. Martin Luther King at the Southern Christian Leadership Conference. Septima Clark was an innovator in teaching adult reading and writing within the functional context of the civil rights movement to free African-Americans from the oppression of those wanting to deny them full citizenship. Her methods included using "real life" materials for teaching adults to read (Clark, 1986). On January 7, 1957, Clark and her teachers started the first Citizenship School serving adult African-Americans on Johns Island in South Carolina. Clark (1962) recalled that when the teachers asked the students what they wanted to learn, the answer was that, "First, they wanted to learn how to write their names. That was a matter of pride as well as practical need. (p. 147). In teaching students to write their names Clark instructed teachers to carve student?s names into cardboard. Then, according to Clark (1962), "What the student does is trace with his pencil over and over his signature until he gets the feel of writing his name. I suppose his fingers memorize it by doing it over and over; he gets into the habit by repeating the tracing time after time." (p.148). She went on to say, "And perhaps the single greatest thing it accomplishes is the enabling of a man to raise his head a little higher; knowing how to sign their names, many of those men and women told me after they had learned, made them FEEL different. Suddenly they had become a part of the community; they were on their way toward first-class citizenship." (p. 149). Speaking of a cleaning woman who asked to be taught to read and write in the Citizenship School on Johns Island, South Carolina, so that she might prepare herself to vote, Septima Poinsette Clark wrote: "This woman is but one of those persons whose stories I could tell. One will never be able, I maintain, to measure or even to approximate the good that this work among the adult illiterates on this one island has accomplished. How can anybody estimate the worth of pride achieved, hope accomplished, faith affirmed, citizenship won? These are intangible things but real nevertheless, solid and of inestimable value." Working with Dr. Martin Luther King at the Southern Christian Leadership Conference Clark took the simple adult literacy educator?s method for teaching adults to write their names and eventually trained 10,000 teachers to teach literacy so that African-Americans could gain the vote. Altogether, the Citizenship Schools got nearly 700,000 African-American adults registered to vote in the South, providing political muscle to the Civil Rights Movement of the 1960s! Black History Month owes a lot of its existence to the work of these three great Black ladies, and of course many other African-American educators not noted here, who labored under conditions of duress to help slaves, freedmen, and those African-Americans living under oppression in the middle of the 20th century to acquire literacy. Armed with literacy, African-Americans throughout the United States won the struggle for civil rights. But the struggle goes on. The National Assessment of Adult Literacy (NAAL) of 2003 showed that 67 percent of African-American adults scored at the Basic or Below Basic literacy levels for prose tasks. But in fiscal year 2003, African-Americans made-up only 20 percent of adults enrolled in the Adult Education and Literacy System (AELS) of the United States. Clearly then, at the outset of the 21st century there is a continuing need for political action to support African-American and other adult literacy educators in their efforts to bring literacy and social justice for all. The work goes on; and We SHALL overcome! References Blassingame, J. W. (1965). The Union Army as an educational institution for Negroes, 1862-1865. Journal of Negro Education, 34, 152-159. Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Cornish, D. T. (1952). The Union Army as a school for Negroes. Journal of Negro history, 37, 368-382. Cornish, D. T. (1952). The Union Army as a school for Negroes. Journal of Negro History, 37, 368-382. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Morris, R.C. (1981). Reading, ?Riting, and Reconstruction: The Education of Freedmen in the South, 1861-1870. Chicago: The University of Chicago Press. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Feb 14 14:58:32 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 14 Feb 2006 14:58:32 -0500 Subject: [ContentStandards] Struggling ESOL Learners: Discussion starts tomorrow Message-ID: <5.1.0.14.2.20060214145718.03280e70@pop.utk.edu> For those who are interested: the discussion of Struggling ESOL Learners starts tomorrow on the Focus on Basics Discussion List. Please join Robin Schwarz and the rest of us to discuss her article in Focus on Basics, Vol. 8A. To read the article: "Taking a Closer Look at Struggling ESOL Learners" go to: http://www.ncsall.net/index.php?id=994 If you are not subscribed to the FOB list, you can subscribe at: http://www.nifl.gov/mailman/listinfo/focusonbasics Below are the questions we posted last week to get us thinking about the article and how it relates to the work we do. Discussion Questions 1. Stories: Have you had struggling learners in your program? How common do you think this problem is? Do you want to share a story of a learner you have worked with, and tell us how you were able to find out the issue, and what you did to help? 2. Physical Disabilities: How do we screen for them and what specific accommodations can we make in the class or program for them? 3. Intake/Counseling Procedures: What does your center or program do for a routine intake? What is the procedure to address a learner who is not progressing? How well do you get at factors such as physical and health problems, living situations, amount and nature of literacy skills, nature of the primary language and cultural communication style? 4. Responding: Once there is a reason discovered for a learner's struggles, how well-equipped are you to respond to the problem? How do you learn how to accommodate a hearing or visual problem? What do you do for the learner with anxiety or depression? Do you have access to a consulting teacher, or someone knowledgeable in the complexities of a given culture's communication style (as in the example of the Sudanese men in the article)? 5. Staff Training/Professional Development: What kind of training do we all need in order to ensure that our intake procedures are complete and appropriate? What kind of training will help us to respond an effective way? 6. Did This Article Change Something You Do? Share with us anything that you changed, did, started, or stopped as a result of reading this article. Why? What result did you get? 7. What Connections Did You Make With This Article? Even if you did not change anything, did it ring a bell or hit home to you in some way? We'll see you tomorrow for the discussion! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Feb 14 16:07:04 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 14 Feb 2006 16:07:04 -0500 Subject: [ContentStandards] COABE Conference 2006 Message-ID: <5.1.0.14.2.20060214160517.0314f9d8@pop.utk.edu> Posted on behalf of COABE ********************************************************** COABE 2006 Conference Reminder Commission on Adult Basic Education National Conference Houston, Texas April 26, 2006 Pre-Conference Sessions April 27-29, 2006 Plenary and Breakout Sessions The COABE 2006 National Conference will be held at the beautiful Westin Galleria and Westin Oaks complex in the heart of uptown Houston, April 26-29, 2006. Experts in the education field will offer pre-conference and conference sessions in five special tracks: Improving Teaching and Learning Outcomes, Integrating Technology and Instruction, Linking Research to Practice, Promoting Adult Educators as Leaders, and Advancing Change through Adult Education. Other sessions in general adult education interest areas will present outstanding and innovative practices in basic literacy, basic numeracy, workforce development, family literacy, English as a Second Language, volunteer/community-based literacy, and correctional education. Go to http://www.coabe06.org/regis.htm to register today! Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From george.demetrion at lvgh.org Tue Feb 14 16:50:52 2006 From: george.demetrion at lvgh.org (George Demetrion) Date: Tue, 14 Feb 2006 16:50:52 -0500 Subject: [ContentStandards] Integrated Reading Theory & Successive Approximation Message-ID: <681A95205B5ACB4AAD697401486AE71212BBC6@hal9000.lvgh.prv> Integrated Reading Theory and the Role of Successive Approximation ? This discussion between colleagues initially on the AAACE-NLA list points to the pragmatic usefulness of the four-part approach to reading instruction of alphabetics, fluency, vocabulary development, and comprehension as advocated in the Partnership for Reading's Put Reading First report. (I make a distinction between literacy and reading wherein the latter is a subset of the former--discussion for another day). In combination these components draw upon and draw out a range of analytic and synthetic skill development leading toward the acquisition of knowledge.? I take no issue with Tom Sticht's technical critique of the?"components" of the reading process. If I were doing a formal research paper I would look most discriminatingly on the findings of the report and would be seeking to distinguish the bath from the bathwater in terms of discerning the difference between the important, the unimportant, and the inaccurate. Whatever flaws there may be in this four-point definition, it does offer the important advantage of significant practical utility in discussions with volunteer tutors in explaining the various components of the balanced reading approach.? ? I've discussed some of this in a previous AAACE-NLA note.? What I want to emphasize here is the importance of both stimulus-response behaviorist and intuitive-inferential constructivist approaches in learning to read as a both/and rather than an either/or phenomenon.? As in learning anything complex, mastering the basics in this case, of how print literacy works, is indispensable.? In this respect, an emphasis on the regularities of written English is?a proper focus of initial instruction, while introducing the exceptions later.? Otherwise, phonics can only be taught episodically based on need as it arises.? BTW, this approach may be effective with many learners, which strong phonemic advocates sometimes deny even as many whole language advocates tend to downplay the viability of systematic phonics for some (more than a few, I would argue).? Even still, a program that focused only on phonemic instruction, or one that required phonemic mastery before moving on to other aspects of the reading process (including the utilization of whole language and balanced methodologies), would, in my estimation, be extremely short sighted.? Thus, for example, a dismissive approach to sight word instruction, is, in my view, unwarranted, even as I grant?the obvious point that sight word instruction alone is unsatisfactory.? Both phonemic awareness and sight word instruction build on stimulus-response behaviorist mechanisms that draw schematically on different aspects of print language.? In schematic terms, both individual sounds (and syllables) and words represent isolated chunks of information that individuals can process whole, as both are separate and real parts of print-based language mastery.? ? Where I think some phonemic advocates get it wrong is in viewing the phonic unit (the letter or blend) as the underlying basis for mastering written language.? No doubt the written code is based on the alphabetic principle, but what has to be considered also is the highly symbolic nature of the alphabetic principle?in which there is no relationship between the sound and the meaning of what is being signified.? While stimulus-response exercises can, and often do help in developing some level of automaticity without which fluent reading cannot occur, this type of approach is extremely limited in itself in the development of reading, which also requires much practice in fluency at the level of instruction that is appropriate for an individual's current reading ability.? In a comprehensive reading program sight words, which can easily be incorporated at least into short term memory also facilitate automaticity in which the unit of focus here is the whole word rather than the individual sounds (mastered through segmentation and bending).? It would be folly, indeed, to eliminate this approach to reading instruction, which, as I gather, some phonemic purists are arguing because sight word instruction interferes with the more "fundamental" need of mastering the sight-sound code.? The alphabetic principle, notwithstanding, I don't think this is the way the mind works and in this respect, Frank Smith's discussion of schema theory should be carefully considered. One needs to make a careful distinction between the alphabetic principle without which we cannot have a written language system as we know it, and the ways in which print-based literacy is mastered.? In this respect, both phonemic-based and sight word instruction contribute toward automaticity, but so do, various scaffolding approaches to fluency (such as assisted reading methodologies) and work on comprehension and meaning-making and the role of world knowledge in facilitating the reading of texts at higher levels than "typically" accessible on based on reading levels alone as an abstract principle. ? Mastery, then, requires a combination of much explicit practice and skill development focus of a variety of types (stimulus-response behaviorism), inference-making scaffolding support in all areas of language development, including phonemic awareness, but extending to fluency, vocabulary development, comprehension, meaning making, and unconscious assimilation over time, in which, in the scheme of things, learning to read is as much caught as specifically taught.? How these factors apply with specific individuals is variable, though one might reasonably conclude that a balanced, or integrated perspective attuned to specific learning styles and needs, is, practically speaking, the best that we can do.? ? While full mastery often remains elusive working toward successive approximation throughout the entire leaning-teaching process has a lot of merit as a symbolic representation of "the best that we can do" at any given time in place.? Keeping students as fully engaged as possible at the nexus of their learning curves through methodologies, approaches, materials, and support systems that draw out as much as reasonably can be accomplished at a given time and place may be the most efficacious approach feasible in the expectation and realization, also that the process will take considerable time even as (or more appropriately, because) learning is happening all the way through.? In the process certain principles and approaches may emerge as more salient than others.? However,?if we move too far beyond this experimental approach (which we must to a degree in order to develop solid principles) we may find ourselves within the realm of dogma rather than at the cutting edge of science and practice with our students paying the price in the process. ? No doubt, solid and durable knowledge about adult reading pedagogy still remains somewhat rudimentary even as we know more than a little. George Demetrion ? ? ? From kabeall at comcast.net Wed Feb 15 12:24:35 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 15 Feb 2006 12:24:35 -0500 Subject: [ContentStandards] New from NCSALL--Program Administrators' Sourcebook Message-ID: <006a01c63254$b1b775f0$0202a8c0@your4105e587b6> If you administer an adult education program, you face a wide variety of challenges: * How can you help students make "level" gains? * How can you help students gain the skills they need to reach their goals? * How can you help students stay in programs long enough to meet their goals? * How can you prepare and retain good teachers? * How can you document the successes of your program? The National Center for the Study of Adult Learning and Literacy (NCSALL) conducted research relevant to these questions. The Program Administrators? Sourcebook (December 2005) is designed to give you, as a program administrator, direct access to research that may help you address the challenges you face in your job. Written by Jackie Taylor, Cristine Smith, and Beth Bingman in collaboration with five local program administrators, this sourcebook presents NCSALL?s research findings in short sections related to key challenges that program administrators face in their work as managers of adult education programs. It also presents the implications of these research findings for program structure and services, as well as some strategies for implementing change based on these implications. To download the Program Administrators' Sourcebook, visit NCSALL's Web site: http://www.ncsall.net/?id=1035 To order the Program Administrators' Sourcebook at $10.00/copy, go to the NCSALL Order Form (http://www.ncsall.net/?id=674); limited quantities available. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060215/944fa90e/attachment.html From akohring at utk.edu Tue Feb 21 08:27:10 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 21 Feb 2006 08:27:10 -0500 Subject: [ContentStandards] Teacher professional development and State Standards Message-ID: <5.1.0.14.2.20060221082609.03c0d008@pop.utk.edu> This message is posted on behalf of Katrina Hinson. Any comments or feedback? Aaron ************************************************************** >Date: Sun, 19 Feb 2006 16:34:09 -0800 >From: Katrina Hinson >Subject: Re: [ProfessionalDevelopment] FW: teacher professional development >Sender: professionaldevelopment-bounces at nifl.gov >To: professionaldevelopment at nifl.gov, jataylor at utk.edu >Reply-to: The Adult Literacy Professional Development Discussion List > >X-Mailer: Novell GroupWise Internet Agent 7.0 >X-BeenThere: professionaldevelopment at nifl.gov >Delivered-to: professionaldevelopment at nifl.gov >X-Original-To: professionaldevelopment at nifl.gov >X-Future-Gate-MailScanner-Information: Please contact the ISP for more > information >X-Future-Gate-MailScanner: Found to be clean >X-Future-Gate-MailScanner-SpamCheck: not spam, SpamAssassin (score=-4.683, > required 5, autolearn=not spam, ALL_TRUSTED -3.30, AWL > 0.09, BAYES_00 -2.60, > INVALID_MSGID 1.13) >X-MailScanner-From: khinson at future-gate.com >X-Mailman-Approved-At: Sun, 19 Feb 2006 21:17:43 -0500 >X-Spam-Status: hits=1.711 tests=INVALID_MSGID,UNPARSEABLE_RELAY ver=3.1.0 >X-Spam-Level: x >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.85 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: >, > >List-Unsubscribe: > , > >List-Archive: >List-Help: >List-Id: The Adult Literacy Professional Development Discussion List > > >I'm a huge proponent of having trained teachers and professional >development and in light of one of Robin's coments below - I"m curious - >how many states actually have some kind of certification or training >that's required of ABE/Adult Educators beyond a Bachelors degree of some kind? > >What kind of training is out there for Adult Educators to become certified >and how/where would a state begin to even implement such a process? > >As an additional question - how many states actually have ABE Standards or >ESL standards in terms of what is taught as well as guidellines and >resources that lend itself to actually teaching the material? > >Regards >Katrina Hinson > > >>> jataylor at utk.edu 02/19/06 5:39 PM >>> >PD Colleagues: >This message was posted by Guest Participant Robin Schwarz to the Focus On >Basics Discussion List. It is part of an ongoing discussion of Struggling >ESOL >Learners. In light of our recent PD discussions, I thought you might find it >of interest. > >Comments, anyone? Jackie > > >===== Original Message From The Focus on Basics Discussion List > ===== >Hi --this is in response to the person from Oregon or Washington and to Janet >Isserlis on another list, both of whose topic was teacher professional >development and the fear of overloading teachers with information. > >This topic is near and dear to my heart. As I indicated in another posting >today, it is surprising to me that the field of ESL does not seem to prepare >teachers for the sort of really hard-core learning problems that several >readers and responders have mentioned. > >In another message on one of the NIFL lists the notion of profesisonal >development qualification standards for teachers in adult education was >mentioned. > >Frankly, what I often see is that it is too common that teachers in adult >education and adult ESOL education are woefully unqualified to do what they >do. Then learners suffer. My article in FOB indicated that in some of those >cases, teachers were simply not prepared to ask the right questions or to >consider the key issues in adult ESOL learners' situations that significantly >impact the learners' progress in their settings. > >Those of you who know me, know that I get pretty passionate on this topic. I >believe, as do my business partners, Laura Weisel and Al Toops, we are >supposed to be in business for the learners, not for the tutors and teachers >in our programs. In other words, it is not the needs and limitations of the >teachers or tutors that should drive decisions or policies about how our >programs run but rather the needs of our learners. I have advocated for years >that there need to be minimal qualifications for hiring teachers or tutors to >teach adult ESOL learners. I can write an entire book-- and someday will-- of >stories like those in the article where the learner was somehow blamed for no >progress when in truth the learner's teacher had no idea how to address the >learner's real needs. > >I agree strongly with Janet that it is essential that the nature of learning >challenges-- of all kinds, including language learning challenges-- be >constantly put out to teachers and required reading for them. Though I am >sure >no program is going to fire its tutors because I say so, I certainly hope you >will consider a far more stringent approach to requiring that those >already in >your employ inform themselves about adult learners and adult ESOL learning, >about the very most basic principles of language instruction, about the >culture of their learners. etc. Also, program administrators have everything >to gain by requiring more training for tutors and better experience and >qualifications for teachers. In the end, they will be more effective and >programs with have better outcomes. The NCSALL research project on learner >persistence (2005 --at NCSCALL.net) indicated that when tutors were better >trained, not only were learners happier and tended to persist longer, but >tutors also persisted because they did not feel so helpless in helping those >with significant learning needs. > >Somewhere recently I saw reference to the suggestion or proposal that adult >education teachers be subject to qualification much as K-12 teachers are. >This >can only be a good thing for our learners. > >And as for LD issues, I know for a well-documented fact that having a >tutor or >teacher who is well meant and kind but does not "get" LD and language >learning >challenges is actually worse for the learner than just sitting in a class and >trying to absorb something. > >Just as for learners, having high expectations for teachers and tutors is >critical to having an effective program. > >As a start for ESOL and learning challengs, programs might want to look at >the >handbook : Taking Action: A Handbook for Instructors of Adult ESOL Learners >with Learning Dissablities" produced and distrbuted by the Minnesota Learning >Disabilities Association (visit www.ldaminnesota.org to find it). This walks >teachers through the topic of LD and an approach to determining if other >problems might be at the root of learning difficulties. > >There is also a great handbook for tutors teaching reading to >English-speaking >adults called The Adult Reading Toolkit ( ART) > >Both of these are designed for tutors and teachers who have little prior >knowledge on the topic--and they are extremely user-friendly and beautifully >thought out. --And no, I don't have any financial interest in them...... > > >Robin > > > >---------------------------------------------------- >National Institute for Literacy >Focus on Basics mailing list >FocusOnBasics at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/focusonbasics > >---------------------------------------------------- >National Institute for Literacy >Adult Literacy Professional Development mailing list >ProfessionalDevelopment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/professionaldevelopment >---------------------------------------------------- >National Institute for Literacy >Adult Literacy Professional Development mailing list >ProfessionalDevelopment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/professionaldevelopment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From sidna.holloway at gmail.com Tue Feb 21 10:59:17 2006 From: sidna.holloway at gmail.com (Sidna Holloway) Date: Tue, 21 Feb 2006 10:59:17 -0500 Subject: [ContentStandards] Teacher professional development and State Standards In-Reply-To: <5.1.0.14.2.20060221082609.03c0d008@pop.utk.edu> References: <5.1.0.14.2.20060221082609.03c0d008@pop.utk.edu> Message-ID: I would like to add the following thoughts: We are in the process of establishing a literacy program within the context of EFF at our worksite. I think that learning would have a much deeper meaning...make a greater impression...when adults learner can apply it within the context of their work environment. I am in total agreement w/certification. As a personal example...I work within the federal government. Presenting credentials was replaced by experience. I do have a Master's degree and am currently working on a PhD in post secondary and adult education. Yet, that highly respected degree doesn't tell anyone that I meet the minimum standards to teach in my specialty. It only indicates that I have met the standards for my degree and was successful im my training to THINK at that level. The standards are assumed. In my case the decision of my employer to select me was based on what I did in the past. In my work environment, adults who are having difficulty with such barriers as spoken and written language, ESOL/LD mental and physical disabilities would be sent to me and I would be expected to provide them the services they need. In these cases the services would be substandard because (1) I don't have the training and (2) I don't have the credentials needed to meet the yet to be identified standard(s). (I hope I have offended anyone...I am not trying to diminish anyone's work and effort... Berst Regards SidnaAnn Holloway On 2/21/06, Aaron Kohring wrote: > > This message is posted on behalf of Katrina Hinson. Any comments or > feedback? > Aaron > > ************************************************************** > > >Date: Sun, 19 Feb 2006 16:34:09 -0800 > >From: Katrina Hinson > >Subject: Re: [ProfessionalDevelopment] FW: teacher professional > development > >Sender: professionaldevelopment-bounces at nifl.gov > >To: professionaldevelopment at nifl.gov, jataylor at utk.edu > >Reply-to: The Adult Literacy Professional Development Discussion List > > > >X-Mailer: Novell GroupWise Internet Agent 7.0 > >X-BeenThere: professionaldevelopment at nifl.gov > >Delivered-to: professionaldevelopment at nifl.gov > >X-Original-To: professionaldevelopment at nifl.gov > >X-Future-Gate-MailScanner-Information: Please contact the ISP for more > > information > >X-Future-Gate-MailScanner: Found to be clean > >X-Future-Gate-MailScanner-SpamCheck: not spam, SpamAssassin (score=-4.683 > , > > required 5, autolearn=not spam, ALL_TRUSTED -3.30, AWL > > 0.09, BAYES_00 -2.60, > > INVALID_MSGID 1.13) > >X-MailScanner-From: khinson at future-gate.com > >X-Mailman-Approved-At: Sun, 19 Feb 2006 21:17:43 -0500 > >X-Spam-Status: hits=1.711 tests=INVALID_MSGID,UNPARSEABLE_RELAY ver=3.1.0 > >X-Spam-Level: x > >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.85 > >X-Mailman-Version: 2.1.6 > >List-Post: > >List-Subscribe: > >, > > ?subject=subscribe> > >List-Unsubscribe: > > , > > ?subject=unsubscribe> > >List-Archive: > >List-Help: > >List-Id: The Adult Literacy Professional Development Discussion List > > > > > >I'm a huge proponent of having trained teachers and professional > >development and in light of one of Robin's coments below - I"m curious - > >how many states actually have some kind of certification or training > >that's required of ABE/Adult Educators beyond a Bachelors degree of some > kind? > > > >What kind of training is out there for Adult Educators to become > certified > >and how/where would a state begin to even implement such a process? > > > >As an additional question - how many states actually have ABE Standards > or > >ESL standards in terms of what is taught as well as guidellines and > >resources that lend itself to actually teaching the material? > > > >Regards > >Katrina Hinson > > > > >>> jataylor at utk.edu 02/19/06 5:39 PM >>> > >PD Colleagues: > >This message was posted by Guest Participant Robin Schwarz to the Focus > On > >Basics Discussion List. It is part of an ongoing discussion of Struggling > >ESOL > >Learners. In light of our recent PD discussions, I thought you might find > it > >of interest. > > > >Comments, anyone? Jackie > > > > >===== Original Message From The Focus on Basics Discussion List > > ===== > >Hi --this is in response to the person from Oregon or Washington and to > Janet > >Isserlis on another list, both of whose topic was teacher professional > >development and the fear of overloading teachers with information. > > > >This topic is near and dear to my heart. As I indicated in another > posting > >today, it is surprising to me that the field of ESL does not seem to > prepare > >teachers for the sort of really hard-core learning problems that several > >readers and responders have mentioned. > > > >In another message on one of the NIFL lists the notion of profesisonal > >development qualification standards for teachers in adult education was > >mentioned. > > > >Frankly, what I often see is that it is too common that teachers in adult > >education and adult ESOL education are woefully unqualified to do what > they > >do. Then learners suffer. My article in FOB indicated that in some of > those > >cases, teachers were simply not prepared to ask the right questions or to > >consider the key issues in adult ESOL learners' situations that > significantly > >impact the learners' progress in their settings. > > > >Those of you who know me, know that I get pretty passionate on this > topic. I > >believe, as do my business partners, Laura Weisel and Al Toops, we are > >supposed to be in business for the learners, not for the tutors and > teachers > >in our programs. In other words, it is not the needs and limitations of > the > >teachers or tutors that should drive decisions or policies about how our > >programs run but rather the needs of our learners. I have advocated for > years > >that there need to be minimal qualifications for hiring teachers or > tutors to > >teach adult ESOL learners. I can write an entire book-- and someday > will-- of > >stories like those in the article where the learner was somehow blamed > for no > >progress when in truth the learner's teacher had no idea how to address > the > >learner's real needs. > > > >I agree strongly with Janet that it is essential that the nature of > learning > >challenges-- of all kinds, including language learning challenges-- be > >constantly put out to teachers and required reading for them. Though I am > >sure > >no program is going to fire its tutors because I say so, I certainly hope > you > >will consider a far more stringent approach to requiring that those > >already in > >your employ inform themselves about adult learners and adult ESOL > learning, > >about the very most basic principles of language instruction, about the > >culture of their learners. etc. Also, program administrators have > everything > >to gain by requiring more training for tutors and better experience and > >qualifications for teachers. In the end, they will be more effective and > >programs with have better outcomes. The NCSALL research project on > learner > >persistence (2005 --at NCSCALL.net) indicated that when tutors were > better > >trained, not only were learners happier and tended to persist longer, but > >tutors also persisted because they did not feel so helpless in helping > those > >with significant learning needs. > > > >Somewhere recently I saw reference to the suggestion or proposal that > adult > >education teachers be subject to qualification much as K-12 teachers are. > >This > >can only be a good thing for our learners. > > > >And as for LD issues, I know for a well-documented fact that having a > >tutor or > >teacher who is well meant and kind but does not "get" LD and language > >learning > >challenges is actually worse for the learner than just sitting in a class > and > >trying to absorb something. > > > >Just as for learners, having high expectations for teachers and tutors is > >critical to having an effective program. > > > >As a start for ESOL and learning challengs, programs might want to look > at > >the > >handbook : Taking Action: A Handbook for Instructors of Adult ESOL > Learners > >with Learning Dissablities" produced and distrbuted by the Minnesota > Learning > >Disabilities Association (visit www.ldaminnesota.org to find it). This > walks > >teachers through the topic of LD and an approach to determining if other > >problems might be at the root of learning difficulties. > > > >There is also a great handbook for tutors teaching reading to > >English-speaking > >adults called The Adult Reading Toolkit ( ART) > > > >Both of these are designed for tutors and teachers who have little prior > >knowledge on the topic--and they are extremely user-friendly and > beautifully > >thought out. --And no, I don't have any financial interest in them...... > > > > > >Robin > > > > > > > >---------------------------------------------------- > >National Institute for Literacy > >Focus on Basics mailing list > >FocusOnBasics at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/focusonbasics > > > >---------------------------------------------------- > >National Institute for Literacy > >Adult Literacy Professional Development mailing list > >ProfessionalDevelopment at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/professionaldevelopment > >---------------------------------------------------- > >National Institute for Literacy > >Adult Literacy Professional Development mailing list > >ProfessionalDevelopment at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/professionaldevelopment > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards Discussion > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > -- SidnaAnn Holloway When one helps another Both are strong -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060221/5da641a5/attachment.html From akohring at utk.edu Tue Feb 21 16:36:43 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 21 Feb 2006 16:36:43 -0500 Subject: [ContentStandards] Upcoming Technology List discussion Message-ID: <5.1.0.14.2.20060221163522.03c754c8@pop.utk.edu> **************************** Hello NIFL discussion list colleagues, Audio and video resources have been used in adult education instruction for many years, but the introduction of CDs, DVDs, the Internet, and other electronic technologies has greatly expanded their availability and raise many questions about implementation, support annd training. I'm pleased to announce that David Collings, Technology Coordinator for the Adult and Community Education Network in Delaware, and Alex Quinn, Executive Director of the Adult Literacy Media Alliance (ALMA), will join the NIFL Technology list as guests to lead a discussion on current and emerging uses of media in adult ed. instruction in the classroom and at a distance. Their discussion will take place next week from Tuesday, February 28th through Friday March 3rd. Some of the areas they will cover on this topic include: teacher training, technical support for teachers and learners, the challenges of their use, media distribution, and emerging uses and tools foor delivery of media. You are encouraged to participate, ask questions, and share you experience and knowledge. To join the NIFL Technology and Literacy discussion list please subscribe by going to: http://www.nifl.gov/mailman/listinfo/Technology Please don't hesitate to get in touch if you have questions. Regards, Mariann Mariann Fedele Coordinator of Professional Development, 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 www.lacnyc.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Feb 22 15:41:47 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 22 Feb 2006 15:41:47 -0500 Subject: [ContentStandards] Teacher professional development and State Standards In-Reply-To: References: <5.1.0.14.2.20060221082609.03c0d008@pop.utk.edu> <5.1.0.14.2.20060221082609.03c0d008@pop.utk.edu> Message-ID: <5.1.0.14.2.20060222153348.03dc6e70@pop.utk.edu> Sidna, Thank you for your thoughts on certification. You make a good point on how hiring decisions may be made not just on credentials based on education but also on experience. Perhaps there is a role for state professional development systems to play in certification or preparation of adult educators? And in light of the movement toward adopting, adapting, or developing content standards and aligning them with instruction, curriculum, and assessment- what implications are there for preparing adult education providers to use standards in instructional settings for teaching, learning, and assessing?? Aaron At 10:59 AM 2/21/2006 -0500, you wrote: >I would like to add the following thoughts: We are in the process of >establishing a literacy program within the context of EFF at our >worksite. I think that learning would have a much deeper meaning...make a >greater impression...when adults learner can apply it within the context >of their work environment. >I am in total agreement w/certification. As a personal example...I work >within the federal government. Presenting credentials was replaced by >experience. I do have a Master's degree and am currently working on a PhD >in post secondary and adult education. Yet, that highly respected degree >doesn't tell anyone that I meet the minimum standards to teach in my >specialty. It only indicates that I have met the standards for my degree >and was successful im my training to THINK at that level. The standards >are assumed. In my case the decision of my employer to select me was >based on what I did in the past. In my work environment, adults who are >having difficulty with such barriers as spoken and written language, >ESOL/LD mental and physical disabilities would be sent to me and I would >be expected to provide them the services they need. In these cases the >services would be substandard because (1) I don't have the training and >(2) I don't have the credentials needed to meet the yet to be identified >standard(s). (I hope I have offended anyone...I am not trying to diminish >anyone's work and effort... >Berst Regards >SidnaAnn Holloway > > >On 2/21/06, Aaron Kohring <akohring at utk.edu> wrote: >This message is posted on behalf of Katrina Hinson. Any comments or >feedback? >Aaron > >************************************************************** > > >Date: Sun, 19 Feb 2006 16:34:09 -0800 > >From: Katrina Hinson > <khinson at future-gate.com> > >Subject: Re: [ProfessionalDevelopment] FW: teacher professional development > >Sender: > professionaldevelopment-bounces at nifl.gov > > >To: > professionaldevelopment at nifl.gov, > jataylor at utk.edu > >Reply-to: The Adult Literacy Professional Development Discussion List > > > <professionaldevelopment at nifl.gov> > >X-Mailer: Novell GroupWise Internet Agent 7.0 > >X-BeenThere: > professionaldevelopment at nifl.gov > >Delivered-to: > professionaldevelopment at nifl.gov > >X-Original-To: > professionaldevelopment at nifl.gov > >X-Future-Gate-MailScanner-Information: Please contact the ISP for more > > information > >X-Future-Gate-MailScanner: Found to be clean > >X-Future-Gate-MailScanner-SpamCheck: not spam, SpamAssassin (score=-4.683, > > required 5, autolearn=not spam, ALL_TRUSTED -3.30, AWL > > 0.09, BAYES_00 -2.60, > > INVALID_MSGID 1.13) > >X-MailScanner-From: khinson at future-gate.com > >X-Mailman-Approved-At: Sun, 19 Feb 2006 21:17:43 -0500 > >X-Spam-Status: hits=1.711 tests=INVALID_MSGID,UNPARSEABLE_RELAY ver=3.1.0 > >X-Spam-Level: x > >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.85 > >X-Mailman-Version: 2.1.6 > >List-Post: > >List-Subscribe: > ><http://www > .nifl.gov/mailman/listinfo/professionaldevelopment>, > > professionaldevelopment-request at nifl.gov?subject=subscribe> > >List-Unsubscribe: > > > <http://www.nifl.gov/mailman/listinfo/professionaldevelopment > >, > > > > >List-Archive: < http://www.nifl.gov/pipermail/professionaldevelopment> > >List-Help: > >List-Id: The Adult Literacy Professional Development Discussion List > > > <professionaldevelopment.nifl.gov> > > > >I'm a huge proponent of having trained teachers and professional > >development and in light of one of Robin's coments below - I"m curious - > >how many states actually have some kind of certification or training > >that's required of ABE/Adult Educators beyond a Bachelors degree of some > kind? > > > >What kind of training is out there for Adult Educators to become certified > >and how/where would a state begin to even implement such a process? > > > >As an additional question - how many states actually have ABE Standards or > >ESL standards in terms of what is taught as well as guidellines and > >resources that lend itself to actually teaching the material? > > > >Regards > >Katrina Hinson > > > > >>> jataylor at utk.edu 02/19/06 5:39 PM >>> > >PD Colleagues: > >This message was posted by Guest Participant Robin Schwarz to the Focus On > >Basics Discussion List. It is part of an ongoing discussion of Struggling > >ESOL > >Learners. In light of our recent PD discussions, I thought you might > find it > >of interest. > > > >Comments, anyone? Jackie > > > > >===== Original Message From The Focus on Basics Discussion List > ><focusonbasics at nifl.gov > ===== > >Hi --this is in response to the person from Oregon or Washington and to > Janet > >Isserlis on another list, both of whose topic was teacher professional > >development and the fear of overloading teachers with information. > > > >This topic is near and dear to my heart. As I indicated in another posting > >today, it is surprising to me that the field of ESL does not seem to > prepare > >teachers for the sort of really hard-core learning problems that several > >readers and responders have mentioned. > > > >In another message on one of the NIFL lists the notion of profesisonal > >development qualification standards for teachers in adult education was > >mentioned. > > > >Frankly, what I often see is that it is too common that teachers in adult > >education and adult ESOL education are woefully unqualified to do what they > >do. Then learners suffer. My article in FOB indicated that in some of those > >cases, teachers were simply not prepared to ask the right questions or to > >consider the key issues in adult ESOL learners' situations that > significantly > >impact the learners' progress in their settings. > > > >Those of you who know me, know that I get pretty passionate on this > topic. I > >believe, as do my business partners, Laura Weisel and Al Toops, we are > >supposed to be in business for the learners, not for the tutors and > teachers > >in our programs. In other words, it is not the needs and limitations of the > >teachers or tutors that should drive decisions or policies about how our > >programs run but rather the needs of our learners. I have advocated for > years > >that there need to be minimal qualifications for hiring teachers or > tutors to > >teach adult ESOL learners. I can write an entire book-- and someday > will-- of > >stories like those in the article where the learner was somehow blamed > for no > >progress when in truth the learner's teacher had no idea how to address the > >learner's real needs. > > > >I agree strongly with Janet that it is essential that the nature of > learning > >challenges-- of all kinds, including language learning challenges-- be > >constantly put out to teachers and required reading for them. Though I am > >sure > >no program is going to fire its tutors because I say so, I certainly > hope you > >will consider a far more stringent approach to requiring that those > >already in > >your employ inform themselves about adult learners and adult ESOL learning, > >about the very most basic principles of language instruction, about the > >culture of their learners. etc. Also, program administrators have > everything > >to gain by requiring more training for tutors and better experience and > >qualifications for teachers. In the end, they will be more effective and > >programs with have better outcomes. The NCSALL research project on learner > >persistence (2005 --at NCSCALL.net) indicated that when tutors were better > >trained, not only were learners happier and tended to persist longer, but > >tutors also persisted because they did not feel so helpless in helping > those > >with significant learning needs. > > > >Somewhere recently I saw reference to the suggestion or proposal that adult > >education teachers be subject to qualification much as K-12 teachers are. > >This > >can only be a good thing for our learners. > > > >And as for LD issues, I know for a well-documented fact that having a > >tutor or > >teacher who is well meant and kind but does not "get" LD and language > >learning > >challenges is actually worse for the learner than just sitting in a > class and > >trying to absorb something. > > > >Just as for learners, having high expectations for teachers and tutors is > >critical to having an effective program. > > > >As a start for ESOL and learning challengs, programs might want to look at > >the > >handbook : Taking Action: A Handbook for Instructors of Adult ESOL Learners > >with Learning Dissablities" produced and distrbuted by the Minnesota > Learning > >Disabilities Association (visit > www.ldaminnesota.org to find it). This walks > >teachers through the topic of LD and an approach to determining if other > >problems might be at the root of learning difficulties. > > > >There is also a great handbook for tutors teaching reading to > >English-speaking > >adults called The Adult Reading Toolkit ( ART) > > > >Both of these are designed for tutors and teachers who have little prior > >knowledge on the topic--and they are extremely user-friendly and > beautifully > >thought out. --And no, I don't have any financial interest in them...... > > > > > >Robin > > > > > > > >---------------------------------------------------- > >National Institute for Literacy > >Focus on Basics mailing list > > FocusOnBasics at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/m > ailman/listinfo/focusonbasics > > > >---------------------------------------------------- > >National Institute for Literacy > >Adult Literacy Professional Development mailing list > > ProfessionalDevelopment at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www. > nifl.gov/mailman/listinfo/professionaldevelopment > >---------------------------------------------------- > >National Institute for Literacy > >Adult Literacy Professional Development mailing list > > ProfessionalDevelopment at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www. > nifl.gov/mailman/listinfo/professionaldevelopment > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards Discussion >List >(http://www.nifl.gov/mailman/listinfo/Contentstandards) > >Coordinator, Equipped for the Future Websites >(http://eff.cls.utk.edu/ ) > >Center for Literacy Studies, University of Tennessee >EFF Center for Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards > > > > >-- >SidnaAnn Holloway >When one helps another >Both are strong >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Feb 27 15:48:15 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 27 Feb 2006 15:48:15 -0500 Subject: [ContentStandards] Discussion on ESOL beginner class techniques Message-ID: <5.1.0.14.2.20060227154614.03c40328@pop.utk.edu> Posted on behalf of the Focus on Basics Discussion List. ******************************************************************************* Hi All, Another guest discussion on the Focus on Basics List: Tues. Feb 28th - Mon. March 6th. A team of researchers/authors from the Lab School will discuss their articles from the recent FOB issue on ESOL Research (Vol. 8A). This discussion will include information about the Lab School itself, and several research projects that were done there involving student-to-student language and interaction, and a modified reading technique in beginning level adult ESOL classes. Many of the topics overlap, so it will be great to have these researchers lead the discussion as a team. The articles and authors include: The "Lab School" By Steve Reder http://www.ncsall.net/index.php?id=987 Same Activity, Different Focus [Pair Activities] By Kathryn Harris http://www.ncsall.net/index.php?id=988 A Conversation with FOB: Modified Sustained Silent Reading By Sandra Banke and Reuel Kurzet http://www.ncsall.net/index.php?id=990 Rewarding Conversations By Betsy Kraft http://www.ncsall.net/index.php?id=991 Spontaneous Conversations: A Window into Language Learners' Autonomy By Dominique Brillanceau http://www.ncsall.net/index.php?id=992 Turn Taking and Opening Interactions By John Hellermann http://www.ncsall.net/index.php?id=993 Please take a look at the articles and join us for this discussion! (If you are not subscribed to the FOB list, you can subscribe at: www.nifl.gov/mailman/listinfo/focusonbasics ) Sorry for the short notice, but we had a rare window of availability open! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From kabeall at comcast.net Tue Feb 28 12:53:37 2006 From: kabeall at comcast.net (Kaye Beall) Date: Tue, 28 Feb 2006 12:53:37 -0500 Subject: [ContentStandards] New from NCSALL--Practitioner Research, Practitioner Knowledge Message-ID: <002901c63c8f$e72131a0$0202a8c0@your4105e587b6> Visit the new Practitioner Research, Practitioner Knowledge section of NCSALL's Web site at http://www.ncsall.net/?id=967. Find out how practitioners learn about new research and then inquire about how this research might be used in their own practice. Teachers in the Northwest Practitioner Knowledge Institute learned about ESL research, made a change in their own practice, documented what happened when they made the change, and shared this knowledge in final reports. They developed and documented "practitioner knowledge" developed from learning about others' research. Teachers in the Minnesota Practitioner Research in Reading Project and the Practitioner Dissemination and Research Network learned about others' research and also conducted research of their own. After learning about new research findings in reading or learner persistence, these teachers developed a research question on one of these topics, planned an intervention or change in their own practice, collected data on what happened as a result, analyzed these data and reported their findings. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060228/35e198bb/attachment.html From akohring at utk.edu Wed Mar 1 10:36:26 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 01 Mar 2006 10:36:26 -0500 Subject: [ContentStandards] Fwd: COABE Conference 2006: Hotel Information Message-ID: <5.1.0.14.2.20060301103343.03c27748@pop.utk.edu> Greetings all, I am forwarding some additional information on the COABE conference (see below). You may also want to be aware of a pre-conference on April 26th entitled: Who needs Adult Education Content Standards? State and National Initiatives. Presented by Federico Salas, Texas LEARNS Description: Adult educators will share experiences in moving toward standards-based education and offer "lessons learned". Topics include a discussion of the reasons for and advantages of adopting content standards, generating buy-in from the field, developing content standards and indicators, reviewing and piloting drafts, and finally professional development for implementing the standards. Aaron >Date: Thu, 23 Feb 2006 16:51:35 -0500 >From: COABE >Subject: COABE Conference 2006: Hotel Information >To: >X-Mailer: Internet Mail Service (5.5.2448.0) >X-Spam-Status: hits=0.135 tests=AWL,HTML_MESSAGE,TO_CC_NONE ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.81 > >"urn:schemas-microsoft-com:office:office" xmlns:w = >"urn:schemas-microsoft-com:office:word" xmlns:st1 = >"urn:schemas-microsoft-com:office:smarttags"> > >COABE Conference 2006 > >Hotel Information > >The 2006 COABE Conference will be held at the beautiful Westin Galleria >and Westin Oaks complex. Located within the prestigious Galleria shopping >and entertainment complex in uptown Houston, this facility boasts the >world's largest hotel lobby. The distance between the two hotels is only >500 feet and conference attendees enjoy and benefit from the 3-5 minute >walk through the Galleria shopping mecca. > >Hotel Rates > > $85.00 - single and double > $15.00 for each additional person in the room > $25.00 for additional bedding > >You must mention you are attending the COABE Conference to obtain the $85 >rate. One night deposit per room reservation is required prior to cut-off >date. Deposit will be returned with 48-hour cancellation notice. 17% >current state & local tax rate. > >**As of January 2006 both Westin hotels are 100% smoke-free. There are no >smoking rooms or areas in either hotel. > >Hotel Reservations > >Important Information!!! The Westin Oaks Hotel still has available rooms. >To register go to the Westin >Oaks Conference Registration Information page by copying and pasting the >link below into your web browser. > >http://www.starwoodmeeting.com/StarGroupsWeb/booking/reservation?id=0411182538&key=AF52A > >You can also contact the hotel directly at 713-960-8100 reservation, >Monday to Friday, 8am to 6pm, central time. In addition, if you have your >exact check in and check out dates and the credit card information, you >may contact Christine Lee, Reservations Group Coordinator, The Westin >Galleria & Westin Oaks, 5060 West Alabama, Houston, Texas 77056. > >The >Westin Oaks Houston >5011 Westheimer at Post Oak Houston, Texas 77056 United States >Phone (713) 960-8100 Fax (713) 960-6554 > >The >Westin Galleria Houston - This hotel is now booked and has no more >conference rooms. >5060 West Alabama Houston, Texas 77056 United States >Phone (713) 960-8100 Fax (713) 960-6553 > >Please let us know if you experience any difficulty making your hotel >reservations. > >Sincerely, > >COABE > > > > Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From jswing at RADFORD.EDU Thu Mar 2 12:19:49 2006 From: jswing at RADFORD.EDU (Swing, Jane C) Date: Thu, 2 Mar 2006 12:19:49 -0500 Subject: [ContentStandards] Annual VAACE Conference Message-ID: <94408727380148499415989CDE2958780124E0CF@exchange03> The Virginia Association of Adult and Continuing Education invites you to Sail into Spring The Virginia Association of Adult and Continuing Education (VAACE) invites you to attend its annual conference to be held May 3-5 at the Virginia Beach Resort and Conference Center in Virginia Beach, Virginia. The conference will provide a wonderful opportunity for you to network and learn about the latest trends and issues facing adult education. Vendors will be on hand to show off their newest publications along with tried and true ones. Awards will be presented to some of Virginia's best adult education practitioners. The conference planning team is in search of presenters to offer interesting and relevant sessions for our participants. They know there are many people doing great work in adult education. Now is the time to share what you are doing with others. Encourage your peers to share their work and knowledge through a workshop presentation. The workshop proposal form is attached to this message. Don't miss out on this opportunity to learn, renew, and relax in a wonderful setting with colleagues who are facing the same issues, challenges and rewards. More information about VAACE and this year's conference can be found at www.vaace.org . Jane C. Swing, Director Office of Adult Education and Literacy Projects Radford University PO Box 7015 A 136 Peters Hall Radford, VA 24142 540-831-6207 FAX 540-831-5779 jswing at radford.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060302/8d5fe0ed/attachment.html From kabeall at comcast.net Wed Mar 8 08:20:15 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 8 Mar 2006 08:20:15 -0500 Subject: [ContentStandards] New from NCSALL--Skills for Chronic Disease Management Message-ID: <001c01c642b3$098db960$0c0fca0a@your4105e587b6> Skills for Chronic Disease Management by Rima Rudd, Lisa Soricone, Maricel Santos, Charlotte Nath, and Janet Smith is now available from NCSALL. The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for chronic disease management. These skills include reading medicine labels, following directions, and measuring dosages correctly; using measurement tools to monitor health; monitoring symptoms and talking to health care professionals the observations; and making critical decisions about health care. To download the Health Literacy Study Circle+ Facilitator's Guide: Skills for Chronic Disease Management, visit NCSALL's Web site: http://www.ncsall.net/?id=1058 To order the Health Literacy Study Circle+ Facilitator's Guide: Skills for Chronic Disease Management at $33.00/copy, go to the NCSALL Order Form: http://www.ncsall.net/?id=674 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060308/3b018a9a/attachment.html From kabeall at comcast.net Mon Mar 13 13:29:07 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 13 Mar 2006 13:29:07 -0500 Subject: [ContentStandards 70] New from NCSALL--An Evaluation of Focus on Basics Message-ID: <004a01c646cc$03d63340$0302a8c0@your4105e587b6> "It's not an expensive journal, but has high quality articles with current research and techniques. . it helps me stay connected with the profession." says one reader of Focus on Basics. The results of a survey on the impact of Focus on Basics on its readers is available on the NCSALL Web site at http://www.ncsall.net/?id=29#27. To order a printed version ($10), go to http://www.ncsall.net/?id=681. (Printed copies will be available by 3/17/06.) SNEAK PREVIEW: The findings were overwhelmingly upbeat. The 292 readers who completed the survey report that Focus on Basics has had a positive impact in the following ways: . It has influenced their beliefs about adult basic education. . It has helped them feel connected to the larger education community as professionals. . It has contributed to the development of communities of practice. . It has enabled them to make a connection between research and practice. . It has provided them with concrete ideas they have used to change their programs and practice. Four in-depth interviews with professional development providers are included as well. Read the report to find out more about how the publication is and can be used as a professional development tool. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060313/8978ae37/attachment.html From ROSIEFIUME at aol.com Mon Mar 13 17:35:34 2006 From: ROSIEFIUME at aol.com (ROSIEFIUME at aol.com) Date: Mon, 13 Mar 2006 17:35:34 EST Subject: [ContentStandards 71] TESOL session on the working conditions of ESL professions in Adult Ed Message-ID: <313.498c.31474db6@aol.com> I'd like to invite you to attend a very informative session entitled "ABE Survey: Equity and Advocacy and Standards: Voices from Adult ESOL Educators" which will present the results of a survey conducted by TESOL's Adult Ed Interest Section to investigate the working conditions of Adult ESL professionals throughout the U.S. and the world. Grounded on the TESOL Standards for Adult ESOL programs, the survey provides an empirical basis on which to examine the status, professionalism, and the quality of ESOL instruction in the field. The survey investigated six major areas of interest to ESOL professionals in adult education: educational requirements; employment status and benefits; teaching situation; workload issues; working conditions; professional development; ESOL as a career; and advocacy issues. We conducted the study over two years, with a preliminary one in 2004-05, and a slightly revised version last year. We had over 1,000 respondents. The findings offer a revealing picture of the working conditions of ESL professionals in Adult Ed. In addition to sharing the study's findings, we plan to have a fruitful discussion with participants and bring some recommendations to our IS business meeting on Wednesday. The session information is below. We look forward to seeing many Adult Ed professionals at the session! Rosie Maum Title: ABE Survey: Equity and Advocacy and Standards: Voices from Adult ESOL Educators Presenters: Rosie Maum and Yilin Sun Presentation time: 9:15 am ? 11:15 am Location: Tampa Convention Center Rm 5 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060313/2acec5ab/attachment.html From akohring at utk.edu Wed Mar 15 13:08:47 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 15 Mar 2006 13:08:47 -0500 Subject: [ContentStandards 72] Fwd: [Assessment 236] Re: : A National System of Adult Education and Literacy Message-ID: <5.1.0.14.2.20060315130008.03d4faa8@pop.utk.edu> Greetings all, This message from David Rosen is cross-posted from the Assessment Discussion List. Please note the questions below posed by Marie Cora and David's proposal for a National System of Adult Education and Literacy in which Standards, Curricula, and Assessments are all aligned. What do you all think about this proposal? Does it make sense to have a set of National Standards? How might such a National System impact what we do? Aaron >Date: Tue, 14 Mar 2006 23:05:24 -0500 >From: David Rosen >Subject: [Assessment 236] Re: : A National System of Adult Education and > Literacy >Sender: assessment-bounces at nifl.gov >To: The Assessment Discussion List >Reply-to: The Assessment Discussion List >X-Mailer: Apple Mail (2.746.2) >X-BeenThere: assessment at nifl.gov >Delivered-to: assessment at nifl.gov >X-Original-To: assessment at nifl.gov >X-Mailman-Approved-At: Wed, 15 Mar 2006 07:24:16 -0500 >X-Spam-Status: hits=0.063 tests=AWL ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.81 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Assessment Discussion List > >Assessment Colleagues, > >Marie wrote: > > What do we need? National standards? Is that the most important > > thing that will help combat these issues? > > > > A different way to capture learning? What would that look like? > > Remember that the needs of the funder and public are quite > > different than the needs of the teacher and student ? and both are > > legitimate needs. > > > > What are your thoughts on these issues? > >Ignore for the moment the current political political realities, and >consider just the merits and faults, not the practicalities, of what >I propose, a national System of Adult Education and Literacy which >has three aligned components: National Curriculum Standards, (Free) >National Curricula, and Standardized Assessments. Such a system >could have other components, but for now, I suggest we look at these >three. > >1. Sets of national curriculum standards for: a) adult ESL/ESOL/ELL, >b) ABE (including adult basic education) c) ASE (adult secondary >education/GED/EDP/ADP) and d) Transition to College programs , >developed through a process which is widely respected by the field. >(Some would argue that we already have that in Equipped for the Future.) > >2. National curricula developed based on those standards and >available for states to adopt (or adapt) as they choose. The >curricula need to be comprehensive, modularized, available in generic >as well as work-contextualized units, in English but also bilingual >in Spanish and possibly other languages. It needs to be available >free online in units that teachers could download and use in their >classrooms, that tutors could use with their one-one-one or small >group instruction, and in self-instructional formats that adult >learners could use directly online. (Yes I know how big a task all >this is.) > >3. Standardized assessments developed against the national curriculum >standards (tests, but also performance-based, direct assessments) >which have a high degree of validity for measuring the national >standards. > >Some might think that what I propose is too top-down. I would argue >that it could be very bottom-up if the field -- and adult learner >leaders -- are/have been/will be well-represented in setting the >standards, and if the modules can be be selected to meet specific >learner goals and contexts as well as to the standards. A national >curriculum could be made up of a database of thousands of units of >instruction (modules, learning objects) which could be very easily >found and in minutes organized/reorganized to fit learners' goals and >contexts. An adult learner or a group who need to improve their >reading skills and who are interested in the context of parenting >could easily access standards-based modules on parenting issues with >reading materials at the right level(s). A teacher whose students >worked in health care and who needed to improve their math skills >could quickly find and download materials/lessons for using numeracy >in health care settings. A student who wanted to learn online and who >wanted a job in environmental cleanup work could access standards- >based basic skills/occupational education lessons in this area, >accompanied by an online career coach and and online tutor. These >examples just hint at the complexity and sophistication of what I >propose, and will have some shaking their heads at the cost. But, >consider that if this is a national curriculum, the costs of >developing such modules have the benefits of scale, that those >curricula could be widely used -- and freely available. (Sorry >publishers, this could eat into your profits.) > >There is more, but I'll stop with this. > >Okay, let the questions and brickbats fly. > >David J. Rosen >djrosen at comcast.net > >------------------------------- >National Institute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From Janet_Isserlis at brown.edu Sat Mar 18 12:52:39 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Sat, 18 Mar 2006 12:52:39 -0500 Subject: [ContentStandards 73] Re: Fwd: [Assessment 236] Re: : A National System of Adult Education and Literacy In-Reply-To: <5.1.0.14.2.20060315130008.03d4faa8@pop.utk.edu> Message-ID: all A bottom-up, field (practitioner and learner) - represented set of standards? Sounds like EFF, no? What am I missing here? We have this rich, useful resource in EFF. Are we talking about starting over? Something different? Don't we have this already? Aren't some of us building on it? Janet Isserlis >> >> Some might think that what I propose is too top-down. I would argue >> that it could be very bottom-up if the field -- and adult learner >> leaders -- are/have been/will be well-represented in setting the >> standards, and if the modules can be be selected to meet specific >> learner goals and contexts as well as to the standards. From akohring at utk.edu Mon Mar 20 09:48:00 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 20 Mar 2006 09:48:00 -0500 Subject: [ContentStandards 74] Fwd: [Assessment 249] Q&A on New Assessments by ETS Message-ID: <5.1.0.14.2.20060320094458.03d64688@pop.utk.edu> Spring greetings to all, See the message below about a Q & A on the Assessment Discussion List next week related to ETS's (Educational Testing Service) development of new standards-based assessments. Aaron >Date: Fri, 17 Mar 2006 12:43:25 -0500 >From: Marie Cora >Subject: [Assessment 249] Q&A on New Assessments by ETS >Sender: assessment-bounces at nifl.gov >To: assessment at nifl.gov >Cc: "'Eastland, Julie'" >Reply-to: The Assessment Discussion List >X-Mailer: Microsoft Outlook, Build 10.0.2627 >Importance: Normal >X-BeenThere: assessment at nifl.gov >Delivered-to: assessment at nifl.gov >X-Original-To: assessment at nifl.gov >X-Mailman-Approved-At: Fri, 17 Mar 2006 12:36:24 -0500 >X-Spam-Status: hits=0.001 tests=HTML_MESSAGE ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.85 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Assessment Discussion List > >Dear Colleagues, > > > >The Assessment Discussion List will be hosting a Q&A during the week of >March 27 on 3 new assessments for adult learning being developed by ETS >(Educational Testing Service). ETS is seeking states to collaborate on >the development of these new standards-based assessments. Presently, 7 >Charter states have been working with ETS on this project. ETS is >recruiting several more states for the next phase of the project, which >includes: > > > * Developing, reviewing and selecting tasks to be included in the new > measures; > * Contributing to the development of diagnostic score reports; > * Participating in a standard-setting process that will map the tests > to the NRS levels; > * Piloting the tests with your adult learners; > * Creating a test designed by you with your state s learners , > teachers , and administrators needs in mind. > > >Julie Eastland, of ETS, will be joining us during the week of March 27 to >answer your questions and comments regarding the project. You can send >your questions to the List before the week of March 27, and I will hold >them for that week, or you can post your questions and comments during >that week. Julie will be available to respond periodically throughout >that week. > > > >For more information, please see the attachment. > > > >Thanks and looking forward to your questions and comments. > > > >marie cora > >Assessment Discussion List Moderator > > > >------------------------------- >National Institute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: new_assessments.pdf Type: application/pdf Size: 54894 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060320/7b702123/attachment.pdf From atrawick at charter.net Mon Mar 20 10:28:54 2006 From: atrawick at charter.net (Amy R. Trawick) Date: Mon, 20 Mar 2006 10:28:54 -0500 Subject: [ContentStandards 75] Re: [Assessment 239] Re: : A National System of Adult Education andLiteracy References: <002d01c64782$4b43c150$0402a8c0@frodo><44183675.8040303@riral.org> <09D7944F-651C-4AC2-B1EA-7F622BA1ABEA@comcast.net> Message-ID: <00ee01c64c33$0045b810$3002a8c0@ben2ut66kkx7o3> David, I think this is an intriguing idea. Lots of issues are whirling around in my head, but let's deal with this one first: Are you proposing the development of national standards or federal standards? It is possible to have a set of national standards, supporting curriculum, and standardized assessments--developed and referenced by the field as a whole because of the collaborative nature of their development or adoption--without having these codified within the federal bureaucracy. In this scenario, the federal government could even provide support through funding. Is this what your getting at, or are you seeing a more hands-on role being played by the federal government? Amy Amy R. Trawick, M.S. Ed. North Wilkesboro, North Carolina atrawick at charter.net ----- Original Message ----- From: "David Rosen" To: ; "The Assessment Discussion List" Sent: Wednesday, March 15, 2006 1:09 PM Subject: [Assessment 239] Re: : A National System of Adult Education andLiteracy Howard, Thanks for your thoughtful comments. See my replies below. I hope others will join in this discussion, too, from the Assessment list and from the Content Standards list. David J. Rosen djrosen at comcast.net On Mar 15, 2006, at 10:44 AM, Howard L. Dooley, Jr. wrote: > I think David has a good, basic overall plan here. I wouldn't say the > plan is top-down either. I think it recognizes that there is push > today > to be able to look at success across states and throughout the > country, > and for that we need a way to connect our local efforts into a > national > system. Think globally; act locally -- as always the best politics > and > the best basis for a system of adult ed. But my sense is that, right > now, funders are in favor of such a national system, but most > practitioners are not. I wish that funders _were_ in favor of this. The largest adult education funder, the U.S. Department of Education, is reluctant to establish a set of national curriculum standards. I am not sure why, but guess that it is because a long-standing tradition that curriculum standards in American Education are in the control of local school committees and state boards of education. The closest the USDOE has come to this is funding the development of a "warehouse" of state curriculum standards, [ http://www.adultedcontentstandards.org/Source/GetStandard.asp ] and (through the National Institute for Literacy) supporting the development -- but not the endorsement as national curriculum standards - of Equipped for the Future. (I am not sure I have that exactly right so if someone has better information, please let us know.) The problem, as many people have said, is not that we lack standards in the U.S., but that we have too many competing sets of standards. We lack a set of national standards that everyone uses. > Because, really, the benefits of such a system > are largely for the funders, policy makers, and big-picture people; > for > the instructor and learner in the classroom, what is the impact of it? > How does it matter that what I need to learn and am mastering to get a > job in RI is also what someone needs to learn and master to enter a > community college in AL? It may be interesting, but what does it > matter? I agree that a system such as I propose would benefit funders. However, it would also benefit teachers and learners. A lot of curriculum -- often very good curriculum -- is developed in programs and states across the country. But much of it is not published, and if it is, is not easily accessed. It is possible to find some good curriculum through NIFL LINCS, and in other places on the Web, for example, but this takes time, a lot of time. Teachers don't have much time to search for curriculum. It would be of great interest to most teachers if high quality curriculum --ready to download and use -- and adapt to local needs -- in class tomorrow could _easily be found_. Let me give you an example. As I understand it (folks from Arizona correct me if I got this wrong) Arizona has a set of state ESOL standards that are widely used, and respected by ESOL teachers there. A couple of ESOL teachers at Pima County Community College decided that they were useful as far as they went, but they wanted to have good web-based instruction linked to those standards. So they spent hours and hours finding -- and linking -- instruction on a Web page that they call The Splendid ESOL Web [ http://cc.pima.edu/ ~slundquist/index.htm ] When I was doing workshops in Arizona a couple of years ago, ESOL teachers popped up from across the state to tell me about The Splendid ESOL Web and how useful it is to them. This is instructional for us all: a set of standards developed by and respected by teachers, a set of online instructional resources found and organized/linked by ESOL Teachers, and widely used by other ESOL teachers. This sounds like a model to emulate in national curriculum development. Take this a step further. Suppose we had an agreed-upon format for developing instructional resources, nothing fancy, one that most teachers found easy to understand, easy to use, and that was linked to national standards. Suppose further that the format referenced national curriculum standards, that every lesson or module or learning object built by a teacher referenced a national curriculum standard. Then suppose the modules teachers developed were peer- reviewed and those that were approved were stored in an easily- accessible Web-based instructional lesson/module/learning objects database where other teachers could access them by standard, topic, level, etc. Some of the elements of what I have described are in place. For example, the Lesson Plan Builder, developed by OTAN in California [ http://www.lessonplanbuilder.org/lessons/ ], has a practical format for creating lesson plans online, and links them to California (and nationally used) standards. OTAN plans to store these lessons in an accessible database. When that's done, the teacher's chore of finding good lesson plans will be easier. Also, I very much like that these are lesson plans created "bottom up" by teachers (or perhaps even by teachers and their students together.) > I also think that many of the standards, curriculum and assessment > pieces already exist. If one has the time -- and right now it takes > time, believe me -- to peruse and ferret the web, you can find a > wealth > of excellent curricula that is the start of a "comprehensive, > modularized [curriculum], available in generic as well as > work-contextualized units, in English". Yes, much of it is there -- and it's hard to find. Some of it is not there, however. Try to find work-contextualized online lessons which students can access directly (not teacher lesson plans but student lessons online.) I have been searching high and low for these -- in health care work -- but haven't found much. Yet, given the good jobs going begging in health care in New England -- and elsewhere -- wouldn't it be useful if health care workers could do some of their basic skills learning online and if the instruction were contextualized or embedded in health care work? > Much of it "available in free > online in units that teachers could download and use in their > classrooms, that tutors could use with their one-one-one or smallgroup > instruction". We use several items for our EL Civics, ESL > listening and > ABE math curriculua that are from the web. The weakest link for us is > "material in self-instructional formats that adult learners can use > directly online." Yes, that is the weakest link. > There's a lot of print stuff that's been transferred > to the web, put it's not exciting or constructivist enough to engage > self-directed learners, unless they are high level readers and highly > self-motivated. Right you are. > So, I think we could get there more quickly than we might think, but > only if most of us really want to get there at all. Your state, Rhode Island, the first wireless Internet access state, border-to-border, would be a perfect "testbed" for a system such as I am proposing. I think if teachers and tutors understood how useful this could be they would clamor for it. Maybe you could get teachers in Rhode Island to think about this. > From a sincere, big-picture kind-of-guy, > Howard D. > > > > > > > > David Rosen wrote: > >> Assessment Colleagues, >> >> Marie wrote: >> >> >>> What do we need? National standards? Is that the most important >>> thing that will help combat these issues? >>> >>> A different way to capture learning? What would that look like? >>> Remember that the needs of the funder and public are quite >>> different than the needs of the teacher and student ? and both are >>> legitimate needs. >>> >>> What are your thoughts on these issues? >>> >>> >> >> Ignore for the moment the current political political realities, and >> consider just the merits and faults, not the practicalities, of what >> I propose, a national System of Adult Education and Literacy which >> has three aligned components: National Curriculum Standards, (Free) >> National Curricula, and Standardized Assessments. Such a system >> could have other components, but for now, I suggest we look at these >> three. >> >> 1. Sets of national curriculum standards for: a) adult ESL/ESOL/ELL, >> b) ABE (including adult basic education) c) ASE (adult secondary >> education/GED/EDP/ADP) and d) Transition to College programs , >> developed through a process which is widely respected by the field. >> (Some would argue that we already have that in Equipped for the >> Future.) >> >> 2. National curricula developed based on those standards and >> available for states to adopt (or adapt) as they choose. The >> curricula need to be comprehensive, modularized, available in generic >> as well as work-contextualized units, in English but also bilingual >> in Spanish and possibly other languages. It needs to be available >> free online in units that teachers could download and use in their >> classrooms, that tutors could use with their one-one-one or small >> group instruction, and in self-instructional formats that adult >> learners could use directly online. (Yes I know how big a task all >> this is.) >> >> 3. Standardized assessments developed against the national curriculum >> standards (tests, but also performance-based, direct assessments) >> which have a high degree of validity for measuring the national >> standards. >> >> Some might think that what I propose is too top-down. I would argue >> that it could be very bottom-up if the field -- and adult learner >> leaders -- are/have been/will be well-represented in setting the >> standards, and if the modules can be be selected to meet specific >> learner goals and contexts as well as to the standards. A national >> curriculum could be made up of a database of thousands of units of >> instruction (modules, learning objects) which could be very easily >> found and in minutes organized/reorganized to fit learners' goals and >> contexts. An adult learner or a group who need to improve their >> reading skills and who are interested in the context of parenting >> could easily access standards-based modules on parenting issues with >> reading materials at the right level(s). A teacher whose students >> worked in health care and who needed to improve their math skills >> could quickly find and download materials/lessons for using numeracy >> in health care settings. A student who wanted to learn online and who >> wanted a job in environmental cleanup work could access standards- >> based basic skills/occupational education lessons in this area, >> accompanied by an online career coach and and online tutor. These >> examples just hint at the complexity and sophistication of what I >> propose, and will have some shaking their heads at the cost. But, >> consider that if this is a national curriculum, the costs of >> developing such modules have the benefits of scale, that those >> curricula could be widely used -- and freely available. (Sorry >> publishers, this could eat into your profits.) >> >> There is more, but I'll stop with this. >> >> Okay, let the questions and brickbats fly. >> >> David J. Rosen >> djrosen at comcast.net >> >> ------------------------------- >> National Institute for Literacy >> Assessment mailing list >> Assessment at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/assessment >> >> >> > > ------------------------------- > National Institute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From djrosen at comcast.net Mon Mar 20 12:19:09 2006 From: djrosen at comcast.net (David Rosen) Date: Mon, 20 Mar 2006 12:19:09 -0500 Subject: [ContentStandards 76] Re: [Assessment 239] Re: : A National System of Adult Education andLiteracy In-Reply-To: <00ee01c64c33$0045b810$3002a8c0@ben2ut66kkx7o3> References: <002d01c64782$4b43c150$0402a8c0@frodo><44183675.8040303@riral.org> <09D7944F-651C-4AC2-B1EA-7F622BA1ABEA@comcast.net> <00ee01c64c33$0045b810$3002a8c0@ben2ut66kkx7o3> Message-ID: <396730F1-296D-4513-83CE-3E2D057FE023@comcast.net> Hello Amy. On Mar 20, 2006, at 10:28 AM, Amy R. Trawick wrote: > David, I think this is an intriguing idea. Lots of issues are > whirling > around in my head, but let's deal with this one first: > > Are you proposing the development of national standards or federal > standards? It is possible to have a set of national standards, > supporting > curriculum, and standardized assessments--developed and referenced > by the > field as a whole because of the collaborative nature of their > development or > adoption--without having these codified within the federal > bureaucracy. In > this scenario, the federal government could even provide support > through > funding. Is this what your getting at, or are you seeing a more > hands-on > role being played by the federal government? I wasn't distinguishing between federal and national, but given the political difficulties of making this a federal priority, perhaps I should. I like the idea of national standards which states and programs can choose to develop curriculum and standardized assessments for. This would allow this idea to be acted on to some extent regardless of whether it was a federal priority. Of course, it would get a lot further if the federal government embraced it and put significant resources behind it. Thanks, Amy. David David J. Rosen djrosen at comcast.net > Amy > > Amy R. Trawick, M.S. Ed. > North Wilkesboro, North Carolina > atrawick at charter.net > > > > ----- Original Message ----- > From: "David Rosen" > To: ; "The Assessment Discussion List" > > Sent: Wednesday, March 15, 2006 1:09 PM > Subject: [Assessment 239] Re: : A National System of Adult Education > andLiteracy > > > Howard, > > Thanks for your thoughtful comments. See my replies below. I hope > others will join in this discussion, too, from the Assessment list > and from the Content Standards list. > > David J. Rosen > djrosen at comcast.net > > On Mar 15, 2006, at 10:44 AM, Howard L. Dooley, Jr. wrote: > >> I think David has a good, basic overall plan here. I wouldn't say >> the >> plan is top-down either. I think it recognizes that there is push >> today >> to be able to look at success across states and throughout the >> country, >> and for that we need a way to connect our local efforts into a >> national >> system. Think globally; act locally -- as always the best politics >> and >> the best basis for a system of adult ed. But my sense is that, right >> now, funders are in favor of such a national system, but most >> practitioners are not. > > I wish that funders _were_ in favor of this. The largest adult > education funder, the U.S. Department of Education, is reluctant to > establish a set of national curriculum standards. I am not sure why, > but guess that it is because a long-standing tradition that > curriculum standards in American Education are in the control of > local school committees and state boards of education. The closest > the USDOE has come to this is funding the development of a > "warehouse" of state curriculum standards, > [ http://www.adultedcontentstandards.org/Source/GetStandard.asp ] and > (through the National Institute for Literacy) supporting the > development -- but not the endorsement as national curriculum > standards - of Equipped for the Future. (I am not sure I have that > exactly right so if someone has better information, please let us > know.) The problem, as many people have said, is not that we lack > standards in the U.S., but that we have too many competing sets of > standards. We lack a set of national standards that everyone uses. > >> Because, really, the benefits of such a system >> are largely for the funders, policy makers, and big-picture people; >> for >> the instructor and learner in the classroom, what is the impact of >> it? >> How does it matter that what I need to learn and am mastering to >> get a >> job in RI is also what someone needs to learn and master to enter a >> community college in AL? It may be interesting, but what does it >> matter? > > I agree that a system such as I propose would benefit funders. > However, it would also benefit teachers and learners. A lot of > curriculum -- often very good curriculum -- is developed in programs > and states across the country. But much of it is not published, and > if it is, is not easily accessed. It is possible to find some good > curriculum through NIFL LINCS, and in other places on the Web, for > example, but this takes time, a lot of time. Teachers don't have > much time to search for curriculum. It would be of great interest to > most teachers if high quality curriculum --ready to download and use > -- and adapt to local needs -- in class tomorrow could _easily be > found_. > > Let me give you an example. As I understand it (folks from Arizona > correct me if I got this wrong) Arizona has a set of state ESOL > standards that are widely used, and respected by ESOL teachers > there. A couple of ESOL teachers at Pima County Community College > decided that they were useful as far as they went, but they wanted to > have good web-based instruction linked to those standards. So they > spent hours and hours finding -- and linking -- instruction on a Web > page that they call The Splendid ESOL Web [ http://cc.pima.edu/ > ~slundquist/index.htm ] When I was doing workshops in Arizona a > couple of years ago, ESOL teachers popped up from across the state to > tell me about The Splendid ESOL Web and how useful it is to them. > This is instructional for us all: a set of standards developed by and > respected by teachers, a set of online instructional resources found > and organized/linked by ESOL Teachers, and widely used by other ESOL > teachers. This sounds like a model to emulate in national curriculum > development. > > Take this a step further. Suppose we had an agreed-upon format for > developing instructional resources, nothing fancy, one that most > teachers found easy to understand, easy to use, and that was linked > to national standards. Suppose further that the format referenced > national curriculum standards, that every lesson or module or > learning object built by a teacher referenced a national curriculum > standard. Then suppose the modules teachers developed were peer- > reviewed and those that were approved were stored in an easily- > accessible Web-based instructional lesson/module/learning objects > database where other teachers could access them by standard, topic, > level, etc. Some of the elements of what I have described are in > place. For example, the Lesson Plan Builder, developed by OTAN in > California > [ http://www.lessonplanbuilder.org/lessons/ ], has a practical format > for creating lesson plans online, and links them to California (and > nationally used) standards. OTAN plans to store these lessons in an > accessible database. When that's done, the teacher's chore of finding > good lesson plans will be easier. Also, I very much like that these > are lesson plans created "bottom up" by teachers (or perhaps even by > teachers and their students together.) > >> I also think that many of the standards, curriculum and assessment >> pieces already exist. If one has the time -- and right now it takes >> time, believe me -- to peruse and ferret the web, you can find a >> wealth >> of excellent curricula that is the start of a "comprehensive, >> modularized [curriculum], available in generic as well as >> work-contextualized units, in English". > > Yes, much of it is there -- and it's hard to find. Some of it is not > there, however. Try to find work-contextualized online lessons which > students can access directly (not teacher lesson plans but student > lessons online.) I have been searching high and low for these -- in > health care work -- but haven't found much. Yet, given the good jobs > going begging in health care in New England -- and elsewhere -- > wouldn't it be useful if health care workers could do some of their > basic skills learning online and if the instruction were > contextualized or embedded in health care work? > >> Much of it "available in free >> online in units that teachers could download and use in their >> classrooms, that tutors could use with their one-one-one or >> smallgroup >> instruction". We use several items for our EL Civics, ESL >> listening and >> ABE math curriculua that are from the web. The weakest link for >> us is >> "material in self-instructional formats that adult learners can use >> directly online." > > Yes, that is the weakest link. > >> There's a lot of print stuff that's been transferred >> to the web, put it's not exciting or constructivist enough to engage >> self-directed learners, unless they are high level readers and highly >> self-motivated. > > Right you are. > >> So, I think we could get there more quickly than we might think, but >> only if most of us really want to get there at all. > > Your state, Rhode Island, the first wireless Internet access state, > border-to-border, would be a perfect "testbed" for a system such as I > am proposing. I think if teachers and tutors understood how useful > this could be they would clamor for it. Maybe you could get teachers > in Rhode Island to think about this. > >> From a sincere, big-picture kind-of-guy, >> Howard D. > > >> >> >> >> >> >> >> >> David Rosen wrote: >> >>> Assessment Colleagues, >>> >>> Marie wrote: >>> >>> >>>> What do we need? National standards? Is that the most important >>>> thing that will help combat these issues? >>>> >>>> A different way to capture learning? What would that look like? >>>> Remember that the needs of the funder and public are quite >>>> different than the needs of the teacher and student ? and both are >>>> legitimate needs. >>>> >>>> What are your thoughts on these issues? >>>> >>>> >>> >>> Ignore for the moment the current political political realities, and >>> consider just the merits and faults, not the practicalities, of what >>> I propose, a national System of Adult Education and Literacy which >>> has three aligned components: National Curriculum Standards, (Free) >>> National Curricula, and Standardized Assessments. Such a system >>> could have other components, but for now, I suggest we look at these >>> three. >>> >>> 1. Sets of national curriculum standards for: a) adult ESL/ESOL/ELL, >>> b) ABE (including adult basic education) c) ASE (adult secondary >>> education/GED/EDP/ADP) and d) Transition to College programs , >>> developed through a process which is widely respected by the field. >>> (Some would argue that we already have that in Equipped for the >>> Future.) >>> >>> 2. National curricula developed based on those standards and >>> available for states to adopt (or adapt) as they choose. The >>> curricula need to be comprehensive, modularized, available in >>> generic >>> as well as work-contextualized units, in English but also bilingual >>> in Spanish and possibly other languages. It needs to be available >>> free online in units that teachers could download and use in their >>> classrooms, that tutors could use with their one-one-one or small >>> group instruction, and in self-instructional formats that adult >>> learners could use directly online. (Yes I know how big a task all >>> this is.) >>> >>> 3. Standardized assessments developed against the national >>> curriculum >>> standards (tests, but also performance-based, direct assessments) >>> which have a high degree of validity for measuring the national >>> standards. >>> >>> Some might think that what I propose is too top-down. I would argue >>> that it could be very bottom-up if the field -- and adult learner >>> leaders -- are/have been/will be well-represented in setting the >>> standards, and if the modules can be be selected to meet specific >>> learner goals and contexts as well as to the standards. A national >>> curriculum could be made up of a database of thousands of units of >>> instruction (modules, learning objects) which could be very easily >>> found and in minutes organized/reorganized to fit learners' goals >>> and >>> contexts. An adult learner or a group who need to improve their >>> reading skills and who are interested in the context of parenting >>> could easily access standards-based modules on parenting issues with >>> reading materials at the right level(s). A teacher whose students >>> worked in health care and who needed to improve their math skills >>> could quickly find and download materials/lessons for using numeracy >>> in health care settings. A student who wanted to learn online and >>> who >>> wanted a job in environmental cleanup work could access standards- >>> based basic skills/occupational education lessons in this area, >>> accompanied by an online career coach and and online tutor. These >>> examples just hint at the complexity and sophistication of what I >>> propose, and will have some shaking their heads at the cost. But, >>> consider that if this is a national curriculum, the costs of >>> developing such modules have the benefits of scale, that those >>> curricula could be widely used -- and freely available. (Sorry >>> publishers, this could eat into your profits.) >>> >>> There is more, but I'll stop with this. >>> >>> Okay, let the questions and brickbats fly. >>> >>> David J. Rosen >>> djrosen at comcast.net >>> >>> ------------------------------- >>> National Institute for Literacy >>> Assessment mailing list >>> Assessment at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/assessment >>> >>> >>> >> >> ------------------------------- >> National Institute for Literacy >> Assessment mailing list >> Assessment at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/assessment > > ------------------------------- > National Institute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Mon Mar 20 13:18:58 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 20 Mar 2006 13:18:58 -0500 Subject: [ContentStandards 77] Online Professional Development Opportunities Message-ID: <5.1.0.14.2.20060320131735.03c9e740@pop.utk.edu> Greetings all, See below for information on some online course offerings including one specific to adult education standards: Standards Based Approach to Defining and Measuring Results in the AE Classroom. Aaron ************************************************************************************************ The Center for Literacy Studies at the University of Tennessee, and the Ohio Literacy Resource Center at Kent State University are proud to announce the opening of registration for our spring 2006 distance learning courses. Overviews of each course, as well as the start dates, are outlined below. Each course is a carefully-paced, facilitated training opportunity for adult education professionals. Each one has been piloted, reviewed, and offered previously to excellent reviews. Bill McNutt Technology Coordinator, AEProfessional Project University of Tennessee, Center for Literacy Studies http://www.aeprofessional.org More information and registration can be found at: http://www.aeprofessional.org __________________________________________________ Adult Education - Teaching Tools Course begins May 8, 2006 Cost - $149/person Facilitator: Deb Hargrove Delivered via the Internet, this six-week course focuses on familiarizing instructors with teaching tools that will enhance teaching practices leading to greater learning, retention, and success for adult students. It offers a wealth of resources and teaching strategies on topics such as reflective teaching, cooperative/collaborative learning, multiple intelligences, and contextual instruction. The course will help participants draw their own connections between current research and teacher practice; it provides opportunities for practical classroom application, online collaboration, and sharing best practices with other adult educators-and much more! ___________________________________________________ Standards Based Approach to Defining and Measuring Results in the AE Classroom Course begins April 3, 2006 Cost - $149/person Facilitator: Peggy McGuire This EFF online course is designed for the range of practitioners, teachers, program administrators, professional development providers, state adult literacy and basic education staff who want and need to understand how Equipped for the Future supports improvement in the quality and results of adult basic/literacy/ESOL education through standards and an aligned assessment and accountability framework. Participants will be able to explore EFF educational improvement processes and tools in detail as well as receive structured feedback and support from an EFF facilitator. ___________________________________________________ ESOL Basics Course begins May 8, 2006 Cost - $149/person Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer Do you need to know the basics of ESOL instruction? Through this online course, you will learn how to identify characteristics of adult ESOL learners, effective methods of teaching languages, the four language skills, and how adults learn another language. Online activities, discussion boards and assessments will keep you engaged. ___________________________________________________ Integration of Technology into the Adult Education Classroom Course begins May 8, 2006 Cost - $149/person Facilitator: Linda Eckert, AE Pro Developer Have you ever tried to blindly put a puzzle together without knowing what the final picture will look like? This may be what is happening to you when you are trying to integrate computer technology into your classroom. This course will provide quick access to educational resources, lesson plans, activities, and tools for evaluating educational software, information about purchasing educational software, and knowledge to help you utilize a variety of software applications and web-based activities in the classroom. Online activities, discussion boards and assessments will keep you engaged. ___________________________________________________ Introduction to Learning Disabilities in Adults Course begins April 3, 2006 Cost - $149/person Facilitator: Staff Fifty to eighty percent of students in adult education classes have learning difficulties-many with diagnosed learning disabilities. Delivered via the Internet, this introductory course, designed for adult education instructors, will overview types of learning disabilties, various screening tools to assist in identification, and teaching tools to support identified learning needs. During this six-week course, participants will be asked to apply ideas and techniques with their own AE learners. ___________________________________________________ Bill McNutt Technology Coordinator, AEProfessional Project University of Tennessee, Center for Literacy Studies http://www.aeprofessional.