Assessment Career & College Readiness Civics and Citizenship Data Management Digital Literacy ESOL GED/HSE Health Literacy Networks Numeracy Program Management Reading and Writing Course Offerings | September 2013 January 2014 Continuing Professional Education Join us on... WE SHAPE LIVES
Catalog of the professional development workshops offered at the Literacy Assistance Center September 2013 through January 2014.
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AssessmentCareer & College ReadinessCivics and Citizenship Data ManagementDigital LiteracyESOL
GED/HSEHealth LiteracyNetworksNumeracyProgram ManagementReading and Writing
Course Offerings | September 2013 January 2014
Continuing Professional Education
Join us on...
WESHAPELIVES
WHO WE AREThe Literacy Assistance Center (LAC) is dedicated to advancing adult literacy as a core value in our society. We envision a future in which every immigrant, every parent, and every adult in this country has the full range of knowledge and skills they need to secure employment, achieve economic security, access quality health care, support their children in their schooling, and actively participate in the civic life of their communities.
Since 1983, the LAC has been working to expand and strengthen the programs in adult basic education, English for speakers of other languages, and high school equivalency that serve New York’s most educationally disadvantaged and economically marginalized adults. Our expertise includes programming and curriculum design in health literacy, family literacy, civics education, and digital literacy, as well as the incorporation of language and basic skills development into occupational education courses.
WHAT WE BELIEVEWe believe that adult literacy education is part of a broader movement for educational equity and social justice. We believe that “literacy” is not just the power to speak the language, read and write the words on a page, and do basic math, but the power to “read” and critically analyze the world. The programs we work with cultivate the skills and confidence students need to succeed in the workplace, pursue college and careers, engage in the political process, advocate for themselves and their families, and express their inner voice and creative spirit.
WHAT WE DOThe LAC provides core training and ongoing professional development to new and experienced adult educators. We provide program leaders with data support, guidance on policy implementation, and on-site technical assistance. The LAC convenes networks of stakeholders and serves as an informational resource for policymakers, funders, and advocates. In addition, the LAC provides training, curriculum design, and program development services to a variety of organizations and institutions that have an interest in adults’ reading, writing, oral communication, and numeracy skills.
The LAC works with seasoned teachers, tutors, staff developers, and program managers as well as those new to the issues of adult literacy – introducing strategies and practices that better enable them to help the adults they work with to achieve their goals and pursue their dreams.
To learn more about the LAC, please visit our website, www.lacnyc.org, or contact the executive director, Ira Yankwitt, at [email protected] or 212-803-3302.
About the Literacy Assistance Center
Register at http://literacyassistancecenter.eventbrite.com 1
ContentsAbout the LAC inside front cover
Definitions/Descriptions 2
About the LAC Academy 3
Custom Services 4
Registration Policies 5
Assessment 6
Career & College Readiness 7
Civics and Citizenship 8
Data Management 9
Digital Literacy 10
ESOL 12
GED/HSE 15
Health Literacy 16
Course Calendar center pull out
Numeracy 17
NYC RAEN Networks 19
Program Leadership 21
Reading and Writing 22
The LAC Academy 24
Facilitators 27
Organizations Served by NYSED RAEN 30
Index 32
Adult Literacy Conferences inside back cover
Continuing Professional Education OfferingsSeptember 2013–January 2014
2
Definitions/Descriptions CCSSCCSS stands for Common Core State Standards. The Common Core State Standards are national standards that have been adopted by 45 states for use in P–12 Education. These standards were designed with the goal of readying all students, at every level, for college and career. In New York State, the field of adult education is moving to align itself with these standards.
COHORT GROuPSCohort groups are made up of individuals with similar interests who engage in a course of study together over a set period of time. Cohort members make a commitment to attend all sessions and participate in group activities. Individuals must apply and be accepted to participate in some programs, such as the certificate programs listed on pages 24–26.
DIGITAL LITERACy Digital literacy is the ability to locate, organize, understand, evaluate, and analyze information using digital technology. Digitally literate people can communicate and work more efficiently, especially with those who possess the same knowledge and skills. Digital literacy encompasses computer hardware, software packages (particularly those used most frequently by businesses), the Internet, cell phones and smartphones, and other digital devices. A person who uses these skills to interact with society may be called a digital citizen.
HSEHSE stands for high school equivalency. High school equivalency instruction leads to a high school equivalency diploma, which is issued by the state. Of the different pathways to achieving high school equivalency, the most well known is passing the GED assessment.
NETWORkSNetworks are groups of people who share similar interests and concerns. Networks connect members, face-to-face and electronically, to exchange information, promising practices, issues, and concerns. Four networks meet at the LAC: the College Transition Network, the GED/HSE Testing Network, the Literacy Zone Network, and the RAEN Program Managers’ Network. In the network section you will also find events for specific segments of the above-mentioned networks. The networks meet every other month. Read more about them on pages 19 and 20.
SOCIAL MEDIA
Social media refers to the use of web-based and mobile technologies to turn communication into interactive dialogue. In adult education, social media tools provide inexpensive access to an array of online activities and an exciting way to incorporate real-life computer skills into language and literacy instruction.
TASCTASC stands for Test Assessing Secondary Completion, the high school equivalency test developed by CTB McGraw Hill. In New York State, TASC will replace the 2002 GED as the only free, state-subsidized assessment leading to a NYS HSE diploma.
WEBINARSShort for web-based seminar, a webinar can be a presentation, lecture, workshop, or seminar that is transmitted over the Internet. Our webinars are free but require that participants have access to a computer with Internet access and a phone line for the audio portion of the webinar. Our webinars are recorded and shared, but participating in the live webinar allows you to interact with the presenter and other attendees.
WORkSHOPSIn workshops, a facilitator introduces new skills, and participants become actively engaged in exploring ways to use them, often through group activities. Most workshop sessions at the LAC are hands-on and use a combination of simulations, role play, demonstrations, and both large- and small-group activities. Single workshops are either full-day or half-day events. Workshop series are developmental. Each succeeding session builds on those that came before; participants are expected to attend the entire series.
