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Continuing Professional Education

Course Offerings | S  eptember 2013 January 2014 Assessment Career & College Readiness Civics and Citizenship Data Management Digital Literacy ESOL

GED/HSE Health Literacy Networks Numeracy Program Management Reading and Writing

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About the Literacy Assistance Center WHO WE ARE

The 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 BELIEVE

We 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 DO

The 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 iray@lacnyc.org or 212-803-3302.


Continuing Professional Education Offerings September 2013–January 2014

Contents About 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

Register at http://literacyassistancecenter.eventbrite.com

1


Definitions/Descriptions CCSS

Social Media

CCSS 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.

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.

Cohort Groups Cohort 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.

HSE HSE 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.

Networks Networks 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.

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TASC TASC 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.

Webinars Short 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.

Workshops In 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.


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) p  rofessionalize the field of adult education (2) e xpand the number of adult education programs and educators adhering to the NYSED Adult Literacy Education Core Curriculum (ALECC) Indicators of Program Quality

The LAC Academy currently offers the following programs: ■■ Adult Literacy Education Core

Curriculum (ALECC) ■■ 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

(3) raise public awareness of the literacy and language needs of adults in the USA

■■ Teaching ESOL to Adults with Limited

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.

■■ Reflective ESOL Teachers’ Forum

Literacy (TEALL)

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. Edrosolan ESL 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

Register at http://literacyassistancecenter.eventbrite.com

3


Custom Services The LAC offers a wide range of custom services to educational institutions, nonprofit organizations, unions, and employers.

Consulting & Coaching The 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 Training The 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.

Curriculum Development The 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 iray@lacnyc.org or 212-803-3302.

Data Services The 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

John Fenton ABE/Pre-GED/GED/ HSE Instructor CUNY “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

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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.

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 HollyP@lacnyc.org or calling 212-803-3362.

Travel directions

Register Registrations are accepted in the order that they are received.

The Literacy Assistance Center is located at 39 Broadway, Suite 1250, New York, NY 10006. By subway

Online

1. 4 or 5 to Bowling Green Station. Exit at Bowling

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

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

Register at http://literacyassistancecenter.eventbrite.com

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Assessment Ensuring standards of student assessment practice that support adult learning Using Assessment to Foster the Language Development of ESOL Learners Facilitator: Michael Perrone Audience: 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 essay assessments. Date: AST 14-100 - Thursday, September 26 Time: 9:30 a.m.–4:30 p.m.

BEST Plus Test Administrators’ Training Facilitator: Be Jensen Audience: ESOL instructors, testing staff Become a certified BEST Plus test administrator. Participants will practice administering the printbased 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 Jensen Audience:  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 Jensen Audience: 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 Jensen Audience: Program managers, anyone See description on page 21. Date: PTM 14-101 - Friday, November 1 Time: 9:30 a.m. –12:30 p.m.

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Career and College Readiness Leveraging Your Inner Coach for High-Impact Results Facilitator: Chaya Abelsky Audience: ESOL, ABE & GED/HSE instructors; program managers 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 approach to coaching that facilitates a results-focused and action-oriented dialog. You’ll discover techniques 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 CollegeBound ELLs Need Facilitator: Natalia de Cuba Romero Audience: 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.

The Book Club Facilitator: Marilyn J. Rymniak Audience: 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 Changing Our Nation’s Future, and the soon-to-be-released 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 colleagues 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 Bell Audience: 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.

Date: CCR 14-101 - Thursday, January 16, 2014 Time: 6:00 p.m.–9:00 p.m.

Register at http://literacyassistancecenter.eventbrite.com

7


Civics and Citizenship Civics: Creating Meaningful Lessons in an Immigration Reform Context Facilitator: Natalia de Cuba Romero Audience: ESOL instructors Whether preparing for a citizenship test, campaigning 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 immigrants 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.

Francine Mallozzi Administrative Assistant NYC 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

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Data Management Quarter 1 Data Roundtable

Online Tools for Analyzing Data

Facilitator: Kate Tornese Audience: Data staff, program managers

Facilitator: Venu Thelakkat Audience: 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.