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From lindakperry at hotmail.com Tue Mar 21 16:02:07 2006 From: lindakperry at hotmail.com (Linda Perry) Date: Tue, 21 Mar 2006 21:02:07 +0000 Subject: [ContentStandards 78] Re: [Assessment 239] Re: : A National Systemof Adult Education andLiteracy In-Reply-To: <00ee01c64c33$0045b810$3002a8c0@ben2ut66kkx7o3> Message-ID: Interesting part of a discussion. There are Scans competencies that are followed in many areas in California and the testing for our program and other ESL programs is from CAL, Center for Applied Linguistics, implying some applied linguistic guidelines. ORU recommends that doctoral students who have studied for their undergraduate and/or master's degrees in their education programs, study in other institutions for their doctorates so they don't become ingrown and overly focused on one way of doing things. The idea is that it is broadening and keeps a person open to new and alternative ways of teaching. Is David proposing national guidelines? This is a good idea, if it is an open ended recommendation that is regularly reviewed and allows for input, research and inclusion of varied approaches. >From: "Amy R. Trawick" >Reply-To: The Adult Education Content Standards Discussion >List >To: "The Assessment Discussion List" ,"The Adult >Education Content Standards Discussion List" >Subject: [ContentStandards 75] Re: [Assessment 239] Re: : A National >Systemof Adult Education andLiteracy >Date: Mon, 20 Mar 2006 10:28:54 -0500 > >David, I think this is an intriguing idea. Lots of issues are whirling >around in my head, but let's deal with this one first: > >Are you proposing the development of national standards or federal >standards? It is possible to have a set of national standards, supporting >curriculum, and standardized assessments--developed and referenced by the >field as a whole because of the collaborative nature of their development >or >adoption--without having these codified within the federal bureaucracy. In >this scenario, the federal government could even provide support through >funding. Is this what your getting at, or are you seeing a more hands-on >role being played by the federal government? > >Amy > >Amy R. Trawick, M.S. Ed. >North Wilkesboro, North Carolina >atrawick at charter.net > > > >----- Original Message ----- >From: "David Rosen" >To: ; "The Assessment Discussion List" > >Sent: Wednesday, March 15, 2006 1:09 PM >Subject: [Assessment 239] Re: : A National System of Adult Education >andLiteracy > > >Howard, > >Thanks for your thoughtful comments. See my replies below. I hope >others will join in this discussion, too, from the Assessment list >and from the Content Standards list. > >David J. Rosen >djrosen at comcast.net > >On Mar 15, 2006, at 10:44 AM, Howard L. Dooley, Jr. wrote: > > > I think David has a good, basic overall plan here. I wouldn't say the > > plan is top-down either. I think it recognizes that there is push > > today > > to be able to look at success across states and throughout the > > country, > > and for that we need a way to connect our local efforts into a > > national > > system. Think globally; act locally -- as always the best politics > > and > > the best basis for a system of adult ed. But my sense is that, right > > now, funders are in favor of such a national system, but most > > practitioners are not. > >I wish that funders _were_ in favor of this. The largest adult >education funder, the U.S. Department of Education, is reluctant to >establish a set of national curriculum standards. I am not sure why, >but guess that it is because a long-standing tradition that >curriculum standards in American Education are in the control of >local school committees and state boards of education. The closest >the USDOE has come to this is funding the development of a >"warehouse" of state curriculum standards, >[ http://www.adultedcontentstandards.org/Source/GetStandard.asp ] and >(through the National Institute for Literacy) supporting the >development -- but not the endorsement as national curriculum >standards - of Equipped for the Future. (I am not sure I have that >exactly right so if someone has better information, please let us >know.) The problem, as many people have said, is not that we lack >standards in the U.S., but that we have too many competing sets of >standards. We lack a set of national standards that everyone uses. > > > Because, really, the benefits of such a system > > are largely for the funders, policy makers, and big-picture people; > > for > > the instructor and learner in the classroom, what is the impact of it? > > How does it matter that what I need to learn and am mastering to get a > > job in RI is also what someone needs to learn and master to enter a > > community college in AL? It may be interesting, but what does it > > matter? > >I agree that a system such as I propose would benefit funders. >However, it would also benefit teachers and learners. A lot of >curriculum -- often very good curriculum -- is developed in programs >and states across the country. But much of it is not published, and >if it is, is not easily accessed. It is possible to find some good >curriculum through NIFL LINCS, and in other places on the Web, for >example, but this takes time, a lot of time. Teachers don't have >much time to search for curriculum. It would be of great interest to >most teachers if high quality curriculum --ready to download and use >-- and adapt to local needs -- in class tomorrow could _easily be >found_. > >Let me give you an example. As I understand it (folks from Arizona >correct me if I got this wrong) Arizona has a set of state ESOL >standards that are widely used, and respected by ESOL teachers >there. A couple of ESOL teachers at Pima County Community College >decided that they were useful as far as they went, but they wanted to >have good web-based instruction linked to those standards. So they >spent hours and hours finding -- and linking -- instruction on a Web >page that they call The Splendid ESOL Web [ http://cc.pima.edu/ >~slundquist/index.htm ] When I was doing workshops in Arizona a >couple of years ago, ESOL teachers popped up from across the state to >tell me about The Splendid ESOL Web and how useful it is to them. >This is instructional for us all: a set of standards developed by and >respected by teachers, a set of online instructional resources found >and organized/linked by ESOL Teachers, and widely used by other ESOL >teachers. This sounds like a model to emulate in national curriculum >development. > >Take this a step further. Suppose we had an agreed-upon format for >developing instructional resources, nothing fancy, one that most >teachers found easy to understand, easy to use, and that was linked >to national standards. Suppose further that the format referenced >national curriculum standards, that every lesson or module or >learning object built by a teacher referenced a national curriculum >standard. Then suppose the modules teachers developed were peer- >reviewed and those that were approved were stored in an easily- >accessible Web-based instructional lesson/module/learning objects >database where other teachers could access them by standard, topic, >level, etc. Some of the elements of what I have described are in >place. For example, the Lesson Plan Builder, developed by OTAN in >California >[ http://www.lessonplanbuilder.org/lessons/ ], has a practical format >for creating lesson plans online, and links them to California (and >nationally used) standards. OTAN plans to store these lessons in an >accessible database. When that's done, the teacher's chore of finding >good lesson plans will be easier. Also, I very much like that these >are lesson plans created "bottom up" by teachers (or perhaps even by >teachers and their students together.) > > > I also think that many of the standards, curriculum and assessment > > pieces already exist. If one has the time -- and right now it takes > > time, believe me -- to peruse and ferret the web, you can find a > > wealth > > of excellent curricula that is the start of a "comprehensive, > > modularized [curriculum], available in generic as well as > > work-contextualized units, in English". > >Yes, much of it is there -- and it's hard to find. Some of it is not >there, however. Try to find work-contextualized online lessons which >students can access directly (not teacher lesson plans but student >lessons online.) I have been searching high and low for these -- in >health care work -- but haven't found much. Yet, given the good jobs >going begging in health care in New England -- and elsewhere -- >wouldn't it be useful if health care workers could do some of their >basic skills learning online and if the instruction were >contextualized or embedded in health care work? > > > Much of it "available in free > > online in units that teachers could download and use in their > > classrooms, that tutors could use with their one-one-one or smallgroup > > instruction". We use several items for our EL Civics, ESL > > listening and > > ABE math curriculua that are from the web. The weakest link for us is > > "material in self-instructional formats that adult learners can use > > directly online." > >Yes, that is the weakest link. > > > There's a lot of print stuff that's been transferred > > to the web, put it's not exciting or constructivist enough to engage > > self-directed learners, unless they are high level readers and highly > > self-motivated. > >Right you are. > > > So, I think we could get there more quickly than we might think, but > > only if most of us really want to get there at all. > >Your state, Rhode Island, the first wireless Internet access state, >border-to-border, would be a perfect "testbed" for a system such as I >am proposing. I think if teachers and tutors understood how useful >this could be they would clamor for it. Maybe you could get teachers >in Rhode Island to think about this. > > > From a sincere, big-picture kind-of-guy, > > Howard D. > > > > > > > > > > > > > > > > > > David Rosen wrote: > > > >> Assessment Colleagues, > >> > >> Marie wrote: > >> > >> > >>> What do we need? National standards? Is that the most important > >>> thing that will help combat these issues? > >>> > >>> A different way to capture learning? What would that look like? > >>> Remember that the needs of the funder and public are quite > >>> different than the needs of the teacher and student ? and both are > >>> legitimate needs. > >>> > >>> What are your thoughts on these issues? > >>> > >>> > >> > >> Ignore for the moment the current political political realities, and > >> consider just the merits and faults, not the practicalities, of what > >> I propose, a national System of Adult Education and Literacy which > >> has three aligned components: National Curriculum Standards, (Free) > >> National Curricula, and Standardized Assessments. Such a system > >> could have other components, but for now, I suggest we look at these > >> three. > >> > >> 1. Sets of national curriculum standards for: a) adult ESL/ESOL/ELL, > >> b) ABE (including adult basic education) c) ASE (adult secondary > >> education/GED/EDP/ADP) and d) Transition to College programs , > >> developed through a process which is widely respected by the field. > >> (Some would argue that we already have that in Equipped for the > >> Future.) > >> > >> 2. National curricula developed based on those standards and > >> available for states to adopt (or adapt) as they choose. The > >> curricula need to be comprehensive, modularized, available in generic > >> as well as work-contextualized units, in English but also bilingual > >> in Spanish and possibly other languages. It needs to be available > >> free online in units that teachers could download and use in their > >> classrooms, that tutors could use with their one-one-one or small > >> group instruction, and in self-instructional formats that adult > >> learners could use directly online. (Yes I know how big a task all > >> this is.) > >> > >> 3. Standardized assessments developed against the national curriculum > >> standards (tests, but also performance-based, direct assessments) > >> which have a high degree of validity for measuring the national > >> standards. > >> > >> Some might think that what I propose is too top-down. I would argue > >> that it could be very bottom-up if the field -- and adult learner > >> leaders -- are/have been/will be well-represented in setting the > >> standards, and if the modules can be be selected to meet specific > >> learner goals and contexts as well as to the standards. A national > >> curriculum could be made up of a database of thousands of units of > >> instruction (modules, learning objects) which could be very easily > >> found and in minutes organized/reorganized to fit learners' goals and > >> contexts. An adult learner or a group who need to improve their > >> reading skills and who are interested in the context of parenting > >> could easily access standards-based modules on parenting issues with > >> reading materials at the right level(s). A teacher whose students > >> worked in health care and who needed to improve their math skills > >> could quickly find and download materials/lessons for using numeracy > >> in health care settings. A student who wanted to learn online and who > >> wanted a job in environmental cleanup work could access standards- > >> based basic skills/occupational education lessons in this area, > >> accompanied by an online career coach and and online tutor. These > >> examples just hint at the complexity and sophistication of what I > >> propose, and will have some shaking their heads at the cost. But, > >> consider that if this is a national curriculum, the costs of > >> developing such modules have the benefits of scale, that those > >> curricula could be widely used -- and freely available. (Sorry > >> publishers, this could eat into your profits.) > >> > >> There is more, but I'll stop with this. > >> > >> Okay, let the questions and brickbats fly. > >> > >> David J. Rosen > >> djrosen at comcast.net > >> > >> ------------------------------- > >> National Institute for Literacy > >> Assessment mailing list > >> Assessment at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/assessment > >> > >> > >> > > > > ------------------------------- > > National Institute for Literacy > > Assessment mailing list > > Assessment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/assessment > >------------------------------- >National Institute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Mon Mar 27 14:16:02 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 27 Mar 2006 14:16:02 -0500 Subject: [ContentStandards 79] Fwd: [Assessment 268] Re: More questions for ETS Message-ID: <5.1.0.14.2.20060327141359.03e18c08@pop.utk.edu> Greetings all, I am cross-posting this message from the Assessment Discussion List. You may be interested in the answers that Julie Eastland has provided on ETS's work in assessments. Aaron >Date: Mon, 27 Mar 2006 11:22:29 -0500 >From: "Eastland, Julie" >Subject: [Assessment 268] Re: More questions for ETS >Sender: assessment-bounces at nifl.gov >To: The Assessment Discussion List >Reply-to: The Assessment Discussion List >X-BeenThere: assessment at nifl.gov >Delivered-to: assessment at nifl.gov >Thread-topic: [Assessment 265] More questions for ETS >Thread-index: AcZRtznohbALjIlxSUmawG1EzJjQbQAACodA >X-Original-To: assessment at nifl.gov >X-IronPort-AV: i="4.03,134,1141621200"; d="scan'208,217"; > a="372771568:sNHT41642608" >X-MS-Has-Attach: >X-MS-TNEF-Correlator: >X-Mailman-Approved-At: Mon, 27 Mar 2006 14:05:26 -0500 >X-Spam-Status: hits=0.001 tests=HTML_MESSAGE ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.178.33 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Assessment Discussion List >X-OriginalArrivalTime: 27 Mar 2006 16:22:31.0638 (UTC) > FILETIME=[A5F01760:01C651BA] > >Content-class: urn:content-classes:message >Content-Type: multipart/alternative; > boundary="----_=_NextPart_001_01C651BA.A5EDDD86" > >Hi Everyone, >I will be available periodically this week to answer the questions that >are posted. > >1. Are these assessments that students will take on-line? > >Yes. They will be developed for on-line use. The students will take the >assessments on-line, and the assessments will be scored and scaled in >real-time on -line and immediately produce score reports, which >institutions can release directly to the student and/or teacher. There >will be a tutorial developed for students to access if they need >assistance with basic computer skills such as using a mouse and >highlighting, and the tutorial will also allow students to become familiar >with the item types that will be seen on the test. > >2. Aren t these assessments based on EFF (Equipped for the Future)? What >if my state does not use EFF? > >Yes, they are based on the EFF Reading and Math frameworks, and will use >real-life materials to assess student knowledge and proficiency in those >areas. We will work with participants to align the tests to meet the NRS >requirements, which should make the tests useful even in states where the >EFF frameworks are not utilized. > >3. What does a state need to do in order to join the project? > >A state would need to commit to the next phase of the project (a 2 year >period), which would mean signing a Memorandum of Understanding with ETS, >agreeing to attend development meetings, and piloting all of the tests >(reading with Understanding, Reading Components, and Using Math to Solve >Problems) with a minimum of 330 adult test candidates. The cost of >piloting is expected to be $10,000 per state. If your state is interested, >I would encourage you to contact me directly for more information about >this effort - I would be happy to share a copy of the MOU with you.. > >4. If my state joins this project, does that mean we must then use these >assessments? If we don t join this project, can my state access these >assessments anyway, even if we were not in the development project? > >If your state decides to join this project, you will not be required to >use the assessments beyond the pilot stage. If you are involved in the >pilot stage, you will have input into the development of the tests, >including score reports. If you were not in the development project, the >tests will be made available for purchase after the development phase. At >this time, we anticipate the final costs of the test to be approximately >$10 per test. > >I look forward to further discussion this week. >Best regards, >Julie > >________________________ >Julie K. Eastland >Program Administrator >Center for Global Assessment >Educational Testing Service >Rosedale Rd. >Princeton, NJ 08541 >jeastland at ets.org > >________________________________ > >From: assessment-bounces at nifl.gov >[mailto:assessment-bounces at nifl.gov] >On Behalf Of Marie Cora >Sent: Monday, March 27, 2006 11:08 AM >To: assessment at nifl.gov >Subject: [Assessment 265] More questions for ETS > > >Hello everyone, > > > >I have received a few questions to be posted for the discussion: > > > > > >-Are these assessments that students will take on-line? > > > >-Aren t these assessments based on EFF (Equipped for the Future)? What if >my state does not use EFF? > > > >-What does a state need to do in order to join the project? > > > >-If my state joins this project, does that mean we must then use these >assessments? If we don t join this project, can my state access these >assessments anyway, even if we were not in the development project? > > > > > > > >If you have questions, please feel free to send your question to me for >posting or feel free to post it yourself. > > > >Thanks, > >marie cora > >Assessment Discussion List Moderator > > > > >-------------------------------------------------- >This e-mail and any files transmitted with it may contain privileged or >confidential information. >It is solely for use by the individual for whom it is intended, even if >addressed incorrectly. >If you received this e-mail in error, please notify the sender; do not >disclose, copy, distribute, >or take any action in reliance on the contents of this information; and >delete it from >your system. Any other use of this e-mail is prohibited. > >Thank you for your compliance. >-------------------------------------------------- >------------------------------- >National Institute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Mar 28 08:54:57 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 28 Mar 2006 08:54:57 -0500 Subject: [ContentStandards 80] What are States doing with Standards? Message-ID: <5.1.0.14.2.20060328084809.03d4a858@pop.utk.edu> Greetings all, After reflecting on postings from the past week on National Standards, I reviewed questions that subscribers have sent to me about Standards, in general. The most common question appears to be: What are States currently doing with Standards? What is the process that States have gone through when developing or creating Standards, adopting or adapting existing Standards (such as Equipped for the Future or other Standards), or combining/linking 2 or more sets of standards? What have been the major challenges in this process? What have been the benefits? What changes have you seen in your adult literacy programs as a result of the process? Are any States willing to share with us? Thanks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From RSherman at air.org Tue Mar 28 09:19:58 2006 From: RSherman at air.org (Sherman, Renee) Date: Tue, 28 Mar 2006 09:19:58 -0500 Subject: [ContentStandards 81] Re: What are States doing with Standards? Message-ID: <8123523374E3514EACEE6B70E8FE31D701859FD9@dc1ex3.air.org> The Adult Education Content Standards Warehouse project,funded by the Office of Vocational and Adult Education, was designed to help states progress in the development, and alignment of state content standards. Under that project, the American Institutes for Research (AIR) developed a Process Guide for Establishing Adult Education Content Standards. The guide outlines processes for moving toward fully integrated standards-based education, including planning, developing, reviewing and implementing standardards. It was based on field research as well as the literature on standards development and can be found at the AECSW Web site at http://adultedcontentstandards.org In addition, the AECSW site is a repository for state and national adult education content standards in Reading, Mathematics and English Language Acquisition. The warehouse also allows users to search and retrieve standards documents, explore specific content within any given set of standards, and generate reports to show multiple standards within a discipline. While the project has ended, the warehouse continues to be updated as new states develop standards in the above disciplines. Renee Sherman American Institutes for Research 1000 Thomas Jefferson, NW Washington, DC 20007-3541 202-403-5327 rsherman at air.org -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring Sent: Tuesday, March 28, 2006 8:55 AM To: AE Content Standards Subject: [ContentStandards 80] What are States doing with Standards? Greetings all, After reflecting on postings from the past week on National Standards, I reviewed questions that subscribers have sent to me about Standards, in general. The most common question appears to be: What are States currently doing with Standards? What is the process that States have gone through when developing or creating Standards, adopting or adapting existing Standards (such as Equipped for the Future or other Standards), or combining/linking 2 or more sets of standards? What have been the major challenges in this process? What have been the benefits? What changes have you seen in your adult literacy programs as a result of the process? Are any States willing to share with us? Thanks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From MKroege at ade.az.gov Tue Mar 28 10:27:51 2006 From: MKroege at ade.az.gov (Kroeger, Miriam) Date: Tue, 28 Mar 2006 08:27:51 -0700 Subject: [ContentStandards 82] Re: What are States doing with Standards? Message-ID: <1DE339C47662EC4E992656C5E72AABC401BF2380@prodmail2.prod.root> Arizona has had Content and Performance Standards for Adult Education since 1999. The process started in 1998. We have standards in Reading, Writing, Math, Science, Social Studies, Citizenship, ESOL (renamed ELAA- English Language Acquisition for Adults in 2005), and we added Technology in 2005. We've also revised the standards (except Citizenship- waiting for the new test from USCIS, and Technology - they're new enough.) The fact that we've already revised our standards should be a hint to others. They need to be living documents that respond to teacher and learner feedback, and you have to have the leadership that will support the fact that they are dynamic and those dynamics need to be continuously looked at and, when necessary, time, talent and the field need to be involved in updating and revising. Renee Sherman talked about the Standards Warehouse and the guide that was developed. The guide should be "must reading" for states undertaking standards development. I wish we had one when we started. And the warehouse itself is so valuable. The taxonomies related to the content areas allow you to see how various states have addressed ideas, concepts and skills in those content areas. No small accomplishment!! And it's almost as if this conversation about content standards has to be aligned to the conversation that is happening on the assessment list, because assessment should be aligned to standards. -Miriam Kroeger Arizona -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring Sent: Tuesday, March 28, 2006 6:55 AM To: AE Content Standards Subject: [ContentStandards 80] What are States doing with Standards? Greetings all, After reflecting on postings from the past week on National Standards, I reviewed questions that subscribers have sent to me about Standards, in general. The most common question appears to be: What are States currently doing with Standards? What is the process that States have gone through when developing or creating Standards, adopting or adapting existing Standards (such as Equipped for the Future or other Standards), or combining/linking 2 or more sets of standards? What have been the major challenges in this process? What have been the benefits? What changes have you seen in your adult literacy programs as a result of the process? Are any States willing to share with us? Thanks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Thu Mar 30 08:09:35 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 30 Mar 2006 08:09:35 -0500 Subject: [ContentStandards 83] Re: What are States doing with Standards? In-Reply-To: <1DE339C47662EC4E992656C5E72AABC401BF2380@prodmail2.prod.ro ot> Message-ID: <5.1.0.14.2.20060330080646.03ceceb0@pop.utk.edu> Miriam, Thanks for sharing information with us on Arizona's Standards. Can you say a little more about what led to the decision to revise the Standards? And what was the process you went through to revise them? Thanks, Aaron At 08:27 AM 3/28/2006 -0700, you wrote: >Arizona has had Content and Performance Standards for Adult Education >since 1999. The process started in 1998. We have standards in Reading, >Writing, Math, Science, Social Studies, Citizenship, ESOL (renamed ELAA- >English Language Acquisition for Adults in 2005), and we added >Technology in 2005. We've also revised the standards (except >Citizenship- waiting for the new test from USCIS, and Technology - >they're new enough.) The fact that we've already revised our standards >should be a hint to others. They need to be living documents that >respond to teacher and learner feedback, and you have to have the >leadership that will support the fact that they are dynamic and those >dynamics need to be continuously looked at and, when necessary, time, >talent and the field need to be involved in updating and revising. > >Renee Sherman talked about the Standards Warehouse and the guide that >was developed. The guide should be "must reading" for states >undertaking standards development. I wish we had one when we started. >And the warehouse itself is so valuable. The taxonomies related to the >content areas allow you to see how various states have addressed ideas, >concepts and skills in those content areas. No small accomplishment!! >And it's almost as if this conversation about content standards has to >be aligned to the conversation that is happening on the assessment list, >because assessment should be aligned to standards. > >-Miriam Kroeger >Arizona > >-----Original Message----- >From: contentstandards-bounces at nifl.gov >[mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring >Sent: Tuesday, March 28, 2006 6:55 AM >To: AE Content Standards >Subject: [ContentStandards 80] What are States doing with Standards? > >Greetings all, > >After reflecting on postings from the past week on National Standards, I >reviewed questions that subscribers have sent to me about Standards, in >general. The most common question appears to be: What are States >currently doing with Standards? > >What is the process that States have gone through when developing or >creating Standards, adopting or adapting existing Standards (such as >Equipped for the Future or other Standards), or combining/linking 2 or >more sets of standards? What have been the major challenges in this >process? What have been the benefits? What changes have you seen in >your adult literacy programs as a result of the process? > >Are any States willing to share with us? > >Thanks, >Aaron > > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards >Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > >Center for Literacy Studies, University of Tennessee EFF Center for >Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From MKroege at ade.az.gov Thu Mar 30 11:12:42 2006 From: MKroege at ade.az.gov (Kroeger, Miriam) Date: Thu, 30 Mar 2006 09:12:42 -0700 Subject: [ContentStandards 84] Re: Revising standards Message-ID: <1DE339C47662EC4E992656C5E72AABC401BF2387@prodmail2.prod.root> When the decision was made to revise the standards, it was based on what we had heard from our teachers. They had done some reflective thinking - what's working, what's not, what do we think about it, what do we need to do differently. There was now more research and evidence available about adult learning than existed in 1998. We had teachers apply to work on the revisions, just as we had them apply to work on the development, so we had people who were really interested and who had worked with these tools. As for process - we surveyed the field about the standards in each of the content areas; we took their feedback; we broke into teams of 6-10; we looked at the research and the evidence; we looked at resources that had become available.. We discussed and argued and came to agreement and wrote for 2 1/2 days; left, reviewed, came back several weeks later, reviewed, discussed,argued agreed, wrote some more, left, reviewed. In all a revision to one content area took about 10-15 days stretched over 2 to 3 months. I will say that by the end of 2 1/2 days, your mind is rather frazzled, so when we left, we gave ourselves "homework" as well as some "away" time. We had a marvelous facilitator who, when she first started in '98 was not familiar with adult education, but was willing to and did learn about it. She helped keep us on task, was familiar with the process of writing standards, helped find some of the research and resources, was able to help us be clear in what we were writing and provided gentle but fierce critiques of our products. She learned from us, and we from her. She brought an objectivity and perspective from outside adult education, which ensured that our product would speak, not only to adult educators, but to K-12, higher ed people, funders, decision-makers, politicians. Is it worth it? We believe so. There is a real richness of material for content, proficiency and sample activities. The standards provide guides and flexibility, and best of all they come from the field. This is not the Department of Education imposing the standards, rather teachers and learners who have said "what does the adult learner need to know and be able to do"(content); what does it look like when the adult learner"knows" it and what would be some evidence of that progression of "knowing" (proficiency), and what would be some contexts that a teacher and learner could use for this learning (sample activities). In the end, I would say, that if you go through the process of developing standards and use them, you can't help but think about revising them. Because if that thought doesn't cross your mind, I would bet that the standards have sat on shelves and not been used. -Miriam -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring Sent: Thursday, March 30, 2006 6:10 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 83] Re: What are States doing with Standards? Miriam, Thanks for sharing information with us on Arizona's Standards. Can you say a little more about what led to the decision to revise the Standards? And what was the process you went through to revise them? Thanks, Aaron At 08:27 AM 3/28/2006 -0700, you wrote: >Arizona has had Content and Performance Standards for Adult Education >since 1999. The process started in 1998. We have standards in >Reading, Writing, Math, Science, Social Studies, Citizenship, ESOL >(renamed ELAA- English Language Acquisition for Adults in 2005), and we >added Technology in 2005. We've also revised the standards (except >Citizenship- waiting for the new test from USCIS, and Technology - >they're new enough.) The fact that we've already revised our standards >should be a hint to others. They need to be living documents that >respond to teacher and learner feedback, and you have to have the >leadership that will support the fact that they are dynamic and those >dynamics need to be continuously looked at and, when necessary, time, >talent and the field need to be involved in updating and revising. > >Renee Sherman talked about the Standards Warehouse and the guide that >was developed. The guide should be "must reading" for states >undertaking standards development. I wish we had one when we started. >And the warehouse itself is so valuable. The taxonomies related to the >content areas allow you to see how various states have addressed ideas, >concepts and skills in those content areas. No small accomplishment!! >And it's almost as if this conversation about content standards has to >be aligned to the conversation that is happening on the assessment >list, because assessment should be aligned to standards. > >-Miriam Kroeger >Arizona > >-----Original Message----- >From: contentstandards-bounces at nifl.gov >[mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring >Sent: Tuesday, March 28, 2006 6:55 AM >To: AE Content Standards >Subject: [ContentStandards 80] What are States doing with Standards? > >Greetings all, > >After reflecting on postings from the past week on National Standards, >I reviewed questions that subscribers have sent to me about Standards, >in general. The most common question appears to be: What are States >currently doing with Standards? > >What is the process that States have gone through when developing or >creating Standards, adopting or adapting existing Standards (such as >Equipped for the Future or other Standards), or combining/linking 2 or >more sets of standards? What have been the major challenges in this >process? What have been the benefits? What changes have you seen in >your adult literacy programs as a result of the process? > >Are any States willing to share with us? > >Thanks, >Aaron > > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards >Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > >Center for Literacy Studies, University of Tennessee EFF Center for >Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Thu Mar 30 13:31:13 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 30 Mar 2006 13:31:13 -0500 Subject: [ContentStandards 85] Fw: REGISTER NOW: AALPD Pre-Conference at COABE Message-ID: <5.1.0.14.2.20060330132952.03e517e0@pop.utk.edu> > >===================================== > >EARLY-BIRD REGISTRATION DEADLINE: TOMORROW - MARCH 31, 2006 >AALPD Preconference at COABE > >For those of you attending the 2006 COABE Conference in Houston April 26-29, >the Association of Adult Literacy Professional Developers (AALPD) would like >to remind you to register for our pre-conference session, "Sharing >Experiences >in Professional Development," which will take place Wednesday, April 26th >from >9:00 a.m. until 4:00 p.m. > >This session will include an overview of the latest national projects and >initiatives related to professional development. A facilitated panel >presentation will showcase various PD models of NEW STAFF/TEACHER >ORIENTATION. >Also, pre-conference participants will have an opportunity to discuss key >issues around the professional development policies being advocated for by >AALPD. > >The cost of this AALPD Preconference is $75.00 regardless of when you >register. To register: > >Attached is a copy of the tentative agenda and the PD policies that will be >discussed. > >We hope to see you at COABE - REGISTER NOW! > >Jeffrey A. Fantine >Director, Center for the Study and Development >of Literacy and Language >College of Education >Ohio University >338 McCracken Hall >Athens, OH 45701 >800-753-1519 >fax: 740-593-2834 > > > >---------------------------------------------------- >National Institute for Literacy >Adult Literacy Professional Development mailing list >ProfessionalDevelopment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/professionaldevelopment > > >_______________________________________________ >National Institute for Literacy >Moderators mailing list: Moderators at nifl.gov >http://www.nifl.gov/mailman/listinfo/moderators >Moderator's Resource Page: http://www.nifl.gov/lincs_dlms/contents.html >Moderator's List Archive page: >http://www.nifl.gov/mailman/private/moderators Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: AALPD COABE Agenda 2006l[2]1.doc Type: application/msword Size: 67584 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060330/3e26a5e4/attachment.doc -------------- next part -------------- A non-text attachment was scrubbed... Name: AALPDPDPoliciesFINAL101220051.doc Type: application/msword Size: 100353 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060330/3e26a5e4/attachment-0001.doc From dseaman at tamu.edu Fri Mar 31 12:26:02 2006 From: dseaman at tamu.edu (Don Seaman) Date: Fri, 31 Mar 2006 11:26:02 -0600 Subject: [ContentStandards 86] Re: What are States doing with Standards? References: <5.1.0.14.2.20060328084809.03d4a858@pop.utk.edu> Message-ID: <008801c654e8$3d8a2f90$bbe85ba5@coehdserver.tamu.edu> Aaron: In response to your request, please find below the progress in Texas in regard to the development of content Standards, Benchmarks, Learning Activities, etc. We are in the second year of a three-year project to have a product ready for use in the state. The major activities are listed below. To date we have accomplished the following activities: - A series of focus group interviews in each of the 8 regions of the state to determine the felt needs of adult education (1) teachers and administrators, and (2) students. Focus groups with students were held separately from the others; - The sharing of those findings at a state-wide workshop in preparation for the development of standards in the state; - After the workshop, the decision to adopt 5 of the 16 EFF standards and develop benchmarks (indicators) and learning activities for each standard; - Participating in the ESL Consortium of states coordinated by the American Institutes for Research (AIR) to foster the development of standards; - Requesting adult education teachers and administrators to volunteer to be on the three writing teams (reading and writing, speaking and listening, and math); - Conducting four two-day writing team workshops over a six-month period to develop benchmarks within 6 levels in the 3 writing-team areas. Three of those workshops were supervised by national consultants. Some learning activities were also developed; - Conducting the first field test of those benchmarks. - While the first field test was being conducted, having the benchmarks reviewed by three additional national consultants. Activities to be conducted in the future include: - Analyze the data from the first field test and from the consultants' review of the benchmarks; - Hold a workshop for writing-team members to review the data and make needed revisions to the benchmarks; - Develop an online repository of benchmark resources, e.g. learning activities and glossary - Conduct the second field test while acquiring additional learning activities from teachers and other sources; - Analyze the data from the second field test; - Conduct the final writing-team workshop for a final review/revision of the benchmarks; - Finalize the acquisition of learning activities; - Develop the final form of the benchmarks and learning activities within the 5 EFF standards adopted for Texas. Some of the challenges have been: - the time, effort, and expense required for all of the activities; - trying to attain cohesiveness among the three separate writing-teams; and - communicating our progress to anxious folks around the state who have heard rumors of our work, but who haven't seen much from a project they know will affect their future work. The writing teams have given a lot of time and effort and will provide even more. They are dedicated to developing a quality product for use in Texas. The staff at Texas LEARNS have provided encouragement and the financial resources necessary for a project of this magnitude and the project team members have observed a number of professional adult educators, some of whom had never met before, working together on an intensive and sometimes difficult task to provide a set quality benchmarks our state. It is a really satisfying experience to be involved in these kinds of "happenings". I hope this is the information you desired. ----- Original Message ----- From: "Aaron Kohring" To: "AE Content Standards" Sent: Tuesday, March 28, 2006 7:54 AM Subject: [ContentStandards 80] What are States doing with Standards? > Greetings all, > > After reflecting on postings from the past week on National Standards, I > reviewed questions that subscribers have sent to me about Standards, in > general. The most common question appears to be: What are States > currently > doing with Standards? > > What is the process that States have gone through when developing or > creating Standards, adopting or adapting existing Standards (such as > Equipped for the Future or other Standards), or combining/linking 2 or > more > sets of standards? What have been the major challenges in this > process? What have been the benefits? What changes have you seen in your > adult literacy programs as a result of the process? > > Are any States willing to share with us? > > Thanks, > Aaron > > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards Discussion > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From pam_blundell at sde.state.ok.us Fri Mar 31 15:27:54 2006 From: pam_blundell at sde.state.ok.us (Pam Blundell) Date: Fri, 31 Mar 2006 14:27:54 -0600 Subject: [ContentStandards 87] Oklahoma's approach to content standards Message-ID: Aaron, Attached is information a team from Oklahoma presented in Atlantic City last December. This session was about Oklahoma's approach to ABE content standards through EFF and the three-year training plan we are using to introduce directors and teachers to content standards and standards-based instruction. We started with reading using the Read with Understanding Curriculum Framework two years ago. Content standards in math are being introduced through the Use Math to Solve Problems and Communicate Curriculum Framework this year. Our plan is to introduce writing next year. Each year we have learned new things, made adjustments, added a new focus and determined next steps in professional development deemed necessary to support the work started. While this is truly a work in progress, we have been pleased with our approach to content standards using the EFF Curriculum Frameworks. There is still much to do and much to learn. However, our partnership with the EFF trainers and developers of the Curriculum Frameworks is making this task manageable. I hope you find this information helpful. Pam Blundell Pam Blundell, Coordinator Lifelong Learning Section Oklahoma State Department of Education 2500 North Lincoln Blvd. Room 115 Oklahoma City, OK 73105-4599 405-521-3321 1-800-405-0355 pam_blundell at sde.state.ok.us -------------- next part -------------- A non-text attachment was scrubbed... Name: EFF Conf - Atlantic City.ppt Type: application/vnd.ms-powerpoint Size: 286208 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060331/7950c2e4/attachment.ppt -------------- next part -------------- A non-text attachment was scrubbed... Name: EFF Training Plan.doc Type: application/msword Size: 40960 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060331/7950c2e4/attachment.doc From andreawilder at comcast.net Fri Mar 31 16:08:24 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 31 Mar 2006 16:08:24 -0500 Subject: [ContentStandards 88] Whose content? Message-ID: Well, hello, everyone! i am putting together a long written piece on adult literacy, a lot of work, but there are revelations, too. The printing press was an agent for standardization in chronology and in data, a general unifier of many manuscripts (by hand!) that enabled writers to really communicate with each other. With printing: the idea that progress, poaitive change, could be made, as technological changes expanded the known world. I am very interested in content standards, a way of measuring I guess the attainment of certain skills and knowledge through print. In the world of the early printing press that would have been impossible:, "knowledge" was just being assembled. The idea of "content standards" seems very narrow, circumscribed. first one must agree on the content, ; how does that happen? CASAS? EFF? A bit of a puzzle. Andrea Wilder From djrosen at comcast.net Fri Mar 31 16:28:03 2006 From: djrosen at comcast.net (David Rosen) Date: Fri, 31 Mar 2006 16:28:03 -0500 Subject: [ContentStandards 89] Re: Whose content? In-Reply-To: References: Message-ID: <41D1D7C4-8205-4A6E-98EC-7DBD0CFC2071@comcast.net> Andrea, My interpretation of "Content Standards" is this: this discussion list used to be called "NIFL-4EFF", and used to be about Equipped For the Future curriculum standards. "Content standards" is a broader name which includes, but is not necessarily limited to, EFF curriculum standards. The discussion now includes state-developed curriculum frameworks and standards, and presumably curriculum frameworks and standards used in other countries. It could also include industry-specific skills standards, as they might be used in developing workplace literacy or workplace basic skills curricula, although I think no one has brought this up yet. Aaron, is this interpretation correct? David J. Rosen newsomeassociates.com djrosen at comcast.net On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: > Well, hello, everyone! > > i am putting together a long written piece on adult literacy, a lot of > work, but there are revelations, too. The printing press was an agent > for standardization in chronology and in data, a general unifier of > many manuscripts (by hand!) that enabled writers to really > communicate > with each other. With printing: the idea that progress, poaitive > change, could be made, as technological changes expanded the known > world. > > I am very interested in content standards, a way of measuring I guess > the attainment of certain skills and knowledge through print. In the > world of the early printing press that would have been impossible:, > "knowledge" was just being assembled. The idea of "content standards" > seems very narrow, circumscribed. first one must agree on the > content, > ; how does that happen? CASAS? EFF? A bit of a puzzle. > > Andrea Wilder > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Fri Mar 31 17:03:39 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 31 Mar 2006 17:03:39 -0500 Subject: [ContentStandards 90] Re: Whose content? In-Reply-To: <41D1D7C4-8205-4A6E-98EC-7DBD0CFC2071@comcast.net> References: Message-ID: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> Yes, David- I agree with your interpretation. And I'm also glad you mentioned other areas where the term Content Standards could apply. In fact, there has recently been some discussion on the Technology list about Standards for using Technology. Andrea, as regards to print, do you think standards for Reading & Writing would apply? And what about certain applications of print- advocating for a point of view if seen through an EFF lens could also bring in the standard "Advocate and Influence". What do you think? Aaron At 04:28 PM 3/31/2006 -0500, you wrote: >Andrea, > >My interpretation of "Content Standards" is this: this discussion >list used to be called "NIFL-4EFF", and used to be about Equipped For >the Future curriculum standards. "Content standards" is a broader >name which includes, but is not necessarily limited to, EFF >curriculum standards. The discussion now includes state-developed >curriculum frameworks and standards, and presumably curriculum >frameworks and standards used in other countries. It could also >include industry-specific skills standards, as they might be used in >developing workplace literacy or workplace basic skills curricula, >although I think no one has brought this up yet. > >Aaron, is this interpretation correct? > >David J. Rosen >newsomeassociates.com >djrosen at comcast.net > >On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: > > > Well, hello, everyone! > > > > i am putting together a long written piece on adult literacy, a lot of > > work, but there are revelations, too. The printing press was an agent > > for standardization in chronology and in data, a general unifier of > > many manuscripts (by hand!) that enabled writers to really > > communicate > > with each other. With printing: the idea that progress, poaitive > > change, could be made, as technological changes expanded the known > > world. > > > > I am very interested in content standards, a way of measuring I guess > > the attainment of certain skills and knowledge through print. In the > > world of the early printing press that would have been impossible:, > > "knowledge" was just being assembled. The idea of "content standards" > > seems very narrow, circumscribed. first one must agree on the > > content, > > ; how does that happen? CASAS? EFF? A bit of a puzzle. > > > > Andrea Wilder > > > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Education Content Standards mailing list > > ContentStandards at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/contentstandards > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From andreawilder at comcast.net Sat Apr 1 11:00:06 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 1 Apr 2006 11:00:06 -0500 Subject: [ContentStandards 91] Re: Whose content? In-Reply-To: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> Message-ID: Dear David, Aaron, Nothing like a top of the head response to engender controversy and maybe dismay, but here goes. The story of the early printing press is all about adult literacy, in two volumes with very small print, i don't think a "school" has been mentioned yet. Instead I find out how all sorts of adults used the press--churchmen, nascent scientists, guild members, small shopkeepers, the list is very long. A "gutter press" emerged.The printing press organized knowledge and essentailly broke the guild system, as knowledge could now be gotten through a book, not a person. Without the printing press we would have been either dead or Catholic. I remember seeing a draft of a paper by Sondra Stein in maybe 1997 and having two reactions: 1) wish somebody had given me role maps, they sure would have helped, plus 2) life cannot be reduced to role maps which by their structure and assumptions are narrow and ethnocentric (which I have been charged with being, myself). Being a qualititative researcher, I always ask: can I find myself in here? What I think the EFF standards are is an updated guild system, with the teacher the master and the adult learner the novice. Maybe the EFF standards are an answer to the problem of attendance--EFF carries the student over irregular attendance. Maybe EFF is an answer to the dilemma of what to teach and a common vocabulary for students and teachers. So what I call "narrow" is maybe a way of organizing chaos. EFF is CERTAINLY a tool for acculaturation into American norms. I understand that Sondra had many years of teaching adults, so much of EFF is guided by her experience. i can't argue with that, don't want to. EFF is a phenomenal effort. Do you play Mah Jongg? That's how i think of David's idea of thousands of modules--a universe of little tiles (modules) floating out in (cyber)space. By themselves the tiles break free of roles, you don't have to fit the tiles into an EFF framework, though it would be useful to have an overarching system, like the "curriculum standards" we as teachers invented when i was a school teacher. I don't want to offend anyone, and i am aware that this list serves teachers, administrators, who use EFF and maybe helped make EFF. But I will just continue--the "Equipped for the Future Content Standards" is really hard to get through. i guess it must have been written for multiple audiences. if I were thinking of using EFF I would want a three-holed punched explanation of EFF with a one page executive summary, maybe, or description of how it was built, then at most 5 pages (maybe 3) of narrative about how to" do" EFF. So...any "selling" or "explication" of EFF should focus first on the problems it seeks to solve. What i would really like is feedback on EFF--from people who use it--on my points: 1) ethnocentric (fitting into American culture) 2) normative ( idealized American values, e.g., "respect for diversity) 2) narrow (no mention of basic survival skills) As i recall, Tom Sticht mentioned after reading George D.'s book that EFF wasn't striclty speaking a fully grounded approach to data gathering--the categories were givens, did not emerge. So please correct me on any of the points above; skewering is painful, so leave off the sword play, I think. Ready to be educated. Andrea On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: > Yes, David- I agree with your interpretation. And I'm also glad you > mentioned other areas where the term Content Standards could apply. In > fact, there has recently been some discussion on the Technology list > about > Standards for using Technology. > > Andrea, as regards to print, do you think standards for Reading & > Writing > would apply? And what about certain applications of print- advocating > for > a point of view if seen through an EFF lens could also bring in the > standard "Advocate and Influence". What do you think? > > Aaron > > At 04:28 PM 3/31/2006 -0500, you wrote: >> Andrea, >> >> My interpretation of "Content Standards" is this: this discussion >> list used to be called "NIFL-4EFF", and used to be about Equipped For >> the Future curriculum standards. "Content standards" is a broader >> name which includes, but is not necessarily limited to, EFF >> curriculum standards. The discussion now includes state-developed >> curriculum frameworks and standards, and presumably curriculum >> frameworks and standards used in other countries. It could also >> include industry-specific skills standards, as they might be used in >> developing workplace literacy or workplace basic skills curricula, >> although I think no one has brought this up yet. >> >> Aaron, is this interpretation correct? >> >> David J. Rosen >> newsomeassociates.com >> djrosen at comcast.net >> >> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: >> >>> Well, hello, everyone! >>> >>> i am putting together a long written piece on adult literacy, a lot >>> of >>> work, but there are revelations, too. The printing press was an >>> agent >>> for standardization in chronology and in data, a general unifier of >>> many manuscripts (by hand!) that enabled writers to really >>> communicate >>> with each other. With printing: the idea that progress, poaitive >>> change, could be made, as technological changes expanded the known >>> world. >>> >>> I am very interested in content standards, a way of measuring I guess >>> the attainment of certain skills and knowledge through print. In >>> the >>> world of the early printing press that would have been impossible:, >>> "knowledge" was just being assembled. The idea of "content >>> standards" >>> seems very narrow, circumscribed. first one must agree on the >>> content, >>> ; how does that happen? CASAS? EFF? A bit of a puzzle. >>> >>> Andrea Wilder >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Education Content Standards mailing list >>> ContentStandards at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards > Discussion > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From andreawilder at comcast.net Tue Apr 4 09:29:26 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 4 Apr 2006 09:29:26 -0400 Subject: [ContentStandards 92] Re: Whose content? In-Reply-To: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> Message-ID: <068313e26c2d3e5ddae624b9387a5a3c@comcast.net> Aaron, David, I'm replying to your questions in a somewhat piecemeal way, sorry about this. I think it is very important to educate adults in how to speak--how to compose and deliver an argument, how to ask questions, and how to read a text and then ask for further information. There are almost "formulas" for these interactions, almost like scripts, and they can be learned. I go over scripts, let's call them, often in my household which includes at this moment a Japanese woman who teaches Japanese, and a newly graduated college student in a job in a medical foundation. With both women we devise scripts, based on my experience in both teaching and working with difficult people. Here's a scenario for adult literacy. A person tries to read a menu, succeeds somewhat, and needs to ask a question of a waiter so they can get what they want to eat. What questions would these be? How can the person get the food they want to eat? This could be a very scripted conversation and people should be supported to learn these scripts. When we talk literacy, we talk about becoming part of the culture, moving from the margins to the mainstream. Well, the mainstream has all these scripts. Last week I wanted to find out how much a certain library card would cost. I had to negotiate with 4 people to get the card. I had to know the script ahead of time. This is akin to looking at a map before setting out. So, literacy is embedded, and this is how one sample of embededdness (sp?) works. I'm thinking of literacy as a play, a little vignette. About EFF Content Standards. I hope i made it clear (I don't think I did) that I know the difference between what is on paper and what is actually being done, as reported by those on the previous EFF list serv. In my Friday post I am only talking about written presentation of the program. Again about content standards--NCLB suffers under them. I have read suggestions in Ed Week about using the NAEP tests as nation-wide substitutes for the fragmented situation at present. Could EFF do this? I don't know. Andrea On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: > Yes, David- I agree with your interpretation. And I'm also glad you > mentioned other areas where the term Content Standards could apply. In > fact, there has recently been some discussion on the Technology list > about > Standards for using Technology. > > Andrea, as regards to print, do you think standards for Reading & > Writing > would apply? And what about certain applications of print- advocating > for > a point of view if seen through an EFF lens could also bring in the > standard "Advocate and Influence". What do you think? > > Aaron > > At 04:28 PM 3/31/2006 -0500, you wrote: >> Andrea, >> >> My interpretation of "Content Standards" is this: this discussion >> list used to be called "NIFL-4EFF", and used to be about Equipped For >> the Future curriculum standards. "Content standards" is a broader >> name which includes, but is not necessarily limited to, EFF >> curriculum standards. The discussion now includes state-developed >> curriculum frameworks and standards, and presumably curriculum >> frameworks and standards used in other countries. It could also >> include industry-specific skills standards, as they might be used in >> developing workplace literacy or workplace basic skills curricula, >> although I think no one has brought this up yet. >> >> Aaron, is this interpretation correct? >> >> David J. Rosen >> newsomeassociates.com >> djrosen at comcast.net >> >> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: >> >>> Well, hello, everyone! >>> >>> i am putting together a long written piece on adult literacy, a lot >>> of >>> work, but there are revelations, too. The printing press was an >>> agent >>> for standardization in chronology and in data, a general unifier of >>> many manuscripts (by hand!) that enabled writers to really >>> communicate >>> with each other. With printing: the idea that progress, poaitive >>> change, could be made, as technological changes expanded the known >>> world. >>> >>> I am very interested in content standards, a way of measuring I guess >>> the attainment of certain skills and knowledge through print. In >>> the >>> world of the early printing press that would have been impossible:, >>> "knowledge" was just being assembled. The idea of "content >>> standards" >>> seems very narrow, circumscribed. first one must agree on the >>> content, >>> ; how does that happen? CASAS? EFF? A bit of a puzzle. >>> >>> Andrea Wilder >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Education Content Standards mailing list >>> ContentStandards at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards > Discussion > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From akohring at utk.edu Tue Apr 4 08:50:35 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 04 Apr 2006 08:50:35 -0400 Subject: [ContentStandards 93] Re: Whose content? In-Reply-To: References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> Message-ID: <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> Andrea, Thanks for your thought-provoking questions. I wanted to make some clarification on a couple of your points below before others jump into the discussion. 1) "i am aware that this list serves teachers, administrators, who use EFF and maybe helped make EFF." -- To clarify, this list serves a broader audience than those just using EFF Standards. The intent is to include all efforts involved with using Content Standards in an adult education setting. Some states, as you mention, are using EFF standards, some are using a subset of those standards, and others are using other standards which may be compiled from multiple sources. So this discussion list hopes to encourage the sharing of what is happening within that larger audience. And this discussion list continues to have a goal to be inclusive of the system at all levels- we hope to continue the current discussion of standards work at the State level, but also have future discussions regarding the use/impact of standards with programs/administrators/teachers/learners. 2) "As i recall, Tom Sticht mentioned after reading George D.'s book that EFF wasn't striclty speaking a fully grounded approach to data gathering--the categories were givens, did not emerge." -- In regards to the categories that were 'named' during the EFF research, if this refers to the 'Purposes' learners attend adult education, 'Role Maps', 'Common Activities', 'Standards', 'Performance Continua', etc.-- then this was very much data driven. Qualitative research methods were used with data collected from the field (from learners, teachers, program & state administrators) in an iterative process in order to name each of these categories. Andrea, I might need more information from you to know if this answers or clarifies your points above. Sincerely, Aaron At 11:00 AM 4/1/2006 -0500, you wrote: >Dear David, Aaron, > >Nothing like a top of the head response to engender controversy and >maybe dismay, but here goes. > >The story of the early printing press is all about adult literacy, in >two volumes with very small print, i don't think a "school" has been >mentioned yet. Instead I find out how all sorts of adults used the >press--churchmen, nascent scientists, guild members, small shopkeepers, >the list is very long. A "gutter press" emerged.The printing press >organized knowledge and essentailly broke the guild system, as >knowledge could now be gotten through a book, not a person. Without >the printing press we would have been either dead or Catholic. > >I remember seeing a draft of a paper by Sondra Stein in maybe 1997 and > having two reactions: 1) wish somebody had given me role maps, they >sure would have helped, plus 2) life cannot be reduced to role maps >which by their structure and assumptions are narrow and ethnocentric >(which I have been charged with being, myself). > >Being a qualititative researcher, I always ask: can I find myself in >here? > >What I think the EFF standards are is an updated guild system, with >the teacher the master and the adult learner the novice. > >Maybe the EFF standards are an answer to the problem of attendance--EFF >carries the student over irregular attendance. Maybe EFF is an answer >to the dilemma of what to teach and a common vocabulary for students >and teachers. So what I call "narrow" is maybe a way of organizing >chaos. EFF is CERTAINLY a tool for acculaturation into American >norms. > >I understand that Sondra had many years of teaching adults, so much >of EFF is guided by her experience. i can't argue with that, don't >want to. EFF is a phenomenal effort. > >Do you play Mah Jongg? That's how i think of David's idea of thousands >of modules--a universe of little tiles (modules) floating out in >(cyber)space. By themselves the tiles break free of roles, you don't >have to fit the tiles into an EFF framework, though it would be useful >to have an overarching system, like the "curriculum standards" we as >teachers invented when i was a school teacher. > >I don't want to offend anyone, and i am aware that this list serves >teachers, administrators, who use EFF and maybe helped make EFF. But >I will just continue--the "Equipped for the Future Content Standards" >is really hard to get through. i guess it must have been written for >multiple audiences. if I were thinking of using EFF I would want a >three-holed punched explanation of EFF with a one page executive >summary, maybe, or description of how it was built, then at most 5 >pages (maybe 3) of narrative about how to" do" EFF. > >So...any "selling" or "explication" of EFF should focus first on the >problems it seeks to solve. > >What i would really like is feedback on EFF--from people who use >it--on my points: > >1) ethnocentric (fitting into American culture) >2) normative ( idealized American values, e.g., "respect for diversity) >2) narrow (no mention of basic survival skills) > >As i recall, Tom Sticht mentioned after reading George D.'s book that >EFF wasn't striclty speaking a fully grounded approach to data >gathering--the categories were givens, did not emerge. > >So please correct me on any of the points above; skewering is >painful, so leave off the sword play, I think. > >Ready to be educated. > >Andrea > > > > >On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: > > > Yes, David- I agree with your interpretation. And I'm also glad you > > mentioned other areas where the term Content Standards could apply. In > > fact, there has recently been some discussion on the Technology list > > about > > Standards for using Technology. > > > > Andrea, as regards to print, do you think standards for Reading & > > Writing > > would apply? And what about certain applications of print- advocating > > for > > a point of view if seen through an EFF lens could also bring in the > > standard "Advocate and Influence". What do you think? > > > > Aaron > > > > At 04:28 PM 3/31/2006 -0500, you wrote: > >> Andrea, > >> > >> My interpretation of "Content Standards" is this: this discussion > >> list used to be called "NIFL-4EFF", and used to be about Equipped For > >> the Future curriculum standards. "Content standards" is a broader > >> name which includes, but is not necessarily limited to, EFF > >> curriculum standards. The discussion now includes state-developed > >> curriculum frameworks and standards, and presumably curriculum > >> frameworks and standards used in other countries. It could also > >> include industry-specific skills standards, as they might be used in > >> developing workplace literacy or workplace basic skills curricula, > >> although I think no one has brought this up yet. > >> > >> Aaron, is this interpretation correct? > >> > >> David J. Rosen > >> newsomeassociates.com > >> djrosen at comcast.net > >> > >> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: > >> > >>> Well, hello, everyone! > >>> > >>> i am putting together a long written piece on adult literacy, a lot > >>> of > >>> work, but there are revelations, too. The printing press was an > >>> agent > >>> for standardization in chronology and in data, a general unifier of > >>> many manuscripts (by hand!) that enabled writers to really > >>> communicate > >>> with each other. With printing: the idea that progress, poaitive > >>> change, could be made, as technological changes expanded the known > >>> world. > >>> > >>> I am very interested in content standards, a way of measuring I guess > >>> the attainment of certain skills and knowledge through print. In > >>> the > >>> world of the early printing press that would have been impossible:, > >>> "knowledge" was just being assembled. The idea of "content > >>> standards" > >>> seems very narrow, circumscribed. first one must agree on the > >>> content, > >>> ; how does that happen? CASAS? EFF? A bit of a puzzle. > >>> > >>> Andrea Wilder > >>> > >>> ---------------------------------------------------- > >>> National Institute for Literacy > >>> Adult Education Content Standards mailing list > >>> ContentStandards at nifl.gov > >>> To unsubscribe or change your subscription settings, please go to > >>> http://www.nifl.gov/mailman/listinfo/contentstandards > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Adult Education Content Standards mailing list > >> ContentStandards at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/contentstandards > > > > Aaron Kohring > > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > > (http://ldlink.coe.utk.edu/) > > Moderator, National Institute for Literacy's Content Standards > > Discussion > > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > > > Center for Literacy Studies, University of Tennessee > > EFF Center for Training and Technical Assistance > > Phone:(865) 974-4109 main > > (865) 974-4258 direct > > Fax: (865) 974-3857 > > e-mail: akohring at utk.edu > > > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Education Content Standards mailing list > > ContentStandards at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/contentstandards > > > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Apr 4 09:27:43 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 04 Apr 2006 09:27:43 -0400 Subject: [ContentStandards 94] Re: What are States doing with Standards?-- quick summary In-Reply-To: <5.1.0.14.2.20060328084809.03d4a858@pop.utk.edu> Message-ID: <5.1.0.14.2.20060404085428.03d77ea0@pop.utk.edu> Good morning, I thought I'd send out a quick summary of the responses so far to the query about What are States doing with Standards? Renee Sherman provided us with a link to the Adult Education Content Standards Warehouse project, funded by the Office of Vocational and Adult Education, that was designed to help states progress in the development, and alignment of state content standards. http://adultedcontentstandards.org Arizona- update provided by Miriam Kroeger: Have standards in Reading, Writing, Math, Science, Social Studies, Citizenship, ESOL (renamed ELAA- English Language Acquisition for Adults), and Technology. Miriam also described the process for us that AZ went through for revising their standards. Oklahoma- update provided by Pam Blundell: Pam shared with us information on their three-year training plan that OK is using to introduce directors and teachers to EFF content standards and standards-based instruction. Their plan introduces standards gradually- first Reading, then Math, and next Writing. Texas- update provided by Don Seaman: TX is in the second year of a three-year project in the development of Content Standards, Benchmarks, Learning Activities, etc. Don highlighted the major activities to date as well as plans for the remainder of the project. TX adopted 5 of the 16 EFF Standards: Reading, Writing, Speaking, Listening, and Math. This is just a very brief summary- if you wish to read through the full text of any of these postings, you can go the Content Standards Discussion List archives at any time: http://www.nifl.gov/pipermail/contentstandards/2006/date.html Can any other States share with us what they are doing? Aaron At 08:54 AM 3/28/2006 -0500, you wrote: >Greetings all, > >After reflecting on postings from the past week on National Standards, I >reviewed questions that subscribers have sent to me about Standards, in >general. The most common question appears to be: What are States currently >doing with Standards? > >What is the process that States have gone through when developing or >creating Standards, adopting or adapting existing Standards (such as >Equipped for the Future or other Standards), or combining/linking 2 or more >sets of standards? What have been the major challenges in this >process? What have been the benefits? What changes have you seen in your >adult literacy programs as a result of the process? > >Are any States willing to share with us? > >Thanks, >Aaron > > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards Discussion >List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > >Center for Literacy Studies, University of Tennessee >EFF Center for Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From andreawilder at comcast.net Tue Apr 4 09:55:56 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 4 Apr 2006 09:55:56 -0400 Subject: [ContentStandards 95] Re: Whose content? In-Reply-To: <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> Message-ID: <84820b3778d1974f450dbbc4ae9ff8c4@comcast.net> Aaron-- All i want to do is bury myself in my reading, guess I shouldn't do that. The three role maps--activities of adults: community, work, family. I think these were given from the beginning. i am a proponent of grounded research, I use it everyday like most people, By Geertz it is called something like "Common Sense as a Cultural System." The common sense approach got kicked up to ethnographic status and inductive learning was added, and it became rationalized by people who wanted some way to understand those who seemed different from themselves--e.g.,--anthropoloigy.came into its own. I' ll get back to this a bit alter. Thanks, Aaron. Back to the printing press. Andrea On Apr 4, 2006, at 8:50 AM, Aaron Kohring wrote: > Andrea, > > Thanks for your thought-provoking questions. I wanted to make some > clarification on a couple of your points below before others jump into > the > discussion. > > 1) "i am aware that this list serves teachers, administrators, who use > EFF > and maybe helped make EFF." > -- To clarify, this list serves a broader audience than those just > using > EFF Standards. The intent is to include all efforts involved with using > Content Standards in an adult education setting. Some states, as you > mention, are using EFF standards, some are using a subset of those > standards, and others are using other standards which may be compiled > from > multiple sources. So this discussion list hopes to encourage the > sharing > of what is happening within that larger audience. > > And this discussion list continues to have a goal to be inclusive of > the > system at all levels- we hope to continue the current discussion of > standards work at the State level, but also have future discussions > regarding the use/impact of standards with > programs/administrators/teachers/learners. > > 2) "As i recall, Tom Sticht mentioned after reading George D.'s book > that > EFF wasn't striclty speaking a fully grounded approach to data > gathering--the categories were givens, did not emerge." > -- In regards to the categories that were 'named' during the EFF > research, > if this refers to the 'Purposes' learners attend adult education, 'Role > Maps', 'Common Activities', 'Standards', 'Performance Continua', etc.-- > then this was very much data driven. Qualitative research methods were > used with data collected from the field (from learners, teachers, > program & > state administrators) in an iterative process in order to name each of > these categories. > > Andrea, I might need more information from you to know if this answers > or > clarifies your points above. > > Sincerely, > Aaron > > > At 11:00 AM 4/1/2006 -0500, you wrote: >> Dear David, Aaron, >> >> Nothing like a top of the head response to engender controversy and >> maybe dismay, but here goes. >> >> The story of the early printing press is all about adult literacy, in >> two volumes with very small print, i don't think a "school" has been >> mentioned yet. Instead I find out how all sorts of adults used the >> press--churchmen, nascent scientists, guild members, small >> shopkeepers, >> the list is very long. A "gutter press" emerged.The printing press >> organized knowledge and essentailly broke the guild system, as >> knowledge could now be gotten through a book, not a person. Without >> the printing press we would have been either dead or Catholic. >> >> I remember seeing a draft of a paper by Sondra Stein in maybe 1997 >> and >> having two reactions: 1) wish somebody had given me role maps, >> they >> sure would have helped, plus 2) life cannot be reduced to >> role maps >> which by their structure and assumptions are narrow and ethnocentric >> (which I have been charged with being, myself). >> >> Being a qualititative researcher, I always ask: can I find myself in >> here? >> >> What I think the EFF standards are is an updated guild system, with >> the teacher the master and the adult learner the novice. >> >> Maybe the EFF standards are an answer to the problem of >> attendance--EFF >> carries the student over irregular attendance. Maybe EFF is an >> answer >> to the dilemma of what to teach and a common vocabulary for students >> and teachers. So what I call "narrow" is maybe a way of organizing >> chaos. EFF is CERTAINLY a tool for acculaturation into American >> norms. >> >> I understand that Sondra had many years of teaching adults, so much >> of EFF is guided by her experience. i can't argue with that, don't >> want to. EFF is a phenomenal effort. >> >> Do you play Mah Jongg? That's how i think of David's idea of >> thousands >> of modules--a universe of little tiles (modules) floating out in >> (cyber)space. By themselves the tiles break free of roles, you don't >> have to fit the tiles into an EFF framework, though it would be useful >> to have an overarching system, like the "curriculum standards" we as >> teachers invented when i was a school teacher. >> >> I don't want to offend anyone, and i am aware that this list serves >> teachers, administrators, who use EFF and maybe helped make EFF. But >> I will just continue--the "Equipped for the Future Content Standards" >> is really hard to get through. i guess it must have been written for >> multiple audiences. if I were thinking of using EFF I would want a >> three-holed punched explanation of EFF with a one page executive >> summary, maybe, or description of how it was built, then at most 5 >> pages (maybe 3) of narrative about how to" do" EFF. >> >> So...any "selling" or "explication" of EFF should focus first on >> the >> problems it seeks to solve. >> >> What i would really like is feedback on EFF--from people who use >> it--on my points: >> >> 1) ethnocentric (fitting into American culture) >> 2) normative ( idealized American values, e.g., "respect for >> diversity) >> 2) narrow (no mention of basic survival skills) >> >> As i recall, Tom Sticht mentioned after reading George D.'s book >> that >> EFF wasn't striclty speaking a fully grounded approach to data >> gathering--the categories were givens, did not emerge. >> >> So please correct me on any of the points above; skewering is >> painful, so leave off the sword play, I think. >> >> Ready to be educated. >> >> Andrea >> >> >> >> >> On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: >> >>> Yes, David- I agree with your interpretation. And I'm also glad you >>> mentioned other areas where the term Content Standards could apply. >>> In >>> fact, there has recently been some discussion on the Technology list >>> about >>> Standards for using Technology. >>> >>> Andrea, as regards to print, do you think standards for Reading & >>> Writing >>> would apply? And what about certain applications of print- >>> advocating >>> for >>> a point of view if seen through an EFF lens could also bring in the >>> standard "Advocate and Influence". What do you think? >>> >>> Aaron >>> >>> At 04:28 PM 3/31/2006 -0500, you wrote: >>>> Andrea, >>>> >>>> My interpretation of "Content Standards" is this: this discussion >>>> list used to be called "NIFL-4EFF", and used to be about Equipped >>>> For >>>> the Future curriculum standards. "Content standards" is a broader >>>> name which includes, but is not necessarily limited to, EFF >>>> curriculum standards. The discussion now includes state-developed >>>> curriculum frameworks and standards, and presumably curriculum >>>> frameworks and standards used in other countries. It could also >>>> include industry-specific skills standards, as they might be used in >>>> developing workplace literacy or workplace basic skills curricula, >>>> although I think no one has brought this up yet. >>>> >>>> Aaron, is this interpretation correct? >>>> >>>> David J. Rosen >>>> newsomeassociates.com >>>> djrosen at comcast.net >>>> >>>> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: >>>> >>>>> Well, hello, everyone! >>>>> >>>>> i am putting together a long written piece on adult literacy, a lot >>>>> of >>>>> work, but there are revelations, too. The printing press was an >>>>> agent >>>>> for standardization in chronology and in data, a general unifier of >>>>> many manuscripts (by hand!) that enabled writers to really >>>>> communicate >>>>> with each other. With printing: the idea that progress, poaitive >>>>> change, could be made, as technological changes expanded the known >>>>> world. >>>>> >>>>> I am very interested in content standards, a way of measuring I >>>>> guess >>>>> the attainment of certain skills and knowledge through print. In >>>>> the >>>>> world of the early printing press that would have been impossible:, >>>>> "knowledge" was just being assembled. The idea of "content >>>>> standards" >>>>> seems very narrow, circumscribed. first one must agree on the >>>>> content, >>>>> ; how does that happen? CASAS? EFF? A bit of a puzzle. >>>>> >>>>> Andrea Wilder >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Adult Education Content Standards mailing list >>>>> ContentStandards at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/contentstandards >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Adult Education Content Standards mailing list >>>> ContentStandards at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/contentstandards >>> >>> Aaron Kohring >>> Coordinator, LINCS Literacy & Learning Disabilities Special >>> Collection >>> (http://ldlink.coe.utk.edu/) >>> Moderator, National Institute for Literacy's Content Standards >>> Discussion >>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >>> Coordinator, Equipped for the Future Websites >>> (http://eff.cls.utk.edu/) >>> >>> Center for Literacy Studies, University of Tennessee >>> EFF Center for Training and Technical Assistance >>> Phone:(865) 974-4109 main >>> (865) 974-4258 direct >>> Fax: (865) 974-3857 >>> e-mail: akohring at utk.edu >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Education Content Standards mailing list >>> ContentStandards at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/contentstandards >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards > Discussion > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From akohring at utk.edu Tue Apr 4 13:18:39 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 04 Apr 2006 13:18:39 -0400 Subject: [ContentStandards 96] The Change Agent - Call for Articles: Immigration Message-ID: <5.1.0.14.2.20060404131457.03da3ec8@pop.utk.edu> Some of you may be interested in submitting articles for "The Change Agent"- see below. Aaron ************************************************************** The Change Agent - Call for Articles Theme: Immigration Immigration reform has become a big political and social issue that many political leaders connect to securing our borders from terrorists. Many members of Congress support laws that would strip immigrants of many rights, make it a felony to be an undocumented immigrant, keep immigrant families separated, and deny many immigrants a path to residency or citizenship in the United States. This issue of The Change Agent aims at helping readers to understand and sort out what's at stake. Questions for students and teachers to think about: * How would your life be different if the United States had closed its borders to immigrants 100 (or so) years ago? * What should the United States do to deal with the growing numbers of immigrants who want to make this country their home? * What are your experiences and opinions related to people immigrating to the United States? Have they changed since September 11, 2001? * What do you think about treating undocumented immigrants as criminals, as proposed by some members of Congress? * What do you think of plans for a guest worker program in which immigrants could work for up to six years legally and pay taxes but never be eligible for citizenship and have almost no worker protections? * What connections do you see between the current immigration debate and racism and discrimination? * What connections do you see between economic policies, such as NAFTA, and immigration patterns where many people endure great hardship to come to the United States in hopes of a better life for themselves and their families? All articles must be received by May 12, 2006. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue. Please send material (by email or PC disk) to: Angela Orlando, Editor New England Literacy Resource Center/World Education 44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax: 617-482-0617 email: aorlando at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From andreawilder at comcast.net Tue Apr 4 11:37:33 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 4 Apr 2006 11:37:33 -0400 Subject: [ContentStandards 97] Re: Whose content? In-Reply-To: <84820b3778d1974f450dbbc4ae9ff8c4@comcast.net> References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> <84820b3778d1974f450dbbc4ae9ff8c4@comcast.net> Message-ID: Aaron-- I'm also not going to do any more talking about EFF until I have more knowledge, so I will have to do some reading. Andrea On Apr 4, 2006, at 9:55 AM, Andrea Wilder wrote: > Aaron-- > > All i want to do is bury myself in my reading, guess I shouldn't do > that. > > The three role maps--activities of adults: community, work, family. I > think these were given from the beginning. > > i am a proponent of grounded research, I use it everyday like most > people, By Geertz it is called something like "Common Sense as a > Cultural System." The common sense approach got kicked up to > ethnographic status and inductive learning was added, and it became > rationalized by people who wanted some way to understand those who > seemed different from themselves--e.g.,--anthropoloigy.came into its > own. I' ll get back to this a bit alter. > > Thanks, Aaron. Back to the printing press. > > Andrea > > > On Apr 4, 2006, at 8:50 AM, Aaron Kohring wrote: > >> Andrea, >> >> Thanks for your thought-provoking questions. I wanted to make some >> clarification on a couple of your points below before others jump into >> the >> discussion. >> >> 1) "i am aware that this list serves teachers, administrators, who use >> EFF >> and maybe helped make EFF." >> -- To clarify, this list serves a broader audience than those just >> using >> EFF Standards. The intent is to include all efforts involved with >> using >> Content Standards in an adult education setting. Some states, as you >> mention, are using EFF standards, some are using a subset of those >> standards, and others are using other standards which may be compiled >> from >> multiple sources. So this discussion list hopes to encourage the >> sharing >> of what is happening within that larger audience. >> >> And this discussion list continues to have a goal to be inclusive of >> the >> system at all levels- we hope to continue the current discussion of >> standards work at the State level, but also have future discussions >> regarding the use/impact of standards with >> programs/administrators/teachers/learners. >> >> 2) "As i recall, Tom Sticht mentioned after reading George D.'s book >> that >> EFF wasn't striclty speaking a fully grounded approach to data >> gathering--the categories were givens, did not emerge." >> -- In regards to the categories that were 'named' during the EFF >> research, >> if this refers to the 'Purposes' learners attend adult education, >> 'Role >> Maps', 'Common Activities', 'Standards', 'Performance Continua', >> etc.-- >> then this was very much data driven. Qualitative research methods >> were >> used with data collected from the field (from learners, teachers, >> program & >> state administrators) in an iterative process in order to name each of >> these categories. >> >> Andrea, I might need more information from you to know if this answers >> or >> clarifies your points above. >> >> Sincerely, >> Aaron >> >> >> At 11:00 AM 4/1/2006 -0500, you wrote: >>> Dear David, Aaron, >>> >>> Nothing like a top of the head response to engender controversy and >>> maybe dismay, but here goes. >>> >>> The story of the early printing press is all about adult literacy, in >>> two volumes with very small print, i don't think a "school" has been >>> mentioned yet. Instead I find out how all sorts of adults used the >>> press--churchmen, nascent scientists, guild members, small >>> shopkeepers, >>> the list is very long. A "gutter press" emerged.The printing press >>> organized knowledge and essentailly broke the guild system, as >>> knowledge could now be gotten through a book, not a person. Without >>> the printing press we would have been either dead or Catholic. >>> >>> I remember seeing a draft of a paper by Sondra Stein in maybe 1997 >>> and >>> having two reactions: 1) wish somebody had given me role maps, >>> they >>> sure would have helped, plus 2) life cannot be reduced to >>> role maps >>> which by their structure and assumptions are narrow and ethnocentric >>> (which I have been charged with being, myself). >>> >>> Being a qualititative researcher, I always ask: can I find myself in >>> here? >>> >>> What I think the EFF standards are is an updated guild system, with >>> the teacher the master and the adult learner the novice. >>> >>> Maybe the EFF standards are an answer to the problem of >>> attendance--EFF >>> carries the student over irregular attendance. Maybe EFF is an >>> answer >>> to the dilemma of what to teach and a common vocabulary for students >>> and teachers. So what I call "narrow" is maybe a way of organizing >>> chaos. EFF is CERTAINLY a tool for acculaturation into American >>> norms. >>> >>> I understand that Sondra had many years of teaching adults, so much >>> of EFF is guided by her experience. i can't argue with that, don't >>> want to. EFF is a phenomenal effort. >>> >>> Do you play Mah Jongg? That's how i think of David's idea of >>> thousands >>> of modules--a universe of little tiles (modules) floating out in >>> (cyber)space. By themselves the tiles break free of roles, you don't >>> have to fit the tiles into an EFF framework, though it would be >>> useful >>> to have an overarching system, like the "curriculum standards" we as >>> teachers invented when i was a school teacher. >>> >>> I don't want to offend anyone, and i am aware that this list serves >>> teachers, administrators, who use EFF and maybe helped make EFF. >>> But >>> I will just continue--the "Equipped for the Future Content Standards" >>> is really hard to get through. i guess it must have been written for >>> multiple audiences. if I were thinking of using EFF I would want a >>> three-holed punched explanation of EFF with a one page executive >>> summary, maybe, or description of how it was built, then at most 5 >>> pages (maybe 3) of narrative about how to" do" EFF. >>> >>> So...any "selling" or "explication" of EFF should focus first on >>> the >>> problems it seeks to solve. >>> >>> What i would really like is feedback on EFF--from people who use >>> it--on my points: >>> >>> 1) ethnocentric (fitting into American culture) >>> 2) normative ( idealized American values, e.g., "respect for >>> diversity) >>> 2) narrow (no mention of basic survival skills) >>> >>> As i recall, Tom Sticht mentioned after reading George D.'s book >>> that >>> EFF wasn't striclty speaking a fully grounded approach to data >>> gathering--the categories were givens, did not emerge. >>> >>> So please correct me on any of the points above; skewering is >>> painful, so leave off the sword play, I think. >>> >>> Ready to be educated. >>> >>> Andrea >>> >>> >>> >>> >>> On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: >>> >>>> Yes, David- I agree with your interpretation. And I'm also glad you >>>> mentioned other areas where the term Content Standards could apply. >>>> In >>>> fact, there has recently been some discussion on the Technology list >>>> about >>>> Standards for using Technology. >>>> >>>> Andrea, as regards to print, do you think standards for Reading & >>>> Writing >>>> would apply? And what about certain applications of print- >>>> advocating >>>> for >>>> a point of view if seen through an EFF lens could also bring in the >>>> standard "Advocate and Influence". What do you think? >>>> >>>> Aaron >>>> >>>> At 04:28 PM 3/31/2006 -0500, you wrote: >>>>> Andrea, >>>>> >>>>> My interpretation of "Content Standards" is this: this discussion >>>>> list used to be called "NIFL-4EFF", and used to be about Equipped >>>>> For >>>>> the Future curriculum standards. "Content standards" is a broader >>>>> name which includes, but is not necessarily limited to, EFF >>>>> curriculum standards. The discussion now includes state-developed >>>>> curriculum frameworks and standards, and presumably curriculum >>>>> frameworks and standards used in other countries. It could also >>>>> include industry-specific skills standards, as they might be used >>>>> in >>>>> developing workplace literacy or workplace basic skills curricula, >>>>> although I think no one has brought this up yet. >>>>> >>>>> Aaron, is this interpretation correct? >>>>> >>>>> David J. Rosen >>>>> newsomeassociates.com >>>>> djrosen at comcast.net >>>>> >>>>> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: >>>>> >>>>>> Well, hello, everyone! >>>>>> >>>>>> i am putting together a long written piece on adult literacy, a >>>>>> lot >>>>>> of >>>>>> work, but there are revelations, too. The printing press was an >>>>>> agent >>>>>> for standardization in chronology and in data, a general unifier >>>>>> of >>>>>> many manuscripts (by hand!) that enabled writers to really >>>>>> communicate >>>>>> with each other. With printing: the idea that progress, poaitive >>>>>> change, could be made, as technological changes expanded the >>>>>> known >>>>>> world. >>>>>> >>>>>> I am very interested in content standards, a way of measuring I >>>>>> guess >>>>>> the attainment of certain skills and knowledge through print. In >>>>>> the >>>>>> world of the early printing press that would have been >>>>>> impossible:, >>>>>> "knowledge" was just being assembled. The idea of "content >>>>>> standards" >>>>>> seems very narrow, circumscribed. first one must agree on the >>>>>> content, >>>>>> ; how does that happen? CASAS? EFF? A bit of a puzzle. >>>>>> >>>>>> Andrea Wilder >>>>>> >>>>>> ---------------------------------------------------- >>>>>> National Institute for Literacy >>>>>> Adult Education Content Standards mailing list >>>>>> ContentStandards at nifl.gov >>>>>> To unsubscribe or change your subscription settings, please go to >>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Adult Education Content Standards mailing list >>>>> ContentStandards at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/contentstandards >>>> >>>> Aaron Kohring >>>> Coordinator, LINCS Literacy & Learning Disabilities Special >>>> Collection >>>> (http://ldlink.coe.utk.edu/) >>>> Moderator, National Institute for Literacy's Content Standards >>>> Discussion >>>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >>>> Coordinator, Equipped for the Future Websites >>>> (http://eff.cls.utk.edu/) >>>> >>>> Center for Literacy Studies, University of Tennessee >>>> EFF Center for Training and Technical Assistance >>>> Phone:(865) 974-4109 main >>>> (865) 974-4258 direct >>>> Fax: (865) 974-3857 >>>> e-mail: akohring at utk.edu >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Adult Education Content Standards mailing list >>>> ContentStandards at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/contentstandards >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Education Content Standards mailing list >>> ContentStandards at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >> Aaron Kohring >> Coordinator, LINCS Literacy & Learning Disabilities Special Collection >> (http://ldlink.coe.utk.edu/) >> Moderator, National Institute for Literacy's Content Standards >> Discussion >> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >> Coordinator, Equipped for the Future Websites >> (http://eff.cls.utk.edu/) >> >> Center for Literacy Studies, University of Tennessee >> EFF Center for Training and Technical Assistance >> Phone:(865) 974-4109 main >> (865) 974-4258 direct >> Fax: (865) 974-3857 >> e-mail: akohring at utk.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From md at nyec.org Tue Apr 4 16:11:56 2006 From: md at nyec.org (Mindy Detzler) Date: Tue, 4 Apr 2006 16:11:56 -0400 Subject: [ContentStandards 98] How to train/prepare educators to use standards in instructional settings Message-ID: <60AF8C88EFA71A4AA0CBB523F5F24D6501092E@nyec06.nyec.local> I want to re-introduce a question I read in one of Aaron's messages (from Wed Feb 22 15:41:47 EST 2006, re: Teacher professional development and State Standards), as follows: In light of the movement toward adopting, adapting, or developing content standards and aligning them with instruction, curriculum, and assessment- what implications are there for preparing adult education providers to use standards in instructional settings for teaching, learning, and assessing? My organization is coordinating a local initiative to implement the EFF Work Readiness Credential Standards at two community-based youth employment and education training programs (serving young adults, ages 17 to 21, primarily high school dropouts and students participating in alternative high school or GED programs). We're looking at how to help program staff to implement the EFF Standards to prepare young adults to take and pass the assessment for the Work Readiness Credential. I am interested to hear from others about: 1) what skills, knowledge, training, other professional development you think or have seen to be needed in order for educators/trainers to implement the standards successfully? 2) Describe the nature of training you are using or have seen used: How long does training and/or preparation for implementing standards take? How much training is needed? What forms of training work best? Is self-study a feasible option for learning how to implement the standards? What about distance learning? What are the associated costs? Is the available training affordable, convenient, effective? 3) What if any other programmatic/organizational implications other than professional development/qualifications (e.g. funding/resources, organizational leadership/commitment, program structure, performance outcome expectations, etc) may need to be addressed in order to successfully implement the standards? 4) Have you had any experience with educating/training young adults (21 or below) using EFF standards and if so, did you see any differences relevant to teaching and learning with young adults in comparison to older adults? I look forward to hearing from some members of this list. Thanks! Mindy Detzler National Youth Employment Coalition Washington, D.C. md at nyec.org http://www.nyec.org ########################################### This message has been scanned by F-Secure Anti-Virus for Microsoft Exchange. For more information, connect to http://www.f-secure.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060404/18c6fe44/attachment.html From mschnec at localnet.com Wed Apr 5 08:19:17 2006 From: mschnec at localnet.com (mschnec at localnet.com) Date: Wed, 05 Apr 2006 08:19:17 -0400 Subject: [ContentStandards 99] Whose content? EFF Roles In-Reply-To: References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> <84820b3778d1974f450dbbc4ae9ff8c4@comcast.net> Message-ID: <20060405081917.qdph9d3eea3ossc8@webmail.localnet.com> I recall that the first President Bush set out six educational goals in the Goals 2000. The sixth one referred to adults being prepared to work in the global economy and being prepared to be good citizens. NIFL was asked to figure out how to measure those things. When NIFL got involed in the qualitative research, people around the country who were participating in adult education programs made it very clear that family was a major motivator for them in their educational goals. So the first two EFF roles, worker and citizen, were part of goals 2000 but the third, family, was derived from the research. However, it is my understanding that the other two roles were substantiated by the research as well. I know there are a few people reading this who will verify this if I am remembering correctly. Mary Schneckenburger, Maine Quoting Andrea Wilder : > Aaron-- > > I'm also not going to do any more talking about EFF until I have more > knowledge, so I will have to do some reading. > > Andrea > On Apr 4, 2006, at 9:55 AM, Andrea Wilder wrote: > >> Aaron-- >> >> All i want to do is bury myself in my reading, guess I shouldn't do >> that. >> >> The three role maps--activities of adults:? community, work, family.? I >> think these were given from the beginning. >> >> ? ?i am a proponent of grounded research, I use it everyday like most >> people, By Geertz it is called something like "Common? Sense as a >> Cultural System."? The common sense approach got kicked up? ?to >> ethnographic status and? inductive learning was added, and it became >> rationalized by people who wanted some way to understand those who >> seemed different from themselves--e.g.,--anthropoloigy.came into its >> own. I' ll get back to this a? bit alter. >> >> Thanks, Aaron.? Back to the printing press. >> >> Andrea >> >> >> On Apr 4, 2006, at 8:50 AM, Aaron Kohring wrote: >> >>> Andrea, >>> >>> Thanks for your thought-provoking questions.? I wanted to make some >>> clarification on a couple of your points below before others jump into >>> the >>> discussion. >>> >>> 1) "i am aware that this list serves teachers, administrators, who use >>> EFF >>> and maybe helped make EFF." >>> --? To clarify, this list serves a broader audience than those just >>> using >>> EFF Standards. The intent is to include all efforts involved with >>> using >>> Content Standards in an adult education setting.? Some states, as you >>> mention, are using EFF standards, some are using a subset of those >>> standards, and others are using other standards which may be compiled >>> from >>> multiple sources.? So this discussion list hopes to encourage the >>> sharing >>> of what is happening within that larger audience. >>> >>> And this discussion list continues to have a goal to be inclusive of >>> the >>> system at all levels- we hope to continue the current discussion of >>> standards work at the State level, but also have future discussions >>> regarding the use/impact of standards with >>> programs/administrators/teachers/learners. >>> >>> 2) "As i recall, Tom Sticht? mentioned after reading George D.'s? book >>> that >>> EFF wasn't striclty speaking a fully? grounded approach to data >>> gathering--the categories were? givens, did not emerge." >>> -- In regards to the categories that were 'named' during the EFF >>> research, >>> if this refers to the 'Purposes' learners attend adult education, >>> 'Role >>> Maps', 'Common Activities', 'Standards', 'Performance Continua', >>> etc.-- >>> then this was very much data driven.? Qualitative research methods >>> were >>> used with data collected from the field (from learners, teachers, >>> program & >>> state administrators) in an iterative process in order to name each of >>> these categories. >>> >>> Andrea, I might need more information from you to know if this answers >>> or >>> clarifies your points above. >>> >>> Sincerely, >>> Aaron >>> >>> >>> At 11:00 AM 4/1/2006 -0500, you wrote: >>>> Dear David, Aaron, >>>> >>>> Nothing like a top of the head response to engender controversy and >>>> maybe dismay, but? here goes. >>>> >>>> The story of the early printing press is all about adult literacy, in >>>> two volumes with very small print, i don't think a "school" has been >>>> mentioned yet.? Instead I find out how all sorts of adults used the >>>> press--churchmen, nascent scientists, guild members, small >>>> shopkeepers, >>>> the list is very long.? A "gutter press" emerged.The printing press >>>> organized knowledge and essentailly broke the guild system, as >>>> knowledge could now be? gotten through a book, not a person.? Without >>>> the printing press we would have been either dead or Catholic. >>>> >>>> I remember seeing a draft of a paper by Sondra Stein in maybe? 1997 >>>> and >>>> ? ?having two reactions:? 1)? wish somebody had given me role maps, >>>> they >>>> sure would have helped,? plus 2)? ? ? ? life cannot be? reduced to >>>> role maps >>>> which by their structure and? assumptions are narrow and ethnocentric >>>> (which I have been charged with being, myself). >>>> >>>> Being a qualititative researcher, I always ask:? can I find myself in >>>> here? >>>> >>>> What I think the EFF standards are is? an updated guild system, with >>>> the teacher the master and the adult learner the novice. >>>> >>>> Maybe the EFF standards are an answer to the problem of >>>> attendance--EFF >>>> carries the student over? irregular attendance.? Maybe EFF is an >>>> answer >>>> to the dilemma of what to teach and a common vocabulary for students >>>> and teachers.? So what I call "narrow" is maybe a way of organizing >>>> chaos.? EFF is CERTAINLY a tool for acculaturation into? American >>>> norms. >>>> >>>> I understand that Sondra? had many years of teaching adults, so much >>>> of? EFF is guided by? her experience.? i can't argue with that, don't >>>> want to.? EFF is a phenomenal effort. >>>> >>>> Do you play Mah Jongg?? That's how i think of David's idea of >>>> thousands >>>> of modules--a universe of little tiles (modules) floating out in >>>> (cyber)space.? By themselves the tiles break free of roles, you don't >>>> have to fit the tiles into an EFF framework, though it would be >>>> useful >>>> to have an overarching system, like the "curriculum standards" we as >>>> teachers invented when i was a school teacher. >>>> >>>> I don't want to offend anyone, and i am aware that this list? serves >>>> teachers, administrators, who? use EFF and maybe helped make EFF. >>>> But >>>> I will just continue--the "Equipped for the Future Content Standards" >>>> is really hard to get through.? i guess it must have been written for >>>> multiple audiences.? if I were thinking of using EFF I would want a >>>> three-holed punched explanation of EFF with a one page executive >>>> summary, maybe, or description of how it was built, then at? most? 5 >>>> pages (maybe 3) of narrative about how to" do"? EFF. >>>> >>>> So...any "selling"? or "explication" of EFF should focus? first on >>>> the >>>> problems it seeks? to solve. >>>> >>>> What i would really like is feedback? on EFF--from people who use >>>> it--on my points: >>>> >>>> 1)? ? ? ethnocentric (fitting into American culture) >>>> 2)? ? ? normative ( idealized American values, e.g., "respect for >>>> diversity) >>>> 2)? ? ? narrow (no mention of basic survival skills) >>>> >>>> As i recall, Tom Sticht? mentioned after reading George D.'s? book >>>> that >>>> EFF wasn't striclty speaking a fully? grounded approach to data >>>> gathering--the categories were? givens, did not emerge. >>>> >>>> So please correct me? on any? of the points above;? skewering is >>>> painful, so leave off the sword play,? I? think. >>>> >>>> Ready to be educated. >>>> >>>> Andrea >>>> >>>> >>>> >>>> >>>> On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: >>>> >>>>> Yes, David- I agree with your interpretation.? And I'm also glad you >>>>> mentioned other areas where the term Content Standards could apply. >>>>> In >>>>> fact, there has recently been some discussion on the Technology list >>>>> about >>>>> Standards for using Technology. >>>>> >>>>> Andrea, as regards to print, do you think standards for Reading & >>>>> Writing >>>>> would apply?? And what about certain applications of print- >>>>> advocating >>>>> for >>>>> a point of view if seen through an EFF lens could also bring in the >>>>> standard "Advocate and Influence".? What do you think? >>>>> >>>>> Aaron >>>>> >>>>> At 04:28 PM 3/31/2006 -0500, you wrote: >>>>>> Andrea, >>>>>> >>>>>> My interpretation of "Content Standards" is this: this discussion >>>>>> list used to be called "NIFL-4EFF", and used to be about Equipped >>>>>> For >>>>>> the Future curriculum standards.? "Content standards" is a broader >>>>>> name which includes, but is not necessarily limited to,? EFF >>>>>> curriculum standards.? The discussion now includes state-developed >>>>>> curriculum frameworks and standards, and presumably curriculum >>>>>> frameworks and standards used in other countries.? It could also >>>>>> include industry-specific skills standards, as they might be used >>>>>> in >>>>>> developing workplace literacy or workplace basic skills curricula, >>>>>> although I think no one has brought this up yet. >>>>>> >>>>>> Aaron, is this interpretation correct? >>>>>> >>>>>> David J. Rosen >>>>>> newsomeassociates.com >>>>>> djrosen at comcast.net >>>>>> >>>>>> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: >>>>>> >>>>>>> Well, hello, everyone! >>>>>>> >>>>>>> i am putting together a long written piece on adult literacy, a >>>>>>> lot >>>>>>> of >>>>>>> work, but there are revelations, too.? The printing press was an >>>>>>> agent >>>>>>> for standardization in chronology and in data, a general unifier >>>>>>> of >>>>>>> many manuscripts (by hand!)? that enabled writers to really >>>>>>> communicate >>>>>>> with each other.? With printing:? the idea that progress, poaitive >>>>>>> change, could be made, as technological changes? expanded the >>>>>>> known >>>>>>> world. >>>>>>> >>>>>>> I am very interested in content standards, a way of measuring I >>>>>>> guess >>>>>>> the attainment of certain skills and knowledge? through print.? In >>>>>>> the >>>>>>> world of the early printing press that would have been >>>>>>> impossible:, >>>>>>> "knowledge" was just being assembled.? The idea of "content >>>>>>> standards" >>>>>>> seems very narrow, circumscribed.? first one must agree on the >>>>>>> content, >>>>>>> ;? how does that happen?? CASAS?? EFF?? A bit of a puzzle. >>>>>>> >>>>>>> Andrea Wilder >>>>>>> >>>>>>> ---------------------------------------------------- >>>>>>> National Institute for Literacy >>>>>>> Adult Education Content Standards mailing list >>>>>>> ContentStandards at nifl.gov >>>>>>> To unsubscribe or change your subscription settings, please go to >>>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[1] >>>>>> >>>>>> ---------------------------------------------------- >>>>>> National Institute for Literacy >>>>>> Adult Education Content Standards mailing list >>>>>> ContentStandards at nifl.gov >>>>>> To unsubscribe or change your subscription settings, please go to >>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[2] >>>>> >>>>> Aaron Kohring >>>>> Coordinator, LINCS Literacy & Learning Disabilities Special >>>>> Collection >>>>> (http://ldlink.coe.utk.edu/[3]) >>>>> Moderator, National Institute for Literacy's Content Standards >>>>> Discussion >>>>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards[4]) >>>>> Coordinator, Equipped for the Future Websites >>>>> (http://eff.cls.utk.edu/[5]) >>>>> >>>>> Center for Literacy Studies, University of Tennessee >>>>> EFF Center for Training and Technical Assistance >>>>> Phone:(865) 974-4109 main >>>>> ? ? ? ? ? ? (865) 974-4258 direct >>>>> Fax:? ?(865) 974-3857 >>>>> e-mail: akohring at utk.edu >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Adult Education Content Standards mailing list >>>>> ContentStandards at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[6] >>>>> >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Adult Education Content Standards mailing list >>>> ContentStandards at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/contentstandards[7] >>> >>> Aaron Kohring >>> Coordinator, LINCS Literacy & Learning Disabilities Special Collection >>> (http://ldlink.coe.utk.edu/[8]) >>> Moderator, National Institute for Literacy's Content Standards >>> Discussion >>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards[9]) >>> Coordinator, Equipped for the Future Websites >>> (http://eff.cls.utk.edu/[10]) >>> >>> Center for Literacy Studies, University of Tennessee >>> EFF Center for Training and Technical Assistance >>> Phone:(865) 974-4109 main >>> ? ? ? ? ? ? (865) 974-4258 direct >>> Fax:? ?(865) 974-3857 >>> e-mail: akohring at utk.edu >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Education Content Standards mailing list >>> ContentStandards at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/contentstandards[11] >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards[12] >> > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards[13] > Links: ------ [1] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards [2] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards [3] /horde/services/go.php?url=http%3A%2F%2Fldlink.coe.utk.edu%2F [4] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2FContentstandards [5] /horde/services/go.php?url=http%3A%2F%2Feff.cls.utk.edu%2F [6] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards [7] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards [8] /horde/services/go.php?url=http%3A%2F%2Fldlink.coe.utk.edu%2F [9] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2FContentstandards [10] /horde/services/go.php?url=http%3A%2F%2Feff.cls.utk.edu%2F [11] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards [12] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards [13] /horde/services/go.php?url=http%3A%2F%2Fwww.nifl.gov%2Fmailman%2Flistinfo%2Fcontentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060405/cd1e1d23/attachment.html From andreawilder at comcast.net Wed Apr 5 10:43:38 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 5 Apr 2006 10:43:38 -0400 Subject: [ContentStandards 100] Re: Whose content? EFF Roles In-Reply-To: <20060405081917.qdph9d3eea3ossc8@webmail.localnet.com> References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> <84820b3778d1974f450dbbc4ae9ff8c4@comcast.net> <20060405081917.qdph9d3eea3ossc8@webmail.localnet.com> Message-ID: <59b8ffd2bac33db52419588016cb21e3@comcast.net> Mary-- I have done a bit of reading, and have come up with this: "These three [citizen, worker, parents] are not the only adult roles, but are key ones for public policy." So the effort started from a top down policy view (goal 6) going by this quotation (p 18, Building the Framework). I don't mean to make too much of this for others, to me it is important because when I wrote my dissertation I went the final step, Let the data emerge from the site. No policy involved. ( I love reading real grounded research, it is fabulous. The classic example is Geertz, "Deep Play: The Balinese Cockfight." Find it on the web , tap in "Geertz cockfight," take the first selection and there it is.). I am guessing that there is much that is only referred to in brief notes to the Frameworks report (p. 40, Frameworks) So EFF is a dance between policy and people, trying to find some workable solution to different agendas. This is as far as I have gone, perhaps you have more info that I. I'll keep reading. Thanks for writing. Andrea On Apr 5, 2006, at 8:19 AM, mschnec at localnet.com wrote: > I recall that the first President Bush set out six educational goals > in the Goals 2000. The sixth one referred to adults being prepared to > work in the global economy and being prepared to be good citizens. > NIFL was asked to figure out how to measure those things. When NIFL > got involed in the qualitative research, people around the country who > were participating in adult education programs made it very clear that > family was a major motivator for them in their educational goals. So > the first two EFF roles, worker and citizen, were part of goals 2000 > but the third, family, was derived from the research. However, it is > my understanding that the other two roles were substantiated by the > research as well. I know there are a few people reading this who will > verify this if I am remembering correctly. Mary Schneckenburger, Maine > > Quoting Andrea Wilder : > > > Aaron-- > > > > I'm also not going to do any more talking about EFF until I have more > > knowledge, so I will have to do some reading. > > > > Andrea > > On Apr 4, 2006, at 9:55 AM, Andrea Wilder wrote: > > > >> Aaron-- > >> > >> All i want to do is bury myself in my reading, guess I shouldn't do > >> that. > >> > >> The three role maps--activities of adults:? community, work, > family.? I > >> think these were given from the beginning. > >> > >>? ?i am a proponent of grounded research, I use it everyday like most > >> people, By Geertz it is called something like "Common? Sense as a > >> Cultural System."