Register at http://literacyassistancecenter.eventbrite.com 3
About the LAC Academy The LAC Academy offers academically rigorous, sustained professional development courses to current and future adult educators. Established in 2008, the LAC Academy is the certificate-granting arm of the LAC. The threefold mission of the LAC Academy is to:
(1) professionalize the field of adult education
(2) expand the number of adult education programs and educators adhering to the NYSED Adult Literacy Education Core Curriculum (ALECC) Indicators of Program Quality
(3) raise public awareness of the literacy and language needs of adults in the USA
All of the Academy’s fee-based programs provide participants with a firm foundation in a particular field of study and examples of best practices. All programs are offered in a “blended” format that combines on-site workshops with interactive online assignments designed to enable groups of participants to develop into permanent professional learning communities of peers.
The LAC Academy currently offers the following programs:
■ Teaching English as a Second Language to Adults (TESLA/TESOL)
■ Preparing Students for High School Equivalency Using the Common Core State Standards (CCSS)
■ The Freirean Popular Education Institute for Social Justice and Empowerment
■ Teaching ESOL to Adults with Limited Literacy (TEALL)
■ Reflective ESOL Teachers’ Forum
Upon successful completion of each program, participants are awarded a professional certificate and continuing education units (CEUs).
More information about each certificate program can be found on pages 24–26. Details are available at http://www.lacnyc.org/LACAcademy.
A note to our RAEN associates: The certificate programs listed above and outlined in further detail on pages 24–26 are in-depth versions of workshops you will see throughout this catalog. The ALECC certificate program (page 25) is free of charge to RAEN participants.
Victor C. EdrosolanESL Instructor
Literacy Partners, Inc.
“ Many of my classmates have gone to college... and many of us got a job because we improved our English…. I have to thank Mr. Victor for encouraging me and giving me inspiration always.”Emmy Wilson Guerrero, former student and current college student
4
The LAC offers a wide range of custom services to educational institutions, nonprofit organizations, unions, and employers.
Consulting & CoachingThe LAC works directly with executive directors, program managers, and project coordinators to foster effectiveness in adult education leadership, improve the overall quality of instructional offerings, and help organizations design new adult education programs.
Customized TrainingThe LAC can adapt existing professional development offerings or design whole new programs to meet your organization’s specific needs. Our staff will be happy to work with you to design an appropriate professional development program, and we will deliver it at your preferred location.
Data ServicesThe LAC offers an array of data services for program managers, policymakers, funders, researchers and advocates. These include:
■ Customization of ASISTS for current users who would like additional features
■ Integration of other data tracking systems that programs and funders use
■ Design of new data collection and data tracking systems
■ Professional development on collecting, managing, reporting, and analyzing data
■ Consulting on accessing and using data for programmatic decision making
Curriculum DevelopmentThe LAC works with programs and organizations to develop customized, contextualized curricula for programs in English for speakers of other languages (ESOL), adult basic education (ABE), high school equivalency (HSE or GED), and occupational training. Our staff also assists in the preparation of course materials and publications.
To learn more about the LAC’s custom services, please visit our website, www.lacnyc.org, or contact the executive director, Ira Yankwitt, at [email protected] or 212-803-3302.
Custom Services
John FentonABE/Pre-GED/GED/ HSE InstructorCUNY
“ John has a gift for creating a kind, professional, and peaceful learning environment that engages students of all kinds and backgrounds.”Frances Rosenson, Director, Brooklyn College Adult Literacy Program
Register at http://literacyassistancecenter.eventbrite.com 5
Registration Policies 1. Registration is required for all LAC courses.
Non-registered walk-ins will not be admitted to workshops.
2. LAC reserves the right to cancel any event that does not have a minimum of 8 registrants by the required registration date (3 days before the event). You will be notified if the event you have registered for is cancelled.
3. If you are wait-listed, you will be advised if a space becomes available at least one day before the workshop date. Do not show up for a workshop if you have been put on the wait list.
4. All sessions begin at the stated time in the schedule. Plan on participating in the full workshop event, as late comers and early leavers are disruptive to the work and atmosphere in the room.
Register
Registrations are accepted in the order that they are received.
Online
Go to http://lacnyc.org/, and on the right side of the screen (scroll down) you will see our workshop calendar. Click on the date of the event for which you would like to register and follow the registration prompts.
In person
Come to the LAC at 39 Broadway, Suite 1250, to visit the registration office.
Smartphone
Using a QR reader app, scan this QR code to get to the full listing of all our events on Eventbrite.
This QR code will take you to the Eventbrite registration website for all LAC events. You can also get to the registration page by going to http://bit.ly/NklKAr
After you register
1. You will receive an immediate confirmation email through Eventbrite, the registration system the LAC uses to process your registration.
2. On the day of your workshop, report on time to the registration office in Suite 1250 for directions to the training room. See policies at left.
3. If you do not receive confirmation of your registration within a couple of days, please call us at 212-803-3362.
4. Be sure to bring your confirmation slip with you when you come to the LAC.
5. If you find out that you cannot attend an event after registering, please let us know by either emailing [email protected] or calling 212-803-3362.
Travel directions
The Literacy Assistance Center is located at 39 Broadway, Suite 1250, New York, NY 10006.
By subway
1. 4 or 5 to Bowling Green Station. Exit at Bowling Green and Broadway. Walk north on Broadway for two blocks. 39 Broadway will be on your left.
2. 1, 9, or R to Rector Street Station. Exit at Rector Street. Walk east on Rector Street for 1 block and make a left onto Broadway. Continue to 39 Broadway.
3. J, M, or Z to Broad Street Station. Take Stock Exchange exit. Walk south on Broad Street one block to Exchange Place and make a right onto Exchange Place. Walk to Broadway and make a left. Continue to 39 Broadway.
By bus
Take the M1 or M6 bus to Broadway and Morris Street or take the M15 bus to South Ferry.
39 Broadway
6
AssessmentEnsuring standards of student assessment practice that support adult learning
UsINg AssessmeNt to Foster the LANgUAge DeveLoPmeNt oF esoL LeArNers
Facilitator: michael PerroneAudience: esoL instructors,
program managers
Assessment plays a critical role in the language
development of our students. This workshop
will give teachers of English as a second/foreign
language a foundation in language assessment.