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 workshop will include a hands-on exploration of some of these tools as well as a discussion of their relevance to your program.

Date: DTM 14-100 - Tuesday, October 8 Time: 2:00 p.m.–4:00 p.m.

Quarter 2 Data Roundtable Facilitator: Kate Tornese Audience: 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 Thelakkat Audience: 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 14-103 - Friday, October 25 Time: 9:30 a.m.–1:30 p.m.

Cleaning, Preparing, and Analyzing Your Data Facilitator: Venu Thelakkat Audience: 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, preparing 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.

Date: DTM 14-102 - Wednesday, September 25 Time: 9:30 a.m.–12:30 p.m.

Register at http://literacyassistancecenter.eventbrite.com

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Digital Literacy Collaborative Web 2.0 Resources for the Classroom

Using Smartphones and iPod Touches in the Classroom

Facilitators: Linda A. Pelc & Cynthia S. Wiseman Audience: ESOL, ABE & GED/HSE instructors

Facilitator: Nell Eckersley 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 essential for the 21st century. In this three-hour workshop, participants will interact with useful web 2.0 tools, including blogs; wikis; sites featuring reading, writing, grammar, and pronunciation instruction; and file storage sites. Date: DIG 14-100 - Friday, November 15

Do many of your students have their own smartphones? In this workshop we will look at ways to use smartphones and iPod Touches for teaching and learning. We will look at useful apps that provide access to dictionaries, videos, podcasts, websites, polling sites, and note-taking tools. If you’ve never used a smartphone or iPod, this is definitely the workshop for you. Date: DIG 14-102 - Monday, October 21 Time: 9:30 a.m.–12:30 p.m.

Time: 9:30 a.m.–12:30 p.m.

Developing Mobile-Friendly Content

Helping Students Build Social Capital through Online Networking

Facilitator: Nell Eckersley Audience: ESOL, ABE & GED/HSE instructors

Facilitator: Nell Eckersley Audience: 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, communicating 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.

Learn how to create content that your students can access on their smartphones, tablets, and computers. We’ll work hands-on with tools like Weebly, Paper.li, QR codes, and Poll Everywhere. Everyone will leave this session with some mobile-friendly online content to share. Date: DIG 14-103 - Wednesday, November 6 Time: 9:30 a.m.–1:30 p.m.

iPad Basics Facilitator: John Lyons Audience: ESOL, ABE & GED/HSE instructors Never touched an iPad before? Not sure what they are all about? In this workshop we will cover the basics including how to navigate the iPad, along with some basic apps useful in the classroom. This session is for people with very little or no experience using iPads. Date: DIG 14-104 - Wednesday, October 2 Time: 1:30 p.m.–4:30 p.m.

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Advanced iPads

Intro to Excel

Facilitator: Nell Eckersley Audience: ESOL, ABE & GED/HSE instructors

Facilitator: John Lyons Audience: Data staff, anyone

If you know the basics of how to get around your iPad but want to know more about how the iPad can be used in the classroom, this is the workshop for you. We will look at apps, how they can be used with students, and how to connect to Apple TV. This workshop is for people with some familiarity with iPads. If you have taken iPad Basics, you are ready for this workshop.

This session will offer an introduction to and overview of Microsoft Excel for those unfamiliar or uncomfortable with the application. Participants will learn and discuss the basic uses and functions of Excel while getting hands-on practice with editing and creating spreadsheets. The workshop will focus on how to create formulas for calculations, format sheets for ease of use and printing, and create graphs from data.

Date: DIG 14-105 - Monday, December 2

Date: DIG 14-108 - Friday, October 18

Time: 9:30 a.m.–12:30 p.m.

Time: 9:30 a.m.–1:30 p.m.

iPads for Productivity

ESOL 2020

Facilitator: John Lyons Audience: ESOL, ABE & GED/HSE instructors

Facilitator: Harry Glass Audience: ESOL instructors, program managers, testing staff

In this workshop, we will look at apps that you and your students can use to take notes, read, gather information, and generally keep organized. This workshop is for people with some familiarity with iPads. If you have taken iPad Basics, you are ready for this workshop.