? The common sense approach got kicked up? ?to > >> ethnographic status and? inductive learning was added, and it became > >> rationalized by people who wanted some way to understand those who > >> seemed different from themselves--e.g.,--anthropoloigy.came into its > >> own. I' ll get back to this a? bit alter. > >> > >> Thanks, Aaron.? Back to the printing press. > >> > >> Andrea > >> > >> > >> On Apr 4, 2006, at 8:50 AM, Aaron Kohring wrote: > >> > >>> Andrea, > >>> > >>> Thanks for your thought-provoking questions.? I wanted to make some > >>> clarification on a couple of your points below before others jump > into > >>> the > >>> discussion. > >>> > >>> 1) "i am aware that this list serves teachers, administrators, who > use > >>> EFF > >>> and maybe helped make EFF." > >>> --? To clarify, this list serves a broader audience than those just > >>> using > >>> EFF Standards. The intent is to include all efforts involved with > >>> using > >>> Content Standards in an adult education setting.? Some states, as > you > >>> mention, are using EFF standards, some are using a subset of those > >>> standards, and others are using other standards which may be > compiled > >>> from > >>> multiple sources.? So this discussion list hopes to encourage the > >>> sharing > >>> of what is happening within that larger audience. > >>> > >>> And this discussion list continues to have a goal to be inclusive > of > >>> the > >>> system at all levels- we hope to continue the current discussion of > >>> standards work at the State level, but also have future discussions > >>> regarding the use/impact of standards with > >>> programs/administrators/teachers/learners. > >>> > >>> 2) "As i recall, Tom Sticht? mentioned after reading George D.'s? > book > >>> that > >>> EFF wasn't striclty speaking a fully? grounded approach to data > >>> gathering--the categories were? givens, did not emerge." > >>> -- In regards to the categories that were 'named' during the EFF > >>> research, > >>> if this refers to the 'Purposes' learners attend adult education, > >>> 'Role > >>> Maps', 'Common Activities', 'Standards', 'Performance Continua', > >>> etc.-- > >>> then this was very much data driven.? Qualitative research methods > >>> were > >>> used with data collected from the field (from learners, teachers, > >>> program & > >>> state administrators) in an iterative process in order to name > each of > >>> these categories. > >>> > >>> Andrea, I might need more information from you to know if this > answers > >>> or > >>> clarifies your points above. > >>> > >>> Sincerely, > >>> Aaron > >>> > >>> > >>> At 11:00 AM 4/1/2006 -0500, you wrote: > >>>> Dear David, Aaron, > >>>> > >>>> Nothing like a top of the head response to engender controversy > and > >>>> maybe dismay, but? here goes. > >>>> > >>>> The story of the early printing press is all about adult > literacy, in > >>>> two volumes with very small print, i don't think a "school" has > been > >>>> mentioned yet.? Instead I find out how all sorts of adults used > the > >>>> press--churchmen, nascent scientists, guild members, small > >>>> shopkeepers, > >>>> the list is very long.? A "gutter press" emerged.The printing > press > >>>> organized knowledge and essentailly broke the guild system, as > >>>> knowledge could now be? gotten through a book, not a person.? > Without > >>>> the printing press we would have been either dead or Catholic. > >>>> > >>>> I remember seeing a draft of a paper by Sondra Stein in maybe? > 1997 > >>>> and > >>>>? ?having two reactions:? 1)? wish somebody had given me role maps, > >>>> they > >>>> sure would have helped,? plus 2)? ? ? ? life cannot be? reduced to > >>>> role maps > >>>> which by their structure and? assumptions are narrow and > ethnocentric > >>>> (which I have been charged with being, myself). > >>>> > >>>> Being a qualititative researcher, I always ask:? can I find > myself in > >>>> here? > >>>> > >>>> What I think the EFF standards are is? an updated guild system, > with > >>>> the teacher the master and the adult learner the novice. > >>>> > >>>> Maybe the EFF standards are an answer to the problem of > >>>> attendance--EFF > >>>> carries the student over? irregular attendance.? Maybe EFF is an > >>>> answer > >>>> to the dilemma of what to teach and a common vocabulary for > students > >>>> and teachers.? So what I call "narrow" is maybe a way of > organizing > >>>> chaos.? EFF is CERTAINLY a tool for acculaturation into? American > >>>> norms. > >>>> > >>>> I understand that Sondra? had many years of teaching adults, so > much > >>>> of? EFF is guided by? her experience.? i can't argue with that, > don't > >>>> want to.? EFF is a phenomenal effort. > >>>> > >>>> Do you play Mah Jongg?? That's how i think of David's idea of > >>>> thousands > >>>> of modules--a universe of little tiles (modules) floating out in > >>>> (cyber)space.? By themselves the tiles break free of roles, you > don't > >>>> have to fit the tiles into an EFF framework, though it would be > >>>> useful > >>>> to have an overarching system, like the "curriculum standards" we > as > >>>> teachers invented when i was a school teacher. > >>>> > >>>> I don't want to offend anyone, and i am aware that this list? > serves > >>>> teachers, administrators, who? use EFF and maybe helped make EFF. > >>>> But > >>>> I will just continue--the "Equipped for the Future Content > Standards" > >>>> is really hard to get through.? i guess it must have been written > for > >>>> multiple audiences.? if I were thinking of using EFF I would want > a > >>>> three-holed punched explanation of EFF with a one page executive > >>>> summary, maybe, or description of how it was built, then at? > most? 5 > >>>> pages (maybe 3) of narrative about how to" do"? EFF. > >>>> > >>>> So...any "selling"? or "explication" of EFF should focus? first on > >>>> the > >>>> problems it seeks? to solve. > >>>> > >>>> What i would really like is feedback? on EFF--from people who use > >>>> it--on my points: > >>>> > >>>> 1)? ? ? ethnocentric (fitting into American culture) > >>>> 2)? ? ? normative ( idealized American values, e.g., "respect for > >>>> diversity) > >>>> 2)? ? ? narrow (no mention of basic survival skills) > >>>> > >>>> As i recall, Tom Sticht? mentioned after reading George D.'s? book > >>>> that > >>>> EFF wasn't striclty speaking a fully? grounded approach to data > >>>> gathering--the categories were? givens, did not emerge. > >>>> > >>>> So please correct me? on any? of the points above;? skewering is > >>>> painful, so leave off the sword play,? I? think. > >>>> > >>>> Ready to be educated. > >>>> > >>>> Andrea > >>>> > >>>> > >>>> > >>>> > >>>> On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: > >>>> > >>>>> Yes, David- I agree with your interpretation.? And I'm also glad > you > >>>>> mentioned other areas where the term Content Standards could > apply. > >>>>> In > >>>>> fact, there has recently been some discussion on the Technology > list > >>>>> about > >>>>> Standards for using Technology. > >>>>> > >>>>> Andrea, as regards to print, do you think standards for Reading & > >>>>> Writing > >>>>> would apply?? And what about certain applications of print- > >>>>> advocating > >>>>> for > >>>>> a point of view if seen through an EFF lens could also bring in > the > >>>>> standard "Advocate and Influence".? What do you think? > >>>>> > >>>>> Aaron > >>>>> > >>>>> At 04:28 PM 3/31/2006 -0500, you wrote: > >>>>>> Andrea, > >>>>>> > >>>>>> My interpretation of "Content Standards" is this: this > discussion > >>>>>> list used to be called "NIFL-4EFF", and used to be about > Equipped > >>>>>> For > >>>>>> the Future curriculum standards.? "Content standards" is a > broader > >>>>>> name which includes, but is not necessarily limited to,? EFF > >>>>>> curriculum standards.? The discussion now includes > state-developed > >>>>>> curriculum frameworks and standards, and presumably curriculum > >>>>>> frameworks and standards used in other countries.? It could also > >>>>>> include industry-specific skills standards, as they might be > used > >>>>>> in > >>>>>> developing workplace literacy or workplace basic skills > curricula, > >>>>>> although I think no one has brought this up yet. > >>>>>> > >>>>>> Aaron, is this interpretation correct? > >>>>>> > >>>>>> David J. Rosen > >>>>>> newsomeassociates.com > >>>>>> djrosen at comcast.net > >>>>>> > >>>>>> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: > >>>>>> > >>>>>>> Well, hello, everyone! > >>>>>>> > >>>>>>> i am putting together a long written piece on adult literacy, a > >>>>>>> lot > >>>>>>> of > >>>>>>> work, but there are revelations, too.? The printing press was > an > >>>>>>> agent > >>>>>>> for standardization in chronology and in data, a general > unifier > >>>>>>> of > >>>>>>> many manuscripts (by hand!)? that enabled writers to really > >>>>>>> communicate > >>>>>>> with each other.? With printing:? the idea that progress, > poaitive > >>>>>>> change, could be made, as technological changes? expanded the > >>>>>>> known > >>>>>>> world. > >>>>>>> > >>>>>>> I am very interested in content standards, a way of measuring I > >>>>>>> guess > >>>>>>> the attainment of certain skills and knowledge? through > print.? In > >>>>>>> the > >>>>>>> world of the early printing press that would have been > >>>>>>> impossible:, > >>>>>>> "knowledge" was just being assembled.? The idea of "content > >>>>>>> standards" > >>>>>>> seems very narrow, circumscribed.? first one must agree on the > >>>>>>> content, > >>>>>>> ;? how does that happen?? CASAS?? EFF?? A bit of a puzzle. > >>>>>>> > >>>>>>> Andrea Wilder > >>>>>>> > >>>>>>> ---------------------------------------------------- > >>>>>>> National Institute for Literacy > >>>>>>> Adult Education Content Standards mailing list > >>>>>>> ContentStandards at nifl.gov > >>>>>>> To unsubscribe or change your subscription settings, please go > to > >>>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards > >>>>>> > >>>>>> ---------------------------------------------------- > >>>>>> National Institute for Literacy > >>>>>> Adult Education Content Standards mailing list > >>>>>> ContentStandards at nifl.gov > >>>>>> To unsubscribe or change your subscription settings, please go > to > >>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards > >>>>> > >>>>> Aaron Kohring > >>>>> Coordinator, LINCS Literacy & Learning Disabilities Special > >>>>> Collection > >>>>> (http://ldlink.coe.utk.edu/) > >>>>> Moderator, National Institute for Literacy's Content Standards > >>>>> Discussion > >>>>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > >>>>> Coordinator, Equipped for the Future Websites > >>>>> (http://eff.cls.utk.edu/) > >>>>> > >>>>> Center for Literacy Studies, University of Tennessee > >>>>> EFF Center for Training and Technical Assistance > >>>>> Phone:(865) 974-4109 main > >>>>>? ? ? ? ? ? (865) 974-4258 direct > >>>>> Fax:? ?(865) 974-3857 > >>>>> e-mail: akohring at utk.edu > >>>>> > >>>>> ---------------------------------------------------- > >>>>> National Institute for Literacy > >>>>> Adult Education Content Standards mailing list > >>>>> ContentStandards at nifl.gov > >>>>> To unsubscribe or change your subscription settings, please go to > >>>>> http://www.nifl.gov/mailman/listinfo/contentstandards > >>>>> > >>>> > >>>> ---------------------------------------------------- > >>>> National Institute for Literacy > >>>> Adult Education Content Standards mailing list > >>>> ContentStandards at nifl.gov > >>>> To unsubscribe or change your subscription settings, please go to > >>>> http://www.nifl.gov/mailman/listinfo/contentstandards > >>> > >>> Aaron Kohring > >>> Coordinator, LINCS Literacy & Learning Disabilities Special > Collection > >>> (http://ldlink.coe.utk.edu/) > >>> Moderator, National Institute for Literacy's Content Standards > >>> Discussion > >>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > >>> Coordinator, Equipped for the Future Websites > >>> (http://eff.cls.utk.edu/) > >>> > >>> Center for Literacy Studies, University of Tennessee > >>> EFF Center for Training and Technical Assistance > >>> Phone:(865) 974-4109 main > >>>? ? ? ? ? ? (865) 974-4258 direct > >>> Fax:? ?(865) 974-3857 > >>> e-mail: akohring at utk.edu > >>> > >>> ---------------------------------------------------- > >>> National Institute for Literacy > >>> Adult Education Content Standards mailing list > >>> ContentStandards at nifl.gov > >>> To unsubscribe or change your subscription settings, please go to > >>> http://www.nifl.gov/mailman/listinfo/contentstandards > >>> > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Adult Education Content Standards mailing list > >> ContentStandards at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/contentstandards > >> > > > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Education Content Standards mailing list > > ContentStandards at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/contentstandards > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 16342 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060405/26af0579/attachment.bin From bfortini at mmhs.u102.k12.me.us Wed Apr 5 11:15:36 2006 From: bfortini at mmhs.u102.k12.me.us (Bonnie Fortini) Date: Wed, 5 Apr 2006 15:15:36 +0000 Subject: [ContentStandards 101] Re: How to train/prepare educators to use standards in instructional settings In-Reply-To: <60AF8C88EFA71A4AA0CBB523F5F24D6501092E@nyec06.nyec.local> References: <60AF8C88EFA71A4AA0CBB523F5F24D6501092E@nyec06.nyec.local> Message-ID: <20060405151536.3ss1g6ayo080kk0k@mail.msln.net> With regard to your questions, adult education directors in Maine recently had the opportunity to participate in a seminar on "Unwrapping the Standards" that presented a format and protocol for understanding standards and linking them to instruction/assessment. The approach is one developed out of the Center for Performance Assesment, Englewood, CO, and was brought to our state through a collaboration with our Department of Education and our state's LRC, the Center for Adult Learning and Literacy. While the workshop focused on the standards being revised in Maine that cover K-12 and adult high school diplomas, it was interesting to note that many in attendance saw a direct link to the EFF standards, and the process involved in "Unwrapping" is reminiscent on the process used in developing the EFF standards themselves. It involves looking at the essential skills and knowledge needed to meet a standard, determining what successful demonstration looks like, and connecting that information to instruction and assessment through curriculum development. The Center for Performance Assessment has a website that might have more specific answers to some of your questions. It would tseem that practitioners who are familiar with EFF standards development would have a relatively easy time of understanding how to integrate standards and instruction. Bonnie Fortini Machias Adult & Community Education Machias, ME 04654 > I am interested to hear from others about: > > 1) what skills, knowledge, training, other professional development you > think or have seen to be needed in order for educators/trainers to > implement the standards successfully? > > 2) Describe the nature of training you are using or have seen used: How > long does training and/or preparation for implementing standards take? > How much training is needed? What forms of training work best? Is > self-study a feasible option for learning how to implement the > standards? What about distance learning? What are the associated costs? > Is the available training affordable, convenient, effective? > > 3) What if any other programmatic/organizational implications other than > professional development/qualifications (e.g. funding/resources, > organizational leadership/commitment, program structure, performance > outcome expectations, etc) may need to be addressed in order to > successfully implement the standards? > > 4) Have you had any experience with educating/training young adults (21 > or below) using EFF standards and if so, did you see any differences > relevant to teaching and learning with young adults in comparison to > older adults? > > > > > > I look forward to hearing from some members of this list. > > > > Thanks! > > Mindy Detzler > National Youth Employment Coalition > Washington, D.C. > md at nyec.org > > http://www.nyec.org > > ########################################### > > This message has been scanned by F-Secure Anti-Virus for Microsoft Exchange. > For more information, connect to http://www.f-secure.com/ From jswing at RADFORD.EDU Wed Apr 5 11:32:40 2006 From: jswing at RADFORD.EDU (Swing, Jane C) Date: Wed, 5 Apr 2006 11:32:40 -0400 Subject: [ContentStandards 102] Virginia and Content Standards Message-ID: <94408727380148499415989CDE29587801469C95@exchange03> Hi Aaron and fellow list members: Virginia is currently working to develop content standards for GED and ESOL adult education programs. We just published our adult education newsletter, PROGRESS, that highlights our work in this area. You can access this newsletter at http://www.valrc.org/publications/progress/. One change has been made to the published information. The Program Manager's conference to introduce the standards will not be held in June but rather in October. Currently, we are piloting both sets of standards in several regions of the state in multiple classrooms settings. Jane Jane C. Swing, Director Office of Adult Education and Literacy Projects Radford University PO Box 7015 A 136 Peters Hall Radford, VA 24142 540-831-6207 FAX 540-831-5779 jswing at radford.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060405/6973bc6b/attachment.html From djrosen at comcast.net Wed Apr 5 11:45:44 2006 From: djrosen at comcast.net (David Rosen) Date: Wed, 5 Apr 2006 11:45:44 -0400 Subject: [ContentStandards 103] Re: Whose content? EFF Roles In-Reply-To: <59b8ffd2bac33db52419588016cb21e3@comcast.net> References: <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060331165608.03cb7398@pop.utk.edu> <5.1.0.14.2.20060404082745.03e71390@pop.utk.edu> <84820b3778d1974f450dbbc4ae9ff8c4@comcast.net> <20060405081917.qdph9d3eea3ossc8@webmail.localnet.com> <59b8ffd2bac33db52419588016cb21e3@comcast.net> Message-ID: <4D6CCD96-6A66-45E2-85DA-226555F19A29@comcast.net> Andrea, and others, Early on, in 1994-1995, EFF surveyed adult learners, among others, to determine what they thought they needed to know. The EFF Website http://eff.cls.utk.edu/ includes background and history information http://eff.cls.utk.edu/fundamentals/about.htm#purpose From that Web page: ----------- ? In 1994-95, NIFL began by surveying adult learners and other customers of the adult literacy system to determine what skills and knowledge were critical to meeting the National Adult Literacy and Lifelong Learning Goal. Our first round of grant making related to this project supported nine organizations that worked to validate the EFF Content Framework as a starting point for standards in adult literacy. ? In 1996-97, NIFL established the foundation for adult literacy standards by building broad consensus, across the nation, on what adults needed to do to meet their responsibilities as workers, citizens, and parents. ? In 1998-99, NIFL defined sixteen Content Standards that comprised the core knowledge and skills that support effective action in these three adult roles. The standards include a strong foundation of reading, writing, and math within four key categories of skills and knowledge: those that support effective communication, working with others, problem solving and decision-making, and learning-to-learn. ? In 2000, NIFL published the EFF Content Standards: What Adults Need to Know and Be Able to Do in the 21st Century and launched a training and technical assistance initiative to help states use the standards. Work also began on defining an assessment framework for the standards. NIFL continues to support these two strands of EFF work. ----------- It would be helpful to have someone who was directly involved in that survey do answer Andrea's questions. All the best, David J. Rosen newsomeassociates.com djrosen at comcast.net On Apr 5, 2006, at 10:43 AM, Andrea Wilder wrote: > Mary-- > > > I have done a bit of reading, and have come up with this: "These > three [citizen, worker, parents] are not the only adult roles, but > are key ones for public policy." So the effort started from a top > down policy view (goal 6) going by this quotation (p 18, Building > the Framework). I don't mean to make too much of this for others, > to me it is important because when I wrote my dissertation I went > the final step, Let the data emerge from the site. No policy > involved. ( I love reading real grounded research, it is fabulous. > The classic example is Geertz, "Deep Play: The Balinese > Cockfight." Find it on the web , tap in "Geertz cockfight," take > the first selection and there it is.). > > I am guessing that there is much that is only referred to in brief > notes to the Frameworks report (p. 40, Frameworks) > > So EFF is a dance between policy and people, trying to find some > workable solution to different agendas. > > This is as far as I have gone, perhaps you have more info that I. > I'll keep reading. Thanks for writing. > > Andrea > On Apr 5, 2006, at 8:19 AM, mschnec at localnet.com wrote: > >> I recall that the first President Bush set out six educational >> goals in the Goals 2000. The sixth one referred to adults being >> prepared to work in the global economy and being prepared to be >> good citizens. NIFL was asked to figure out how to measure those >> things. When NIFL got involed in the qualitative research, people >> around the country who were participating in adult education >> programs made it very clear that family was a major motivator for >> them in their educational goals. So the first two EFF roles, >> worker and citizen, were part of goals 2000 but the third, family, >> was derived from the research. However, it is my understanding >> that the other two roles were substantiated by the research as >> well. I know there are a few people reading this who will verify >> this if I am remembering correctly. Mary Schneckenburger, Maine >> >> Quoting Andrea Wilder : >> >> > Aaron-- >> > >> > I'm also not going to do any more talking about EFF until I have >> more >> > knowledge, so I will have to do some reading. >> > >> > Andrea >> > On Apr 4, 2006, at 9:55 AM, Andrea Wilder wrote: >> > >> >> Aaron-- >> >> >> >> All i want to do is bury myself in my reading, guess I >> shouldn't do >> >> that. >> >> >> >> The three role maps--activities of adults: community, work, >> family. I >> >> think these were given from the beginning. >> >> >> >> i am a proponent of grounded research, I use it everyday like >> most >> >> people, By Geertz it is called something like "Common Sense as a >> >> Cultural System." The common sense approach got kicked up to >> >> ethnographic status and inductive learning was added, and it >> became >> >> rationalized by people who wanted some way to understand those who >> >> seemed different from themselves--e.g.,--anthropoloigy.came >> into its >> >> own. I' ll get back to this a bit alter. >> >> >> >> Thanks, Aaron. Back to the printing press. >> >> >> >> Andrea >> >> >> >> >> >> On Apr 4, 2006, at 8:50 AM, Aaron Kohring wrote: >> >> >> >>> Andrea, >> >>> >> >>> Thanks for your thought-provoking questions. I wanted to make >> some >> >>> clarification on a couple of your points below before others >> jump into >> >>> the >> >>> discussion. >> >>> >> >>> 1) "i am aware that this list serves teachers, administrators, >> who use >> >>> EFF >> >>> and maybe helped make EFF." >> >>> -- To clarify, this list serves a broader audience than those >> just >> >>> using >> >>> EFF Standards. The intent is to include all efforts involved with >> >>> using >> >>> Content Standards in an adult education setting. Some states, >> as you >> >>> mention, are using EFF standards, some are using a subset of >> those >> >>> standards, and others are using other standards which may be >> compiled >> >>> from >> >>> multiple sources. So this discussion list hopes to encourage the >> >>> sharing >> >>> of what is happening within that larger audience. >> >>> >> >>> And this discussion list continues to have a goal to be >> inclusive of >> >>> the >> >>> system at all levels- we hope to continue the current >> discussion of >> >>> standards work at the State level, but also have future >> discussions >> >>> regarding the use/impact of standards with >> >>> programs/administrators/teachers/learners. >> >>> >> >>> 2) "As i recall, Tom Sticht mentioned after reading George >> D.'s book >> >>> that >> >>> EFF wasn't striclty speaking a fully grounded approach to data >> >>> gathering--the categories were givens, did not emerge." >> >>> -- In regards to the categories that were 'named' during the EFF >> >>> research, >> >>> if this refers to the 'Purposes' learners attend adult education, >> >>> 'Role >> >>> Maps', 'Common Activities', 'Standards', 'Performance Continua', >> >>> etc.-- >> >>> then this was very much data driven. Qualitative research >> methods >> >>> were >> >>> used with data collected from the field (from learners, teachers, >> >>> program & >> >>> state administrators) in an iterative process in order to name >> each of >> >>> these categories. >> >>> >> >>> Andrea, I might need more information from you to know if this >> answers >> >>> or >> >>> clarifies your points above. >> >>> >> >>> Sincerely, >> >>> Aaron >> >>> >> >>> >> >>> At 11:00 AM 4/1/2006 -0500, you wrote: >> >>>> Dear David, Aaron, >> >>>> >> >>>> Nothing like a top of the head response to engender >> controversy and >> >>>> maybe dismay, but here goes. >> >>>> >> >>>> The story of the early printing press is all about adult >> literacy, in >> >>>> two volumes with very small print, i don't think a "school" >> has been >> >>>> mentioned yet. Instead I find out how all sorts of adults >> used the >> >>>> press--churchmen, nascent scientists, guild members, small >> >>>> shopkeepers, >> >>>> the list is very long. A "gutter press" emerged.The printing >> press >> >>>> organized knowledge and essentailly broke the guild system, as >> >>>> knowledge could now be gotten through a book, not a person. >> Without >> >>>> the printing press we would have been either dead or Catholic. >> >>>> >> >>>> I remember seeing a draft of a paper by Sondra Stein in >> maybe 1997 >> >>>> and >> >>>> having two reactions: 1) wish somebody had given me role >> maps, >> >>>> they >> >>>> sure would have helped, plus 2) life cannot be >> reduced to >> >>>> role maps >> >>>> which by their structure and assumptions are narrow and >> ethnocentric >> >>>> (which I have been charged with being, myself). >> >>>> >> >>>> Being a qualititative researcher, I always ask: can I find >> myself in >> >>>> here? >> >>>> >> >>>> What I think the EFF standards are is an updated guild >> system, with >> >>>> the teacher the master and the adult learner the novice. >> >>>> >> >>>> Maybe the EFF standards are an answer to the problem of >> >>>> attendance--EFF >> >>>> carries the student over irregular attendance. Maybe EFF is an >> >>>> answer >> >>>> to the dilemma of what to teach and a common vocabulary for >> students >> >>>> and teachers. So what I call "narrow" is maybe a way of >> organizing >> >>>> chaos. EFF is CERTAINLY a tool for acculaturation into >> American >> >>>> norms. >> >>>> >> >>>> I understand that Sondra had many years of teaching adults, >> so much >> >>>> of EFF is guided by her experience. i can't argue with >> that, don't >> >>>> want to. EFF is a phenomenal effort. >> >>>> >> >>>> Do you play Mah Jongg? That's how i think of David's idea of >> >>>> thousands >> >>>> of modules--a universe of little tiles (modules) floating out in >> >>>> (cyber)space. By themselves the tiles break free of roles, >> you don't >> >>>> have to fit the tiles into an EFF framework, though it would be >> >>>> useful >> >>>> to have an overarching system, like the "curriculum >> standards" we as >> >>>> teachers invented when i was a school teacher. >> >>>> >> >>>> I don't want to offend anyone, and i am aware that this list >> serves >> >>>> teachers, administrators, who use EFF and maybe helped make >> EFF. >> >>>> But >> >>>> I will just continue--the "Equipped for the Future Content >> Standards" >> >>>> is really hard to get through. i guess it must have been >> written for >> >>>> multiple audiences. if I were thinking of using EFF I would >> want a >> >>>> three-holed punched explanation of EFF with a one page executive >> >>>> summary, maybe, or description of how it was built, then at >> most 5 >> >>>> pages (maybe 3) of narrative about how to" do" EFF. >> >>>> >> >>>> So...any "selling" or "explication" of EFF should focus >> first on >> >>>> the >> >>>> problems it seeks to solve. >> >>>> >> >>>> What i would really like is feedback on EFF--from people who >> use >> >>>> it--on my points: >> >>>> >> >>>> 1) ethnocentric (fitting into American culture) >> >>>> 2) normative ( idealized American values, e.g., "respect >> for >> >>>> diversity) >> >>>> 2) narrow (no mention of basic survival skills) >> >>>> >> >>>> As i recall, Tom Sticht mentioned after reading George D.'s >> book >> >>>> that >> >>>> EFF wasn't striclty speaking a fully grounded approach to data >> >>>> gathering--the categories were givens, did not emerge. >> >>>> >> >>>> So please correct me on any of the points above; skewering is >> >>>> painful, so leave off the sword play, I think. >> >>>> >> >>>> Ready to be educated. >> >>>> >> >>>> Andrea >> >>>> >> >>>> >> >>>> >> >>>> >> >>>> On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote: >> >>>> >> >>>>> Yes, David- I agree with your interpretation. And I'm also >> glad you >> >>>>> mentioned other areas where the term Content Standards could >> apply. >> >>>>> In >> >>>>> fact, there has recently been some discussion on the >> Technology list >> >>>>> about >> >>>>> Standards for using Technology. >> >>>>> >> >>>>> Andrea, as regards to print, do you think standards for >> Reading & >> >>>>> Writing >> >>>>> would apply? And what about certain applications of print- >> >>>>> advocating >> >>>>> for >> >>>>> a point of view if seen through an EFF lens could also bring >> in the >> >>>>> standard "Advocate and Influence". What do you think? >> >>>>> >> >>>>> Aaron >> >>>>> >> >>>>> At 04:28 PM 3/31/2006 -0500, you wrote: >> >>>>>> Andrea, >> >>>>>> >> >>>>>> My interpretation of "Content Standards" is this: this >> discussion >> >>>>>> list used to be called "NIFL-4EFF", and used to be about >> Equipped >> >>>>>> For >> >>>>>> the Future curriculum standards. "Content standards" is a >> broader >> >>>>>> name which includes, but is not necessarily limited to, EFF >> >>>>>> curriculum standards. The discussion now includes state- >> developed >> >>>>>> curriculum frameworks and standards, and presumably curriculum >> >>>>>> frameworks and standards used in other countries. It could >> also >> >>>>>> include industry-specific skills standards, as they might >> be used >> >>>>>> in >> >>>>>> developing workplace literacy or workplace basic skills >> curricula, >> >>>>>> although I think no one has brought this up yet. >> >>>>>> >> >>>>>> Aaron, is this interpretation correct? >> >>>>>> >> >>>>>> David J. Rosen >> >>>>>> newsomeassociates.com >> >>>>>> djrosen at comcast.net >> >>>>>> >> >>>>>> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote: >> >>>>>> >> >>>>>>> Well, hello, everyone! >> >>>>>>> >> >>>>>>> i am putting together a long written piece on adult >> literacy, a >> >>>>>>> lot >> >>>>>>> of >> >>>>>>> work, but there are revelations, too. The printing press >> was an >> >>>>>>> agent >> >>>>>>> for standardization in chronology and in data, a general >> unifier >> >>>>>>> of >> >>>>>>> many manuscripts (by hand!) that enabled writers to really >> >>>>>>> communicate >> >>>>>>> with each other. With printing: the idea that progress, >> poaitive >> >>>>>>> change, could be made, as technological changes expanded the >> >>>>>>> known >> >>>>>>> world. >> >>>>>>> >> >>>>>>> I am very interested in content standards, a way of >> measuring I >> >>>>>>> guess >> >>>>>>> the attainment of certain skills and knowledge through >> print. In >> >>>>>>> the >> >>>>>>> world of the early printing press that would have been >> >>>>>>> impossible:, >> >>>>>>> "knowledge" was just being assembled. The idea of "content >> >>>>>>> standards" >> >>>>>>> seems very narrow, circumscribed. first one must agree on >> the >> >>>>>>> content, >> >>>>>>> ; how does that happen? CASAS? EFF? A bit of a puzzle. >> >>>>>>> >> >>>>>>> Andrea Wilder >> >>>>>>> >> >>>>>>> ---------------------------------------------------- >> >>>>>>> National Institute for Literacy >> >>>>>>> Adult Education Content Standards mailing list >> >>>>>>> ContentStandards at nifl.gov >> >>>>>>> To unsubscribe or change your subscription settings, >> please go to >> >>>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >>>>>> >> >>>>>> ---------------------------------------------------- >> >>>>>> National Institute for Literacy >> >>>>>> Adult Education Content Standards mailing list >> >>>>>> ContentStandards at nifl.gov >> >>>>>> To unsubscribe or change your subscription settings, please >> go to >> >>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >>>>> >> >>>>> Aaron Kohring >> >>>>> Coordinator, LINCS Literacy & Learning Disabilities Special >> >>>>> Collection >> >>>>> (http://ldlink.coe.utk.edu/) >> >>>>> Moderator, National Institute for Literacy's Content Standards >> >>>>> Discussion >> >>>>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >> >>>>> Coordinator, Equipped for the Future Websites >> >>>>> (http://eff.cls.utk.edu/) >> >>>>> >> >>>>> Center for Literacy Studies, University of Tennessee >> >>>>> EFF Center for Training and Technical Assistance >> >>>>> Phone:(865) 974-4109 main >> >>>>> (865) 974-4258 direct >> >>>>> Fax: (865) 974-3857 >> >>>>> e-mail: akohring at utk.edu >> >>>>> >> >>>>> ---------------------------------------------------- >> >>>>> National Institute for Literacy >> >>>>> Adult Education Content Standards mailing list >> >>>>> ContentStandards at nifl.gov >> >>>>> To unsubscribe or change your subscription settings, please >> go to >> >>>>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >>>>> >> >>>> >> >>>> ---------------------------------------------------- >> >>>> National Institute for Literacy >> >>>> Adult Education Content Standards mailing list >> >>>> ContentStandards at nifl.gov >> >>>> To unsubscribe or change your subscription settings, please >> go to >> >>>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >>> >> >>> Aaron Kohring >> >>> Coordinator, LINCS Literacy & Learning Disabilities Special >> Collection >> >>> (http://ldlink.coe.utk.edu/) >> >>> Moderator, National Institute for Literacy's Content Standards >> >>> Discussion >> >>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >> >>> Coordinator, Equipped for the Future Websites >> >>> (http://eff.cls.utk.edu/) >> >>> >> >>> Center for Literacy Studies, University of Tennessee >> >>> EFF Center for Training and Technical Assistance >> >>> Phone:(865) 974-4109 main >> >>> (865) 974-4258 direct >> >>> Fax: (865) 974-3857 >> >>> e-mail: akohring at utk.edu >> >>> >> >>> ---------------------------------------------------- >> >>> National Institute for Literacy >> >>> Adult Education Content Standards mailing list >> >>> ContentStandards at nifl.gov >> >>> To unsubscribe or change your subscription settings, please go to >> >>> http://www.nifl.gov/mailman/listinfo/contentstandards >> >>> >> >> >> >> ---------------------------------------------------- >> >> National Institute for Literacy >> >> Adult Education Content Standards mailing list >> >> ContentStandards at nifl.gov >> >> To unsubscribe or change your subscription settings, please go to >> >> http://www.nifl.gov/mailman/listinfo/contentstandards >> >> >> > >> > ---------------------------------------------------- >> > National Institute for Literacy >> > Adult Education Content Standards mailing list >> > ContentStandards at nifl.gov >> > To unsubscribe or change your subscription settings, please go to >> > http://www.nifl.gov/mailman/listinfo/contentstandards >> > >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From kabeall at comcast.net Wed Apr 5 14:06:10 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 5 Apr 2006 14:06:10 -0400 Subject: [ContentStandards 104] Linking Research and Practice: NCSALL's Research Strand at COABE Message-ID: <007c01c658db$9ee94e50$0202a8c0@your4105e587b6> For those of you attending the 2006 COABE Conference in Houston April 26-29, the National Center for the Study of Adult Learning and Literacy (NCSALL) invites you to attend its sessions during the conference. Presenters will highlight NCSALL research findings and share professional development activities and instructional strategies for strengthening the quality of adult literacy programs. Attached is a list of the NCSALL sessions. See you at COABE! Stop by and visit our booth (#119) in the exhibit area. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060405/1a9111a4/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: NCSALL Ad. for COABE 06_Final3.20.06.pdf Type: application/pdf Size: 131223 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060405/1a9111a4/attachment.pdf From gdemetrion at msn.com Wed Apr 5 15:02:14 2006 From: gdemetrion at msn.com (George demetrion) Date: Wed, 05 Apr 2006 15:02:14 -0400 Subject: [ContentStandards 105] Re: Whose content? EFF Roles In-Reply-To: <4D6CCD96-6A66-45E2-85DA-226555F19A29@comcast.net> Message-ID: Someone had asked about the selection process of the EFF role maps Woker Citizenship/Community Member Parent/Family Member I'm doing this from memory, so there may be need for correction. The first two role maps came out of National Educational Goal #6 in preparing adults for the global economy and citizenship. With Barbara Bush in particiular, family literacy was in the air as an obvious focal point. When the 1500 or so students were surveyed by NIFL and the National Education Goals Panel, I think, the students identified family themes as a major area of interest. These two factors, I believe, led to family education as the third role map--an obvious choice, in any event. George Demetrion From andreawilder at comcast.net Wed Apr 5 15:29:03 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 5 Apr 2006 15:29:03 -0400 Subject: [ContentStandards 106] Re: Whose content? EFF Roles In-Reply-To: References: Message-ID: <485d7a58216971ef5e1a6a835607917a@comcast.net> George, It was I who asked the question. The problem is the validity of the categories: is this what learners want to learn? Or do the categories represent a top down policy directive--which is true for goal #6. Tom is taking up the reliability issue on aaace-nla as we speak. Thanks. Andrea On Apr 5, 2006, at 3:02 PM, George demetrion wrote: > Someone had asked about the selection process of the EFF role maps > > Woker > Citizenship/Community Member > Parent/Family Member > > I'm doing this from memory, so there may be need for correction. > > The first two role maps came out of National Educational Goal #6 in > preparing adults for the global economy and citizenship. With Barbara > Bush > in particiular, family literacy was in the air as an obvious focal > point. > When the 1500 or so students were surveyed by NIFL and the National > Education Goals Panel, I think, the students identified family themes > as a > major area of interest. These two factors, I believe, led to family > education as the third role map--an obvious choice, in any event. > > George Demetrion > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From gdemetrion at msn.com Wed Apr 5 16:35:42 2006 From: gdemetrion at msn.com (George demetrion) Date: Wed, 05 Apr 2006 16:35:42 -0400 Subject: [ContentStandards 107] Re: Whose content? EFF Roles In-Reply-To: <485d7a58216971ef5e1a6a835607917a@comcast.net> Message-ID: Hi Andrea, To equivocate, I think one could reasonably say both. Certainly not "validation" according to the precepts of positivist research, based upon a randomized model. However,in terms of qualitative methodologies the case can be better made that the categories are inclusive of what adults seek to learn in adult literacy programs. Much of the ethnographic literature would confirm the legitimacy of these categories, though wouldn't necessarily privilege these three, nor would necessarily privilege the complex structure laid out in EFF. I believe this is acknowledged by the EFF pioneers. From their perspective, the EFF framework is based on a combination of research and pragmatic policy orientation. It was based on the assumption that the issue of standards was an inescapable one for a field that sought policy legitimacy in the 90s. >From the inception there was a strong praxeological orientation in EFF to integrate student centered orientations with those that could become, at least plausibly, policy legitimized. Consequently, the focus, as acknoweledged, was on content areas that had a distinctive public focus. At the time,the workforce impetus, linking literacy to the global economy was the foremost policy consideration. In my view, it was Sondra Stein's genius to place the stated focus on citizenship with equal billing as that of workforce development. In that she sought a radical reform within the prevailing ideology that, ideally, could be ushered in within the context of a modetsly progressive federal government. In tyhat respect, Bill Clinton failed us greatly, particularly in his second administration. With Clinton's conservative turn and Newt Gingrish's 104th Congress setting a very conservative policy, the more progressive aspects of EFF became severely marginalized. In any event, these three areas, work, family and citizenship, with the underlying content standards based on life long learning held the prospect for a potential reformist revitzalization that was both functionally focused and linkes to many aspects of learning that adults have sought. EFF did become a bit top heavy with structure, and its own internal logic, which butted up both against the increasingly conservative political culture and a participatory student-centered focus, which in its purity could tolerate no philosophical inconsistency. Consequently, and especially after election 2000, as a national movement, the gap between the apiration of the pioneers and the abutment of reality became only too palpable. After the fact this is more than evident and there's much to learn from EFF's creative "failure." This is a far thing from saying, then, that EFF was a fiasco, and I remnain convinced that any effective national reform vision will have to revisit much of the EFF project, vcearly in some different (and less literal) ways, and that there's much to learn even in the failure. As you know, I dealt very substantially with EFF in Conflicting Paradigms. I encourage you to re-read chapters 7 & 8 in light of your interest in EFF and in light of the current discussion. George Demetrion From: Andrea Wilder Reply-To: The Adult Education Content Standards Discussion List To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 106] Re: Whose content? EFF Roles Date: Wed, 5 Apr 2006 15:29:03 -0400 George, It was I who asked the question. The problem is the validity of the categories: is this what learners want to learn? Or do the categories represent a top down policy directive--which is true for goal #6. Tom is taking up the reliability issue on aaace-nla as we speak. Thanks. Andrea On Apr 5, 2006, at 3:02 PM, George demetrion wrote: > Someone had asked about the selection process of the EFF role maps > > Woker > Citizenship/Community Member > Parent/Family Member > > I'm doing this from memory, so there may be need for correction. > > The first two role maps came out of National Educational Goal #6 in > preparing adults for the global economy and citizenship. With Barbara > Bush > in particiular, family literacy was in the air as an obvious focal > point. > When the 1500 or so students were surveyed by NIFL and the National > Education Goals Panel, I think, the students identified family themes > as a > major area of interest. These two factors, I believe, led to family > education as the third role map--an obvious choice, in any event. > > George Demetrion > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From andreawilder at comcast.net Wed Apr 5 17:18:03 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 5 Apr 2006 17:18:03 -0400 Subject: [ContentStandards 108] Re: Whose content? EFF Roles In-Reply-To: References: Message-ID: Thanks, George for your extensive comments. I guess I have to go with my original conclusion, in the face of no more information, that EFF is a policy initiative with some use of qualitative methodology. Andrea On Apr 5, 2006, at 4:35 PM, George demetrion wrote: > Hi Andrea, > > To equivocate, I think one could reasonably say both. > > Certainly not "validation" according to the precepts of positivist > research, > based upon a randomized model. However,in terms of qualitative > methodologies the case can be better made that the categories are > inclusive > of what adults seek to learn in adult literacy programs. Much of the > ethnographic literature would confirm the legitimacy of these > categories, > though wouldn't necessarily privilege these three, nor would > necessarily > privilege the complex structure laid out in EFF. > > I believe this is acknowledged by the EFF pioneers. From their > perspective, > the EFF framework is based on a combination of research and pragmatic > policy > orientation. It was based on the assumption that the issue of > standards was > an inescapable one for a field that sought policy legitimacy in the > 90s. >> From the inception there was a strong praxeological orientation in >> EFF to > integrate student centered orientations with those that could become, > at > least plausibly, policy legitimized. Consequently, the focus, as > acknoweledged, was on content areas that had a distinctive public > focus. > > At the time,the workforce impetus, linking literacy to the global > economy > was the foremost policy consideration. In my view, it was Sondra > Stein's > genius to place the stated focus on citizenship with equal billing as > that > of workforce development. In that she sought a radical reform within > the > prevailing ideology that, ideally, could be ushered in within the > context of > a modetsly progressive federal government. In tyhat respect, Bill > Clinton > failed us greatly, particularly in his second administration. With > Clinton's conservative turn and Newt Gingrish's 104th Congress setting > a > very conservative policy, the more progressive aspects of EFF became > severely marginalized. > > In any event, these three areas, work, family and citizenship, with the > underlying content standards based on life long learning held the > prospect > for a potential reformist revitzalization that was both functionally > focused > and linkes to many aspects of learning that adults have sought. > > EFF did become a bit top heavy with structure, and its own internal > logic, > which butted up both against the increasingly conservative political > culture > and a participatory student-centered focus, which in its purity could > tolerate no philosophical inconsistency. Consequently, and especially > after > election 2000, as a national movement, the gap between the apiration > of the > pioneers and the abutment of reality became only too palpable. > > After the fact this is more than evident and there's much to learn from > EFF's creative "failure." This is a far thing from saying, then, that > EFF > was a fiasco, and I remnain convinced that any effective national > reform > vision will have to revisit much of the EFF project, vcearly in some > different (and less literal) ways, and that there's much to learn even > in > the failure. > > As you know, I dealt very substantially with EFF in Conflicting > Paradigms. > I encourage you to re-read chapters 7 & 8 in light of your interest in > EFF > and in light of the current discussion. > > George Demetrion > > > From: Andrea Wilder > Reply-To: The Adult Education Content Standards Discussion > List > To: The Adult Education Content Standards Discussion > List > Subject: [ContentStandards 106] Re: Whose content? EFF Roles > Date: Wed, 5 Apr 2006 15:29:03 -0400 > > > George, > > It was I who asked the question. The problem is the validity of the > categories: is this what learners want to learn? Or do the > categories represent a top down policy directive--which is true for > goal #6. Tom is taking up the reliability issue on aaace-nla as we > speak. > > Thanks. > > Andrea > > > On Apr 5, 2006, at 3:02 PM, George demetrion wrote: > >> Someone had asked about the selection process of the EFF role maps >> >> Woker >> Citizenship/Community Member >> Parent/Family Member >> >> I'm doing this from memory, so there may be need for correction. >> >> The first two role maps came out of National Educational Goal #6 in >> preparing adults for the global economy and citizenship. With Barbara >> Bush >> in particiular, family literacy was in the air as an obvious focal >> point. >> When the 1500 or so students were surveyed by NIFL and the National >> Education Goals Panel, I think, the students identified family themes >> as a >> major area of interest. These two factors, I believe, led to family >> education as the third role map--an obvious choice, in any event. >> >> George Demetrion >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From tarv at chemeketa.edu Wed Apr 5 22:30:23 2006 From: tarv at chemeketa.edu (Virginia Tardaewether) Date: Wed, 5 Apr 2006 19:30:23 -0700 Subject: [ContentStandards 109] Re: Whose content? EFF Roles Message-ID: <89DA2100D59D7341BEA4D938F9FB2A93039822AA@cccmail2.chemeketa.network> Andrea The problem is the validity of the categories: is this what learners want to learn? One of the things I like about EFF is that learners were interested in the categories because they linked to their lives, and mine. As I am a learner within the EFF model as are my students: we are adults on a learning continuum, side by side, hand in hand, hanging over the backyard fence, taking on life as adults: REAL life not a theoretical life. My students were much more comfortable within the EFF system than many of my professional peers or our national "leadership". Is this what learners want to learn? It is what they have to learn to survive and move down life's continuum, not to pass a test, but to earn a paycheck, solve problems with parenting or figure out how to administer first aid. va -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of George demetrion Sent: Wednesday, April 05, 2006 1:36 PM To: contentstandards at nifl.gov Subject: [ContentStandards 107] Re: Whose content? EFF Roles Hi Andrea, To equivocate, I think one could reasonably say both. Certainly not "validation" according to the precepts of positivist research, based upon a randomized model. However,in terms of qualitative methodologies the case can be better made that the categories are inclusive of what adults seek to learn in adult literacy programs. Much of the ethnographic literature would confirm the legitimacy of these categories, though wouldn't necessarily privilege these three, nor would necessarily privilege the complex structure laid out in EFF. I believe this is acknowledged by the EFF pioneers. From their perspective, the EFF framework is based on a combination of research and pragmatic policy orientation. It was based on the assumption that the issue of standards was an inescapable one for a field that sought policy legitimacy in the 90s. >From the inception there was a strong praxeological orientation in EFF to integrate student centered orientations with those that could become, at least plausibly, policy legitimized. Consequently, the focus, as acknoweledged, was on content areas that had a distinctive public focus. At the time,the workforce impetus, linking literacy to the global economy was the foremost policy consideration. In my view, it was Sondra Stein's genius to place the stated focus on citizenship with equal billing as that of workforce development. In that she sought a radical reform within the prevailing ideology that, ideally, could be ushered in within the context of a modetsly progressive federal government. In tyhat respect, Bill Clinton failed us greatly, particularly in his second administration. With Clinton's conservative turn and Newt Gingrish's 104th Congress setting a very conservative policy, the more progressive aspects of EFF became severely marginalized. In any event, these three areas, work, family and citizenship, with the underlying content standards based on life long learning held the prospect for a potential reformist revitzalization that was both functionally focused and linkes to many aspects of learning that adults have sought. EFF did become a bit top heavy with structure, and its own internal logic, which butted up both against the increasingly conservative political culture and a participatory student-centered focus, which in its purity could tolerate no philosophical inconsistency. Consequently, and especially after election 2000, as a national movement, the gap between the apiration of the pioneers and the abutment of reality became only too palpable. After the fact this is more than evident and there's much to learn from EFF's creative "failure." This is a far thing from saying, then, that EFF was a fiasco, and I remnain convinced that any effective national reform vision will have to revisit much of the EFF project, vcearly in some different (and less literal) ways, and that there's much to learn even in the failure. As you know, I dealt very substantially with EFF in Conflicting Paradigms. I encourage you to re-read chapters 7 & 8 in light of your interest in EFF and in light of the current discussion. George Demetrion From: Andrea Wilder Reply-To: The Adult Education Content Standards Discussion List To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 106] Re: Whose content? EFF Roles Date: Wed, 5 Apr 2006 15:29:03 -0400 George, It was I who asked the question. The problem is the validity of the categories: is this what learners want to learn? Or do the categories represent a top down policy directive--which is true for goal #6. Tom is taking up the reliability issue on aaace-nla as we speak. Thanks. Andrea On Apr 5, 2006, at 3:02 PM, George demetrion wrote: > Someone had asked about the selection process of the EFF role maps > > Woker > Citizenship/Community Member > Parent/Family Member > > I'm doing this from memory, so there may be need for correction. > > The first two role maps came out of National Educational Goal #6 in > preparing adults for the global economy and citizenship. With Barbara > Bush > in particiular, family literacy was in the air as an obvious focal > point. > When the 1500 or so students were surveyed by NIFL and the National > Education Goals Panel, I think, the students identified family themes > as a > major area of interest. These two factors, I believe, led to family > education as the third role map--an obvious choice, in any event. > > George Demetrion > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Thu Apr 6 09:24:12 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 06 Apr 2006 09:24:12 -0400 Subject: [ContentStandards 110] Fwd: Re: [AAACE-NLA] Curriculum Policy Proposals Message-ID: <5.1.0.14.2.20060406092125.03e55608@pop.utk.edu> The message below is cross-posted from the National Literacy Advocacy Discussion List. It talks about some of the work in Pennsylvania in developing standards for curriculum. Aaron >Date: Thu, 06 Apr 2006 06:14:27 -0400 >From: "Martin E. Senger" >Subject: Re: [AAACE-NLA] Curriculum Policy Proposals >Sender: aaace-nla-bounces at lists.literacytent.org >To: 'National Literacy Advocacy List sponsored by AAACE' > >Cc: mpeters at gecac.org, Sara Brennen , > "Westover, Michael" >Reply-to: National Literacy Advocacy List sponsored by AAACE > >X-Mailer: Microsoft Office Outlook 11 >X-BeenThere: aaace-nla at lists.literacytent.org >Delivered-to: lists.literacytent.org-aaace-nla at lists.literacytent.org >Thread-index: AcZYlGzG0hBqshhTTZO+8lQi8CHWIAAyXSyA >X-Spam-Checker-Version: SpamAssassin 3.1.0 (2005-09-13) on > azog.silicongoblin.com >X-Spam-Status: hits=0 tests= ver=3.1.0 >X-Mailman-Approved-At: Thu, 06 Apr 2006 07:46:09 -0400 >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.85 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: National Literacy Advocacy List sponsored by AAACE > >Original-recipient: rfc822;akohring at mail.utk.edu > >Pax et bonum all! (peace & goodness) > >I teach Adult ESL for a non-profit in northwest PA (GECAC), and I am >currently involved in a three-year project with the PA Dept of Education >(PDE) to develop statewide curriculum standards. We are in the third year of >the program, implementation. We have spent the last two years establishing >and defining what we wanted in our standards, using Maryland and Arizona's >standards as a starting place. > >You should know that the group of about 20 who participated is made up of >ALL adult ESL teachers from across PA and from a variety of agencies, so we >make up a good representation of the professional field in the state. > >Our basic goal was to create a document that would give both novice and >experienced teachers a basic "guideline" of subjects to teach and times to >teach them. We avoided it being too "prescriptive." We spent a long time >hashing out the exact schedule, especially when it came to teaching grammar. >But we had an excellent group, and we worked it out. We used six main >sections: (in no particular order) Speaking, Listening, Writing, Reading, >Pronunciation and Grammar. We also listed cultural and civic aspects for >each level. > >We used the new NRS levels: Beginning Literacy, Beginning, Low Intermediate, >High Intermediate, and Advanced. > >We aligned our standards to NRS, CASAS and BEST. I have since returned to my >own previous assessments (BEST) for my students, and aligned them to our >standards. It has been very helpful in seeing exact scores for each of the >six sections. > >We discussed at the beginning that we could never form a comprehensive and >prescriptive curriculum due to the fact that takes way too much power out of >the teacher's hands. We stressed that these are suggestions, since the >teacher should know what is best for the student. > >But we also underscored the desire that when a student changed agencies (in >Erie, that happens on a daily basis), all the agencies would be literally >"reading off the same page" when it came to assessing students' levels. > >I hope I have done the PA Curriculum Standards justice in this brief >description! > >Martin E. Senger >Adult ESL Teacher >The R. Benjamin Wiley Learning Center/GECAC > >-----Original Message----- >From: aaace-nla-bounces at lists.literacytent.org >[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of David Rosen >Sent: Tuesday, April 04, 2006 9:53 PM >To: National by AAACE Literacy Advocacy List sponsored >Subject: [AAACE-NLA] Curriculum Policy Proposals > >AAACE-NLA and Program Leadership Colleagues, > > From time to time government agencies at the federal and state level >fund programs to develop curricula. For example, for several years, >through the U.S. Department of Education's Workplace Education >Program, federal grants supported the development of workplace- >specific or industry-specific basic skills (including ELL) curriculum >for workers. I think that it is useful for federal, state and local >government agencies to fund curriculum development. I wish they >would fund more curriculum projects, both generic and industry- >specific, in all areas of adult education and literacy (which >includes ELL and numeracy.) > >However, there are two things I would like to see government agencies >require, that grantees: > >1. Develop the curriculum against a set of curriculum standards or >frameworks. Given that we do not have federally-approved standards, >national curriculum projects should use EFF standards, SCANS >competencies, or possibly CASAS competencies, or a set of state- >approved curriculum frameworks. State and local curriculum projects >could use state-approved curriculum standards. Exceptions could be >made for curriculum projects which use a participatory curriculum >development model where a curriculum is developed from the >interaction of a teacher and a particular group of students, growing >from that particular group of students' needs. > >2. Publish the curriculum in a government-sponsored curriculum >database on the Web where anyone (especially teachers) could quickly >find it, using a set of adult education curriculum categories, and or >search terms. > >I have recently been searching for some specific workplace >curriculum, and have been surprised to find how much time it takes to >chase it down. I am sure this curriculum exists; it is just not easy >to find. And when I have found it, it is rare that the curriculum >was developed against a set of curriculum standards, or at least it >isn't clear what the curriculum standards are. I have often found >that the curriculum is no longer in print. > >Why do I bring this up here? There are two reasons: > >1) This is a public policy issue. I would like to see the U.S. >Department of Education, the U.S. Department of Labor, HUD, and other >federal government agencies, and all state agencies which fund adult >education and literacy curriculum development adopt this as a policy. >It would add value to government-funded projects if others could >benefit from the curriculum development work. It would not cost much >to create this web-based database or to maintain it. > >2) I would like to hear your reactions to these proposals, for >example from a program improvement (curriculum improvement is part of >program leadership) and from a public policy perspective. > >David J. Rosen >Adult Literacy Advocate >djrosen at theworld.com > > > > >_______________________________________________ >AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org >http://lists.literacytent.org/mailman/listinfo/aaace-nla >LiteracyTent: web hosting, news, community and goodies for literacy >http://literacytent.org > >_______________________________________________ >AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org >http://lists.literacytent.org/mailman/listinfo/aaace-nla >LiteracyTent: web hosting, news, community and goodies for literacy >http://literacytent.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From gdemetrion at msn.com Fri Apr 7 12:26:33 2006 From: gdemetrion at msn.com (George demetrion) Date: Fri, 07 Apr 2006 12:26:33 -0400 Subject: [ContentStandards 111] Re: Whose content? EFF Roles In-Reply-To: Message-ID: Andrea and others, No doubt it's true that EFF was driven by certain policy pressures. That had been acknowledged by the EFF developers from the inception of the project. I wouldn't be dismissive of it because of that. Regardless of its limitations (and there is much positive to say about EFFF as well) it was a fairly substantial undeetaking consisting of critically informed practitioners, researchers, managers and administrators who were seeking to work out some very delicate balances between theory, what was known of best practices, and policy legitimacy, not only based on the given policy, but what realistically could have become policy viable; notably the central role of critical citizenship and lifelong learning as the pivots upon which the EFF framework was constructed. Note, too, the concept of "role maps." Thus, it was not the static role of "employment," but the active role of "worker," in that context as corporate citizen in the capacity of negotiating the work function within the context of the organizational culture. That the EFF project overshot its aspiration is a historically given one, which, strictly speaking could not have been known at the time. Moreover, the failure at the level of its foremost aspiration had quite a bit to do with the trajectory of the political culture in which its fate was not really sealed until the early years of the Bush administration. Notwithstanding the various problems, both internal and external to the EFF framework, students, instructors and program personnel who have been able to structure their work according to its model have derived a lot of benefit from it. There is research and a fair amount of reasonably solid anecdotal information to support this claim even as the systematic comparative research, which, i believe, would be rather difficult to do, hasn't been done. Finally, if any coherent national framework, like that currently being discussed on the NLA, there are critical aspects in the EFF project that could add much value to anyu such project, and, moreover, it's historical trajectory is worthy of study in itself for potential lessons learned and pitfalls to avoid. At the very least it was a noble experiment; more, there is miuch to learn from it, and, as it has become, even in its current state, a highly useful model. For all of these reasons and more I would caution against a too easy dismissiveness. George Demetrion From djrosen at comcast.net Fri Apr 7 12:57:35 2006 From: djrosen at comcast.net (David Rosen) Date: Fri, 7 Apr 2006 12:57:35 -0400 Subject: [ContentStandards 112] Re: Whose content? EFF Roles In-Reply-To: References: Message-ID: <12F87B54-437A-46E4-A1FE-0A34C593762F@comcast.net> George, I wonder why you describe EFF in the past tense (e.g. "it was a noble experiment"). My understanding is that EFF is alive, and perhaps expanding. A number of states have formally adopted EFF as their set of curriculum standards and many (perhaps all?) of these are providing EFF training for teachers. Sometime this year several states will roll out the employability credential based on the EFF Worker standards. ETS has state partners and is seeking more to develop EFF assessments. Given that there is no federal support for EFF that suggests to me that EFF, unlike APL, has a power in the present and may have a good future. David J. Rosen newsomeassociates.com djrosen at comcast.net On Apr 7, 2006, at 12:26 PM, George demetrion wrote: > Andrea and others, > > No doubt it's true that EFF was driven by certain policy > pressures. That > had been acknowledged by the EFF developers from the inception of the > project. I wouldn't be dismissive of it because of that. > > Regardless of its limitations (and there is much positive to say > about EFFF > as well) it was a fairly substantial undeetaking consisting of > critically > informed practitioners, researchers, managers and administrators > who were > seeking to work out some very delicate balances between theory, > what was > known of best practices, and policy legitimacy, not only based on > the given > policy, but what realistically could have become policy viable; > notably the > central role of critical citizenship and lifelong learning as the > pivots > upon which the EFF framework was constructed. Note, too, the > concept of > "role maps." Thus, it was not the static role of "employment," but > the > active role of "worker," in that context as corporate citizen in the > capacity of negotiating the work function within the context of the > organizational culture. > > That the EFF project overshot its aspiration is a historically > given one, > which, strictly speaking could not have been known at the time. > Moreover, > the failure at the level of its foremost aspiration had quite a bit > to do > with the trajectory of the political culture in which its fate was not > really sealed until the early years of the Bush administration. > > Notwithstanding the various problems, both internal and external to > the EFF > framework, students, instructors and program personnel who have > been able to > structure their work according to its model have derived a lot of > benefit > from it. There is research and a fair amount of reasonably solid > anecdotal > information to support this claim even as the systematic comparative > research, which, i believe, would be rather difficult to do, hasn't > been > done. > > Finally, if any coherent national framework, like that currently being > discussed on the NLA, there are critical aspects in the EFF project > that > could add much value to anyu such project, and, moreover, it's > historical > trajectory is worthy of study in itself for potential lessons > learned and > pitfalls to avoid. > > At the very least it was a noble experiment; more, there is miuch > to learn > from it, and, as it has become, even in its current state, a highly > useful > model. > > For all of these reasons and more I would caution against a too easy > dismissiveness. > > George Demetrion > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From george.demetrion at lvgh.org Fri Apr 7 13:29:48 2006 From: george.demetrion at lvgh.org (George Demetrion) Date: Fri, 7 Apr 2006 13:29:48 -0400 Subject: [ContentStandards 113] Re: Whose content? EFF Roles Message-ID: <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> That's a good observation, David. It certainly continues, though, as you say, not as a federally-sponsored NIFL project. I suppose the past tense had to do with the original incarnation. George -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of David Rosen Sent: Friday, April 07, 2006 12:58 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 112] Re: Whose content? EFF Roles George, I wonder why you describe EFF in the past tense (e.g. "it was a noble experiment"). My understanding is that EFF is alive, and perhaps expanding. A number of states have formally adopted EFF as their set of curriculum standards and many (perhaps all?) of these are providing EFF training for teachers. Sometime this year several states will roll out the employability credential based on the EFF Worker standards. ETS has state partners and is seeking more to develop EFF assessments. Given that there is no federal support for EFF that suggests to me that EFF, unlike APL, has a power in the present and may have a good future. David J. Rosen newsomeassociates.com djrosen at comcast.net From andreawilder at comcast.net Fri Apr 7 14:08:39 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 7 Apr 2006 14:08:39 -0400 Subject: [ContentStandards 114] Re: Whose content? EFF Roles In-Reply-To: <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> References: <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> Message-ID: George, I'll tell you, it's the language, I just can't take it. I wish it were crisper and more real. That's why I long for just a couple of pages and an executive summary. I have never viewed EFF in action, or been able to talk clearly with a teacher, so the printed material is all I've got, and it's opaque. Personally, I object to the term "worker." it implies one of a mass, and not in the management "class" either. To me, it's a very discouraging word. I think all the printed material is useful if one wants to know something about how the program was put together, that's why i said it must have been written to suit many needs. But I said at the beginning when I started this quest, that EFF may give some structure to ABE chaos, or ABE indirection or ABE lack of direction. In that, pure usefulness, it might do well. That's why I want the voices of those who use the materials. Andrea On Apr 7, 2006, at 1:29 PM, George Demetrion wrote: > That's a good observation, David. It certainly continues, though, as > you say, not as a federally-sponsored NIFL project. I suppose the past > tense had to do with the original incarnation. > > George > > -----Original Message----- > From: contentstandards-bounces at nifl.gov > [mailto:contentstandards-bounces at nifl.gov] On Behalf Of David Rosen > Sent: Friday, April 07, 2006 12:58 PM > To: The Adult Education Content Standards Discussion List > Subject: [ContentStandards 112] Re: Whose content? EFF Roles > > George, > > I wonder why you describe EFF in the past tense (e.g. "it was a noble > experiment"). My understanding is that EFF is alive, and perhaps > expanding. A number of states have formally adopted EFF as their set > of curriculum standards and many (perhaps all?) of these are > providing EFF training for teachers. Sometime this year several > states will roll out the employability credential based on the EFF > Worker standards. ETS has state partners and is seeking more to > develop EFF assessments. Given that there is no federal support for > EFF that suggests to me that EFF, unlike APL, has a power in the > present and may have a good future. > > David J. Rosen > newsomeassociates.com > djrosen at comcast.net > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From bingman at utk.edu Fri Apr 7 14:36:09 2006 From: bingman at utk.edu (Beth Bingman) Date: Fri, 07 Apr 2006 13:36:09 -0500 Subject: [ContentStandards 115] Re: Whose content? EFF Roles In-Reply-To: References: <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> Message-ID: <5.1.0.14.2.20060407132900.02025718@pop.utk.edu> Hi Andrea, The way I would recommend to teachers (and others) to get a sense of what EFF "in action" might look like is to read some of the examples from the EFF Toolkit. You can find them on-line at http://eff.cls.utk.edu/toolkit/examples.htm They are organized by Standard and by instructional setting with links to tools, the EFF Teaching/Learning Cycle (a planning tool) and various supports for teachers. From there you can go into the entire EFF site for the lots more, but the Toolkit examples show how EFF standards (and other pieces) can be used to build teaching and learning around the interests and goals students bring to class. Beth At 02:08 PM 4/7/2006 -0400, you wrote: >George, > >I'll tell you, it's the language, I just can't take it. I wish it were >crisper and more real. That's why I long for just a couple of pages >and an executive summary. I have never viewed EFF in action, or been >able to talk clearly with a teacher, so the printed material is all >I've got, and it's opaque. Personally, I object to the term "worker." > it implies one of a mass, and not in the management "class" either. >To me, it's a very discouraging word. > >I think all the printed material is useful if one wants to know >something about how the program was put together, that's why i said it >must have been written to suit many needs. > >But I said at the beginning when I started this quest, that EFF may >give some structure to ABE chaos, or ABE indirection or ABE lack of >direction. In that, pure usefulness, it might do well. That's why I >want the voices of those who use the materials. > >Andrea >On Apr 7, 2006, at 1:29 PM, George Demetrion wrote: > > > That's a good observation, David. It certainly continues, though, as > > you say, not as a federally-sponsored NIFL project. I suppose the past > > tense had to do with the original incarnation. > > > > George > > > > -----Original Message----- > > From: contentstandards-bounces at nifl.gov > > [mailto:contentstandards-bounces at nifl.gov] On Behalf Of David Rosen > > Sent: Friday, April 07, 2006 12:58 PM > > To: The Adult Education Content Standards Discussion List > > Subject: [ContentStandards 112] Re: Whose content? EFF Roles > > > > George, > > > > I wonder why you describe EFF in the past tense (e.g. "it was a noble > > experiment"). My understanding is that EFF is alive, and perhaps > > expanding. A number of states have formally adopted EFF as their set > > of curriculum standards and many (perhaps all?) of these are > > providing EFF training for teachers. Sometime this year several > > states will roll out the employability credential based on the EFF > > Worker standards. ETS has state partners and is seeking more to > > develop EFF assessments. Given that there is no federal support for > > EFF that suggests to me that EFF, unlike APL, has a power in the > > present and may have a good future. > > > > David J. Rosen > > newsomeassociates.com > > djrosen at comcast.net > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Education Content Standards mailing list > > ContentStandards at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/contentstandards > > > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Beth Bingman Center for Literacy Studies The University of Tennessee, Knoxville 600 Henley, Suite 312 Knoxville, TN 37996 865-974-6618 From andreawilder at comcast.net Fri Apr 7 14:51:54 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 7 Apr 2006 14:51:54 -0400 Subject: [ContentStandards 116] Re: Whose content? EFF Roles In-Reply-To: <5.1.0.14.2.20060407132900.02025718@pop.utk.edu> References: <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> <5.1.0.14.2.20060407132900.02025718@pop.utk.edu> Message-ID: <08512ccc4b841731218ce07b706c5e5a@comcast.net> Beth, What a sweetie! Thanks for the direction. Andrea On Apr 7, 2006, at 2:36 PM, Beth Bingman wrote: > Hi Andrea, > The way I would recommend to teachers (and others) to get a sense of > what > EFF "in action" might look like is to read some of the examples from > the > EFF Toolkit. You can find them on-line at > http://eff.cls.utk.edu/toolkit/examples.htm They are organized by > Standard > and by instructional setting with links to tools, the EFF > Teaching/Learning > Cycle (a planning tool) and various supports for teachers. From there > you > can go into the entire EFF site for the lots more, but the Toolkit > examples > show how EFF standards (and other pieces) can be used to build > teaching and > learning around the interests and goals students bring to class. > > Beth > > > > > At 02:08 PM 4/7/2006 -0400, you wrote: >> George, >> >> I'll tell you, it's the language, I just can't take it. I wish it >> were >> crisper and more real. That's why I long for just a couple of pages >> and an executive summary. I have never viewed EFF in action, or been >> able to talk clearly with a teacher, so the printed material is all >> I've got, and it's opaque. Personally, I object to the term >> "worker." >> it implies one of a mass, and not in the management "class" either. >> To me, it's a very discouraging word. >> >> I think all the printed material is useful if one wants to know >> something about how the program was put together, that's why i said it >> must have been written to suit many needs. >> >> But I said at the beginning when I started this quest, that EFF may >> give some structure to ABE chaos, or ABE indirection or ABE lack of >> direction. In that, pure usefulness, it might do well. That's why I >> want the voices of those who use the materials. >> >> Andrea >> On Apr 7, 2006, at 1:29 PM, George Demetrion wrote: >> >>> That's a good observation, David. It certainly continues, though, as >>> you say, not as a federally-sponsored NIFL project. I suppose the >>> past >>> tense had to do with the original incarnation. >>> >>> George >>> >>> -----Original Message----- >>> From: contentstandards-bounces at nifl.gov >>> [mailto:contentstandards-bounces at nifl.gov] On Behalf Of David Rosen >>> Sent: Friday, April 07, 2006 12:58 PM >>> To: The Adult Education Content Standards Discussion List >>> Subject: [ContentStandards 112] Re: Whose content? EFF Roles >>> >>> George, >>> >>> I wonder why you describe EFF in the past tense (e.g. "it was a noble >>> experiment"). My understanding is that EFF is alive, and perhaps >>> expanding. A number of states have formally adopted EFF as their set >>> of curriculum standards and many (perhaps all?) of these are >>> providing EFF training for teachers. Sometime this year several >>> states will roll out the employability credential based on the EFF >>> Worker standards. ETS has state partners and is seeking more to >>> develop EFF assessments. Given that there is no federal support for >>> EFF that suggests to me that EFF, unlike APL, has a power in the >>> present and may have a good future. >>> >>> David J. Rosen >>> newsomeassociates.com >>> djrosen at comcast.net >>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Education Content Standards mailing list >>> ContentStandards at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/contentstandards >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > Beth Bingman > Center for Literacy Studies > The University of Tennessee, Knoxville > 600 Henley, Suite 312 > Knoxville, TN 37996 > 865-974-6618 > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From andreawilder at comcast.net Fri Apr 7 13:14:37 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 7 Apr 2006 13:14:37 -0400 Subject: [ContentStandards 117] Re: Whose content? EFF Roles In-Reply-To: <89DA2100D59D7341BEA4D938F9FB2A93039822AA@cccmail2.chemeketa.network> References: <89DA2100D59D7341BEA4D938F9FB2A93039822AA@cccmail2.chemeketa.network> Message-ID: Virginia--did you receive special EFF training? If so, what did you learn how to do, or how to do differently? Thanks. Andrea On Apr 5, 2006, at 10:30 PM, Virginia Tardaewether wrote: > Andrea > The problem is the validity of the categories: is this what learners > want to learn? One of the things I like about EFF is that learners > were > interested in the categories because they linked to their lives, and > mine. As I am a learner within the EFF model as are my students: we > are > adults on a learning continuum, side by side, hand in hand, hanging > over > the backyard fence, taking on life as adults: REAL life not a > theoretical life. My students were much more comfortable within the EFF > system than many of my professional peers or our national "leadership". > Is this what learners want to learn? It is what they have to learn to > survive and move down life's continuum, not to pass a test, but to earn > a paycheck, solve problems with parenting or figure out how to > administer first aid. > va > > -----Original Message----- > From: contentstandards-bounces at nifl.gov > [mailto:contentstandards-bounces at nifl.gov] On Behalf Of George > demetrion > Sent: Wednesday, April 05, 2006 1:36 PM > To: contentstandards at nifl.gov > Subject: [ContentStandards 107] Re: Whose content? EFF Roles > > Hi Andrea, > > To equivocate, I think one could reasonably say both. > > Certainly not "validation" according to the precepts of positivist > research, > based upon a randomized model. However,in terms of qualitative > methodologies the case can be better made that the categories are > inclusive > of what adults seek to learn in adult literacy programs. Much of the > ethnographic literature would confirm the legitimacy of these > categories, > though wouldn't necessarily privilege these three, nor would > necessarily > > privilege the complex structure laid out in EFF. > > I believe this is acknowledged by the EFF pioneers. From their > perspective, > the EFF framework is based on a combination of research and pragmatic > policy > orientation. It was based on the assumption that the issue of > standards > was > an inescapable one for a field that sought policy legitimacy in the > 90s. > >> From the inception there was a strong praxeological orientation in EFF > to > integrate student centered orientations with those that could become, > at > > least plausibly, policy legitimized. Consequently, the focus, as > acknoweledged, was on content areas that had a distinctive public > focus. > > At the time,the workforce impetus, linking literacy to the global > economy > was the foremost policy consideration. In my view, it was Sondra > Stein's > genius to place the stated focus on citizenship with equal billing as > that > of workforce development. In that she sought a radical reform within > the > prevailing ideology that, ideally, could be ushered in within the > context of > a modetsly progressive federal government. In tyhat respect, Bill > Clinton > failed us greatly, particularly in his second administration. With > Clinton's conservative turn and Newt Gingrish's 104th Congress setting > a > > very conservative policy, the more progressive aspects of EFF became > severely marginalized. > > In any event, these three areas, work, family and citizenship, with the > underlying content standards based on life long learning held the > prospect > for a potential reformist revitzalization that was both functionally > focused > and linkes to many aspects of learning that adults have sought. > > EFF did become a bit top heavy with structure, and its own internal > logic, > which butted up both against the increasingly conservative political > culture > and a participatory student-centered focus, which in its purity could > tolerate no philosophical inconsistency. Consequently, and especially > after > election 2000, as a national movement, the gap between the apiration of > the > pioneers and the abutment of reality became only too palpable. > > After the fact this is more than evident and there's much to learn from > EFF's creative "failure." This is a far thing from saying, then, that > EFF > was a fiasco, and I remnain convinced that any effective national > reform > > vision will have to revisit much of the EFF project, vcearly in some > different (and less literal) ways, and that there's much to learn even > in > the failure. > > As you know, I dealt very substantially with EFF in Conflicting > Paradigms. > I encourage you to re-read chapters 7 & 8 in light of your interest in > EFF > and in light of the current discussion. > > George Demetrion > > > From: Andrea Wilder > Reply-To: The Adult Education Content Standards Discussion > List > To: The Adult Education Content Standards Discussion > List > Subject: [ContentStandards 106] Re: Whose content? EFF Roles > Date: Wed, 5 Apr 2006 15:29:03 -0400 > > > George, > > It was I who asked the question. The problem is the validity of the > categories: is this what learners want to learn? Or do the > categories represent a top down policy directive--which is true for > goal #6. Tom is taking up the reliability issue on aaace-nla as we > speak. > > Thanks. > > Andrea > > > On Apr 5, 2006, at 3:02 PM, George demetrion wrote: > >> Someone had asked about the selection process of the EFF role maps >> >> Woker >> Citizenship/Community Member >> Parent/Family Member >> >> I'm doing this from memory, so there may be need for correction. >> >> The first two role maps came out of National Educational Goal #6 in >> preparing adults for the global economy and citizenship. With > Barbara >> Bush >> in particiular, family literacy was in the air as an obvious focal >> point. >> When the 1500 or so students were surveyed by NIFL and the National >> Education Goals Panel, I think, the students identified family themes >> as a >> major area of interest. These two factors, I believe, led to family >> education as the third role map--an obvious choice, in any event. >> >> George Demetrion >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From bfortini at mmhs.u102.k12.me.us Sun Apr 9 23:09:48 2006 From: bfortini at mmhs.u102.k12.me.us (Bonnie Fortini) Date: Mon, 10 Apr 2006 03:09:48 +0000 Subject: [ContentStandards 118] Re: Whose content? EFF Roles In-Reply-To: References: <681A95205B5ACB4AAD697401486AE71212BCF2@hal9000.lvgh.prv> Message-ID: <20060410030948.fyul1mdxc08cowkk@mail.msln.net> Hi Andrea, I hope Beth's link to the TLC tool kit and the Assessment Resources has been helpful in your quest. I've only just had a chance to catch up on this discussion and want to thank David for pointing out that EFF is alive and well. I've been a very small part of the EFF process since Maine began working on quality indicators for ABE purposes in the early 1990s, and have some experience and memories of what was done. Yes, the initial question that the field research grew out of was Goal 6 as mentioned, but I believe the question asked was what the goal meant to the adult learner. The picture that their answers painted was of a person seeking to improve their abilities to perform what are known as the 4 Purposes, but the researcher who was working with the data pointed out that the learners clearly connected these skills to their own desires to raise their families in safe communities and have the kinds of employment that provided economic security. Early in our process in Maine we did ask ourselves (adult education practitioners, students, agency partners, etc.) what kinds of roles adults saw themselves as playing. We were hoping to define the skills needed to be successful in the "fill in the blank" role. We ended up with a huge list, and when the national research whittled our list down to three, it took some getting used to. However, the subsequent field research (next iteration) into those three roles satisfied us that these were the most essential in terms of what people come to ABE programs for, which is what the work was about. There was discussion around the "existential" role, the "what we are when we aren't a worker, citizen, or family member" but the work didn't delve into that aspect because of time and funding. Maine eventually became the lead state for the Worker Role Map, and I can verify that the term worker meant everyone from the part time volunteer to the top CEOs, in a variety of areas. The guiding premise when seeking to uncover the traits of an exemplar (for all roles) was that they had to apply to all or they apply to none. I realize that this is entirely anecdotal and not rigorous. However, for the past two years I've been sitting on several committees in Maine's K-12 standards reform process, representing adult education, and while "content" in their lexicon has been equated with content area and disciplines, the context has been within the need for students to obtain skills for the 21st Century. New national research is still referring to many of the documents and publications that EFF also used (Murnane and Levy, Fingeret, and others), and meeting these again in this new effort has been very validating of our EFF work. I hope you are finding answers and the clarity you are seeking; I just felt compelled to put in my 2.5 cents! Bonnie Bonnie Fortini Machias Adult & Community Education c/o School Union 102 RR 1 Box 12-A Machias, ME 04654 Phone/Fax (207) 255-4917 From akohring at utk.edu Mon Apr 10 16:54:01 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 10 Apr 2006 16:54:01 -0400 Subject: [ContentStandards 119] Workplace Education Peer COABE Pre-conference Message-ID: <5.1.0.14.2.20060410165139.03dfb948@pop.utk.edu> This message is posted on behalf of Harriet Smith (hsmith at coe.tamu.edu). ****************************************************************** The annual National Workplace Education Peer Conference is scheduled as a pre-conference to this year's annual COABE conference in Houston. The Peer Conference is scheduled from 9:00 to 4:00 on Wednesday, April 26. This is an event where education providers have the opportunity to network, to learn what is happening in other states and to share effective workplace education practices. National updates will also be provided by representatives from the U.S. Department of Education and the Conference Board of Canada. Texas has never before hosted this event. Texas LEARNS Director, Joanie Rethlake, is encouraging adult education programs to send representatives to this pre-conference. Along with several other states, Texas will participate in a panel presentation. This will be an opportunity for attendees to get a first look at adult education's response to Rider 82 state legislation in Texas, which calls for curricular responses to the industry-related needs of adult learners. Barbara Tondre-El Zorkani, Consultant/Contractor Adult Education & Workforce Development Texas LEARNS btondre at earthlink.net Joanie Rethlake, State Director of Adult Education Texas LEARNS The Texas Adult Education and Family Literacy Partnership Website: www-tcall.tamu.edu/texasLearns/ Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Apr 12 14:32:26 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 12 Apr 2006 14:32:26 -0400 Subject: [ContentStandards 120] What are States doing with Standards? - 2nd update Message-ID: <5.1.0.14.2.20060412135302.04463908@pop.utk.edu> Greetings all, Thank you to the States that have shared with us their work on developing or implementing Standards. There has been a lot of interest from subscribers to hear more! Here's an summary of postings/information from 5 States: Arizona- Have standards in Reading, Writing, Math, Science, Social Studies, Citizenship, ESOL (renamed ELAA- English Language Acquisition for Adults), and Technology. Described the process that AZ went through for revising their standards. Oklahoma- Shared with us information on their three-year training plan for introducing directors and teachers to EFF content standards and standards-based instruction. Their plan introduces standards gradually- first Reading, then Math, and next Writing. Pennsylvania- Learned about a specific project with the PA Department of Education to develop statewide curriculum standards for ESL. Texas- Is in the second year of a three-year project in the development of Content Standards, Benchmarks, Learning Activities, etc. Shared with us the major activities to date as well as plans for the remainder of the project. TX adopted 5 of the 16 EFF Standards: Reading, Writing, Speaking, Listening, and Math. Virginia- Is currently working to develop content standards for GED and ESOL adult education programs. Provided a link to their newsletter talking about the development process. If you wish to read through the full text of any of these postings, you can go the Content Standards Discussion List archives: http://www.nifl.gov/pipermail/contentstandards/2006/date.html Can any other States share with us what they are doing?: What is the process you have gone through when developing or creating Standards, adopting or adapting existing Standards (such as Equipped for the Future or other Standards), or combining/linking 2 or more sets of standards? What have been the major challenges in this process? What have been the benefits? What changes have you seen in your adult literacy programs as a result of the process? Thanks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Apr 17 10:29:22 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 17 Apr 2006 10:29:22 -0400 Subject: [ContentStandards 121] MD Content Standards Message-ID: <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> This message is posted on behalf of Karen Gianninoto. It includes a link to Maryland's Standards. Aaron From: Karen Gianninoto [mailto:kgianninoto at msde.state.md.us] Sent: Friday, April 14, 2006 8:12 AM To: contentstandards-bounces at nifl.gov Subject: MD Content Standards Maryland would be happy to share their content standards. They are available at the following link: http://www.umbc.edu/alrc/ESOL.html Karen Lisch Gianninoto ESL Specialist and Program Manager MSDE 200 W. Baltimore St. Baltimore, MD 410-767-4150 410-479-4542 410-924-1529 Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From andreawilder at comcast.net Mon Apr 17 11:42:25 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 17 Apr 2006 11:42:25 -0400 Subject: [ContentStandards 122] EFF and states? Toolkit? In-Reply-To: <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> References: <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> Message-ID: Colleagues-- 1) Which states use EFF? 2) Some good sole directed me to a toolkit site and I've lost the address. Anyone have it? Thanks. Andrea From lgrigsby at dcccd.edu Mon Apr 17 11:53:52 2006 From: lgrigsby at dcccd.edu (Lindle Grigsby) Date: Mon, 17 Apr 2006 10:53:52 -0500 Subject: [ContentStandards 123] Re: EFF and states? Toolkit? In-Reply-To: References: <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> Message-ID: <444373C0020000A00000B697@144.162.10.243> http://www.nifl.gov/nifl/eff.html Equipped For the Future Lindle Grigsby, Ed.D. Dean Workforce and Economic Development Eastfield College 3737 Motley Drive Mesquite TX 75150 972-860-7199 /Voice 972-860-8373 /Fax 214-403-6111 /Cell lgrigsby at dcccd.edu /E-mail >>> Andrea Wilder 4/17/2006 10:42 AM >>> Colleagues-- 1) Which states use EFF? 2) Some good sole directed me to a toolkit site and I've lost the address. Anyone have it? Thanks. Andrea ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060417/e6681bc9/attachment.html From akohring at utk.edu Mon Apr 17 12:07:38 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 17 Apr 2006 12:07:38 -0400 Subject: [ContentStandards 124] Re: EFF and states? Toolkit? In-Reply-To: References: <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> Message-ID: <5.1.0.14.2.20060417120404.048c9e38@pop.utk.edu> Andrea, 1) You can check the National calendar of training events to see a history of on-going EFF trainings: http://www.nifl.gov/cgi-bin/lincs/calendar/calendar.cgi?filter_sc=5 2) I believe the Teaching/Learning Toolkit for practitioners is the website you are referring to. It includes examples of what EFF looks like in the classroom: http://eff.cls.utk.edu/toolkit/default.htm Aaron At 11:42 AM 4/17/2006 -0400, you wrote: >Colleagues-- > >1) Which states use EFF? > >2) Some good sole directed me to a toolkit site and I've lost the >address. Anyone have it? > >Thanks. > >Andrea > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From dgardner at utk.edu Mon Apr 17 13:39:05 2006 From: dgardner at utk.edu (Diane Gardner) Date: Mon, 17 Apr 2006 13:39:05 -0400 Subject: [ContentStandards 125] Re: EFF and states? Toolkit? In-Reply-To: References: <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> <5.1.0.14.2.20060417102627.0491cee8@pop.utk.edu> Message-ID: <5.1.0.14.2.20060417133601.0180a578@pop.utk.edu> Andrea, To access the EFF website, you can go to http://eff.cls.utk.edu/ Once there, you will see a button for the Teaching and Learning Toolkit. Diane At 11:42 AM 4/17/2006 -0400, you wrote: >Colleagues-- > >1) Which states use EFF? > >2) Some good sole directed me to a toolkit site and I've lost the >address. Anyone have it? > >Thanks. > >Andrea > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Diane P. Gardner EFF Center The University of Tennessee Center for Literacy Studies 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 865-974-9949 dgardner at utk.edu From akohring at utk.edu Tue Apr 18 09:33:40 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 18 Apr 2006 09:33:40 -0400 Subject: [ContentStandards 126] ANNOUNCING: A MEETING OF THE MINDS II SYMPOSIUM Message-ID: <5.1.0.14.2.20060418093050.03d42ec8@pop.utk.edu> Please see the announcement below from Mary Ann Corley regarding an upcoming adult education practitioner-researcher symposium. Aaron **************************************************** SAVE the DATES: November 30-December 2, 2006! ANNOUNCING: A MEETING OF THE MINDS II SYMPOSIUM! The National Center for the Study of Adult Learning and Literacy (NCSALL), the California Department of Education (CDE) Adult Education Office, and the California Adult Literacy Professional Development Project (CALPRO) of the American Institutes for Research are pleased to announce a Meeting of the Minds II: A National Adult Education Practitioner-Researcher Symposium. Scheduled for November 30-December 2, 2006, at the Sheraton Grand hotel in Sacramento, California, the symposium is designed to provide opportunities for adult education practitioners and researchers to share and discuss the most current research findings and practitioner wisdom. It will engage practitioners and researchers with questions related to goals, accountability, and efficacy and efficiency in policy, practice, and research. The ultimate goals of the symposium are to highlight systemic changes that can enhance literacy practice and increase student learning gains. The theme of this year's symposium is Systemic Change and Student Success: What Does Research Tell Us? As in the first Meeting of the Minds Symposium that was held in 2004, each session of the 2006 Symposium will be structured so that the research presentation is followed by a panel of practitioners who will discuss implications for practice or policy. In addition, conference attendees will have opportunities for small group interaction and networking with researcher-presenters to discuss not only how research can inform practice and policy, but also how practice and policy can inform and suggest a research agenda. More information about the Meeting of the Minds II symposium will be available soon on the symposium Web site, www.researchtopractice.org. (This Web site currently lists presenters' PowerPoints and abstracts of sessions held at the 2004 Meeting of the Minds symposium as well as thoughts generated by attendees regarding implications of the research findings.) We are in the process of updating this Web site to house information about online registration for the 2006 symposium as well as information about hotel registration. We will send out another notice after the Web site has been updated. In the meantime, please save the dates and plan to join us in November in Sacramento! Thank you. -Mary Ann Corley, Ph.D. Symposium Coordinator and CALPRO Director, American Institutes for Research Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From kabeall at comcast.net Tue Apr 18 14:31:25 2006 From: kabeall at comcast.net (Kaye Beall) Date: Tue, 18 Apr 2006 14:31:25 -0400 Subject: [ContentStandards 127] New from NCSALL Message-ID: <007f01c66316$4d1c79e0$0202a8c0@your4105e587b6> Two new publications are now available from NCSALL. For more information, please visit the NCSALL Web site at: http://www.ncsall.net An Evidence-based Adult Education Program Model Appropriate for Research by John Comings, Lisa Soricone, and Maricel Santos The document reviews the available empirical evidence and professional wisdom in order to define a program model that meets the requirements for good practice. This program model describes what teachers, adult students, counselors, administrators, volunteers, and program partners should do to provide both effective instruction and the support services adults need to persist in their learning long enough to be successful. This paper describes a program model as having a program quality support component and three chronological program components, which are entrance into a program, participation in a program, and reengagement in learning. Though this model could also be used as a description of good programs for other purposes, here it describes the context in which research on approaches to instruction and support services could be productive. To download the NCSALL Occasional Paper, visit NCSALL's Web site: http://www.ncsall.net/index.php?id=26#ebae Learner's Engagement in Adult Literacy Education by Hal Beder, Jessica Tomkins, Patsy Medina, Regina Riccioni, and Weiling Deng Engagement is mental effort focused on learning and is a precondition to learning progress. It is important to understand how and why adult learners engage in literacy instruction because engagement is a precondition to learning progress. This study focused on how learning context shapes engagement. The practical reason for doing so is that to a great extent adult educators control the educational context. Thus if they understand how the educational context shapes engagement, they can influence engagement in positive ways. To download the NCSALL Report, visit NCSALL's Web site: http://www.ncsall.net/?id=29#28 To order the NCSALL Report at $10.00/copy, go to the Order Form: http://www.ncsall.net/?id=681 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060418/f4514758/attachment.html From akohring at utk.edu Mon Apr 24 08:55:44 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 24 Apr 2006 08:55:44 -0400 Subject: [ContentStandards 128] COABE session on Discussion Lists Message-ID: <5.1.0.14.2.20060424085239.03e60af0@pop.utk.edu> Greetings all, Please see the information below about a session on using the National Institute for Literacy's discussion lists for professional development at the COABE conference this week. Aaron ***************************************************************************** Dear Colleagues: Please join us in the following session at this year's COABE National Conference in Houston, Texas: Professional Development From Your "Inbox": Making the Most of National Discussion Lists Saturday, 9:45 - 11:00 Presented by NIFL Discussion List Moderators: Jackie Taylor, Adult Literacy Professional Development List Marie Cora, Assessment List Daphne Greenberg, Women & Literacy List National online discussion lists provide an opportunity for ongoing professional development with colleagues, researchers, nationally-recognized experts and leaders in the field. Presenters will provide information regarding the National Institute for Literacy's discussion lists, emerging and key issues for each topic, upcoming discussion activities, and how to get the most from your discussion list subscription. To this end, we encourage you to attend the session to discuss your own experience being a subscriber (writer or lurker!) on any of the Institute's Lists. Please come and share your thoughts on how newcomers can get the most out of their subscription, as well as provide us with feedback so that we can better serve your needs. We look forward to meeting you in person! Jackie Taylor, Moderator Adult Literacy Professional Development List Marie Cora, Moderator Assessment List Daphne Greenberg, Moderator Women & Literacy List The National Institute for Literacy's Discussion Lists are: Adult Literacy Professional Development, Assessment, Adult Education Content Standards, English Language Learners, Family Literacy, Focus on Basics, Health and Literacy, Learning Disabilities, Poverty, Race, and Literacy, Program Leadership and Improvement, Technology and Literacy, Women and Literacy, and Workplace Literacy. Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From SondraGay at aol.com Mon Apr 24 09:07:53 2006 From: SondraGay at aol.com (SondraGay at aol.com) Date: Mon, 24 Apr 2006 09:07:53 EDT Subject: [ContentStandards 129] A Post Script -- Whose Content Standards Message-ID: <3ef.18c677.317e27a9@aol.com> I just had the time to read through the very interesting exchanges about EFF standards and wanted to add my own 2.5 cents. To me, what has always been most important about EFF is it's answer to the question -- what knowledge and skills is it important for adults to know and be able to use in order to carry out their adult roles and responsibilities (whatever they are)? The research conducted in the first years of the EFF Initiative (1994-1998) revealed that adults need more than the three R's to be successful in their adult roles as workers, parents, and community members. They also need oral communication skills, interpersonal skills, problem-solving skills, and learning skills. Our research over the past three years to build the National Work Readiness Credential confirmed this original research: employers told us that nine of the 16 EFF standards were critical for competent performance of entry level work. And guess what? across industry sectors, the skills that were most important were Co operate with Others, Listen Actively, Speak so Others Can Understand, and Read with Understanding (see http://eff.cls.utk.edu/workreadiness or www.uschamber.com/cwp/strategies/workreadinesscredential. ) In order to make sure that adult programs could help adults build these skills as well as reading, writing and math, we conducted further research to define standards and performance continua for each of these skills. And when the Work Readiness Credential comes out later this year we will be able to assess these nine standards in a standardized way, making them part of the accountability framework for workforce education. The standards-based education reform movement grew out of concerns that we would not be preparing Americans for the 21st century -- especially to be competitive in the global workforce. As educators work to raise reading and math skills of K-12 students and business leaders continue to complain about graduates not being ready for work, I continue to think that part of the problem is that we keep raising the bar in reading and math (and now science) without paying attention to all those other skills (interpersonal, problem solving, oral communication, learning), without asking the fundamental question what skills and knowledge do all of us need to be able to carry out our everyday roles and responsibilities -- as citizens of a democratic society, as parents trying to make sure our children grow up in a safe and loving family, prepared for the future, and as workers in an economy that requires us to reskill many times over our lives. If we are -- after all this research -- still only teaching our students reading, writing, and math because these are the only skills valorized in the adult education accountability framework, we may be keeping our programs alive but we are not serving our students well. That seems to be the central dilemma the field still has to address. How do we do both? Sondra G. Stein, Ph.D. Project Manager National Work Readiness Credential -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060424/3ed4cf2a/attachment.html From jenniferferrigno at education.state.vt.us Mon Apr 24 14:10:56 2006 From: jenniferferrigno at education.state.vt.us (Jennifer Ferrigno) Date: Mon, 24 Apr 2006 14:10:56 -0400 Subject: [ContentStandards 130] Re: EFF and states? Toolkit? Message-ID: <7D3C7BA908F69D4C9B651AF32C2582EB035144D0@doe20.doe.state.vt.us> I agree with Andrea about wishing to know which states are using EFF and how. Is there some sort of cataloguing that we can access that tracks different state initiatives and how they are making use of EFF standards? VT is "using" EFF but still has far to go in really implementing it statewide in any sort of meaningful way. We are always looking for models of other places that have similar challenges but have found success in rolling out EFF... Jennifer Ferrigno VT Department of Education Adult Education & Literacy -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Monday, April 17, 2006 11:42 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 122] EFF and states? Toolkit? Colleagues-- 1) Which states use EFF? 2) Some good sole directed me to a toolkit site and I've lost the address. Anyone have it? Thanks. Andrea ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From sidna.holloway at gmail.com Mon Apr 24 15:49:59 2006 From: sidna.holloway at gmail.com (Sidna Holloway) Date: Mon, 24 Apr 2006 15:49:59 -0400 Subject: [ContentStandards 131] Re: EFF and states? Toolkit? In-Reply-To: <7D3C7BA908F69D4C9B651AF32C2582EB035144D0@doe20.doe.state.vt.us> References: <7D3C7BA908F69D4C9B651AF32C2582EB035144D0@doe20.doe.state.vt.us> Message-ID: I just received a note from Diane Gardner and she mentioned that New Jersey has being utilizing EFF for three years. I am going to contact NJ DOL here and see what they can tell me. If you are interested, I am more than happy to forward what I have learned. Best Regards Sidna A. Holloway On 4/24/06, Jennifer Ferrigno wrote: > > I agree with Andrea about wishing to know which states are using EFF and > how. Is there some sort of cataloguing that we can access that tracks > different state initiatives and how they are making use of EFF > standards? VT is "using" EFF but still has far to go in really > implementing it statewide in any sort of meaningful way. We are always > looking for models of other places that have similar challenges but have > found success in rolling out EFF... > > Jennifer Ferrigno > VT Department of Education > Adult Education & Literacy > > -----Original Message----- > From: contentstandards-bounces at nifl.gov > [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Monday, April 17, 2006 11:42 AM > To: The Adult Education Content Standards Discussion List > Subject: [ContentStandards 122] EFF and states? Toolkit? > > Colleagues-- > > 1) Which states use EFF? > > 2) Some good sole directed me to a toolkit site and I've lost the > address. Anyone have it? > > Thanks. > > Andrea > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > -- SidnaAnn Holloway When one helps another Both are strong -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060424/c22206ab/attachment.html From akohring at utk.edu Mon Apr 24 16:11:15 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 24 Apr 2006 16:11:15 -0400 Subject: [ContentStandards 132] Re: EFF and states? Toolkit? In-Reply-To: <7D3C7BA908F69D4C9B651AF32C2582EB035144D0@doe20.doe.state.v t.us> Message-ID: <5.1.0.14.2.20060424160040.03d84eb0@pop.utk.edu> Jennifer, The cataloging you suggest is one of my projects that I plan to begin after I return from COABE next week. The Adult Literacy Education Wiki (http://wiki.literacytent.org/index.php/Main_Page) has added a Standards topic. I plan to begin by summarizing postings we've had so far on the list from AZ, MD, OK, PA, TX, and VA on their Standards work which includes 2 states reporting on adopting/adapting EFF standards. If we get more information from other States, we can continue to build on that archive. Aaron At 02:10 PM 4/24/2006 -0400, you wrote: >I agree with Andrea about wishing to know which states are using EFF and >how. Is there some sort of cataloguing that we can access that tracks >different state initiatives and how they are making use of EFF >standards? VT is "using" EFF but still has far to go in really >implementing it statewide in any sort of meaningful way. We are always >looking for models of other places that have similar challenges but have >found success in rolling out EFF... > >Jennifer Ferrigno >VT Department of Education >Adult Education & Literacy > >-----Original Message----- >From: contentstandards-bounces at nifl.gov >[mailto:contentstandards-bounces at nifl.gov] On Behalf Of Andrea Wilder >Sent: Monday, April 17, 2006 11:42 AM >To: The Adult Education Content Standards Discussion List >Subject: [ContentStandards 122] EFF and states? Toolkit? > >Colleagues-- > >1) Which states use EFF? > >2) Some good sole directed me to a toolkit site and I've lost the >address. Anyone have it? > >Thanks. > >Andrea > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards > > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From samuel.mcgraw at seattlegoodwill.org Mon Apr 24 16:44:16 2006 From: samuel.mcgraw at seattlegoodwill.org (Samuel McGraw III) Date: Mon, 24 Apr 2006 13:44:16 -0700 Subject: [ContentStandards 133] Re: EFF and states? Toolkit? Message-ID: <802F2B4590320142A57872DC43A2BFD20218B005@seamail.seagoodwill.org> Sidna, I would love to know as well. Samuel McGraw III M. Ed. Goodwill Tel: 206.860.5789 Fax: 206.325.9845 http://www.seattlegoodwill.org Because jobs change lives -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Sidna Holloway Sent: Monday, April 24, 2006 12:50 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 131] Re: EFF and states? Toolkit? I just received a note from Diane Gardner and she mentioned that New Jersey has being utilizing EFF for three years. I am going to contact NJ DOL here and see what they can tell me. If you are interested, I am more than happy to forward what I have learned. Best Regards Sidna A. Holloway On 4/24/06, Jennifer Ferrigno < jenniferferrigno at education.state.vt.us > wrote: I agree with Andrea about wishing to know which states are using EFF and how. Is there some sort of cataloguing that we can access that tracks different state initiatives and how they are making use of EFF standards? VT is "using" EFF but still has far to go in really implementing it statewide in any sort of meaningful way. We are always looking for models of other places that have similar challenges but have found success in rolling out EFF... Jennifer Ferrigno VT Department of Education Adult Education & Literacy -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Monday, April 17, 2006 11:42 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 122] EFF and states? Toolkit? Colleagues-- 1) Which states use EFF? 2) Some good sole directed me to a toolkit site and I've lost the address. Anyone have it? Thanks. Andrea ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- SidnaAnn Holloway When one helps another Both are strong -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060424/da032354/attachment.html From andreawilder at comcast.net Mon Apr 24 19:55:07 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 24 Apr 2006 19:55:07 -0400 Subject: [ContentStandards 134] Re: EFF and states? Toolkit? In-Reply-To: <802F2B4590320142A57872DC43A2BFD20218B005@seamail.seagoodwill.org> References: <802F2B4590320142A57872DC43A2BFD20218B005@seamail.seagoodwill.org> Message-ID: <280d0a44fa0a170ab4be2e61cd3607a6@comcast.net> Colleagues, There was a lot of noise, discussion, about EFF over the time it was under development and first started being used, and it seems to me that with such a a large effort we should find out how people are using it, what works and what doesn't work. No time to be bashful. If EFF is a good tool, then people should know about it so it can be used by more people, cities, states, etc. And if some pieces don't work so well than we should know about that, too. On paper, EFF is cumbersome, can't deny that, so having people describe how they use it is a good idea, pedagogically. Andrea On Apr 24, 2006, at 4:44 PM, Samuel McGraw III wrote: > Sidna, > ? > I would love to know as well. > ? > > Samuel McGraw III M. Ed. > Goodwill > Tel: 206.860.5789 > Fax: 206.325.9845 > http://www.seattlegoodwill.org > Because jobs change lives > -----Original Message----- > From: contentstandards-bounces at nifl.gov > [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Sidna Holloway > Sent: Monday, April 24, 2006 12:50 PM > To: The Adult Education Content Standards Discussion List > Subject: [ContentStandards 131] Re: EFF and states? Toolkit? > ? > I just received a note from Diane Gardner and she mentioned that New > Jersey has being utilizing EFF for three years.? I am going to contact > NJ DOL here and see what they can tell me.? If you are interested, I > am more than happy to forward what I have learned. > Best Regards > Sidna A. Holloway > > > ? > On 4/24/06, Jennifer Ferrigno < > jenniferferrigno at education.state.vt.us> wrote: > I agree with Andrea about wishing to know which states are using EFF > and > how. Is there some sort of cataloguing that we can access that tracks > different state initiatives and how they are making use of EFF > standards? VT is "using" EFF but still has far to go in really > implementing it statewide in any sort of meaningful way. We are always > looking for models of other places that have similar challenges but > have > found success in rolling out EFF... > > Jennifer Ferrigno > VT Department of Education > Adult Education & Literacy > > -----Original Message----- > From: contentstandards-bounces at nifl.gov > [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Monday, April 17, 2006 11:42 AM > To: The Adult Education Content Standards Discussion List > Subject: [ContentStandards 122] EFF and states? Toolkit? > > Colleagues-- > > 1)??????Which states use EFF? > > 2)??????Some good sole directed me to a toolkit site and I've lost the > address.??Anyone have it? > > Thanks. > > Andrea > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > > > > -- > SidnaAnn Holloway > When one helps another > Both are strong > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 9991 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060424/f792dab9/attachment.bin From Janet_Isserlis at brown.edu Tue Apr 25 09:20:19 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Tue, 25 Apr 2006 09:20:19 -0400 Subject: [ContentStandards 135] Re: EFF and states? Toolkit? In-Reply-To: <5.1.0.14.2.20060424160040.03d84eb0@pop.utk.edu> Message-ID: All A somewhat differently comprehensive collection of standards resources: http://www.brown.edu/lrri/standards.html Janet Isserlis > From: Aaron Kohring > Reply-To: The Adult Education Content Standards Discussion List > > Date: Mon, 24 Apr 2006 16:11:15 -0400 > To: The Adult Education Content Standards Discussion List > > Subject: [ContentStandards 132] Re: EFF and states? Toolkit? > > Jennifer, > > The cataloging you suggest is one of my projects that I plan to begin after > I return from COABE next week. The Adult Literacy Education Wiki > (http://wiki.literacytent.org/index.php/Main_Page) has added a Standards > topic. I plan to begin by summarizing postings we've had so far on the > list from AZ, MD, OK, PA, TX, and VA on their Standards work which includes > 2 states reporting on adopting/adapting EFF standards. > > If we get more information from other States, we can continue to build on > that archive. From akohring at utk.edu Thu Apr 27 09:12:01 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 27 Apr 2006 08:12:01 -0500 Subject: [ContentStandards 136] Announcing a new Health Literacy Guide Message-ID: <5.1.0.14.0.20060427075559.02cf54b8@imap.utk.edu> Hi all, See below a link for a new Family Health and Literacy Resource Guide from WorldEd. Aaron ************************************** I would like to announce a new health literacy resource guide that has just been published in print and on the Web! Family Health and Literacy This guide to easy-to-read health materials and websites is for adult literacy practitioners and health educators alike. It lists resources to teach health to families with lower literacy skills, but also discusses how to integrate health and literacy education, how to get started and engage adult learners, and how to build connections between literacy programs and local health services. You can find Family Health and Literacy online at: www.worlded.org/us/health/docs/family This is a PDF, and with Adobe Reader 7 or higher you can click on the live links! Hard copies are also available free of charge for a limited time: please contact Leah_Peterson at worlded.org I hope you find it helpful. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From akohring at utk.edu Thu Apr 27 19:31:18 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 27 Apr 2006 18:31:18 -0500 Subject: [ContentStandards 137] Literacy President 2008 Message-ID: <5.1.0.14.0.20060427182317.02ce4050@imap.utk.edu> Good day all, The following post is from David Rosen. Now's your chance to have your voice heard in terms of letting our country's leadership know how important adult education services are for our country! Aaron ----------------------- Dear Colleague, We need your opinion and your vote. Literacy President 2008 is a non- partisan effort to increase national awareness of adult literacy regardless of whom is elected. Literacy President provides members of the adult education community with ways to be active participants in the 2008 Presidential election. The first activity was generating possible questions to ask the candidates. We now have 20 possible questions, and they need to be narrowed to the top five. This is your chance to vote on these, to help us narrow them to the top five best questions. In the 2004 election, Literacy President had over 1000 people -- practitioners, adult learners and others -- who voted for the top priority questions. This time our goal is 1500 people participating: students, practitioners and other advocates for adult literacy. To vote, please go to http://www.surveymonkey.com/s.asp?u=85102489618 If the address breaks into two lines, you can try this one instead: http://tinyurl.com/s553p For the Literacy President Group, David Rosen djrosen at comcast.net From leellington at vcu.edu Fri Apr 28 12:00:14 2006 From: leellington at vcu.edu (Lauren E Ellington/FS/VCU) Date: Fri, 28 Apr 2006 12:00:14 -0400 Subject: [ContentStandards 138] multiple postings Message-ID: I'm wondering if it is at all possible for multiple postings to be sent to the lists as one message rather than as separate messages. I ask this because I am a member of 12 of the 13 listservs and every time there is a multiple message, I receive it 12 times. As you can imagine this fills up my inbox quite a bit. It is rather easy to do by creating a group listing in your address book (like I've done with this message). I am sure that there are other listserv participants who are members of multiple lists as well who would appreciate this consideration. Thank you. ************************************************************** Lauren Ellington Online Training Specialist, Learning Disabilities Specialist, and Writer/Editor of Update and Update on LD Virginia Adult Learning Resource Center Virginia Commonwealth University 817 W. Franklin Street, Room 221 | P.O. Box 842037 Richmond, VA 23284-2037 Phone: 1-800-237-0178 or 804-828-6158 Fax: 804-828-7539 http://www.valrc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060428/21af5718/attachment.html From akohring at utk.edu Fri Apr 28 23:49:19 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 28 Apr 2006 22:49:19 -0500 Subject: [ContentStandards 139] Re: multiple postings In-Reply-To: Message-ID: <5.1.0.14.0.20060428223945.02ce6bb0@imap.utk.edu> Hi Lauren and others on multiple lists, Thanks for bringing our attention to this issue- I'm also on multiple lists so I understand your concerns. And I apologize if you've already seen this information. The discussion list moderators and NIFL staff have been discussing this issue and hope to find a way to resolve it. Unfortunately, at this time, there is no way to prevent receiving multiple copies of messages that are cross posted to several lists when you are subscribed to multiple lists. Here are a couple suggestions to cut down on email if you are subscribed to multiple lists: 1. Go into your user-settings and change from non-digest to digest format. This way you will receive posts in groups rather than receiving a post every time someone posts to the list (for instructions on how to go to your user-settings page, please go to http://www.nifl.gov/lincs/discussions/help/help_mailman.html#settings) 2. Re-evaluate your subscribed lists. If you are not actively posting on all of the lists you may want to unsubscribe from some lists and keep track of the discussions via the archive pages at http://www.nifl.gov/lincs/discussions/list_archives.html. Hope this helps, Aaron At 12:00 PM 4/28/2006 -0400, you wrote: >I'm wondering if it is at all possible for multiple postings to be sent to >the lists as one message rather than as separate messages. I ask this >because I am a member of 12 of the 13 listservs and every time there is a >multiple message, I receive it 12 times. As you can imagine this fills up >my inbox quite a bit. It is rather easy to do by creating a group listing >in your address book (like I've done with this message). > >I am sure that there are other listserv participants who are members of >multiple lists as well who would appreciate this consideration. Thank you. > > >************************************************************** >Lauren Ellington >Online Training Specialist, >Learning Disabilities Specialist, and >Writer/Editor of Update and Update on LD >Virginia Adult Learning Resource Center >Virginia Commonwealth University >817 W. Franklin Street, Room 221 | P.O. Box 842037 >Richmond, VA 23284-2037 >Phone: 1-800-237-0178 or 804-828-6158 >Fax: 804-828-7539 >http://www.valrc.org >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Tue May 2 09:23:01 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 02 May 2006 09:23:01 -0400 Subject: [ContentStandards 140] A Post Script -- Whose Content Standards Message-ID: <5.1.0.14.2.20060502091839.03e6d528@pop.utk.edu> Greetings all, I am re-posting Sondra Stein's message below since many of us were at the COABE Conference last week and I know I'm still catching up on email. Sondra poses some questions for us to think about regarding standards we use for instruction (meeting the needs of our learners) and standards we use for accountability (NRS, Other). What do others think about this? Aaron ********************************************************** I just had the time to read through the very interesting exchanges about EFF standards and wanted to add my own 2.5 cents. To me, what has always been most important about EFF is it's answer to the question -- what knowledge and skills is it important for adults to know and be able to use in order to carry out their adult roles and responsibilities (whatever they are)? The research conducted in the first years of the EFF Initiative (1994-1998) revealed that adults need more than the three R's to be successful in their adult roles as workers, parents, and community members. They also need oral communication skills, interpersonal skills, problem-solving skills, and learning skills. Our research over the past three years to build the National Work Readiness Credential confirmed this original research: employers told us that nine of the 16 EFF standards were critical for competent performance of entry level work. And guess what? across industry sectors, the skills that were most important were Cooperate with Others, Listen Actively, Speak so Others Can Understand, and Read with Understanding (see http://eff.cls.utk.edu/workreadiness or www.uschamber.com/cwp/strategies/workreadinesscredential. ) In order to make sure that adult programs could help adults build these skills as well as reading, writing and math, we conducted further research to define standards and performance continua for each of these skills. And when the Work Readiness Credential comes out later this year we will be able to assess these nine standards in a standardized way, making them part of the accountability framework for workforce education. The standards-based education reform movement grew out of concerns that we would not be preparing Americans for the 21st century -- especially to be competitive in the global workforce. As educators work to raise reading and math skills of K-12 students and business leaders continue to complain about graduates not being ready for work, I continue to think that part of the problem is that we keep raising the bar in reading and math (and now science) without paying attention to all those other skills (interpersonal, problem solving, oral communication, learning), without asking the fundamental question what skills and knowledge do all of us need to be able to carry out our everyday roles and responsibilities -- as citizens of a democratic society, as parents trying to make sure our children grow up in a safe and loving family, prepared for the future, and as workers in an economy that requires us to reskill many times over our lives. If we are -- after all this research -- still only teaching our students reading, writing, and math because these are the only skills valorized in the adult education accountability framework, we may be keeping our programs alive but we are not serving our students well. That seems to be the central dilemma the field still has to address. How do we do both? Sondra G. Stein, Ph.D. Project Manager National Work Readiness Credential Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue May 2 12:35:56 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 02 May 2006 12:35:56 -0400 Subject: [ContentStandards 141] New Special Topics Discussion List Message-ID: <5.1.0.14.2.20060502123413.046cc188@pop.utk.edu> New Special Topics Discussion List Dear Colleague, On May 23rd we will begin a week-long discussion on the new National Institute for Literacy Special Topics electronic list. The topic is the Adult Reading Components Study (ARCS). Dr. Rosalind Davidson and Dr. John Strucker, the co-researchers, will join us to answer your questions. Special Topics will be an intermittent discussion list. The topics will open and close throughout the year, so there will be periods where there will be no discussion or postings. You can subscribe to the e-list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. To participate in this first topic, the Adult Reading Components Study, and to learn more about the ARCS interactive Web site -- which has lots of reading help for teachers -- please subscribe to the Special Topics list now by going to: http://www.nifl.gov/mailman/listinfo/specialtopics Before the discussion begins on May 23rd please look at a 30-minute streaming video introduction to the discussion with researcher panelists Rosalind Davidson and John Strucker, and practitioners Kay Vaccaro and Jane Meyer. http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html (Note: Macintosh users will need to have Real Player installed, and for them performance may not be optimal.) After you subscribe, you can send your questions to the discussion list. Note, however, that messages will not be posted until May 22nd. I look forward to having you join us in this discussion. David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue May 2 15:11:28 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 02 May 2006 15:11:28 -0400 Subject: [ContentStandards 142] Upcoming guest on Program Leadership and Improvement List Message-ID: <5.1.0.14.2.20060502150644.02681690@pop.utk.edu> Please note the upcoming guest on the Program Leadership and Improvement Discussion List moderated by Kim Chaney-Bay. To subscribe to the list, go to: http://www.nifl.gov/mailman/listinfo/Programleadership Aaron ******************************************************************************************* I am pleased to announce that Esmerelda Doreste, Program Director with the Union City (NJ) Adult Learning Center, will be a guest on the list from Monday, May 8 through Friday, May 12. As a participant in the UPS Foundation-funded "Leadership for Community Literacy" Initiative that was administered by the Equipped for the Future (EFF) Center in the late winter, Ms. Doreste worked with her program to implement a program improvement process based on the EFF program quality model. Along with the four other participants, Ms. Doreste wrote about that experience...her story is now accessible on the "Program Leadership and Improvement" web site. Go to [http://pli.cls.utk.edu] and click the "Stories of Program Improvement" button, then click/open "Union City Adult Learning Center: A Program Improvement Process." Please read the story in preparation for Ms. Doreste's visit next week. She will be ready to answer your questions about the nuts and bolts of implementing the process, as well as any other related issues. Looking forward to next week, Kim Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From info at nifl.gov Wed May 3 09:02:34 2006 From: info at nifl.gov (Sandra Baxter) Date: Wed, 3 May 2006 09:02:34 -0400 (EDT) Subject: [ContentStandards 143] News from the National Institute for Literacy Message-ID: <20060503130234.3049F46555@dev.nifl.gov> Dear Colleagues, We are happy to announce that the National Institute for Literacy has launched a new web page design to help provide easily accessible, high quality information about literacy. New features clearly highlight the Institute's work in all areas of literacy, including early childhood, childhood, adolescence, and adulthood. You will continue to find the links to all of the Institute's projects, such as Bridges to Practice, LINCS, Assessment Strategies and Reading Profiles under Programs and Services. The Institute's publications, including the recently released Teaching Reading to Adults can be found under the Publications link. Please visit http://www.nifl.gov for more information. This is phase one of the redesign. We will soon be incorporating all the Institute's projects into this new design. As many of you know, websites are always a work in progress and we intend to continue improving the Institute's site in order to provide you with the best available resources. We would love to hear your thoughts regarding the new look. Please send your comments to Jo Maralit at mmaralit at nifl.gov. Thanks, Sandra Baxter, Ed.D. Director National Institute for Literacy http://www.nifl.gov From akohring at utk.edu Thu May 4 18:40:46 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 04 May 2006 17:40:46 -0500 Subject: [ContentStandards 144] Adult Reading Components Study Discussion on Special Topics list begins May 23 rd Message-ID: <5.1.0.14.0.20060504173756.02cf3370@imap.utk.edu> New: Special Topics List Discussion on the Adult Reading Components Study (ARCS) Dear Colleague, Please join us on May 23rd for the launch of the new Special Topics list with guests Dr. Rosalind Davidson and Dr. John Strucker, co-researchers on the Adult Reading Components Study (ARCS). They will be available for one week to answer your questions and to introduce you to the ARCS interactive Web site, designed to help teachers with assessing and teaching reading. To subscribe, go to: http://www.nifl.gov/mailman/listinfo/specialtopics Before the discussion begins on May 23rd, please look at a 30-minute video panel discussion on the ARCS, streamed on the National Institute for Literacy Web site, or on DVD. 1. Streaming video: http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html (Note: Macintosh users will need to have Real Player installed, and for them performance may not be optimal.) 2. DVD: Send a request for the Adult Readiing Components Study (ARCS) Panel (free) DVD to: info at nifl.gov Be sure to include your mailing address. After you subscribe, you can send your questions to the discussion list. Note, however, that messages will not be posted until May 22nd. I look forward to having you join us for this discussion. David J. Rosen <>Special Topics Discussion List Moderator djrosen at comcast.net From akohring at utk.edu Sun May 7 23:11:09 2006 From: akohring at utk.edu (Aaron Kohring) Date: Sun, 07 May 2006 22:11:09 -0500 Subject: [ContentStandards 145] New Issue of Focus On Basics: Learners' Experiences Message-ID: <5.1.0.14.0.20060507220745.02cce840@imap.utk.edu> The newest Focus On Basics, on learners' Experiences, is now available on NCSALL's web site, www.ncsall.net. Quick, tell me about your students' self esteem. Low, because of their academic struggles? That's not what a recent NCSALL-Rutgers study showed. And how about reading? Do your learners know that to increase their reading fluency, they need to...read? What kind of and how much reading do they do outside of class? Another NCSALL-Rutgers study follows three learners as they go about their days and finds quite a variety in the amount of reading the learners do on their own. Teachers, have you ever seen yourself teach? Or noticed just what that clump of students was doing while you were engaged with one person on another side of the classroom? Teachers working with NCSALL-Rutgers found that videos taken of their classroom for research purposes provided them with rich information useful to their own professional development. Learn how useful video can be in helping pinpoint issues and suggest new ways of doing things in the classroom. There's lots more, particularly around learner engagement. Go to www.ncsall.net and click on "Newest Issue of Focus on Basics" Printed copies and a text-only web version will not be out for another two weeks. Regards, Barb Garner, Editor From MMaralit at NIFL.gov Mon May 8 16:03:15 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 8 May 2006 16:03:15 -0400 Subject: [ContentStandards 146] Update: New National Institute for Literacy Discussion List Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932E16@wdcrobe2m03.ed.gov> Dear subscribers, We invite you to join us on the National Institute for Literacy's new SPECIAL TOPICS List. This list was established to provide opportunities throughout the year for focused discussion topics with invited researchers and other experts in the field of adult education and literacy (including English language learning and numeracy). The Special Topics Discussion List will be moderated by David Rosen, Ed.D., Senior Associate, Newsome Associates. This list is an intermittent discussion list. The topics will open and close throughout the year, so there are periods when there will be no discussion or postings. You can subscribe to the discussion list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. We look forward to the upcoming discussion, beginning May 23, with Dr. Rosalind Davidson and Dr. John Strucker, co-researchers on the Adult Reading Components Study (ARCS). You may have seen the previous announcement for this on the list, if not, please visit the list archives at: http://www.nifl.gov/pipermail/contentstandards/2006/000138.html For more information, or suggestions of topics, contact David J. Rosen at djrosen1 at comcast.net Regards, Jo Maralit National Institute for Literacy http://www.nifl.gov From akohring at utk.edu Mon May 15 21:38:06 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 15 May 2006 20:38:06 -0500 Subject: [ContentStandards 147] Job Announcement for a new position at the Literacy Assistance Center in New York City Message-ID: <5.1.0.14.0.20060515203657.02ce7698@imap.utk.edu> ******************* Dear Colleagues: The following is an announcement for a new position at the Literacy Assistance Center in New York City: Project Leader The Literacy Assistant Center (LAC), a not-for-profit organization that supports and promotes the expansion of quality literacy services in New York, is looking for a Project Leader to join its dynamic work team. This individual's primary responsibility is to lead the three-year Statewide Staff Development Project beginning June 1, 2006. The goal of the project is to improve instruction in adult basic education, ESOL, and GED classes. Specific responsibilities include developing a specialized training curriculum; providing related professional development sessions to adult educators, program managers and administrators; and creating four policy/resource manuals. This work will incorporate New York State Adult Education Learning Standards, reflect essential concepts for teaching adults, and integrate core principles of teaching reading, writing, mathematics, and English language attainment. Statewide travel required. The Project Leader will be an expert in adult and literacy education, knowledgeable about current trends in the field, and have a proven ability to work with key external constituents, including state education department personnel, and with diverse local organizations and individuals. This highly qualified educator will have an advanced degree (masters required, doctorate preferred) with commensurate experience and demonstrated skill in new project development. S/he will be expected to describe the impact of the project in published articles and/or professional conference presentations. LAC offers a competitive compensation package commensurate with experience. Send resume and cover letter to hr at lacnyc.org or fax to 212-952-1359 by May 25, 2006. No phone calls, please. Mariann Fedele Coordinator of Professional Development, 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 www.lacnyc.org From akohring at utk.edu Tue May 16 15:07:50 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 16 May 2006 14:07:50 -0500 Subject: [ContentStandards 148] Adult Education and Mobility Message-ID: <5.1.0.14.0.20060516140403.03268c30@imap.utk.edu> Posted on behalf of Tom Sticht. ************************************************************** May 15, 2006 Adult Literacy Education, Geographical Mobility, and Children's School Achievement: Toward A Life Cycles Education Policy Tom Sticht International Consultant in Adult Education Four decades ago a colleague and I published a paper discussing relationships of geographical mobility, dogmatism, anxiety, and age (The Journal of Social Psychology,1966). In surveys with undergraduates in a college psychology class, we found that students who reported only 1-3 changes in residence (average 1.88) scored lower on measures of dogmatism and anxiety, and were older at the time of their first move (average 7.3 years) than a high mobility group (7-20, average 10.48 moves) with first time moves at age 2.9 years. Additional analyses indicated that early age of first move (before age 5) was more related to anxiety while numbers of moves were more associated with the cognitive/personality variable of dogmatism, i.e., a resistance to change in a belief system. Additional research in the 1960s and earlier also pointed to the idea that more mobile populations have higher rates of psychoses, neuroses, psychopathological personalities, and other types of personality disorders among children and adults. Forty Years Later Moving forward forty years, there is a growing body of research showing that geographical mobility as well as mobility in changing schools is related to numerous problems that children have with schools, including lowered achievement in learning and higher dropout rates (Hanna Skandera and Richard Sousa ,http://www.hooverdigest.org/023/skandera.html, 2002 No.3; Virginia Rhodes, Kids on the Move: The Effects of Student Mobility on NCLB School Accountability Ratings 2005 http://www.urganedjournal.org/articles/article0020.html) Recent studies even suggest a significant, positive correlation between the mobility of students and the schools that are failing to make the grade with the No Child Left Behind objectives. One factor that seems likely to moderate the effects of mobility is the socioeconomic status of the children's parents, including the education level of the parents. Better educated parents provide more stabile environments -mentally, emotionally, and geographically- for children and hence are more likely to reduce anxiety levels of children, and promote cognitive/personality traits of less dogmatic thinking that welcomes new ideas encountered at school. Toward a Life Cycles Education Policy In 1990, International Literacy Year, Barbara McDonald and I wrote a UNESCO report showing that increasing the education levels of girls and women in various nations produced positive outcomes of lower fertility rates, better childbearing, healthier childbirth, better child rearing, and better educational achievement. Given the important influences that an adult's education level plays on both cognitive and non-cognitive aspects of children's development and educational achievement, we need to move from thinking about education in terms of how it affects just one life cycle, to thinking about how it affects multiple life cycles. Attempting to intervene on the lives of children alone, even starting at birth, to improve their development and educational achievements is too late. We need to start by thinking about the intergenerational effects that the education of parents can have not only on the ability of the parents to support themselves and their children better in an economic sense, but also how the parent's increased education can affect the cognitive and emotional development of their children. This shift from focusing on how education affects one life cycle to a focus on how it affects more than one life cycle is what I mean by "life cycles" education policy. It requires that we recognize that adult literacy education is not merely a second chance at education for millions of adults. It may well be the first chance for education for millions of these adult's children. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From tarv at chemeketa.edu Tue May 16 15:07:55 2006 From: tarv at chemeketa.edu (Virginia Tardaewether) Date: Tue, 16 May 2006 12:07:55 -0700 Subject: [ContentStandards 149] Re: Adult Education and Mobility Message-ID: Well I think Tom is on the right track here. I never saw better learner gains than the ones in strongly implemented family literacy programs. As I have tracked those families 16 years later, some of the children have had children and guess what: literacy is integrated into the lives of all the generations, from computers to internet to involvement in schools, playing with children and volunteerism. We (educators) seem to have a difficult time giving up turf issues and thinking big and whole and complete systems. Our families in adult education are some of the most mobile in the nation. They move often and rarely address all the issues involved in this process: stress, school changes, resource allocation, planning, budget, etc. Horay! For life cycle education policy! Va -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring Sent: Tuesday, May 16, 2006 12:08 PM To: AE Content Standards Subject: [ContentStandards 148] Adult Education and Mobility Posted on behalf of Tom Sticht. ************************************************************** May 15, 2006 Adult Literacy Education, Geographical Mobility, and Children's School Achievement: Toward A Life Cycles Education Policy Tom Sticht International Consultant in Adult Education Four decades ago a colleague and I published a paper discussing relationships of geographical mobility, dogmatism, anxiety, and age (The Journal of Social Psychology,1966). In surveys with undergraduates in a college psychology class, we found that students who reported only 1-3 changes in residence (average 1.88) scored lower on measures of dogmatism and anxiety, and were older at the time of their first move (average 7.3 years) than a high mobility group (7-20, average 10.48 moves) with first time moves at age 2.9 years. Additional analyses indicated that early age of first move (before age 5) was more related to anxiety while numbers of moves were more associated with the cognitive/personality variable of dogmatism, i.e., a resistance to change in a belief system. Additional research in the 1960s and earlier also pointed to the idea that more mobile populations have higher rates of psychoses, neuroses, psychopathological personalities, and other types of personality disorders among children and adults. Forty Years Later Moving forward forty years, there is a growing body of research showing that geographical mobility as well as mobility in changing schools is related to numerous problems that children have with schools, including lowered achievement in learning and higher dropout rates (Hanna Skandera and Richard Sousa ,http://www.hooverdigest.org/023/skandera.html, 2002 No.3; Virginia Rhodes, Kids on the Move: The Effects of Student Mobility on NCLB School Accountability Ratings 2005 http://www.urganedjournal.org/articles/article0020.html) Recent studies even suggest a significant, positive correlation between the mobility of students and the schools that are failing to make the grade with the No Child Left Behind objectives. One factor that seems likely to moderate the effects of mobility is the socioeconomic status of the children's parents, including the education level of the parents. Better educated parents provide more stabile environments -mentally, emotionally, and geographically- for children and hence are more likely to reduce anxiety levels of children, and promote cognitive/personality traits of less dogmatic thinking that welcomes new ideas encountered at school. Toward a Life Cycles Education Policy In 1990, International Literacy Year, Barbara McDonald and I wrote a UNESCO report showing that increasing the education levels of girls and women in various nations produced positive outcomes of lower fertility rates, better childbearing, healthier childbirth, better child rearing, and better educational achievement. Given the important influences that an adult's education level plays on both cognitive and non-cognitive aspects of children's development and educational achievement, we need to move from thinking about education in terms of how it affects just one life cycle, to thinking about how it affects multiple life cycles. Attempting to intervene on the lives of children alone, even starting at birth, to improve their development and educational achievements is too late. We need to start by thinking about the intergenerational effects that the education of parents can have not only on the ability of the parents to support themselves and their children better in an economic sense, but also how the parent's increased education can affect the cognitive and emotional development of their children. This shift from focusing on how education affects one life cycle to a focus on how it affects more than one life cycle is what I mean by "life cycles" education policy. It requires that we recognize that adult literacy education is not merely a second chance at education for millions of adults. It may well be the first chance for education for millions of these adult's children. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Wed May 17 15:02:22 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 17 May 2006 14:02:22 -0500 Subject: [ContentStandards 150] Re: Adult Education and Mobility In-Reply-To: Message-ID: <5.1.0.14.0.20060517135915.02dbe0d8@imap.utk.edu> Virginia, Could you share with us your insights into what has made these family literacy programs so successful? Does it have to do with quality improvement? Professional development for instructors & staff? Standards for teaching and assessing? Other factors? An integration of these? Thanks, Aaron At 12:07 PM 5/16/2006 -0700, you wrote: >Well I think Tom is on the right track here. I never saw better learner >gains than the ones in strongly implemented family literacy programs. As >I have tracked those families 16 years later, some of the children have >had children and guess what: literacy is integrated into the lives of >all the generations, from computers to internet to involvement in >schools, playing with children and volunteerism. We (educators) seem to >have a difficult time giving up turf issues and thinking big and whole >and complete systems. > >Our families in adult education are some of the most mobile in the >nation. They move often and rarely address all the issues involved in >this process: stress, school changes, resource allocation, planning, >budget, etc. > >Horay! For life cycle education policy! >Va > >-----Original Message----- >From: contentstandards-bounces at nifl.gov >[mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring >Sent: Tuesday, May 16, 2006 12:08 PM >To: AE Content Standards >Subject: [ContentStandards 148] Adult Education and Mobility > >Posted on behalf of Tom Sticht. > > >************************************************************** >May 15, 2006 > >Adult Literacy Education, Geographical Mobility, and Children's School >Achievement: Toward A Life Cycles Education Policy > >Tom Sticht >International Consultant in Adult Education > >Four decades ago a colleague and I published a paper discussing >relationships of geographical mobility, dogmatism, anxiety, and age (The >Journal of Social Psychology,1966). In surveys with undergraduates in a >college psychology class, we found that students who reported only 1-3 >changes in residence (average 1.88) scored lower on measures of >dogmatism >and anxiety, and were older at the time of their first move (average 7.3 >years) than a high mobility group (7-20, average 10.48 moves) with first >time moves at age 2.9 years. > >Additional analyses indicated that early age of first move (before age >5) >was more related to anxiety while numbers of moves were more associated >with the cognitive/personality variable of dogmatism, i.e., a resistance >to >change in a belief system. Additional research in the 1960s and earlier >also >pointed to the idea that more mobile populations have higher rates of >psychoses, neuroses, psychopathological personalities, and other types >of >personality disorders among children and adults. > >Forty Years Later > >Moving forward forty years, there is a growing body of research showing >that >geographical mobility as well as mobility in changing schools is related >to >numerous problems that children have with schools, including lowered >achievement in learning and higher dropout rates (Hanna Skandera and >Richard Sousa ,http://www.hooverdigest.org/023/skandera.html, 2002 No.3; >Virginia Rhodes, Kids on the Move: The Effects of Student Mobility on >NCLB >School Accountability Ratings 2005 >http://www.urganedjournal.org/articles/article0020.html) > >Recent studies even suggest a significant, positive correlation between >the >mobility of students and the schools that are failing to make the grade >with the No Child Left Behind objectives. One factor that seems likely >to >moderate the effects of mobility is the socioeconomic status of the >children's parents, including the education level of the parents. Better >educated parents provide more stabile environments -mentally, >emotionally, >and geographically- for children and hence are more likely to reduce >anxiety levels of children, and promote cognitive/personality traits of >less dogmatic thinking that welcomes new ideas encountered at school. > >Toward a Life Cycles Education Policy > >In 1990, International Literacy Year, Barbara McDonald and I wrote a >UNESCO >report showing that increasing the education levels of girls and women >in >various nations produced positive outcomes of lower fertility rates, >better >childbearing, healthier childbirth, better child rearing, and better >educational achievement. > >Given the important influences that an adult's education level plays on >both >cognitive and non-cognitive aspects of children's development and >educational achievement, we need to move from thinking about education >in >terms of how it affects just one life cycle, to thinking about how it >affects multiple life cycles. Attempting to intervene on the lives of >children alone, even starting at birth, to improve their development and >educational achievements is too late. We need to start by thinking about >the intergenerational effects that the education of parents can have not >only on the ability of the parents to support themselves and their >children >better in an economic sense, but also how the parent's increased >education >can affect the cognitive and emotional development of their children. > >This shift from focusing on how education affects one life cycle to a >focus >on how it affects more than one life cycle is what I mean by "life >cycles" >education policy. It requires that we recognize that adult literacy >education is not merely a second chance at education for millions of >adults. It may well be the first chance for education for millions of >these >adult's children. > >Thomas G. Sticht >International Consultant in Adult Education >2062 Valley View Blvd. >El Cajon, CA 92019 >Tel/fax: (619) 444-9133 >Email: tsticht at aznet.net > > > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards From tarv at chemeketa.edu Wed May 17 15:51:23 2006 From: tarv at chemeketa.edu (Virginia Tardaewether) Date: Wed, 17 May 2006 12:51:23 -0700 Subject: [ContentStandards 151] Re: Adult Education and Mobility Message-ID: Hi there Aaron First of all, for those who don't know me, I've taught adult education/ESL, GED since 1970: in prisons, in lab settings, in lecture settings, in multi-level settings, in mixed credit and non-credit settings, in a comprehensive family literacy setting and less comprehensive family literacy settings, in workplace settings, in natural resource settings and in tribal settings. Based upon my experience and in my opinion, the most important factor in family literacy programming was/is time for parents and children to work, play, plan and review together. I've had conversations over the years with many of those families and the children in those families and what they remember was a high standard for attendance and involvement and playing/working together in learning. They carried that dual involvement in learning on through the high school years. I see those families in the newspaper now as volunteers and community leaders. Parents know their children's interests and advocate for their learning throughout elementary and high school. Quality improvement plans that are well-implemented work well for all programs, including family literacy. Processes that link assessment to instruction are important. Professional development is important also, and where my early childhood partner and I formed our bond and began our growth process. I think of all the lessons that have transferred to my personal and professional life the most: elimination of turf has been the most useful. Once ABE can focus on the student/ within that context of that student's life and goals, turf has no home because it isn't about us, it is about them. They are adults and they really do know what they need and where they want to go. We just have to figure out how to listen. I've found that in order for collaboration to work one has to eliminate turf and think of win-win solutions. That means putting money on the table and allocating resource from multiple agencies in order to accomplish the task at hand. It often means someone else gets the "credit" and more time is spent on planning than most folks include in schedules. Best of luck and thanks for asking Va -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring Sent: Wednesday, May 17, 2006 12:02 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 150] Re: Adult Education and Mobility Virginia, Could you share with us your insights into what has made these family literacy programs so successful? Does it have to do with quality improvement? Professional development for instructors & staff? Standards for teaching and assessing? Other factors? An integration of these? Thanks, Aaron At 12:07 PM 5/16/2006 -0700, you wrote: >Well I think Tom is on the right track here. I never saw better learner >gains than the ones in strongly implemented family literacy programs. As >I have tracked those families 16 years later, some of the children have >had children and guess what: literacy is integrated into the lives of >all the generations, from computers to internet to involvement in >schools, playing with children and volunteerism. We (educators) seem to >have a difficult time giving up turf issues and thinking big and whole >and complete systems. > >Our families in adult education are some of the most mobile in the >nation. They move often and rarely address all the issues involved in >this process: stress, school changes, resource allocation, planning, >budget, etc. > >Horay! For life cycle education policy! >Va > >-----Original Message----- >From: contentstandards-bounces at nifl.gov >[mailto:contentstandards-bounces at nifl.gov] On Behalf Of Aaron Kohring >Sent: Tuesday, May 16, 2006 12:08 PM >To: AE Content Standards >Subject: [ContentStandards 148] Adult Education and Mobility > >Posted on behalf of Tom Sticht. > > >************************************************************** >May 15, 2006 > >Adult Literacy Education, Geographical Mobility, and Children's School >Achievement: Toward A Life Cycles Education Policy > >Tom Sticht >International Consultant in Adult Education > >Four decades ago a colleague and I published a paper discussing >relationships of geographical mobility, dogmatism, anxiety, and age (The >Journal of Social Psychology,1966). In surveys with undergraduates in a >college psychology class, we found that students who reported only 1-3 >changes in residence (average 1.88) scored lower on measures of >dogmatism >and anxiety, and were older at the time of their first move (average 7.3 >years) than a high mobility group (7-20, average 10.48 moves) with first >time moves at age 2.9 years. > >Additional analyses indicated that early age of first move (before age >5) >was more related to anxiety while numbers of moves were more associated >with the cognitive/personality variable of dogmatism, i.e., a resistance >to >change in a belief system. Additional research in the 1960s and earlier >also >pointed to the idea that more mobile populations have higher rates of >psychoses, neuroses, psychopathological personalities, and other types >of >personality disorders among children and adults. > >Forty Years Later > >Moving forward forty years, there is a growing body of research showing >that >geographical mobility as well as mobility in changing schools is related >to >numerous problems that children have with schools, including lowered >achievement in learning and higher dropout rates (Hanna Skandera and >Richard Sousa ,http://www.hooverdigest.org/023/skandera.html, 2002 No.3; >Virginia Rhodes, Kids on the Move: The Effects of Student Mobility on >NCLB >School Accountability Ratings 2005 >http://www.urganedjournal.org/articles/article0020.html) > >Recent studies even suggest a significant, positive correlation between >the >mobility of students and the schools that are failing to make the grade >with the No Child Left Behind objectives. One factor that seems likely >to >moderate the effects of mobility is the socioeconomic status of the >children's parents, including the education level of the parents. Better >educated parents provide more stabile environments -mentally, >emotionally, >and geographically- for children and hence are more likely to reduce >anxiety levels of children, and promote cognitive/personality traits of >less dogmatic thinking that welcomes new ideas encountered at school. > >Toward a Life Cycles Education Policy > >In 1990, International Literacy Year, Barbara McDonald and I wrote a >UNESCO >report showing that increasing the education levels of girls and women >in >various nations produced positive outcomes of lower fertility rates, >better >childbearing, healthier childbirth, better child rearing, and better >educational achievement. > >Given the important influences that an adult's education level plays on >both >cognitive and non-cognitive aspects of children's development and >educational achievement, we need to move from thinking about education >in >terms of how it affects just one life cycle, to thinking about how it >affects multiple life cycles. Attempting to intervene on the lives of >children alone, even starting at birth, to improve their development and >educational achievements is too late. We need to start by thinking about >the intergenerational effects that the education of parents can have not >only on the ability of the parents to support themselves and their >children >better in an economic sense, but also how the parent's increased >education >can affect the cognitive and emotional development of their children. > >This shift from focusing on how education affects one life cycle to a >focus >on how it affects more than one life cycle is what I mean by "life >cycles" >education policy. It requires that we recognize that adult literacy >education is not merely a second chance at education for millions of >adults. It may well be the first chance for education for millions of >these >adult's children. > >Thomas G. Sticht >International Consultant in Adult Education >2062 Valley View Blvd. >El Cajon, CA 92019 >Tel/fax: (619) 444-9133 >Email: tsticht at aznet.net > > > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Wed May 17 16:46:46 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 17 May 2006 15:46:46 -0500 Subject: [ContentStandards 152] Online PD Opportunities Message-ID: <5.1.0.14.0.20060517154221.02df5a88@imap.utk.edu> The Center for Literacy Studies at the University of Tennessee and the Ohio Literacy Resource Center at Kent state are please to announce the spring Professional Development courses for the AEProfessional project. All AEPro on-line workshops have been piloted and reviewed by adult educators and administrators to excellent reviews. Most last about six weeks and require a time commitment of roughly 2 hours a week. Spaces are filling up quickly so you will need to act soon to meet the registration deadline. For further information, please visit the project web site at: http://www.aeprofessional.org/ All courses begin on 6/5/2006 Registration Deadline is 6/29/2006 Register now to reserve one of the remaining spots in our on-line professional development opportunities. Click here to register: http://utk-cls.ra.utk.edu/register/AEPro/event2.asp Comprehensive Reading and Strategies Help CEUs: 1 (optional) Facilitator: Jan Lichten This web-based training will provide you with information and resources that will help you help your students be better readers. If you want to be effective in helping your students achieve their goals, it is important that you know about a variety of aspects regarding the adult student and strategies to enhance reading skills. Topics within this training include: The Adult Learner and Brain Compatible Classrooms Essentials of Reading Adult Learners and Comprehension Strategies Helping ESOL Students and Students with Learning Disabilities Helping the Adult to Help the Child Adult Education - Teaching Tools CEUs: 1 (optional) Facilitator: Deb Hargrove Delivered via the Internet, this six-week course focuses on familiarizing instructors with teaching tools that will enhance teaching practices leading to greater learning, retention, and success for adult students. It offers a wealth of resources and teaching strategies on topics such as reflective teaching, cooperative/collaborative learning, multiple intelligences, and contextual instruction. The course will help participants draw their own connections between current research and teacher practice; it provides opportunities for practical classroom application, online collaboration, and sharing best practices with other adult educators-and much more! All participants must have their own e-mail address to participate in the course. ALL online course participants will complete a "Tech Check" one week before course start date to ensure their computer equipment and Internet connection are sufficient for effective course participation. ESOL Basics CEUs: 1 (optional) Do you need to know the basics of ESOL instruction? Through this online course, you will learn how to identify characteristics of adult ESOL learners, effective methods of teaching languages, the four language skills, and how adults learn another language. Online activities, discussion boards and assessments will keep you engaged. Integration of Technology into the Adult Education Classroom CEUs: 1 (optional) Facilitator: Linda Eckert, AE Pro Developer Have you ever tried to blindly put a puzzle together without knowing what the final picture will look like? This may be what is happening to you when you are trying to integrate computer technology into your classroom. This course will provide quick access to educational resources, lesson plans, activities, tools for evaluating educational software, information about purchasing educational software, and knowledge to help you utilize a variety of software applications and web-based activities in the classroom. Online activities, discussion boards and assessments will keep you engaged. Bill McNutt CTO, AEProfessional Project From akohring at utk.edu Mon May 22 10:48:43 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 22 May 2006 10:48:43 -0400 Subject: [ContentStandards 153] ARCS Discussion Begins May 23rd on New Special Topics List Message-ID: <5.1.0.14.2.20060522104646.048bbad8@pop.utk.edu> Colleagues, A last reminder that on May 23rd we will begin an important discussion on the Adult Reading Components Study (ARCS) with the researchers. To sign up for this discussion go to http://www.nifl.gov/mailman/listinfo/specialtopics You will find a 30-minute video panel discussion with ARCS researchers, Rosalind Davidson and John Strucker, and practitioners Kay Vaccaro and Jane Meyer at http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html The video panel introduction is also available on DVD from the National Center for the Study of Adult Learning and Literacy [ http:// www.ncsall.net/?id=24 ] or from the National Institute for Literacy. (Send a request for the Adult Readiing Components Study (ARCS) Panel (free) DVD to: info at nifl.gov Be sure to include your mailing address.) Other ARCS introductory materials include: 1. Adult Reading Components Study (ARCS) [PDF document] by John Strucker and Rosalind Davidson http://www.ncsall.net/?id=27 (ninth item down) 2. How the ARCS Was Done http://www.ncsall.net/fileadmin/resources/research/op_arcs.pdf 3. Adult Reading Components Study (ARCS) http://www.ncsall.net/?id=27#arcs We do hope you will be able to join us, from May 23rd through May 30th to learn about and explore the uses of the ARCS. David J. Rosen djrosen at comcast.net Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Thu May 25 14:04:56 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 25 May 2006 14:04:56 -0400 Subject: [ContentStandards 153] National Work Readiness Council (NWRC), Executive Director Search Message-ID: <5.1.0.14.2.20060525140350.048971e8@pop.utk.edu> >***** > >The National Work Readiness Council (NWRC), a recently created non-profit >organization devoted to enhancing and promoting the work readiness of the >nation's diverse population, seeks an Executive Director to provide vision >and direction for the organization and to develop organizational strategy. >The NWRC has been formed by the states and organizations that have >developed the National Work Readiness Credential and will serve as the >primary home for that Credential. > >The Executive Director will serve as the organization's chief fund raising >officer, marketing and promoting the National Work Readiness Credential to >various stakeholders, implementing policies approved by the Board, >managing the organization's operations, and representing the organization >to various stakeholder and constituent groups. Desired qualifications >include knowledge of and genuine passion for current workforce issues, >challenges, and opportunities in the United States; five or more years of >experience in state or national work readiness initiatives; proven success >in acquiring government, corporate, and foundation grants to support >non-profit organizational objectives; and proven success in marketing and >promoting organizational priorities to external audiences and constituents. > >More information regarding the NWRC and the recently developed National >Work Readiness Credential Assessment, as well as a complete job >description, may be accessed at >http://www.uschamber.com/cwp/strategies/wrcfaqs.htm. >This is a one-year renewable contact position, with renewal based on >demonstrated job performance and fundraising success. Compensation is >competitive for the DC area. Relocation is not required. > >Please forward a cover letter addressing your qualifications for the >position, a resume or curriculum vitae, and accompanying materials no >later than June 30, 2006, to: Andra S. Cornelius, Chair, NWRC Board of >Directors and Vice President, Business Outreach, Workforce Florida, Inc., >1974 Commonwealth Lane, Tallahassee, FL 32303. Email inquiries and >submission of applications materials may also be forwarded to Andra at >acornelius at workforceflorida.com. > > Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: Executive Director Job Description FINAL.doc Type: application/msword Size: 61952 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060525/7b73b3b6/attachment.doc From akohring at utk.edu Fri May 26 14:10:32 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 26 May 2006 14:10:32 -0400 Subject: [ContentStandards 154] Upcoming Discussions on FOB list: Learners Experiences Message-ID: <5.1.0.14.2.20060526140718.040b7ac8@pop.utk.edu> Posted on behalf of Julie McKinney, Focus On Basics Discussion List Moderator. Everyone have a great Memorial Day Weekend! Aaron ****************************************************** I want to give you a heads-up on next month's rich schedule of weekly discussions with Focus On Basics authors. The following authors will discuss their articles from the recent issue of Focus On Basics, Vol. 8B, which is about Learners' Experiences. Find the whole issue at: http://www.ncsall.net/?id=1103 June 5-9: Jessica Tomkins Video as a Professional Development Tool http://www.ncsall.net/index.php?id=1107 June 12-16: Alisa Belzer Influences on the Reading Practices of Adults in ABE http://www.ncsall.net/index.php?id=1108 and Learners on Learning to Read http://www.ncsall.net/index.php?id=1110 June 25-30: Hal Beder Shaping and Sustaining Learner Engagement in Individualized Group Instruction Classrooms http://www.ncsall.net/index.php?id=1106 Please pass on the word to colleagues who may be interested in these discussions! Anyone can subscribe to the list at: http://www.nifl.gov/mailman/listinfo/focusonbasics ***************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Jun 2 11:05:51 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 02 Jun 2006 11:05:51 -0400 Subject: [ContentStandards 155] June 5th Discussion on FOB: Video as a Professional Development Tool Message-ID: <5.1.0.14.2.20060602110305.04899c40@pop.utk.edu> Posted on behalf of Julie McKinney, Moderator of the Focus On Basics Discussion List. Aaron *************************************************** This is a REMINDER of our discussion starting Monday with author Jessica Tomkins about her recent FOB article: Video as a Professional Development Tool http://www.ncsall.net/index.php?id=1107 The discussion will go from Monday, June 5 to Friday, June 9. Please read the article at the link above, and think about the following questions in preparation for the discussion. Please invite colleagues who you think may be interested to join the Focus on Basics Discussion List for this discussion. Discussion Questions 1. Have you ever seen a video of yourself teaching? If so, what was your impression? Did it affect your teaching? How? > > 2. What do you think you might gain from seeing yourself and your students on video? > > 3. How might your students benefit from you reviewing such a video? > > 4. Have you ever used video as a professional development tool in your program? If so, how did your group review and process the video in order to share thoughts, give feedback and get the maximum benefit? How did teachers receive this? > > 5. After reading this article, what unanswered questions stay with you? ***************************************************** To subscribe, please go to: www.nifl.gov/mailman/listinfo/focusonbasics Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From RSherman at air.org Mon Jun 5 15:15:07 2006 From: RSherman at air.org (Sherman, Renee) Date: Mon, 5 Jun 2006 15:15:07 -0400 Subject: [ContentStandards 156] New Resources on the Adult Education Content Standards Warehouse Message-ID: <8123523374E3514EACEE6B70E8FE31D70185A055@dc1ex3.air.org> I would like to take this opportunity to announce the addition of Field Resources to the Adult Education Content Standards Warehouse Web site. Visit this new section at: []. Field Resources provides examples of national and international standards and professional development materials, which were developed as part of the State Standards Consortia Project that supported state activities in planning, developing or adapting, and implementing standards, 2003-2005. They focus on such key topics as the qualities of a good standard, organizing writing teams, and a systems approach to standards implementation. These materials are for use with other key resources located on the Web site, including: A Process Guide for Establishing State Adult Education Content Standards [] and the Content Standards Warehouse []. The American Institutes for Research (AIR) operates the Adult Education Content Standards Warehouse Web site through a contract with the Office of Vocational and Adult Education, US Department of Education, as part of the National Reporting System for Adult Education (NRS). Cheryl Keenan Director, Division of Adult Education and Literacy American Institutes for Research 1000 Thomas Jefferson, NW Washington, DC 20007-3541 202-403-5327 rsherman at air.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060605/e28955d6/attachment.html From kabeall at comcast.net Wed Jun 7 12:56:59 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 7 Jun 2006 12:56:59 -0400 Subject: [ContentStandards 157] New from NIFL & NCSALL-ARCS Video Message-ID: <004a01c68a53$64686640$0202a8c0@your4105e587b6> The National Institute for Literacy (NIFL) and the National Center for the Study of Adult Learning and Literacy (NCSALL) announce the "Adult Reading Components Study (ARCS) Panel," a 30-minute video on NCSALL's ARCS research produced by the Institute. This video is available in streaming format and can be viewed by going to: http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html ARCS was the first large-scale attempt to use a battery of individually administered reading and language tests to describe the reading of students enrolled in adult basic education (ABE) and English for speakers of other languages (ESOL) programs. Nearly 1,000 adult learners from 30 learning centers in seven states were assessed in order to develop instructionally relevant cluster profiles of adult readers. The video offers a panel discussion about NCSALL's ARCS research and ways in which programs can use the Assessment Strategies and Reading Profiles, an on-line assessment tool based on the ARCS research, to assess students and plan instruction tailored to their specific profiles. Panel participants are: Dr. John Strucker - Researcher and ARCS Director, NCSALL Dr. Rosalind Davidson - Researcher and ARCS Assistant Director, NCSALL Kay Vaccaro - Program Assistant, Harris County, TX Department of Education, Adult Education Division Jane Meyer - Coordinator, ABLE-funded adult literacy project, Canton, OH David J. Rosen (moderator) - Senior Associate, Newsome Associates, Boston, MA To visit the Assessment Strategies and Reading Profiles ARCS Web site, please go to: http://www.nifl.gov/readingprofiles/ To learn more about the ARCS, please see NCSALL's "Seminar Guide - Reading Profiles" http://www.ncsall.net/?id=597 available from the CPPR section of the NCSALL Web site. A NCSALL study circle guide on reading research and teaching materials on reading are available from the Publications section of the NCSALL Web site: http://www.ncsall.net/index.php?id=25 The ARCS video panel introduction is also available free on DVD: Order from NCSALL at http://www.ncsall.net/?id=24 for $5.00/copy (shipping and handling), or send your request to NIFL at info at nifl.gov, and be sure to include your mailing address. The ARCS video is the first in a series of videos based on NCSALL research that are being produced by the National Institute for Literacy. As each video is completed, streaming versions will be posted to the Web, with accompanying announcements on the Institute's listservs and web sites and NCSALL's Web site. Once the entire series is completed, all of the videos will be packaged in a single DVD, which the Institute and NCSALL will make available to the field. The National Institute for Literacy and NCSALL present these videos as introductions to key research topics in adult learning and literacy. We hope the field finds them useful as professional and program development tools. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060607/b72490e7/attachment.html From akohring at utk.edu Thu Jun 8 13:14:03 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 08 Jun 2006 13:14:03 -0400 Subject: [ContentStandards 158] Fwd: [FocusOnBasics 323] Re: Discussion: video as a prof. devlpmt tool. Message-ID: <5.1.0.14.2.20060608131214.045f8c10@pop.utk.edu> Hi all, This message is forwarded from a discussion on the Focus On Basics List. Note David Rosen's question below about an online digital searchable database of "standards-based" examples of good teaching. Aaron >Date: Thu, 08 Jun 2006 10:59:30 -0400 >From: David Rosen >Subject: [FocusOnBasics 323] Re: Discussion: video as a prof. devlpmt tool. >Sender: focusonbasics-bounces at nifl.gov >To: The Focus on Basics Discussion List >Reply-to: The Focus on Basics Discussion List >X-Mailer: Apple Mail (2.750) >X-BeenThere: focusonbasics at nifl.gov >Delivered-to: focusonbasics at nifl.gov >X-Original-To: focusonbasics at nifl.gov >X-Mailman-Approved-At: Thu, 08 Jun 2006 13:04:39 -0400 >X-Spam-Status: hits=0.522 tests=AWL ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.84 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Focus on Basics Discussion List > >Aaron and others, > >I would like to see our field have a large digital video collection >of excellent examples of teaching. These "learning objects," or >relatively short classroom digital video clips, could demonstrate for >example: a teaching approach, technique, or method; a way of >organizing a classroom; a way to integrate technology; or a way to >use certain materials. Each clip could be linked to a widely agreed- >upon teaching quality standard. It should be online, accessible free >to teachers anytime, anywhere, and also to those who could use them >in their online or face-to-face professional development courses or >workshops. > >Some examples of this exist in the area of integrating technology in >the classroom. In our field this began several years ago with the >very well done, and still relevant "Captured Wisdom" project by Lynda >Ginsburg, Jennifer Elmore and others [ http://www.ncrtec.org/pd/cw/ >adultlit.htm ] . Current good work is being done in California by >Marian Thacher and others at OTAN [ http://www.otan.us/Itap/index.cfm? >fuseaction=videogallery ]. These are short classroom examples of >teachers and students integrating technology well. I have learned a >lot about how to integrate technology well from both Captured Wisdom >and OTAN instructional Technology Assistance Project videos. > >There are also examples of digital videos on line from the Portland, >Oregon National Labsite for Adult ESOL [http://www.labschool.pdx.edu/ >video_demo.html ] , a FOB article on this at [ http://www.ncsall.net/? >id=987 ] and an archived discussion which began on this list in >February, 2006 >[ http://www.nifl.gov/pipermail/focusonbasics/2006/000157.html ]. > >Are there other online digital video examples of good adult education >teaching? > >I think we need a major, multiyear national project to build an >online digital searchable database of "standards-based" examples of >good teaching. Would this be useful to you as a teacher, tutor, >administrator, or professional developer? If so, what would you like >to see in this database? > >David J. Rosen >djrosen at comcast.net > >On Jun 8, 2006, at 9:23 AM, Aaron Kohring wrote: > > > Virginia, > > > > I'm glad you mentioned how students used video as a resource for > > themselves. I remember observing a classroom that was doing a > > series of > > lessons around speaking and listening with a goal of preparing for > > work > > interviews. The students really found video useful as an > > assessment for > > how well they performed. > > Aaron > > > > At 01:44 PM 6/7/2006 -0700, you wrote: > >> I've used video on my own evaluation and had students use it for > >> theirs. > >> It is a useful tool and helps one be objective about what really > >> happens > >> in a group. We used to set the video up and leave it on > >> regularly, then > >> review what we noticed as a group (students and instructors). We > >> found > >> it a useful tool for program improvement. > >> Va > >> > >> -----Original Message----- > >> From: focusonbasics-bounces at nifl.gov > >> [mailto:focusonbasics-bounces at nifl.gov] On Behalf Of Dominique > >> Brillanceau > >> Sent: Wednesday, June 07, 2006 12:57 PM > >> To: The Focus on Basics Discussion List > >> Subject: [FocusOnBasics 318] Re: Discussion: video as a prof. devlpmt > >> tool. > >> > >> Greetings, > >> While I concur with Esther's comments on the disconnectedness of > >> adult > >> educators and the barriers to sharing one's teaching or others' > >> through > >> video media, I have been thinking about the impact it has on > >> people who > >> have > >> done it. David did it in the 60's and a couple more people who have > >> participated in the discussion mentioned videotaping themselves or > >> others a > >> long time ago and they still talk about it. Or Janet who is using > >> it in > >> > >> training. To me, that was uplifting. It is an experience that one > >> never > >> forgets and should be part of all teacher training programs. > >> It was a requirement in the TESL program at Portland State > >> University 20 > >> > >> years ago when I got my certificate but it no longer is. ( I still > >> have > >> the > >> tape- no comment) > >> A colleague of mine just made it a class requirement/ task for her > >> students > >> in a MA TESOL program at Oregon State University. > >> So... are there any paper FOB issues for this particular issue left? > >> They > >> could be sent to MA TESOL programs around the country and to state > >> directors > >> of Adult Basic Skills. Just an idea... > >> Great conversation. An eye opener and a way of being connected. > >> > >> Dominique Brillanceau > >> > >> > >> > >> ----- Original Message ----- > >> From: "e s" > >> To: "The Focus on Basics Discussion List" > >> Sent: Wednesday, June 07, 2006 9:31 AM > >> Subject: [FocusOnBasics 316] Re: Discussion: video as a prof. devlpmt > >> tool. > >> > >> > >>> Everyone, > >>> I wanted to say a little more about the program that I am currently > >>> enrolled and the videotaping requirement. THis is an online > >> certificate > >>> program in English Language Teaching at The New School in NYC. THe > >> nature > >>> of distance learning requires the aid of technology to make the > >> program > >>> work and the videotaping of classroom instruction is purposeful in > >> this > >>> regard. The type of feedback I will get about the teaching and > >> learning > >>> observations is unknown to me at this time, but I hope to have my > >>> own > >>> purpose in viewing the tapes. Jessica's article and comments > >>> from the > >> > >>> discussion will help me to ask the right questions. I'll be sure to > >> share > >>> my experience with the list. > >>> > >>> On another note, it's disheartening to me to read David's post > >>> and to > >> > >>> know that the practice of videotaping classroom dynamics has been > >> around > >>> for so long and yet is still not common practice for adult > >>> educators. > >> THe > >>> issues are at least in part about funding but also about the lack of > >>> connection that is experienced by many adult educators. We for the > >> most > >>> part are a team of volunteers or part-timers with very little > >>> power in > >> > >>> determining, what if any PD is offered to us. One of the continuing > >>> discussions about adult education is the way we are separate from > >> other > >>> institutions of learning. This in many ways gives us creative > >>> license > >> but > >>> in many significant ways is disempowering. What do others think? > >>> Esther > >>> > >>> -- > >>> _______________________________________________ > >>> > >>> Search for businesses by name, location, or phone number. -Lycos > >> Yellow > >>> Pages > >>> > >>> > >> http://r.lycos.com/r/yp_emailfooter/http://yellowpages.lycos.com/ > >> default > >> .asp?SRC=lycos10 > >>> > >>> ---------------------------------------------------- > >>> National Institute for Literacy > >>> Focus on Basics mailing list > >>> FocusOnBasics at nifl.gov > >>> To unsubscribe or change your subscription settings, please go to > >>> http://www.nifl.gov/mailman/listinfo/focusonbasics > >>> > >> > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Focus on Basics mailing list > >> FocusOnBasics at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/focusonbasics > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Focus on Basics mailing list > >> FocusOnBasics at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/focusonbasics > > > > Aaron Kohring > > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > > (http://ldlink.coe.utk.edu/) > > Moderator, National Institute for Literacy's Content Standards > > Discussion > > List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > > Coordinator, Equipped for the Future Websites (http:// > > eff.cls.utk.edu/) > > > > Center for Literacy Studies, University of Tennessee > > EFF Center for Training and Technical Assistance > > Phone:(865) 974-4109 main > > (865) 974-4258 direct > > Fax: (865) 974-3857 > > e-mail: akohring at utk.edu > > > > ---------------------------------------------------- > > National Institute for Literacy > > Focus on Basics mailing list > > FocusOnBasics at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/focusonbasics > >David Rosen >djrosen at comcast.net > > > >---------------------------------------------------- >National Institute for Literacy >Focus on Basics mailing list >FocusOnBasics at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/focusonbasics Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jun 12 09:54:28 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 12 Jun 2006 09:54:28 -0400 Subject: [ContentStandards 159] Announcement of new Special Topics List Discussion on Student Persistence Message-ID: <5.1.0.14.2.20060612095322.0454ee40@pop.utk.edu> ---------------------- Colleagues, I am pleased to announce that on the Special Topics discussion list from July 10-18, Dr. John Comings, Director of the National Center for the Study of Adult Learning and Literacy (NCSALL), will be a guest to discuss research on student persistence in adult literacy education. Special Topics is an intermittent discussion list. The topics open and close throughout the year, so there are periods where there will be no discussion or postings. You can subscribe to the e-list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. To participate in this topic, you can subscribe by going to: http://www.nifl.gov/mailman/listinfo/specialtopics David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jun 12 10:31:38 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 12 Jun 2006 10:31:38 -0400 Subject: [ContentStandards 160] Using standards for instruction and assessment Message-ID: <5.1.0.14.2.20060612103036.045f13f8@pop.utk.edu> Greetings all, I've received a request for feedback from several instructors who would like to hear from other teachers using standards for instruction and assessment. What have been your challenges in using standards in the classroom? What types of support do you need from your program or state? Did you participate in any specific professional development activities? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jun 12 12:59:15 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 12 Jun 2006 12:59:15 -0400 Subject: [ContentStandards 161] Focus On Basics discussion related to Reading Message-ID: <5.1.0.14.2.20060612125214.044947c8@pop.utk.edu> Please note the following discussion on the Focus On Basics Discussion List this week (June 12-16). Alisa Belzer will be discussing two articles related to Reading. See Julie McKinney's message below for more information and discussion questions. You can subscribe to the list at: www.nifl.gov/mailman/listinfo/focusonbasics Aaron ***************************************** Influences on the Reading Practices of Adults in ABE http://www.ncsall.net/index.php?id=1108 1. Have you ever evaluated how much reading your students do outside of class time? If so, what were the results? What factors in their life do you think affect how much outside reading they do? 2. According to the article, a learner's own belief in the value of reading as a learning tool is important, as is family support, time to read, and access to print materials at home. What can we do as teachers to help those students who lack these factors? What program support could help? Learners on Learning to Read http://www.ncsall.net/index.php?id=1110 1. What do you think of this research practice of asking the learners themselves for input about effective teaching/learning strategies? 2. According to the learners, the following factors were cited as the most important for successful reading development: "1) their own motivation and determination, 2) program features, including relationships with an instructor, instructional strategies and materials, and structures and formats, 3) reading practice, and 4) supports." How much do you agree or disagree, based on your own sense? Reflect on these factors in your own classes and programs. How could they be improved? Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jun 13 09:37:40 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 13 Jun 2006 09:37:40 -0400 Subject: [ContentStandards 162] Guest Discussion on Assessment in Mathematics Message-ID: <5.1.0.14.2.20060613093607.04545480@pop.utk.edu> To subscribe to this discussion, go to: http://www.nifl.gov/mailman/listinfo/Assessment Dear Colleagues, I hope this email finds you well. I'm pleased to announce the following Guest Discussion, which will begin on Monday of next week: June 19 23, 2006 Topic: Assessment in Mathematics Guest: Myrna Manly please see Myrna?s bio below. Myrna will respond to your email posts once per day feel free to send your post to the Assessment Discussion List, or to me so that I can post it for you (marie.cora at hotspurpartners.com). Bio Myrna Manly, a mathematics teacher with experience at many academic levels, retired in 2001 from a position as professor of mathematics at El Camino College. In addition to instruction, she has been involved with the assessment of the mathematics proficiency of adults in various roles: as the Mathematics Specialist for the 1988 version of the GED test; as a member of the numeracy team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy consultant for a similar international survey to be used in developing countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the Past President of the Adult Numeracy Network (ANN), is the author of The GED Math Problem Solver, and also works with states and programs facilitating staff-development workshops aimed at improving mathematics instruction to adults. Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg on the components of numeracy for NCSALL (National Center for the Study of Adult Learning and Literacy). The paper reviews the literature, describes the fundamental elements of adult numeracy, and makes recommendations for further research, particularly with respect to curriculum and assessment. Look for this resource soon from NCSALL. Recommended preparations for this discussion Myrna has provided several questions below to get you thinking about math assessment: ? It is known that students and teachers come to value what is assessed. What is your opinion of the influence that the standardized mathematics assessments (GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics that is important for the 21st century? Do you think that they all assess the same mathematics? What do you think is missing from each? ? Computation skills are easy to assess. How can we assess other important aspects of mathematics like strategic problem solving, conceptual understanding, and reasoning? ? Describe instances where you have seen a student?s ?math anxiety? interfere with an accurate assessment of his/her abilities. Do you assess math anxiety in any way? What strategies have you used to reduce it? Any luck with them? ? Which classroom techniques do you recommend for informal, ongoing assessment of a student?s progress in learning mathematics? In addition to the above questions to stimulate discussion, Myrna has provided these sites for math assessment. Please take a look at these sites and post your questions and comments to the Discussion: http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical Knowledge of Adult Learners: Are We Looking at What Counts? This technical report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in 1998. It discusses assessment principles and evaluates their implementation in common numeracy assessment tools. http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s annual review contains a section on assessment that includes a description of assessments in adult education from Australia and The Netherlands. http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test? This article discusses the importance of including significant mathematics on tests. It includes a good example of a test item that goes beyond procedural skills. http://standards.nctm.org/document/chapter2/assess.htm This document in an overview of NCTM?s assessment principle for K-12 mathematics. Large-scale surveys of adult skills: Adult Literacy and Lifeskills Survey (ALL) Numeracy Framework (begins on p.137): http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013 First results: http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm Data Tool: http://litdata.ets.org/ialdata/search.asp National Assessment of Adult Literacy (NAAL) First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 Hard Copy Resource: Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000. Hampton Press, Inc. This book has a section on numeracy assessment with one article discussing assessment issues and principles using examples from the US and Australia and another article describing the use of ?Supermarket Strategy? materials for diagnosing the skills of individual learners in The Netherlands. Thanks everyone, and I?m looking forward to seeing you all next week to chat about math assessment! Marie Cora Moderator NIFL Assessment Discussion List marie.cora at hotspurpartners.com Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From lmullins89 at yahoo.com Tue Jun 13 15:05:35 2006 From: lmullins89 at yahoo.com (Lisa Mullins) Date: Tue, 13 Jun 2006 12:05:35 -0700 (PDT) Subject: [ContentStandards 163] Re: Using standards for instruction and assessment In-Reply-To: <5.1.0.14.2.20060612103036.045f13f8@pop.utk.edu> Message-ID: <20060613190535.21123.qmail@web30215.mail.mud.yahoo.com> Hello, I've been using Equipped for the Future for some time now. I am particularly familiar with the Use Math to Solve Problems and Communicate Standard. One challenge of working with Standards is understanding what the components of the standard are and keeping the activity in line with the components. One of the most important parts of working with a standard is to have the students rewrite the components in a simple understandable language and provide an example of what the component means. The standard serves as a guide for completing a learning activity. I can't say that the standards are what makes EFF useful. I have to state that all the parts of EFF make it most useful. I use the EFF Teaching/Learning cycle. This allows for incorporting standards, instruction, learning, and assessment. It also allows the learners to have imput in the design and outcome of the learning activity. I have been involved in a great deal of professional development in using standards. I was a participant in a workshop series concerning the definition and use of EFF. Then, I became a co-facilitator in a series of training sessions about using the Use Math to Solve Problems and Communicate Standard. Being on both sides of the table has given me the opportunity to see EFF in theory, in use, and in my own experiences. Lisa Mullins, ABE Instructor Hawkins County Adult Ed. Program Rogersville, Tennessee --- Aaron Kohring wrote: > Greetings all, > > I've received a request for feedback from several > instructors who would > like to hear from other teachers using standards for > instruction and > assessment. What have been your challenges in using > standards in the > classroom? What types of support do you need from > your program or > state? Did you participate in any specific > professional development > activities? > > > Aaron > > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities > Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content > Standards Discussion > List > (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites > (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From jfranks at literacy.kent.edu Tue Jun 13 16:27:04 2006 From: jfranks at literacy.kent.edu (Judy Franks) Date: Tue, 13 Jun 2006 16:27:04 -0400 Subject: [ContentStandards 164] Using standards for instruction and assessment Message-ID: <009101c68f27$bf5b8360$fe607b83@jfranks> Greetings All, Ohio adopted the EFF Standards in 2001 and the OLRC has been developing a database of lesson plans for several years. You can find these lessons online at Eureka! http://literacy.kent.edu/eureka/ You will have several options for searching the database by keywords. 1. At the Agora, click on the Bathtub Search Icon and in the keyword box type reading, writing or math. These are the Standards we focus on in Ohio - we'll also be including speaking and listening soon with the inclusion of ESOL lessons. This search will also provide you will many adult-appropriate trade (library) books that can be used in your adult education classrooms. -- OR -- 2. At the Agora, click on Lesson Plans. Here you will find a lesson plan of the month that you can download immediately. These lessons will include the Ohio Standard and Benchmarks used in our ABLE programs. Pay special attention to "how the activity addresses the standard" chart. This will help you understand how the lesson was developed to include all the components of performance (COPs) of that standard. If you would like to find all the lessons currently in the database, click on the Lesson Plan Advanced Search link where you can find an alphabetical list of lessons. The General Format link excludes Ohio's benchmarks and would be the best choice for anyone not from Ohio to download. This is a project always in development, so check back often. Additional lessons will be added this summer. If you have questions, please contact Judy Franks at 330-672-0753 or this email jfranks at literacy.kent.edu. Good Luck Searching and Enjoy Eureka! It's a great teacher resource if you're looking for standards-based lesson plans. Judy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060613/bedeca6b/attachment.html From atrawick at charter.net Tue Jun 13 22:55:52 2006 From: atrawick at charter.net (Amy Trawick) Date: Tue, 13 Jun 2006 22:55:52 -0400 Subject: [ContentStandards 165] Re: Using standards for instruction and assessment References: <009101c68f27$bf5b8360$fe607b83@jfranks> Message-ID: <01ee01c68f5e$0c9d21c0$0301a8c0@AMY> Thank you, Judy, for this website. I've been looking for resources for teachers, and this site has some great standards-based lesson plans! Amy R. Trawick North Wilkesboro, NC ----- Original Message ----- From: Judy Franks To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, June 13, 2006 4:27 PM Subject: [ContentStandards 164] Using standards for instruction and assessment Greetings All, Ohio adopted the EFF Standards in 2001 and the OLRC has been developing a database of lesson plans for several years. You can find these lessons online at Eureka! http://literacy.kent.edu/eureka/ You will have several options for searching the database by keywords. 1. At the Agora, click on the Bathtub Search Icon and in the keyword box type reading, writing or math. These are the Standards we focus on in Ohio - we'll also be including speaking and listening soon with the inclusion of ESOL lessons. This search will also provide you will many adult-appropriate trade (library) books that can be used in your adult education classrooms. -- OR -- 2. At the Agora, click on Lesson Plans. Here you will find a lesson plan of the month that you can download immediately. These lessons will include the Ohio Standard and Benchmarks used in our ABLE programs. Pay special attention to "how the activity addresses the standard" chart. This will help you understand how the lesson was developed to include all the components of performance (COPs) of that standard. If you would like to find all the lessons currently in the database, click on the Lesson Plan Advanced Search link where you can find an alphabetical list of lessons. The General Format link excludes Ohio's benchmarks and would be the best choice for anyone not from Ohio to download. This is a project always in development, so check back often. Additional lessons will be added this summer. If you have questions, please contact Judy Franks at 330-672-0753 or this email jfranks at literacy.kent.edu. Good Luck Searching and Enjoy Eureka! It's a great teacher resource if you're looking for standards-based lesson plans. Judy ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060613/12de084e/attachment.html From akohring at utk.edu Wed Jun 14 10:23:19 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 14 Jun 2006 10:23:19 -0400 Subject: [ContentStandards 166] =?iso-8859-1?q?Theoretically_You_Can=92t_Teach_Adults_to__Read_a?= =?iso-8859-1?q?nd_Write?= Message-ID: <5.1.0.14.2.20060614102157.0495ee90@pop.utk.edu> Posted on behalf of Tom Sticht. June 12, 2006 Theoretically You Can?t Teach Adults to Read and Write: But Just Keep On Doing It Tom Sticht International Consultant in Adult Education Why is it so hard to get funding for adult literacy education? Innumerable studies, reports, TV shows, and statistical surveys in most of the industrialized nations of the world declare that their nation is being brought to its economic knees because of widespread low basic skills (literacy, numeracy) amongst the adult population. But repeated calls for funding commensurate with the size of the problem go unanswered. Why? Beneath the popular pronouncements of educators, industry leaders, and government officials about the importance of adult basic skills development there flows an undercurrent of disbelief about the abilities of illiterates or the poorly literate to ever improve much above their present learning. This was encountered close to a hundred years ago when Cora Wilson Stewart started the Moonlight Schools of Kentucky in 1911. Her claim that adults could learn to read and write met with skepticism. As she reported, Quote: "Some educators, however, declared preposterous the claims we made that grown people were learning to read and write. It was contrary to the principles of psychology, they said." End Quote Today that undercurrent of disbelief still flows, but today it carries with it the flotsam and jetsam of "scientific facts" from genetics science, brain science, and psychological science. Look here at objects snatched from the undercurrent of disbelief stretching back for just a decade and a half. 2006. Ann Coulter is a major voice in the conservative political arena. In her new book, Godless: The Church of Liberalism (Chapter 7 The Left?s War on Science: Burning Books to Advance "Science" pages 172-174) she clearly defends the ideas given in Murray & Hernstein?s book The Bell Curve regarding the genetic basis of intelligence. By extension, since The Bell Curve uses reading and math tests in the Armed Forces Qualification Test (AFQT), Coulter is discussing the genetic basis of literacy and numeracy. In her book she says about The Bell Curve book: Quote: "Contrary to the party line denying that such a thing as IQ existed, the book methodically demonstrated that IQ exists, it is easily measured, it is heritable, and it is extremely important. Among many other things, IQ is a better predictor than socioeconomic status of poverty, unemployment, criminality, divorce, single motherhood, workplace injuries, and high school dropout rates. Although other factors influence IQ, such as a good environment and nutrition, The Bell Curve authors estimated that IQ was about 40 to 80 percent genetic." (p. 173) End Quote Coulter goes on to discuss the misuse of science in the same chapter in relation to AIDS and homosexuality, feminism, trial-lawyers law suits, DDT and environmentalists, abortion and stem cell research, and other topics that are controversial among large segments of the population but of mainstream concern in the far right conservative base in the United States. Because of her position as a best-selling author and spokesperson for conservative groups, Ann Coulter?s ideas about the genetic basis of intelligence and high school dropouts can have a profound impact upon political thinking about basic skills education among adults who have not achieved well. 2005. The Nobel Prize winning economist James J. Heckman in an interview at the Federal Reserve Bank region in Chicago discussed his ideas about cognitive skills and their malleability in later life with members of a presidential commission consisting of former U.S. senators, heads of federal agencies, tax attorneys and academic economists. Later in his interview he discusses what Adam Smith, in his The Wealth of Nations said and why he, Heckman, disagrees with Smith. According to Heckman, Adam Smith said, Quote: " people are basically born the same and at age 8 one can't really see much difference among them. But then starting at age 8, 9, 10, they pursue different fields, they specialize and they diverge. In his mind, the butcher and the lawyer and the journalist and the professor and the mechanic, all are basically the same person at age 8." End Quote Heckman disagrees with this and says: Quote: This is wrong. IQ is basically formed by age 8, and there are huge differences in IQ among people. Smith was right that people specialize after 8, but they started specializing before 8. On the early formation of human skill, I think Smith was wrong, although he was right about many other things. I think these observations on human skill formation are exactly why the job training programs aren't working in the United States and why many remediation programs directed toward disadvantaged young adults are so ineffective. And that's why the distinction between cognitive and noncognitive skill is so important, because a lot of the problem with children from disadvantaged homes is their values, attitudes and motivations. Cognitive skills such as IQ can't really be changed much after ages 8 to 10. But with noncognitive skills there's much more malleability. That's the point I was making earlier when talking about the prefrontal cortex. It remains fluid and adaptable until the early 20s. That's why adolescent mentoring programs are as effective as they are. Take a 13-year-old. You're not going to raise the IQ of a 13-year-old, but you can talk the 13-year-old out of dropping out of school. Up to a point you can provide surrogate parenting. End Quote Here Heckman seems to think of the IQ as something relatively fixed at an early age and not likely to be changed later in life. But if IQ is measured in The Bell Curve, a book in which Heckman found some merit, using the AFQT, which in turn is a literacy and numeracy test, then this would imply that Heckman thinks the latter may not be very malleable in later life. This seems consistent with his belief that remediation programs for adults are ineffective and do not make very wise investments. 2000. It is easy to slip from talking about adults with low literacy ability to talking about adults with low intelligence. On October 2, 2000, Dan Seligman, columnist at Forbes magazine, wrote about the findings of the National Adult Literacy Survey (NALS) of 1993 and said, Quote: "But note that what?s being measured here is not what you?ve been thinking all your life as "literacy. " The cluster of abilities being examined is obviously a proxy for plain old "intelligence." End Quote He then goes on to argue that government programs won?t do much about this problem of low intelligence, and, by extension, of low literacy. These types of popular press articles can stymie funding for adult literacy education. That is one reason why it is critical that when national assessments of cognitive skills, including literacy, are administered, we need to be certain about just what it is we are measuring. Unfortunately, that is not the case with the 1993 NALS or the more recent 2003 National Assessment of Adult Literacy (NAAL). These assessments leave open the possibility of being called "intelligence" tests leading some, like Seligman, to the general conclusion that the less literate are simply the less intelligent and society might as well cast them off their "intelligence genes" will not permit them to ever reach Level 3 or any other levels at the high end of cognitive tests. 1998. Dr. G. Reid L yon of the National Institute of Child Health and Human Development provided an Overview of Reading and Literacy Initiatives to the U. S. Congress Committee on Labor and Human Resources on April 28, 1998. In his testimony he stated that in learning to read it is important for children to possess good abilities in phonemic analysis. He stated: Quote: Difficulties in developing phoneme awareness can have genetic and neurobiological origins or can be attributable to a lack of exposure to language patterns and usage during the preschool years . It is for this reason that the National Institute of Child Health and Human Development (NICHD) within the National Institutes of Health (NIH) considers reading failure to reflect not only an educational problem, but a significant public health problem as well. Within this context, a large research network consisting of 41 research sites in North America, Europe, and Asia are working hard to identify (1) the critical environmental, experiential, cognitive, genetic, neurobiological, and instructional conditions that foster strong reading development; (2) the risk factors that predispose youngsters to reading failure; and (3) the instructional procedures that can be applied to ameliorate reading deficits at the earliest possible time. End Quote Discussing why some children may have difficulties learning to read, Lyon went on to say: Quote: Children raised in poverty, youngsters with limited proficiency in English, children with speech and hearing impairments, and children from homes where the parent's reading levels are low are relatively predisposed to reading failure. Likewise, youngsters with sub-average intellectual capabilities have difficulties learning to read, particularly in the reading comprehension domain. End Quote Taken together, these statements by a senior government scientist advisor to both the President and the Congress of the United States indicates that the NICHD considers that in some cases low literacy may result from genetic, neurological, sub-average intellectual capability or a combination of these and other factors. Again, this may contribute to wide-spread beliefs that adults with low literacy may possess faulty genes, brains, and/or intellectual abilities and are unlikely to benefit from adult literacy education programs. From a policy perspective, then, policymakers may think that funding such programs may be regarded as a poor use of public funds. 1997. In a January 7, 1997 article in the Washington Times , a prominent newspaper published in Washington DC and read by many members of Congress, columnist Ken Adelman wrote: Quotes: The age-old nature vs. nurture debate assumes immediacy as the new Congress and new administration gin up to address such issues as poverty, crime, drugs, etc. This, the most intellectually intriguing debate around, is moving far toward nature (and far from nurture) with new evidence presented by an odd pair - gay activist Chandler Burr and conservative scholar Charles Murray. In brief, their new findings show that 1) homosexuality and 2) educational-economic achievement are each largely a matter of genes not of upbringing. If true, as appears so, the scope of effective government programs narrows. Fate, working through chromosomes, bestows both sexual orientation and brainpower, which shape one's life and success. Little can be altered - besides fostering tolerance and helping in any narrow window left open - through even an ideally designed public program. (page B-6) End Quotes The juxtaposition of homosexuals and those of lower educational and economic achievement is an obvious rhetorical device meant to stir negative emotions about both groups, This is a rhetorical device brought back into play by Coulter in her 2006 book cited above. 