Participants will come away with tools to create
valid classroom tests that not only reliably measure
student achievement and proficiency but also help
guide instructional decisions. We will explore how
aspects of principal language assessment, such
as validity, reliability, authenticity, practicality, and
washback, affect teaching and learning. Participants
will learn to construct valid and reliable classroom
assessments of all the language proficiencies, using
forms including multiple choice, portfolio, and es-
say assessments.
Date: AST 14-100 - thursday, september 26
Time: 9:30 a.m.–4:30 p.m.
Best PLUs test ADmINIstrAtors’ trAININg
Facilitator: Be JensenAudience: esoL instructors, testing staff
Become a certified BEST Plus test administrator.
Participants will practice administering the print-
based or computer-based version of the test and
will become familiar with CAL’s standardized testing
procedures and scoring rubric. Participants receive
a test administrator guide and practice CD.
Dates: AST 14-102 - monday, september 30
AST 14-103 - Wednesday, october 30
AST 14-104 - Wednesday, November 20
AST 14-105 - Friday, December 6
Time: 9:30 a.m.–4:30 p.m.
Best PLUs reFresher CoUrse
Facilitator: Be JensenAudience: Previously certified Best Plus
administrators
The Center for Applied Linguistics (CAL) and the
New York State Education Department (NYSED)
require that BEST Plus test administrators attend a
refresher training once a year in order to continue
as BEST Plus test administrators. The refresher
course provides a comprehensive review.
Dates: AST 14-111 - monday, september 23
AST 14-112 - thursday, october 24
AST 14-113 - Wednesday, November 13
AST 14-114 - Wednesday, December 4
Time: 9:30 a.m.–3:30 p.m.
tABe ADmINIstrAtors’ trAININg
Facilitator: Be JensenAudience: ABe instructors, geD/hse
instructors
Increase rigor when administering the Test of Adult
Basic Education (TABE). Become familiar with TABE
Forms 9 & 10 as an assessment tool for placing
students, monitoring student progress, planning
instruction, and improving your program. Learn
about the various TABE materials, especially the
Locator Test, the Complete Battery Form, and the
Survey Form. Compare the different levels, content,
and formats of the test. Participants will learn how
to administer the test and interpret the scores
using the Norms Book.
Dates: AST 14-106 - tuesday, september 24
AST 14-107 - tuesday, october 22
AST 14-108 - tuesday, November 26
AST 14-109 - Wednesday, December 11
Time: 9:30 a.m.–12:30 p.m.
INDICAtors oF ProgrAm QUALItY
Facilitator: Be JensenAudience: Program managers, anyone
See description on page 21.
Date: PTM 14-101 - Friday, November 1
Time: 9:30 a.m. –12:30 p.m.
Register at http://literacyassistancecenter.eventbrite.com 7
Career and College Readiness
LeverAgINg YoUr INNer CoACh For hIgh-ImPACt resULts
As a leader in your work unit and in your life, learn
how to employ an aspect of the coaching process to
draw out the skills and talents that may be hidden
within you, your colleagues, and team members.
In this course you will explore a conversational ap-
proach to coaching that facilitates a results-focused
and action-oriented dialog. You’ll discover tech-
niques for structuring conversations and dialogs that
lead to insights and productive, rewarding actions.
Date: CCR 14-100 - tuesday, November 12
Time: 9:30 a.m.–12:30 p.m.
the NoNACADemIC skILLs CoLLege-BoUND eLLs NeeD
Facilitator: Natalia de Cuba romeroAudience: esoL & geD/hse instructors,
program managers
It’s not always what you know, but who you can get
to help you. College ELLs are most successful not
when they have perfect English, but when they can
locate the right campus resources for what they
need and can effectively approach and win over
the people who can help them. You will learn how
to prep and coach students to identify and use
campus resources (even before they enroll) and
give them the tools to courteously and effectively
approach professors and other facilitators on the
phone, by email, or in person.
Date: CCR 14-101 - thursday, January 16, 2014
Time: 6:00 p.m.–9:00 p.m.
the Book CLUB
Facilitator: marilyn J. rymniakAudience: Program managers, anyone
So much to read, so little time to do it. We are
in a time of transition in adult literacy education.
Several important reports and white papers have
been issued concerning the future direction of adult
education, among them CAAL’s In a Time of Scarce Resources: Near Term Priorities in Adult Education, ETS’s America’s Perfect Storm: Three Forces Chang-ing Our Nation’s Future, and the soon-to-be-re-
leased OECD PIAAC Report on Adult Competencies and the Workforce. Set aside time to read a few of
these reports and engage in stimulating discussion
on these important ideas with friends and col-
leagues during our Monday afternoon book club.
Dates: CCR 14-103 - monday, November 4
CCR 14-104 - monday, November 18
CCR 14-105 - monday, December 9
Time: 4:00 p.m.–6:00 p.m.
CoLLege AND CAreer trANsItIoN NetWork
Facilitator: Winston Lawrence & Cynthia BellAudience: staff of post-secondary transition
programs
See description on page 20.
Dates: NTW 14-112 - tuesday, october 8
NTW 14-113 - tuesday, December 10
Time: 9:30 a.m.–11:30 a.m.
8
CIvICs: CreAtINg meANINgFUL LessoNs IN AN ImmIgrAtIoN reForm CoNtext
Facilitator: Natalia de Cuba romeroAudience: esoL instructors
Whether preparing for a citizenship test, campaign-
ing for the DREAM Act, or trying to understand how
immigration legislation gets through or gets mired
in Congress, adult ESOL students need to know
how government works. We will explore a variety
of multimedia resources (especially the free ones!),
games, and issue-based ways to engage students
in understanding the Constitution, the structure
of the U.S. government, and how these affect im-
migrants directly. Bring a flash drive, because small
groups will create classroom-ready lesson plans
to take home.
Date: CIV 14-100 - Wednesday, october 9
Time: 6:00 p.m.–9:00 p.m.
Civics and Citizenship
Francine MallozziAdministrative AssistantNYC Department of Youth and Community Development
“ Do not make the mistake of thinking that all we need is a person like Francine to do the job for our adult literacy community; it is specifically Francine Mallozzi whom we need and Francine who keeps us all afloat.”Larry Fish, Director, Shorefront yM-yWHA
Register at http://literacyassistancecenter.eventbrite.com 9
QUArter 1 DAtA roUNDtABLe
Facilitator: kate torneseAudience: Data staff, program managers
This is an informal quarterly opportunity to
ask questions and share data experiences with
other people working on NRS data. Registration
is required.