See description on page 12. Date: ESOL 14-100 - Wednesday, October 30 Time: 12:30 p.m. –3:30 p.m.

Date: DIG 14-106 - Thursday, December 19 Time: 1:30 p.m.–4:30 p.m.

Aligning to the Common Core: Integrating Technology Facilitator: Shannon Allen Audience: ESOL, ABE & GED/HSE instructors The Common Core State Standards (CCSS) require teachers to incorporate technology into their instruction. This hands-on workshop will examine the technological aspects of the CCSS for English language arts and provide an overview of free and easy-to-use online resources that reading and writing instructors can use with learners. Date: DIG 14-107 - Wednesday, September 18 Time: 9:30 a.m.– 2:30 p.m.

Register at http://literacyassistancecenter.eventbrite.com

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ESOL ESOL 2020 Facilitator: Harry Glass Audience: ESOL instructors, program managers, testing staff

Language Learning Through Literature Facilitator: Elizabeth Fonseca Audience: ESOL instructors

ESOL instructors have been teaching Englishlanguage skills to adult students using 20th-century techniques. In the 21st century, many adult students find technology challenging and therefore enroll in computer literacy classes. There are benefits in combining computer literacy with English literacy. We will explore how to use various resources to teach ESOL using computer technology. We will also look at issues to consider when designing lesson plans.

This workshop will explore ways to use literature, such as poems and folktales, to add dimension to your ESOL instruction and to your students’ writing. By engaging with literature, students not only expand their vocabulary and reading skills but also have rich opportunities for creative expression as they transform their understanding of what they have read into a basis for their own work. Suggestions for creative writing tasks will be demonstrated.

Date: ESOL 14-100 - Wednesday, October 30

Time: 12:30 p.m.–3:30 p.m.

Date: ESOL 14-102 - Saturday, October 12

Time: 12:30 p.m.–3:30 p.m.

Maximizing Learning Retention Facilitator: James Chang Audience: ESOL, ABE & GED/HSE instructors; program managers

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Reading Activities for Adult ESOL Students Facilitator: Cara Tuzzolino-Werben Audience: ESOL instructors

Students forget. How can you maximize their learning retention? To help you achieve this goal, the presenter uses fun activities, multimedia, and reflective questions to engage you in practicing brain-based methods and finding solutions. You’ll leave with practical and adaptable techniques to change your students’ states of mind and increase learning retention.

This interactive workshop features an integrated set of activities to boost students’ academic reading skills. Genre exploration, vocabulary activities, and summarizing strategies as well as presentations highlighting speaking and listening skills are discussed. Best suited for instructors with intermediate-level students and above. Please bring suitable books or titles to share in the workshop. Handouts will be provided.

Date: ESOL 14-101 - Friday, September 13

Date: ESOL 14-103 - Thursday, October 31

Time: 1:30 p.m.–4:30 p.m.

Time: 9:30 a.m.–12:30 p.m.


Differentiating Instruction: Meeting the Needs of All Your Learners Facilitator: Judy Trupin Audience: ESOL instructors Teachers often find out that their supposedly onelevel “beginner” or “intermediate” ESOL classes contain learners whose skill levels are widely disparate. Some speak well but have minimal writing skills. Others are good readers but have trouble with oral English. Still others, while falling in the designated class level, are much lower in all skills than most of the group. Often learners’ educational backgrounds vary as well. This workshop will address meeting the needs of ESOL learners at all levels while still creating a sense of community. Date: ESOL 14-104 - Wednesday, January 15, 2014 Time: 9:30 a.m.–1:30 p.m.