1991. One of the beliefs in our culture is that the brain and its intellectual capacity is developed in early childhood. There is a widespread belief that if children's early childhood development is not properly stimulated, then there is likely to be intellectual underdevelopment leading to academic failures, low aptitude, and social problems such as criminal activity, teenage pregnancy and welfare. It will be difficult if not impossible to overcome the disadvantages of deficiencies in early childhood stimulation later in adulthood. So why invest much in adult education? We need instead to put billions of dollars into early childhood education. That these beliefs about the consequence of early childhood development are widespread is revealed by articles written by prominent journalists in major newspapers. For instance, on Sunday, October 13, 1991 the San Diego Union newspaper reprinted an article by Joan Beck, a columnist for the Chicago Tribune , that argued for early childhood education because, Quote: "Half of adult intellectual capacity is already present by age 4 and 80 percent by age 8, ... the opportunity to influence [a child's] basic intelligence - considered to be a stable characteristic by age 17 is greatest in early life." End Quote A year earlier in the same newspaper on October 14, 1990 an adult family literacy educator was quoted as saying, Quote: "Between the ages of zero to 4 we have learned half of everything we'll ever learn in our lives. Most of that has to do with language, imagination, and inquisitiveness." End Quote This doesn?t hold out much hope for the adults in family literacy programs. Joan Beck was quoting research by Benjamin Bloom in the 1960s. But Bloom did not show that half of one's intellect was achieved by age 4. Rather, he argued that IQ at age 4 was correlated +.70 with IQ at age 17. Since the square of .7 is .49, Bloom stated that half of the variance among a group of adults' IQ scores at age 17 could be predicted from their group of scores at age 4. But half of the variability among a group of people's IQ scores is a long way from the idea that half of a given person's IQ is developed by age 4. This is not even conceptually possible because for one thing there is no universally agreed to understanding of what "intelligence" is. Further, even if we could agree on what "intelligence" is, there is no such thing as "half of one's intellect" because no one knows what 0 or 100 percent intelligence is. Without knowing the beginning and end of something we can?t know when we have half of it. 1990. A report by the Department of Defense shows how these beliefs about the possibility of doing much for adults can affect government policy. After studying the job performance and post-service lives of "lower aptitude," less literate personnel, the report claimed that they had been failures both in and out of the military. Then, on February 24, 1990, the Director of Accession Policy of the Department of Defense commented in the Washington Post newspaper, Quote: "The lesson is that low-aptitude people, whether in the military or not, are always going to be at a disadvantage. That's a sad conclusion." End Quote A similar report of the Department of Defense study was carried in the New York Times of March 12, 1990. Then on April 8, 1990 Jack Anderson's column in the Washington Post quoted one of the Department of Defense researchers saying, Quote: "...by the age of 18 or 19, it's too late. The school system in early childhood is the only place to really help, and that involves heavy participation by the parents." End Quote Regarding the news articles about the Department of Defense studies of "low aptitude" troops, the conclusions were based on analyses of the job performance of hundreds of thousands of personnel in both the 1960s and 1980s with Armed Forces Qualification Test (AFQT) scores between the 10th and the 30th percentiles, the range of scores which the Department of Defense studies called "low aptitude." But contrary to what the Department of Defense researchers and accession policy maker stated, the actual data show that in both time periods, while the low aptitude personnel did not perform quite as well as those personnel with aptitudes above the 30th percentile, over 80 percent of the low aptitude personnel did, in fact, perform satisfactorily and many performed in an outstanding manner. As veterans they had employment rates and earnings far exceeding their rates and earnings at the beginning of the study. Further investigation by the media would have revealed these discrepancies between what the Department of Defense's researchers said and what the actual findings were. But as it stands, these popular media types of stories reinforce the stereotypes about adults with who score low on intelligence or aptitude tests and perform poorly on tests of the basic skills of literacy and numeracy. We can find these pieces of scientific debris all the way back to the Moonlight Schools of 1911. Following her account of those educators and academics who declared that teaching grown people to read and write was contrary to the principles of psychology, Cora Wilson Stewart said, Quote: While they went around saying it couldn?t be done, we went on doing it. We asked the doubters this question, "When a fact disputes a theory, is it not time to discard the theory? There was no reply. End Quote Today when we ask why the funding for adult literacy education is so little so late, there is still no reply. So we just keep on teaching adults to read and write. And we do it on the cheap, even though it is theoretically impossible. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Jun 14 10:36:37 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 14 Jun 2006 10:36:37 -0400 Subject: [ContentStandards 167] Re: Using standards for instruction and assessment In-Reply-To: <20060613190535.21123.qmail@web30215.mail.mud.yahoo.com> References: <5.1.0.14.2.20060612103036.045f13f8@pop.utk.edu> Message-ID: <5.1.0.14.2.20060614103115.048235e0@pop.utk.edu> Lisa, If you have an example you can share with us- I'd like to see how your students re-wrote one of the standards you used. Did your students find it useful to use the standard as the focus (or guide, as you mention) for the learning activity? Thanks, Aaron At 12:05 PM 6/13/2006 -0700, you wrote: >Hello, > >I've been using Equipped for the Future for some time >now. I am particularly familiar with the Use Math to >Solve Problems and Communicate Standard. > >One challenge of working with Standards is >understanding what the components of the standard are >and keeping the activity in line with the components. >One of the most important parts of working with a >standard is to have the students rewrite the >components in a simple understandable language and >provide an example of what the component means. The >standard serves as a guide for completing a learning >activity. > >I can't say that the standards are what makes EFF >useful. I have to state that all the parts of EFF >make it most useful. I use the EFF Teaching/Learning >cycle. This allows for incorporting standards, >instruction, learning, and assessment. It also allows >the learners to have imput in the design and outcome >of the learning activity. > >I have been involved in a great deal of professional >development in using standards. I was a participant >in a workshop series concerning the definition and use >of EFF. Then, I became a co-facilitator in a series >of training sessions about using the Use Math to Solve >Problems and Communicate Standard. Being on both sides >of the table has given me the opportunity to see EFF >in theory, in use, and in my own experiences. > >Lisa Mullins, ABE Instructor >Hawkins County Adult Ed. Program >Rogersville, Tennessee > > > > >--- Aaron Kohring wrote: > > > Greetings all, > > > > I've received a request for feedback from several > > instructors who would > > like to hear from other teachers using standards for > > instruction and > > assessment. What have been your challenges in using > > standards in the > > classroom? What types of support do you need from > > your program or > > state? Did you participate in any specific > > professional development > > activities? > > > > > > Aaron > > > > > > Aaron Kohring > > Coordinator, LINCS Literacy & Learning Disabilities > > Special Collection > > (http://ldlink.coe.utk.edu/) > > Moderator, National Institute for Literacy's Content > > Standards Discussion > > List > > >(http://www.nifl.gov/mailman/listinfo/Contentstandards) > > Coordinator, Equipped for the Future Websites > > (http://eff.cls.utk.edu/) > > > > Center for Literacy Studies, University of Tennessee > > EFF Center for Training and Technical Assistance > > Phone:(865) 974-4109 main > > (865) 974-4258 direct > > Fax: (865) 974-3857 > > e-mail: akohring at utk.edu > > > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Education Content Standards mailing list > > ContentStandards at nifl.gov > > To unsubscribe or change your subscription settings, > > please go to > > >http://www.nifl.gov/mailman/listinfo/contentstandards > > > > >__________________________________________________ >Do You Yahoo!? >Tired of spam? Yahoo! Mail has the best spam protection around >http://mail.yahoo.com >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Jun 14 11:55:02 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 14 Jun 2006 11:55:02 -0400 Subject: [ContentStandards 168] Discussion on Health Literacy starting June 19, Study Circles and a Skills-Based Approach to Health Literacy Message-ID: <5.1.0.14.2.20060614115053.048235e0@pop.utk.edu> Greetings all, You may be interested in this discussion next week on a skills-based approach to health literacy. Aaron ********************************************************** I am happy to announce a discussion next week on the Health Literacy list. We will be talking about the Health Literacy Study Circles+, a series of facilitator guides published by NCSALL, which introduces teachers to a skills-based approach to Health Literacy. Our guest speakers will be Winston Lawrence, senior professional development associate with the Literacy Assistance Center in New York City, and Lisa Soricone, a research associate and former fellow at the National Center for the Study of Adult Learning and Literacy (NCSALL). Together they piloted these study circles with adult learners in New York City, and wrote about their experience through an interview in "Focus on Basics" (FOB). Please see this article for more information about the study circles, and to prepare for this discussion: A Conversation with FOB: Learning How to Teach Health Literacy http://www.ncsall.net/index.php?id=995 We look forward to our first formal discussion on the Health Literacy List! Please pass on this information to any colleagues who may be interested, they can join the list (and then unsubscribe afterwards if they wish) at the following link: www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From lmullins89 at yahoo.com Thu Jun 15 09:01:40 2006 From: lmullins89 at yahoo.com (Lisa Mullins) Date: Thu, 15 Jun 2006 06:01:40 -0700 (PDT) Subject: [ContentStandards 169] Re: Using standards for instruction and assessment In-Reply-To: <5.1.0.14.2.20060614103115.048235e0@pop.utk.edu> Message-ID: <20060615130140.50839.qmail@web30208.mail.mud.yahoo.com> Aaron, Thanks for asking. This is an example of how one group of learners rewrote one EFF Standard. The learners do this so that they know what to do and what is expected of them. I use a chart with three or four columns. The first is the EFF version, the second is the students' version, the third is our plan for how we will accomplish these steps, and the fourth is the results, or how we carried it out in our activity. I often use this as an assessment tool to verify that the students have completed the task. Use Math to Solve Problems and Communicate *Understand, interpret, and work with pictures, numbers, and symbolic information -We need to know what we are working with: numbers, pictures, symbols, or graphs *Apply knowledge of math to solve problem, answer question, make prediction, or carry out a task -We need to determine the questions/problems and decided how to use the numbers, formulas, or operations to find answers. *Define and select data -We need to find the correct numbers or information useful for this problem. *Determine the degree of precision -We need to decide if we should estimate, round, or be exact in our answers *Solve problem using appropriate quantitative procedures and check -We need to use math to find an answer, and decide if the answer makes sense or is reasonable. *Communicate results using a mathematical representations, including graphs, charts, tables, and algebraic models -We need to explain the answer and how we got it to others. Thanks again, Lisa Mullins Hawkins County AE Tennessee --- Aaron Kohring wrote: > Lisa, > > If you have an example you can share with us- I'd > like to see how your > students re-wrote one of the standards you used. > Did your students find it > useful to use the standard as the focus (or guide, > as you mention) for the > learning activity? > > Thanks, > Aaron > > At 12:05 PM 6/13/2006 -0700, you wrote: > >Hello, > > > >I've been using Equipped for the Future for some > time > >now. I am particularly familiar with the Use Math > to > >Solve Problems and Communicate Standard. > > > >One challenge of working with Standards is > >understanding what the components of the standard > are > >and keeping the activity in line with the > components. > >One of the most important parts of working with a > >standard is to have the students rewrite the > >components in a simple understandable language and > >provide an example of what the component means. The > >standard serves as a guide for completing a > learning > >activity. > > > >I can't say that the standards are what makes EFF > >useful. I have to state that all the parts of EFF > >make it most useful. I use the EFF > Teaching/Learning > >cycle. This allows for incorporting standards, > >instruction, learning, and assessment. It also > allows > >the learners to have imput in the design and > outcome > >of the learning activity. > > > >I have been involved in a great deal of > professional > >development in using standards. I was a > participant > >in a workshop series concerning the definition and > use > >of EFF. Then, I became a co-facilitator in a > series > >of training sessions about using the Use Math to > Solve > >Problems and Communicate Standard. Being on both > sides > >of the table has given me the opportunity to see > EFF > >in theory, in use, and in my own experiences. > > > >Lisa Mullins, ABE Instructor > >Hawkins County Adult Ed. Program > >Rogersville, Tennessee > > > > > > > > > >--- Aaron Kohring wrote: > > > > > Greetings all, > > > > > > I've received a request for feedback from > several > > > instructors who would > > > like to hear from other teachers using standards > for > > > instruction and > > > assessment. What have been your challenges in > using > > > standards in the > > > classroom? What types of support do you need > from > > > your program or > > > state? Did you participate in any specific > > > professional development > > > activities? > > > > > > > > > Aaron > > > > > > > > > Aaron Kohring > > > Coordinator, LINCS Literacy & Learning > Disabilities > > > Special Collection > > > (http://ldlink.coe.utk.edu/) > > > Moderator, National Institute for Literacy's > Content > > > Standards Discussion > > > List > > > > >(http://www.nifl.gov/mailman/listinfo/Contentstandards) > > > Coordinator, Equipped for the Future Websites > > > (http://eff.cls.utk.edu/) > > > > > > Center for Literacy Studies, University of > Tennessee > > > EFF Center for Training and Technical Assistance > > > Phone:(865) 974-4109 main > > > (865) 974-4258 direct > > > Fax: (865) 974-3857 > > > e-mail: akohring at utk.edu > > > > > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Adult Education Content Standards mailing list > > > ContentStandards at nifl.gov > > > To unsubscribe or change your subscription > settings, > > > please go to > > > > >http://www.nifl.gov/mailman/listinfo/contentstandards > > > > > > > > >__________________________________________________ > >Do You Yahoo!? > >Tired of spam? Yahoo! Mail has the best spam > protection around > >http://mail.yahoo.com > >---------------------------------------------------- > >National Institute for Literacy > >Adult Education Content Standards mailing list > >ContentStandards at nifl.gov > >To unsubscribe or change your subscription > settings, please go to > >http://www.nifl.gov/mailman/listinfo/contentstandards > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities > Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content > Standards Discussion > List > (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites > (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From KUTHFAM at aol.com Thu Jun 15 22:30:59 2006 From: KUTHFAM at aol.com (KUTHFAM at aol.com) Date: Thu, 15 Jun 2006 22:30:59 EDT Subject: [ContentStandards 170] Re: Using standards for instruction and assessment Message-ID: <4cc.195b41f.31c371e3@aol.com> In a message dated 6/15/2006 9:22:54 A.M. Eastern Standard Time, lmullins89 at yahoo.com writes: Use Math to Solve Problems and Communicate *Understand, interpret, and work with pictures, numbers, and symbolic information -We need to know what we are working with: numbers, pictures, symbols, or graphs *Apply knowledge of math to solve problem, answer question, make prediction, or carry out a task -We need to determine the questions/problems and decided how to use the numbers, formulas, or operations to find answers. *Define and select data -We need to find the correct numbers or information useful for this problem. *Determine the degree of precision -We need to decide if we should estimate, round, or be exact in our answers *Solve problem using appropriate quantitative procedures and check -We need to use math to find an answer, and decide if the answer makes sense or is reasonable. *Communicate results using a mathematical representations, including graphs, charts, tables, and algebraic models -We need to explain the answer and how we got it to others. Thanks again, Lisa Mullins Hawkins County AE Tennessee This is "studentese" - excellent!!!!!!!!!!!!! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060615/a2946875/attachment.html From Khinson at future-gate.com Sun Jun 18 14:01:43 2006 From: Khinson at future-gate.com (Katrina Hinson) Date: Sun, 18 Jun 2006 20:01:43 +0200 Subject: [ContentStandards 171] Re: Using standards for instruction and assessment In-Reply-To: <5.1.0.14.2.20060612103036.045f13f8@pop.utk.edu> References: <5.1.0.14.2.20060612103036.045f13f8@pop.utk.edu> Message-ID: <44955CC4.121D.00A0.0@future-gate.com> I've read through all the information related to this thread. I'm curious as to why EFF standards are the only one mentioned. Unfortunately in my state, as of yet, there isn't any "one" set of standards that we have to use and at the same time, I think there is a definite need for there to be some set of standards. I've been looking at different resources for different programs around the country and one that I came across that was very thorough was Florida's Frameworks. You can find more information here: http://www.firn.edu/doe/dwdframe/ad/ad_frame.htm I hear and see a lot about EFF on the lists sometimes, and yet keep coming back to the question - is it the ONLY model that works? Is it all there is? If not, why don't we hear more about other options and other standards that are in place? What is it about EFF that makes it the one most talked about? I'm still in the information gathering stage and before my school/program picks a set of standards or develops our own, I really want to know what's out there and yet, repeatedly it seems the field is narrowed to only EFF standards being discussed. Why is that? I'm curious to know what other standards there are besides EFF? Regards Katrina Hinson >>> Aaron Kohring 6/12/2006 10:31 am >>> Greetings all, I've received a request for feedback from several instructors who would like to hear from other teachers using standards for instruction and assessment. What have been your challenges in using standards in the classroom? What types of support do you need from your program or state? Did you participate in any specific professional development activities? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From RSherman at air.org Mon Jun 19 08:27:44 2006 From: RSherman at air.org (Sherman, Renee) Date: Mon, 19 Jun 2006 08:27:44 -0400 Subject: [ContentStandards 172] Re: Using standards for instructionand assessment Message-ID: <8123523374E3514EACEE6B70E8FE31D70185A090@dc1ex3.air.org> A number of states have developed standards in the core content areas. You can find state and other standards for math, reading and English language acquisition on the following Web site http://www.adultedcontentstandards.org In addition to being a repository of content standards, the Web site allows you to expore different sponsors' standards across a common framework within the content area. The Web site also has a "Process Guide for Establishing State Adult Education Content Standards" in addition to other field resources which will be helpful as your program adopts or develops its own standards. Renee American Institutes for Research 1000 Thomas Jefferson, NW Washington, DC 20007-3541 202-403-5327 rsherman at air.org -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Katrina Hinson Sent: Sunday, June 18, 2006 2:02 PM To: AE Content Standards Subject: [ContentStandards 171] Re: Using standards for instructionand assessment I've read through all the information related to this thread. I'm curious as to why EFF standards are the only one mentioned. Unfortunately in my state, as of yet, there isn't any "one" set of standards that we have to use and at the same time, I think there is a definite need for there to be some set of standards. I've been looking at different resources for different programs around the country and one that I came across that was very thorough was Florida's Frameworks. You can find more information here: http://www.firn.edu/doe/dwdframe/ad/ad_frame.htm I hear and see a lot about EFF on the lists sometimes, and yet keep coming back to the question - is it the ONLY model that works? Is it all there is? If not, why don't we hear more about other options and other standards that are in place? What is it about EFF that makes it the one most talked about? I'm still in the information gathering stage and before my school/program picks a set of standards or develops our own, I really want to know what's out there and yet, repeatedly it seems the field is narrowed to only EFF standards being discussed. Why is that? I'm curious to know what other standards there are besides EFF? Regards Katrina Hinson >>> Aaron Kohring 6/12/2006 10:31 am >>> Greetings all, I've received a request for feedback from several instructors who would like to hear from other teachers using standards for instruction and assessment. What have been your challenges in using standards in the classroom? What types of support do you need from your program or state? Did you participate in any specific professional development activities? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From djrosen at comcast.net Mon Jun 19 09:30:36 2006 From: djrosen at comcast.net (djrosen at comcast.net) Date: Mon, 19 Jun 2006 13:30:36 +0000 Subject: [ContentStandards 173] Adult Literacy Education (ALE) Wiki Message-ID: <061920061330.14293.4496A6FB000D4DBB000037D52206998499020A9C019D060B@comcast.net> Colleagues, The Adult Literacy Education (ALE) Wiki now has 30 topics, a newly designed front page, over 730 pages of content, and more than 600 subscribers. Every week adult literacy educators add new content. The ALE Wiki is a community of practice and a professional development treasurehouse. Check it out -- or visit again -- at: http://wiki.literacytent.org/index.php/Main_Page For some of the topic areas we still nead Topic Area Leaders. If you are interested in learning more about this, please email me. David J. Rosen djrosen at comcast.net From akohring at utk.edu Mon Jun 26 14:30:44 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 26 Jun 2006 14:30:44 -0400 Subject: [ContentStandards 174] Discussion on FOB List this week: Shaping and Sustaining Learner Engagement Message-ID: <5.1.0.14.2.20060626142927.047e4800@pop.utk.edu> **************************************** Discussion on Focus on Basics List June 26-30 Shaping and Sustaining Learner Engagement with Hal Beder Next week we are pleased to have Hal Beder as a guest to discuss his recent FOB article about learner engagement. Hal is a professor at Rutgers University and has studied adult literacy for more than 30 years. He is the project director for NCSALL at Rutgers and for the National Labsite for Adult Literacy Education. Please read the article at the link below, and prepare any comments or questions for Hal and other readers to send in on Monday. Shaping and Sustaining Learner Engagement in Individualized Group Instruction Classrooms http://www.ncsall.net/index.php?id=1106 To subscribe to the Focus on Basics List, please got to: www.nifl.gov/mailman/listinfo/focusonbasics Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From mnguyen at nifl.gov Wed Jun 28 11:41:31 2006 From: mnguyen at nifl.gov (My Linh Nguyen) Date: Wed, 28 Jun 2006 11:41:31 -0400 (EDT) Subject: [ContentStandards 175] National Institute for Literacy Appoints New Staff Message-ID: <20060628154131.AF61146555@dev.nifl.gov> Hello everyone, My name is My Linh Nguyen, and I am the new Associated Director of Communications for the National Institute for Literacy. I would like to take this opportunity to introduce myself along with three other new hires at the Institute. The press release below introduces each of the four new hires and identifies our roles and backgrounds. Thank you, and I look forward to working with all of you. National Institute for Literacy Appoints New Staff The National Institute for Literacy has appointed four new staff members to expand its capacity to contribute to improvements in adult, adolescent, childhood and early childhood literacy. Andrea Grimaldi has joined the Institute as Senior Project Officer in Early Childhood Literacy. She will be responsible for planning and managing the Institute's work on early childhood literacy. She will also oversee dissemination of the National Early Literacy Panel Report, expected to be released in late 2006. My Linh Nguyen has joined the Institute as Associate Director of Communications. In this capacity, she will plan and manage communications activities designed raise awareness of literacy issues and the Institute's products and services. The two other new staffers will join the Institute in July. Susan Boorse, who will serve as Executive Officer, will have responsibility for budgetary and financial management activities as well as administrative functions. Heather Wright has been selected to serve as Dissemination Specialist. In this capacity, she will plan and oversee implementation of the Institute's print and electronic products to ensure that they are widely and easily available. "The arrival of these four individuals signals an exciting new era for the National Institute for Literacy," said Dr. Sandra Baxter, the Institute's Director. "Each of them brings fresh ideas and new perspectives along with their diverse backgrounds and expertise. Their presence will reenergize our existing programs and help us carry out new efforts to better serve the adult and childhood literacy communities." All four new appointees have a wide variety of experience in their fields. Ms. Grimaldi has more than a decade of experience as an early childhood education teacher, program manager, and trainer. Most recently, she served as the training manager for professional development with the Public Broadcasting Service's (PBS) five-year Ready To Learn Initiative to prepare young children for success in school through educational television, web-based media and training for parents and teachers. Ms. Nguyen comes to the Institute from the Delaware River Port Authority of Pennsylvania and New Jersey, where she served as manager of corporate communications and public information officer. She is a former general assignment reporter and copy editor for the St. Louis Post-Dispatch. Ms. Boorse served in the Peace Corps for eight years as an administrative and budget officer. She also served four years as a VISTA volunteer, working with a literacy program in Philadelphia, a rural school district in Mississippi, and a fledgling Philadelphia Habitat for Humanity affiliate. Ms. Wright comes to the Institute from the Montgomery County Department of Public Libraries in Maryland, where, as Children's Librarian, she was involved in early literacy programs for babies, toddlers, preschoolers and elementary-school children. Her previous professional background is in the field of marketing research, where she conducted many research studies to measure the needs of customers and target markets, both in the library setting and in the private sector. The National Institute for Literacy provides leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. Departments of Education, Labor, and Health and Human Services, the Institute serves as a national resource on current, comprehensive literacy research, practice, and policy. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From akohring at utk.edu Wed Jun 28 11:51:10 2006 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 28 Jun 2006 11:51:10 -0400 Subject: [ContentStandards 176] Job Announcement: College Transition Co-Director Message-ID: <5.1.0.14.2.20060628114938.03218680@pop.utk.edu> The following announcement is posted on behalf of Silja Kallenbach. Aaron **************************************************** JOB ANNOUNCEMENT COLLEGE TRANSITION CO-DIRECTOR The New England Literacy Resource Center (NELRC)/ World Education is looking to hire a full-time College Transition Co-Director to work as a member our College Transition Leadership Team. NELRC is part of World Education, Inc., a Boston non-profit organization that provides training and technical assistance in adult education. See www.nelrc.org, www.collegetransition.org and www.worlded.org for more information. Responsibilities With the support of the NELRC Director and Administrative Assistant, and in coordination with the College Transition Leadership Team: * Provide leadership and technical assistance to build agreements and align practices between adult and postsecondary education institutions and systems * Provide training and technical assistance to adult educators on preparing adult learners for postsecondary education and training * Plan and help implement regional and national training events * Help identify and document promising practices * Co-manage the New England ABE-to-College Transition Project * Prepare reports and occasional presentations to funders and NELRC Board * Work closely with the Nellie Mae Education Foundation * Contribute to ongoing strategic planning and new program development at NELRC and the Literacy Division. * Participate in the World Education Literacy Division staff meetings, committees and activities Qualifications * Expertise in one or more content areas of college preparation * Knowledge of or work experience in adult education preferred * Knowledge of postsecondary education and training systems * Demonstrated ability to organize and manage multifaceted projects, meet deadlines and be self directed * Proven experience in designing and facilitating training * Excellent communication and interpersonal skills; ability to work well as a member of a team * Strong writing skills * Strong computer skills: Microsoft Word, Excel * This job requires travel within the New England region and nationally, access to a car required. * Master's degree or higher Compensation: $55,000 - $60,000 based on experience, plus excellent benefits. Please send a cover letter and resume by August 15, 2006 to Ben Bruno, Administrative Assistant, NELRC/World Education, 44 Farnsworth Street, Boston, MA 02210. Fax: 617-482-0617. Email: bbruno at worlded.org No calls, please. World Education is an equal opportunity/ affirmative action employer with a strong commitment to workforce diversity. Voluntary information in this regard is welcome. M/F/V/H/D 6/2006 Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From bhartson at rscj.org Wed Jul 5 16:25:27 2006 From: bhartson at rscj.org (Betsy Hartson) Date: Wed, 5 Jul 2006 16:25:27 -0400 Subject: [ContentStandards 177] Re: National Institute for Literacy Appoints New Staff In-Reply-To: <20060628154131.AF61146555@dev.nifl.gov> References: <20060628154131.AF61146555@dev.nifl.gov> Message-ID: >Welcome to all. I look forward to working with you in this great >goal of literacy. Sister Betsy Hartson, Living Wages >Hello everyone, > >My name is My Linh Nguyen, and I am the new Associated Director of >Communications for the National Institute for Literacy. I would like to take >this opportunity to introduce myself along with three other new hires at the >Institute. The press release below introduces each of the four new hires and >identifies our roles and backgrounds. Thank you, and I look forward to >working with all of you. > > > National Institute for Literacy Appoints New Staff > >The National Institute for Literacy has appointed four new staff members to >expand its capacity to contribute to improvements in adult, adolescent, >childhood and early childhood literacy. > >Andrea Grimaldi has joined the Institute as Senior Project Officer >in Early Childhood Literacy. She will be responsible for planning and >managing the Institute's work on early childhood literacy. She will also >oversee dissemination of the National Early Literacy Panel Report, expected >to be released in late 2006. > >My Linh Nguyen has joined the Institute as Associate Director of >Communications. In this capacity, she will plan and manage communications >activities designed raise awareness of literacy issues and the Institute's >products and services. > >The two other new staffers will join the Institute in July. Susan >Boorse, who will serve as Executive Officer, will have responsibility for >budgetary and financial management activities as well as administrative >functions. Heather Wright has been selected to serve as Dissemination >Specialist. In this capacity, she will plan and oversee implementation of >the Institute's print and electronic products to ensure that they are widely >and easily available. > >"The arrival of these four individuals signals an exciting new era for the >National Institute for Literacy," said Dr. Sandra Baxter, the Institute's >Director. "Each of them brings fresh ideas and new perspectives along with >their diverse backgrounds and expertise. Their presence will reenergize our >existing programs and help us carry out new efforts to better serve the >adult and childhood literacy communities." > >All four new appointees have a wide variety of experience in their >fields. > >Ms. Grimaldi has more than a decade of experience as an early >childhood education teacher, program manager, and trainer. Most recently, >she served as the training manager for professional development with the >Public Broadcasting Service's (PBS) five-year Ready To Learn Initiative to >prepare young children for success in school through educational television, >web-based media and training for parents and teachers. > >Ms. Nguyen comes to the Institute from the Delaware River Port >Authority of Pennsylvania and New Jersey, where she served as manager of >corporate communications and public information officer. She is a former >general assignment reporter and copy editor for the St. Louis Post-Dispatch. > >Ms. Boorse served in the Peace Corps for eight years as an >administrative and budget officer. She also served four years as a VISTA >volunteer, working with a literacy program in Philadelphia, a rural school >district in Mississippi, and a fledgling Philadelphia Habitat for Humanity >affiliate. > >Ms. Wright comes to the Institute from the Montgomery County >Department of Public Libraries in Maryland, where, as Children's Librarian, >she was involved in early literacy programs for babies, toddlers, >preschoolers and elementary-school children. Her previous professional >background is in the field of marketing research, where she conducted many >research studies to measure the needs of customers and target markets, both >in the library setting and in the private sector. > >The National Institute for Literacy provides leadership on literacy >issues, including the improvement of reading instruction for children, >youth, and adults. In consultation with the U.S. Departments of Education, >Labor, and Health and Human Services, the Institute serves as a national >resource on current, comprehensive literacy research, practice, and policy. > > >My Linh Nguyen >Associate Director of Communications >National Institute for Literacy >(202) 233-2041 >fax (202) 233-2050 >mnguyen at nifl.gov > > >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Thu Jul 6 10:13:10 2006 From: akohring at utk.edu (Aaron Kohring) Date: Thu, 06 Jul 2006 10:13:10 -0400 Subject: [ContentStandards 178] Upcoming Discussion of Persistence Study Message-ID: <5.1.0.14.2.20060706101107.0498a7c8@pop.utk.edu> Please note the upcoming discussion announcement posted on behalf of David Rosen, Moderator of the Special Topics Discussion List. Aaron ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Colleagues, On the Special Topics discussion list from July 10th-18th, Dr. John Comings, Director of the National Center for the Study of Adult Learning and Literacy (NCSALL), will be a guest to discuss his research on student persistence in adult literacy education. John introduces the discussion this way: "When a group of us at World Education were preparing to write the proposal for the funds that have supported NCSALL, we surveyed practitioners and policy makers around the country to help us design our research agenda. Almost 500 people participated in the survey. We asked the survey participants to send us the questions that they wanted answered to help them improve practice in ABE, ESOL, and GED programs. One question was at the top of the list for teachers and second on everyone else's list. One teacher phrased it this way, "Just when they begin to make progress, many students leave the program. How can I keep those students long enough that they can meet their educational goals?" That question formed the basis of a three-phase study of persistence. The first two phases are complete. The first phase surveyed the literature, interviewed 150 students in the six New England states, and identified ways that programs were trying to support the persistence of their students. The report of that first phase can be found at: In the second phase, 9 library literacy programs were provided with funds to implement interventions that might help improve persistence, and our study team observed the programs and interviewed their staff and students. We also followed a cohort of 180 students for 14 months. The report of that second phase can be found at: We are prepared to implement the third phase, but NCSALL no longer has funding to begin a new research project. This next phase would test three interventions. One would add persistence supports to existing classroom programs, one would use a wide range of modes of learning (in programs and through self study on-line and in other ways) that more closely match the way adults manage their learning, and the third would combine these two approaches. I believe the third approach is a promising way to solve the persistence problem, as well as it can be solved. I'm looking forward to your questions, but I would also be interested in practical ideas of how to build support to persistence and how to expand opportunities for learning." ----- Special Topics is an intermittent discussion list. The topics open and close throughout the year, so there are periods where there will be no discussion or postings. You can subscribe to the e-list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. To participate in this topic, you can subscribe by going to: http://www.nifl.gov/mailman/listinfo/specialtopics David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From kabeall at comcast.net Mon Jul 10 19:19:15 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 10 Jul 2006 19:19:15 -0400 Subject: [ContentStandards 179] New from NCSALL--Adult Student Persistence Message-ID: <001f01c6a477$432a7fc0$0202a8c0@your4105e587b6> Study Circle Guide: Adult Student Persistence Newly revised to include the second phase of the NCSALL research on adult student persistence, this guide provides comprehensive instructions for facilitating a 10?-hour study circle. It explores what the research says about adult student persistence and ideas for how to apply what is learned in classrooms and programs. The guide is based on a review of the NCSALL research on adult student persistence conducted by John Comings and others, summarized in an article entitled ?Supporting the Persistence of Adult Basic Education Students? and other studies on student motivation and retention. It includes articles, resources, and action research reports to help practitioners consider strategies for increasing adult student persistence. This guide provides all the necessary materials and clear instructions to plan and facilitate a three-session study circle with an option for a fourth. Each session lasts three-and-a-half hours. To download the study circle guide, visit NCSALL?s Web site: http://www.ncsall.net/?id=896 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060710/fc948672/attachment.html From akohring at utk.edu Tue Jul 11 10:23:35 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 11 Jul 2006 10:23:35 -0400 Subject: [ContentStandards 180] ProLiteracy Worldwide Job Opportunity Message-ID: <5.1.0.14.2.20060711102245.047efd98@pop.utk.edu> _________________________________________________________________________ Program Manager Job Opportunity- ProLiteracy Worldwide is accepting applications for a full-time Program Manager. This position is structured for telecommuting and is responsible for the implementation and ongoing management of the UPS-funded Volunteers in ABE Initiative Project as well as all reporting required for the project. This project runs from mid-September 2006 through March 2008. Bachelor's degree in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred. A strong background in ESL/adult literacy/adult ed or volunteer program mgt. Experience in the development of resource materials for adult literacy practitioners. Experience with publicly funded Adult Basic Education programs preferred. Effective communication and public presentation/training skills. Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org. See website for a detailed job description, www.proliteracy.org. Deadline for applications is July 17th. EEO Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Jul 11 11:31:12 2006 From: akohring at utk.edu (Aaron Kohring) Date: Tue, 11 Jul 2006 11:31:12 -0400 Subject: [ContentStandards 181] Fwd: [Assessment 396] Math discussion available Message-ID: <5.1.0.14.2.20060711112726.04a0ae40@pop.utk.edu> Greetings all, For those interested in Mathematics, note the links below summarizing the recent discussions on the Assessment List focusing primarily on teaching math for the GED, math anxiety, and working with adults with math-related learning disabilties. Aaron >Date: Thu, 29 Jun 2006 12:33:27 -0400 >From: Marie Cora >Subject: [Assessment 396] Math discussion available >Sender: assessment-bounces at nifl.gov >To: Assessment at nifl.gov >Reply-to: The Assessment Discussion List >X-Mailer: Microsoft Outlook, Build 10.0.2627 >Importance: Normal >X-BeenThere: assessment at nifl.gov >Delivered-to: Assessment at nifl.gov >X-ASG-Debug-ID: 1151604946-16187-463-0 >X-Barracuda-URL: http://liger.mail.utk.edu:8000/cgi-bin/mark.cgi >X-Barracuda-UID: mmcguire at utk.edu mmcguire at mail.tennessee.edu mmcguire at utk.edu >X-Barracuda-UID: bingman at utk.edu bingman at mail.utk.edu bingman at utk.edu >X-Barracuda-UID: sfugate1 at utk.edu sfugate1 at mail.utk.edu sfugate1 at utk.edu >X-Barracuda-UID: jataylor at utk.edu jataylor at mail.utk.edu jataylor at utk.edu >X-Barracuda-UID: djgbrian at utk.edu djgbrian at mail.tennessee.edu djgbrian at utk.edu >X-Barracuda-UID: dgardner at utk.edu dgardner at mail.utk.edu dgardner at utk.edu >X-Barracuda-UID: akohring at utk.edu akohring at mail.utk.edu akohring at utk.edu >X-Original-To: Assessment at nifl.gov >X-Mailman-Approved-At: Thu, 29 Jun 2006 14:15:42 -0400 >X-ASG-Orig-Subj: [Assessment 396] Math discussion available >X-Spam-Status: hits=0.001 tests=HTML_MESSAGE ver=3.1.0 >X-Scanned-By: MIMEDefang 2.53 on 160.36.0.81 >X-Mailman-Version: 2.1.6 >List-Post: >List-Subscribe: , > >List-Unsubscribe: , > >List-Archive: >List-Help: >List-Id: The Assessment Discussion List > >Hi everyone, > > > >I ve prepared the Math Discussion with Myrna and it is now posted at the >ALE >Wiki: >http://wiki.literacytent.org/index.php/Assessment_Information >and click on Discussions. > > > >This will also be posted shortly at the NIFL Assessment Discussion Guest >Archives: >http://www.nifl.gov/lincs/discussions/list_guests.html > > > >I hope you find this useful if you do use it in some way, please let me >know how you have done so. This is really helpful information for us the >more we know about how you use the Discussion Lists, the better we can >serve your needs. > > > >Also I just wanted to note that the math discussion on the Women & Lit >List is carrying on and it continues to be extremely interesting. > > > >Thanks!! > > > >Marie Cora > >Assessment Discussion List Moderator > > > > > > >------------------------------- >National Institute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From MMaralit at NIFL.gov Wed Jul 12 10:08:34 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 12 Jul 2006 10:08:34 -0400 Subject: [ContentStandards 182] Persistence Among Adult Education Students Video and transcript Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0E59BC27@wdcrobe2m03.ed.gov> The National Institute for Literacy and the National Center for the Study of Adult Learning and Literacy present Persistence Among Adult Education Students Panel Discussion This 30 minute video focuses on persistence in ABE, ESOL, and GED programs, and features a NCSALL study entitled, "Supporting the Persistence of Adult Basic Education Students." Dr. John Cummings presentation examines student persistence in adult education programs. He presents a working definition of persistence, examines existing research, and describes NCSALL's three-phase study of the factors that support and inhibit persistence. Other panelist include two practitioners, Kathy Endaya and Ernest Best. You will find the video streamed and transcript by going to: http://www.nifl.gov/nifl/webcasts/persistence/persistence_cast.html You may need to cut and paste the whole web address in your browser, or you could try this shorter version: http://tinyurl.com/s6tcu Macintosh users will need to select the Quicktime format for viewing the presentation. The DVD of the panel will be available within the next two months, for more information, contact info at nifl.gov. Also, it is not too late to join in on the Special Topics list discussion with Dr. Cummings, for more information, go to: http://www.nifl.gov/pipermail/specialtopics/2006/000088.html Jo Maralit National Institute for Literacy mmaralit at nifl.gov http://www.nifl.gov/ From akohring at utk.edu Fri Jul 14 15:58:39 2006 From: akohring at utk.edu (Aaron Kohring) Date: Fri, 14 Jul 2006 15:58:39 -0400 Subject: [ContentStandards 183] ProLiteracy seeking exemplary ABE programs for research Message-ID: <5.1.0.14.2.20060714155525.0322fd70@pop.utk.edu> Greetings all, See the announcement below from ProLiteracy. Aaron ************************************************************** Adult Education Programs: ProLiteracy America is conducting research concerning best practices in ABE programs that utilize volunteers to provide additional support. 5-8 programs will be selected as exemplary programs. We invite you to nominate your program to be a part of this exciting effort if it meets the following criteria or to pass this information on to an ABE program that does. Exemplary Program Nomination Criteria: 1.Delivers instruction primarily through classes taught by paid instructors 2.Receives most of its funding from federal WIA and state education grants 3.Uses the National Reporting System (NRS) to measure outcomes 4.Utilizes volunteers in program or support services 5.Has had a minimum of two years of active volunteer involvement 6.Can identify how the involvement of volunteers has positively impacted the quality and quantity of instruction related services to ESL and/or ABE students, with special interest being given to impacts on low-level ESL students 7.Has a person responsible for volunteer coordination (Person may have other roles in program) Selected programs will receive a $3,000 stipend and national recognition as one of eight model ABE programs. The attached file contains the exemplary program nomination form and further details. If you have any questions, please do not hesitate to contact me directly by e-mail or phone. Send your completed nominations to ProLiteracy by e-mail (info at proliteracy.org) or by fax (315-422-6369). Nominations must be received by July 27, 2006. Programs will be selected by August 1, 2006. Regards, Mary Hohensee Project Researcher Proliteracy America mary at adultlit.org 717-940-0929 Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: nominationform-final.doc Type: application/msword Size: 53760 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060714/927f9efd/attachment.doc From akohring at utk.edu Mon Jul 17 09:29:30 2006 From: akohring at utk.edu (Aaron Kohring) Date: Mon, 17 Jul 2006 09:29:30 -0400 Subject: [ContentStandards 184] Questions on ESOL Level Descriptors in NRS Message-ID: <5.1.0.14.2.20060717092650.04887250@pop.utk.edu> Greetings all, Those of you working with ESOL standards may be interested in the following guests on the Assessment Discussion List. Aaron **************************************************************** To subscribe to the Assessment Discussion List, go to: http://www.nifl.gov/mailman/listinfo/Assessment Good morning, afternoon, and evening to you all. I hope this email finds you well. I wanted to let everyone know that during this week, Larry Condelli from AIR (American Institutes of Research), who works with the NRS, and Sarah Young, from CAL (Center for Applied Linguistics) who works with BEST Plus will be available to answer any questions you might have regarding the changes in ESOL Level Descriptors, which go into effect this summer (this month I believe). I also encourage anyone who has questions regarding other ESOL tests (CASAS or EFF for example) to join in this Q&A. Because the Level Descriptors have been adjusted, the tests used to track learning gains also have undergone some shifting and it is important that we understand what these changes are. Larry and Sarah will be present on the List during this week, but perhaps intermittently replies may not come immediately. I encourage you to post your question to the List, or to send your question to me for posting, if you prefer that. Larry, Sarah, and others working with any of the ESOL tests feel free to jump in and give us a thumbnail sketch of what the changes are and how they might affect our work in programs and with students. The NRS homepage is located at: http://www.nrsweb.org/ To view information on the NRS Level Descriptors, please go to: http://www.nrsweb.org/reports/NewESLdescriptors.pdf At the bottom of the NRS homepage, see also: NRS Changes for Program Year 2006 Thanks so much I'm looking forward to understanding this information, and hearing what folks questions are regarding the changes. Marie T. Cora Assessment Discussion List Moderator marie.cora at hotspurpartners.com Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Jul 19 10:17:20 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Wed, 19 Jul 2006 10:17:20 -0400 Subject: [ContentStandards 185] Adult Numeracy _ Mathematics Resources Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A07E44E2B@UTKFSVS1.utk.tennessee.edu> Greetings all, With the high interest in Math instruction & Adult Numeracy topics, please note some websites and resources below that may be of interest to you. Adult Numeracy Network (ANN): http://www.literacynet.org/ann/ "What is ANN? We are a community dedicated to quality mathematics instruction at the adult level. We support each other, we encourage collaboration and leadership, and we influence policy and practice in adult math instruction." The National Institute for Literacy's Science and Numeracy Special Collection: http://literacynet.org/sciencelincs/ "The National Institute for Literacy Science and Numeracy Special Collection provides annotated links to Internet sites that are useful for teaching and learning about science and numeracy. The topics have been arranged according to the national education standards in science and in numeracy. The collection emphasizes the ways in which science and math skills are important to understanding the world around us." The Math Forum @ Drexel: http://mathforum.org/teachers/adult.ed/ "This page offers a selection of good sites to visit for information about adult numeracy." Does anyone else have websites or resources on Adult Numeracy that they can share with us? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From djrosen at comcast.net Wed Jul 19 10:39:48 2006 From: djrosen at comcast.net (David Rosen) Date: Wed, 19 Jul 2006 10:39:48 -0400 Subject: [ContentStandards 186] Re: Adult Numeracy _ Mathematics Resources In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A07E44E2B@UTKFSVS1.utk.tennessee.edu> References: <6A5CE13D731DE249BC61CB8C5C474B0A07E44E2B@UTKFSVS1.utk.tennessee.edu> Message-ID: Aaron, and others, There are lists of good, free online math resources at: 1) The Literacy List http://www.newsomeassociates.com Select Publications at bottom of the page Select The Literacy List Select Web sites for Teachers and Students Select Numeracy/Mathematics 2) Harnessing Technology to Serve Adult Literacy From the Publications page on the Newsome Associates Web site, select Harnessing Technology Select Math 3) The YouthBuild Learning Network GED Math resources http://tinyurl.com/fupvc Resources for teachers and students. Scroll down the page to GED Math http://tinyurl.com/fupvc Resources for students David J. Rosen newsomeassociates.com djrosen at comcast.net On Jul 19, 2006, at 10:17 AM, Kohring, Aaron M wrote: > Greetings all, > > With the high interest in Math instruction & Adult Numeracy topics, > please note some websites and resources below that may be of > interest to > you. > > Adult Numeracy Network (ANN): http://www.literacynet.org/ann/ > "What is ANN? We are a community dedicated to quality mathematics > instruction at the adult level. We support each other, we encourage > collaboration and leadership, and we influence policy and practice in > adult math instruction." > > The National Institute for Literacy's Science and Numeracy Special > Collection: http://literacynet.org/sciencelincs/ > "The National Institute for Literacy Science and Numeracy Special > Collection provides annotated links to Internet sites that are useful > for teaching and learning about science and numeracy. The topics have > been arranged according to the national education standards in science > and in numeracy. > The collection emphasizes the ways in which science and math skills > are > important to understanding the world around us." > > The Math Forum @ Drexel: http://mathforum.org/teachers/adult.ed/ > "This page offers a selection of good sites to visit for information > about adult numeracy." > > Does anyone else have websites or resources on Adult Numeracy that > they > can share with us? > > Aaron > > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards > Discussion List (http://www.nifl.gov/mailman/listinfo/ > Contentstandards) > Coordinator, Equipped for the Future Websites (http:// > eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Fri Jul 21 09:09:55 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 21 Jul 2006 09:09:55 -0400 Subject: [ContentStandards 187] Upcoming Guest on the Workplace Literacy Discussion List Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A080BFA2F@UTKFSVS1.utk.tennessee.edu> Greetings all, Please note the upcoming guest on the Workplace Literacy Discussion List. Aaron ________________________________________________ Guest Discussion: Workplace Literacy Monday, July 24 - Friday, July 28 Guest: Alison Campbell - please see Alison's bio below To subscribe to the Workplace List, go to http://www.nifl.gov/mailman/listinfo/Workplace/ Colleagues, Next week, Monday July 24 - Friday July 28, we are privileged to have , as a guest on the Workplace Literacy Discussion List , Alison Campbell of the Conference Board of Canada. Many of you already know of her work, but for those of you who don't, she has 3 websites that I consider sister sites of the Workforce Education site. Where our Workforce site is geared more toward adult education instructors with a workforce focus, her sites are geared more toward business and industry employers who want and/or need to upgrade their workers' literacy skills. The Conference Board is also responsible for quite a lot of good research which Alison has been a part of. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Bio Alison Campbell Alison Campbell is a Senior Research Associate with the Education and Learning practice at The Conference Board of Canada. She acts as lead researcher, author and web site manager on various research projects in the area of workplace education and learning. This year, Alison is also managing the Conference Board's International Workplace Education and Learning Conference: Sharing Global Solutions (Toronto, December 5-6, 2006). In 2005, Alison authored Profiting from Literacy: Creating a Sustainable Workplace Literacy Program and co-authored Literacy, Life and Employment: An Analysis of Canadian International Adult Literacy Survey (IALS) Microdata. In 2003, Alison authored Strength from Within: Overcoming the Barriers to Workplace Literacy Development as part of a national research study on the challenges employers face in designing and implementing workplace literacy and basic skills programs. In 2002, she co-managed a national study in the U.S. on the impacts of joint labor-management education programs. She co-authored the final report: Success by Design: What Works in Workforce Development. Alison currently manages a pilot project on the benefits of a national credit review service to improve credentialing opportunities for workplace education. Her work on workplace literacy and basic skills development extends beyond Canada to the United States. Alison manages and makes updates to www.work-basedlearning.org, www.scorecardforskills.com and www.workplacebasicskills.com - a suite of web sites funded by the U.S. Department of Education that act as free resources to American employers and their partners who wish to improve employees' skills. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ As you can tell from her bio, Alison has expertise in many areas of workplace literacy. Attached to this message is a complete listing of her publications and presentations, which are available for free download on the Conference Board site. You must, however, register with the site to access them. (Sign in at http://www.conferenceboard.ca/boardwiseii/Signin.asp and when you have the option, browse documents by "author" choosing "Campbell, Alison.") Access to the web sites does not require registration, and they are linked in her bio above. Alison is willing to discuss with us any of the areas of workplace literacy on her web sites or in her publications. It should be a wide-ranging discussion! I hope you will be able to participate! Donna Donna Brian, moderator Workplace Literacy Discussion List Center for Literacy Studies at The University of Tennessee djgbrian at utk.edu Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From kabeall at comcast.net Mon Jul 24 11:19:59 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 24 Jul 2006 11:19:59 -0400 Subject: [ContentStandards 188] New from NCSALL--Training Guides Message-ID: <003101c6af34$a11cb090$0202a8c0@your4105e587b6> Practitioner Research Training Guide: Research-based Adult Reading Instruction This practitioner research training guide provides comprehensive instructions for facilitating a 31-hour training that guides practitioners through an investigation of a problem related to reading. The practitioners conduct the research in their own classrooms. This guide provides all the necessary materials and clear instructions to plan and facilitate a four-session practitioner research training. The sessions vary in length. To download the training guide, go to http://www.ncsall.net/index.php?id=1143 Training Guide: Study Circle Facilitators This training guide provides comprehensive instructions for preparing experienced adult education practitioners to facilitate NCSALL study circles. The training focuses on the NCSALL study circle, Research-based Adult Reading Instruction. However, the training can be adapted to prepare facilitators for NCSALL study circles in general or on another topic. The guide provides all the necessary materials and clear instructions to plan and facilitate a one-day, study circle facilitators training. The training is six hours in length. To download the training guide, go to http://www.ncsall.net/index.php?id=1137 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060724/0eda82c9/attachment.html From leellington at vcu.edu Tue Jul 25 14:54:44 2006 From: leellington at vcu.edu (Lauren E Ellington/FS/VCU) Date: Tue, 25 Jul 2006 14:54:44 -0400 Subject: [ContentStandards 189] Re: Adult Numeracy _ Mathematics Resources In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A07E44E2B@UTKFSVS1.utk.tennessee.edu> Message-ID: Sorry that this is so late but this is a list of links that we have created through our Virginia Numeracy Project. A+ Math http://www.aplusmath.com AAA Math http://www.aaamath.com Donna Young?s Math Website http://math.donnayoung.org Everyday Math Resources A list of interactive math manipulatives http://www.center.k12.mo.us/edtech/everydaymath.htm GEDTS - Math Study Problems most often missed on GED http://www.floridatechnet.org/gedplus/GED%20PLUS%20Math%20Update.pdf Math.com: The World of Math Online http://math.com/ MegaConverter MegaConverter is a truly useful and fascinating tool to convert measurements of all types. http://www.megaconverter.com/mega2 National Institute of Literacy's Science and Numeracy Special Collection The National Institute for Literacy Science and Numeracy Special Collection provides annotated links to Internet sites that are useful for teaching and learning about science and numeracy. The topics have been arranged according to the national education standards in science and in numeracy. http://literacynet.org/sciencelincs/ National Library of Virtual Manipulatives This is a National Science Foundation supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis). Learning and understanding mathematics, at every level, requires student engagement. Mathematics is not, as has been said, a spectator sport. Too much of current instruction fails to actively involve students. One way to address the problem is through the use of manipulatives, physical objects that help students visualize relationships and applications. We can now use computers to create virtual learning environments to address the same goals. http://nlvm.usu.edu/en/nav/vlibrary.html National Teachers of Mathematics' Illuminations Virtual Activities and Lessons http://illuminations.nctm.org/ Purplemath: Your Algebra Resource http://purplemath.com Skillswise by BBC Fractions, decimals, and percentages http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/ TV411 Think Math DVD With a grant from the National Science Foundation (NSF), ALMA has produced the TV411 Think Math DVD for use in adult education classrooms across the country. The DVD features 8 video segments from the TV411 broadcast series that embed useful math lessons in everyday situations to engage adults and motivate them to learn; lesson plans for teachers of adult learners on the topics of fractions and percents, basic geometry and perimeter, ratios and rates, and number patterns and data analysis; links to lessons and interactive, online games on our website that reinforce the math content; and a link to public television schedules posted on www.tv411.org. http://www.tv411.org/DVD/ The Adult Numeracy Network http://www.literacynet.org/ann/ The Algebra Project Online http://www.algebra.org The EMPower Project http://empower.terc.edu The Math Forum at Drexel University http://mathforum.org ThinkQuest: Math http://www.thinkquest.org/library/cat_show.html?cat_id=9 University of North Carolina's How Many? A Dictionary of Units of Measurement http://www.unc.edu/~rowlett/units/ Workplace Math Skills from the Iowa Literacy Resource Center http://readiowa.org/workplacemath/contents.html ?A Foundation for Learning Math? by Jan Phillips http://ncsall.gse.harvard.edu/fob/1997/phillips.htm ?Accommodating Math Students with Learning Disabilities? by Rochelle Kenyon http://ncsall.gse.harvard.edu/fob/2000/kenyon.html ?Applying Research on the Last Frontier? by Karen Backlund with Kathy Bond http://ncsall.gse.harvard.edu/fob/1997/bachlund.htm ?Beginning Math for Beginning Readers? by Linda Huntington http://ncsall.gse.harvard.edu/fob/2000/hunting.html ************************************************************** Lauren Ellington Online Training Specialist, Learning Disabilities Specialist, and Writer of Update and Update on LD Virginia Adult Learning Resource Center Virginia Commonwealth University 817 W. Franklin Street, Room 221 | P.O. Box 842037 Richmond, VA 23284-2037 Phone: 1-800-237-0178 or 804-828-6158 Fax: 804-828-7539 www.valrc.org "Kohring, Aaron M" Sent by: contentstandards-bounces at nifl.gov 07/19/2006 10:17 AM Please respond to The Adult Education Content Standards Discussion List To cc Subject [ContentStandards 185] Adult Numeracy _ Mathematics Resources Greetings all, With the high interest in Math instruction & Adult Numeracy topics, please note some websites and resources below that may be of interest to you. Adult Numeracy Network (ANN): http://www.literacynet.org/ann/ "What is ANN? We are a community dedicated to quality mathematics instruction at the adult level. We support each other, we encourage collaboration and leadership, and we influence policy and practice in adult math instruction." The National Institute for Literacy's Science and Numeracy Special Collection: http://literacynet.org/sciencelincs/ "The National Institute for Literacy Science and Numeracy Special Collection provides annotated links to Internet sites that are useful for teaching and learning about science and numeracy. The topics have been arranged according to the national education standards in science and in numeracy. The collection emphasizes the ways in which science and math skills are important to understanding the world around us." The Math Forum @ Drexel: http://mathforum.org/teachers/adult.ed/ "This page offers a selection of good sites to visit for information about adult numeracy." Does anyone else have websites or resources on Adult Numeracy that they can share with us? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060725/d98fd6cc/attachment.html From akohring at utk.edu Thu Jul 27 16:06:52 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 27 Jul 2006 16:06:52 -0400 Subject: [ContentStandards 190] Adult Numeracy _ Mathematics Resources Followup Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0885A2F0@UTKFSVS1.utk.tennessee.edu> Thank you David and Lauren for sharing your links to a number of resources on Adult Numeracy. If you missed any of these postings, you can check the public archives at: http://www.nifl.gov/pipermail/contentstandards/2006/date.html There was one particular link that I noted that may be of interest to those instructors helping to prepare learners for the GED- GEDTS - Math Study Problems most often missed on GED http://www.floridatechnet.org/gedplus/GED%20PLUS%20Math%20Update.pdf Do others have additional resources they'd like to share with us? What about numeracy resources/instructional materials for continuing on to post-secondary education? Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jul 31 09:23:41 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 31 Jul 2006 09:23:41 -0400 Subject: [ContentStandards 191] Upcoming panel discussion on working with literacy-level adult English language learners Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08C4F7C6@UTKFSVS1.utk.tennessee.edu> ***************************** Dear colleagues, I am happy to announce an upcoming panel discussion on the adult English language list on working with literacy-level adult English language learners. The discussion will be the week of August 7-11, with further questions, comments, and information-sharing welcome after that. [to subscribe to the English language list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage] Background Information Some teachers-especially those new to teaching adult English language learners-express concern about teaching learners who aren't literate in their native language or never went to school. In many ways, this concern is unwarranted. Having or not having had access to formal education does not correlate to cognitive functioning, interest, and energy. Most literacy-level learners will need explicit instruction in basic literacy skills (e.g., phonological processing, vocabulary development, syntactical processing). However, these learners bring an array of lifeskills knowledge (often including some oral proficiency and knowledge of American culture) problem-solving skills, and enthusiasm to the process. Still, teachers and administrators sometimes feel challenged by questions such as: * Who are the literacy-level adult ESL learners? * What skills do literacy-level learners need to develop? * How can programs and administrators effectively support literacy-level adult English language learners and their teachers? * What are effective instructional practices in the literacy class? * What are effective needs assessment activities for literacy-level adult English language learners? * What other approaches and activities are effective with literacy-level learners? * What resource are helpful for teachers? * What instructional materials are effective for literacy-level learners-to help them acquire skills they need to reach their personal goals? Process of the Discussion To address these and other questions, nine adult ESL and refugee content experts have graciously accepted my invitation to answer questions and share ideas on the topic of literacy-level learners in adult ESL. Within this group are teachers, program administrators, cultural orientation specialists, curriculum designers, assessment experts, and authors of teacher resources and literacy-level materials for learners. Members of the panel have worked extensively as volunteers, teachers, and administrators, in learning labs and online, in general ESL, workplace and work readiness programs, transition programs, family literacy, refugee programs, in the United States and overseas from Mongolia to (the then) Zaire. I started adding up the panelists' years of experience, but stopped when it topped 100 years. To organize this discussion with so many panelists, I will offer a short biography of each panelist, which includes their areas of particular expertise-although each panelist is knowledgeable in many areas related to adult ESL, refugees, and immigration. In this way, you can direct a question or comment to a specific panelist (e.g., a question about literacy-level learners in family literacy would be directed to the family literacy expert). However, all panelists, as well as the very many of you on the list who are also experts, please jump in at any time. I will post the nine biographies next week, a few days before the panel begins. The panelists will be: Sanja Bebic, Director, Cultural Orientation Resource Center, Center for Applied Linguistics, Washington, DC http://www.culturalorientation.net/ MaryAnn Cunningham Florez, Lead ESL Specialist, Arlington Education and Employment Program (REEP), Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ Debbie Jones, EL/Civics Literacy Coordinator, Arlington Education and Employment Program, Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ Sharon McKay, ESL Specialist, Center for Adult English Language Acquisition, Washington, DC http://ww.cal.org/caela Donna Moss, Family Literacy Coordinator, Arlington Education and Employment Program (REEP), Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ Barb Sample, Director of Educational Services, Spring Institute for Intercultural Learning, Denver, Colorado http://www.spring-institute.org/ Kate Singleton, Healthcare Social Worker, Fairfax INOVA Hospital, Fairfax, Virginia Sharyl Tanck, Program Coordinator, Cultural Orientation Resource Center, Center for Applied Linguistics, Washington, DC http://www.culturalorientation.net/ Betsy Lindeman Wong, Online facilitator, ESOL Basics, Virginia Adult Learning Resource Center, Richmond, Virginia http://www.valrc.org/ Pre-Discussion Reading If you are interested in reading more about literacy-level adult English language learners before August 7, here a few selected resources: "Beginning ESOL Learners' Advice to Their Teachers." Mental Health and the Adult Refugee: The Role of the ESL Teacher What Non-readers or Beginning Readers Need to Know: Performance-based ESL Adult Literacy (Brod, 1999, ERIC No. ED 433 730 available from www.eric.ed.gov) Working With Literacy-Level Adult English Language Learners Lynda Terrill Adult English language discussion list moderator Center for Adult English Language Acquisition Center for Applied Linguistics 4646 40th St, NW Washington, DC 20016 202-362-0700, ext 543 lterrill at cal.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Jul 31 09:30:26 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 31 Jul 2006 09:30:26 -0400 Subject: [ContentStandards 192] Upcoming Guest Speaker on LD Discussion List Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08C4F852@UTKFSVS1.utk.tennessee.edu> The following discussion on the Learning Disabilities List may be of interest to those working with adults with learning disabilities. Instructions for subscribing to the list are below. Aaron *********************************************** Hello all, I am very pleased to announce that Nancie Payne has accepted my invitation as a Guest Speaker during the week of August 7-11, 2006. Beginning in July, we had a thread being discussed on the List that eventually became the "LD Discrepancy Model" topic. That topic is the one that I have asked Nancie to address during her week with us. I want to ask subscribers to begin thinking about questions they want to propose to Nancie. Since Nancie is already a subscriber on this List, she will see each of your suggestions as they are posted. Please feel free to let your colleagues know of this wonderful opportunity to hear from and interact with one of the leaders in the field of adults with Learning Disabilities. Information about subscribing to the List is at the bottom of this message. Lastly, I am including Nancie Payne's resume for your information. Nancie Payne, President of Payne & Associates, Inc. and the Northwest Center for the Advancement of Learning, is nationally recognized for thirty years of work in education and workplace-based services for children and adults with learning and cognitive disabilities. She consults with adult education, literacy, basic skills and GED instruction programs as well as correction facilities, employment and training agencies, human service organizations, and business on ways to create productive learning environments and maximize the potential of those with special learning needs. She has provided consultation in twenty-nine states and has developed and implemented the Payne Learning Needs Inventory and screening tools, facilitating long-term, system-wide change of service delivery models in the District of Columbia, Indiana, California, Oregon, Arkansas, West Virginia, Kentucky, Tennessee, Vermont, Oklahoma, Nebraska, Illinois, Mississippi, Rhode Island, North Carolina and Washington. She is a consultant for GED Testing Services. Ms. Payne has written numerous articles and book chapters on facilitating learning, assessment of special needs, transition to employment, and workplace accommodations. In 2000 a Brookes publication entitled Meeting the Challenge of Learning Disabilities in Adulthood by Arlyn Roffman, Ph.D. features Ms. Payne's personal insight about the impact of learning disabilities. Ms. Payne has a B.A. from the Evergreen State College in Liberal Arts, emphasis in Education-Administration and a M.S. from Chapman University School of Business and Economics in Human Resource Management and Organizational Development. Her civic work includes serving on the President's Committee for Employment of People with Disabilities Taskforce, Washington D.C.; participating in a National Institute for Literacy National Congress; past member of the National Learning Disabilities Research & Training Center Advisory Board; and serving her third term as a member of the National Learning Disabilities Association Professional Advisory Board. She is a member of the National Rehabilitation Association, the National Learning Disabilities Association, and the Commission on Adult Basic Education. She is currently an 18-year board member and past president of the Thurston County Economic Development Board of Directors and she serves on the Pacific Mountain Workforce Development Council Board of Directors as Chairperson. I look forward to reading the questions you post for Nancie Payne. Thanks very much, Rochelle Rochelle Kenyon, Moderator National Institute for Literacy Learning Disabilities Discussion List RKenyon721 at aol.com To subscribe: http://www.nifl.gov/mailman/listinfo/LearningDisabilities To read archived messages: http://www.nifl.gov/linc/discussions/list_archives.html ******************************************* Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) From akohring at utk.edu Mon Jul 31 14:37:04 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 31 Jul 2006 14:37:04 -0400 Subject: [ContentStandards 193] Job Posting from ProLiteracy Worldwide Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08CCDBDB@UTKFSVS1.utk.tennessee.edu> Hi all, Please note the job posting from ProLiteracy Worldwide below. Aaron ********************************************** PROLITERACY WORLDWIDE JOB OPPORTUNITY Project Manager Full-time position responsible for the implementation and ongoing management of the performance accountability project as well as all reporting required. This project runs through April 2009. Bachelor's in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred. Demonstrated success in literacy or ABE program management and implementing accountability systems. Experience in the development and delivery of professional development for adult education and literacy practitioners. Contracting experience with trainers and materials developers a plus. A minimum of three years experience in project management. Excellent written and oral communication, and public presentation skills. Must have team-oriented working style. Strong word processing skills required. Structured for telecommuting if outside central New York. 10-15% travel required. Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org. See website for information about ProLiteracy Worldwide and a detailed job description, www.proliteracy.org. Deadline for applications is August 7th. EEO ********************************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Thu Aug 3 08:49:40 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 3 Aug 2006 08:49:40 -0400 Subject: [ContentStandards 194] Poverty, Race, & Literacy Discussion List Guest next week Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A08FF586F@UTKFSVS1.utk.tennessee.edu> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Guest Discussion: Poverty, Race, & Literacy Monday, August 7- Friday, August 11 Guest: Andy Nash- please see Andy's bio below To participate, sign up for the list at http://www.nifl.gov/mailman/listinfo/Povertyliteracy Literacy Discussion List Colleagues, Next week, Monday August 7 - Friday August 11, we have the great good fortune to have as a guest on the Poverty, Race, & Literacy Discussion List Andy Nash, Staff Development Specialist at the New England Literacy Resource Center at World Education. As you can see from her bio below, Andy has experience in lots of different adult education literacy areas, but her overarching concern has been relating literacy to social justice and advocacy for participation in our democracy. Andy introduces this discussion by asking *us* some questions (see paragraph 2 below). She intends to learn from us as we learn from her. Please read her bio and look up The Change Agent (www.nelrc.org/changeagent) and, if you would like to participate in the discussion, join the list at and be ready starting Monday to participate in a lively discussion about literacy and social justice issues! Donna Donna Brian, Moderator Poverty, Race, and Literacy Discussion List Center for Literacy Studies at The University of Tennessee djgbrian at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Andy Nash's bio: My work in adult education over the past 20 years has focused on building the capacity of adults to use their developing skills to be more informed and active participants in a democracy. I've brought this perspective to my work in ESOL, civic participation, worker education, family literacy, standards-based education, and many years of resource and professional development. Having just finished editing a new resource about bringing issues of social justice into the classroom (see below), I am interested in thinking about the role such materials can play in adult ed. Do you find resources for talking about issues such as gentrification or globalization useful, or do you think educators should stick to more immediately tangible issues such as advocating for more affordable daycare, interpreters at clinics, etc.? In the short amount of time we have, is it necessary to stick with the "local," which is often speaking up for better community services, or are your students also interested in more general problems such as growing incarceration rates, the war(s), or the current debate over whether a president has the right to sidestep federal laws passed by Congress? In the interest of being as participatory and responsive to students as possible, does it matter if an issue gets raised by the teacher rather than being initiated by the students? And, of course, what does it all have to do with improving basic academic, language, and job skills? These are all questions we think about when we work on The Change Agent (www.nelrc.org/changeagent), a biannual social justice newspaper for adult educators and learners published by the New England Literacy Resource Center at World Education. It was conceived in 1994 as a tool to educate and mobilize teachers and learners to apply advocacy skills in response to impending federal funding cutbacks for adult education. The first issue was so well received by teachers that we continued to produce more issues. Now well established as a unique resource within the adult education community, The Change Agent continues to promote social action as an important part of the adult learning experience. Each issue explores a different social justice theme through news articles, opinion pieces, classroom activities and lessons, poems, cartoons, interviews, project descriptions, and printed and Web-based resources. "Through the Lens of Social Justice: Using The Change Agent in Adult Education" is a newly published book that celebrates The Change Agent's first decade by gathering its best and most timeless pieces and by offering guidance for educators in how to use the paper. Chapter 1 introduces readers to the kinds of articles and tools that are available in The Change Agent and how they can be used. These include: "Ways In," short visual or textual prompts that can be used with students to draw out their experiences, questions, and concerns about social issues; "Issue Analyses," articles that examine an issue (prisons, school vouchers, health care, etc.) by looking at how our systems work and for whose benefit; and "Students Making Change," accounts of students who have used what they have learned to take some kind of individual or collective action outside the classroom. Chapter 2 provides guidance in how teachers can use the articles to build thematic curriculum units, with sample units for ABE, ESOL, and GED. And Chapter 3 is a collection of articles about the challenges of bringing social justice issues into the classroom and the creative strategies that teachers have used to deal with those challenges. To see sample pages from the book, go to www.nelrc.org/publications/cabook.html ****************************************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Aug 4 10:40:42 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 4 Aug 2006 10:40:42 -0400 Subject: [ContentStandards 195] NEW POSTSECONDARY EDUCATION RESOURCE Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09294956@UTKFSVS1.utk.tennessee.edu> Greetings all, You may be interested in the following resource announcement from the Public Education Network on postsecondary education. Does it tell us anything about the content of our instruction in preparing learners for further educational opportunities? Aaron *********************************** NEW POSTSECONDARY EDUCATION RESOURCE IS NOW AVAILABLE A new guide for high school and college professionals to help them assist underserved students, independent students, those with disabilities, and foster youth prepare academically, financially, and emotionally for postsecondary education and training success is now available FREE from Casey Family Programs. "The It's My Life: Postsecondary Education and Training " gives professionals the recommendations, strategies, and resources they need to improve their work with young people for college success. It is a valuable resource for educators, counselors, and child welfare professionals who work with youth of transition age. The guide includes: links to online resources on preparation, study skills, financial aid, and student housing ; a comprehensive guide to standardized tests ; a step-by-step plan for applying for financial aid ; resources for students with special needs ; checklists for students in each secondary grade level ; and retention strategies focusing on underrepresented students . It provides eight recommendations and numerous strategies for helping young people begin and succeed in postsecondary programs. The recommendations include: Fostering high postsecondary aspirations; Encouraging long-term educational and career planning; Stressing rigorous academic preparation; Supporting students in taking standardized tests; Supporting students in choosing, applying for, and enrolling in postsecondary education; Helping students obtain adequate financial aid; Engaging young adults who have missed out on postsecondary preparation; and Helping students adjust to and complete their college program. http://www.casey.org/Resources/Publications/IMLPostsecondaryEd.htm Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Aug 4 10:44:35 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 4 Aug 2006 10:44:35 -0400 Subject: [ContentStandards 196] Call for proposals for Conference on Family Literacy Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A092949A3@UTKFSVS1.utk.tennessee.edu> ********************************* The National Center for Family Literacy (NCFL) invites you to submit a proposal for presentation at the 16th Annual National Conference on Family Literacy, March 4-6, 2007, in Orlando, Florida. NCFL is especially interested in session presentations that share successful, specific outcomes and strategies that work well for the diverse populations family literacy serves. Proposals are welcome from literacy practitioners and are encouraged from professionals in administration, policy and research. Deadline for submission of proposals is September 29, 2006. For further information and to access the "Call for Conference Proposals" form, please visit http://www.famlit.org/Conference/index.cfm ************************************ Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From Mylinh.Nguyen at ed.gov Tue Aug 8 17:01:37 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Tue, 8 Aug 2006 17:01:37 -0400 Subject: [ContentStandards 197] NIFL Hosts Live Webcast on NAAL Findings for Below Basic & Basic Adults Message-ID: Join the National Institute for Literacy for a LIVE webcast on: Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice. Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and moderated by Lori Aratani WHEN: August 15, 2006 1:30 p.m. - 3:15 p.m. EST The webcast can be viewed from your computer. We encourage you to register in advance. To register for this webcast go to: For more information about this webcast, go to: ---------------------------------------------------------------------------- The National Institute for Literacy is hosting a live webcast on Tuesday, August 15 at 1:30 p.m. to discuss the results of the National Assessement of Adult Literacy (NAAL) 2003, specifically relating to Americans who tested in the Below Basic and Basic literacy levels. The webcast will feature Dr. Sheida White, of the National Center for Education Statistics, who served as project officer for the NAAL, who will present the findings of the NAAL for Below Basic and Basic levels. In addition, there will be a panel of subject-matter experts who will discuss what implications the NAAL findings for Below Basic and Basic adults will have on programs. The panelists include John Strucker, of the National Center for Adult Literacy and Learning, will discuss basic skills; and Brian Bosworth, of the consulting firm FutureWorks, will discuss implications for workforce programs. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Her articles have appeared in journals such as Language in Society and Reading Research Quarterly. * John Strucker, Ed.D., is a Lecturer in Education and Research Associate at the National Center for the Study of Adult Learning and Literacy (NCSALL) at the Harvard Graduate School of Education. He teaches a laboratory practicum course at Harvard, "Developing Reading in Adults and Older Adolescents," and he has been the principal investigator on two large-scale assessment projects, NCSALL's Adult Reading Components Study (ARCS) and the joint NCSALL/ETS Level 1 Study. * Brian Bosworth is the founder and President of FutureWorks, a private consulting and public policy research firm in Belmont, Massachusetts, that builds regional institutions and strategies for economic growth, workforce education, and civic improvement. The webcast will be moderated by Lori Aratani, Education Staff Writer at the Washington Post. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From akohring at utk.edu Fri Aug 11 13:28:52 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 11 Aug 2006 13:28:52 -0400 Subject: [ContentStandards 198] newly revised LINCS Assessment Special Collection website launched Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0CDA69D7@UTKFSVS1.utk.tennessee.edu> Dear colleagues, I hope this email finds you well. I'm so happy to announce the launch of the newly revised site of the LINCS Assessment Special Collection. Please go to: http://literacy.kent.edu/Midwest/assessment/ to check it out. The site has on-line resources and materials that are organized based on the roles of people involved in the work, but please do not limit yourself to any one particular role area - many resources will be of interest to you in other areas. In addition, while many resources are cross-posted, many are not, so I encourage you to surf around or do a keyword search at the site. Got a great cyber resource that you don't see in the Assessment Collection and you think it should be there? Definitely let me know about it and I will make sure it gets into the review process for possible addition to the Collection. I'm very interested in resources for use by teachers and tutors in the classroom, self assessment materials for students/learners, and any assessment materials from our international colleagues (I would like to build an international section). Thanks! Let me know what you think!! marie Marie Cora NIFL Assessment Discussion List Moderator marie.cora at hotspurpartners.com Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ ************************************************************* Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From Mylinh.Nguyen at ed.gov Mon Aug 14 09:52:26 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Mon, 14 Aug 2006 09:52:26 -0400 Subject: [ContentStandards 199] Reminder NIFL Webcast on NAAL findings for Basic & Below Basic Adults Message-ID: Hi All, Just a reminder to join the National Institute for Literacy for a LIVE webcast on: Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice. Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and moderated by Lori Aratani WHEN: August 15, 2006 1:30 p.m. - 3:15 p.m. EDT We encourage you to register in advance. To register for this webcast go to: For more information about this webcast, go to: ---------------------------------------------------------------------------- The National Institute for Literacy is hosting a live webcast on Tuesday, August 15 at 1:30 p.m. EASTERN TIME to discuss the results of the National Assessement of Adult Literacy (NAAL) 2003, specifically relating to Americans who tested in the Below Basic and Basic literacy levels. The webcast will feature Dr. Sheida White, of the National Center for Education Statistics, who served as project officer for the NAAL, who will present the findings of the NAAL for Below Basic and Basic levels. In addition, there will be a panel of subject-matter experts who will discuss what implications the NAAL findings for Below Basic and Basic adults will have on programs. The panelists include John Strucker, of the National Center for Adult Literacy and Learning, will discuss basic skills; and Brian Bosworth, of the consulting firm FutureWorks, will discuss implications for workforce programs. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Her articles have appeared in journals such as Language in Society and Reading Research Quarterly. * Dr. John Strucker is a lecturer at the Harvard Graduate School of Education whose research for NCSALL has focused on adult reading development. He previously taught and assessed adults with reading difficulties at the Community Learning Center in Cambridge, Massachusetts. * Brian Bosworth is the founder and President of FutureWorks, a private consulting and public policy research firm in Belmont, Massachusetts, that builds regional institutions and strategies for economic growth, workforce education, and civic improvement. The webcast will be moderated by Lori Aratani, Education Staff Writer at the Washington Post. Please note: For anyone unable to view the webcast live, the National Institute for Literacy will be archiving this webcast on its website www.nifl.gov approximately one week later. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From akohring at utk.edu Mon Aug 14 09:56:38 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 14 Aug 2006 09:56:38 -0400 Subject: [ContentStandards 200] Standards section updated on the Adult Literacy Education Wiki Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0E6DF8A3@UTKFSVS1.utk.tennessee.edu> Greetings all, The Standards section of the Adult Literacy Wiki has now been updated: http://wiki.literacytent.org/index.php/Standards It includes information about online resources, websites, and standards implementation in the U.S. The webpage also has links to other resources such as International Standards. Thanks to our colleagues on this list who provided much of this information. If you have new or updated information that you can provide, please feel welcome to submit it at any time. Sincerely, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From sbeaman at webster.edu Tue Aug 15 16:14:17 2006 From: sbeaman at webster.edu (Sarah Beaman-Jones) Date: Tue, 15 Aug 2006 15:14:17 -0500 Subject: [ContentStandards 201] Re: Standards section updated on the Adult Literacy Education Wiki In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A0E6DF8A3@UTKFSVS1.utk.tennessee.edu> References: <6A5CE13D731DE249BC61CB8C5C474B0A0E6DF8A3@UTKFSVS1.utk.tennessee.edu> Message-ID: Aaron, Missouri is planning to pilot our new standards this fall. We have volunteer sites that cover both rural and urban and including ESOL. Some of the standards, particularly the Read with Understanding standard reflect the EFF model. All standards and indicators were written by teachers and passed through a steering committee. -- Sarah Beaman-Jones Literacy Program Developer LIFT-Missouri 815 Olive Street, Suite 22 St. Louis, MO 63101 1-800-729-4443 1-314-678-4443 x206 1-314-678-2938 [fax] http://lift-missouri.org From akohring at utk.edu Tue Aug 15 16:40:00 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 15 Aug 2006 16:40:00 -0400 Subject: [ContentStandards 202] Re: Standards section updated on the Adult Literacy Education Wiki In-Reply-To: Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A135703AC@UTKFSVS1.utk.tennessee.edu> Sarah, Thanks so much for the update on Missouri. I've added an updated blurb to the Adult Literacy Education (ALE) Wiki's page on Standards to reflect this: http://wiki.literacytent.org/index.php/Standards Although I have volunteered as the topic leader for this section of the Wiki, I certainly want to encourage others out there who may wish to update their own content information- please feel welcome to do so. That's one of the features of the ALE Wiki- you can contribute to the content also. However, I will be happy to also add new information as it becomes available. Are others finding this information on the ALE Wiki useful? How are you using it? Aaron -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Sarah Beaman-Jones Sent: Tuesday, August 15, 2006 4:14 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 201] Re: Standards section updated on the Adult Literacy Education Wiki Aaron, Missouri is planning to pilot our new standards this fall. We have volunteer sites that cover both rural and urban and including ESOL. Some of the standards, particularly the Read with Understanding standard reflect the EFF model. All standards and indicators were written by teachers and passed through a steering committee. -- Sarah Beaman-Jones Literacy Program Developer LIFT-Missouri 815 Olive Street, Suite 22 St. Louis, MO 63101 1-800-729-4443 1-314-678-4443 x206 1-314-678-2938 [fax] http://lift-missouri.org ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From Mylinh.Nguyen at ed.gov Wed Aug 16 08:54:57 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 16 Aug 2006 08:54:57 -0400 Subject: [ContentStandards 203] NAAL Webcast to be Archived Message-ID: On behalf of the National Institute for Literacy, thank you to everyone who tuned in to yesterday's live webcast on the results of the NAAL findings for adults who scored in the Basic and Below Basic categories. And thank you to our panelists: Dr. Sheida White of the National Center for Education Statistics, Dr. John Strucker of the National Center for the Study of Adult Learning and Literacy, and Mr. Brian Bosworth of FutureWorks. For those who missed the live webcast or would like to see it again, we will be archiving the webcast on our website www.nifl.gov in about one week. We'll send an announcement when it is ready. Thank you. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From akohring at utk.edu Thu Aug 17 15:58:26 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 17 Aug 2006 15:58:26 -0400 Subject: [ContentStandards 204] Standards and skills for ESL instruction Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A137D5EF3@UTKFSVS1.utk.tennessee.edu> Greetings all, I have some questions from a new ESL instructor who is preparing lesson plans for the coming year and is curious about the topic of 'Standards-based Instruction'. Aaron *********************************** "My students' intake forms have a stated goal of learning to speak better English so I thought I should concentrate my instruction on the standards- speaking and listening. I know that reading and writing in English are also important skills so I plan to teach those standards also. Are there other standards or skills that I should be teaching? What challenges do you face in teaching these other skills? Are there resources available that focus on these skill areas?" ************************************ Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Tue Aug 22 11:02:50 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 22 Aug 2006 11:02:50 -0400 Subject: [ContentStandards 205] Re: Standards and skills for ESL instruction In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A137D5EF3@UTKFSVS1.utk.tennessee.edu> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13C1F8AB@UTKFSVS1.utk.tennessee.edu> After speaking more with the ESL instructor who posted the questions below, I have some additional details. She has taught in ABE classroom settings for 6 years, but now is part-time ABE and part-time ESL. She noted that reporting demands for her program often lead to a concentration on only those Standards that are listed on the NRS and included in standardized tests. So, are there other Standards outside the ones she mentions below (speaking, listening, reading, writing) that are important for ESL students to know and use? Aaron -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Thursday, August 17, 2006 3:58 PM To: contentstandards at nifl.gov Subject: [ContentStandards 204] Standards and skills for ESL instruction Greetings all, I have some questions from a new ESL instructor who is preparing lesson plans for the coming year and is curious about the topic of 'Standards-based Instruction'. Aaron *********************************** "My students' intake forms have a stated goal of learning to speak better English so I thought I should concentrate my instruction on the standards- speaking and listening. I know that reading and writing in English are also important skills so I plan to teach those standards also. Are there other standards or skills that I should be teaching? What challenges do you face in teaching these other skills? Are there resources available that focus on these skill areas?" ************************************ Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From lmullins89 at yahoo.com Tue Aug 22 12:28:25 2006 From: lmullins89 at yahoo.com (Lisa Mullins) Date: Tue, 22 Aug 2006 09:28:25 -0700 (PDT) Subject: [ContentStandards 206] Re: Standards and skills for ESL instruction In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A13C1F8AB@UTKFSVS1.utk.tennessee.edu> Message-ID: <20060822162825.67219.qmail@web30206.mail.mud.yahoo.com> I believe that most ESL instructors will agree that Use Math to Solve Problems and Communicate is a very important Standard. Although most ESL students can compute or calculate, they do not have the vocabulary to read, comprehend, and use numbers knowledge to solve problems or communicate. Therefore it is important to their survival to teach them math, math vocabulary, and how to communicate about math. Lisa Mullins Hawkins County AE Rogersville, TN --- "Kohring, Aaron M" wrote: > After speaking more with the ESL instructor who > posted the questions > below, I have some additional details. She has > taught in ABE classroom > settings for 6 years, but now is part-time ABE and > part-time ESL. She > noted that reporting demands for her program often > lead to a > concentration on only those Standards that are > listed on the NRS and > included in standardized tests. So, are there other > Standards outside > the ones she mentions below (speaking, listening, > reading, writing) that > are important for ESL students to know and use? > > Aaron > > > -----Original Message----- > From: contentstandards-bounces at nifl.gov > [mailto:contentstandards-bounces at nifl.gov] On Behalf > Of Kohring, Aaron M > Sent: Thursday, August 17, 2006 3:58 PM > To: contentstandards at nifl.gov > Subject: [ContentStandards 204] Standards and skills > for ESL instruction > > Greetings all, > > I have some questions from a new ESL instructor who > is preparing lesson > plans for the coming year and is curious about the > topic of > 'Standards-based Instruction'. > Aaron > > *********************************** > > "My students' intake forms have a stated goal of > learning to speak > better English so I thought I should concentrate my > instruction on the > standards- speaking and listening. I know that > reading and writing in > English are also important skills so I plan to teach > those standards > also. Are there other standards or skills that I > should be teaching? > What challenges do you face in teaching these other > skills? Are there > resources available that focus on these skill > areas?" > > ************************************ > > > > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities > Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content > Standards > Discussion List > (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites > (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for > Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From akohring at utk.edu Tue Aug 22 12:44:37 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 22 Aug 2006 12:44:37 -0400 Subject: [ContentStandards 207] Upcoming webcast dealing with entrepreneurship Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13C6FA86@UTKFSVS1.utk.tennessee.edu> You may be interested in the upcoming Webcast from The National Dissemination Center for Career and Technical Education. Title: Discovering the Entrepreneur in a Learner-Programs and Strategies Date: 8/24/2006 3:00 PM EST http://www.nccte.org/webcasts/description.aspx?wc=204 This webcast builds on a previous webcast dealing with National Content Standards for Entrepreneurship Education. Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Aug 23 10:37:51 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Wed, 23 Aug 2006 10:37:51 -0400 Subject: [ContentStandards 208] Job Announcement for Special Projects Coordinator in NYC Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13D6E254@UTKFSVS1.utk.tennessee.edu> ------------------------------------------------------- Special Projects Coordinator Queens Library Adult Learner Program This is a temporary grant funded position. The Adult Learner Program (ALP) Special Projects Coordinator is responsible for administration and implementation of ALP's special projects. Responsible for development of distance learning instruction via video teleconferencing to increase use of technology throughout the Adult Learner Programs; manages the Wireless Computer Centers; supervises the Basic Computer Literacy and Health Literacy classes; revises and maintains Computer Literacy and Health Literacy curricula; writes all reporting required for grant funded projects; hires and trains staff for special projects; visits classes and evaluates classroom instruction. Performs other duties as required. The schedule for this position will include Saturdays and evenings as required. Requires a Master's Degree in Education or related area, and/or ESOL Certification. Adult Education experience required, at least two years working with literacy and/or ESOL programs. Knowledge of current trends in literacy and ESOL instruction. Must have knowledge of Computer Assisted Instruction such as Internet, educational software, and MS Office Software. Experience in staff /curriculum development and supervision preferred. Excellent written and verbal communication skills. Ability to work with diversified community. Must be able to complete multiple projects with competing deadlines. About Queens Library: Situated in New York City, the Queens Library has one of the highest circulations of any library in the world and serves more than two million people in one of the most ethnically diverse counties in the United States. The Library pulses with the multiculturalism and excitement of life in "the greatest city in the world". Queens County is one of the five boroughs of New York City. Situated across the East River from Manhattan, Queens enjoys 7,000 acres of beautiful parks, 196 miles of waterfront and an excellent mass transit system. Queens has diverse and charming neighborhoods, excellent shopping and a wealth of ethnic eateries and shops reflecting the unique multicultural mosaic that defines Queens. To apply, please send your resume with cover letter to: QUEENS LIBRARY Human Resources Department 89-11 Merrick Boulevard, Jamaica, NY 11432 Fax: 718-658-2919 E-mail: employment at queenslibrary.org The Queens Library is an Equal Opportunity Employer www.queenslibrary.org Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Thu Aug 24 16:57:10 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 24 Aug 2006 16:57:10 -0400 Subject: [ContentStandards 208] Content Standards Guest Discussion Next Week - CASAS basic skills Content Standards Project Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A13F187F9@UTKFSVS1.utk.tennessee.edu> Greetings colleagues, Next week, Monday, August 28 thru Friday, September 1, the Content Standards Discussion List will be hosting a guest discussion on the CASAS Basic Skills Content Standards Project. Our guests will be Jane Eguez, Jim Harrison, and Linda Taylor from CASAS. Please read the introductory information below which includes a link to the CASAS website to help prepare you for the discussion. To participate, sign up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ************************************ Since its inception, CASAS (Comprehensive Adult Student Assessment System) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully functional and productive members of society. In the past few years, at the request of the CASAS National Consortium, representing approximately 30 states, CASAS has begun development of basic skills content standards as a formal part of the CASAS system. This enhancement of the CASAS system is intended to assist and encourage teachers to more fully integrate basic skills content standards and functional competencies in instruction. The basic skills content standards for Reading and Listening contain simple, clearly stated, detailed statements that are leveled according to the NRS Educational Functioning Levels, and are also related to CASAS test items in several CASAS test series. The statements are divided into Categories to assist teachers to navigate through the standards. In the past two years, CASAS has worked with Iowa and California to pilot these standards with teachers in a variety of adult education programs. A number of useful teacher worksheets and other tools have emerged from these efforts. We invite you to learn more about the CASAS basic skills Content Standards Project and to ask questions about it during the listserv discussion next week. To prepare for this discussion, we refer you to the CASAS website where you will find more detailed information about the development of the standards, the standards themselves, worksheets for teachers, and information about the pilot project in Iowa. Go to http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtar get=body We look forward to engaging with you in this discussion next week. Jane Eguez (jeguez at casas.org) , Jim Harrison (jharrison at casas.org ) and Linda Taylor (ltaylor at casas.org ), CASAS From bfortini at mmhs.u102.k12.me.us Fri Aug 25 10:17:57 2006 From: bfortini at mmhs.u102.k12.me.us (Bonnie Fortini) Date: Fri, 25 Aug 2006 14:17:57 +0000 Subject: [ContentStandards 209] Re: Standards and skills for ESL instruction In-Reply-To: <20060822162825.67219.qmail@web30206.mail.mud.yahoo.com> References: <20060822162825.67219.qmail@web30206.mail.mud.yahoo.com> Message-ID: <20060825141757.roxm3ll000wc0sw4@mail.msln.net> Math is sometimes the initial "language" that teachers and ESL students can connect through. I would think that all the standards would be appropriate to use with ESL students. In our program, with ESL and ABE students we talk with the students to find some of the skills that they do very well with before they even come to our program (listen, observe) which seems to give them some internal connection to what skill standarsa are as well as a sense of being accomplished at some important things already. That helps give purpose and focus to the work we do with them on the communications skills that they are lacking. The really nice thing about EFF has been how the skill standards, role maps, and common activities are so intertwined that they allow our teachers and students to blend and extend the learning and instruction. Skills learned and mastered are transferrable and malleable to other purposes. Bonnie Fortini, Machias, Maine Quoting Lisa Mullins : > I believe that most ESL instructors will agree that > Use Math to Solve Problems and Communicate is a very > important Standard. Although most ESL students can > compute or calculate, they do not have the vocabulary > to read, comprehend, and use numbers knowledge to > solve problems or communicate. Therefore it is > important to their survival to teach them math, math > vocabulary, and how to communicate about math. > Lisa Mullins > Hawkins County AE > Rogersville, TN > > --- "Kohring, Aaron M" wrote: > >> After speaking more with the ESL instructor who >> posted the questions >> below, I have some additional details. She has >> taught in ABE classroom >> settings for 6 years, but now is part-time ABE and >> part-time ESL. She >> noted that reporting demands for her program often >> lead to a >> concentration on only those Standards that are >> listed on the NRS and >> included in standardized tests. So, are there other >> Standards outside >> the ones she mentions below (speaking, listening, >> reading, writing) that >> are important for ESL students to know and use? >> >> Aaron >> >> >> -----Original Message----- >> From: contentstandards-bounces at nifl.gov >> [mailto:contentstandards-bounces at nifl.gov] On Behalf >> Of Kohring, Aaron M >> Sent: Thursday, August 17, 2006 3:58 PM >> To: contentstandards at nifl.gov >> Subject: [ContentStandards 204] Standards and skills >> for ESL instruction >> >> Greetings all, >> >> I have some questions from a new ESL instructor who >> is preparing lesson >> plans for the coming year and is curious about the >> topic of >> 'Standards-based Instruction'. >> Aaron >> >> *********************************** >> >> "My students' intake forms have a stated goal of >> learning to speak >> better English so I thought I should concentrate my >> instruction on the >> standards- speaking and listening. I know that >> reading and writing in >> English are also important skills so I plan to teach >> those standards >> also. Are there other standards or skills that I >> should be teaching? >> What challenges do you face in teaching these other >> skills? Are there >> resources available that focus on these skill >> areas?" >> >> ************************************ >> >> >> >> Aaron Kohring >> Coordinator, LINCS Literacy & Learning Disabilities >> Special Collection >> (http://ldlink.coe.utk.edu/) >> Moderator, National Institute for Literacy's Content >> Standards >> Discussion List >> > (http://www.nifl.gov/mailman/listinfo/Contentstandards) >> Coordinator, Equipped for the Future Websites >> (http://eff.cls.utk.edu/) >> >> Center for Literacy Studies, University of Tennessee >> EFF Center for >> Training and Technical Assistance >> Phone:(865) 974-4109 main >> (865) 974-4258 direct >> Fax: (865) 974-3857 >> e-mail: akohring at utk.edu >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> > http://www.nifl.gov/mailman/listinfo/contentstandards >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> > http://www.nifl.gov/mailman/listinfo/contentstandards >> > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From akohring at utk.edu Mon Aug 28 08:57:47 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 28 Aug 2006 08:57:47 -0400 Subject: [ContentStandards 210] Guest discussion begins today- CASAS Basic Skills Content Standards Project Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1419BD7B@UTKFSVS1.utk.tennessee.edu> Greetings all, Today begins our guest discussion on the CASAS Basic Skills Content Standards Project. Please welcome our guests Jane Eguez, Jim Harrison, and Linda Taylor from CASAS. I know our guests will attempt to answer your questions in a timely manner, but as always, remember this list represents colleagues in multiple time zones across the U.S. as well as International subscribers- so we'll work together to make this a lively exchange. I am re-posting the introductory information below for those who may need it. If you wish to forward this message to others who are not currently subscribed, they can participate by signing up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ************************************ Since its inception, CASAS (Comprehensive Adult Student Assessment System) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully functional and productive members of society. In the past few years, at the request of the CASAS National Consortium, representing approximately 30 states, CASAS has begun development of basic skills content standards as a formal part of the CASAS system. This enhancement of the CASAS system is intended to assist and encourage teachers to more fully integrate basic skills content standards and functional competencies in instruction. The basic skills content standards for Reading and Listening contain simple, clearly stated, detailed statements that are leveled according to the NRS Educational Functioning Levels, and are also related to CASAS test items in several CASAS test series. The statements are divided into Categories to assist teachers to navigate through the standards. In the past two years, CASAS has worked with Iowa and California to pilot these standards with teachers in a variety of adult education programs. A number of useful teacher worksheets and other tools have emerged from these efforts. We invite you to learn more about the CASAS basic skills Content Standards Project and to ask questions about it during the listserv discussion next week. To prepare for this discussion, we refer you to the CASAS website where you will find more detailed information about the development of the standards, the standards themselves, worksheets for teachers, and information about the pilot project in Iowa. Go to http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtar get=body We look forward to engaging with you in this discussion next week. Jane Eguez (jeguez at casas.org), Jim Harrison (jharrison at casas.org ) and Linda Taylor (ltaylor at casas.org ), CASAS From akohring at utk.edu Mon Aug 28 09:16:49 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 28 Aug 2006 09:16:49 -0400 Subject: [ContentStandards 211] CASAS weblink Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1419BF57@UTKFSVS1.utk.tennessee.edu> Greetings again, If the link to the CASAS information in my previous message does not work, you may need to try to copy it into your web browser. http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtar get=body Hope this helps, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Mon Aug 28 14:00:20 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 28 Aug 2006 14:00:20 -0400 Subject: [ContentStandards 212] Questions on CASAS Basic Skills Content Standards Project Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1421E890@UTKFSVS1.utk.tennessee.edu> We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From John.Hartwig at iowa.gov Mon Aug 28 14:49:28 2006 From: John.Hartwig at iowa.gov (Hartwig, John [ED]) Date: Mon, 28 Aug 2006 13:49:28 -0500 Subject: [ContentStandards 213] Re: [Content Standards 212] Questions on CASAS Basic Skills Content Standards Project In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A1421E890@UTKFSVS1.utk.tennessee.edu> Message-ID: <765F7CA5969C3C40A57B30354A392A9602B9ACEC@listmanager> There are some CASAS Consortium states that are pilot testing the CASAS Content Standards. Iowa was one of the early adopter states in pilot testing the reading content standards. Jim will be doing an Iowa based work shop on the math content standards in April 2007. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 1:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From bddavis at butlercc.edu Mon Aug 28 16:34:25 2006 From: bddavis at butlercc.edu (Beverly Davis) Date: Mon, 28 Aug 2006 15:34:25 -0500 (CDT) Subject: [ContentStandards 214] Re: Questions on CASAS Basic Skills Content Standards Project Message-ID: <2136816.1156797265332.JavaMail.bddavis@butlercc.edu> I would like to know if CASAS plans on developing CASAS Content Standards for the ECS series? Kohring, Aaron M wrote: >We have over 50 new subscribers to the list- so welcome to you all. >Hopefully to get us started as I know it's not fun to be the first >poster! - I have some of my own questions for the CASAS team with us for >this week's discussion. > >In addition to the content standards for CA, NY, MA, AZ, MD, and FL that >you mention reviewing as part of this project, can you tell us what >other state and National adult education content standards were >reviewed? Are the Consortium partners planning to adopt a common set of >content standards? Based on the outcomes of this project, will the >CASAS assessments need to be updated or modified? > >Thks, >Aaron > > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards >Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > >Center for Literacy Studies, University of Tennessee >EFF Center for Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards > --------------------------------------- It is not the load that breaks you, it is the way you carry it. Beverly Davis ABE/GEDButler Community College Instructional Coordinator (316) 321-4030, ext. 113 From jeguez at casas.org Mon Aug 28 18:41:49 2006 From: jeguez at casas.org (Jane Eguez) Date: Mon, 28 Aug 2006 15:41:49 -0700 Subject: [ContentStandards 215] Re: Questions on CASAS Basic Skills ContentStandards Project In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A1421E890@UTKFSVS1.utk.tennessee.edu> Message-ID: Hi Aaron, Thank you for the great questions. Q1 - In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Answer: We reviewed many additional adult education standards including but not limited to those developed in: Canada, England, Australia, National Skills Standards Board Skill Scales Companion Guide (2000), National Institute for Literacy (NIFL) Equipped for the Future (EFF) Content Standards, OH, NY, the Pennsylvania (PDE/WERC) Workforce Foundation Skills, and WA Adult and Family Literacy Competencies and WA ABE Mathematics Competencies. We also reviewed TESOL ESL Standards for pre K-12 as well as K-12 standards from many states. Q2 - Are the Consortium partners planning to adopt a common set of content standards? Answer: The Office of Vocational and Adult Education's Blueprint for Preparing America's Future (2003) provided the primary impetus for the CASAS National Consortium Basic Skills Content Standards Project. The Blueprint asserted that states could either "develop or adapt" content standards in reading and language arts, mathematics, and English language acquisition. Based on requests from the National CASAS Consortium states, the project was designed to provide assistance in developing state standards aligned to CASAS competencies and CASAS assessments. The intent continues to be that CASAS Consortium states are free to adopt or adapt these standards to reflect the unique learning needs of each state. Q3 - Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Answer: We'll address CASAS assessments in three areas: reading, listening and math. With respect to reading, the Life Skills Reading test series was recently replaced with the Life and Work Reading test series which was developed based on both CASAS Competencies and content standards. The CASAS Reading Content Standards have been revised and refined over the past two years, based on input from the Iowa and California pilot projects, as well as from insights drawn from the detailed process of coding the content standards to items in the Life and Work test series. Items in other CASAS reading series, including ECS (Employability Competency System) and WLS (Workplace Learning Systems) will soon be linked to the Reading Content Standards, with updated diagnostic reports available in TOPSpro software and in revised test support materials. The new Life and Work Listening test series is still in development. Its content is drawn from the Listening Content Standards, as well as CASAS competencies. It is expected to be completed in 2007. Development will begin shortly for a new Life and Work Math test series which will be based on the new CASAS Math Standards. These standards are in the initial stages of pilot testing in Kansas. Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 11:00 AM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From jeguez at casas.org Mon Aug 28 18:46:49 2006 From: jeguez at casas.org (Jane Eguez) Date: Mon, 28 Aug 2006 15:46:49 -0700 Subject: [ContentStandards 216] Re: Questions on CASAS Basic SkillsContent Standards Project In-Reply-To: <2136816.1156797265332.JavaMail.bddavis@butlercc.edu> Message-ID: Beverly, CASAS Content standards may be used with any CASAS reading, listening, and (eventually) math series. The Employability Competency System (ECS) will be coded to our content standards in the very near future. Jane Eg?ez CASAS Director Program Planning jeguez at casas.org www.casas.org 800-255-1036 x125 -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Beverly Davis Sent: Monday, August 28, 2006 1:34 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 214] Re: Questions on CASAS Basic SkillsContent Standards Project I would like to know if CASAS plans on developing CASAS Content Standards for the ECS series? Kohring, Aaron M wrote: >We have over 50 new subscribers to the list- so welcome to you all. >Hopefully to get us started as I know it's not fun to be the first >poster! - I have some of my own questions for the CASAS team with us for >this week's discussion. > >In addition to the content standards for CA, NY, MA, AZ, MD, and FL that >you mention reviewing as part of this project, can you tell us what >other state and National adult education content standards were >reviewed? Are the Consortium partners planning to adopt a common set of >content standards? Based on the outcomes of this project, will the >CASAS assessments need to be updated or modified? > >Thks, >Aaron > > >Aaron Kohring >Coordinator, LINCS Literacy & Learning Disabilities Special Collection >(http://ldlink.coe.utk.edu/) >Moderator, National Institute for Literacy's Content Standards >Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) >Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > >Center for Literacy Studies, University of Tennessee >EFF Center for Training and Technical Assistance >Phone:(865) 974-4109 main > (865) 974-4258 direct >Fax: (865) 974-3857 >e-mail: akohring at utk.edu >---------------------------------------------------- >National Institute for Literacy >Adult Education Content Standards mailing list >ContentStandards at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards > --------------------------------------- It is not the load that breaks you, it is the way you carry it. Beverly Davis ABE/GEDButler Community College Instructional Coordinator (316) 321-4030, ext. 113 ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From agopalakrishnan at yahoo.com Mon Aug 28 20:09:20 2006 From: agopalakrishnan at yahoo.com (Ajit Gopalakrishnan) Date: Mon, 28 Aug 2006 17:09:20 -0700 (PDT) Subject: [ContentStandards 217] Re: Questions on CASAS Basic Skills ContentStandards Project Message-ID: <20060829000920.92406.qmail@web30709.mail.mud.yahoo.com> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www..nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www..nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 --------------------------------- Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060828/973ddeb4/attachment.html From donnaedp at cox.net Tue Aug 29 08:32:12 2006 From: donnaedp at cox.net (Donna Chambers) Date: Tue, 29 Aug 2006 08:32:12 -0400 Subject: [ContentStandards 218] Re: Questions on CASAS Basic SkillsContentStandards Project References: <20060829000920.92406.qmail@web30709.mail.mud.yahoo.com> Message-ID: <005601c6cb67$2762bc50$7bcf0944@DH89L251> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards ProjectAjit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www..nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www..nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ------------------------------------------------------------------------------ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/2c01ecc2/attachment.html From DShaewitz at air.org Tue Aug 29 12:47:05 2006 From: DShaewitz at air.org (Shaewitz, Dahlia) Date: Tue, 29 Aug 2006 12:47:05 -0400 Subject: [ContentStandards 219] How are states implementing content standards? Message-ID: <8123523374E3514EACEE6B70E8FE31D704271056@dc1ex3.air.org> Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/bac3b284/attachment.html From jeguez at casas.org Tue Aug 29 12:28:12 2006 From: jeguez at casas.org (Jane Eguez) Date: Tue, 29 Aug 2006 09:28:12 -0700 Subject: [ContentStandards 220] Re: Questions on CASAS BasicSkillsContentStandards Project In-Reply-To: <005601c6cb67$2762bc50$7bcf0944@DH89L251> Message-ID: Donna, In developing the content standards for the National Consortium project, CASAS followed the guidelines issued by OVAE in its Blueprint for Preparing America's Future (2003).The Blueprint emphasized the need to take into consideration the standards of elementary and secondary education, standards for entry into postsecondary education, as well as the expectations of employers for entry level workers. As mentioned in more detail in yesterday's response to Aaron's questions, CASAS reviewed many adult education and K - 12 standards, including standards from many states. CASAS was assisted by representative states in the Consortium to assist in standards development. One of their primary responsibilities was to review draft standards and compare them to the K - 12 standards in their states and to alert CASAS to any additional standards that should be considered. Based on the input from these state reviews, some standards were added to the CASAS standards. Draft CASAS reading standards were also field-tested in Iowa and selected programs in California at all levels, including ASE. Plans to field-test math draft standards at ABE and ASE levels include Kansas and Iowa during 2006-2007. Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 5:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www..nifl.gov/mailman/listinfo/Contentstandards ) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www..nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/b12f7ca8/attachment.html From akohring at utk.edu Tue Aug 29 15:42:24 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 29 Aug 2006 15:42:24 -0400 Subject: [ContentStandards 221] Re: How are states implementing contentstandards? In-Reply-To: <8123523374E3514EACEE6B70E8FE31D704271056@dc1ex3.air.org> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A143C755F@UTKFSVS1.utk.tennessee.edu> Can John from Iowa or Ajit from Connecticut give us some perspective for how this is happening with the CASAS Content Standards?? Or input from other state efforts? Aaron ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Shaewitz, Dahlia Sent: Tuesday, August 29, 2006 12:47 PM To: contentstandards at nifl.gov Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/310749f0/attachment.html From John.Hartwig at iowa.gov Tue Aug 29 15:52:57 2006 From: John.Hartwig at iowa.gov (Hartwig, John [ED]) Date: Tue, 29 Aug 2006 14:52:57 -0500 Subject: [ContentStandards 222] Re: [Content Standards 221] Re: How are states implementing content standards? In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A143C755F@UTKFSVS1.utk.tennessee.edu> Message-ID: <765F7CA5969C3C40A57B30354A392A9602B9ACFC@listmanager> The Iowa documentation is posted on the CASAS website. Jane or Jim can give you the exact link. Once you have reviewed the Iowa documentation and still have questions, give me a call at 515.281.3636 or e-mail me at john.Hartwig at Iowa.go. Jim Harrison can also give you a great perspective on the Iowa effort since we worked hand in glove with him and others from the CASAS staff to implement the content standards initiative in Iowa. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Tuesday, August 29, 2006 2:42 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 221] Re: How are states implementingcontentstandards? Can John from Iowa or Ajit from Connecticut give us some perspective for how this is happening with the CASAS Content Standards?? Or input from other state efforts? Aaron _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Shaewitz, Dahlia Sent: Tuesday, August 29, 2006 12:47 PM To: contentstandards at nifl.gov Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/2cc3223a/attachment.html From John.Hartwig at iowa.gov Tue Aug 29 15:58:09 2006 From: John.Hartwig at iowa.gov (Hartwig, John [ED]) Date: Tue, 29 Aug 2006 14:58:09 -0500 Subject: [ContentStandards 223] Re: [Content Standards 222] Re: [Content Standards 221] Re: How are states implementing content standards? In-Reply-To: <765F7CA5969C3C40A57B30354A392A9602B9ACFC@listmanager> Message-ID: <765F7CA5969C3C40A57B30354A392A9602B9ACFD@listmanager> Correction: John's e-mail address is john.hartwig at iowa.gov. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Hartwig, John [ED] Sent: Tuesday, August 29, 2006 2:53 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 222] Re: [Content Standards 221] Re: How arestates implementing content standards? The Iowa documentation is posted on the CASAS website. Jane or Jim can give you the exact link. Once you have reviewed the Iowa documentation and still have questions, give me a call at 515.281.3636 or e-mail me at john.Hartwig at Iowa.go. Jim Harrison can also give you a great perspective on the Iowa effort since we worked hand in glove with him and others from the CASAS staff to implement the content standards initiative in Iowa. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Tuesday, August 29, 2006 2:42 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 221] Re: How are states implementingcontentstandards? Can John from Iowa or Ajit from Connecticut give us some perspective for how this is happening with the CASAS Content Standards?? Or input from other state efforts? Aaron _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Shaewitz, Dahlia Sent: Tuesday, August 29, 2006 12:47 PM To: contentstandards at nifl.gov Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/38419114/attachment.html From bfortini at mmhs.u102.k12.me.us Tue Aug 29 15:59:25 2006 From: bfortini at mmhs.u102.k12.me.us (Bonnie Fortini) Date: Tue, 29 Aug 2006 19:59:25 +0000 Subject: [ContentStandards 224] Re: How are states implementing content standards? In-Reply-To: <8123523374E3514EACEE6B70E8FE31D704271056@dc1ex3.air.org> References: <8123523374E3514EACEE6B70E8FE31D704271056@dc1ex3.air.org> Message-ID: <20060829195925.mzdlki88jkw88g80@mail.msln.net> Here in Maine we are in the midst of a legislated review process (every ten years)of our content standards for K-12, and all adult education diploma programs must follow their district standards and assessment systems. The revisions will be easier to manage, in my opinion, and should result in an exciting time to be a teacher and a student! The state implemented a review process that had the districts look at their standards and assessment systems through the lens of a document that was applied statewide. From that I believe the intention is to develop a system that will be essentially a self-monitoring one with support and input (and check-up) from the state. It seems to be based on learning from the data collected through summative student assessment as far as AYP, but also includes standards around community support, PD, resources, and so on. Our adult ed system also has a monitoring document that has references to the EFF standards in it, but not all programs offer diplomas for adults, so the impact of the standards is more in terms of student expectations and program delivery. Overall I would say that Maine is working on developing a pre K-20 approach that will be standards driven and accountable. If anyone is interested, the Commissioner of Education has posted a pdf document titled "Achieving Prosperity For All Maine Citizens" on the DoE website that gives an overall picture of the collaborative efforts going on here. Bonnie Fortini, director of the adult ed program in Machias, Maine Quoting "Shaewitz, Dahlia" : > Hello: > > This question is for states that are applying content standards. What > are the processes or strategies you use to monitor the implementation of > standards in your state? This seems to be the next step after > formulation of the standards. > > Best, > > Dahlia Shaewitz > > From jeguez at casas.org Tue Aug 29 16:15:41 2006 From: jeguez at casas.org (Jane Eguez) Date: Tue, 29 Aug 2006 13:15:41 -0700 Subject: [ContentStandards 225] Re: [Content Standards 222] Re: Re: How are states implementing content standards? In-Reply-To: <765F7CA5969C3C40A57B30354A392A9602B9ACFD@listmanager> Message-ID: The direct link to The Report on Iowa Professional Development Content Standards Implementation Plans and Results is: http://www.casas.org/Downloads/more.cfm?mfile_id=4507&bhcp=1 Jane Eg?ez CASAS Director Program Planning jeguez at casas.org www.casas.org 800-255-1036 x125 ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Hartwig, John [ED] Sent: Tuesday, August 29, 2006 12:58 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 223] Re: [Content Standards 222] Re: [ContentStandards 221] Re: How are states implementing content standards? Correction: John's e-mail address is john.hartwig at iowa.gov. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Hartwig, John [ED] Sent: Tuesday, August 29, 2006 2:53 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 222] Re: [Content Standards 221] Re: How arestates implementing content standards? The Iowa documentation is posted on the CASAS website. Jane or Jim can give you the exact link. Once you have reviewed the Iowa documentation and still have questions, give me a call at 515.281.3636 or e-mail me at john.Hartwig at Iowa.go. Jim Harrison can also give you a great perspective on the Iowa effort since we worked hand in glove with him and others from the CASAS staff to implement the content standards initiative in Iowa. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Tuesday, August 29, 2006 2:42 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 221] Re: How are states implementingcontentstandards? Can John from Iowa or Ajit from Connecticut give us some perspective for how this is happening with the CASAS Content Standards?? Or input from other state efforts? Aaron ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Shaewitz, Dahlia Sent: Tuesday, August 29, 2006 12:47 PM To: contentstandards at nifl.gov Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/0ba8559d/attachment.html From donnaedp at cox.net Tue Aug 29 19:49:00 2006 From: donnaedp at cox.net (Donna Chambers) Date: Tue, 29 Aug 2006 19:49:00 -0400 Subject: [ContentStandards 226] Re: Questions on CASASBasicSkillsContentStandards Project References: Message-ID: <005c01c6cbc5$b5510720$7bcf0944@DH89L251> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards ProjectJane, Thanks for your response. The introduction to the discussion indicated that the draft of the math content standards is available for review and you mentioned that Iowa and Kansas will be field-testing the math standards at the ABE and ASE levels. Where can these be seen? Am I missing it? Thanks again. Donna ----- Original Message ----- From: Jane Eguez To: The Adult Education Content Standards Discussion List Sent: Tuesday, August 29, 2006 12:28 PM Subject: [ContentStandards 220] Re: Questions on CASASBasicSkillsContentStandards Project Donna, In developing the content standards for the National Consortium project, CASAS followed the guidelines issued by OVAE in its Blueprint for Preparing America's Future (2003).The Blueprint emphasized the need to take into consideration the standards of elementary and secondary education, standards for entry into postsecondary education, as well as the expectations of employers for entry level workers. As mentioned in more detail in yesterday's response to Aaron's questions, CASAS reviewed many adult education and K - 12 standards, including standards from many states. CASAS was assisted by representative states in the Consortium to assist in standards development. One of their primary responsibilities was to review draft standards and compare them to the K - 12 standards in their states and to alert CASAS to any additional standards that should be considered. Based on the input from these state reviews, some standards were added to the CASAS standards. Draft CASAS reading standards were also field-tested in Iowa and selected programs in California at all levels, including ASE. Plans to field-test math draft standards at ABE and ASE levels include Kansas and Iowa during 2006-2007. Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 ------------------------------------------------------------------------------ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 5:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www..nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www..nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ---------------------------------------------------------------------------- Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ---------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/1b375756/attachment.html From jpreul at mail.ncmissouri.edu Tue Aug 29 21:53:21 2006 From: jpreul at mail.ncmissouri.edu (Jamy Preul) Date: Tue, 29 Aug 2006 20:53:21 -0500 Subject: [ContentStandards 227] Re: How are states implementing contentstandards? References: <8123523374E3514EACEE6B70E8FE31D704271056@dc1ex3.air.org> Message-ID: <001b01c6cbd7$177e2cf0$46e69cce@AELLPT02> Hi, I'm glad you asked that question. We in MO are in the process of piloting our Content Standards. We just started the 16 hour workshop today. We have a group of teachers from various size and types of classrooms from around the state. They will pilot about 6 months, and during that time we will have a couple of meetings for them to discuss and evaluate how the CS are working/being presented/etc. At the end of the 6 months, we will evaluate what has happened with the CS, re-write or tweak the standards and then prepare to begin implementation next summer. I have also wondered how other states have piloted/implemented and what has worked/not worked. Any tips would be appreciated. If you are interested in our agenda, let me know. Cheers, JP Jamy Preul Professional Development Coordinator Missouri AEL Professional Development Center North Central Missouri College 573-445-9703 "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, to all the people you can, as long as you ever can." John Wesley ----- Original Message ----- From: Shaewitz, Dahlia To: contentstandards at nifl.gov Sent: Tuesday, August 29, 2006 11:47 AM Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/83e049cb/attachment.html From agopalakrishnan at yahoo.com Tue Aug 29 23:09:31 2006 From: agopalakrishnan at yahoo.com (Ajit Gopalakrishnan) Date: Tue, 29 Aug 2006 20:09:31 -0700 (PDT) Subject: [ContentStandards 228] Re: Questions on CASAS BasicSkillsContentStandards Project Message-ID: <20060830030931.80633.qmail@web30704.mail.mud.yahoo.com> v\:* {behavior:url(#default#VML);}o\:* {behavior:url(#default#VML);}w\:* {behavior:url(#default#VML);}..shape {behavior:url(#default#VML);}RE: [ContentStandards 212] Questions on CASAS Basic SkillsContentStandards Projectst1\:*{behavior:url(#default#ieooui) } Hi Donna, It is nice to hear from you. I can see how myemail would have led to your question. I accidentally hit the sendbutton before I had fully finished composing my email! I said: >>I would imagine that many stateswill adopt them while others may need to reference 9-12 high school standardsespecially for their adult high school diploma programs. I would have added “also” after“may” in the above sentence. I meant to say that reference to 9-12high school standards may also be necessary in addition to the basic skillcontent standards. The basic skills of reading, writing, math, listening,and speaking are the focus of most adult educationefforts. In addition to helping learners improve their basic skills, theadult credit diploma programs also help learners to earn high school creditstoward graduation. The curricula in these programs tend tomirror that of the regular high school. Therefore, in addition to thebasic skill content standards, adult credit diploma programs may be expected tohave additional content standards in areas like science, social studies, arts(visual/performing), world languages, etc. I hope this clarifies my comment. The contentstandards that CASAS is developing most definitely address the expectations forsecondary levels functioning with respect to the basic skills. CASASassessments also measure student abilities well into the adultsecondary levels. The High Adult Secondary NRS level for reading and mathbegins at 246 on the CASAS scale. Level D CASAS assessments measure studentperformance into the high 250s (may be even a little higher). As an aside, theGED test which is a goal/outcome for many learners is attainable to thosefunctioning at lower NRS levels i.e. the ABE High Intermediate and the LowAdult Secondary levels. Many of these learners squeak through the GED withminimal pass scores but then face challenges with postsecondaryentrance/success. I would anticipate that students with higherabilities (i.e. the High Adult Secondary level - CASAS scale 246 andhigher) are even better prepared to enter/succeed in postsecondarysituations. You raise a whole other topic with high school exittesting. It raises questions about: (i) which of the standards are measured on theseexit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selectedresponse versus constructed response; problem solving-applied performance focusversus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th,11th, or 12th or even 9th grade standards). Ajit AjitGopalakrishnan --------------------------------- From:contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 20068:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218]Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 highschool standards for their adult high school diploma programs. Does thismean that CASAS does not align with common 9-12 standards at thelow and high ASE levels? Is the intention to do so,especially with the math standards? This is an important concern forstates that are dealing with high stakes testing for competency determinationin issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: AjitGopalakrishnan To: 'TheAdult Education Content Standards Discussion List' Sent: Monday, August 28,2006 8:09 PM Subject: [ContentStandards217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaronasked: >>>Are the Consortium partners planning to adopt a common set of content standards? Here aresome thoughts from a state perspective. Connecticut is a member of the CASAS NationalConsortium and the CASAS Policy Council. Several CASAS states have a stronghistory of working together on various aspects of the assessment developmentprocess (e.g. competency validation, item writing, field-testing, assessmentresearch) as well as adopting common standards (e.g. the CASAS competency list,assessment series, training expectations, and local/state assessment policies). It wasthe National Consortium of States that requested CASAS to coordinate the effortto develop these basic skill content standards. in order to better supportteachers to integrate competencies and content standards into theirinstruction. For overa year now, the reading and listening content standards developed as part ofthis project have been disseminated to practitioners in Connecticut with the goal of enhancing theteaching and learning process. I wouldimagine that many states will adopt them while others may need to reference9-12 high school standards especially for their adult high school diplomaprograms. CASAS isfirst a consortium of states We hopeto adopt the standards that are being developed here. -----OriginalMessage----- From:contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00PM To: contentstandards at nifl.gov Subject: [ContentStandards 212]Questions on CASAS Basic Skills ContentStandards Project We haveover 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as Iknow it's not fun to be the first poster! - I have some of my ownquestions for the CASAS team with us for this week's discussion. Inaddition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part ofthis project, can you tell us what other state and National adulteducation content standards were reviewed? Are the Consortiumpartners planning to adopt a common set of content standards? Based onthe outcomes of this project, will the CASAS assessments need to beupdated or modified? Thks, Aaron AaronKohring Coordinator, LINCS Literacy &Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute forLiteracy's Content Standards Discussion List (http://www...nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for theFuture Websites (http://eff.cls.utk.edu/) Centerfor Literacy Studies, University of Tennessee EFF Center for Training andTechnical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standardsmailing list ContentStandards at nifl.gov To unsubscribe or change yoursubscription settings, please go to http://www...nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incomingmessage. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database:268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 --------------------------------- Do you Yahoo!? Everyone is raving about the all-newYahoo! Mail. --------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 --------------------------------- All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060829/b0291149/attachment.html From kabeall at comcast.net Wed Aug 30 07:56:03 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 30 Aug 2006 07:56:03 -0400 Subject: [ContentStandards 229] New from NCSALL--NCSALL by Role Message-ID: <005101c6cc2b$44a67ee0$0202a8c0@your4105e587b6> NCSALL by Role This new section of NCSALL's Web site offers a variety of professional development ideas on: * adult multiple intelligences * adult student persistence * authentic context * General Educational Development (GED) * reading Professional developers and program administrators access guides for facilitating half-day seminars and multi-session study circles. Policymakers read relevant research articles and reflect on policy-related questions. Teachers and tutors access self-studies that invite them to (1) read the related research, (2) reflect on this research and their practice, and (3) focus on an aspect of their practice. Check out NCSALL by Role at http://www.ncsall.net/?id=787. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060830/7babea1b/attachment.html From RSherman at air.org Wed Aug 30 08:39:42 2006 From: RSherman at air.org (Sherman, Renee) Date: Wed, 30 Aug 2006 08:39:42 -0400 Subject: [ContentStandards 230] Re: How are states implementingcontentstandards? Message-ID: <8123523374E3514EACEE6B70E8FE31D704E1C476@dc1ex3.air.org> Hi, There is a section in "A Process Guide for Establishing State Adult Education Content Standards that discusses strategies for field testing standards, that may be helpful for your pilot. There is also a chapter on implementation of standards. You can download the Guide on the Adult Education Content Standards Warehouse at http://www.adultedcontentstandards.org Renee American Institutes for Research 1000 Thomas Jefferson, NW Washington, DC 20007-3541 202-403-5327 rsherman at air.org _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Jamy Preul Sent: Tuesday, August 29, 2006 9:53 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 227] Re: How are states implementingcontentstandards? Hi, I'm glad you asked that question. We in MO are in the process of piloting our Content Standards. We just started the 16 hour workshop today. We have a group of teachers from various size and types of classrooms from around the state. They will pilot about 6 months, and during that time we will have a couple of meetings for them to discuss and evaluate how the CS are working/being presented/etc. At the end of the 6 months, we will evaluate what has happened with the CS, re-write or tweak the standards and then prepare to begin implementation next summer. I have also wondered how other states have piloted/implemented and what has worked/not worked. Any tips would be appreciated. If you are interested in our agenda, let me know. Cheers, JP Jamy Preul Professional Development Coordinator Missouri AEL Professional Development Center North Central Missouri College 573-445-9703 "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, to all the people you can, as long as you ever can." John Wesley ----- Original Message ----- From: Shaewitz, Dahlia To: contentstandards at nifl.gov Sent: Tuesday, August 29, 2006 11:47 AM Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz _____ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060830/e6a43ba6/attachment.html From aburruss2 at cox.net Wed Aug 30 08:58:42 2006 From: aburruss2 at cox.net (Ann Burruss) Date: Wed, 30 Aug 2006 08:58:42 -0400 Subject: [ContentStandards 231] Re: Questions onCASASBasicSkillsContentStandards Project References: <005c01c6cbc5$b5510720$7bcf0944@DH89L251> Message-ID: <003901c6cc34$05862180$0202a8c0@D1WJ3821> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards ProjectI, too, am interested in seeing the draft math standards. Where might I find them? ----- Original Message ----- From: Donna Chambers To: The Adult Education Content Standards Discussion List Sent: Tuesday, August 29, 2006 7:49 PM Subject: [ContentStandards 226] Re: Questions onCASASBasicSkillsContentStandards Project Jane, Thanks for your response. The introduction to the discussion indicated that the draft of the math content standards is available for review and you mentioned that Iowa and Kansas will be field-testing the math standards at the ABE and ASE levels. Where can these be seen? Am I missing it? Thanks again. Donna ----- Original Message ----- From: Jane Eguez To: The Adult Education Content Standards Discussion List Sent: Tuesday, August 29, 2006 12:28 PM Subject: [ContentStandards 220] Re: Questions on CASASBasicSkillsContentStandards Project Donna, In developing the content standards for the National Consortium project, CASAS followed the guidelines issued by OVAE in its Blueprint for Preparing America's Future (2003).The Blueprint emphasized the need to take into consideration the standards of elementary and secondary education, standards for entry into postsecondary education, as well as the expectations of employers for entry level workers. As mentioned in more detail in yesterday's response to Aaron's questions, CASAS reviewed many adult education and K - 12 standards, including standards from many states. CASAS was assisted by representative states in the Consortium to assist in standards development. One of their primary responsibilities was to review draft standards and compare them to the K - 12 standards in their states and to alert CASAS to any additional standards that should be considered. Based on the input from these state reviews, some standards were added to the CASAS standards. Draft CASAS reading standards were also field-tested in Iowa and selected programs in California at all levels, including ASE. Plans to field-test math draft standards at ABE and ASE levels include Kansas and Iowa during 2006-2007. Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 ---------------------------------------------------------------------------- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 5:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www..nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www..nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -------------------------------------------------------------------------- Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. -------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060830/a0cc0ba9/attachment.html From aburruss2 at cox.net Wed Aug 30 09:00:25 2006 From: aburruss2 at cox.net (Ann Burruss) Date: Wed, 30 Aug 2006 09:00:25 -0400 Subject: [ContentStandards 232] Re: How are states implementingcontentstandards? References: <8123523374E3514EACEE6B70E8FE31D704271056@dc1ex3.air.org> <001b01c6cbd7$177e2cf0$46e69cce@AELLPT02> Message-ID: <004801c6cc34$42d07040$0202a8c0@D1WJ3821> Jamy, Am extremely interested in your agenda! Please send Ann Burruss aburruss2 at cox.net ----- Original Message ----- From: Jamy Preul To: The Adult Education Content Standards Discussion List Sent: Tuesday, August 29, 2006 9:53 PM Subject: [ContentStandards 227] Re: How are states implementingcontentstandards? Hi, I'm glad you asked that question. We in MO are in the process of piloting our Content Standards. We just started the 16 hour workshop today. We have a group of teachers from various size and types of classrooms from around the state. They will pilot about 6 months, and during that time we will have a couple of meetings for them to discuss and evaluate how the CS are working/being presented/etc. At the end of the 6 months, we will evaluate what has happened with the CS, re-write or tweak the standards and then prepare to begin implementation next summer. I have also wondered how other states have piloted/implemented and what has worked/not worked. Any tips would be appreciated. If you are interested in our agenda, let me know. Cheers, JP Jamy Preul Professional Development Coordinator Missouri AEL Professional Development Center North Central Missouri College 573-445-9703 "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, to all the people you can, as long as you ever can." John Wesley ----- Original Message ----- From: Shaewitz, Dahlia To: contentstandards at nifl.gov Sent: Tuesday, August 29, 2006 11:47 AM Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz ---------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060830/3d877795/attachment.html From Mylinh.Nguyen at ed.gov Wed Aug 30 13:17:30 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 30 Aug 2006 13:17:30 -0400 Subject: [ContentStandards 233] NIFL Webcast Now Available in Archive Message-ID: Hi Everyone, The National Institute for Literacy has now made available an archived version of its latest webcast: "Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice" from August 15, 2006. We have made the entire webcast available (include transcript and slides for download) on our website at www.nifl.gov. Look under the heading "What's New." Thank you. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From akohring at utk.edu Wed Aug 30 14:39:01 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Wed, 30 Aug 2006 14:39:01 -0400 Subject: [ContentStandards 234] Mid-week with CASAS guest speakers Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14473BE1@UTKFSVS1.utk.tennessee.edu> Greetings all, We are now mid-week in our discussion with our CASAS guests (Jane Eguez, Jim Harrison, and Linda Taylor) on the CASAS Basic Skills Content Standards Project. We've learned something about the background and research behind the project, heard from a couple of the states involved with the project, and know about some of the next steps. We've also generated a more general discussion around next steps/processes for states applying or implementing the content standards that they've developed. If you have missed part of this discussion or need to catch up, you can check the public archives at: http://www.nifl.gov/mailman/listinfo/Contentstandards by clicking on "Read Current Posted Messages". You still have time to participate in the current discussions or ask additional questions of our CASAS guests so feel free to send in your questions or input! Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From mwpotts2001 at aol.com Wed Aug 30 14:56:24 2006 From: mwpotts2001 at aol.com (mwpotts2001 at aol.com) Date: Wed, 30 Aug 2006 14:56:24 -0400 Subject: [ContentStandards 235] Re: Mid-week with CASAS guest speakers In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A14473BE1@UTKFSVS1.utk.tennessee.edu> References: <6A5CE13D731DE249BC61CB8C5C474B0A14473BE1@UTKFSVS1.utk.tennessee.edu> Message-ID: <8C89A7D201A51B0-FD4-21A8@FWM-M41.sysops.aol.com> Hi Jane, Jim and Linda, Now that a table has been developed, listing correspondences among EFF Levels, NRS, ABE and ESL Educational Functioning Levels and CASAS Scores for both ESL and ABE, how do you propose using this table as a guide for programs who are mandated to use CASAS and who are also mandated or simply want to use EFF? Also, are any of the states with whom you are working using portfolio assessment? If so, can you give us a brief overview of how they compile their evidence to show gains? Thanks, and I miss seeing you. Meta Potts Focus on Literacy Glen Allen, VA -----Original Message----- From: akohring at utk.edu To: contentstandards at nifl.gov Sent: Wed, 30 Aug 2006 2:39 PM Subject: [ContentStandards 234] Mid-week with CASAS guest speakers Greetings all, We are now mid-week in our discussion with our CASAS guests (Jane Eguez, Jim Harrison, and Linda Taylor) on the CASAS Basic Skills Content Standards Project. We've learned something about the background and research behind the project, heard from a couple of the states involved with the project, and know about some of the next steps. We've also generated a more general discussion around next steps/processes for states applying or implementing the content standards that they've developed. If you have missed part of this discussion or need to catch up, you can check the public archives at: http://www.nifl.gov/mailman/listinfo/Contentstandards by clicking on "Read Current Posted Messages". You still have time to participate in the current discussions or ask additional questions of our CASAS guests so feel free to send in your questions or input! Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ________________________________________________________________________ Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060830/902a0ec7/attachment.html From jeguez at casas.org Wed Aug 30 16:21:42 2006 From: jeguez at casas.org (Jane Eguez) Date: Wed, 30 Aug 2006 13:21:42 -0700 Subject: [ContentStandards 236] Re: Questions onCASASBasicSkillsContentStandards Project In-Reply-To: <005c01c6cbc5$b5510720$7bcf0944@DH89L251> Message-ID: Hi Donna and Ann, CASAS math content standards are in early draft form. At this stage of development, we have a list of proposed standards, but they have not been assigned to specific CASAS or NRS levels. We anticipate that within 6 - 8 weeks we will have completed this and they will be posted at the following address: http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtarget=body Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 4:49 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 226] Re: Questions onCASASBasicSkillsContentStandards Project Jane, Thanks for your response. The introduction to the discussion indicated that the draft of the math content standards is available for review and you mentioned that Iowa and Kansas will be field-testing the math standards at the ABE and ASE levels. Where can these be seen? Am I missing it? Thanks again. Donna ----- Original Message ----- From: Jane Eguez To: The Adult Education Content Standards Discussion List Sent: Tuesday, August 29, 2006 12:28 PM Subject: [ContentStandards 220] Re: Questions on CASASBasicSkillsContentStandards Project Donna, In developing the content standards for the National Consortium project, CASAS followed the guidelines issued by OVAE in its Blueprint for Preparing America's Future (2003).The Blueprint emphasized the need to take into consideration the standards of elementary and secondary education, standards for entry into postsecondary education, as well as the expectations of employers for entry level workers. As mentioned in more detail in yesterday's response to Aaron's questions, CASAS reviewed many adult education and K - 12 standards, including standards from many states. CASAS was assisted by representative states in the Consortium to assist in standards development. One of their primary responsibilities was to review draft standards and compare them to the K - 12 standards in their states and to alert CASAS to any additional standards that should be considered. Based on the input from these state reviews, some standards were added to the CASAS standards. Draft CASAS reading standards were also field-tested in Iowa and selected programs in California at all levels, including ASE. Plans to field-test math draft standards at ABE and ASE levels include Kansas and Iowa during 2006-2007. Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 5:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www..nifl.gov/mailman/listinfo/Contentstandards ) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www..nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060830/692e1d2f/attachment.html From cdebay at tmcc.edu Wed Aug 30 20:24:28 2006 From: cdebay at tmcc.edu (Claudia Bianca-DeBay) Date: Wed, 30 Aug 2006 17:24:28 -0700 Subject: [ContentStandards 237] Re: How are states implementingcontentstandards? Message-ID: <44F5C9CC0200005900002092@webmail.tmcc.edu> I am the CASAS state manager/trainer, primary content standards developer, and resource specialist for Nevada. Nevada is also starting a pilot study with two programs - one large community college-based and one small faith-based. Eight teachers volunteered to be part of this study in the community college-based program and four teachers volunteered from the faith-based program. The main purpose of this year's pilot study is to introduce the ESL/EL Civics Content Standards to volunteer teachers in these two programs who are interested in implementing two or three standards during this next year. They are not being paid to do this, so 'buy-in' is important. I sent an initial questionnaire to these volunteer teachers, asking them what standards they chose to implement, how will they build those standards into their students' goals, how would they like to begin implementing them, which standards would they like to start with, how will they implement the standard, how long and how often would they like to spend teaching the standard, would they like help from me (lesson ideas, lesson plans, resources, feedback in/out of the classroom, co-teach), how will they assess if their students mastered the standard, how will they involve their students in the standards implementation, and would they like a workshop, individual meeting, and/or help in the classroom. The agreement between these teachers and me is this: The teachers agreed to look over the standards for their level and choose two or three that they want to implement in their classroom. They will keep a log of how the implementation is going (either journal or email) once a week to me. I, too, will keep a log of the process in both programs, reflecting on what worked, what didn't work) and then present a report to the other Directors at the August 2007 Director's Meeting. This year's initial pilot study is purposely unstructured, a phase one "ease into" the implementation of the standards. Teachers are reticent and fearful of more work put upon them. I am cognizant of the fact that standards can be wonderful guidance tools but worthless if left on a shelf. The goal of piloting the standards in this way is to ease their fears, give them the opportunity to see that the standards can be useful, relevant tools for teachers and students, peek their interest, and, hopefully, if they had a good experience this year, entice them to want to add on more standards in the future. After the final report, hopefully other programs will ASK to get on board! That's the plan - we'll see! Claudia Bianca-DeBay >>> "Ann Burruss" >>> Jamy, Am extremely interested in your agenda! Please send Ann Burruss aburruss2 at cox.net ----- Original Message ----- From: Jamy Preul To: The Adult Education Content Standards Discussion List Sent: Tuesday, August 29, 2006 9:53 PM Subject: [ContentStandards 227] Re: How are states implementingcontentstandards? Hi, I'm glad you asked that question. We in MO are in the process of piloting our Content Standards. We just started the 16 hour workshop today. We have a group of teachers from various size and types of classrooms from around the state. They will pilot about 6 months, and during that time we will have a couple of meetings for them to discuss and evaluate how the CS are working/being presented/etc. At the end of the 6 months, we will evaluate what has happened with the CS, re-write or tweak the standards and then prepare to begin implementation next summer. I have also wondered how other states have piloted/implemented and what has worked/not worked. Any tips would be appreciated. If you are interested in our agenda, let me know. Cheers, JP Jamy Preul Professional Development Coordinator Missouri AEL Professional Development Center North Central Missouri College 573-445-9703 "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, to all the people you can, as long as you ever can." John Wesley ----- Original Message ----- From: Shaewitz, Dahlia To: contentstandards at nifl.gov Sent: Tuesday, August 29, 2006 11:47 AM Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz ---------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From bjacala at guamcc.edu Wed Aug 30 20:39:47 2006 From: bjacala at guamcc.edu (Barbara Jacala) Date: Thu, 31 Aug 2006 10:39:47 +1000 Subject: [ContentStandards 238] Re: Mid-week with CASAS guest speakers In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A14473BE1@UTKFSVS1.utk.tennessee.edu> Message-ID: Hi. I have been following the conversation and thank you all for sharing. In most likelihood, Guam would follow what is set up as a national standard. As far as our own development, we have recently revamped our adult high school diploma program to include a minimum entry level determined through a CASAS appraisal. A detailed description is available at http://www.guamcc.net/admissions/catalog/guambook.pdf. Barbara Jacala Guam Community College -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Thursday, August 31, 2006 4:39 AM To: contentstandards at nifl.gov Subject: [ContentStandards 234] Mid-week with CASAS guest speakers Greetings all, We are now mid-week in our discussion with our CASAS guests (Jane Eguez, Jim Harrison, and Linda Taylor) on the CASAS Basic Skills Content Standards Project. We've learned something about the background and research behind the project, heard from a couple of the states involved with the project, and know about some of the next steps. We've also generated a more general discussion around next steps/processes for states applying or implementing the content standards that they've developed. If you have missed part of this discussion or need to catch up, you can check the public archives at: http://www.nifl.gov/mailman/listinfo/Contentstandards by clicking on "Read Current Posted Messages". You still have time to participate in the current discussions or ask additional questions of our CASAS guests so feel free to send in your questions or input! Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From donnaedp at cox.net Thu Aug 31 08:53:26 2006 From: donnaedp at cox.net (Donna Chambers) Date: Thu, 31 Aug 2006 08:53:26 -0400 Subject: [ContentStandards 239] Re: Questions on CASASBasicSkillsContentStandards Project References: <20060830030931.80633.qmail@web30704.mail.mud.yahoo.com> Message-ID: <002701c6ccfc$776ec1d0$7bcf0944@DH89L251> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards ProjectAjit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan ------------------------------------------------------------------------------ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www...nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www...nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. 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Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 ------------------------------------------------------------------------------ All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060831/cbb0ff85/attachment.html From akohring at utk.edu Thu Aug 31 09:20:44 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 31 Aug 2006 09:20:44 -0400 Subject: [ContentStandards 240] New Article - Intergenerational Literacy Programs for Incarcerated Parents and Their Families Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1451A2B3@UTKFSVS1.utk.tennessee.edu> Posted on behalf of Dianna Baycich. Aaron ******************************* There is a new article in the on-line journal "Exploring Adult Literacy" at http://literacy.kent.edu/cra/new.html The article is titled Intergenerational Literacy Programs for Incarcerated Parents and Their Families: A Review of the Literature By William R. Muth, Ph.D. Please take time to read what research has found out about the effects of family literacy activities on incarcerated parents and their children. Dianna Baycich Ohio Literacy Resource Center Research 1 - 1100 Summit Street, P.O. Box 5190 Kent State University Kent, OH 44242-0001 330.672.7841 330.672.4841 (fax) Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) From akohring at utk.edu Thu Aug 31 09:22:55 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 31 Aug 2006 09:22:55 -0400 Subject: [ContentStandards 241] International Community Virtual Visit Project Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1451A2DC@UTKFSVS1.utk.tennessee.edu> Posted on Behalf of David Rosen. Aaron *************************************** The International Classroom and School Virtual Visit (Virtual School) project is beginning its eighth year, linking classrooms across the world to enable students to meet each other virtually, share information about their cultures, their classrooms, and their communities, and to build cultural understanding. Classes can include English as a Second or Other Language (ESOL/ESL), Adult Basic Education (ABE, GED), elementary or secondary education, or family literacy. Students can be from age seven to adult. As in past years, we hope classes will engage in lively written discussion, and possibly choose a film, book or current event to discuss. This year we have set up a free wiki, so classes don't have to create their own web pages, and we will help teachers to use free Internet telephony so their classes can talk to each other if they can find a time that works to do that. If you would like to participate in this year's project, 1. Sign up on the I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv Scroll down the page to choose an ID and password. That's it, easy and free. 2. Once you receive confirmation that you are on the I.C.V.V. e-list, send an e-mail to: icvv at lists.literacytent.org indicating your interest in participating this year. Be sure to describe your class, when it will begin, and what age group or nationality you would prefer to partner with. If you would like to look at classroom virtual visit projects from previous years go to: http://www.otan.us/webfarm/emailproject/school.htm and then choose http://www.otan.us/webfarm/emailproject/school2003.htm We look forward to your joining the project. Let one of us know if you have questions. And please pass this information on -- by e-mail or electronic list -- to teachers who you think might be interested. All the best, David J. Rosen djrosen at comcast.net Susan Gaer sgaer at yahoo.com ********************************** Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) From akohring at utk.edu Thu Aug 31 10:03:22 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 31 Aug 2006 10:03:22 -0400 Subject: [ContentStandards 242] Re: How are states implementingcontentstandards? In-Reply-To: <001b01c6cbd7$177e2cf0$46e69cce@AELLPT02> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1451A5A0@UTKFSVS1.utk.tennessee.edu> Jamy, You might also want to take a look at the Standards section of the Adult Literacy Education (ALE) Wiki: http://wiki.literacytent.org/index.php/Standards It has links to useful resources as well as some information on Standards implementation in the U.S. and Internationally. Aaron ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Jamy Preul Sent: Tuesday, August 29, 2006 9:53 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 227] Re: How are states implementingcontentstandards? Hi, I'm glad you asked that question. We in MO are in the process of piloting our Content Standards. We just started the 16 hour workshop today. We have a group of teachers from various size and types of classrooms from around the state. They will pilot about 6 months, and during that time we will have a couple of meetings for them to discuss and evaluate how the CS are working/being presented/etc. At the end of the 6 months, we will evaluate what has happened with the CS, re-write or tweak the standards and then prepare to begin implementation next summer. I have also wondered how other states have piloted/implemented and what has worked/not worked. Any tips would be appreciated. If you are interested in our agenda, let me know. Cheers, JP Jamy Preul Professional Development Coordinator Missouri AEL Professional Development Center North Central Missouri College 573-445-9703 "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, to all the people you can, as long as you ever can." John Wesley ----- Original Message ----- From: Shaewitz, Dahlia To: contentstandards at nifl.gov Sent: Tuesday, August 29, 2006 11:47 AM Subject: [ContentStandards 219] How are states implementing contentstandards? Hello: This question is for states that are applying content standards. What are the processes or strategies you use to monitor the implementation of standards in your state? This seems to be the next step after formulation of the standards. Best, Dahlia Shaewitz ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060831/63f86141/attachment.html From akohring at utk.edu Thu Aug 31 14:34:50 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 31 Aug 2006 14:34:50 -0400 Subject: [ContentStandards 243] Special Topic: Formative Assessment in International Education Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1456002B@UTKFSVS1.utk.tennessee.edu> Posted on behalf of David Rosen. ------- Colleagues, In preparation for celebrating International Literacy Day, on September 5th-7th the Special Topics Discussion List is pleased to welcome Ms. Janet Looney representing the Organisation for Economic Co-operation and Development(OECD). Janet is the leader of the Centre for Educational Research and Innovation program known as What Works in Innovation in Education. Its current focus is formative assessment. The discussion will serve to introduce some of OECD's work in international education. The primary focus of the discussion will be on the value of formative assessment for promoting higher levels of learner achievement, greater equity of outcomes, and the development of "learning to learn" skills. Not a term widely known in the U.S., formative assessment refers to what teachers and learners do in the classroom to assess learning progress. An assessment is _formative_ when information gathered in the assessment process is used to modify teaching and learning activities. It's an assessment _for_ learning not just _of_ learning. Between 2002 and 2004, the What Works program explored formative assessment in lower secondary classrooms in eight international systems [see Formative Assessment: Improving Learning in Secondary Classrooms (2005)]. OECD will publish a second study addressing formative assessment for adult basic skill learners in 2007. Together, the two studies are intended to strengthen understanding of effective approaches to lifelong learning. FORMATIVE ASSESSMENT IN LOWER SECONDARY SCHOOLS While many teachers incorporate aspects of formative assessment into their teaching, it is not often practiced systematically. The What Works study, Formative Assessment: Improving Learning in Secondary Classrooms (2005), features exemplary cases from secondary schools in eight systems and international research reviews, and relates these to the broader policy environment. The study shows how teachers have addressed barriers to systematic practice, and how school and policy leaders may apply the principles of formative assessment to promote constructive cultures of assessment and evaluation throughout education systems. FORMATIVE ASSESSMENT IN ADULT BASIC SKILL PROGRAMS Formative approaches may be particularly appropriate for adults with basic skill needs, the focus of the current What Works study. Instructors using formative approaches are able to tailor instruction more closely to the needs of diverse adult learners. Formative approaches also place an explicit focus on identifying and building upon learners' prior knowledge and skills - whether gained in formal education settings, or informal work or other settings. The OECD study on "Improving Teaching and Learning for Adults with Basic Skill Needs through Formative Assessment" , now underway, is: 1. Developing studies of exemplary teaching and assessment practice for adults with basic skill needs 2. Bringing together international scholarship on teaching and assessment for adults with basic skill needs 3. Identifying effective policy levers for improving the quality of provision in the adult basic skills sector, and 4. Creating opportunities for policy officials, researchers and practitioners to exchange insights and ideas on promoting effective teaching, assessment and evaluation. We look forward to your subscribing to this three-day discussion. To do so, go to: http://www.nifl.gov/mailman/listinfo/SpecialTopics David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net ---------------- Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From jeguez at casas.org Thu Aug 31 19:20:55 2006 From: jeguez at casas.org (Jane Eguez) Date: Thu, 31 Aug 2006 16:20:55 -0700 Subject: [ContentStandards 244] Re: Mid-week with CASAS guest speakers In-Reply-To: <8C89A7D201A51B0-FD4-21A8@FWM-M41.sysops.aol.com> Message-ID: Hi Meta, So good to hear from you! For many years, CASAS has been providing guidance to states and local programs that are using EFF with CASAS assessment. With the introduction of the CASAS Basic Skills Content Standards, we believe that it may now be easier for programs to make this connection to EFF. Washington State has recently completed a study comparing CASAS Content Standards to EFF, and various programs in Hawaii and several other states have been successfully integrating the two systems for some time. Regarding your question about portfolio assessment, CASAS has been working together with California's EL Civics programs and the California Department of Education to successfully implement "additional assessments". These assessments are performance-based portfolio assessments which complement the required standardized assessments. They were created to assess priority leaner objectives based on statewide student needs assessments - see Relationship Between California EL Civics Objectives and CASAS Competencies at: http://www.casas.org/Downloads/more.cfm?mfile_id=3561&bhcp=1 Each objective is linked to language and literacy content standards at specific instructional levels and linked to appropriate performance (additional) assessments. The results of these performance assessments and CASAS standardized assessment help to inform instruction and improve programs. The performance assessments encompass listening, speaking, reading, and writing tasks in demonstrated performances, portfolios, and projects. To view the objectives, supporting language and literacy standards, and performance assessment go to: http://www.casas.org/elc/index.cfm?fuseaction=elc.home EL Civics learners and teachers are excited because they are connecting student goals with standards, instruction, and assessment. A number of California EL Civics programs have received awards - whose students are making a difference in their communities - because their students have demonstrated ways in which they are using their newly acquired English skills to interact with and enrich the communities in which they live. http://www.casas.org/Downloads/more.cfm?mfile_id=4303 Regards, Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of mwpotts2001 at aol.com Sent: Wednesday, August 30, 2006 11:56 AM To: contentstandards at nifl.gov Subject: [ContentStandards 235] Re: Mid-week with CASAS guest speakers Hi Jane, Jim and Linda, Now that a table has been developed, listing correspondences among EFF Levels, NRS, ABE and ESL Educational Functioning Levels and CASAS Scores for both ESL and ABE, how do you propose using this table as a guide for programs who are mandated to use CASAS and who are also mandated or simply want to use EFF? Also, are any of the states with whom you are working using portfolio assessment? If so, can you give us a brief overview of how they compile their evidence to show gains? Thanks, and I miss seeing you. Meta Potts Focus on Literacy Glen Allen, VA -----Original Message----- From: akohring at utk.edu To: contentstandards at nifl.gov Sent: Wed, 30 Aug 2006 2:39 PM Subject: [ContentStandards 234] Mid-week with CASAS guest speakers Greetings all, We are now mid-week in our discussion with our CASAS guests (Jane Eguez, Jim Harrison, and Linda Taylor) on the CASAS Basic Skills Content Standards Project. We've learned something about the background and research behind the project, heard from a couple of the states involved with the project, and know about some of the next steps. We've also generated a more general discussion around next steps/processes for states applying or implementing the content standards that they've developed. If you have missed part of this discussion or need to catch up, you can check the public archives at: http://www.nifl.gov/mailman/listinfo/Contentstandards by clicking on "Read Current Posted Messages". You still have time to participate in the current discussions or ask additional questions of our CASAS guests so feel free to send in your questions or input! Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ________________________________ size=2 width="100%" align=center> Check out AOL.com today . Breaking news, video search, pictures, email and IM. All on demand. Always Free. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060831/23d215ab/attachment.html From mwpotts2001 at aol.com Fri Sep 1 00:17:29 2006 From: mwpotts2001 at aol.com (mwpotts2001 at aol.com) Date: Fri, 01 Sep 2006 00:17:29 -0400 Subject: [ContentStandards 245] Re: Mid-week with CASAS guest speakers In-Reply-To: Message-ID: <8C89B94AC371BAB-1B4-7A8D@FWM-M20.sysops.aol.com> Thank you Jane, Jim and Linda. This information is very useful. All the Best, Meta Potts -----Original Message----- From: jeguez at casas.org To: contentstandards at nifl.gov Sent: Thu, 31 Aug 2006 7:20 PM Subject: [ContentStandards 244] Re: Mid-week with CASAS guest speakers Hi Meta, So good to hear from you! For many years, CASAS has been providing guidance to states and local programs that are using EFF with CASAS assessment. With the introduction of the CASAS Basic Skills Content Standards, we believe that it may now be easier for programs to make this connection to EFF. Washington State has recently completed a study comparing CASAS Content Standards to EFF, and various programs in Hawaii and several other states have been successfully integrating the two systems for some time. Regarding your question about portfolio assessment, CASAS has been working together with California?s EL Civics programs and the California Department of Education to successfully implement ?additional assessments?. These assessments are performance-based portfolio assessments which complement the required standardized assessments. They were created to assess priority leaner objectives based on statewide student needs assessments ? see Relationship Between California EL Civics Objectives and CASAS Competencies at: http://www.casas.org/Downloads/more.cfm?mfile_id=3561&bhcp=1 Each objective is linked to language and literacy content standards at specific instructional levels and linked to appropriate performance (additional) assessments. The results of these performance assessments and CASAS standardized assessment help to inform instruction and improve programs. The performance assessments encompass listening, speaking, reading, and writing tasks in demonstrated performances, portfolios, and projects. To view the objectives, supporting language and literacy standards, and performance assessment go to: http://www.casas.org/elc/index.cfm?fuseaction=elc.home EL Civics learners and teachers are excited because they are connecting student goals with standards, instruction, and assessment. A number of California EL Civics programs have received awards - whose students are making a difference in their communities - because their students have demonstrated ways in which they are using their newly acquired English skills to interact with and enrich the communities in which they live. http://www.casas.org/Downloads/more.cfm?mfile_id=4303 Regards, Jane Eg?ez (jeguez at casas.org), Jim Harrison (jharrison at casas.org), and Linda Taylor (ltaylor at casas.org) www.casas.org 800-255-1036 x125 From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of mwpotts2001 at aol.com Sent: Wednesday, August 30, 2006 11:56 AM To: contentstandards at nifl.gov Subject: [ContentStandards 235] Re: Mid-week with CASAS guest speakers Hi Jane, Jim and Linda, Now that a table has been developed, listing correspondences among EFF Levels, NRS, ABE and ESL Educational Functioning Levels and CASAS Scores for both ESL and ABE, how do you propose using this table as a guide for programs who are mandated to use CASAS and who are also mandated or simply want to use EFF? Also, are any of the states with whom you are working using portfolio assessment? If so, can you give us a brief overview of how they compile their evidence to show gains? Thanks, and I miss seeing you. Meta Potts Focus on Literacy Glen Allen, VA -----Original Message----- From: akohring at utk.edu To: contentstandards at nifl.gov Sent: Wed, 30 Aug 2006 2:39 PM Subject: [ContentStandards 234] Mid-week with CASAS guest speakers Greetings all, We are now mid-week in our discussion with our CASAS guests (Jane Eguez, Jim Harrison, and Linda Taylor) on the CASAS Basic Skills Content Standards Project. We've learned something about the background and research behind the project, heard from a couple of the states involved with the project, and know about some of the next steps. We've also generated a more general discussion around next steps/processes for states applying or implementing the content standards that they've developed. If you have missed part of this discussion or need to catch up, you can check the public archives at: http://www.nifl.gov/mailman/listinfo/Contentstandards by clicking on "Read Current Posted Messages". You still have time to participate in the current discussions or ask additional questions of our CASAS guests so feel free to send in your questions or input! Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards size=2 width="100%" align=center> Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free. ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ________________________________________________________________________ Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060901/ed1569f7/attachment.html From akohring at utk.edu Fri Sep 1 09:53:11 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 1 Sep 2006 09:53:11 -0400 Subject: [ContentStandards 246] Re: Teaching beyond the GED? In-Reply-To: <002701c6ccfc$776ec1d0$7bcf0944@DH89L251> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14560D3A@UTKFSVS1.utk.tennessee.edu> Donna, You raise some interesting points about the GED and whether the focus of instruction and assessment should go beyond preparation for the GED. It sounds like you believe that metacognitive skills - reasoning/thinking/analyzing skills- are also very important. I know there is some level of tension in the field when you have learners and/or programs stressing achievement of the GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner for today's economy" as you have suggested. What do others think about this? What is our role as instructors? Aaron ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 2006 8:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239] Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www...nifl.gov/mailman/listinfo/Contentstandards ) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www...nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 ________________________________ All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060901/3e7a0598/attachment.html From djrosen at comcast.net Fri Sep 1 10:34:09 2006 From: djrosen at comcast.net (David Rosen) Date: Fri, 1 Sep 2006 10:34:09 -0400 Subject: [ContentStandards 247] Re: Teaching beyond the GED? In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A14560D3A@UTKFSVS1.utk.tennessee.edu> References: <6A5CE13D731DE249BC61CB8C5C474B0A14560D3A@UTKFSVS1.utk.tennessee.edu> Message-ID: Hello Aaron and others, On Sep 1, 2006, at 9:53 AM, you wrote: > Donna, > > You raise some interesting points about the GED and whether the > focus of instruction and assessment should go beyond preparation > for the GED. It sounds like you believe that metacognitive skills > - reasoning/thinking/analyzing skills- are also very important. I > know there is some level of tension in the field when you have > learners and/or programs stressing achievement of the GED in as > short a time as possible as the ultimate goal vs. "preparing the > adult learner for today's economy" as you have suggested. What do > others think about this? What is our role as instructors? I have thought about this recurrent question and propose the following: The key is for each learner, in many cases with the help of a teacher or counsel, to examine what "I want my GED" means. " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had it, what would you hope it would do for you?" The answers will mostly fall in three categories: 1. GED as a terminal diploma or certificate ? I want to hold my head up as a holder of a GED or adult high school diploma. Personal pride and satisfaction. Not so much for my job or my career. or ? I have to have a GED or h.s. diploma to keep my job. I need this as soon as possible. or ? I need a job now. I can't get one because I don't have a high school diploma. I think, with a GED I can get a job. I don't care if it's a low-paying job. I need money as soon as possible. 2. GED as a key to entering Post-Secondary education ? I want a good job, one that will enable me (and my family) to be self-sufficient. I understand that the GED is not enough, that I have to get at least a year of college, too, but the GED is needed first. ? I want to succeed in college, I understand that a GED may be enough to get in, but I want to take regular, not developmental study courses so I want to be prepared to do academic work in college, and in other ways to be prepared for college before I enroll. 3. Limbo ? I don't know. I really don't. I was told to come here by my social worker (parole officer, mother....) Category 1 folks are "true GED" people. Category 2 folks are college prep people. They need a GED or h.s. diploma _and_ transition to college/college prep work. Category 3 people may or may not belong in an adult education program. For example, some out-of-school youth programs are designed help young adults get motivated. A high quality, seamless adult education system (not necessarily every program in the system) should offer all three options, and the screening process should be such that students get referred to the right option for their goal, so that "fast track for employment: GED students get 1, GED for increased lifetime earning folks get 2, and those who need motivation and counseling, and maybe a stimulating program of education with try-out work, get 3. David J. Rosen djrosen at comcast.net From Karen.Limkemann at fwliteracyalliance.org Fri Sep 1 10:57:37 2006 From: Karen.Limkemann at fwliteracyalliance.org (Limkemann, Karen) Date: Fri, 1 Sep 2006 10:57:37 -0400 Subject: [ContentStandards 248] Re: Teaching beyond the GED? Message-ID: Hello All, I'll weigh in here. This is a huge issue for our agency. We have operated with waiting list for several years now so the pressure to move students through in order to serve the students who are waiting is great. However we are keenly aware of the requirements of both the workforce and the postsecondary schools that are "next steps" for ours students. Just passing the GED is not enough in both instances. One thing that we have become very strict about is attendance and personal responsibility. We require 100% for the first month and nothing less than 80%. We talk with the students about the fact that the "soft skills" are often as important as the academic proficiencies, particularly in the workforce. With funding tied to performance and outcomes student commitment is critical. Many of our students fall into the 16-21 age group and were unsuccessful in school due to that lack of commitment. Our "tough love" approach results in many being exited. When they come back onto the wait list, and they usually do, their level of commitment is much better when they get back into class. Karen Limkemann Ft. Wayne, IN ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Friday, September 01, 2006 10:01 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 246] Re: Teaching beyond the GED? Donna, You raise some interesting points about the GED and whether the focus of instruction and assessment should go beyond preparation for the GED. It sounds like you believe that metacognitive skills - reasoning/thinking/analyzing skills- are also very important. I know there is some level of tension in the field when you have learners and/or programs stressing achievement of the GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner for today's economy" as you have suggested. What do others think about this? What is our role as instructors? Aaron ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 2006 8:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239] Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www...nifl.gov/mailman/listinfo/Contentstandards ) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www...nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ________________________________ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 ________________________________ All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. ________________________________ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060901/b0e68e71/attachment.html From akohring at utk.edu Fri Sep 1 12:10:12 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 1 Sep 2006 12:10:12 -0400 Subject: [ContentStandards 249] Final questions for CASAS guests Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A145B40F3@UTKFSVS1.utk.tennessee.edu> Hi everyone, What a great and rich discussion we have had this week, thank you all for your participation! This is the last day with our CASAS guests, so I encourage you to ask any final questions or make any comments. However, the ongoing discussion topics can certainly continue beyond this week! So we welcome any further insights you wish to share. Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From KHinson at future-gate.com Fri Sep 1 14:02:42 2006 From: KHinson at future-gate.com (Katrina Hinson) Date: Fri, 01 Sep 2006 20:02:42 +0200 Subject: [ContentStandards 250] Re: Teaching beyond the GED? In-Reply-To: References: <6A5CE13D731DE249BC61CB8C5C474B0A14560D3A@UTKFSVS1.utk.tennessee.edu> Message-ID: <44F83D3F.121C.00A0.0@future-gate.com> Well said!! >>> David Rosen 9/1/2006 10:34 am >>> Hello Aaron and others, On Sep 1, 2006, at 9:53 AM, you wrote: > Donna, > > You raise some interesting points about the GED and whether the > focus of instruction and assessment should go beyond preparation > for the GED. It sounds like you believe that metacognitive skills > - reasoning/thinking/analyzing skills- are also very important. I > know there is some level of tension in the field when you have > learners and/or programs stressing achievement of the GED in as > short a time as possible as the ultimate goal vs. "preparing the > adult learner for today's economy" as you have suggested. What do > others think about this? What is our role as instructors? I have thought about this recurrent question and propose the following: The key is for each learner, in many cases with the help of a teacher or counsel, to examine what "I want my GED" means. " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had it, what would you hope it would do for you?" The answers will mostly fall in three categories: 1. GED as a terminal diploma or certificate * I want to hold my head up as a holder of a GED or adult high school diploma. Personal pride and satisfaction. Not so much for my job or my career. or * I have to have a GED or h.s. diploma to keep my job. I need this as soon as possible. or * I need a job now. I can't get one because I don't have a high school diploma. I think, with a GED I can get a job. I don't care if it's a low-paying job. I need money as soon as possible. 2. GED as a key to entering Post-Secondary education * I want a good job, one that will enable me (and my family) to be self-sufficient. I understand that the GED is not enough, that I have to get at least a year of college, too, but the GED is needed first. * I want to succeed in college, I understand that a GED may be enough to get in, but I want to take regular, not developmental study courses so I want to be prepared to do academic work in college, and in other ways to be prepared for college before I enroll. 3. Limbo * I don't know. I really don't. I was told to come here by my social worker (parole officer, mother....) Category 1 folks are "true GED" people. Category 2 folks are college prep people. They need a GED or h.s. diploma _and_ transition to college/college prep work. Category 3 people may or may not belong in an adult education program. For example, some out-of-school youth programs are designed help young adults get motivated. A high quality, seamless adult education system (not necessarily every program in the system) should offer all three options, and the screening process should be such that students get referred to the right option for their goal, so that "fast track for employment: GED students get 1, GED for increased lifetime earning folks get 2, and those who need motivation and counseling, and maybe a stimulating program of education with try-out work, get 3. David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From djrosen at comcast.net Sat Sep 2 18:58:08 2006 From: djrosen at comcast.net (David Rosen) Date: Sat, 2 Sep 2006 18:58:08 -0400 Subject: [ContentStandards 251] Re: Teaching beyond the GED? In-Reply-To: <44F83D3F.121C.00A0.0@future-gate.com> References: <6A5CE13D731DE249BC61CB8C5C474B0A14560D3A@UTKFSVS1.utk.tennessee.edu> <44F83D3F.121C.00A0.0@future-gate.com> Message-ID: <1C0F44D1-40BC-44BD-8D67-BAB429FC938D@comcast.net> Thanks, Katrina All the best, David On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote: > Well said!! > >>>> David Rosen 9/1/2006 10:34 am >>> > Hello Aaron and others, > > On Sep 1, 2006, at 9:53 AM, you wrote: > >> Donna, >> >> You raise some interesting points about the GED and whether the >> focus of instruction and assessment should go beyond preparation >> for the GED. It sounds like you believe that metacognitive skills >> - reasoning/thinking/analyzing skills- are also very important. I >> know there is some level of tension in the field when you have >> learners and/or programs stressing achievement of the GED in as >> short a time as possible as the ultimate goal vs. "preparing the >> adult learner for today's economy" as you have suggested. What do >> others think about this? What is our role as instructors? > > I have thought about this recurrent question and propose the > following: > > The key is for each learner, in many cases with the help of a teacher > > or counsel, to examine what "I want my GED" means. > " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had > it, what would you hope it would do for you?" The answers will > mostly fall in three categories: > > 1. GED as a terminal diploma or certificate > > * I want to hold my head up as a holder of a GED or adult high school > > diploma. Personal pride and satisfaction. Not so much for my job or > > my career. > or > * I have to have a GED or h.s. diploma to keep my job. I need this > > as soon as possible. > or > * I need a job now. I can't get one because I don't have a high > school diploma. I think, with a GED I can get a job. I don't care if > > it's a low-paying job. I need money as soon as possible. > > 2. GED as a key to entering Post-Secondary education > > * I want a good job, one that will enable me (and my family) to be > self-sufficient. I understand that the GED is not enough, that I have > > to get at least a year of college, too, but the GED is needed first. > * I want to succeed in college, I understand that a GED may be enough > > to get in, but I want to take regular, not developmental study > courses so I want to be prepared to do academic work in college, and > in other ways to be prepared for college before I enroll. > > 3. Limbo > > * I don't know. I really don't. I was told to come here by my > social worker (parole officer, mother....) > > Category 1 folks are "true GED" people. Category 2 folks are college > > prep people. They need a GED or h.s. diploma _and_ transition to > college/college prep work. Category 3 people may or may not belong > in an adult education program. For example, some out-of-school youth > programs are designed help young adults get motivated. > > A high quality, seamless adult education system (not necessarily > every program in the system) should offer all three options, and the > screening process should be such that students get referred to the > right option for their goal, so that "fast track for employment: GED > students get 1, GED for increased lifetime earning folks get 2, and > those who need motivation and counseling, and maybe a stimulating > program of education with try-out work, get 3. > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards David J. Rosen djrosen at comcast.net From donnaedp at cox.net Sun Sep 3 14:51:04 2006 From: donnaedp at cox.net (Donna Chambers) Date: Sun, 3 Sep 2006 14:51:04 -0400 Subject: [ContentStandards 252] Re: Teaching beyond the GED? References: <6A5CE13D731DE249BC61CB8C5C474B0A14560D3A@UTKFSVS1.utk.tennessee.edu><44F83D3F.121C.00A0.0@future-gate.com> <1C0F44D1-40BC-44BD-8D67-BAB429FC938D@comcast.net> Message-ID: <000701c6cf89$e95c5750$7bcf0944@DH89L251> David, I agree with Katrina that you have clearly defined the type of adult learners who come to our program to "get their GED." I think that orienting the learner to the reality of understanding how long it will take to get to the GED, what skills need to be attained, and what the GED will do for the individual is all a critical piece to the intake. Also the intake process will help us and the learner understand both the immediate and long term goals and what the GED will mean in terms of these goals. While I like the categories, I feel as though instruction can prepare people beyond the GED at all levels and all categories, even if the learner is on a fast track to GED course. I would very much like to continue this discussion and how it relates to content standards if anyone is interested. Donna Chambers ----- Original Message ----- From: "David Rosen" To: "The Adult Education Content Standards Discussion List" Sent: Saturday, September 02, 2006 6:58 PM Subject: [ContentStandards 251] Re: Teaching beyond the GED? > Thanks, Katrina > > All the best, > > David > > On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote: > >> Well said!! >> >>>>> David Rosen 9/1/2006 10:34 am >>> >> Hello Aaron and others, >> >> On Sep 1, 2006, at 9:53 AM, you wrote: >> >>> Donna, >>> >>> You raise some interesting points about the GED and whether the >>> focus of instruction and assessment should go beyond preparation >>> for the GED. It sounds like you believe that metacognitive skills >>> - reasoning/thinking/analyzing skills- are also very important. I >>> know there is some level of tension in the field when you have >>> learners and/or programs stressing achievement of the GED in as >>> short a time as possible as the ultimate goal vs. "preparing the >>> adult learner for today's economy" as you have suggested. What do >>> others think about this? What is our role as instructors? >> >> I have thought about this recurrent question and propose the >> following: >> >> The key is for each learner, in many cases with the help of a teacher >> >> or counsel, to examine what "I want my GED" means. >> " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had >> it, what would you hope it would do for you?" The answers will >> mostly fall in three categories: >> >> 1. GED as a terminal diploma or certificate >> >> * I want to hold my head up as a holder of a GED or adult high school >> >> diploma. Personal pride and satisfaction. Not so much for my job or >> >> my career. >> or >> * I have to have a GED or h.s. diploma to keep my job. I need this >> >> as soon as possible. >> or >> * I need a job now. I can't get one because I don't have a high >> school diploma. I think, with a GED I can get a job. I don't care if >> >> it's a low-paying job. I need money as soon as possible. >> >> 2. GED as a key to entering Post-Secondary education >> >> * I want a good job, one that will enable me (and my family) to be >> self-sufficient. I understand that the GED is not enough, that I have >> >> to get at least a year of college, too, but the GED is needed first. >> * I want to succeed in college, I understand that a GED may be enough >> >> to get in, but I want to take regular, not developmental study >> courses so I want to be prepared to do academic work in college, and >> in other ways to be prepared for college before I enroll. >> >> 3. Limbo >> >> * I don't know. I really don't. I was told to come here by my >> social worker (parole officer, mother....) >> >> Category 1 folks are "true GED" people. Category 2 folks are college >> >> prep people. They need a GED or h.s. diploma _and_ transition to >> college/college prep work. Category 3 people may or may not belong >> in an adult education program. For example, some out-of-school youth >> programs are designed help young adults get motivated. >> >> A high quality, seamless adult education system (not necessarily >> every program in the system) should offer all three options, and the >> screening process should be such that students get referred to the >> right option for their goal, so that "fast track for employment: GED >> students get 1, GED for increased lifetime earning folks get 2, and >> those who need motivation and counseling, and maybe a stimulating >> program of education with try-out work, get 3. >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > From akohring at utk.edu Tue Sep 5 09:30:35 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 5 Sep 2006 09:30:35 -0400 Subject: [ContentStandards 253] CASAS discussion thanks! Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1464045C@UTKFSVS1.utk.tennessee.edu> Dear Colleagues, I would like to thank Jane, Jim, and Linda from CASAS for being our Guests last week! And thanks to all of you who contributed to the discussion - I hope subscribers found the discussion both interesting and informative. I will prepare the Discussion in a user-friendly format, and post it to the Guest Speaker archive on the National Institute for Literacy website (I'll send out a notice when this is ready): - (http://www.nifl.gov/lincs/discussions/discussions.html) - click on the Guest Speakers button in the toolbar for the archives of Guests. You can read the entire thread now if you go to the Content Standards public archive at: http://www.nifl.gov/mailman/listinfo/Contentstandards - click on Read Current Posted Messages. It sounds like there is interest in carrying on some of last week's discussion so please feel free to contribute to the conversation. Thanks to all again, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From Mylinh.Nguyen at ed.gov Tue Sep 5 09:44:42 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Tue, 5 Sep 2006 09:44:42 -0400 Subject: [ContentStandards 254] National Institute for Literacy Launches International Perspective Webpages Message-ID: Just in time for International Literacy Day on September 8, the National Institute for Literacy has launched a series of webpages on its website (www.nifl.gov) to highlight worldwide efforts to address and combat literacy problems. The International Perspectives webpages allow American adult literacy and English language teachers and students quick access to information about: * adult literacy education in other countries and cultures, including both developing and industrialized countries, and including curriculum and outcomes standards for adult education in other countries * international comparative studies of adult literacy and PreK-12 education, and * international efforts to raise literacy levels (e.g.UNESCO, International Reading Association, and the Venezuelan and Argentinian literacy campaigns) The Institute plans to continue to build on the information on the International Perspective pages () as they develop into a central site for worldwide literacy resources. The National Institute for Literacy provides leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. Departments of Education, Labor, and Health and Human Services, the Institute serves as a national resource on current, comprehensive literacy research, practice, and policy. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From khinson at future-gate.com Tue Sep 5 12:24:12 2006 From: khinson at future-gate.com (Katrina Hinson) Date: Tue, 05 Sep 2006 18:24:12 +0200 Subject: [ContentStandards 255] Re: Teaching beyond the GED? Message-ID: <44FDC0CC020000A00000336E@fgwiel01a.wie.de.future-gate.com> I'm interested! (on many levels) I think you are right - regarding orienting students at the beginning. I'm interested in finding out just what kind of "intake" process programs have in place where this might can occur. Is intake only a series of forms and tests or is it more structured? Who does the intake? What is covered in "intake" and how do you really orient a student who has been out of school for a number of years to the process of being back in a classroom environment. I think it's crucial for the student to understand the GED options and to understand how he/she might move through the program. I also think students need goals - whether it's employment or academic. Likewise, I think the instructor(s) need to know that information. I think students need to be given a strong foundation when they come into a program and/or move from one to the next. Many times that foundation begins with an "intake" process and too often that process is simply a matter of "placement" testing and forms and perhaps lacks meat. I could be wrong...hence why I'm curious what other programs consider "intake." As students finish the GED, what happens? Is there an exit interview? Should their be one to ensure students are steered in the right direction - joblink, curriculum counselors etc. Are students who are interested in the academic arena really prepared to succeed in the Post-Secondary classes? How do we ensure they are. Do they really possess employability skills once they attain their GED - again, what do we do to give them "marketable" skills that make them better employees or more employable than they were when they came through our doors. I think there are many questions around this topic and perhaps not enough emphasis. Regards, Katrina Hinson >>> "Donna Chambers" 09/03/06 11:51 AM >>> David, I agree with Katrina that you have clearly defined the type of adult learners who come to our program to "get their GED." I think that orienting the learner to the reality of understanding how long it will take to get to the GED, what skills need to be attained, and what the GED will do for the individual is all a critical piece to the intake. Also the intake process will help us and the learner understand both the immediate and long term goals and what the GED will mean in terms of these goals. While I like the categories, I feel as though instruction can prepare people beyond the GED at all levels and all categories, even if the learner is on a fast track to GED course. I would very much like to continue this discussion and how it relates to content standards if anyone is interested. Donna Chambers ----- Original Message ----- From: "David Rosen" To: "The Adult Education Content Standards Discussion List" Sent: Saturday, September 02, 2006 6:58 PM Subject: [ContentStandards 251] Re: Teaching beyond the GED? > Thanks, Katrina > > All the best, > > David > > On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote: > >> Well said!! >> >>>>> David Rosen 9/1/2006 10:34 am >>> >> Hello Aaron and others, >> >> On Sep 1, 2006, at 9:53 AM, you wrote: >> >>> Donna, >>> >>> You raise some interesting points about the GED and whether the >>> focus of instruction and assessment should go beyond preparation >>> for the GED. It sounds like you believe that metacognitive skills >>> - reasoning/thinking/analyzing skills- are also very important. I >>> know there is some level of tension in the field when you have >>> learners and/or programs stressing achievement of the GED in as >>> short a time as possible as the ultimate goal vs. "preparing the >>> adult learner for today's economy" as you have suggested. What do >>> others think about this? What is our role as instructors? >> >> I have thought about this recurrent question and propose the >> following: >> >> The key is for each learner, in many cases with the help of a teacher >> >> or counsel, to examine what "I want my GED" means. >> " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had >> it, what would you hope it would do for you?" The answers will >> mostly fall in three categories: >> >> 1. GED as a terminal diploma or certificate >> >> * I want to hold my head up as a holder of a GED or adult high school >> >> diploma. Personal pride and satisfaction. Not so much for my job or >> >> my career. >> or >> * I have to have a GED or h.s. diploma to keep my job. I need this >> >> as soon as possible. >> or >> * I need a job now. I can't get one because I don't have a high >> school diploma. I think, with a GED I can get a job. I don't care if >> >> it's a low-paying job. I need money as soon as possible. >> >> 2. GED as a key to entering Post-Secondary education >> >> * I want a good job, one that will enable me (and my family) to be >> self-sufficient. I understand that the GED is not enough, that I have >> >> to get at least a year of college, too, but the GED is needed first. >> * I want to succeed in college, I understand that a GED may be enough >> >> to get in, but I want to take regular, not developmental study >> courses so I want to be prepared to do academic work in college, and >> in other ways to be prepared for college before I enroll. >> >> 3. Limbo >> >> * I don't know. I really don't. I was told to come here by my >> social worker (parole officer, mother....) >> >> Category 1 folks are "true GED" people. Category 2 folks are college >> >> prep people. They need a GED or h.s. diploma _and_ transition to >> college/college prep work. Category 3 people may or may not belong >> in an adult education program. For example, some out-of-school youth >> programs are designed help young adults get motivated. >> >> A high quality, seamless adult education system (not necessarily >> every program in the system) should offer all three options, and the >> screening process should be such that students get referred to the >> right option for their goal, so that "fast track for employment: GED >> students get 1, GED for increased lifetime earning folks get 2, and >> those who need motivation and counseling, and maybe a stimulating >> program of education with try-out work, get 3. >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Tue Sep 5 14:36:18 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 5 Sep 2006 14:36:18 -0400 Subject: [ContentStandards 256] Family Literacy List Guest Speaker next week Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A146C2587@UTKFSVS1.utk.tennessee.edu> Hello all, Please note below the guest speaker on the Family Literacy List next week. Aaron ********************************* On September 11th through the 13th, Cyndy Colletti, Literacy Program Manager at the Illinois State Library, will join the Family Literacy Discussion List as a guest speaker/discussion leader. Cyndy's topic will be "Implementing Interactive Parent Child Activities"-- a topic of much interest to those working with families. Cyndy's biography is given below. Before she begins her discussion on September 11, I will post some questions for your consideration. They will be the questions that will guide Cyndy's discussion. We look forward to having Cyndy join us and know that you will make her time with us rewarding and valuable by responding to her comments and questions. I will remind you of this discussion again as we get closer to the date. Read on for Cyndy's biography. Cyndy Colletti, currently the Literacy Program Manager at the Illinois State Library (ISL), worked as the Family Literacy Coordinator at ISL for nine years. In that position, she was responsible for comprehensive grant administration including developing and implementing the Family Literacy Grant Program, a comprehensive five component program including library services as the fifth component. The Illinois State Library has consistently funded between 40 and 55 family literacy projects annually since 1991. She has worked cooperatively with the practitioners in Illinois to develop programmatic resources for the Family Literacy projects such as parent-child activities (The Story Kits, online at http://leep.lis.uiuc.edu/publish/ccollett/storykit/sitemap.html are an example.) and workshops on other issues vital to family literacy. She has a master's degree from the University of Illinois and more than 20 years experience in the field of adult education and literacy and social service. Her current responsibility as Literacy Program Manager includes grants management and facilitating the effectiveness of program implementation on the local level by providing resource materials, training and support for local adult education and family literacy providers throughout Illinois. To participate in the discussion, sign up for the Family Literacy Discussion List at http://www.nifl.gov/mailman/listinfo/familyliteracy Gail J. Price Multimedia Specialist National Center for Family Literacy 325 West Main Street, Suite 300 Louisville, KY 40205 Phone: 502 584-1133, ext. 112 Fax: 502 584-0172 ************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From aburruss2 at cox.net Tue Sep 5 22:05:55 2006 From: aburruss2 at cox.net (Ann Burruss) Date: Tue, 5 Sep 2006 22:05:55 -0400 Subject: [ContentStandards 257] Re: Teaching beyond the GED? References: <44FDC0CC020000A00000336E@fgwiel01a.wie.de.future-gate.com> Message-ID: <004501c6d158$fd1c5ee0$0202a8c0@D1WJ3821> Katrina, I do so agree with you! I teach at the local jail, and getting the GED is a BEGINNING! There is so much more we need to do, particularly when you are addressing the needs of middle aged population who is now released. Having a GED will NOT get that person a job...UNLESS he/she has acquired some other skills! More later, if you are interested. Ann Burruss ----- Original Message ----- From: Katrina Hinson To: donnaedp at cox.net ; contentstandards at nifl.gov Sent: Tuesday, September 05, 2006 12:24 PM Subject: [ContentStandards 255] Re: Teaching beyond the GED? I'm interested! (on many levels) I think you are right - regarding orienting students at the beginning. I'm interested in finding out just what kind of "intake" process programs have in place where this might can occur. Is intake only a series of forms and tests or is it more structured? Who does the intake? What is covered in "intake" and how do you really orient a student who has been out of school for a number of years to the process of being back in a classroom environment. I think it's crucial for the student to understand the GED options and to understand how he/she might move through the program. I also think students need goals - whether it's employment or academic. Likewise, I think the instructor(s) need to know that information. I think students need to be given a strong foundation when they come into a program and/or move from one to the next. Many times that foundation begins with an "intake" process and too often that process is simply a matter of "placement" testing and forms and perhaps lacks meat. I could be wrong...hence why I'm curious what other programs consider "intake." As students finish the GED, what happens? Is there an exit interview? Should their be one to ensure students are steered in the right direction - joblink, curriculum counselors etc. Are students who are interested in the academic arena really prepared to succeed in the Post-Secondary classes? How do we ensure they are. Do they really possess employability skills once they attain their GED - again, what do we do to give them "marketable" skills that make them better employees or more employable than they were when they came through our doors. I think there are many questions around this topic and perhaps not enough emphasis. Regards, Katrina Hinson >>> "Donna Chambers" 09/03/06 11:51 AM >>> David, I agree with Katrina that you have clearly defined the type of adult learners who come to our program to "get their GED." I think that orienting the learner to the reality of understanding how long it will take to get to the GED, what skills need to be attained, and what the GED will do for the individual is all a critical piece to the intake. Also the intake process will help us and the learner understand both the immediate and long term goals and what the GED will mean in terms of these goals. While I like the categories, I feel as though instruction can prepare people beyond the GED at all levels and all categories, even if the learner is on a fast track to GED course. I would very much like to continue this discussion and how it relates to content standards if anyone is interested. Donna Chambers ----- Original Message ----- From: "David Rosen" To: "The Adult Education Content Standards Discussion List" Sent: Saturday, September 02, 2006 6:58 PM Subject: [ContentStandards 251] Re: Teaching beyond the GED? > Thanks, Katrina > > All the best, > > David > > On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote: > >> Well said!! >> >>>>> David Rosen 9/1/2006 10:34 am >>> >> Hello Aaron and others, >> >> On Sep 1, 2006, at 9:53 AM, you wrote: >> >>> Donna, >>> >>> You raise some interesting points about the GED and whether the >>> focus of instruction and assessment should go beyond preparation >>> for the GED. It sounds like you believe that metacognitive skills >>> - reasoning/thinking/analyzing skills- are also very important. I >>> know there is some level of tension in the field when you have >>> learners and/or programs stressing achievement of the GED in as >>> short a time as possible as the ultimate goal vs. "preparing the >>> adult learner for today's economy" as you have suggested. What do >>> others think about this? What is our role as instructors? >> >> I have thought about this recurrent question and propose the >> following: >> >> The key is for each learner, in many cases with the help of a teacher >> >> or counsel, to examine what "I want my GED" means. >> " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had >> it, what would you hope it would do for you?" The answers will >> mostly fall in three categories: >> >> 1. GED as a terminal diploma or certificate >> >> * I want to hold my head up as a holder of a GED or adult high school >> >> diploma. Personal pride and satisfaction. Not so much for my job or >> >> my career. >> or >> * I have to have a GED or h.s. diploma to keep my job. I need this >> >> as soon as possible. >> or >> * I need a job now. I can't get one because I don't have a high >> school diploma. I think, with a GED I can get a job. I don't care if >> >> it's a low-paying job. I need money as soon as possible. >> >> 2. GED as a key to entering Post-Secondary education >> >> * I want a good job, one that will enable me (and my family) to be >> self-sufficient. I understand that the GED is not enough, that I have >> >> to get at least a year of college, too, but the GED is needed first. >> * I want to succeed in college, I understand that a GED may be enough >> >> to get in, but I want to take regular, not developmental study >> courses so I want to be prepared to do academic work in college, and >> in other ways to be prepared for college before I enroll. >> >> 3. Limbo >> >> * I don't know. I really don't. I was told to come here by my >> social worker (parole officer, mother....) >> >> Category 1 folks are "true GED" people. Category 2 folks are college >> >> prep people. They need a GED or h.s. diploma _and_ transition to >> college/college prep work. Category 3 people may or may not belong >> in an adult education program. For example, some out-of-school youth >> programs are designed help young adults get motivated. >> >> A high quality, seamless adult education system (not necessarily >> every program in the system) should offer all three options, and the >> screening process should be such that students get referred to the >> right option for their goal, so that "fast track for employment: GED >> students get 1, GED for increased lifetime earning folks get 2, and >> those who need motivation and counseling, and maybe a stimulating >> program of education with try-out work, get 3. >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060905/9b535d6e/attachment.html From bjacala at guamcc.edu Wed Sep 6 01:07:02 2006 From: bjacala at guamcc.edu (Barbara Jacala) Date: Wed, 6 Sep 2006 15:07:02 +1000 Subject: [ContentStandards 258] Re: Teaching beyond the GED? In-Reply-To: <44FDC0CC020000A00000336E@fgwiel01a.wie.de.future-gate.com> Message-ID: <200609060456.k864u3cO019543@mail.guamcc.net> I am interested in continuing the discussion on GED and beyond. Here on Guam we do have a brief intake process as well as an exit process. At intake, we do have the series of forms. We gather student information. We find out the student's short term and long term goals. We provide information on the test, where they can find study materials, where they can get tutoring or attend preparatory classes. We even try to find financial assistance for them. At exit, we present the student with a "Congratulations, graduate!" folder. In it are the transcript, waiver forms, update forms, as well as informational materials for postsecondary programs. We take a picture of the student and publish it with a little write up in a blogspace. We have not tracked the effectiveness of this strategy, but we have seen a number of students come back to enroll in postsecondary programs. Our program does not employ a counselor but we have been advocating for one. We feel that such a person will be valuable in steering students to the right direction. Barbara Jacala Adult Education Program Specialist Guam Community College Telephone: 671-735-5625 -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Katrina Hinson Sent: Wednesday, September 06, 2006 2:24 AM To: donnaedp at cox.net; contentstandards at nifl.gov Subject: [ContentStandards 255] Re: Teaching beyond the GED? I'm interested! (on many levels) I think you are right - regarding orienting students at the beginning. I'm interested in finding out just what kind of "intake" process programs have in place where this might can occur. Is intake only a series of forms and tests or is it more structured? Who does the intake? What is covered in "intake" and how do you really orient a student who has been out of school for a number of years to the process of being back in a classroom environment. I think it's crucial for the student to understand the GED options and to understand how he/she might move through the program. I also think students need goals - whether it's employment or academic. Likewise, I think the instructor(s) need to know that information. I think students need to be given a strong foundation when they come into a program and/or move from one to the next. Many times that foundation begins with an "intake" process and too often that process is simply a matter of "placement" testing and forms and perhaps lacks meat. I could be wrong...hence why I'm curious what other programs consider "intake." As students finish the GED, what happens? Is there an exit interview? Should their be one to ensure students are steered in the right direction - joblink, curriculum counselors etc. Are students who are interested in the academic arena really prepared to succeed in the Post-Secondary classes? How do we ensure they are. Do they really possess employability skills once they attain their GED - again, what do we do to give them "marketable" skills that make them better employees or more employable than they were when they came through our doors. I think there are many questions around this topic and perhaps not enough emphasis. Regards, Katrina Hinson >>> "Donna Chambers" 09/03/06 11:51 AM >>> David, I agree with Katrina that you have clearly defined the type of adult learners who come to our program to "get their GED." I think that orienting the learner to the reality of understanding how long it will take to get to the GED, what skills need to be attained, and what the GED will do for the individual is all a critical piece to the intake. Also the intake process will help us and the learner understand both the immediate and long term goals and what the GED will mean in terms of these goals. While I like the categories, I feel as though instruction can prepare people beyond the GED at all levels and all categories, even if the learner is on a fast track to GED course. I would very much like to continue this discussion and how it relates to content standards if anyone is interested. Donna Chambers ----- Original Message ----- From: "David Rosen" To: "The Adult Education Content Standards Discussion List" Sent: Saturday, September 02, 2006 6:58 PM Subject: [ContentStandards 251] Re: Teaching beyond the GED? > Thanks, Katrina > > All the best, > > David > > On Sep 1, 2006, at 2:02 PM, Katrina Hinson wrote: > >> Well said!! >> >>>>> David Rosen 9/1/2006 10:34 am >>> >> Hello Aaron and others, >> >> On Sep 1, 2006, at 9:53 AM, you wrote: >> >>> Donna, >>> >>> You raise some interesting points about the GED and whether the >>> focus of instruction and assessment should go beyond preparation >>> for the GED. It sounds like you believe that metacognitive skills >>> - reasoning/thinking/analyzing skills- are also very important. I >>> know there is some level of tension in the field when you have >>> learners and/or programs stressing achievement of the GED in as >>> short a time as possible as the ultimate goal vs. "preparing the >>> adult learner for today's economy" as you have suggested. What do >>> others think about this? What is our role as instructors? >> >> I have thought about this recurrent question and propose the >> following: >> >> The key is for each learner, in many cases with the help of a teacher >> >> or counsel, to examine what "I want my GED" means. >> " _Why_ do you want to get a GED (or ADP or EDP) ?" "If you had >> it, what would you hope it would do for you?" The answers will >> mostly fall in three categories: >> >> 1. GED as a terminal diploma or certificate >> >> * I want to hold my head up as a holder of a GED or adult high school >> >> diploma. Personal pride and satisfaction. Not so much for my job or >> >> my career. >> or >> * I have to have a GED or h.s. diploma to keep my job. I need this >> >> as soon as possible. >> or >> * I need a job now. I can't get one because I don't have a high >> school diploma. I think, with a GED I can get a job. I don't care if >> >> it's a low-paying job. I need money as soon as possible. >> >> 2. GED as a key to entering Post-Secondary education >> >> * I want a good job, one that will enable me (and my family) to be >> self-sufficient. I understand that the GED is not enough, that I have >> >> to get at least a year of college, too, but the GED is needed first. >> * I want to succeed in college, I understand that a GED may be enough >> >> to get in, but I want to take regular, not developmental study >> courses so I want to be prepared to do academic work in college, and >> in other ways to be prepared for college before I enroll. >> >> 3. Limbo >> >> * I don't know. I really don't. I was told to come here by my >> social worker (parole officer, mother....) >> >> Category 1 folks are "true GED" people. Category 2 folks are college >> >> prep people. They need a GED or h.s. diploma _and_ transition to >> college/college prep work. Category 3 people may or may not belong >> in an adult education program. For example, some out-of-school youth >> programs are designed help young adults get motivated. >> >> A high quality, seamless adult education system (not necessarily >> every program in the system) should offer all three options, and the >> screening process should be such that students get referred to the >> right option for their goal, so that "fast track for employment: GED >> students get 1, GED for increased lifetime earning folks get 2, and >> those who need motivation and counseling, and maybe a stimulating >> program of education with try-out work, get 3. >> >> David J. Rosen >> djrosen at comcast.net >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Education Content Standards mailing list >> ContentStandards at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/contentstandards > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Wed Sep 6 14:39:48 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Wed, 6 Sep 2006 14:39:48 -0400 Subject: [ContentStandards 259] Questions posted for Family Literacy Discussion Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A146F3FB1@UTKFSVS1.utk.tennessee.edu> Please note the update below to the Family Literacy discussion next week with questions for participants to consider. Aaron *********************************** This is a reminder that Cyndy Colletti will be joining the Family Literacy Discussion List Monday, September 11, through Wednesday, September 13. Cyndy, currently the Literacy Program Manager at the Illinois State Library (ISL), worked as the Family Literacy Coordinator at ISL for nine years. She has worked cooperatively with the practitioners in Illinois to develop programmatic resources for the Family Literacy projects such as parent-child activities. She will be facilitating a discussion on "Implementing Interactive Parent Child Activities." Following are some questions about PACT to consider in anticipation of the discussion. Design and development -- How do we design PACT that includes diverse learners and low level learners? How do we communicate the value of PACT to enrolled parents who just "want to go to GED class today?" Do you have some Web or hard copy resources on developing PACT activities you want to share? Implementation -- What are some successful activities you want to share? Outcomes -- What are the outcomes for the program of a successful PACT component? What are the outcomes for the participants of a successful PACT component? How do we communicate the value of PACT to funders and the community? If you are interested in joining the discussion, you can subscribe to the Family Literacy Discussion List by going to http://www.nifl.gov/mailman/listinfo/familyliteracy Gail J. Price Multimedia Specialist National Center for Family Literacy 325 West Main Street, Suite 300 Louisville, KY 40205 Phone: 502 584-1133, ext. 112 Fax: 502 584-0172 **************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Wed Sep 6 14:52:24 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Wed, 6 Sep 2006 14:52:24 -0400 Subject: [ContentStandards 260] FW: Re: GED and College Admissions Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A146F402C@UTKFSVS1.utk.tennessee.edu> Greetings all, I'm forwarding this message from the Assessment Discussion List which branched off from our discussion on the GED this past week! Note the references to college prep and standards/skills for going beyond the GED... Aaron -----Donna's Message----- Getting students "college ready" has been an issue for years, particularly not knowing exactly what college ready means from state to state or from college to college. In Ohio, we are crosswalking college readiness standards with our ABLE standards to identify the gaps and make needed revisions. I'd be interested to hear from states or programs that are currently involved in or have completed this process. Donna Albanese, Consultant Ohio Department of Education Adult Basic and Literacy Education 25 South Front Street, Stop 614 Columbus, Ohio 43215-4183 Phone: 614-466-5015 Fax: 614-728-8470 e-mail: donna.albanese at ode.state.oh.us -----June's Message----- For many years prior to my employment with the federal government, I directed a university learning center that offered developmental classes, ran the university's placement testing program, and offered tutoring, ESL classes, and services for those with learning disabilities and other physical disabilities. Over a 20 year period I saw the test results for at least 15,000 students and I can say without any doubt that having a GED was NOT a guarantee that an entering student had the reading, writing, or math skills that were required as the basic skills before attempting college-level classes. We saw many adults enter college with a GED who had large gaps between what we anticipated would be the skill level of high school graduates and those who just passed high school with minimum skill levels. And, unfortunately, we saw many of them leave college in academic difficulty - and with debts for tuition. (I was the person, in the end, who interviewed all these people and had to send the final letters of dismissal.) Adults who wish to go on for more education need to be advised that having a piece of paper that says you have a high school diploma is not sufficient. There are basic skills and then there are more advanced skills and the person who will be successful at the college level has to be able to perform competently from the beginning. Just as about 1/3 of high school graduates are not ready for the level of work required at a college, the GED does not adequately prepare most students. If we could connect jobs to skill levels and make this clear to students and parents and employers and employees, this would be a real boon to the American economy and school system. Perhaps it is time to consider levels of readiness and make it clear to high school students and to adults in adult education that there are varying levels depending on the end goal. People need to know how they need to be able to perform for the goals they set for themselves. Paper just doesn't do it; performance is the key to success. June Crawford ------------------------------- From MMaralit at NIFL.gov Wed Sep 6 15:27:05 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 6 Sep 2006 15:27:05 -0400 Subject: [ContentStandards 261] Re: The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B93313A@wdcrobe2m03.ed.gov> The following announcement is posted on behalf of The National Center for Education Statistics: The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy (9/6/2006) Results from the Health Literacy component of the 2003 National Assessment of Adult Literacy (NAAL) were just released. The health literacy findings are based on the first large-scale national assessment designed specifically to measure the health literacy of adults living in America. This report measures health literacy among American adults including their ability to read, understand, and apply health-related information in English. Findings include: * The majority of American adults (53 percent) had Intermediate health literacy. Fewer than 15 percent of adults had either Below Basic or Proficient health literacy. * Women had higher average health literacy than men. * Adults who were ages 65 and older had lower average health literacy than younger adults. * Hispanic adults had lower average health literacy than adults in any other racial/ethnic group. To download, view and print the publication as a PDF file, please visit: To view other NAAL reports and for more information, visit Jaleh Behroozi Soroui Education Statistics Services Institute (ESSI-Stat) American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org From ropteacher at gmail.com Thu Sep 7 09:44:53 2006 From: ropteacher at gmail.com (Gloria Fuentes) Date: Thu, 7 Sep 2006 06:44:53 -0700 Subject: [ContentStandards 262] Re: FW: Re: GED and College Admissions In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A146F402C@UTKFSVS1.utk.tennessee.edu> References: <6A5CE13D731DE249BC61CB8C5C474B0A146F402C@UTKFSVS1.utk.tennessee.edu> Message-ID: <38914de00609070644p2d947819gb605ffc610373dfa@mail.gmail.com> I know I am a little bit late jumping into this discussion. But--as a high school drop out in the 9th grade and someone who came from an immigrant family, meaning I spent more years working the fields with my family than going to elementary school. I had not been able to keep up with the other students so by the time I hit junior high school I was completely lost. My father officially signend me out of school at the age of 15, and I then went to work full time. Well when I had my own children and by this time I was beginning to understand the value of an education when I couldn't help my children with their homework and also when two of my boys decided they didn't want to finish school. Well by this time I knew I had to do something so I went to the adult education school where I obtained my GED. From there my oldest daughter talked me into going to the community college. I started going to a community college soon afterwards and had a really hard time. But with the help of the Learning Resource Center I was able to catch up to the other students who had finished all the k through 12 years in school. Today I am a secretary at a community college and also teach an ROP/Office Occupations & GED preparation class part-time. I teach 16 to 21 year olds. My students are at all different levels, some were like me and never really grasped things at the elementary level others just got side tracked in the junior or senior years of school. I stress to my students the importance of learning more than what just the GED teaches. We have a career development skills section we also teach in our classroom. Some of my students only want to get their GED to get a job, others need their GED to go on to higher education. What ever my students want to pursue that is what we work for. If they plan on going on to higher education then we study more indepth with those ones. With the ones who only want a GED for a job, and thats all they care about getting then we only study the basics to pass the GED and job skills. One thing I really stress when they first come into my classroom, is if they want to go on to higher education they are really going to have to and WANT to work hard for it. Some of them will have to be tutored in different areas that they never grasped during their k-12 years. We do that with them in our classroom. I have an awesome case technician that helps me with this. We do go out of our way to work with our students in what ever they desire. But they know they have to have the desire if they want to succeed. We have some students that are coming back to us now after having gotten their GED but are struggling with a college course they are taking. We make the time to help them even if we don't get paid for it. I guess for our classroom it is once our student, always our student! Okay I have rambled on enough this morning and I hope I made some sense with all of this. Gloria On 9/6/06, Kohring, Aaron M wrote: > > Greetings all, > > I'm forwarding this message from the Assessment Discussion List which > branched off from our discussion on the GED this past week! Note the > references to college prep and standards/skills for going beyond the > GED... > Aaron > > -----Donna's Message----- > > Getting students "college ready" has been an issue for years, > particularly not knowing exactly what college ready means from state to > state or from college to college. In Ohio, we are crosswalking college > readiness standards with our ABLE standards to identify the gaps and > make needed revisions. I'd be interested to hear from states or programs > that are currently involved in or have completed this process. > > Donna Albanese, Consultant > Ohio Department of Education > Adult Basic and Literacy Education > 25 South Front Street, Stop 614 > Columbus, Ohio 43215-4183 > Phone: 614-466-5015 > Fax: 614-728-8470 > e-mail: donna.albanese at ode.state.oh.us > > -----June's Message----- > > For many years prior to my employment with the federal government, I > directed a university learning center that offered developmental > classes, ran the university's placement testing program, and offered > tutoring, ESL classes, and services for those with learning disabilities > and other physical disabilities. Over a 20 year period I saw the test > results for at least 15,000 students and I can say without any doubt > that having a GED was NOT a guarantee that an entering student had the > reading, writing, or math skills that were required as the basic skills > before attempting college-level classes. We saw many adults enter > college with a GED who had large gaps between what we anticipated would > be the skill level of high school graduates and those who just passed > high school with minimum skill levels. And, unfortunately, we saw many > of them leave college in academic difficulty - and with debts for > tuition. (I was the person, in the end, who interviewed all these people > and had to send the final letters of > dismissal.) > > Adults who wish to go on for more education need to be advised that > having a piece of paper that says you have a high school diploma is not > sufficient. > There are basic skills and then there are more advanced skills and the > person who will be successful at the college level has to be able to > perform competently from the beginning. Just as about 1/3 of high > school graduates are not ready for the level of work required at a > college, the GED does not adequately prepare most students. If we could > connect jobs to skill levels and make this clear to students and parents > and employers and employees, this would be a real boon to the American > economy and school system. > > Perhaps it is time to consider levels of readiness and make it clear to > high school students and to adults in adult education that there are > varying levels depending on the end goal. People need to know how they > need to be able to perform for the goals they set for themselves. Paper > just doesn't do it; performance is the key to success. > June Crawford > ------------------------------- > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards > -- Gloria Fuentes -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060907/a3378c1e/attachment.html From akohring at utk.edu Thu Sep 7 09:38:23 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 7 Sep 2006 09:38:23 -0400 Subject: [ContentStandards 263] Webcast Casts Web of Doubt Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14766B4C@UTKFSVS1.utk.tennessee.edu> Posted on behalf of Tom Sticht. ************************** August 31, 2003 National Institute for Literacy Webcast Casts Web of Doubt About Commitment to Adult Literacy Education Tom Sticht International Consultant in Adult Education On 15 August 2006 the National Institute for Literacy (NIFL) presented a webcast about the National Assessment of Adult Literacy (NAAL) of 2003. Entitled "Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice" the webcast focussed on the adults who scored at the lowest two levels of the NAAL, those in the Basic and Below Basic levels, and implications for reading instruction and workforce development. Unfortunately, as far as I can discern, the webcast presented nothing of any substance for policy or practice for adult literacy/numeracy education nor for workforce development. In fact, it presented a number of statements about education, literacy, and workforce development of dubious validity. Here are some of these statements. 1. Sheida White from the National Center for Education Statistics, which sponsored the NAAL, made the statement that "Nearly two-thirds, which is actually 67% of all the jobs created over the next decade, will require a college degree." But in the Statistics and Facts section of the NIFL web site it is claimed that 69.8% percent of job openings from 2000 through 2010 will NOT require college but only some sort of work-related training, 57% of which will be short or moderate term training. Other data from the Department of Labor indicates that in 1998 78% of jobs required non-college levels of education while in 2008 76% will be non-college jobs. A 2006 report from the Educational Testing Service (ETS) by Paul Barton also raises questions about the education levels required by jobs. He presents data showing that the 44 occupations that account for half of the 26 million average annual job openings during 2001-2012 require only short-term education or on-the-job training, not post-secondary education, and 25 of the 44 occupations have workforces with 50 percent or more having high school or less education. Clearly, there is reason to question the claim that two-thirds of all jobs created over the next decade will require a college degree. 2. John Strucker called attention to the well known gaps in performance on the tests among whites, blacks, and Hispanics, but he had nothing to say about what to do about the situation other than we need to do something. He talked about age and literacy and focussed on the problems of younger adults, but he did not comment on the fact that the NAAL may not be valid across the lifespan, especially for older adults, as other research has suggested. He also commented on the fact that quantitative literacy (numeracy) had larger percentages of adults in the lower two levels than on the prose or document literacy scales. He also mentioned that there could be real problems with decoding, vocabulary, and fluency for adults in the Below Basic and Basic levels, and there could be large numbers of learning disabilities in these groups. But there was really nothing that I read that lead to insights regarding how teachers or programs should go about changing their adult reading, numeracy, or English language instruction. 3. Brian Bosworth simply repeated the oft stated notions that low literacy can consign workers to low paying jobs and reduce America's global competitiveness. He made a plea for a demand side approach to skills development that seemed very much like a call for a return to workplace literacy programs in which employers and employees determine their skills needs and work together to design and deliver instruction. Again, however, there was nothing that I read that produced solid evidence of how workers with low skills actually perform important job tasks in specific jobs or what returns to investment in workforce education business, workers, or the rest of the nation might experience if investments in worker literacy or numeracy education were increased. It would be useful if the NIFL or some other government agency would support this type of research. Noticeably missing from the presentation was a discussion of just how arbitrary the whole enterprise of literacy assessment in the NAAL was, including the naming of levels as Below Basic or Basic (instead of Below Average and Average for instance). There was also no discussion of how Prose, Document, and Quantitative literacy might "add up" across the three scales to form a person's total literacy ability. Nor was there any discussion of the very large differences between what the test developers said about adults' reading and math skills based on the standardized tests and what adults have said about their own skills as they perceive their adequacy to be for work and daily life. Some 95 percent of adults in the NALS thought their skills met their needs and the recent international Adult Literacy and Life Skills (ALL) report developed a methodology for examining the mismatch between workers skills and their job demands for these skills. The report said that 80 percent of adults had literacy and numeracy skills that matched or exceeded their job demands, while 20 percent were working in jobs with demands that exceed their skills in these areas. These huge differences between tested and self-perceived skills should receive considerable study because it is adults' self-perceptions of their skill needs that will eventually move them to seek help in upgrading their skills. Perhaps a future webcast can address some of these serious issues in determining the scale of need for and the desire for adult literacy education. Brian Bosworth said "I think that it's unlikely that we are going to see a significant change and reform from the federal level to deal with most of these workplace literacy issues." I think this was probably the most significant policy- and practice-related statement in the entire webcast. It has been clear since the NALS of 1993 in which 90 million (47%) of adults were said to lack the skills needed to cope with contemporary society, including the world of work, that the federal government that produced this result did not actually believe it. For three years after that report the federal budget for the Adult Education and Literacy System went down. After that it rose for a while, but stayed at a pitiful level in which per adult enrollee funds equaled about $200. After the 2003 NAAL which indicated that over 93 million adults possessed only Basic or Below Basic prose literacy, the present administration (1) asked for a cut in funding for adult literacy education from around $575 million to $200 million and a complete drop of funds for the Even Start family literacy program; (2) formed an interagency committee to coordinate their work; and (3) the committee met in early 2006 and it was reported that the meeting went well and it would meet again later on. At no time in the Bush administration has it called for more funding for the Adult Education and Literacy System, even while repeatedly making dire warnings of impending disasters in global competition and the American economy due to the poor literacy skills of the workforce. Perhaps the webcast about the NAAL, reading instruction, and the workforce will have some positive effects on some aspect of adult literacy education. Clearinghouses, committees, meetings, and web discussions may possibly be useful in meeting the need for adult literacy education in the Nation. But there is nothing like a large infusion of money into an obscenely under-funded education system to move the Nation forward. So far, for me, the NIFL NAAL webcast has reinforced a web of doubt about the federal government's sincerity and commitment to providing the funds needed to move the Adult Education and Literacy System from the margins to the mainstream of education in the United States. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net ******************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Thu Sep 7 09:44:19 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Thu, 7 Sep 2006 09:44:19 -0400 Subject: [ContentStandards 264] Upcoming Technology and Literacy List discussion Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14766B6B@UTKFSVS1.utk.tennessee.edu> Hi all, Please note the upcoming discussion on the Technology and Literacy List. Might be an opportunity for us to learn more about leveraging existing and emerging technologies to enhance teaching and learning. Aaron *********************************** Dear colleagues, Beginning Tuesday, September 19th through Friday, September 22nd, there will be a guest discussion on the NIFL Technology and Literacy list on "Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy" with guest facilitator Dr. Dave Edyburn of the University of Wisconsin-Milwaukee. To participate in the discussion, sign up for the Technology and Literacy List at http://www.nifl.gov/mailman/listinfo/Technology Title: Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy Overview Adult literacy professionals and volunteers are well aware of the effects of school failure and the lifelong impact of failing to acquire functional reading skills. In this online event, Dr. Dave Edyburn a professor at the University of Wisconsin-Milwaukee, will engage participants in a discussion about three forms of technology and their application for adult literacy learners and programs. On day one, participants will be introduced to the concept of assistive technology and learn about products that have been designed to support struggling readers. On day two, conversations will focus on instructional technology. That is, how can technology be used to teach and assess critical literacy skills. On day three, participants will learn about universal design for learning and the promise of this approach to address the needs of diverse learners in ways that combine the best attributes of assistive and instructional technology. Participants in this online event will have the opportunity to learn about practical applications of technology in adult literacy programs, ask questions, and obtain information about software and web resources. Bio Dave L. Edyburn, Ph.D. Dave L. Edyburn, Ph.D., is a Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. Dr. Edyburn's teaching and research interests focus on the use of technology to enhance teaching, learning, and performance. He has authored over 100 articles and book chapters on assistive and instructional technology. He is a co-editor of the recently published book, Handbook of Special Education Technology Research and Practice. He is a past president of the Special Education Technology Special Interest Group (SETSIG) in the International Society for Technology in Education (ISTE) as well as a past president of the Technology and Media (TAM) Division of the Council for Exceptional Children (CEC). He is a frequent conference presenter and national workshop leader. 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 www.lacnyc.org ******************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Sep 8 08:35:48 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 8 Sep 2006 08:35:48 -0400 Subject: [ContentStandards 265] Re: FW: Re: GED and College Admissions In-Reply-To: <38914de00609070644p2d947819gb605ffc610373dfa@mail.gmail.com> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A147A7263@UTKFSVS1.utk.tennessee.edu> Gloria, Thanks so much for sharing your story and your experience. This article (below) from the Public Education Network's Weekly Newsblast relates to our discussion on college preparation/remediation classes. Sounds like there is a broader issue of what learners are expected to know and be able to do in order to be successful in college. Gloria shared some strategies that her community college is using. How are others dealing with these issues? Aaron PAYING DOUBLE According to "Paying Double: Inadequate High Schools and Community College Remediation," a new issue brief from the Alliance for Excellent Education, the United States spends over $1.4 billion each year to provide community college remediation education for recent high school graduates who did not acquire the basic skills necessary to succeed in college or at work. The brief, which was produced with support from MetLife Foundation, also finds that the nation loses almost $2.3 billion annually in wages as a result of the significantly reduced earnings potential of students whose need for remedial reading make them more likely to drop out of college without a degree. Therefore, by increasing the number of students graduating from high school prepared to succeed in college, an additional $3.7 billion annually would flow into the nation's economy. The brief offers no simple solutions but does point out that improving the nation's high schools could certainly reduce the number of students who need remediation in college. It points to "weak curricula, vague standards, and lack of alignment between high school content and the expectations of colleges and employers" as reasons for the need for remediation. It adds that students who take a rigorous high school curriculum are less likely to need remedial courses than students whose course load is less demanding. Finally, it suggests that statewide performance standards for college admission would enable educators to assess student progress toward readiness for college. To view the complete issue brief, which includes a breakdown of state-by-state costs, visit: http://www.all4ed.org/publications/remediation.pdf ________________________________ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Gloria Fuentes Sent: Thursday, September 07, 2006 9:45 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 262] Re: FW: Re: GED and College Admissions I know I am a little bit late jumping into this discussion. But--as a high school drop out in the 9th grade and someone who came from an immigrant family, meaning I spent more years working the fields with my family than going to elementary school. I had not been able to keep up with the other students so by the time I hit junior high school I was completely lost. My father officially signend me out of school at the age of 15, and I then went to work full time. Well when I had my own children and by this time I was beginning to understand the value of an education when I couldn't help my children with their homework and also when two of my boys decided they didn't want to finish school. Well by this time I knew I had to do something so I went to the adult education school where I obtained my GED. From there my oldest daughter talked me into going to the community college. I started going to a community college soon afterwards and had a really hard time. But with the help of the Learning Resource Center I was able to catch up to the other students who had finished all the k through 12 years in school. Today I am a secretary at a community college and also teach an ROP/Office Occupations & GED preparation class part-time. I teach 16 to 21 year olds. My students are at all different levels, some were like me and never really grasped things at the elementary level others just got side tracked in the junior or senior years of school. I stress to my students the importance of learning more than what just the GED teaches. We have a career development skills section we also teach in our classroom. Some of my students only want to get their GED to get a job, others need their GED to go on to higher education. What ever my students want to pursue that is what we work for. If they plan on going on to higher education then we study more indepth with those ones. With the ones who only want a GED for a job, and thats all they care about getting then we only study the basics to pass the GED and job skills. One thing I really stress when they first come into my classroom, is if they want to go on to higher education they are really going to have to and WANT to work hard for it. Some of them will have to be tutored in different areas that they never grasped during their k-12 years. We do that with them in our classroom. I have an awesome case technician that helps me with this. We do go out of our way to work with our students in what ever they desire. But they know they have to have the desire if they want to succeed. We have some students that are coming back to us now after having gotten their GED but are struggling with a college course they are taking. We make the time to help them even if we don't get paid for it. I guess for our classroom it is once our student, always our student! Okay I have rambled on enough this morning and I hope I made some sense with all of this. Gloria -- Gloria Fuentes -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060908/a2f665ff/attachment.html From akohring at utk.edu Fri Sep 8 14:23:21 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 8 Sep 2006 14:23:21 -0400 Subject: [ContentStandards 266] New from CAELA: Brief on transitions Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A147A7BF2@UTKFSVS1.utk.tennessee.edu> Hi all, Please note the following resource posted by Miriam Burt at CAELA. It's quite timely in relation to our current discussions! Also note that she mentions a future publication dealing with content standards and ESL. Aaron ********************************************* Hello, everyone, The latest brief from CAELA, Supporting Adult English Language Learners' Transitions to Postsecondary Education, by Julie Mathews-Aydinli, is now availabe on line at http://www.cal.org/caela/esl_resources/briefs/transition.html. Adult immigrants studying English in the United States have diverse educational backgrounds. Some have earned graduate degrees, while others have had little or no access to education. Their goals and expectations for future education and employment are also diverse. This CAELA brief focuses on transitions from adult ESL programs postsecondary education. For a discussion of classroom-level (e.g., how to develop vocabulary needed for academic classes, types of reading to do in class, etc.) and programmatic (e.g., orientation needed, suggestions for how the adult ESL programs can collaborate with the associated postsecondary institutions, etc.) approaches that can further such transitions, read the brief at http://www.cal.org/caela/esl_resources/briefs/transition.html. Coming this fall: briefs on content standards for the adult English language classroom and integrating instruction, content standards, and assessment in the adult ESL classroom. Miriam ********** Miriam Burt Center for Adult English Language Acquisition (CAELA) Center for Applied Linguistics 4646 40th Street NW Washington, DC 20016 (202) 362-0700 (202) 363-7204 (fax) miriam at cal.org ********************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From agopalakrishnan at yahoo.com Sun Sep 10 09:26:58 2006 From: agopalakrishnan at yahoo.com (Ajit Gopalakrishnan) Date: Sun, 10 Sep 2006 06:26:58 -0700 (PDT) Subject: [ContentStandards 267] Re: Teaching beyond the GED? Message-ID: <20060910132658.37111.qmail@web30712.mail.mud.yahoo.com> v\:* {behavior:url(#default#VML);}o\:* {behavior:url(#default#VML);}w\:* {behavior:url(#default#VML);}..shape {behavior:url(#default#VML);}RE: [ContentStandards 212] Questions on CASAS Basic SkillsContentStandards Projectst1\:*{behavior:url(#default#ieooui) } I am glad that this discussion on teachingbeyond the GED has continued into the next week. Let me jump back in! I don’t see the skills to entercollege/work that are needed in addition to those required for passing the GED as“beyond the basics”. To me, they are still basic skills that all highschool graduates (whether K-12 or adult ed) should be proficient in prior tograduation. That said, it is not good enough for me tosimply accept that some of these skills (a few of which may be highly abstract)are necessary only to pass “gatekeeper”postsecondary entrance examinations and have no relevance for life or work. Insteadof simply accepting this, I believe that we should push for the alignment of knowledgemeasured in such entrance exams with the student’s proposed course ofstudy and interested profession. The relevance is absolutely there butneeds to be made explicit. In the CASAS system for example, higher levelreading/math test items don’t become abstract but retain their connectionto relevant priority competencies. However, few students including GEDgraduates achieve these higher levels of proficiency. People also tend to forget abstractknowledge if there is not some application. Computer training is a classicexample. Millions are spent on teaching people how to utilize every featurewithin Microsoft products and three weeks later, the individual may remember 20%of the content – often the 20% that is used regularly. The transition ability gap is real and canbe bridged with both rigor and relevance. Ajit Gopalakrishnan CT --------------------------------- From:contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Friday, September 01, 20069:53 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 246]Re: Teaching beyond the GED? Donna, You raise some interesting points about theGED and whether the focus of instruction and assessment should go beyondpreparation for the GED. It sounds like you believe that metacognitiveskills - reasoning/thinking/analyzingskills- are also very important. I know there is some level of tensionin the field when you have learners and/or programs stressing achievement ofthe GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner fortoday's economy" as you have suggested. What do others think aboutthis? What is our role as instructors? Aaron --------------------------------- From:contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 20068:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239]Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Janeboth clarified your comment. I see that states who are dealing with adult highschool completion programs should also look at the content standards thatmust be measured for K12 requirements for the individual state. These may be inaddition to CASAS standards. As you mentioned, the GED as an goal/outcome for manylearners can be achieved without the learner having mastered skills that aremeasured by the Level D CASAS assessment. This poses a concern when theindividual learner's need is to become more gainfully employed and go tocollege or any other postsecondary training. Must we thenprepare the individual to go beyond the GED? This may mean that thefocus of instruction and assessment be on reasoning/thinking/analyzingskills so that the learner understands concepts such as inmath, not just manipulating formulas. The quandary arises from the definition of "basicskills". My work in adult education has always lead me to focuson what adults need to know and be able to do to survive. What math,reading and writing skills must a learner need to adequately function as aparent, citizen and worker? However, my recent work hasrequired that I look closer at what adults need to know and be able to do andthis closer look changes the picture somewhat. The list of skills Iwould have come up with five years ago, today becomes the very basicskills. What adults need to know today goes beyond thesebasics. When the question becomes "What does an adult need toknow in order to pass a test that the employer requires or the Accuplacer Testin order to move into credit bearing college classes, etc?" the listchanges. Why does an adult GED student need to know how to demonstratethe symbolic manipulation of polynomial expressions or analyze properties ofthree dimensional geometric shapes when they can pass the GED without knowingthis? The answer is simple, even if we know that all students are notgoing to college. Because developing these concepts helps astudent develop necessary reasoning/thinking skills and positions thestudent to advance in his/her education if they so choose. Lookingat and working toward this big picture better prepares students forsuccess as they exit our programs. My work in RI and Massachusettshas caused me to look closely at current K12 standards and alignthese standards with ABE/ASE instruction since both states require competencydetermination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we asinstructors are looking at the whole picture. Whatunderstanding of number sense must the student have from thebeginning level that will prepare that student to understand the number senseconcepts at the higher level? We are looking across all levels inintroducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarilychange the content standards, but does require that we look at theinstruction differently. How can we integrate the instruction to assurethat concepts are learned in a way that can be applied to any life and/oracademic situation. If we see our job as preparing the adultlearner for today's economy, we must consider all students at every levelcapable of developing the thinking skills necessary to meet whatever goal theywant to achieve. Thanks, Donna Chambers ----- Original Message ----- From: AjitGopalakrishnan To: 'TheAdult Education Content Standards Discussion List' Sent: Tuesday, August29, 2006 11:09 PM Subject: [ContentStandards228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how myemail would have led to your question. I accidentally hit the sendbutton before I had fully finished composing my email! I said: >>I would imagine that many stateswill adopt them while others may need to reference 9-12 high school standardsespecially for their adult high school diploma programs. I would have added “also” after“may” in the above sentence. I meant to say that reference to 9-12high school standards may also be necessary in addition to the basic skillcontent standards. The basic skills of reading, writing, math, listening,and speaking are the focus of most adult educationefforts. In addition to helping learners improve their basic skills, theadult credit diploma programs also help learners to earn high schoolcredits toward graduation. The curricula in these programs tend to mirror thatof the regular high school. Therefore, in addition to the basic skill contentstandards, adult credit diploma programs may be expected to have additionalcontent standards in areas like science, social studies, arts(visual/performing), world languages, etc. I hope this clarifies my comment. The contentstandards that CASAS is developing most definitely address the expectations forsecondary levels functioning with respect to the basic skills. CASASassessments also measure student abilities well into the adultsecondary levels. The High Adult Secondary NRS level for reading and mathbegins at 246 on the CASAS scale. Level D CASAS assessments measure studentperformance into the high 250s (may be even a little higher). As an aside, theGED test which is a goal/outcome for many learners is attainable to thosefunctioning at lower NRS levels i.e. the ABE High Intermediate and the LowAdult Secondary levels. Many of these learners squeak through the GED withminimal pass scores but then face challenges with postsecondaryentrance/success. I would anticipate that students with higherabilities (i.e. the High Adult Secondary level - CASAS scale 246 andhigher) are even better prepared to enter/succeed in postsecondarysituations. You raise a whole other topic with high school exittesting. It raises questions about: (i) which ofthe standards are measured on these exit tests (i.e. just basic skills oralso science, social studies, etc.); (ii) how they aremeasured (e.g. selected response versus constructed response; problemsolving-applied performance focus versus non-contextual/abstract academicsubcomponent focus); and (iii) the levelof mastery that is expected (10th, 11th, or 12th oreven 9th grade standards). Ajit AjitGopalakrishnan --------------------------------- From:contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 20068:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218]Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 highschool standards for their adult high school diploma programs. Does thismean that CASAS does not align with common 9-12 standards at thelow and high ASE levels? Is the intention to do so,especially with the math standards? This is an important concern forstates that are dealing with high stakes testing for competency determinationin issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: AjitGopalakrishnan To: 'The AdultEducation Content Standards Discussion List' Sent: Monday, August 28,2006 8:09 PM Subject: [ContentStandards217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaronasked: >>>Are the Consortium partners planning to adopt a common set of content standards? Here aresome thoughts from a state perspective. Connecticut is a member of the CASAS NationalConsortium and the CASAS Policy Council. Several CASAS states have a strong historyof working together on various aspects of the assessment development process(e.g. competency validation, item writing, field-testing, assessment research)as well as adopting common standards (e.g. the CASAS competency list,assessment series, training expectations, and local/state assessment policies). It wasthe National Consortium of States that requested CASAS to coordinate the effortto develop these basic skill content standards. in order to better supportteachers to integrate competencies and content standards into theirinstruction. For overa year now, the reading and listening content standards developed as part ofthis project have been disseminated to practitioners in Connecticut with the goal of enhancing theteaching and learning process. I wouldimagine that many states will adopt them while others may need to reference9-12 high school standards especially for their adult high school diplomaprograms. CASAS isfirst a consortium of states We hope toadopt the standards that are being developed here. -----OriginalMessage----- From:contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00PM To: contentstandards at nifl.gov Subject: [ContentStandards 212]Questions on CASAS Basic Skills ContentStandards Project We haveover 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as Iknow it's not fun to be the first poster! - I have some of my ownquestions for the CASAS team with us for this week's discussion. Inaddition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part ofthis project, can you tell us what other state and National adulteducation content standards were reviewed? Are the Consortiumpartners planning to adopt a common set of content standards? Based onthe outcomes of this project, will the CASAS assessments need to beupdated or modified? Thks, Aaron AaronKohring Coordinator, LINCS Literacy &Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute forLiteracy's Content Standards Discussion List (http://www....nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for theFuture Websites (http://eff.cls.utk.edu/) Centerfor Literacy Studies, University of Tennessee EFF Center for Training andTechnical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standardsmailing list ContentStandards at nifl.gov To unsubscribe or change yoursubscription settings, please go to http://www....nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incomingmessage. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database:268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 --------------------------------- Do you Yahoo!? Everyone is raving about the all-newYahoo! Mail. --------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 --------------------------------- All-newYahoo! Mail - Fire up a more powerful email and get things done faster. --------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go tohttp://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.7/436 - Release Date: 9/1/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.12.2/442 - Release Date: 9/8/2006 --------------------------------- Do you Yahoo!? Get on board. You're invited to try the new Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060910/155f3f8d/attachment.html From bonniesophia at adelphia.net Sun Sep 10 17:28:55 2006 From: bonniesophia at adelphia.net (Bonnie Odiorne) Date: Sun, 10 Sep 2006 17:28:55 -0400 Subject: [ContentStandards 268] Re: Teaching beyond the GED? In-Reply-To: <20060910132658.37111.qmail@web30712.mail.mud.yahoo.com> Message-ID: <000d01c6d520$24a3eb70$0202a8c0@PC979240272114> Ajit, You are so right. It took me until my methologies class required for ESOL Adult Ed certification to realize that not everyone "naturally" has 'critical thinking' skills, for lack of a better overall term, just because I couldn't remember not having those skills. And they can be taught. As I'm finding in the position I'm in now, where I reach those already in college in remediation/developmental courses (for which they do get credit), it's hard to get students to reflect on how they reflect, as it were, to be aware of the strategies they use, let alone choose the best one for a given assignment. Just now I'm teaching a composition class which is not developmental, so it will be interesting to see the differences between those and the students I've seen and will still see in the Writing Center, completely unaware of the ways of thinking required in putting together a coherent essay. One caveat; in writing, especially, not every culture views "good writing" in the same say; the American five-paragraph essay is not a universal. I really believe intuitively that the EFF framework comprises a lot of the skills needed for college transition, and properly integrated, there is not the need for a gap between what's 'basic' and what's 'higher level proficiency.' Best regards, Bonnie _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Ajit Gopalakrishnan Sent: Sunday, September 10, 2006 9:27 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 267] Re: Teaching beyond the GED? I am glad that this discussion on teaching beyond the GED has continued into the next week. Let me jump back in! I don't see the skills to enter college/work that are needed in addition to those required for passing the GED as "beyond the basics". To me, they are still basic skills that all high school graduates (whether K-12 or adult ed) should be proficient in prior to graduation. That said, it is not good enough for me to simply accept that some of these skills (a few of which may be highly abstract) are necessary only to pass "gatekeeper" postsecondary entrance examinations and have no relevance for life or work. Instead of simply accepting this, I believe that we should push for the alignment of knowledge measured in such entrance exams with the student's proposed course of study and interested profession. The relevance is absolutely there but needs to be made explicit. In the CASAS system for example, higher level reading/math test items don't become abstract but retain their connection to relevant priority competencies. However, few students including GED graduates achieve these higher levels of proficiency. People also tend to forget abstract knowledge if there is not some application. Computer training is a classic example. Millions are spent on teaching people how to utilize every feature within Microsoft products and three weeks later, the individual may remember 20% of the content - often the 20% that is used regularly. The transition ability gap is real and can be bridged with both rigor and relevance. Ajit Gopalakrishnan CT _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Friday, September 01, 2006 9:53 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 246] Re: Teaching beyond the GED? Donna, You raise some interesting points about the GED and whether the focus of instruction and assessment should go beyond preparation for the GED. It sounds like you believe that metacognitive skills - reasoning/thinking/analyzing skills- are also very important. I know there is some level of tension in the field when you have learners and/or programs stressing achievement of the GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner for today's economy" as you have suggested. What do others think about this? What is our role as instructors? Aaron _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 2006 8:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239] Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www....nifl.gov/mailman/listinfo/Contentstandards ) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www....nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 _____ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. _____ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 _____ All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. _____ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.7/436 - Release Date: 9/1/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.12.2/442 - Release Date: 9/8/2006 _____ Do you Yahoo!? Get on board. You're invited to try the new Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060910/dafc341f/attachment.html From akohring at utk.edu Mon Sep 11 12:39:44 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 11 Sep 2006 12:39:44 -0400 Subject: [ContentStandards 269] Special Topics Discussion on Corrections Education next week Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14876B78@UTKFSVS1.utk.tennessee.edu> Posted on behalf of David Rosen, Moderator of the Special Topics Discussion List. Aaron --------------------- Dear Colleagues, From September 18-22, on the Special Topics Discussion List, we are pleased to have a panel of expert guests in corrections education. The topic will focus on research and professional wisdom in corrections family literacy, and on the transition from corrections education to community education for inmates who have been released. Our guests are: John Linton, Correctional Education, Office of Safe and Drug Free Schools, U.S. Department of Education John is the program officer for two correctional education grant programs ("Lifeskills for State and Local Prisoners" and "Grants to States for Workplace and Community Transition Training for Incarcerated Youth Offenders") in the Office of Safe and Drug Free Schools of the U. S. Department of Education. John formerly served the State of Maryland as the director of adult correctional education programs. He has been with the federal agency since 2001, originally with the Office of Vocational and Adult Education. Stephen J. Steurer, Ph.D., Executive Director, Correctional Education Association The Correctional Education Association is a professional organization of educators who work in prisons, jails and juvenile settings. William R. Muth, PhD, Assistant Professor, Reading Education and Adult Literacy, Virginia Commonwealth University Bill is an Assistant Professor of Adult and Adolescent Literacy at Virginia Commonwealth University. Until August 2005, he was the Education Administrator for the Federal Bureau of Prisons. Other positions with the FBOP included: reading teacher, principal, and Chief of the Program Analysis Branch. In 2004 Bill earned his doctorate in adult literacy from George Mason University. His dissertation, "Performance and Perspective: Two Assessments of Federal Prisoners in Literacy Programs" won the College Reading Association's Dissertation of the Year Award. His research interests include Thirdspace and Reading Components theories, especially as these apply to prison-based family literacy programs and children of incarcerated parents. ======================================================================== =========================================== To subscribe to the Special Topics Discussion List, go to http:// www.nifl.gov/mailman/listinfo/specialtopics , fill in your name, email address and pick a password. After you have subscribed you will receive an email asking you to confirm your subscription. Please reply immediately. ======================================================================== =========================================== The following readings are recommended by the panelists as background for the discussion: 1. "Locked Up and Locked Out, An Educational Perspective on the US Prison Population," Coley, Richard J. and Barton, Paul E., 2006 Available on line at the ETS web site: http://tinyurl.com/qmzfa (short URL) 2. "Learning to Reduce Recidivism: A 50-state analysis of postsecondary correctional education policy," Institute for Higher Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005. Available on line at the IHEP web site: http://tinyurl.com/pj2sh (short URL) 3. "Understanding California Corrections" from the California Policy Research Center, U of C. (Chapter 4) http://www.ucop.edu/cprc/ documents/understand_ca_corrections.pdf John Linton believes that California is a watershed state in corrections issues and policies , and that how things unfold there has great national significance. He says that this is a thoughtful and well-informed report on the "overview" of the corrections situation in California -- including the role of treatment programs. Education is not presented as a central issue, but it has a place -- as a piece of a bigger puzzle. 4. An article by Bill Muth in Exploring Adult Literacy can be found at http://literacy.kent.edu/cra/2006/wmuth/index.html The article contains other on-line links related to prison-based intergenerational programs. He recommends especially the link to the Hudson River Center's excellent publication, Bringing Family Literacy to Incarcerated Settings: An Instructional Guide at: http://www.hudrivctr.org/products_ce.htm David J. Rosen Special Topics Discussion Moderator djrosen at comcast.net ************************************* Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From ewoods at isothermal.edu Thu Sep 14 12:53:14 2006 From: ewoods at isothermal.edu (Evelyn Woods) Date: Thu, 14 Sep 2006 12:53:14 -0400 Subject: [ContentStandards 270] Re: Teaching beyond the GED? Message-ID: <450950BB020000A100001950@email.eisdata.com> Hi Bonnie, I agree, but have also seen that many times (before the developmental level) ESL instructors don't expect or give students activities that require even the most basic "critical thinking skills". As soon as students reach a level at which they can investigate, organize, communicate, debate and challenge ideas in cooperative group or partner work they need to be developing skills in this area. Shared problem solving of all sorts allows students to both demonstrate and view how they and others approach tasks. Often instructors confuse the difficulty of the language with the actual difficulty of the problem. Students aren't challenged to think more only to improve how they express what they are thinking. I'll be interested to hear what you learn working with the next level. Evelyn Evelyn S. Woods Director ESL Projects Continuing Education Isothermal Community College Polk Campus 1255 W Mills St Columbus NC 28722 ph: (828)894-3092 fax:(828)894-3095 >>> bonniesophia at adelphia.net >>> Ajit, You are so right. It took me until my methologies class required for ESOL Adult Ed certification to realize that not everyone "naturally" has 'critical thinking' skills, for lack of a better overall term, just because I couldn't remember not having those skills. And they can be taught. As I'm finding in the position I'm in now, where I reach those already in college in remediation/developmental courses (for which they do get credit), it's hard to get students to reflect on how they reflect, as it were, to be aware of the strategies they use, let alone choose the best one for a given assignment. Just now I'm teaching a composition class which is not developmental, so it will be interesting to see the differences between those and the students I've seen and will still see in the Writing Center, completely unaware of the ways of thinking required in putting together a coherent essay. One caveat; in writing, especially, not every culture views "good writing" in the same say; the American five-paragraph essay is not a universal. I really believe intuitively that the EFF framework comprises a lot of the skills needed for college transition, and properly integrated, there is not the need for a gap between what's 'basic' and what's 'higher level proficiency.' Best regards, Bonnie _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Ajit Gopalakrishnan Sent: Sunday, September 10, 2006 9:27 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 267] Re: Teaching beyond the GED? I am glad that this discussion on teaching beyond the GED has continued into the next week. Let me jump back in! I don't see the skills to enter college/work that are needed in addition to those required for passing the GED as "beyond the basics". To me, they are still basic skills that all high school graduates (whether K-12 or adult ed) should be proficient in prior to graduation. That said, it is not good enough for me to simply accept that some of these skills (a few of which may be highly abstract) are necessary only to pass "gatekeeper" postsecondary entrance examinations and have no relevance for life or work. Instead of simply accepting this, I believe that we should push for the alignment of knowledge measured in such entrance exams with the student's proposed course of study and interested profession. The relevance is absolutely there but needs to be made explicit. In the CASAS system for example, higher level reading/math test items don't become abstract but retain their connection to relevant priority competencies. However, few students including GED graduates achieve these higher levels of proficiency. People also tend to forget abstract knowledge if there is not some application. Computer training is a classic example. Millions are spent on teaching people how to utilize every feature within Microsoft products and three weeks later, the individual may remember 20% of the content - often the 20% that is used regularly. The transition ability gap is real and can be bridged with both rigor and relevance. Ajit Gopalakrishnan CT _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Friday, September 01, 2006 9:53 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 246] Re: Teaching beyond the GED? Donna, You raise some interesting points about the GED and whether the focus of instruction and assessment should go beyond preparation for the GED. It sounds like you believe that metacognitive skills - reasoning/thinking/analyzing skills- are also very important. I know there is some level of tension in the field when you have learners and/or programs stressing achievement of the GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner for today's economy" as you have suggested. What do others think about this? What is our role as instructors? Aaron _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 2006 8:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239] Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan _____ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www....nifl.gov/mailman/listinfo/Contentstandards ) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www....nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 _____ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. _____ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 _____ All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. _____ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.7/436 - Release Date: 9/1/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.12.2/442 - Release Date: 9/8/2006 _____ Do you Yahoo!? Get on board. You're invited to try the new Yahoo! Mail. From akohring at utk.edu Fri Sep 15 09:27:27 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 15 Sep 2006 09:27:27 -0400 Subject: [ContentStandards 271] Cross-list discussion on ELL in the Workplace next week Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A149C6C24@UTKFSVS1.utk.tennessee.edu> Hi all, For those who've been discussing English Lnaguage Learners in the past couple weeks. This upcoming discussion may be of interest. Aaron *************************************** Announcing a discussion on ELL in the workplace! One issue that has been of interest on the Workplace Literacy Discussion List has been serving the needs and goals of employers while at the same time serving the needs of adult immigrants on the job and in their lives. On the Adult English Language Discussion List, issues related to workplace and adult English language learners have been discussed for many years. Workplace ESOL classes are not new, but, as more workplaces throughout the country hire immigrants who may not be proficient in English, new teachers come on board and new needs (and funding sources) arise. New questions also arise. We have home-grown expertise on both the Workplace and ELL Discussion Lists. Subscribers on both lists have been involved in managing state and federal workplace grants, developing curricula and materials, teaching or training other teachers in workplace contexts. We could all learn a lot from sharing questions and experiences. Lynda Terrill, moderator of the English Language Learner Discussion List and Donna Brian, moderator of the Workplace Literacy Discussion List, invite you to access this combined expertise in a cross-list discussion: a focused, simultaneous, shared discussion on both lists on issues related to the workplace and adult immigrants. We hope that you will join us in sharing philosophies, approaches, and techniques-lessons learned-with each other in a week long dialogue combining the two lists. We have set next week-September 18-22-as the time scheduled for this shared discussion to take place. Discussion Questions Some important questions we hope may be addressed in the discussion are: * What are effective ways of planning, implementing, and evaluating (adult ESL) workplace classes? * What types of workplace classes have proven most effective and why? * How can teachers and administrators develop curricula and materials that meet the needs and goals of the learners in class as well as the needs and expectations of employers? * What are effective and appropriate approaches for teaching issues related to culture, civil rights, and responsibilities on the job? Background Reading and Resources Below is a small sample of the best available materials we know of. We hope subscribers will suggest others that have been useful to them: Issues in Improving Immigrant Workers' English Language Skills (Burt, M., 2003, Washington, DC: Center for Applied Linguistics) http://www.cal.org/caela/esl_resources/digests/Workplaceissues.html. ESOL in the Workplace: A Training Manual for ESOL Supervisors and Instructors. (Tennessee Department of Labor and Workforce Development Office of Adult Education and University of Tennessee Center for Literacy Studies, 2003). http://www.cls.utk.edu/pdf/esol_workplace/Tenn_ESOL_in_the_Workplace.pdf Getting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf Getting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf Steps to Employment in Ontario. http://209.121.217.200/main.html ************* You may take part in the discussion by subscribing to either list : Adult English Language list http://www.nifl.gov/mailman/listinfo/Englishlanguage Workplace Literacy list: http://www.nifl.gov/mailman/listinfo/Workplace/ We look forward to hearing your experiences, questions, and advice! Donna Brian and Lynda Terrill, Moderators Workplace Literacy Discussion List and English Language Learners Discussion List ***************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From donnaedp at cox.net Fri Sep 15 11:56:01 2006 From: donnaedp at cox.net (Donna Chambers) Date: Fri, 15 Sep 2006 11:56:01 -0400 Subject: [ContentStandards 272] Re: Teaching beyond the GED? References: <20060910132658.37111.qmail@web30712.mail.mud.yahoo.com> Message-ID: <002101c6d8df$719a1db0$fa84c848@DH89L251> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards ProjectAjit and All, I agree with Ajit that we must push for the alignment of knowledge measured whatever the students goal may be. Preparing a learner for a college entrance test should not be any different from preparing a learner for work and or life. A changing society and economic system requires a continual redefinition of the context of literacy. As I referenced in my August 31 message as adult educators we must adapt to the change and be aware of developing conceptual thinking skills to position the learner to advance in his/her education if they so choose. This requires faith in a learners ability to acquire whatever skills are necessary even if it means changing the way we have been teaching for years. For example, I am currently working in Rhode Island with a groups of adults who entered our program to get their GED. Since my work is primarily with the External Diploma Program, a competency based assessment system, I tend to focus on a learner understanding concepts and being able to apply the learning in a number of different situations. Placement testing showed that these individuals had low level math skills and they all declared that they "were not good in math". I told the group that we were not going to work in GED books, except maybe to do some practice work, but that I would help them learn math in a way that was different and this may mean learning math beyond what they needed to know to pass the test. Our work would include understanding numbers and operations and how they relate to each other and that once they had this understanding, they should be better prepared for the math that they would encounter on any test, not just the GED. They all agreed and so we began using colored popsicle sticks and other manipulative to see, touch, and understand what it means to add, subtract, divide and multiply numbers. Before long we were discussing fractions, percents, and even ratio proportion with a clear understanding. The learners in my class now know what a variable is and can not only show an example of an algebraic expression using the manipulative, but can also write and solve simple algebraic equations. They may be able to pass the GED without knowing algebra, but this understanding has lead to a true understanding of 20% of 300; 4800 by 8 or 80; and 1:2 as 2:4, 3:6, etc which will help them to pass the test. It didn't take long for the learners to start saying, "I get it" and "this is fun". Using a hands on approach for math and getting away from going page by page in a workbook takes some planning, but the benefits are tremendous. How can we challenge an adult's thinking and help them become critical thinker? The answer to this question may mean looking at what we are doing differently. Developing activities centered around developing thinking skills, critical reading, separating fact from fiction and making predictions will help prepare our learners for the real world. ,Looking at and working toward this big picture better prepares students for success as they exit our programs. Exactly how we all do this and make it all relevant is what I see as the great challenge. change is not easy, but often necessary. Let us begin to look at a bigger picture beyond the GED and develop a list of standards to measure the concrete and abstract knowledge and skills that are needed for life. I invite anyone and everyone to chime in here. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Sunday, September 10, 2006 9:26 AM Subject: [Content 267] Re: Teaching beyond the GED? I am glad that this discussion on teaching beyond the GED has continued into the next week. Let me jump back in! I don't see the skills to enter college/work that are needed in addition to those required for passing the GED as "beyond the basics". To me, they are still basic skills that all high school graduates (whether K-12 or adult ed) should be proficient in prior to graduation. That said, it is not good enough for me to simply accept that some of these skills (a few of which may be highly abstract) are necessary only to pass "gatekeeper" postsecondary entrance examinations and have no relevance for life or work. Instead of simply accepting this, I believe that we should push for the alignment of knowledge measured in such entrance exams with the student's proposed course of study and interested profession. The relevance is absolutely there but needs to be made explicit. In the CASAS system for example, higher level reading/math test items don't become abstract but retain their connection to relevant priority competencies. However, few students including GED graduates achieve these higher levels of proficiency. People also tend to forget abstract knowledge if there is not some application. Computer training is a classic example. Millions are spent on teaching people how to utilize every feature within Microsoft products and three weeks later, the individual may remember 20% of the content - often the 20% that is used regularly. The transition ability gap is real and can be bridged with both rigor and relevance. Ajit Gopalakrishnan CT ------------------------------------------------------------------------------ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Friday, September 01, 2006 9:53 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 246] Re: Teaching beyond the GED? Donna, You raise some interesting points about the GED and whether the focus of instruction and assessment should go beyond preparation for the GED. It sounds like you believe that metacognitive skills - reasoning/thinking/analyzing skills- are also very important. I know there is some level of tension in the field when you have learners and/or programs stressing achievement of the GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner for today's economy" as you have suggested. What do others think about this? What is our role as instructors? Aaron ------------------------------------------------------------------------------ From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 2006 8:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239] Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan ---------------------------------------------------------------------------- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www....nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www....nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -------------------------------------------------------------------------- Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. -------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 ---------------------------------------------------------------------------- All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. ---------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.7/436 - Release Date: 9/1/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.12.2/442 - Release Date: 9/8/2006 ------------------------------------------------------------------------------ Do you Yahoo!? Get on board. You're invited to try the new Yahoo! Mail. ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060915/05f3ea81/attachment.html From aburruss2 at cox.net Fri Sep 15 13:43:46 2006 From: aburruss2 at cox.net (Ann Burruss) Date: Fri, 15 Sep 2006 13:43:46 -0400 Subject: [ContentStandards 273] Re: Teaching beyond the GED? References: <20060910132658.37111.qmail@web30712.mail.mud.yahoo.com> <002101c6d8df$719a1db0$fa84c848@DH89L251> Message-ID: <003301c6d8ee$7edff3a0$0202a8c0@D1WJ3821> RE: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards ProjectDonna, Sounds as though you my have had some middle school experience. This is precisely the manner in which we have found WORKS! Additionally, incorporating writing in math class is another 2 fold benefit: writing skills improve, understanding improves when you have to articulate the process (and it's a life skill, not just a pass the test skill). One of the most difficult problems, as I see it, is being able to join the 21st century - changing methods and materials. Congratulations in making that change! Ann Burruss ----- Original Message ----- From: Donna Chambers To: The Adult Education Content Standards Discussion List Sent: Friday, September 15, 2006 11:56 AM Subject: [ContentStandards 272] Re: Teaching beyond the GED? Ajit and All, I agree with Ajit that we must push for the alignment of knowledge measured whatever the students goal may be. Preparing a learner for a college entrance test should not be any different from preparing a learner for work and or life. A changing society and economic system requires a continual redefinition of the context of literacy. As I referenced in my August 31 message as adult educators we must adapt to the change and be aware of developing conceptual thinking skills to position the learner to advance in his/her education if they so choose. This requires faith in a learners ability to acquire whatever skills are necessary even if it means changing the way we have been teaching for years. For example, I am currently working in Rhode Island with a groups of adults who entered our program to get their GED. Since my work is primarily with the External Diploma Program, a competency based assessment system, I tend to focus on a learner understanding concepts and being able to apply the learning in a number of different situations. Placement testing showed that these individuals had low level math skills and they all declared that they "were not good in math". I told the group that we were not going to work in GED books, except maybe to do some practice work, but that I would help them learn math in a way that was different and this may mean learning math beyond what they needed to know to pass the test. Our work would include understanding numbers and operations and how they relate to each other and that once they had this understanding, they should be better prepared for the math that they would encounter on any test, not just the GED. They all agreed and so we began using colored popsicle sticks and other manipulative to see, touch, and understand what it means to add, subtract, divide and multiply numbers. Before long we were discussing fractions, percents, and even ratio proportion with a clear understanding. The learners in my class now know what a variable is and can not only show an example of an algebraic expression using the manipulative, but can also write and solve simple algebraic equations. They may be able to pass the GED without knowing algebra, but this understanding has lead to a true understanding of 20% of 300; 4800 by 8 or 80; and 1:2 as 2:4, 3:6, etc which will help them to pass the test. It didn't take long for the learners to start saying, "I get it" and "this is fun". Using a hands on approach for math and getting away from going page by page in a workbook takes some planning, but the benefits are tremendous. How can we challenge an adult's thinking and help them become critical thinker? The answer to this question may mean looking at what we are doing differently. Developing activities centered around developing thinking skills, critical reading, separating fact from fiction and making predictions will help prepare our learners for the real world. ,Looking at and working toward this big picture better prepares students for success as they exit our programs. Exactly how we all do this and make it all relevant is what I see as the great challenge. change is not easy, but often necessary. Let us begin to look at a bigger picture beyond the GED and develop a list of standards to measure the concrete and abstract knowledge and skills that are needed for life. I invite anyone and everyone to chime in here. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Sunday, September 10, 2006 9:26 AM Subject: [Content 267] Re: Teaching beyond the GED? I am glad that this discussion on teaching beyond the GED has continued into the next week. Let me jump back in! I don't see the skills to enter college/work that are needed in addition to those required for passing the GED as "beyond the basics". To me, they are still basic skills that all high school graduates (whether K-12 or adult ed) should be proficient in prior to graduation. That said, it is not good enough for me to simply accept that some of these skills (a few of which may be highly abstract) are necessary only to pass "gatekeeper" postsecondary entrance examinations and have no relevance for life or work. Instead of simply accepting this, I believe that we should push for the alignment of knowledge measured in such entrance exams with the student's proposed course of study and interested profession. The relevance is absolutely there but needs to be made explicit. In the CASAS system for example, higher level reading/math test items don't become abstract but retain their connection to relevant priority competencies. However, few students including GED graduates achieve these higher levels of proficiency. People also tend to forget abstract knowledge if there is not some application. Computer training is a classic example. Millions are spent on teaching people how to utilize every feature within Microsoft products and three weeks later, the individual may remember 20% of the content - often the 20% that is used regularly. The transition ability gap is real and can be bridged with both rigor and relevance. Ajit Gopalakrishnan CT ---------------------------------------------------------------------------- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Friday, September 01, 2006 9:53 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 246] Re: Teaching beyond the GED? Donna, You raise some interesting points about the GED and whether the focus of instruction and assessment should go beyond preparation for the GED. It sounds like you believe that metacognitive skills - reasoning/thinking/analyzing skills- are also very important. I know there is some level of tension in the field when you have learners and/or programs stressing achievement of the GED in as short a time as possible as the ultimate goal vs. "preparing the adult learner for today's economy" as you have suggested. What do others think about this? What is our role as instructors? Aaron ---------------------------------------------------------------------------- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Thursday, August 31, 2006 8:53 AM To: 'The Adult Education Content Standards Discussion List' Subject: [ContentStandards 239] Re: Questions onCASASBasicSkillsContentStandards Project Ajit, Thanks for your very thoughtful response. You and Jane both clarified your comment. I see that states who are dealing with adult high school completion programs should also look at the content standards that must be measured for K12 requirements for the individual state. These may be in addition to CASAS standards. As you mentioned, the GED as an goal/outcome for many learners can be achieved without the learner having mastered skills that are measured by the Level D CASAS assessment. This poses a concern when the individual learner's need is to become more gainfully employed and go to college or any other postsecondary training. Must we then prepare the individual to go beyond the GED? This may mean that the focus of instruction and assessment be on reasoning/thinking/analyzing skills so that the learner understands concepts such as in math, not just manipulating formulas. The quandary arises from the definition of "basic skills". My work in adult education has always lead me to focus on what adults need to know and be able to do to survive. What math, reading and writing skills must a learner need to adequately function as a parent, citizen and worker? However, my recent work has required that I look closer at what adults need to know and be able to do and this closer look changes the picture somewhat. The list of skills I would have come up with five years ago, today becomes the very basic skills. What adults need to know today goes beyond these basics. When the question becomes "What does an adult need to know in order to pass a test that the employer requires or the Accuplacer Test in order to move into credit bearing college classes, etc?" the list changes. Why does an adult GED student need to know how to demonstrate the symbolic manipulation of polynomial expressions or analyze properties of three dimensional geometric shapes when they can pass the GED without knowing this? The answer is simple, even if we know that all students are not going to college. Because developing these concepts helps a student develop necessary reasoning/thinking skills and positions the student to advance in his/her education if they so choose. Looking at and working toward this big picture better prepares students for success as they exit our programs. My work in RI and Massachusetts has caused me to look closely at current K12 standards and align these standards with ABE/ASE instruction since both states require competency determination in the K12 standards to earn a high school diploma. Rather than focusing on the lower levels to move forward, we as instructors are looking at the whole picture. What understanding of number sense must the student have from the beginning level that will prepare that student to understand the number sense concepts at the higher level? We are looking across all levels in introducing content standards that begin to develop good thinking skills and integrating all the content areas. This does not necessarily change the content standards, but does require that we look at the instruction differently. How can we integrate the instruction to assure that concepts are learned in a way that can be applied to any life and/or academic situation. If we see our job as preparing the adult learner for today's economy, we must consider all students at every level capable of developing the thinking skills necessary to meet whatever goal they want to achieve. Thanks, Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Tuesday, August 29, 2006 11:09 PM Subject: [ContentStandards 228] Re: Questions on CASASBasicSkillsContentStandards Project Hi Donna, It is nice to hear from you. I can see how my email would have led to your question. I accidentally hit the send button before I had fully finished composing my email! I said: >>I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. I would have added "also" after "may" in the above sentence. I meant to say that reference to 9-12 high school standards may also be necessary in addition to the basic skill content standards. The basic skills of reading, writing, math, listening, and speaking are the focus of most adult education efforts. In addition to helping learners improve their basic skills, the adult credit diploma programs also help learners to earn high school credits toward graduation. The curricula in these programs tend to mirror that of the regular high school. Therefore, in addition to the basic skill content standards, adult credit diploma programs may be expected to have additional content standards in areas like science, social studies, arts (visual/performing), world languages, etc. I hope this clarifies my comment. The content standards that CASAS is developing most definitely address the expectations for secondary levels functioning with respect to the basic skills. CASAS assessments also measure student abilities well into the adult secondary levels. The High Adult Secondary NRS level for reading and math begins at 246 on the CASAS scale. Level D CASAS assessments measure student performance into the high 250s (may be even a little higher). As an aside, the GED test which is a goal/outcome for many learners is attainable to those functioning at lower NRS levels i.e. the ABE High Intermediate and the Low Adult Secondary levels. Many of these learners squeak through the GED with minimal pass scores but then face challenges with postsecondary entrance/success. I would anticipate that students with higher abilities (i.e. the High Adult Secondary level - CASAS scale 246 and higher) are even better prepared to enter/succeed in postsecondary situations. You raise a whole other topic with high school exit testing. It raises questions about: (i) which of the standards are measured on these exit tests (i.e. just basic skills or also science, social studies, etc.); (ii) how they are measured (e.g. selected response versus constructed response; problem solving-applied performance focus versus non-contextual/abstract academic subcomponent focus); and (iii) the level of mastery that is expected (10th, 11th, or 12th or even 9th grade standards). Ajit Ajit Gopalakrishnan -------------------------------------------------------------------------- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Donna Chambers Sent: Tuesday, August 29, 2006 8:32 AM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 218] Re: Questions on CASAS BasicSkillsContentStandards Project Ajit wrote that states may need to reference 9-12 high school standards for their adult high school diploma programs. Does this mean that CASAS does not align with common 9-12 standards at the low and high ASE levels? Is the intention to do so, especially with the math standards? This is an important concern for states that are dealing with high stakes testing for competency determination in issuing diplomas. Thanks. Donna Chambers ----- Original Message ----- From: Ajit Gopalakrishnan To: 'The Adult Education Content Standards Discussion List' Sent: Monday, August 28, 2006 8:09 PM Subject: [ContentStandards 217] Re: Questions on CASAS Basic SkillsContentStandards Project Aaron asked: >>> Are the Consortium partners planning to adopt a common set of content standards? Here are some thoughts from a state perspective. Connecticut is a member of the CASAS National Consortium and the CASAS Policy Council. Several CASAS states have a strong history of working together on various aspects of the assessment development process (e.g. competency validation, item writing, field-testing, assessment research) as well as adopting common standards (e.g. the CASAS competency list, assessment series, training expectations, and local/state assessment policies). It was the National Consortium of States that requested CASAS to coordinate the effort to develop these basic skill content standards. in order to better support teachers to integrate competencies and content standards into their instruction. For over a year now, the reading and listening content standards developed as part of this project have been disseminated to practitioners in Connecticut with the goal of enhancing the teaching and learning process. I would imagine that many states will adopt them while others may need to reference 9-12 high school standards especially for their adult high school diploma programs. CASAS is first a consortium of states We hope to adopt the standards that are being developed here. -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, August 28, 2006 2:00 PM To: contentstandards at nifl.gov Subject: [ContentStandards 212] Questions on CASAS Basic Skills ContentStandards Project We have over 50 new subscribers to the list- so welcome to you all. Hopefully to get us started as I know it's not fun to be the first poster! - I have some of my own questions for the CASAS team with us for this week's discussion. In addition to the content standards for CA, NY, MA, AZ, MD, and FL that you mention reviewing as part of this project, can you tell us what other state and National adult education content standards were reviewed? Are the Consortium partners planning to adopt a common set of content standards? Based on the outcomes of this project, will the CASAS assessments need to be updated or modified? Thks, Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www....nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www....nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/428 - Release Date: 8/25/2006 ------------------------------------------------------------------------ Do you Yahoo!? Everyone is raving about the all-new Yahoo! Mail. ------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.6/430 - Release Date: 8/28/2006 -------------------------------------------------------------------------- All-new Yahoo! Mail - Fire up a more powerful email and get things done faster. -------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.11.7/436 - Release Date: 9/1/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.405 / Virus Database: 268.12.2/442 - Release Date: 9/8/2006 ---------------------------------------------------------------------------- Do you Yahoo!? Get on board. You're invited to try the new Yahoo! Mail. ---------------------------------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060915/0af4df05/attachment.html From akohring at utk.edu Sun Sep 17 20:17:09 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Sun, 17 Sep 2006 20:17:09 -0400 Subject: [ContentStandards 274] Professional Development through the ALE Wiki Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC5F@UTKFSVS1.utk.tennessee.edu> Posted on behalf of David Rosen. Aaron ************************************************ Colleagues, The Adult Literacy Education Wiki (now with over 750 pages and nearly 700 registered users) is becoming a very useful resource for teachers and other practitioners in adult literacy education. It includes 30 topics linking research, professional wisdom, and practice. It offers easy-to-read archived discussions that were held on this and other discussion lists, links to research and other resources, questions (and sometimes answers) from teachers and other practitioners and researchers, a comprehensive adult literacy glossary, and more. It's free, and it's designed for you. Best of all, it's not only a set of informative web pages. It's a community of practice. You -- and your colleagues -- can easily add to and improve it. It's a wiki! To check out the ALE wiki, go to: http://wiki.literacytent.org/index.php/Main_Page You will see that some ALE topics need to be nurtured, and to grow. They need a Topic Leader. Perhaps you would be the right person to be a Topic Leader. To see a list of topics and leaders, go to http://wiki.literacytent.org/index.php/Topic_Leaders If you are interested in being a (volunteer) Topic Leader for an existing topic, or if you would like to help develop a new topic, e- mail me and tell me about yourself and your interest. David J. Rosen ALE Wiki Organizer and Wikiteer djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060917/05f4a73a/attachment.html From akohring at utk.edu Mon Sep 18 16:40:15 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 18 Sep 2006 16:40:15 -0400 Subject: [ContentStandards 275] Special Topics List Discussion Announcement - Corrections Education Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC61@UTKFSVS1.utk.tennessee.edu> --------------------- Dear Colleagues, Beginning today, on the Special Topics Discussion List, we are pleased to have a panel of expert guests in corrections education. The topic will focus on research and professional wisdom in corrections family literacy, and on the transition from corrections education to community education for inmates who have been released. Our guests are: John Linton, Correctional Education, Office of Safe and Drug Free Schools, U.S. Department of Education John is the program officer for two correctional education grant programs ("Lifeskills for State and Local Prisoners" and "Grants to States for Workplace and Community Transition Training for Incarcerated Youth Offenders") in the Office of Safe and Drug Free Schools of the U. S. Department of Education. John formerly served the State of Maryland as the director of adult correctional education programs. He has been with the federal agency since 2001, originally with the Office of Vocational and Adult Education. Stephen J. Steurer, Ph.D., Executive Director, Correctional Education Association. The Correctional Education Association is a professional organization of educators who work in prisons, jails and juvenile settings. William R. Muth, PhD, Assistant Professor, Reading Education and Adult Literacy, Virginia Commonwealth University Bill is an Assistant Professor of Adult and Adolescent Literacy at Virginia Commonwealth University. Until August 2005, he was the Education Administrator for the Federal Bureau of Prisons. Other positions with the FBOP included: reading teacher, principal, and Chief of the Program Analysis Branch. In 2004 Bill earned his doctorate in adult literacy from George Mason University. His dissertation, "Performance and Perspective: Two Assessments of Federal Prisoners in Literacy Programs" won the College Reading Association's Dissertation of the Year Award. His research interests include Thirdspace and Reading Components theories, especially as these apply to prison-based family literacy programs and children of incarcerated parents. =========================================== To subscribe to the Special Topics Discussion List, go to http://www.nifl.gov/mailman/listinfo/specialtopics , fill in your name, email address and pick a password. After you have subscribed you will receive an email asking you to confirm your subscription. Please reply immediately. =========================================== The following readings are recommended by the panelists as background for the discussion: 1. "Locked Up and Locked Out, An Educational Perspective on the US Prison Population," Coley, Richard J. and Barton, Paul E., 2006 Available on line at the ETS web site: http://tinyurl.com/qmzfa (short URL) 2. "Learning to Reduce Recidivism: A 50-state analysis of postsecondary correctional education policy," Institute for Higher Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005. Available on line at the IHEP web site: http://tinyurl.com/pj2sh (short URL) 3. "Understanding California Corrections" from the California Policy Research Center, U of C. (Chapter 4) http://www.ucop.edu/cprc/documents/understand_ca_corrections.pdf John Linton believes that California is a watershed state in corrections issues and policies , and that how things unfold there has great national significance. He says that this is a thoughtful and well-informed report on the "overview" of the corrections situation in California -- including the role of treatment programs. Education is not presented as a central issue, but it has a place -- as a piece of a bigger puzzle. 