Date: DTM 14-100 - tuesday, october 8
Time: 2:00 p.m.–4:00 p.m.
QUArter 2 DAtA roUNDtABLe
Facilitator: kate torneseAudience: Data staff, program managers
This is an informal quarterly opportunity to
ask questions and share data experiences with
other people working on NRS data. Registration
is required.
Date: DTM 14-101 - thursday, December 5
Time: 10:00 a.m.–12:00 p.m.
DrINkINg From the FIre hose: FINDINg AND evALUAtINg the DAtA YoU NeeD
Facilitator: venu thelakkatAudience: Program managers
Become the data expert for your program. Whether
you’re writing grant applications or trying to get to
the bottom of a problem at your program, asking
the right questions and finding the appropriate data
are critical. This workshop walks you through the
process of identifying and refining the questions
you want to ask and then finding the right data to
answer them. In addition to internal sources, you
can use many publicly available (and free) data
sources. This workshop will help you find the
right ones.
Date: DTM 14-102 - Wednesday, september 25
Time: 9:30 a.m.–12:30 p.m.
oNLINe tooLs For ANALYzINg DAtA
Facilitator: venu thelakkatAudience: Program managers
Do your data analysis “in the cloud.” Organizations
like the U.S. Census Bureau, Google, and Wolfram
Alpha have created data analysis tools that you can
use with public data as well as your own. This work-
shop will include a hands-on exploration of some of
these tools as well as a discussion of their relevance
to your program.
Date: DTM 14-103 - Friday, october 25
Time: 9:30 a.m.–1:30 p.m.
CLeANINg, PrePArINg, AND ANALYzINg YoUr DAtA
Facilitator: venu thelakkatAudience: Program managers
Think your data are ready for prime time? All data,
whether you collect or download them, need work.
This workshop walks you through the process of
identifying and resolving issues with your data, pre-
paring them for the analyses you want to conduct,
and choosing the right analyses for the research
questions you want answered. Come ready to get
your hands dirty with some hands-on exercises.
Date: DTM 14-104 - thursday, November 7
Time: 9:30 a.m.–1:30 p.m.
Data Management
10
Digital Literacy
CoLLABorAtIve WeB 2.0 resoUrCes For the CLAssroom
Facilitators: Linda A. Pelc & Cynthia s. Wiseman
Audience: esoL, ABe & geD/hse instructors
New web tools to enhance language learning and
development are emerging all the time. Use of
these tools supports language development and the
improvement of reading and writing skills. It also
helps students develop digital literacy skills essen-
tial for the 21st century. In this three-hour workshop,
participants will interact with useful web 2.0 tools,
including blogs; wikis; sites featuring reading, writ-
ing, grammar, and pronunciation instruction; and
file storage sites.
Date: DIG 14-100 - Friday, November 15
Time: 9:30 a.m.–12:30 p.m.
heLPINg stUDeNts BUILD soCIAL CAPItAL throUgh oNLINe NetWorkINg
Facilitator: Nell eckersleyAudience: esoL, ABe &
geD/hse instructors
According to the Pew Internet and American Life
project, “As of May 2013, almost three quarters
(72%) of online U.S. adults use social networking
sites, up from 67% in late 2012”—and up from just
8% in February 2005. This workshop will look at
how to manage social networking. Participants will
discuss such sites as LinkedIn, Facebook, YouTube,
Tumblr, and Twitter, focusing on how they can be
used for college and career transition, communi-
cating with family, and creating personal learning
networks. We will discuss how students can use
these tools to develop social capital as they move
beyond our classrooms. Participants will identify at
least two social networking tools that fit the needs
of their students.
Date: DIG 14-101 - thursday, september 19
Time: 9:30 a.m.–1:30 p.m.
UsINg smArtPhoNes AND IPoD toUChes IN the CLAssroom
“ What has always struck me about Lester is his ongoing commitment to improving his practice in order to help his students learn more effectively.”kate Brandt, Professional Development Coordinator, CuNy Adult Literacy Program
Register at http://literacyassistancecenter.eventbrite.com 19
This roundtable is designed to provide partnership
coordinators with an opportunity to discuss issues
and identify best practices related to managing
partnerships. Participants will be able to present
and share innovative solutions to the challenges
they face.
Dates: NTW 14-100 - monday, september 16
NTW 14-101 - Wednesday, December 4
Time: 9:30 a.m.–11:30 a.m.
LIterACY zoNe CAse mANAgers AND CoUNseLors roUNDtABLe
Facilitator: Winston LawrenceAudience: Lz case managers & counselors
This roundtable gives case managers and coun-
selors an opportunity to discuss issues related to
academic advising, counseling, and helping learn-
ers access social services. Participants will identify
best practices and share innovative solutions to the
challenges they face.
Date: NTW 14-102 - thursday, september 26
Time: 9:30 a.m–12:30 p.m.
ProgrAm mANAgers meetINg
Facilitator: Nell eckersleyAudience: Program managers
The NYC Regional Adult Education Network
provides this opportunity for NYC RAEN program
managers to meet with one another and with repre-
sentatives of NYSED to learn about new initiatives
and keep up to date on continuing projects. Each
program is expected to send at least one represen-
tative to these meetings.
Dates: NTW 14-103 - tuesday, september 17
NTW 14-104 - tuesday, November 19
NTW 14-105 - tuesday, January 14, 2014
Time: 9:30 a.m.–12:30 p.m.
LIterACY zoNe NetWork
Facilitators: Nell eckersley & Winston Lawrence
Audience: Literacy zone staff
With a total of 17 Literacy Zones now funded in New
York City, the NYC RAEN Literacy Zone Network
provides a space for Literacy Zone staff to meet and
learn from one another as well as to receive updates
from NYSED.
Dates: NTW 14-106 - tuesday, september 17
NTW 14-107 - tuesday, November 19
NTW 14-108 - tuesday, January 14, 2014
Time: 1:30 p.m.–3:30 p.m.