Engaging Advanced ELLs in the Classroom Facilitator: Ashley Fifer Audience: ESOL instructors What do you do when a student complains that an activity is too easy? It can often be difficult to challenge advanced learners, particularly ELLs who may already have basic speaking and listening skills yet still need the time and opportunity to practice more. In this workshop, the presenter will show how to engage these students in activities that strengthen these skills, using debates, films, presentations, and group activities that mimic real life outside the classroom. Participants will be encouraged to share their own experiences and help create extension activities that can further benefit this group of students. Date: ESOL 14-106 - Thursday, January 16, 2014 Time: 6:00 p.m.–9:00 p.m.

English Language Learning with a Dramatic Flair Facilitator: Judy Trupin Audience: ESOL instructors Acting out scenes that learners may encounter in their real lives is a standard activity in ESOL classrooms. But often these activities are memorized dialogues that don’t really stimulate fluency. What can we learn from the world of drama to enliven role plays and enhance our learners’ oral skills? Judy Trupin combines her backgrounds in ESOL and in theater to help you create role plays that will engage your learners while promoting oral fluency. Other drama-based ESOL activities will also be covered. Date: ESOL 14-105 - Friday, December 20 Time: 9:30 a.m.– 12:30 p.m.

Contextualized Language Learning Through American Film: Implementing Corpus Linguistics and the Lexical Approach Facilitator: Marilyn J. Rymniak Audience: ESOL instructors This contextualized curriculum workshop will demonstrate an innovative, high-performance-outcome methodology effective for use with multi-level ESOL adult learners. Based on the principles outligned in corpus linguistics and the lexical approach to language learning, the presenter uses a carefully selected 60-minute American film to get secondlanguage learners effectively and quickly communicating in English. This program, launched in five diverse venues including immigrant/refugee, correctional facility, workplace, community-based volunteer, and university-based intensive ESOL programs, has consistently shown remarkably quick gains in educational levels based on standardized test scores, while increasing both learner retention and engagement rates. Date: ESOL 14-107 - Saturday, December 14 Time: 9:30 a.m.–4:30 p.m.

Register at http://literacyassistancecenter.eventbrite.com

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ESOL, continued Teaching Beginning ELLs with Limited Literacy

Alternatives to Language Experience

Facilitator: Judy Trupin Audience: ESOL instructors

Facilitator: Bona L. Soanes Audience: ESOL & ABE instructors

This two-part workshop will provide insight into the needs of beginning English language learners who have minimal first-language literacy. Where do you start? How are these learners’ needs different? How can you create engaging activities when their skills are so minimal? The first session will provide a general overview and discuss effective curriculum and materials based on research from the field. The second session will focus on hands-on activities, particularly those that include reading and writing for literacy-level learners. You are welcome to attend one or both sessions.

See description page 23.

Dates: ESOL 14-108 - Thursday, January 9, 2014 ESOL 14-109 - Thursday, January 23, 2014 Time: 9:30 a.m.–1:30 p.m.

Civics: Creating Meaningful Lessons in an Immigration Reform Context Facilitator: Natalia de Cuba Romero Audience: ESOL instructors See description on page 8. Date: CIV 14-100 - Wednesday, October 9 Time: 6:00 p.m.–9:00 p.m.

The Nonacademic Skills College-Bound ELLs Need Facilitator: Natalia de Cuba Romero Audience: ESOL & GED/HSE instructors, program managers See description on page 7. Date: CCR 14-101 Thursday, January 16, 2014 Time: 6:00 p.m. –9:00 p.m.

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Date: RAW 14-107 - Wednesday, October 16 Time: 12:30 p.m.–3:30 p.m.

Helping Adult Learners to Communicate with Health Professionals Facilitator: Winston Lawrence Audience: ESOL, ABE & GED/HSE instructors See description on page 16. Date: HLT 14-100 - Thursday, October 17 Time: 9:30 a.m. –12:30 p.m.

Teaching English as a Second Language to Adults (TESLA) Want more than a three-hour workshop? The LAC Academy offers a certificate program in teaching English as a second language (TESLA). Please see page 25 for more information! www.lacnyc.org/TESLA See also Reflective ESOL Teachers’ Forum and Teaching ESOL to Adults with Limited Literacy on page 26.