4. An article by Bill Muth in Exploring Adult Literacy can be found at http://literacy.kent.edu/cra/2006/wmuth/index.html The article contains other on-line links related to prison-based intergenerational programs. He recommends especially the link to the Hudson River Center's excellent publication, Bringing Family Literacy to Incarcerated Settings: An Instructional Guide at: http://www.hudrivctr.org/products_ce.htm David J. Rosen Special Topics Discussion Moderator djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060918/da98939b/attachment.html From akohring at utk.edu Mon Sep 18 18:31:00 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 18 Sep 2006 18:31:00 -0400 Subject: [ContentStandards 276] Announcing Guest Speaker on Content Standards List for Next Week!! Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC63@UTKFSVS1.utk.tennessee.edu> Greetings colleagues, Next week, Monday, September 25 through Friday, September 29, the Content Standards Discussion List will be hosting a discussion on the U.S. Department of Education's efforts to support state-level adoption and institutionalization of content standards for adult learning. Our guest will be Ronna Spacone from the Department's Office of Vocational and Adult Education (OVAE), Division of Adult Education and Literacy (DAEL). Please read the introductory information below, which includes a link to the Adult Education Content Standards Warehouse Website, to help prepare you for the discussion. You may begin posting your questions to Ronna this week. I will collect the questions together and re-post when the discussion starts next week. To participate in the discussion, sign up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ******************************************************************************************** For the past several years, the U.S. Department of Education, OVAE, has used National Leadership Activity funds to provide technical assistance and support to states already committed to standards-based education reform. OVAE's efforts to promote the implementation of state-level content standards began with the Adult Education Content Standards Warehouse Project, operated by the American Institutes of Research (AIR), 2003-2005. The project included: 1. Technical assistance and networking for state collaborative working groups or consortia in 14 states, 2. The development and publication of "A Process Guide for Establishing State Adult Education Content Standards" and 3. The development of the Adult Education Content Standards Warehouse (AECSW) Website. The AECSW site provides universal access to existing state standards as well as nationally developed content standards in the areas of reading, mathematics, and English language acquisition. Since it was launched in May 2005, eleven states and CASAS and Equipped for the Future have contributed their standards for posting. The site also serves to disseminate the "Process Guide for Establishing State Adult Education Content Standards" as well as the professional development materials that were developed for the State Standards Consortia project. In preparation for our listserv discussion next week, I invite you to please visit the AECSW Website located at: (http://www.adultedcontentstandards.org ), which AIR continues to operate with OVAE. In September 2005, with the conclusion of the State Standards Consortia activities, OVAE funded a new activity to identify how best to continue to support states committed to the implementation of standards. A six-month planning project was then conducted by MPR Associates, Inc., along with partner organizations Design Perspectives and World Education. Planning activities included a literature review of noteworthy practices, an evaluation of the electronic warehouse, and an assessment of the needs of states to support standards-based education. Twenty-four states chose to participate in the project. Based on the results, OVAE has moved ahead and made plans for a new project scheduled to begin next month. As in the past, the new activities will provide opportunities for interested states to work together and learn about standards-based education. The project is expected to focus especially on the implementation of standards, including: how to translate standards into classroom instruction and curriculum and how to assess the implementation of standards to guide instructional improvement and program practice. I invite you to learn more about the Department of Education's efforts to promote state-level adoption of content standards and to ask questions about these activities during the listserv discussion. Please refer to the various sections of the AECSW Website (http://www.adultedcontentstandards.org ) including the Guide, Warehouse, and Field Resources as well as the OVAE DAEL Website located at: (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html). I look forward to an interesting, engaging discussion and appreciate the opportunity to take part. Thanks. Ronna Spacone Education Program Specialist Office of Vocational and Adult Education U.S. Department of Education Ronna.spacone at ed.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060918/eeae387f/attachment.html From Mylinh.Nguyen at ed.gov Wed Sep 20 13:19:35 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 20 Sep 2006 13:19:35 -0400 Subject: [ContentStandards 277] CROSS-POSTED: Tips to handling multiple postings Message-ID: From: My Linh Nguyen National Institute for Literacy CROSSPOSTED: Tips to handling multiple postings As you know, the National Institute for Literacy's Discussion Lists are very active. In addition to messages directly related to the subject of each Discussion List, often we have announcements that are posted to all the lists. If you are subscribed to two, three or all lists, you may receive multiple copies of one post - this is called "cross-posting." We do this to ensure that the maximum number of subscribers receives the messages - usually an announcement that may be of interest to subscribers on more than one list. While this can be cumbersome, this is done to ensure that you, our subscribers, are kept up-to-date on the latest news, guest speakers, etc. Here are a few tips to help you manage the number of repeat emails into your inbox. 1) Change your subscriber settings to receive postings in digest format. 2) Disable mail delivery from the lists while you are away. You still remain subscribed to the list, but will not receive postings while you are away. When you return, you can review the archives for posts that you missed while you were away. 3) You do not have to subscribe to a list to benefit from a discussion. Discussions are archived at the Institute's website and can be sorted by thread, date, and author, and can also be searched by keyword. 4) When sending a message to multiple lists, start with CROSS-POSTED in the subject line, so that other subscribers can recognize that it is a cross-post that they may have already received. For information and instructions on changing your subscriber settings please visit our Discussion List Help page at To access Discussion List archives, visit We hope that these tips will help you reduce the number of emails you receive every day, while still keeping you well-informed. Thank you for your continued support and participation in the National Institute for Literacy's Discussion Lists. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From akohring at utk.edu Fri Sep 22 09:45:48 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 22 Sep 2006 09:45:48 -0400 Subject: [ContentStandards 278] Meeting of the Minds II Symposium Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14BE6729@UTKFSVS1.utk.tennessee.edu> ********** National Adult Education Researcher-Practitioner Symposium: A Meeting of the Minds II Join us for this exciting dialogue among adult education researchers, practitioners, and policy makers! Nationally recognized adult education researchers will discuss their studies in such areas as reading, learner persistence, English as a Second Language instructional strategies, technology innovations, transitioning adults to college, authentic materials, health literacy, adult numeracy, family literacy, social justice, innovations in statewide assessment, practitioner inquiry, professional development, and many more. In addition, a featured concurrent session consists of a panel of adult literacy learners. Presenters include Kathleen Bailey, Hal Beder, Alisa Belzer, Beth Bingman, John Comings, Larry Condelli, Ros Davidson, Ron Glass, John Fleishman, Daphne Greenberg, Kathy Harris, Erik Jacobson, Jere Johnston, Tara Joyce, Cheryl Keenan, Mark Kutner, Susan Levine, Myrna Manly, Dennis Porter, Paul Porter, Steve Reder, Pat Rickard, Rima Rudd, Maricel Santos, Robin Schwarz, Renee Sherman, Heidi Silver-Pacuilla, Cristine Smith, John Strucker, Robin Waterman, Cynthia Zafft, and others. Throughout the symposium, each research presentation will be followed by a panel of practitioners who will respond to the presentations, and then by group discussions among participants who will share their reactions and explore implications from their perspectives as practitioners, researchers, and policy makers. The opening plenary session on Thursday features presentations by John Comings on Advice from NCSALL Research on Building High Quality Programs and by Mark Kutner on results of the National Assessment of Adult Literacy (NAAL) and the Health Literacy survey. The plenary session on Friday features a panel discussion on the topic of how research influences policy in adult literacy education. Dates of the Symposium are November 30-December 2, 2006, at the Sheraton Grand Hotel, Sacramento. To register online for the Symposium, visit the Web site www.researchtopractice.org. The complete program schedule will be posted to the Symposium Web site within the next few days. Registration is open now. Sponsors of the Symposium are the California Department of Education (CDE), the American Institutes for Research, the California Adult Literacy Professional Development Project (CALPRO), and National Center for the Study of Adult Learning and Literacy (NCSALL). Don't miss this exciting opportunity! Registration is limited to the first 300 people. Visit the Symposium Web site and register now! We look forward to seeing you in Sacramento on November 30. -Mary Ann Corley, Ph.D. CALPRO Director and Symposium Coordinator American Institutes for Research ****************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From donnaedp at cox.net Sat Sep 23 08:33:40 2006 From: donnaedp at cox.net (donnaedp at cox.net) Date: Sat, 23 Sep 2006 8:33:40 -0400 Subject: [ContentStandards 279] Re: Meeting of the Minds II Symposium Message-ID: <7219202.1159014820636.JavaMail.root@eastrmwml08.mgt.cox.net> Aaron, Who do we contact to request that such a rich gathering of presentations be video/audio taped and/or journaled for those who cannot attend? Donna Chambers ---- "Kohring wrote: > ********** > > National Adult Education Researcher-Practitioner Symposium: A Meeting of > the Minds II > > Join us for this exciting dialogue among adult education researchers, > practitioners, and policy makers! > Nationally recognized adult education researchers will discuss their > studies in such areas as reading, learner persistence, English as a > Second Language instructional strategies, technology innovations, > transitioning adults to college, authentic materials, health literacy, > adult numeracy, family literacy, social justice, innovations in > statewide assessment, practitioner inquiry, professional development, > and many more. In addition, a featured concurrent session consists of a > panel of adult literacy learners. > > Presenters include Kathleen Bailey, Hal Beder, Alisa Belzer, Beth > Bingman, John Comings, Larry Condelli, Ros Davidson, Ron Glass, John > Fleishman, Daphne Greenberg, Kathy Harris, Erik Jacobson, Jere Johnston, > Tara Joyce, Cheryl Keenan, Mark Kutner, Susan Levine, Myrna Manly, > Dennis Porter, Paul Porter, Steve Reder, Pat Rickard, Rima Rudd, Maricel > Santos, Robin Schwarz, Renee Sherman, Heidi Silver-Pacuilla, Cristine > Smith, John Strucker, Robin Waterman, Cynthia Zafft, and others. > > Throughout the symposium, each research presentation will be followed by > a panel of practitioners who will respond to the presentations, and then > by group discussions among participants who will share their reactions > and explore implications from their perspectives as practitioners, > researchers, and policy makers. > > The opening plenary session on Thursday features presentations by John > Comings on Advice from NCSALL Research on Building High Quality Programs > and by Mark Kutner on results of the National Assessment of Adult > Literacy (NAAL) and the Health Literacy survey. The plenary session on > Friday features a panel discussion on the topic of how research > influences policy in adult literacy education. > > Dates of the Symposium are November 30-December 2, 2006, at the Sheraton > Grand Hotel, Sacramento. > To register online for the Symposium, visit the Web site > www.researchtopractice.org. The complete program schedule will be posted > to the Symposium Web site within the next few days. Registration is open > now. > > Sponsors of the Symposium are the California Department of Education > (CDE), the American Institutes for Research, the California Adult > Literacy Professional Development Project (CALPRO), and National Center > for the Study of Adult Learning and Literacy (NCSALL). > > Don't miss this exciting opportunity! Registration is limited to the > first 300 people. Visit the Symposium Web site and register now! We > look forward to seeing you in Sacramento on November 30. > > -Mary Ann Corley, Ph.D. > CALPRO Director and Symposium Coordinator > American Institutes for Research > > > ****************************** > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards > Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Sat Sep 23 13:54:49 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Sat, 23 Sep 2006 13:54:49 -0400 Subject: [ContentStandards 280] Re: Meeting of the Minds II Symposium References: <7219202.1159014820636.JavaMail.root@eastrmwml08.mgt.cox.net> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC6C@UTKFSVS1.utk.tennessee.edu> Donna, I'd suggest contacting Mary Ann Corley- MCorley at air.org Aaron -----Original Message----- From: donnaedp at cox.net [mailto:donnaedp at cox.net] Sent: Sat 9/23/2006 8:33 AM To: The Adult Education Content Standards Discussion List Cc: Kohring, Aaron M Subject: Re: [ContentStandards 278] Meeting of the Minds II Symposium Aaron, Who do we contact to request that such a rich gathering of presentations be video/audio taped and/or journaled for those who cannot attend? Donna Chambers ---- "Kohring wrote: > ********** > > National Adult Education Researcher-Practitioner Symposium: A Meeting of > the Minds II > > Join us for this exciting dialogue among adult education researchers, > practitioners, and policy makers! > Nationally recognized adult education researchers will discuss their > studies in such areas as reading, learner persistence, English as a > Second Language instructional strategies, technology innovations, > transitioning adults to college, authentic materials, health literacy, > adult numeracy, family literacy, social justice, innovations in > statewide assessment, practitioner inquiry, professional development, > and many more. In addition, a featured concurrent session consists of a > panel of adult literacy learners. > > Presenters include Kathleen Bailey, Hal Beder, Alisa Belzer, Beth > Bingman, John Comings, Larry Condelli, Ros Davidson, Ron Glass, John > Fleishman, Daphne Greenberg, Kathy Harris, Erik Jacobson, Jere Johnston, > Tara Joyce, Cheryl Keenan, Mark Kutner, Susan Levine, Myrna Manly, > Dennis Porter, Paul Porter, Steve Reder, Pat Rickard, Rima Rudd, Maricel > Santos, Robin Schwarz, Renee Sherman, Heidi Silver-Pacuilla, Cristine > Smith, John Strucker, Robin Waterman, Cynthia Zafft, and others. > > Throughout the symposium, each research presentation will be followed by > a panel of practitioners who will respond to the presentations, and then > by group discussions among participants who will share their reactions > and explore implications from their perspectives as practitioners, > researchers, and policy makers. > > The opening plenary session on Thursday features presentations by John > Comings on Advice from NCSALL Research on Building High Quality Programs > and by Mark Kutner on results of the National Assessment of Adult > Literacy (NAAL) and the Health Literacy survey. The plenary session on > Friday features a panel discussion on the topic of how research > influences policy in adult literacy education. > > Dates of the Symposium are November 30-December 2, 2006, at the Sheraton > Grand Hotel, Sacramento. > To register online for the Symposium, visit the Web site > www.researchtopractice.org. The complete program schedule will be posted > to the Symposium Web site within the next few days. Registration is open > now. > > Sponsors of the Symposium are the California Department of Education > (CDE), the American Institutes for Research, the California Adult > Literacy Professional Development Project (CALPRO), and National Center > for the Study of Adult Learning and Literacy (NCSALL). > > Don't miss this exciting opportunity! Registration is limited to the > first 300 people. Visit the Symposium Web site and register now! We > look forward to seeing you in Sacramento on November 30. > > -Mary Ann Corley, Ph.D. > CALPRO Director and Symposium Coordinator > American Institutes for Research > > > ****************************** > Aaron Kohring > Coordinator, LINCS Literacy & Learning Disabilities Special Collection > (http://ldlink.coe.utk.edu/) > Moderator, National Institute for Literacy's Content Standards > Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) > Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) > > Center for Literacy Studies, University of Tennessee > EFF Center for Training and Technical Assistance > Phone:(865) 974-4109 main > (865) 974-4258 direct > Fax: (865) 974-3857 > e-mail: akohring at utk.edu > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20060923/796873d5/attachment.html From akohring at utk.edu Mon Sep 25 08:33:55 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 25 Sep 2006 08:33:55 -0400 Subject: [ContentStandards 281] Guest discussion begins today- State-level adoption and institutionalization of Content Standards Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14C38A2D@UTKFSVS1.utk.tennessee.edu> Greetings all, Today begins our guest discussion on the U.S. Department of Education's efforts to support state-level adoption and institutionalization of content standards for adult learning. Please welcome our guest Ronna Spacone from the Department's Office of Vocational and Adult Education (OVAE), Division of Adult Education and Literacy (DAEL). I am re-posting the introductory information below. If you wish to forward this message to others who are not currently subscribed, they can participate by signing up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ************************************ For the past several years, the U.S. Department of Education, OVAE, has used National Leadership Activity funds to provide technical assistance and support to states already committed to standards-based education reform. OVAE's efforts to promote the implementation of state-level content standards began with the Adult Education Content Standards Warehouse Project, operated by the American Institutes of Research (AIR), 2003-2005. The project included: 1. Technical assistance and networking for state collaborative working groups or consortia in 14 states, 2. The development and publication of "A Process Guide for Establishing State Adult Education Content Standards" and 3. The development of the Adult Education Content Standards Warehouse (AECSW) Website. The AECSW site provides universal access to existing state standards as well as nationally developed content standards in the areas of reading, mathematics, and English language acquisition. Since it was launched in May 2005, eleven states and CASAS and Equipped for the Future have contributed their standards for posting. The site also serves to disseminate the "Process Guide for Establishing State Adult Education Content Standards" as well as the professional development materials that were developed for the State Standards Consortia project. In preparation for our listserv discussion next week, I invite you to please visit the AECSW Website located at: (http://www.adultedcontentstandards.org), which AIR continues to operate with OVAE. In September 2005, with the conclusion of the State Standards Consortia activities, OVAE funded a new activity to identify how best to continue to support states committed to the implementation of standards. A six-month planning project was then conducted by MPR Associates, Inc., along with partner organizations Design Perspectives and World Education. Planning activities included a literature review of noteworthy practices, an evaluation of the electronic warehouse, and an assessment of the needs of states to support standards-based education. Twenty-four states chose to participate in the project. Based on the results, OVAE has moved ahead and made plans for a new project scheduled to begin next month. As in the past, the new activities will provide opportunities for interested states to work together and learn about standards-based education. The project is expected to focus especially on the implementation of standards, including: how to translate standards into classroom instruction and curriculum and how to assess the implementation of standards to guide instructional improvement and program practice. I invite you to learn more about the Department of Education's efforts to promote state-level adoption of content standards and to ask questions about these activities during the listserv discussion. Please refer to the various sections of the AECSW Website (http://www.adultedcontentstandards.org) including the Guide, Warehouse, and Field Resources as well as the OVAE DAEL Website located at: (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html). I look forward to an interesting, engaging discussion and appreciate the opportunity to take part. Thanks. Ronna Spacone Education Program Specialist Office of Vocational and Adult Education U.S. Department of Education Ronna.spacone at ed.gov From Ronna.Spacone at ed.gov Mon Sep 25 14:50:40 2006 From: Ronna.Spacone at ed.gov (Spacone, Ronna) Date: Mon, 25 Sep 2006 14:50:40 -0400 Subject: [ContentStandards 282] Evidence of validity of standards Message-ID: <0C05326017A779439EB52BFBCEA008DE08FE4093@wdcrobe2m03.ed.gov> Hello everyone - I'm pleased to join the list this week for a discussion about adult education content standards and the U.S. Department of Education's recent efforts to promote the implementation of state-level standards. I'd like to begin by looking at the validation of standards. Are developers of standards conducting reviews of their draft standards to confirm that they target the appropriate content? If yes, how are the reviews conducted? Validity reviews can be conducted in different ways for different purposes, engaging a wide range of participants. For example, has anyone conducted field reviews as well as external, expert reviews? Used surveys or focus groups? Last week, I heard from one subscriber who is especially interested in the validation of education standards. He thinks it tends to be overlooked by standards developers. I'm interested in what other folks think about this, because I believe it's a critical step to finalizing standards. Validity reviews help ensure standards are understandable and acceptable to the folks who will be charged with standards' implementation. For some background information on this topic please refer to "Conducting Reviews to Improve Draft Standards," Chapter 4 in "A Process Guide for the Establishment of Adult Education Content Standards" {http://www.adultedcontentstandards.org/howto.asp}. Pages 85-92 cover what the validation of standards is and why it's important, as well as, strategies for conducting validation reviews and how to use the feedback from reviews to finalize standards. I think this discussion list has numerous subscribers who have hands-on experience in the validation of standards. A number of states that participated in the State Standards Consortia Project are working, or have worked, through this stage of the standards development process. Equipped for the Future's standards, as another example, supported field reviews to validate the frameworks and standards. So, in your opinions, to what degree are developers of standards conducting reviews of their draft standards to confirm that they target the appropriate content? How? Finally, are there any other questions about standards you'd like to cover this week? Thanks. Ronna Ronna Spacone Education Program Specialist U.S. Department of Education Office of Vocational and Adult Education (202) 245-7755 From djrosen at comcast.net Mon Sep 25 20:24:39 2006 From: djrosen at comcast.net (David Rosen) Date: Mon, 25 Sep 2006 20:24:39 -0400 Subject: [ContentStandards 283] Re: Guest discussion begins today- State-level adoption and institutionalization of Content Standards In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A14C38A2D@UTKFSVS1.utk.tennessee.edu> References: <6A5CE13D731DE249BC61CB8C5C474B0A14C38A2D@UTKFSVS1.utk.tennessee.edu> Message-ID: Hello Ronna, It is useful for states to have content standards. It would be more useful if, as a nation, we could agree on _national_ content standards. I wonder if you can explain why the U.S. Department of Education does not endorse national content standards, such as Equipped for the Future. I also wonder if you -- or anyone -- can tell me if there is a set of common adult education content standards (not endorsed national standards as such, but a set of standards that are common to several of the best sets of state standards, or common to all the states' standards. I am asking because I think some content developers, especially those who develop online content, would find adult literacy education (including ESOL and numeracy) more attractive as a market if we were all working from the same set of content standards. I also believe that, with a world economy, there are actually international content standards in some areas, and I am concerned that while other countries _are_ developing world standards adult education curriculum content, we may not be. Your thoughts, please. Thanks, David David J. Rosen On Sep 25, 2006, at 8:33 AM, Kohring, Aaron M wrote: > Greetings all, > > Today begins our guest discussion on the U.S. Department of > Education's > efforts to support state-level adoption and institutionalization of > content standards for adult learning. Please welcome our guest Ronna > Spacone from the Department's Office of Vocational and Adult Education > (OVAE), Division of Adult Education and Literacy (DAEL). > > I am re-posting the introductory information below. > > If you wish to forward this message to others who are not currently > subscribed, they can participate by signing up for the list at: > http://www.nifl.gov/mailman/listinfo/Contentstandards > > Aaron > > Aaron Kohring > Moderator, National Institute for Literacy's Content Standards > Discussion List (http://www.nifl.gov/mailman/listinfo/ > Contentstandards) > > ************************************ > > For the past several years, the U.S. Department of Education, OVAE, > has > used National Leadership Activity funds to provide technical > assistance > and support to states already committed to standards-based education > reform. > > OVAE's efforts to promote the implementation of state-level content > standards began with the Adult Education Content Standards Warehouse > Project, operated by the American Institutes of Research (AIR), > 2003-2005. The project included: > > 1. Technical assistance and networking for state collaborative > working groups or consortia in 14 states, > > 2. The development and publication of "A Process Guide for > Establishing State Adult Education Content Standards" and > > 3. The development of the Adult Education Content Standards > Warehouse (AECSW) Website. The AECSW site provides universal > access to > existing state standards as well as nationally developed content > standards in the areas of reading, mathematics, and English language > acquisition. Since it was launched in May 2005, eleven states and > CASAS > and Equipped for the Future have contributed their standards for > posting. The site also serves to disseminate the "Process Guide for > Establishing State Adult Education Content Standards" as well as the > professional development materials that were developed for the State > Standards Consortia project. In preparation for our listserv > discussion > next week, I invite you to please visit the AECSW Website located at: > (http://www.adultedcontentstandards.org), which AIR continues to > operate > with OVAE. > > In September 2005, with the conclusion of the State Standards > Consortia > activities, OVAE funded a new activity to identify how best to > continue > to support states committed to the implementation of standards. A > six-month planning project was then conducted by MPR Associates, Inc., > along with partner organizations Design Perspectives and World > Education. Planning activities included a literature review of > noteworthy practices, an evaluation of the electronic warehouse, > and an > assessment of the needs of states to support standards-based > education. > Twenty-four states chose to participate in the project. Based on the > results, OVAE has moved ahead and made plans for a new project > scheduled > to begin next month. > > As in the past, the new activities will provide opportunities for > interested states to work together and learn about standards-based > education. The project is expected to focus especially on the > implementation of standards, including: how to translate standards > into > classroom instruction and curriculum and how to assess the > implementation of standards to guide instructional improvement and > program practice. > > I invite you to learn more about the Department of Education's efforts > to promote state-level adoption of content standards and to ask > questions about these activities during the listserv discussion. > Please > refer to the various sections of the AECSW Website > (http://www.adultedcontentstandards.org) including the Guide, > Warehouse, > and Field Resources as well as the OVAE DAEL Website located at: > (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html). > > I look forward to an interesting, engaging discussion and > appreciate the > opportunity to take part. Thanks. > > Ronna Spacone > Education Program Specialist > Office of Vocational and Adult Education > U.S. Department of Education > Ronna.spacone at ed.gov > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards David J. Rosen djrosen at comcast.net From akohring at utk.edu Tue Sep 26 10:21:32 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Tue, 26 Sep 2006 10:21:32 -0400 Subject: [ContentStandards 284] Re: Guest discussion begins today- State-leveladoption and institutionalization of Content Standards In-Reply-To: <6A5CE13D731DE249BC61CB8C5C474B0A14C38A2D@UTKFSVS1.utk.tennessee.edu> Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14C9D153@UTKFSVS1.utk.tennessee.edu> Ronna, I'm interested in OVAE's new project you mentioned that is focused on standards implementation. Can you say anything more about it? Aaron -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Kohring, Aaron M Sent: Monday, September 25, 2006 8:34 AM To: contentstandards at nifl.gov Subject: [ContentStandards 281] Guest discussion begins today- State-leveladoption and institutionalization of Content Standards Greetings all, Today begins our guest discussion on the U.S. Department of Education's efforts to support state-level adoption and institutionalization of content standards for adult learning. Please welcome our guest Ronna Spacone from the Department's Office of Vocational and Adult Education (OVAE), Division of Adult Education and Literacy (DAEL). I am re-posting the introductory information below. If you wish to forward this message to others who are not currently subscribed, they can participate by signing up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ************************************ For the past several years, the U.S. Department of Education, OVAE, has used National Leadership Activity funds to provide technical assistance and support to states already committed to standards-based education reform. OVAE's efforts to promote the implementation of state-level content standards began with the Adult Education Content Standards Warehouse Project, operated by the American Institutes of Research (AIR), 2003-2005. The project included: 1. Technical assistance and networking for state collaborative working groups or consortia in 14 states, 2. The development and publication of "A Process Guide for Establishing State Adult Education Content Standards" and 3. The development of the Adult Education Content Standards Warehouse (AECSW) Website. The AECSW site provides universal access to existing state standards as well as nationally developed content standards in the areas of reading, mathematics, and English language acquisition. Since it was launched in May 2005, eleven states and CASAS and Equipped for the Future have contributed their standards for posting. The site also serves to disseminate the "Process Guide for Establishing State Adult Education Content Standards" as well as the professional development materials that were developed for the State Standards Consortia project. In preparation for our listserv discussion next week, I invite you to please visit the AECSW Website located at: (http://www.adultedcontentstandards.org), which AIR continues to operate with OVAE. In September 2005, with the conclusion of the State Standards Consortia activities, OVAE funded a new activity to identify how best to continue to support states committed to the implementation of standards. A six-month planning project was then conducted by MPR Associates, Inc., along with partner organizations Design Perspectives and World Education. Planning activities included a literature review of noteworthy practices, an evaluation of the electronic warehouse, and an assessment of the needs of states to support standards-based education. Twenty-four states chose to participate in the project. Based on the results, OVAE has moved ahead and made plans for a new project scheduled to begin next month. As in the past, the new activities will provide opportunities for interested states to work together and learn about standards-based education. The project is expected to focus especially on the implementation of standards, including: how to translate standards into classroom instruction and curriculum and how to assess the implementation of standards to guide instructional improvement and program practice. I invite you to learn more about the Department of Education's efforts to promote state-level adoption of content standards and to ask questions about these activities during the listserv discussion. Please refer to the various sections of the AECSW Website (http://www.adultedcontentstandards.org) including the Guide, Warehouse, and Field Resources as well as the OVAE DAEL Website located at: (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html). I look forward to an interesting, engaging discussion and appreciate the opportunity to take part. Thanks. Ronna Spacone Education Program Specialist Office of Vocational and Adult Education U.S. Department of Education Ronna.spacone at ed.gov ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From Ronna.Spacone at ed.gov Tue Sep 26 17:57:50 2006 From: Ronna.Spacone at ed.gov (Spacone, Ronna) Date: Tue, 26 Sep 2006 17:57:50 -0400 Subject: [ContentStandards 285] Set of Common Standards Message-ID: <0C05326017A779439EB52BFBCEA008DE08FE4097@wdcrobe2m03.ed.gov> Hello David -- thanks for your questions. I hope other subscribers will weigh in on these subjects, but here are my thoughts: Regarding your first question: the U.S. Department of Education (ED) doesn't endorse national content standards, because ED is not in the business of endorsing educational products. This includes products like tests, textbooks, curricula and content standards. The relationship between the states and ED allows for the states to decide what programs can or cannot teach. To the best of my knowledge, there's been no movement on the parts of states for ED to change in that way. As for your second question: is there a set of adult education standards that are common to several of the best sets of state standards or common to all the state standards? Not that I know of, no. I received a related question last week: Does ED have any plans to analyze how disparate the standards (in the warehouse) might be from state to state. That too would be interesting, though ED has no plans to do that type of analysis. Nor can I say which adult education standards are the best standards. Unlike K-12, there are no report cards that rank/rate state standards or reports like the "2006 The State of State Standards" published by the Thomas Fordham Foundation {www.edexcellance.net/institute}. I think it's important for people who are using the Adult Education Content Standards Warehouse to understand that it doesn't identify what's best or vouch for the quality of the standards posted there. The warehouse was developed to be an electronic repository for all existing adult education standards in the areas of reading, mathematics and English language acquisition (ELA). The standards posted in the warehouse serve as examples for states and programs to study to help inform their own standards efforts, but "buyer beware." I've learned it's important to critically review other standards documents using a set of criteria for quality standards. Look, for example, at the criteria included in Exhibit 3.3 on page 60 of "A Process Guide for Establishing Adult Education Content Standards" {http://www.adultedcontentstandards.org/howto.asp}. It shows elements to consider when reviewing standards documents. Thinking about David's questions and the commonalities of adult education content standards reminded me of the three content frameworks located developed for the standards warehouse {http://www.adultedcontentstandards.org/Source/ExploreDiscipline.asp}. The details on their development are described in the "About the Warehouse" section of the site, but, basically, in order to determine a structure for presenting standards in the "search portion" warehouse -- the staff identified a framework or set of skills and knowledge for each subject area (reading, math, and ELA) The set of skills and knowledge determined for each framework is not intended as the only perspective on the content area, nor are the related terms and definitions meant to be seen as prescriptive; rather, they represent a consensus of expert opinion based on current research and practice. Many knowledgeable people were involved in developing them. Has anyone used these frameworks to consider what content might be appropriate for your standards? Ronna Ronna Spacone U.S. Department of Education Office of Vocational and Adult Education (202) 245-7755 From Ronna.Spacone at ed.gov Tue Sep 26 18:37:29 2006 From: Ronna.Spacone at ed.gov (Spacone, Ronna) Date: Tue, 26 Sep 2006 18:37:29 -0400 Subject: [ContentStandards 286] Re: Support for State Implementation of Standards-Based Education Message-ID: <0C05326017A779439EB52BFBCEA008DE08FE4099@wdcrobe2m03.ed.gov> Hi Aaron, As I said in my introductory message, OVAE's new project, Support for State Implementation of Standards-Based Education, will focus on the implementation of standards: how to translate standards into classroom instruction and curriculum and how to assess the implementation of standards to guide instructional improvement and program practice. Unfortunately, there is little more I can say about the project until it's official beginning next month. Then more information will be made available describing how the three-year project is expected to unfold and how states might benefit from particpating in the pilot activities. All state directors will receive detailed information about the project at the National COnfeence of State Directors of Adult Education, November 14-17, 2006. I expect information will also be shared via the various discussion lists. Ronna Ronna Spacone Education Program Specialist Office of Vocational and Adult Education U.S. Department of Education Ronna.spacone at ed.gov (202) 245-7755 From akohring at utk.edu Wed Sep 27 14:55:47 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Wed, 27 Sep 2006 14:55:47 -0400 Subject: [ContentStandards 287] Mid-week with our guest speaker from OVAE Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14D336D0@UTKFSVS1.utk.tennessee.edu> Greetings all, We are now mid-week in our discussion with Ronna Spacone from the Department of Education's Office of Vocational and Adult Education (OVAE), Division of Adult Education and Literacy (DAEL). Ronna has shared with us some of OVAE's recent work in supporting states in the implementation of standards. We've also heard about topics such as validation of standards and a national or common set of standards. If you have missed part of this discussion or need to catch up, you can check the public archives at: http://www.nifl.gov/mailman/listinfo/Contentstandards by clicking on "Read Current Posted Messages". You still have time to participate in the current discussions, ask additional questions of our guest speaker, or respond to some of the thought-provoking questions that Ronna has posted. Aaron Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From jharrison at casas.org Wed Sep 27 17:22:45 2006 From: jharrison at casas.org (Jim Harrison) Date: Wed, 27 Sep 2006 14:22:45 -0700 Subject: [ContentStandards 288] Re: Set of Common Standards In-Reply-To: <0C05326017A779439EB52BFBCEA008DE08FE4097@wdcrobe2m03.ed.gov> Message-ID: I am writing in response to questions raised by Ronna Spacone and David Rosen relative to content standards. The first question concerns a set of common adult education content standards. The Comprehensive Adult Student Assessment System (CASAS), at the request of the approximately 30 states comprising the National CASAS Consortium, has undertaken a content standards project to develop content standards in reading and math for ABE and ASE and in reading and listening for ESL/ELL populations. Reading standards have been finalized and listening standards, still in draft form, are undergoing a final review. Math standards are still in early draft stages. The primary purpose of developing these standards is to assist states adopt, and where necessary adapt, a set of common content standards for local adult education agencies to use. While these standards are not intended to be national standards, they nevertheless provide for greater consistency among states that use the CASAS basic skills remediation and assessment system. The second question concerns the validation of content standards. The CASAS National Consortium Content Standards Project has used a series of formative and summative validation processes in the development of its standards. First of all, CASAS formed a 13 state technical work group to assist in the initial drafting and review of content standards. Technical work group representatives reviewed draft standards with local adult education agencies in their states and provided ongoing feedback into the development and refinement of standards. Once draft standards were developed, they were formally pilot tested in the classroom, reviewed and evaluated by practitioners in two states against a set of criteria for quality standards development. Finally, the set of reading content standards were reviewed again by an external reading expert. Modifications have been incorporated at each major juncture along the way. CASAS intends to have an external reviewer examine the listening and math standards before they are finalized as well. CASAS reading and listening standards are posted on the CASAS web site (www.casas.org) and on the AIR Warehouse (www.adultedcontentstandards.org). Thank you. Jim Harrison CASAS Senior Research Associate Strategic Planning, Policy, and Implementation 45 North Mill Circle Guilford, CT 06437 858-292-2900 X191 -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Spacone, Ronna Sent: Tuesday, September 26, 2006 2:58 PM To: The Adult Education Content Standards Discussion List Subject: [ContentStandards 285] Set of Common Standards Hello David -- thanks for your questions. I hope other subscribers will weigh in on these subjects, but here are my thoughts: Regarding your first question: the U.S. Department of Education (ED) doesn't endorse national content standards, because ED is not in the business of endorsing educational products. This includes products like tests, textbooks, curricula and content standards. The relationship between the states and ED allows for the states to decide what programs can or cannot teach. To the best of my knowledge, there's been no movement on the parts of states for ED to change in that way. As for your second question: is there a set of adult education standards that are common to several of the best sets of state standards or common to all the state standards? Not that I know of, no. I received a related question last week: Does ED have any plans to analyze how disparate the standards (in the warehouse) might be from state to state. That too would be interesting, though ED has no plans to do that type of analysis. Nor can I say which adult education standards are the best standards. Unlike K-12, there are no report cards that rank/rate state standards or reports like the "2006 The State of State Standards" published by the Thomas Fordham Foundation {www.edexcellance.net/institute}. I think it's important for people who are using the Adult Education Content Standards Warehouse to understand that it doesn't identify what's best or vouch for the quality of the standards posted there. The warehouse was developed to be an electronic repository for all existing adult education standards in the areas of reading, mathematics and English language acquisition (ELA). The standards posted in the warehouse serve as examples for states and programs to study to help inform their own standards efforts, but "buyer beware." I've learned it's important to critically review other standards documents using a set of criteria for quality standards. Look, for example, at the criteria included in Exhibit 3.3 on page 60 of "A Process Guide for Establishing Adult Education Content Standards" {http://www.adultedcontentstandards.org/howto.asp}. It shows elements to consider when reviewing standards documents. Thinking about David's questions and the commonalities of adult education content standards reminded me of the three content frameworks located developed for the standards warehouse {http://www.adultedcontentstandards.org/Source/ExploreDiscipline.asp}. The details on their development are described in the "About the Warehouse" section of the site, but, basically, in order to determine a structure for presenting standards in the "search portion" warehouse -- the staff identified a framework or set of skills and knowledge for each subject area (reading, math, and ELA) The set of skills and knowledge determined for each framework is not intended as the only perspective on the content area, nor are the related terms and definitions meant to be seen as prescriptive; rather, they represent a consensus of expert opinion based on current research and practice. Many knowledgeable people were involved in developing them. Has anyone used these frameworks to consider what content might be appropriate for your standards? Ronna Ronna Spacone U.S. Department of Education Office of Vocational and Adult Education (202) 245-7755 ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards From donnaedp at cox.net Thu Sep 28 12:09:37 2006 From: donnaedp at cox.net (Donna Chambers) Date: Thu, 28 Sep 2006 12:09:37 -0400 Subject: [ContentStandards 289] Re: Support for State Implementation ofStandards-Based Education References: <0C05326017A779439EB52BFBCEA008DE08FE4099@wdcrobe2m03.ed.gov> Message-ID: <000d01c6e318$808e7da0$e0ce0944@DH89L251> Ronna and All, I am weighing in. I have been doing a lot of work with content standards over the past few years, specifically, with adult standards and how they align with k12 standards. I believe that there is a commonality with most of what I have seen. In other words being able to read (and all that this involves) is being able to read, no matter which state is proposing the reading standards. That said, there is some disconnect between the states' k12 standards (including the national standards) and the adult standards that have been written in terms of content and level. For example in ELA, k12 expects students to be able to read within the context of literature; while adult standards focus on contextual readings for workplace; life documents, etc. I believe that this is the way it should be, however, it does pose a problem when the adults we are working with need to know figurative language and the elements of literature in order to move forward to post-secondary testing and all its requirements. We want our learners to have the basic skills compete in today's world. and what basic skills are needed has changed. The times are changing and our ABE must keep up in order to best serve our learners. What an adult needs to know today goes far beyond what they needed to know ten years ago. I believe what they need to know should be dealt with in our ABE programs so that they are better prepared for college if that is where they are headed. This thought crosses over to the previous discussion of teaching beyond the GED. As many of you know, aligning k12 with adult content standards is difficult when we look at low and high ASE Math levels. What k12 requires for discreet math concepts go far beyond what we require of the adults. Although Algebra and Geometry appear on the GED test and the External Diploma Program Assessment; these topics are not assessed anywhere near to the level that the k12 system content standards. Most adult programs that I am familiar with concentrate on the minimal basic skills of math to get by. This works; except when the adult needs to go beyond the high school level. How do we prepare the adult for this? I am currently working with Massachusetts to develop a competency based system to assess the k12 Grade 10 standards using adult contextual materials and application to meet high stakes testing competency determination to be able to receive a traditional high school diploma. It is not easy, but we are moving forward. In order for this work to succeed, however, the classroom instructors must be ready to instruct to these standards at the ASE level. The Massachusetts ABE Curriculum Frameworks does align with much of these standards. By doing this we are preparing our students, not just to get their GED, but to be ready to move forward in whatever postsecondary goal that they wish to achieve. I am THRILLED that OVAE is looking at and will fund ways for us to translate standards into classroom instruction and curriculum. How do we make the necessary changes? How do we assess the implementation of standards to guide instructional improvement and program practice? This is SO necessary. To me this is "where the rubber meets the road". Ronna, thanks for being on top of this and I look forward to OVAE's official word on this next month. Donna Chambers ----- Original Message ----- From: "Spacone, Ronna" To: "The Adult Education Content Standards Discussion List" Sent: Tuesday, September 26, 2006 6:37 PM Subject: [ContentStandards 286] Re: Support for State Implementation ofStandards-Based Education > Hi Aaron, > > As I said in my introductory message, OVAE's new project, Support for > State > Implementation of Standards-Based Education, will focus on the > implementation of standards: how to translate standards into classroom > instruction and curriculum and how to assess the implementation of > standards > to guide instructional improvement and program practice. Unfortunately, > there is little more I can say about the project until it's official > beginning next month. Then more information will be made available > describing how the three-year project is expected to unfold and how states > might benefit from particpating in the pilot activities. All state > directors will receive detailed information about the project at the > National COnfeence of State Directors of Adult Education, November 14-17, > 2006. I expect information will also be shared via the various discussion > lists. > > Ronna > > Ronna Spacone > Education Program Specialist > Office of Vocational and Adult Education > U.S. Department of Education > Ronna.spacone at ed.gov > (202) 245-7755 > > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From abarter at windham.k12.me.us Thu Sep 28 14:02:46 2006 From: abarter at windham.k12.me.us (Ann Marie Barter) Date: Thu, 28 Sep 2006 14:02:46 -0400 Subject: [ContentStandards 290] Re: Set of Common Standards Message-ID: <827AA3FA092C0C4AA3A0221EC9B83D0801BBA97D@EX2K.ad.wsd.windham.k12.me.us> Hi Ronna - Can you please clarify for me whether OVAE has a working definition for the term *standard* or *content standard*? I'm wondering if we're all talking about the same thing when we use the term standards, or are there times when we're talking about skills and competencies and how does that enlighten or complicate this discussion? Thanks, Ann Marie Barter ________________________________ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 3299 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20060928/737a07c1/attachment.bin From Ronna.Spacone at ed.gov Thu Sep 28 15:19:31 2006 From: Ronna.Spacone at ed.gov (Spacone, Ronna) Date: Thu, 28 Sep 2006 15:19:31 -0400 Subject: [ContentStandards 291] definition for content standard Message-ID: <0C05326017A779439EB52BFBCEA008DE08FE409D@wdcrobe2m03.ed.gov> Hi Anne Marie - Definitions may vary from place to place, so thanks for your question. Here are the basic definitions that OVAE's projects are using: * Content standards define what learners should know and be able to do within a specific content area. * Indicators or benchmarks describe the specific set of skills that learners need to develop and achieve to meet the more broadly stated content standards. * Performance standards describe how well or to what extent learners meet the content standards. * Program standards describe the design, delivery, and management of programs and instructional services. * Curriculum frameworks outline the scope and sequence for instruction. These definitions can be found on the Adult Education Content Standards Warehouse Website {http://www.adultedcontentstandards.org/default.aspand} and in A Process Guide for Establishing Adult Education Content Standards {http://www.adultedcontentstandards.org/howto.asp}. "Definitions" was a subject that the State Standards Consortia teams discussed, so there are some related materials in the warehouse that might interest you. Look under the Professional Development Materials >>> Start-up at: {http://www.adultedcontentstandards.org/field_resources.asp#professional}. Ronna Ronna Spacone Office of Vocational and Adult Education U.S. Department of Education (202) 245-7755 ronna.spacone at ed.gov From Ronna.Spacone at ed.gov Thu Sep 28 18:21:17 2006 From: Ronna.Spacone at ed.gov (Spacone, Ronna) Date: Thu, 28 Sep 2006 18:21:17 -0400 Subject: [ContentStandards 292] Re: ABE standards for Postsecondary Success Message-ID: <0C05326017A779439EB52BFBCEA008DE08FE409E@wdcrobe2m03.ed.gov> Hi Donna, Thanks for sharing about your work in Massachusetts to align the Curriculum Frameworks to address the upper levels, especially in mathematics. Other states and programs have also begun looking at their what they're teaching in relation to the academic content required by community colleges. Kentucky, for one example, has been developing standards adapted from the American Diploma Project, which outlines college and workplace readiness benchmarks in English and mathematics. It's encouraging to see the increasing interest in the field to advance the goals of adult education from high school equivalency to college preparation. The number of sessions on transitions at COABE 2006 is evidence plus they were well attended. As more and more standards-based education programs begin to focus efforts on the importance of ABE students transitioning to college, I trust they'll also do whatever is needed to ensure their content standards present a clear progression of skills that align with postsecondary course standards. The role of ABE as a bridge to further education and training is central to OVAE's vision for adult education programs, recognizing that adults who end their education with high school will probably not achieve jobs and careers that offer family-sustaining wages. Thanks again, Donna, for raising the topic of teaching beyond the GED as it relates to setting high(er)standards. Ronna Ronna Spacone Office of Vocational and Adult Education U.S. Department of Education (202) 245-7755 ronna.spacone at ed.gov From akohring at utk.edu Fri Sep 29 10:19:26 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 29 Sep 2006 10:19:26 -0400 Subject: [ContentStandards 293] Final questions or thoughts Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14DCABF0@UTKFSVS1.utk.tennessee.edu> Hi everyone, Today is the last day with our guest Ronna Spacone from OVAE, so I encourage you to ask any final questions or share any additional thoughts on the current topics. Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) From akohring at utk.edu Fri Sep 29 16:29:48 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 29 Sep 2006 16:29:48 -0400 Subject: [ContentStandards 294] Brief on Adult ESL Content Standards Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14DCB49D@UTKFSVS1.utk.tennessee.edu> Hi all, See below for info on ESL Content Standards. Aaron ********************************* Hello, everyone: The latest brief from the Center for Adult English Language Acquisition (CAELA), Understanding Adult ESL Content Standards, by CAELA staff member Sarah Young and by Cristine Smith from the National Center for the Study of Adult Learning and Literacy (NCSALL), has been released and can be found on the Web site at http://www.cal.org/caela/esl_resources/briefs/contentstandards.html. It can be downloaded in both html and in pdf formats. This brief defines different types of standards and describes the instructional benefits of using adult ESL content standards. It also describes uses of content standards in the adult ESL field and discusses research about the implementation of content standards. Coming this fall: Another brief on content standards, Aligning Content Standards with Instruction and Assessment for Adult ESL Instruction, by Kirsten Schaetzel and Sarah Young. Thanks. Miriam ******* Miriam Burt CAELA Center for Applied Linguistics 4646 40th Street NW Washington, DC 20016 (202) 362-0700, ext 556 (202) 363-7204 (fax) miriam at cal.org **************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From akohring at utk.edu Fri Sep 29 16:34:59 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 29 Sep 2006 16:34:59 -0400 Subject: [ContentStandards 295] Action Research as Professional Development discussion next week Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14DCB4B5@UTKFSVS1.utk.tennessee.edu> Note the upcoming discussion on the Professional Development List next week. Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Discussion Topic: Action Research as Professional Development Discussion Dates: October 2 - 9, 2006 To Participate: Subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To Prepare: View this short streaming video for background about action research in the District of Columbia http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_ac tion.html (or try: http://tinyurl.com/krah5 ) General Overview: Join our guests from the University of the District of Columbia and teacher researchers (listed below) on the Adult Literacy Professional Development Discussion List to discuss a broad range of topics related to action research in adult literacy professional development (PD), including: * Defining action research * Problems/questions from instruction that could become action research * Teachers' experiences with action research * Action Research in Adult Basic Education in the District of Columbia * Using practitioner inquiry as professional development * Ancillary support systems for action research * Tools that give teachers different modes for examining their practice and to build a PD community * Role of action research in "evidence-based practice" * Action research as a transformative professional development ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ GUESTS: Teacher Researchers: Patricia DeFerrari works for Academy of Hope which runs several adult education programs including ABE/GED classes. Her research was on the use of authentic materials to improve attendance in ABE reading class. Adrienne Jones works for Catholic Charities GED program. Her research was on how daily interactive, self-paced computer learning and discussion time with peers and the instructor effect written posttest scores in science, reading and social studies. Kris Garvin works for Notre Dame Adult Education Center. Her research was on using authentic material to improve social studies scores in GED. Her research also focused on building, highlighting, and reinforcing personal connections learners have to community, history, and current events. Cheryl Jackson works as an independent consultant teaching workplace education classes for the District Department of Transportation employees. Her research topic focused on how computer technology could be used to improve reading comprehension and word recognition skills for low-level readers participating in a workplace education program. Chenniah Randolph works for Metropolitan Delta GED program. Her research was on the instructional gap between CASAS assessment instrument and GED instructional materials. University of the District of Columbia Researchers: Maigenet Shifferraw, Ph.D., Associate Professor and Coordinator of the Graduate Certificate Program in Adult Education, Department of Education, University of the District of Columbia Dr. Shifferraw is the Principal Investigator for the Action Research project in Adult Basic Education at the University of the District of Columbia. The actual researchers are the adult education teachers who are teaching in community based organization, but we (the team) is also responsible for evaluating the benefits of guided action research to enhancing the professional development of adult education teachers. Janet Burton, DSW, Professor and Director, Social Work Program, University of the District of Columbia As a member of the Action research team, Dr. Janet Burton provides consultation on research particularly related to social factors and adult education. She is conducting a study that examines how social factors impact participation in adult basic education. George W. Spicely, Adjunct Professor, Department of Education, University of the District of Columbia; and Education Consultant Professor George Spicely coordinates the work of the Action Research Project Team and provides support to the participating teacher-researchers. Specifically, he coordinates planning, implementation and follow-up of project activities, and leads research related discussion on administrative and research issues using Blackboard software. Supplemental Materials: Streaming Video: Action Research in Adult Basic Education in the District of Columbia http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_ac tion.html (or try: http://tinyurl.com/krah5 ) (b) About the D.C. Action Research Project: http://www.nifl.gov/lincs/discussions/professionaldevelopment/action.htm l (c) "What is Research?" Focus on Basics, Volume 1, Issue A: February 1997, National Center for the Study of Adult Learning and Literacy: http://www.ncsall.net/index.php?id=166 Includes articles: "Research with Words: Qualitative Inquiry" http://www.ncsall.net/?id=468 "Knowing, Learning, Doing: Participatory Action Research http://www.ncsall.net/?id=479 (d) "Learning from Practice" http://www.pde.state.pa.us/able/cwp/view.asp?a=215&Q=110064 A Project of the Pennsylvania ABLE Lifelong Learning Shares information on Project's three Learning from Practice Models o Pennsylvania Action Research Network (PAARN) o Pennsylvania Adult Literacy Practitioner Inquiry Network o Agency Research Projects (e) New! The Action Research Topic Area of the ALE Wiki: http://wiki.literacytent.org/index.php/Action_Research ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To Subscribe, Visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment I hope you will join us! Jackie Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu National Institute for Literacy http://www.nifl.gov/ Association of Adult Literacy Professional Developers http://www.aalpd.org/ From akohring at utk.edu Mon Oct 2 10:09:07 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 2 Oct 2006 10:09:07 -0400 Subject: [ContentStandards 296] Thanks to our guest Ronna Spacone! Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A14E3CFCF@UTKFSVS1.utk.tennessee.edu> Dear Colleagues, I would like to thank Ronna Spacone from OVAE for being our Guest last week! And thanks to all of you who contributed to the discussion. I will prepare the Discussion in a user-friendly format, and post it to the Guest Speaker archive on the National Institute for Literacy website (I'll send out a notice when this is ready): - (http://www.nifl.gov/lincs/discussions/discussions.html) - click on the Guest Speakers button in the toolbar for the archives of Guests. You can read the entire thread now if you go to the Content Standards public archive at: http://www.nifl.gov/mailman/listinfo/Contentstandards - click on Read Current Posted Messages. Thanks to all again, Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) From macorley1 at earthlink.net Mon Oct 2 16:21:47 2006 From: macorley1 at earthlink.net (Mary Ann Corley) Date: Mon, 2 Oct 2006 16:21:47 -0400 (GMT-04:00) Subject: [ContentStandards 297] Full Schedule for Meeting of the Minds II Symposium Now Available on Web Site Message-ID: <1986169.1159820507962.JavaMail.root@elwamui-polski.atl.sa.earthlink.net> Dear List Subscribers: I'm writing to let you know that the full conference schedule for the Meeting of the Minds II Symposium is now available at www.researchtopractice.org. This is a national adult education practitioner-researcher conference, the goal of which is to create dialogue between adult education researchers and adult education teachers and administrators, with the aim of enhancing literacy practice. The Symposium is scheduled for November 30 through December 2, 2006, at the Sheraton Grand Hotel, Sacramento, California. Participating researchers are from the National Center for the Study of Adult Learning and Literacy (NCSALL), from the American Institutes for Research (AIR), as well as from various universities and non-profit organizations. The opening plenary session on Thurday morning will feature Mark Kutner from AIR, who will present results of the National Assessment of Adult Literacy and the Health Literacy Survey, and John Comings, who will provide an overview of what NCSALL has learned from 10 years of research in adult literacy. A plenary session on Friday afternoon will feature a discussion on "how research has influenced adult literacy education policy at the national and state levels." Hal Beder from Rutgers University will provide an overview of the topic and moderate this session. Panelists include Cheryl Keenan, Director, Division of Adult Education and Literacy, US Department of Eduation; Sandra Baxter, Director of the National Institute for Literacy; and three state-level administrators: Bob Bickerton from Massachusetts; Jean Scott from California; and Israle Mendoza from Washington state. The three-day schedule is structured to include six strands of six concurrent sessions each, for a total of 36 sessions. Each session consists of a presentation of research, followed by a brief discussion/reaction from two practitioners, followed by an activity that involves session attendees, in small groups, in brainstorming implications of the research for practice, policy, and further research. CALPRO will post the list of implications to the Symposium Web site following the Symposium. Deadline for registering for the Symposium is November 15, 2006. There is no on-site registration. Deadline for registering for a hotel room at the Sheraton Grand (at the CA staterate of $84/night) is November 9, 2006. The Symposium Web site, www.researchtopractice.org, will take you to registration links for both the symposium and the hotel. Plan to attend this Symposium, network with other practitioners and researchers, and consider implications of research for your delivery of adult literacy education! Hope to see you in Sacramento in November!! -Mary Ann Corley, Ph.D. CALPRO Director and Symposium Coordinator American Institutes for Research From gspangenberg at caalusa.org Mon Oct 9 10:26:25 2006 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 9 Oct 2006 10:26:25 -0400 Subject: [ContentStandards 298] Launch of National Commission on Adult Literacy (cross posted) Message-ID: Friends, I think you will be pleased by the attached news release, issued jointly today by Dollar General Corporation and CAAL. This has been in the making for some months. I hope it will bring a new sense of hope and possibility to those who toil in the adult education and literacy trenches of service, planning, and policy development and who appreciate the findings of the 2003 NAALs. Should you be unable to access the PDF attachment, you can see essentially the same information at the CAAL website (www.caalusa.org). ? Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061009/75766c95/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: dg-caal GENERAL News Release 100906.pdf Type: application/pdf Size: 135650 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20061009/75766c95/attachment.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061009/75766c95/attachment-0001.html From kabeall at comcast.net Tue Oct 10 08:29:09 2006 From: kabeall at comcast.net (Kaye Beall) Date: Tue, 10 Oct 2006 08:29:09 -0400 Subject: [ContentStandards 299] Back Issues of Focus on Basics Available Message-ID: <003601c6ec67$b96e2d70$0202a8c0@your4105e587b6> After ten years of research and development, the National Center for the Study of Adult Learning and Literacy (NCSALL) project is coming to an end. NCSALL's dissemination efforts will end in March 2007. The Web site (www.ncsall.net) will remain available for free downloading of NCSALL materials. NCSALL is happy to offer printed copies of our magazine, Focus on Basics. Attached is a list of the back issues of Focus on Basics that are available either free (for orders of less than 100 copies) or for minimal shipping costs (for orders of more than 100 copies). Order Requirements: Due to staffing, we will only accept orders on a first-come, first-served basis with the following requirements: - Minimum quantity per order: 50 copies - Minimum quantity per issue: 10 copies - Orders of more than 100 copies will be charged a minimal shipping cost; see order form for details. Order Instructions: E-mail Caye Caplan at ccaplan at worlded.org with order information: Volume and Issue, Quantity per Issue, Mailing Address (provide street address), and Shipping Payment Method (if applicable). Or Fill out the attached "Comp FOB Order Form", Fax to: 617 482-0617 attn: NCSALL/ Caye Caplan or, Mail to: Caye Caplan, NCSALL/World Education, 44 Farnsworth St., Boston, MA 02210 Shipment will be UPS Ground; please provide street address (physical address, "NO" PO Box please!). Allow 4 - 5 weeks for delivery. Please forward this e-mail to interested programs / parties. Caye Caplan Coordinator of NCSALL Dissemination World Education 44 Farnsworth Street Boston, MA 02210-1211 Tel: (617) 482-9485 Fax: (617) 482-0617 E-mail: ccaplan at worlded.org Web-site: www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061010/b0446140/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Focus on Basics back issues II.pdf Type: application/pdf Size: 241177 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20061010/b0446140/attachment.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: Comp FOB Order Form.pdf Type: application/pdf Size: 98020 bytes Desc: not available Url : http://www.nifl.gov/pipermail/contentstandards/attachments/20061010/b0446140/attachment-0001.pdf From akohring at utk.edu Mon Oct 16 09:47:54 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 16 Oct 2006 09:47:54 -0400 Subject: [ContentStandards 300] Adult Education and Literacy System marks milestone Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC73@UTKFSVS1.utk.tennessee.edu> Greetings, This message is posted on behalf of Tom Sticht. Aaron **************************************** Colleagues: The following article appears in Reading TODAY, the official newspaper of the International Reading Association with a readership of some 160,000 worldwide. I hope all of you NIFL list members are planning celebrations for the 40th anniversary of the AELS on November 3rd. Tom Sticht Reading TODAY October/November 2006 Vol. 24, No. 2 page U. S. Adult Education and Literacy System marks milestone This year marks the 40th anniversary of the Adult Education and Literacy System (AELS) in the United States, which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998. Over the past four decades, adults have produced some 100 million enrollments in AELS. Yet establishing the system took years of effort. A merger of interests. By the beginning of the 1960s, the adult education community had become fragmented into several factions: those seeking recognition for adult education as a broad, liberal educational component of the national education system; those seeking education for the least educated, least literate adults; and those seeking to enhance America's security and increase the industrial productivity of the nation by giving education and job training to adults stuck in poverty. None of these groups, however, was having much success getting adult education or adult literacy education implemented in federal legislation. Finally, leverage to break the log jam came from the nation's military. In the summer of 1963, a task force on manpower conservation was established by the Department of Labor. The task force, led by Daniel Patrick Moynihan, set out to understand why so many young men were failing the military's standardized entrance screening exam, the Armed Forces Qualification Test (AFQT), and to recommend what might be done to alleviate this problem. The task force's report was delivered on January 1, 1964, to President Lyndon B. Johnson, who had taken office in November following the assassination of John F. Kennedy. The report revealed that one third of the young men called for military service did not meet the standards of health and education. It went on to recommend methods for using the AFQT to identify young adults with remediable problems and to provide them services, and it also recommended the enactment of new legislation that would provide additional education and training. In launching his "Great Society" programs in May 1964, Johnson argued that "The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice, to which we are totally committed in our time" By appealing to "abundance and liberty," Johnson captured the interest of those in Congress concerned with employment, productivity, and poverty as well as those concerned with national security. In August 1964, Johnson signed the Economic Opportunity Act into law. It contained within it Title IIB: the Adult Basic Education program. In 1966, adult educators lobbied to move the Adult Basic Education program to the U. S. Office of Education and to change the name to the Adult Education Act, broadening its applicability beyond basic education. Congress agreed, and, on November 3, 1966, Johnson signed an amendment to the Elementary and Secondary Education Act of 1965 that included Title III: The Adult Education Act of 1966. With the passing of the Adult Education Act, the seed from which the AELS would grow was finally planted. For 40 years, adults have used the AELS to help them find abundance and liberty from the bonds of poverty and underemployment for themselves and their families. For tens of millions of adults this hope has been fulfilled. [Note: Most of the foregoing is adapted from " The rise of the Adult Education and Literacy System in the United States: 1600-2000" by Thomas Sticht, in John Comings, Barbara Garner, and Cristine Smith (Eds.), The annual review of adult learning and literacy (volume 3, pages 10-43). San Francisco: Jossey-Bass, 2001. Thomas G. Sticht International Consultant in Adult Education El Cajon, California, USA -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061016/1f860f7d/attachment.html From Mylinh.Nguyen at ed.gov Wed Oct 18 11:33:48 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 18 Oct 2006 11:33:48 -0400 Subject: [ContentStandards 301] CROSSPOSTED: Update on Content Standards and Program Leadership & Improvement lists Message-ID: Dear Discussion List subscribers, As the National Institute for Literacy enters a new fiscal year, we have taken steps to streamline the way we deliver professional development through our discussion lists. A major change that will directly affect you is the closing of the Content Standards and Program Leadership & Improvement lists as of October 30, 2006. The Institute would like to thank Aaron Kohring for moderating the Content Standards List and Peggy Maguire for moderating the Program Leadership & Improvement List. They have worked hard to bring relevant issues to the forefront and to stimulate discussions that help explore issues of content standards and program leadership and improvement. We will continue to provide access to discussion archives on our website. We recognize that many of the issues that impact Content Standards and Program Leadership & Improvement carry across all the subject areas of other Discussion Lists. For that reason, we invite you to subscribe to any or all of our other Discussion Lists. We encourage you to be active participants in these lists. The Institute's lists include: Adult Literacy Professional Development Assessment Adult English Language Learners Family Literacy Focus on Basics Health & Literacy Learning Disabilities Poverty, Race, Women and Literacy* Special Topics Technology & Literacy Workplace Literacy Descriptions and instructions on how to register for the Institute's Discussion Lists can be found at http://www.nifl.gov/lincs/discussions/discussions.html * Please note that we are combining the Women and Literacy List with the Poverty, Race and Literacy List as of November 6, 2006, because the issues that affect one list, often overlap with issues on the other list. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From Janet_Isserlis at brown.edu Wed Oct 18 18:44:49 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Wed, 18 Oct 2006 18:44:49 -0400 Subject: [ContentStandards 302] Re: CROSSPOSTED: Update on Content Standards and Program Leadership & Improvement lists In-Reply-To: Message-ID: Aside from the reasons given here, are there other substantive reasons for eliminating these two lists? While their content *may* overlap, at times, there are also distinct purposes to each, and useful information particular to each exchanged, and - at times - cross posted to various other lists. I'm very sorry to see these two lists being eliminated. Janet Isserlis > From: "Nguyen, My Linh" > Reply-To: The Adult Education Content Standards Discussion List > > Date: Wed, 18 Oct 2006 11:33:48 -0400 > To: , > Conversation: CROSSPOSTED: Update on Content Standards and Program Leadership > & Improvement lists > Subject: [ContentStandards 301] CROSSPOSTED: Update on Content Standards and > Program Leadership & Improvement lists > > Dear Discussion List subscribers, > > As the National Institute for Literacy enters a new fiscal year, we > have taken steps to streamline the way we deliver professional development > through our discussion lists. A major change that will directly affect you > is the closing of the Content Standards and Program Leadership & Improvement > lists as of October 30, 2006. > > The Institute would like to thank Aaron Kohring for moderating the Content > Standards List and Peggy Maguire for moderating the Program Leadership & > Improvement List. They have worked hard to bring relevant issues to the > forefront and to stimulate discussions that help explore issues of content > standards and program leadership and improvement. We will continue to > provide access to discussion archives on our website. > > We recognize that many of the issues that impact Content Standards > and Program Leadership & Improvement carry across all the subject areas of > other Discussion Lists. For that reason, we invite you to subscribe to any > or all of our other Discussion Lists. We encourage you to be active > participants in these lists. > > The Institute's lists include: > > Adult Literacy Professional Development > Assessment > Adult English Language Learners > Family Literacy > Focus on Basics > Health & Literacy > Learning Disabilities > Poverty, Race, Women and Literacy* > Special Topics > Technology & Literacy > Workplace Literacy > > Descriptions and instructions on how to register for the Institute's > Discussion Lists can be found at > http://www.nifl.gov/lincs/discussions/discussions.html > > * Please note that we are combining the Women and Literacy List with the > Poverty, Race and Literacy List as of November 6, 2006, because the issues > that affect one list, often overlap with issues on the other list. > > My Linh Nguyen > Associate Director of Communications > National Institute for Literacy > (202) 233-2041 > fax (202) 233-2050 > mnguyen at nifl.gov > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From Mylinh.Nguyen at ed.gov Fri Oct 20 16:38:42 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Fri, 20 Oct 2006 16:38:42 -0400 Subject: [ContentStandards 303] CROSSPOSTED Update on Discussion Lists - Response Message-ID: Dear Janet, Thank you for your comments about the upcoming changes to some of the Discussion Lists. We do feel that many of the issues that impact Content Standards and Program Leadership & Improvement carry across all the subject areas of other Discussion Lists. You are right to point out that each list has its own distinct purposes, but we believe that those purposes and ideas can be carried over to our other lists. We hope that by widening the circle of participation by narrowing down the numbers of similar lists may reduce the amount of messages cross-posted for subscribers who are on multiple lists. We hope that you and other members of the lists that are closing or merging will contribute your viewpoints through either the merged Poverty, Race and Women's List or any of our other lists. We look forward to continue learning from the varied and rich perspectives all of the Institute's list subscribers bring to the Institute's forums. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From Janet_Isserlis at brown.edu Fri Oct 20 17:41:24 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Fri, 20 Oct 2006 17:41:24 -0400 Subject: [ContentStandards 304] Re: CROSSPOSTED Update on Discussion Lists - Response In-Reply-To: Message-ID: Thank you, My Linh I do understand what you're saying, but think that the women and literacy and poverty/race/literacy lists are somewhat distinct and not altogether overlapping (as you may have read on that women/lit list). I don't know what, if anything, can be done to address this, but think it bears consideration. thank you Janet > From: "Nguyen, My Linh" > Reply-To: The Adult Education Content Standards Discussion List > > Date: Fri, 20 Oct 2006 16:38:42 -0400 > To: , , > > Conversation: CROSSPOSTED Update on Discussion Lists - Response > Subject: [ContentStandards 303] CROSSPOSTED Update on Discussion Lists - > Response > > Dear Janet, > > Thank you for your comments about the upcoming changes to some of the > Discussion Lists. We do feel that many of the issues that impact Content > Standards and Program Leadership & Improvement carry across all the subject > areas of other Discussion Lists. You are right to point out that each list > has its own distinct purposes, but we believe that those purposes and ideas > can be carried over to our other lists. > > We hope that by widening the circle of participation by narrowing down the > numbers of similar lists may reduce the amount of messages cross-posted for > subscribers who are on multiple lists. > > We hope that you and other members of the lists that are closing or merging > will contribute your viewpoints through either the merged Poverty, Race and > Women's List or any of our other lists. > > We look forward to continue learning from the varied and rich perspectives > all of the Institute's list subscribers bring to the Institute's forums. > > My Linh Nguyen > Associate Director of Communications > National Institute for Literacy > (202) 233-2041 > fax (202) 233-2050 > mnguyen at nifl.gov > > ---------------------------------------------------- > National Institute for Literacy > Adult Education Content Standards mailing list > ContentStandards at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/contentstandards From akohring at utk.edu Mon Oct 23 11:20:45 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 23 Oct 2006 11:20:45 -0400 Subject: [ContentStandards 305] Aligning Career and Technical Education Programs to Real-World Technical Skills webcast Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A153A0431@UTKFSVS1.utk.tennessee.edu> Greetings all, You may be interested in this upcoming webcast this Thursday. Aaron ****************************************** "Aligning Career and Technical Education Programs to Real-World Technical Skills" Focus of Next Webcast The National Dissemination Center for Career and Technical Education will present a webcast entitled "Aligning Career and Technical Education Programs to Real-World Technical Skills" on Thursday, October 26, 2006, from 3:00 to 4:30 p.m. (EDT). This interactive event and previous webcasts can be viewed on any computer with Internet access at http://www.nccte.org. All workers in the 21st century are going to need more highly developed technical skills if our nation is going to remain competitive in the global marketplace. Additionally, all students need to be prepared to enter either college or employment upon completion of high school. Those who enter employment also need to be able to earn a living wage. Career and technical education programs play an important role in this process. Building these rigorous career and technical programs at the state and local levels for all students requires knowledge about what technical skill content is needed, how the instructional content is aligned with the required technical skills, and how student performance is evaluated in the technical skill content area. This program will bring together three state and local education leaders who have developed strong technical programs. The experiences of these leaders will help others who plan to develop similar programs. The presenters for this webcast include the following: Bryan Butz, Health Science Teacher and Human Services Chairman, White Knoll High School, Lexington, SC; Wende Dallain, Career Coach, Chicago High School for Agricultural Sciences; and John L. Davidson, Deputy Director, Arkansas Department of Workforce Education. Butz serves as the health sciences teacher and human services chairman at White Knoll High School. He served on the curriculum team that rewrote the South Carolina standards and competencies used in teaching sports medicine classes and developed the "Sports Medicine Teacher Resource Guide," a CD-ROM given to all new teachers of sports medicine classes in South Carolina. He has spoken at professional development conferences and the South Carolina Business and Education Summit. Butz has also been very involved with the South Carolina Health Occupations Students of America (HOSA) sports medicine competitions and his students have won the state sports medicine competition. Butz is a graduate of Friends University (Wichita, KS). Dallain worked in the food industry for 10 years as a quality control manager at Beatrice Foods, Archer Daniels Midland, and Nation Pizza Products before becoming a teacher. She began working at the Chicago High School for Agricultural Sciences (CHSAS) in 1987 as the head of the Food Science Career Pathway. Since coming to the CHSAS, Dallain has been a leader in many reform efforts-especially those connected to education to careers. Continuing in that role, she serves as the coordinator of the High Schools That Work initiative at the CHSAS. She earned her degree in food science at the University of Illinois at Urbana-Champaign. As Deputy Director for the Arkansas Department of Workforce Education, Davidson is responsible for Secondary Career and Technical Education, Carl D. Perkins funding, and Tech Prep. Davidson has been in Arkansas education since 1973-as a teacher, principal, and district-level vocational director. He is past-president of the Arkansas Vocational Association, and received the 2003 National Educational Leader Award from Jobs for America's Graduates. Davidson serves as cochair for the National Law, Public Safety, and Security Career Cluster. He is a member of the Arkansas Pygmalion Commission on Nontraditional Education, and also serves on the board of the Multistate Academic and Vocational Curriculum Consortium, VTECS ("A Consortium for Innovative Career and Workplace Development Resources"), and High Schools That Work. Davidson earned an associate degree in science from Arkansas Tech University and a bachelor's of science degree in agriculture and a master's degree in vocational education, both from the University of Arkansas. Sign up before the webcast starts for an NCCTE chatroom account in order to use the chatroom. This chatroom allows you to interact with other webcast viewers and moderators who are at the event. Moderators can present your questions to the speaker(s). Please allow ample time (at least one business day), as your account must be validated by an e-mail confirmation. Click here if you have an account but have forgotten your password. To subscribe or unsubscribe from this e-mail list, please visit this web page: http://www.nccte.org/ctemail/subscription.asp or send an e-mail to nagy.8 at osu.edu or contact Barbara Reardon above. The work reported herein was supported under the National Dissemination Center for Career and Technical Education (PR/Award No. VO51A990004) and/or under the National Research Center for Career and Technical Education (PR/Award No. VO51A990006), as administered by the Office of Vocational and Adult Education, U.S. Department of Education. However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and you should not assume endorsement by the federal government. The National Dissemination Center for Career and Technical Education and the National Research Center for Career and Technical Education are funded by the Office of Vocational and Adult Education, U.S. Department of Education. ************************************ Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From baera at floridaliteracy.org Tue Oct 24 16:04:17 2006 From: baera at floridaliteracy.org (Alyssa Baer) Date: Tue, 24 Oct 2006 16:04:17 -0400 Subject: [ContentStandards 306] 2007 Florida Literacy Conference Message-ID: <003301c6f7a7$9702cca0$1e02a8c0@floridaliteracy.org> Please join us for the 2007 Florida Literacy Conference! Dates: May 2-4, 2007, with May 1, 2007 pre-conference Location: Orlando Marriott, Lake Mary, Florida One of Florida's premier literacy events, this three day annual conference offers a wide range of training and networking opportunities to literacy practitioners and volunteers. Full Conference Early Bird: postmarked by March 9: Member $170 /Non-Member $195 Full Conference: postmarked by April 13: Member $195 / Non-Member $220 Full Conference: on-site, after April 13: $235 Full Conference: Adult Learner: $70 (no fee for adult learners attending May 2nd only) Call for Presenters! To help make the 2007 Conference a success, the Florida Literacy Coalition seeks session proposals throughout the state and nation in the following topic ideas: Adult Learner, Corrections, Family Literacy, English Literacy, Learning Disabilities, Library Literacy, Program Management, Reading, Technology, Volunteers in Literacy and Workforce Education (ABE, GED and adult high school). We welcome your participation and encourage you to propose a session by December 13 by downloading the Call for Presenters form from www.floridaliteracy.org. On behalf of the Florida Literacy Coalition, thank you and we hope to see you in May. Alyssa Baer, AmeriCorps*VISTA Member Florida Literacy Coalition baera at floridaliteracy.org Telephone: 407.246.7110 extension 207 Facsimile: 407.246.7104 934 North Magnolia Avenue, Suite 104 Orlando, Florida 32803 www.floridaliteracy.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061024/6abd5700/attachment.html From akohring at utk.edu Fri Oct 27 10:18:13 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Fri, 27 Oct 2006 10:18:13 -0400 Subject: [ContentStandards 307] Seeking Model Programs for Accountability Project Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A1546BDCA@UTKFSVS1.utk.tennessee.edu> Greetings all, This message might be of interest to you as content standards play an important part in our accountability and program improvement efforts. Aaron ****************************** Dear Colleagues, As you know, funders in both the public and private sectors are placing heightened expectations upon people who manage literacy and adult education programs. The funders want to know: o Are programs able to demonstrate real learning gains among students? o Are programs worthy of the trust placed in them by community partners, business volunteers, students, and other stakeholders? o Do program personnel have the information they need to improve their programs and allocate precious resources wisely? ProLiteracy, in partnership with the Dollar General Literacy Foundation, is working to help program managers acquire the knowledge and tools they need to answer questions like these. This new, three-year project is called the Dollar General/ProLiteracy Performance Accountability Initiative. Together, we will 1) identify successful accountability practices being used in a variety of literacy and adult education programs, and 2) use the practices to develop and deliver training modules and print resources to improve performance accountability. Right now we are looking for up to eight exemplary literacy and adult education programs to serve as models as we develop the first training module: Data Collection and Management. You may be part of a program that does a good job collecting and managing data. If so, please consider nominating your program. If you know of another program that would be a good model, please forward this message to that program's director. We would also appreciate your help in disseminating this call for model programs throughout your networks. The nomination information and form may be downloaded from the ProLiteracy Web site by using the following links: * www.proliteracy.org/downloads/guidelines.doc * www.proliteracy.org/downloads/application_form.doc It is important to act quickly, as our deadline for accepting nominations via e-mail or mail is 5 p.m. EST on Wednesday, Nov. 8, 2006. You may fill out and submit the nomination form on paper or online. See the form for detailed instructions. Model programs will receive a $1,500 stipend, increased visibility, and an opportunity to make a positive impact on the adult education and literacy field. We appreciate your help in this critical endeavor and hope to hear from you by Nov. 8. If you have any questions, please contact me via e-mail at mdaniels at proliteracy.org. Thank you, Melanie Daniels, Project Manager Dollar General/ProLiteracy Performance Accountability Initiative ProLiteracy Worldwide 1320 Jamesville Avenue Syracuse, NY 13210 mdaniels at proliteracy.org http://www.proliteracy.org **************************************** Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From kabeall at comcast.net Fri Oct 27 11:24:49 2006 From: kabeall at comcast.net (Kaye Beall) Date: Fri, 27 Oct 2006 11:24:49 -0400 Subject: [ContentStandards 308] New from NCSALL Message-ID: <008801c6f9dc$0cfa7620$0202a8c0@your4105e587b6> Research on the Economic Impact of the GED Diploma Panel The National Institute for Literacy (Institute) and the National Center for the Study of Adult Learning and Literacy (NCSALL) announce the Research on the Economic Impact of the GED Diploma Panel, a 30-minute video produced by the Institute. This panel discussion focuses on the economic benefits that accrue to holders of the General Educational Development (GED) credential. It is based on a review by John Tyler of eight recent (published and working) research papers on the GED. Several of these papers were authored by John Tyler, Richard Murnane, and John Willett, researchers with NCSALL whose work has influenced what we know about the economic benefits of the GED. Presenters include John Tyler, Sara Fass, and Sue Snider; the moderator is David Rosen. To view in streaming format, go to: http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html To order in DVD for $5.00 from NCSALL, go to: www.ncsall.net/?id=675 To order DVD version from NIFL, send request with mailing address to: info at nifl.gov Transitioning Adults to College: Adult Basic Education Program Models by Cynthia Zafft, Silja Kallenbach, and Jessica Spohn This NCSALL Occasional Paper describes five models that the staff at the New England Literacy Resource Center at World Education, Inc., categorized through a survey of adult education centers with transition components from around the United States. This NCSALL Occasional Paper describes the five models-Advising, GED-Plus, ESOL, Career Pathways, and College Preparatory-and themes and recommendations that others contemplating adult transition services might find helpful. It also chronicles the experiences of four states (Connecticut, Kentucky, Maine, and Oregon) in their efforts to institutionalize transitions for adults. To download the paper, go to http://www.ncsall.net/?id=26 Beyond the GED: Making Conscious Choices About the GED and Your Future Newly revised to include new data and information on the Internet, this guide for GED instructors offers lesson plans and helps teachers develop as professionals. It also gives adult learners an opportunity to practice writing, use graphs, read charts, and analyze research findings on the economic impact of the GED. To download the guide, go to http://www.ncsall.net/?id=35. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061027/46a5991a/attachment.html From akohring at utk.edu Mon Oct 30 16:08:35 2006 From: akohring at utk.edu (Kohring, Aaron M) Date: Mon, 30 Oct 2006 16:08:35 -0500 Subject: [ContentStandards 309] Thank you to Standards List Subscribers Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A09C3EC88@UTKFSVS1.utk.tennessee.edu> Greetings all, I wanted to thank all the subscribers to the Content Standards Discussion List for your contributions to the dialogue on Content Standards over the past year. I hope you have found the List as a useful resource for materials, information, and exchange with others that has contributed to your professional development or linked you with the tools you need. Before the List closes, I hope you have considered subscribing to one or more of the Institute's other Discussion Lists so this valuable dialogue on Content Standards can continue in the relevant contexts or topical areas. Best to you all, Aaron -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061030/4715870c/attachment.html From mwpefp at comcast.net Mon Oct 30 16:31:27 2006 From: mwpefp at comcast.net (mwpefp at comcast.net) Date: Mon, 30 Oct 2006 21:31:27 +0000 Subject: [ContentStandards 310] Re: Thank you to Standards List Subscribers Message-ID: <103020062131.25166.45466F2E000E6C810000624E22165258069F000A9F9903@comcast.net> Thank YOU, Aaron. I know how difficult it is to keep the list going, and you have done a very fine job. All the Best, Meta Potts -------------- Original message -------------- From: "Kohring, Aaron M" Greetings all, I wanted to thank all the subscribers to the Content Standards Discussion List for your contributions to the dialogue on Content Standards over the past year. I hope you have found the List as a useful resource for materials, information, and exchange with others that has contributed to your professional development or linked you with the tools you need. Before the List closes, I hope you have considered subscribing to one or more of the Institute's other Discussion Lists so this valuable dialogue on Content Standards can continue in the relevant contexts or topical areas. Best to you all, Aaron -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061030/12c828f5/attachment.html -------------- next part -------------- An embedded message was scrubbed... From: "Kohring, Aaron M" Subject: [ContentStandards 309] Thank you to Standards List Subscribers Date: Mon, 30 Oct 2006 21:24:40 +0000 Size: 814 Url: http://www.nifl.gov/pipermail/contentstandards/attachments/20061030/12c828f5/attachment.mht From andy_nash at worlded.org Mon Oct 30 17:42:49 2006 From: andy_nash at worlded.org (Andy Nash) Date: Mon, 30 Oct 2006 17:42:49 -0500 Subject: [ContentStandards 311] Re: Thank you to Standards List Subscribers Message-ID: Thank you, Aaron, for moderating this challenging topic. There are so many layers to the subject, some of which are difficult to talk about on the list. I hope that discussion of standards-based education continues on the assessment list, where many related themes are naturally surfacing. Andy Nash NELRC/World Education >>> akohring at utk.edu 10/30/2006 4:08 PM >>> Greetings all, I wanted to thank all the subscribers to the Content Standards Discussion List for your contributions to the dialogue on Content Standards over the past year. I hope you have found the List as a useful resource for materials, information, and exchange with others that has contributed to your professional development or linked you with the tools you need. Before the List closes, I hope you have considered subscribing to one or more of the Institute's other Discussion Lists so this valuable dialogue on Content Standards can continue in the relevant contexts or topical areas. Best to you all, Aaron From MMaralit at NIFL.gov Wed Nov 1 16:19:31 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 1 Nov 2006 16:19:31 -0500 Subject: [ContentStandards 312] Thank you to Aaron and Content Standards List Subscribers Message-ID: <4062487BDB6029428A763CAEF4E1FE5B12501D5D@wdcrobe2m03.ed.gov> Hello, All, The Institute would like to thank Aaron Kohring and the Center for Literacy Studies for their work with the Adult Education Content Standards List. Over the years, the list has grown from the original focus on the National Institute for Literacy's Equipped for the Future Standards-based Adult Literacy System Reform Initiative to a broader area of discussion on Content Standards, looking at lessons learned and the issues involved with implementing standards, and the impact of standards on state and local programs. Thanks also to Meta Potts, who moderated before Aaron took over, and countless others who were involved in developing the list over the years. We would also like to thank you -- the subscribers, throughout the years you have shared your experiences, stories, resources and ideas. Please note that the archives for this list will remain up on the Institute's servers, we find that they serve as an important resource for the adult education and literacy field. The list will close on Friday afternoon, November 3. We encourage you to continue to participate on other Institute sponsored lists, for more information go to: http://www.nifl.gov/lincs/discussions/discussions.html. Regards, Jo Jo Maralit National Institute for Literacy 1775 I Street, NW; Suite 730; Washington, DC 20006 mmaralit at nifl.gov < http://www.nifl.gov/> -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov]On Behalf Of Kohring, Aaron M Sent: Monday, October 30, 2006 4:09 PM To: contentstandards at nifl.gov Subject: [ContentStandards 309] Thank you to Standards List Subscribers Greetings all, I wanted to thank all the subscribers to the Content Standards Discussion List for your contributions to the dialogue on Content Standards over the past year. I hope you have found the List as a useful resource for materials, information, and exchange with others that has contributed to your professional development or linked you with the tools you need. Before the List closes, I hope you have considered subscribing to one or more of the Institute's other Discussion Lists so this valuable dialogue on Content Standards can continue in the relevant contexts or topical areas. Best to you all, Aaron -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/contentstandards/attachments/20061101/098217aa/attachment.html From marie.cora at hotspurpartners.com Wed Nov 1 10:32:45 2006 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 1 Nov 2006 10:32:45 -0500 Subject: [ContentStandards 313] Re: Thank you to Standards List Subscribers In-Reply-To: Message-ID: <0abd01c6fdca$fae3c4d0$0302a8c0@LITNOW> Hi Aaron and Andy, Aaron, thank you so much for moderating the Standards List - there have been a number of excellent discussions on your List that are extremely important for our field. Your skills as moderator have been super! Thanks to Andy for suggesting that any discussions regarding Content Standards or related issues/topics can continue on the Assessment Discussion List - I hope to see folks raise ideas, thoughts, and issues over there! It's true that many themes are common to both the Standards and Assessment Lists, so I hope that Standards List Subscribers will feel comfortable and welcome to join and add your voices to the discussion. If you are not already subscribed, go to: http://www.nifl.gov/mailman/listinfo/assessment Looking forward to carrying on discussions on Standards! marie Marie Cora 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/ -----Original Message----- From: contentstandards-bounces at nifl.gov [mailto:contentstandards-bounces at nifl.gov] On Behalf Of Andy Nash Sent: Monday, October 30, 2006 5:43 PM To: contentstandards at nifl.gov Subject: [ContentStandards 311] Re: Thank you to Standards List Subscribers Thank you, Aaron, for moderating this challenging topic. There are so many layers to the subject, some of which are difficult to talk about on the list. I hope that discussion of standards-based education continues on the assessment list, where many related themes are naturally surfacing. Andy Nash NELRC/World Education >>> akohring at utk.edu 10/30/2006 4:08 PM >>> Greetings all, I wanted to thank all the subscribers to the Content Standards Discussion List for your contributions to the dialogue on Content Standards over the past year. I hope you have found the List as a useful resource for materials, information, and exchange with others that has contributed to your professional development or linked you with the tools you need. Before the List closes, I hope you have considered subscribing to one or more of the Institute's other Discussion Lists so this valuable dialogue on Content Standards can continue in the relevant contexts or topical areas. Best to you all, Aaron ---------------------------------------------------- National Institute for Literacy Adult Education Content Standards mailing list ContentStandards at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/contentstandards