NYC RAEN Networks
kate BrandtBE/GED Professional Development CoordinatorCUNY
“ [Kate’s] strongest impact…has been showing me—in what she does as well as what she says—the blend of listening, encouragement, and rigor that I think of as the art of teaching.”Lynda Abdoo, GED teacher, Bronx Community College
ment of Education, is open to all organizations that
provide GED/HSE preparation and testing services.
Joining the network is a great way to get updates
and perspectives on policies that affect administra-
tion of GED/HSE programs. The network provides
a space for discussing local issues and challenges
and their policy implications. Participants learn
from each other, sharing resources and current
practices. This year we will be focusing on issues
around the transition from the current GED test to
the Test Assessing Secondary Completion (TASC),
which will be New York State’s high school equva-
lency test beginning January 1, 2014.
Dates: NTW 14-109 - Wednesday, september 25
NTW 14-110 - monday, November 4
NTW 14-111 - tuesday, December 10
Time: 1:30 p.m.–3:30 p.m.
CoLLege AND CAreer trANsItIoN NetWork
Facilitators: Winston Lawrence & Cynthia BellAudience: staff of post-secondary transition
programs
The NYC RAEN College and Career Transition
Network provides a venue for New York-based adult
education providers to explore issues associated
with post-secondary and career transition for adult
students. The network supports the establishment
and strengthening of college and career transition
services for adult literacy students through technical
assistance, professional development, collegial
sharing, and advocacy. It also provides increased
visibility for these critical sectors of the adult basic
education system. Participants discuss policy and
share best practices; take part in local, national,
and online professional development events; and
connect with and contribute to the national move-
ment to ensure post-secondary and career
transition services.
Dates: NTW 14-112 - tuesday, october 8
NTW 14-113 - tuesday, December 10
Time: 9:30 a.m.–11:30 a.m.
NYC RAEN Networks, continued
Weihua (Wendy) WenESOL TeacherNYC Doe - oACe
“ Wendy’s philosophy is that she was put on this earth to serve people as a teacher and to be vigorous in aiding them to realize their dreams.”Susan Byrnes, ESOL teacher, NyC DOE Regions 2 and 4
Register at http://literacyassistancecenter.eventbrite.com 21
Program Management
vALUINg DIversItY
Facilitator: Be JensenAudience: Program managers, esoL, ABe &
geD/hse instructors
This workshop will explore the issues of diversity
and difference in the adult education classroom.
Through the use of proven models and techniques,
participants will improve their ability to manage and
gies and to plan to integrate these strategies into
their curriculum and instruction.
Date: RAW 14-108 - Friday, october 4
Time: 9:30 a.m.–12:30 p.m.
the Book CLUB
Facilitator: marilyn J. rymniakAudience: Program managers, anyone
See description on page 7.
Dates: CCR 14-103 - monday, November 4
CCR 14-104 monday, November 18
CCR 14-105 monday, December 9
Time: 4:00 p.m.–6:00 p.m.
LANgUAge LeArNINg throUgh LIterAtUre
Facilitator: elizabeth FonsecaAudience: esoL instructors
See description on page 12.
Date: ESOL 14-102 - saturday, october 12
Time: 12:30 p.m.–3:30 p.m.
the Freirean Institute Want more than a three-hour workshop? the LAC Academy offers a hands-on
certificate program exploring the use of Freirean popular education for social justice.
Please see page 26 for more information!
www.lacnyc.org/TheFreireanInstitute
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The LAC Academy’s fee-based professional certificate programs are rigorous, sustained training programs geared to current and prospective adult educators and adult edu-cation program managers. These programs provide an overview of best practices and research-based training in the fields of adult basic education, adult secondary education, and the teaching of English as a second language to adults.
OuR STuDENTS
Whether you are an “encore careerist” looking to reinvent yourself, a recent college grad, or an adult education professional, our certificate programs are designed to advance you to the next level of adult educa-tion practice. LAC Academy programs serve as initial and advanced qualifications for:
■ Anyone considering a teaching career or volunteering in adult basic education, GED/HSE (high school equivalency), or ESOL (English for speakers of other languages)
■ Adult education program managers
■ Staff development managers
■ Human resource or training department heads
■ Union training managers
■ Adult education professionals wishing to specialize, maintain credentials, or simply to stay current on what’s happening in the field of adult education
CERTIFICATE OFFERINGS
The Academy offers the following certificate programs:
■ Teaching English as a Second Language to Adults (TESLA/TESOL)
■ Preparing Students for High School Equivalency Using the CCSS
■ The Freirean Popular Education Institute for Social Justice and Empowerment
■ Reflective ESOL Teachers’ Forum
■ Teaching ESOL to Adults with Limited Literacy (TEALL)
ONLINE LEARNING
All LAC Academy certificate programs are blended models, incorporating both in-person and online learning environments. Online learning offers a number of benefits for our students: the ability to study on their own time and interact with cohort members between face-to-face sessions, as well as the opportunity to develop and deepen computer and online skills in an increasingly digital world. Incorporated into each program are tutorials and support to make sure students have the tools they need to succeed in the online portion of our certificate programs. It is highly recom-mended that students have access to their own computers and Internet access, but the LAC does have a computer lab with Internet access available for student use by appointment.
CONTINuING EDuCATION uNITS (CEus)
Professional certificates of completion and continuing education units (CEUs) are awarded upon successful completion of each program. The LAC Academy adheres to the International Association for Continuing Education and Training (IACET) Standards of Lifelong Learning for the issuance of CEUs.
The LAC Academy
Register at http://literacyassistancecenter.eventbrite.com 25
All LAC Academy programs can make a difference in your career and life, providing you with:
■ Core knowledge
■ Opportunities to share ideas, experiences, and networks with peers
■ The ability to try out new strategies and methods with immediate feedback
■ A valuable credential from a reputable leader in adult education
TEACHING ENGLISH AS A SECOND LANGuAGE TO ADuLTS (TESLA/TESOL)
(20 CEUs) This rigorous certificate program provides current and future adult educators with a firm foundation in current theory and best practice in the fields of applied linguistics and teaching English to speakers of other languages (TESOL).
Format: Participants attend 6 training modules in 45 hours of in-person classes, in addition to 120 hours of study and reflection online as part of a professional community of practice.
Participants are placed in a 32–48 hour teacher practicum (with no additional fee); completion is required to qualify for this certificate.