GED/HSE Using Emotionally Responsive Teaching Strategies to Support Learning and Personal Growth Facilitator: Jaye Jones Audience: ESOL, ABE & GED/HSE instructors; program managers This workshop will introduce the concept of emotionally responsive teaching (ERT), which integrates critical literacy and counseling perspectives to help instructors and learners become more self-aware and minimize the misunderstandings that can lead to disconnection in the classroom. Participants will discuss teaching challenges and learn strategies to facilitate learner relationships that are open, engaged, and strengths-based. Participants will also explore how ERT strategies can promote learner persistence and improve educational outcomes. Date: GED 14-100 - Tuesday, October 1 Time: 9:30 a.m.–12:30 p.m.

Aligning to the Common Core: Integrating Technology Facilitator: Shannon Allen Audience: ESOL, ABE & GED/HSE instructors

Series: Concepts and Principles of Pre-Algebra for the TASC Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors See description on page 17. Dates: NUM 14-100 – Thursday, September 19 NUM 14-101 – Thursday, October 10 NUM 14-102 – Thursday, November 21 NUM 14-103 – Tuesday, December 17 Times: See page 17.

Series: Common Core Shifts in Reading and Writing Instruction Facilitator: Shannon Allen Audience: Reading & writing instructors See description on pages 22 and 23. Dates: RAW 14-101 – Wednesday, September 25 RAW 14-102 – Wednesday, October 2 RAW 14-103 – Wednesday, October 23 RAW 14-104 – Monday, November 18 RAW 14-105 – Wednesday, December 11 RAW 14-106 – Monday, January 13, 2014 Times: See pages 22 and 23.

See description on page 11. Date: DIG 14-107 - Wednesday, September 18 Time: 9:30 a.m.– 2:30 p.m.

GED/HSE Testing Network Facilitator: Nell Eckersley Audience: GED/HSE testing staff See description on page 18. 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.

High School Equivalency Prep Want more than a threehour workshop? The LAC Academy offers a certificate program in high school equivalency preparation, incorporating the new Common Core State Standards. Please see page 25 for more information! www.lacnyc.org/HSECCSS

Register at http://literacyassistancecenter.eventbrite.com

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Health Literacy Helping Adult Learners to Communicate with Health Professionals

Extend Your Program Impact through Health Literacy Instruction

Facilitator: Winston Lawrence Audience: ESOL, ABE & GED/HSE instructors

Facilitator: Winston Lawrence Audience: Program managers

Adult learners face many challenges as they seek to maintain their health while attending classes regularly. This workshop will assist teachers in developing curricula and instruction to help adult learners communicate orally and in writing with healthcare professionals. The facilitator will introduce key concepts in health literacy and discuss barriers to communication that students with limited literacy skills frequently encounter, including medical jargon and dense texts. We will then identify tools and techniques to reduce or eliminate these barriers. The workshop will include activities teachers can use to build students’ oral and written communication skills.

Participants will learn ways that health literacy instruction can help literacy programs highlight positive student outcomes. These outcomes can be documented and used to show program impact to funders and community decision-makers. We will also discuss ways in which adult literacy programs can help build capacity in their communities through health and literacy activities. Date: HLT 14-101 - Tuesday, September 24 Time: 9:30 a.m.–11:30 a.m.

Date: HLT 14-100 - Thursday, October 17 Time: 9:30 a.m.–12:30 p.m.

Melissa Nieves Director of Adult Education Union Settlement Association “Melissa Nieves has taught me to never give up on my goals and dreams, no matter how hard or what gets in my way.” Kimberly Trenard, student 16


Numeracy Series: Concepts and Principles of Pre-Algebra for the TASC Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors Have you ever felt you need to learn or relearn important mathematical concepts in order to be more effective as a math instructor? If you need to brush up on your understanding of more complex mathematics to be prepared for the changes that are coming with the new assessment, then this series is for you. Concepts and Principles of Pre-Algebra for the TASC will reposition adult educators as adult learners to go through a unit of instruction. Sustained participation in all four sessions of the series will have the greatest benefit; however, you are welcome to register for individual workshops. I. Operations and Algebraic Properties In the first workshop, participants will learn the concepts behind the rules for operating with integers and will identify students’ common misconceptions. Additionally, participants will gain an understanding of the algebraic properties and explore their connections with other mathematical skills. Date: NUM 14-100 - Thursday, September 19 Time: 1:00 p.m.–4:00 p.m. II. Order of Operations, Simplifying Algebraic Expressions In the second workshop of the series, participants will learn the concept behind the order of operations, aka “PEMDAS”: parentheses, exponents, multiplication, division, addition, subtraction. They will also learn how to use operations and combine like terms to simplify expressions with or without variables. Participation in the previous workshop of the series is strongly recommended.

III. Linear Equations: Using the Inverse In the third workshop of the series, participants will learn the main goal behind solving a linear equation and how it relates to the concept of equality. They will also learn the three techniques for using the inverse to solve equations. Participation in the previous two workshops of the series is strongly recommended. Date: NUM 14-102 - Thursday, November 21 Time: 1:00 p.m.–4:00 p.m. IV. Bringing It All Together In the final workshop of the series Concepts and Principles of Pre-Algebra for the TASC, participants will engage in activities that require them to use the concepts, skills, and techniques they learned in the previous three workshops. Prerequisite: attendance at a minimum of two previous workshops in the series. Date: NUM 14-103 - Tuesday, December 17 Time: 2:00 p.m.–4:00 p.m.

Navigating the Common Core State Standards for Mathematics Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors, program managers Participants will learn how to use the Common Core standards as a framework for math lessons. They will come away with specific tools that can assist with lesson and unit planning. Date: NUM 14-104 - Monday, September 16 Time: 9:30 a.m.–11:30 a.m.

Date: NUM 14-101 - Thursday, October 10 Time: 1:00 p.m.–4:00 p.m.

Register at http://literacyassistancecenter.eventbrite.com

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Numeracy 8 Standard Practices of Mathematics Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors, program managers Have you ever wondered how to apply the Common Core State Standard mathematical standard practice “Make sense of problems and persevere in solving them,” or even what it means? If you would like to learn how the eight standard practices of mathematics should affect your instruction and your students’ learning, then this workshop is for you. In addition, you will learn how to develop activities and tasks that allow students to display these practices. Date: NUM 14-105 - Tuesday, October 29

Providing Coherence of Concepts and Procedures: Instructional Shifts for Math Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors, program managers Participants will learn how the Common Core State Standards mathematics shifts should be applied to their instruction. We will investigate the benefits of providing explicit coherence of concepts and skills through all levels of mathematics. Additionally, participants will learn how the use of coherence will help students to see that mathematics can and should make sense. Date: NUM 14-108 - Thursday, December 5 Time: 9:30 a.m.–12:30 p.m.

Time: 9:30 a.m.–11:30 a.m.

Focusing on Priority Concepts: InstRuctional Shifts for Math

How to Break the Habit of Teaching Only Procedural Mathematics

Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors, program managers

Facilitator: Cynthia Bell Audience: ABE & GED/HSE instructors, program managers

Participants will learn how the Common Core State Standards mathematics shifts should be applied to their instruction. We will investigate the benefits of focusing on priority concepts. Additionally, we will learn how to correct students’ mathematical misconceptions by applying the shift of focus to our instruction.

Participants will learn how to develop students who are mathematically proficient by introducing mathematical concepts prior to procedures. Additionally, participants will learn techniques for moving away from teaching procedure first to teaching a blend of concepts, procedures, and applications.

Date: NUM 14-106 - Thursday, November 7

Date: NUM 14-107 - Wednesday, January 8, 2014

Time: 9:30 a.m.–12:30 p.m.

Time: 9:30 a.m.–11:30am

Lester Lambert Instructor CUNY “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

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NYC RAEN Networks Literacy Zone Partnership Coordinators Roundtable Facilitator: Winston Lawrence Audience: LZ partnership coordinators 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.