ADuLT LITERACy EDuCATION CORE CuRRICuLuM (ALECC)
(10 CEUs) This comprehensive certificate program provides the foundations and core concepts of adult education, presented in 7 essential modules. Topics covered include Philosophies of Adult Education; Standards of Adult Education; Digital Literacy; the Teaching of Reading, Numeracy, and ESOL to Adults; Indicators of Program Quality. Tuition is waived for RAEN members.
Format: Participants attend 7 training modules in 27 hours of in-person classes, in addition to 80 hours of study and reflection online as part of a professional community of practice.
PREPARING STuDENTS FOR HIGH SCHOOL EQuIVALENCy uSING THE COM-MON CORE STATE STANDARDS
(10 CEUs) This certificate program provides current and future adult educators with an overview of best instructional practices, a firm foundation in the Common Core State Standards for K–12 education that will form the basis of the anticipated TASC high school equivalency exam, and an overview of the state policies guiding the transition from the current GED.
Format: Participants attend 36 hours of in-person classes, in addition to 90 hours of study and reflection online as part of a professional community of practice.
For course schedules, applications,
and tuition information, go to
www.lacnyc.org/LACAcademy.
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The LAC Academy, continued THE FREIREAN POPuLAR EDuCATION INSTITuTE FOR SOCIAL JuSTICE AND EMPOWERMENT
(5 CEUs) Paulo Freire’s work in adult literacy has influenced people working in adult education, community development, community health, and many other fields. The institute presents Freirean philosophy in a hands-on approach for implementation in adult literacy education programs.
Format: Participants attend 18 hours of in-person classes, in addition to 30 hours of study and reflection online as part of a professional community of practice.
REFLECTIVE ESOL TEACHERS’ FORuM: A GuIDED SuPPORT GROuP FOR ADuLT ESOL TEACHERS, SERIES I
(5 CEUs) This course is an opportunity for ESOL teachers to develop their skills by exploring and reflecting on their teaching practice. It will provide an open forum for teachers to present issues and challenges they are experiencing in the classroom and receive support and guidance from both the moderator and their peers. Between on-site meetings, there will be opportunities for peer-to-peer online discussions and peer mentoring. This course is open to both new and experienced teachers.
Format: Participants attend 4 three-hour sessions, Saturday mornings, one per month for a total of 12 hours on site, in addition 40 hours of study and reflection online as part of a professional community of practice.
TEACHING ESOL TO ADuLTS WITH LIMITED LITERACy (TEALL)
(10 CEUs) This certificate program will provide insight into the needs of English language Learners who have minimal first language literacy. Included in the course will be discussion of such themes as:
■ Where do you start?
■ How are adult learners with limited literacy needs different from other adult learners?
■ How can you create engaging activities when their skills are so minimal?
■ What does the research say about best practices in teaching adult ESOL literacy learners?
Format: All participants will take part in a four-week observation or teaching reflection as the course progresses. By the end of the course, participants will be able to identify the needs of literacy learners and will be able to create evidence-based instruction for learners in both literacy and multi-level classrooms. An additional 30-hour teaching practicum placement will be made available at additional cost for those who want more practice.
For more information about our Academy
offerings, please check our website at
http://www.lacnyc.org/LACAcademy.
Register at http://literacyassistancecenter.eventbrite.com 27
Shannon Allen (pages 11, 22, 23) is a profes-sional developer for the LAC, where she facilitates workshops and develops curriculum. She is one of 24 certified ALECC trainers for the New York State Department of Education and a certified BEST Plus training administrator. Shannon began her career in adult education as a pre-GED and GED instruc-tor with the Center for Literacy in Philadelphia and then with HANAC-Begin in New York. In addition to her teaching experience in adult education, she also developed health literacy curriculum for the Mayor’s Office of Adult Education. Shannon is currently working on her doctorate in the CUNY Graduate Center’s Urban Education program; she also works as a teacher educator for various schools of education.
Cynthia Bell (pages 7, 17, 18, 20) received her bach-elor’s degree from Florida International University and completed her master’s at the Steinhardt School of Education at New York University. She be-gan teaching the reading, writing, and mathematics sections of the SAT and subsequently transitioned into teaching ABE, pre-GED, and GED mathemat-ics. She has taught high school equivalency and college transition mathematics for the last six years with a focus on instruction rooted in the Common Core State Standards.
Nell Eckersley (pages 10, 11, 19, 20) director of the NYSED RAEN of NYC and moderator of the Literacy Information and Communication System (LINCS) technology and distance learning discussion list, came to the LAC in 2005 after working several years as an ESOL teacher and program director in south-ern Brooklyn. Through her experience working with students, program staff, and the technology discus-sion list, her major focus has become technology in adult education and professional development, with web 2.0 tools being her highest priority.
Maria Begonia Jensen (fondly known as “Be,” pages 6, 21) is a senior professional development associate and project leader for Community and Family Programs at the LAC. She manages profes-sional development and technical assistance for family literacy providers in all five boroughs. Be is one of 24 certified ALECC trainers for the New York State Department of Education. She also holds a certificate in Foundations of Family Literacy and is an NYU-certified executive and organizational coach.
Winston Lawrence, Ed.D. (pages 7, 16, 19, 20, 23) is a senior professional development associate at the LAC and coordinator of the LAC Health Literacy Initiative. He has taught with the Department of
Education, CUNY, and community-based organiza-tions in New York City. Previously, he served as a lecturer in Sociology and Adult Education at the University of Guyana and worked as a community education organizer in that country. While in Guy-ana, he was sponsored by the Pan-American Health Organization, the Latin American regional arm of the World Health Organization.
Venu Thelakkat (page 9) is the director of the Adult Student Information and Technical Support (ASISTS) project at the LAC. He is responsible for the day-to-day management, growth, and main-tenance of the ASISTS system and for providing technical support to ASISTS users. He manages all data analysis functions of the ASISTS unit and supervises staff. Venu works with the RAEN director on all GED/HSE related projects at the LAC. Some of his achievements include successfully imple-menting a statewide MIS system, conceptualizing and creating the GED Compass system, creating the Adult Education Report Cards, and creating a powerful data analysis function for the ASISTS unit. Some of his data analysis work can be seen at http://adultedgps.blogspot.com.
kate Tornese (page 9) has been an ASISTS trainer since 2002. She has been involved with the ASISTS team’s efforts to design system modifications and trainings specific to volunteer-based literacy pro-grams. Kate is currently the customer service and training coordinator for the ASISTS team.
Literacy Assistance Center Professional Development Staff
Facilitators
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Guest FacilitatorsChaya Abelsky (page 7) has an independent coaching practice, Triumphant Journeys. She received certification in life coaching from New York University and is a professional certified coach of the International Coaching Federa-tion. She started her career as a computer programmer, discovering her preference for working with people while doing client training for the Jewish Community Council of Greater Coney Island NonProfit HelpDesk. With clients ranging from high-profile public service profes-sional and funders to people from all walks of life, her mission is the same: to help clients take on their lives with full joy, commitment, and action.
James Chang (page 12) worked as the ESOL coordinator and staff developer at 1199 SEIU Education Fund from 2002 to 2012. Currently, he is the program coordinator for the 1199 SEIU Workplace Skills Department. James has presented workshops at TESOL conferences in 2005, 2010, and 2011. He has also presented at the NYS TESOL Conference, the 2012 Na-tional College Transition Network Conference, Columbia University, Pace University, New York University, the NYC Department of Education, and the YMCA.
S. Michele Echols (page 21) has worked in the human service field for more 25 years. Her experience in case management, supervision, youth and program development, research analysis, and workshop and program pre-sentations has afforded her the opportunity to connect with people from a humanistic perspective. She holds a master’s degree in library science from St. John’s University and a master’s in philanthropy and fundraising from New York University. Her current position is interim program manager at Queens Public Library Adult Learner Program, where she previously was a case manager.
Ashley Fifer (page 13) is the academic coordi-nator and a lecturer in the Language Immer-sion program at Nassau Community College. She holds master’s degrees in both Spanish and TESOL from NYU and has previously taught in the CUNY Language Immersion program at Bronx Community College. In
addition, she currently serves as the co-chair of the Higher Education Special Interest Group for New York State TESOL.
Elizabeth Fonseca (page 12) has taught ESL/EFL in such countries as Italy, Turkey, and the United Arab Emirates. She is interested in cross-cultural communication and the use of creative writing and literature in the ESOL classroom. Her writing has been published in reviews and journals such as Idiom, Arabia Review, and English Teaching Professional. She has taught locally at Queens College and SUNY Stony Brook, among others, and currently teaches in the Language Immersion program at Nassau Community College. She co-chairs the New York State TESOL Teaching English Internationally Special Interest Group.
Harry Glass (page 12) is a recent TESLA gradu-ate from the Literacy Assistance Center. He teaches at the Queens Library Adult Learning Center in Long Island City. His classes include beginner and intermediate ESOL. Prior to entering the ESOL field, Harry worked for many years in the audiovisual and computer industries.
Jaye Jones, Ph.D., MSW (page 15) is director of the Lehman College Adult Learning Center. She has worked in the field of adult basic edu-cation and high school equivalency prepara-tion for almost 10 years. She is committed to research and practice that integrate critical literacy theory, socioemotional learning, and relational development.
John Lyons (pages 10, 11) is the former direc-tor of the Northern Manhattan Improvement Corporation’s adult literacy program and an ASISTS Trainer. In 2007 he received a Lit-eracy Recognition Award from the LAC and the Bookbinders’ Guild of New York. He is currently pursuing his doctorate in the CUNY Graduate Center’s urban education program. His increasing experience in research and sta-tistics, along with his work with ASISTS, gives him a unique vantage point on adult literacy data analysis.
Facilitators, continued
Register at http://literacyassistancecenter.eventbrite.com 29
Linda A. Pelc, Ph.D. (page 10) has been working in EFL/ESL and language educa-tion for more than 35 years. She has taught diverse populations at all levels in the U.S. and abroad, in various programs and contexts including adult ESOL, academic ESOL, TOEFL preparation, and teacher training. She has developed curricula and designed language learning and teacher training programs in the U.S. and Greece. She earned her Ph.D. in linguistics at the CUNY Graduate Center.
Michael Perrone (page 6) is currently the direc-tor of adult education at Northern Manhattan Improvement Corporation. Additionally, he is an adjunct professor in the School of Edu-cation at Hunter College, City University of New York. Having completed his doctorate in applied linguistics, he has more than 20 years of experience in the field of TESOL, providing pedagogy support to K–12 educators and to adult education instructors.
Natalia de Cuba Romero (pages 7, 8) is a fulltime lecturer in the Language Immersion program at Nassau Community College. She holds an M.S. in journalism from Columbia University and an M.A. in TESOL from Stony Brook University, where she was a W. Burghart Turner Fellow. She has taught in the U.S. and internationally and has presented at Long Island ESOL and NYS TESOL, among oth-ers. Her interests include civility for ELLs and bridging the gap between high schools, IEPs, and mainstream university classes. Her work has appeared in Idiom and in general interest publications.
Bona L. Soanes (page 23), manager of the Elmhurst Adult Learning Center, Queens Library, holds an M.A. in language and literacy from City College and is certified by TESLA and ALECC. In her 28 years in the field, Bona has developed many innovative educational programs and taught them at national and local conferences. She is the author of Neigh-borhood Places and Creating Incentives and Context for Learning. She was honored in 2001 by the Literacy Assistance Center for her outstanding contribution to the field of literacy. In 2011, the City of New York cited her as an outstanding citizen.
Judy Trupin (pages 13, 14) has been involved in adult education for 20 years as a teacher, cur-riculum developer, trainer, and administrator. She has taught all levels of ESOL from literacy through advanced. Currently she is an instruc-tor in the LAC’s TESLA certificate program. She also teaches in the Queens Public Library ESOL program, where she wrote a health literacy curriculum for ESOL beginners and developed an ESOL computer literacy cur-riculum. A national trainer for BEST Plus, she holds an M.S. in TESOL and is co-author of chapters in two recent publications: New Ways in Teaching Adults and New Ways in Teaching Content-Based Instruction.
Cara Tuzzolino-Werben (page 12) has been in the adult education and TESOL profession for more than ten years. After working in maga-zine publishing and marketing, Cara volun-teered in an ESOL classroom. She enrolled in Teachers College, Columbia University, from which she graduated with an Ed.M. in TESOL. She began adjuncting at local universities including NYC College of Technology and Columbia. She has been an adjunct at Pace since 2003. Most recently, she has worked at a new nonprofit, the Sunset Park Alliance for Youth, where she wears many hats, including instructor, staff developer, marketer, outreach coordinator, and grant writer.
Cynthia S. Wiseman, Ed.D. (page 10) has been working in ESL/EFL and language education for more than 35 years. She has taught in various program contexts, from adult ESOL and basic education to ESOL literacy to ESOL in IEPs, AEPs, and teacher training. She has developed curricula and designed language learning and teacher training programs in the U.S., Brazil, Mexico, and China. She earned her Ed.D. from Teachers College, Columbia University, in second language writing assess-ment. She has been instrumental in develop-ing assessments for reading and writing as well as rubrics for assessing second language writing.
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CommUNItY-BAseD orgANIzAtIoNs
Agudath Israel of America Community Services (Project COPE/Adult Education Community Services)
Brooklyn Chinese-American Association
Church Avenue Merchants Block Association
Community Impact of Columbia University
Consortium for Worker Education
Cypress Hills Local Development Corporation
Edith & Carl Marks Jewish Community House of Bensonhurst
FEGS Health and Human Services
Fifth Avenue Committee
Fortune Society
Harlem Center for Education
Hellenic American Neighborhood Action Committee (HANAC)
Highbridge Community Life Center
Indochina Sino-American Community Center
Jacob Riis Neighborhood Settlement House
Jewish Community Council of Greater Coney Island
Jewish Community Center of Staten Island
Literacy Partners
Lutheran Family Health Centers Sunset Park Health Council Community Empowerment Program
Make the Road, NY
Northern Manhattan Improvement Corporation
The Opening Word
Opportunities for a Better Tomorrow
Phipps Community Development Corporation
Queens Community House
Ridgewood-Bushwick Senior Citizens Council
Riverside Language Program
SCO Family of Services/Family Dynamics New Horizons
Shorefront YM-YWHA
Turning Point
Union Settlement Association
University Settlement Society of NY
YMCA ELESAIR Project
YMCA of Greater New York
NeW York CItY DePArtmeNt oF eDUCAtIoN DIstrICt 79
East River Academy
New York City Department of Education Office of Adult and Continuing Education (OACE)
OACE Region 1 Bronx
OACE Region 2 Queens
OACE Region 3 Queens
OACE Region 4 Manhattan
OACE Region 5 Manhattan
OACE Region 6 Brooklyn
OACE Region 7 Brooklyn
OACE Region 8 Brooklyn
Organizations Served by the New York State Education Department (NYSED) Regional Adult Education Network (RAEN) of New York City 2012–2013
Register at http://literacyassistancecenter.eventbrite.com 31
the CItY UNIversItY oF NeW York (CUNY)
Borough of Manhattan Community College Department of Continuing Education
Bronx Community College Division of Continuing Education
Brooklyn College Adult and Continuing Education
City College
City University of New York Office of Academic Affairs
College of Staten Island Adult Learning Center
Hostos Community College Adult Basic Education
Hunter College Department of Curriculum and Teaching
Kingsborough Community College
LaGuardia Community College Adult Learning Center
LaGuardia Community College, The Center for Immigrant Education and Training
LaGuardia Community College WIA (Corrections) CUNY Catch Program
Lehman College Adult Learning Center (Institute for Literacy Studies- GED only)
Medgar Evers College Adult and Continuing Education
New York City College of Technology Adult Learning Center
Queensborough Community College Department of Basic Skills
Queensborough Community College, CUNY Center of Higher Education
York College Community Learning Center
BrookLYN PUBLIC LIBrArY
The Literacy Program
Bedford Learning Center
Central Learning Center
Coney Island Learning Center
Eastern Parkway Learning Center
Flatbush Learning Center
NeW York PUBLIC LIBrArY
Centers for Reading and Writing, Office of Community Outreach Services
Health literacy 16High school equivalency 2, 3, 15, 17, 18, 20, 22, 23, 25
I
Immigrants 8Internet 10, 11iPad 10, 11
L
Language development 6, 10, 12–14Language experience, alternatives to 23Lesson plan 8, 12, 17, 18, 23Limited-literacy students 14, 16, 26Literacy Zone 19Literature, use in language learning 12
Smartphones in instruction 10Social media 2, 10Speaking & listening skills 12, 13, 23
t
TABE (Test of Adult Basic Education) 6TASC (Test Assessing Secondary Completion) 2, 15, 17 ,18, 20, 22, 23, 25Technology in instruction 10–12TESLA/ TESOL 3, 14, 25Tests, classroom 6
v
Vocabulary 12, 22
W
Web 2.0 10Writing skills 10, 12, 14, 22, 23
Index
Adult Literacy Conferences FY2014
Conference Date Place
LeArN Conference october 2013 staten Island, NY
U.s. Conference on Adult Literacy october 31–November 2, 2013 Washington, DC
National College transition Network November 13–15, 2013 Providence, rI
National Immigrant Integration Conference November 17–19, 2013 miami, FL
National Family Literacy Conference February 17–19, 2014 Washington, DC
2014 CoABe PAACe National Conference march 16–19, 2014 Pittsburgh, PA
tesoL International Convention & english Language expo
march 26–29, 2014 Portland, or
NYC Consortium for Adult Basic education April 2014 New York, NY
New York Association for Continuing/ Community education
may 12–14, 2014 Albany, NY
mLearnCon mobile Learning Conference & expo
June 24–26, 2014 san Diego, CA
30th Annual Conference on Distance teaching and Learning
August 12–14, 2014 madison, WI
The LAC supports literacy. Support the LAC.
the Literacy Assistance Center is a nonprofit, tax-exempt organization. We offer services at no charge to literacy programs that provide free services to adults and families.
every dollar you contribute makes a difference. the Literacy Assistance Center has received a four-star (highest) rating from Charity Navigator, the premier independent charity evaluator in the U.s. this rating is based on the LAC’s success in outperforming most of its peers in its efforts to manage and strengthen its finances in the most fiscally responsible way possible.
If you prefer to make your tax-deductible contribution to the LAC online, please go to http://lacnyc.org and click on Donate.
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