Program Managers Meeting Facilitator: Nell Eckersley Audience: Program managers The NYC Regional Adult Education Network provides this opportunity for NYC RAEN program managers to meet with one another and with representatives of NYSED to learn about new initiatives and keep up to date on continuing projects. Each program is expected to send at least one representative 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 Case Managers and Counselors Roundtable Facilitator: Winston Lawrence Audience: LZ case managers & counselors This roundtable gives case managers and counselors an opportunity to discuss issues related to academic advising, counseling, and helping learners 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.

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.

Kate Brandt BE/GED Professional Development Coordinator CUNY “[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

Register at http://literacyassistancecenter.eventbrite.com

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NYC RAEN Networks, continued GED/HSE Testing Network Facilitator: Nell Eckersley Audience: GED/HSE testing staff The GED/HSE Testing Network, a collaboration between the LAC and the New York State Department 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 administration 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 equvalency 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 Bell Audience: 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 movement 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.

Weihua (Wendy) Wen ESOL Teacher NYC 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

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Program Management Valuing Diversity Facilitator: Be Jensen Audience: 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 benefit from the multi-dimensional differences— culture, age, race, ethnicity, learning styles, socioeconomic levels, gender, learning disabilities—that our adult learners bring to the classroom. Date: PTM 14-100 - Wednesday, October 9

Leveraging Your Inner Coach for High-Impact Results Facilitator: Chaya Abelsky Audience: ESOL, ABE & GED/HSE instructors; program managers See description on page 7. Date: CCR 14-100 - Tuesday, November 12 Time: 9:30 a.m. –12:30 p.m.

Extend Your Program Impact through Health Literacy Instruction

Time: 9:30 a.m.–12:30 p.m.

Facilitator: Winston Lawrence Audience: Program managers

Indicators of Program Quality

See description on page 16.

Facilitator: Be Jensen Audience: Program managers, anyone

Date: HLT 14-101 - Tuesday, September 24 Time: 9:30 a.m. –11:30 a.m.

In this workshop, participants will come to understand the importance of adult education in the Regents P–16 Action Plan and will identify the qualities that make a good adult education and literacy program. The workshop will focus on program assessment instruments that have been benchmarked with NYSED’s Indicators of Program Quality. Participants will develop personal professional development plans for the coming year. Date: PTM 14-101 - Friday, November 1 Time: 9:30 a.m.–12:30 p.m.

Case Management 101 for Adult Education Programs Facilitator: S. Michele Echols Audience: Program managers, case managers This workshop will cover the best practices for adult education case managers using NYSED’s “10 Pathways out of Poverty” as a benchmark to provide the best services to our adult learners. It will also provide an overview of creative workshop topics that will engage students while addressing many of the societal barriers they face. Date: PTM 14-102 - Tuesday, January 7, 2014 Time: 9:30 a.m.–12:30 p.m.

Register at http://literacyassistancecenter.eventbrite.com

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Reading and Writing Series: Common Core Shifts in Reading and Writing Instruction Facilitator: Shannon Allen Audience: Reading & writing instructors This series of six consecutive workshops will provide an overview of the shifts in reading and writing instruction and assessment brought about by the Common Core State Standards. Each workshop will build on the last; participants are strongly encouraged to attend the workshops in sequence but may attend single workshops if necessary. Every session will highlight at least one Common Core-aligned document, activity, and instructional strategy that teachers can put to immediate use. I. Balancing Informational and Literary Texts This workshop will focus on finding and selecting Common Core-aligned informational texts that are also learner-centered. In addition to providing participants with reading material, this workshop will help them master the instructional strategy of close reading. Date: RAW 14-101 - Wednesday, September 25 Time: 5:30 p.m.–8:30 p.m. II. Staircase of Complexity This workshop will build on the previous one, as we discuss approaches to measuring the complexity of the texts we select. We will also map out units of instruction using multiple texts that first are matched to students’ reading levels and then stretch beyond them. Participation in the previous workshop in the series is highly recommended. Date: RAW 14-102 - Wednesday, October 2 Time: 5:30 p.m.–8:30 p.m.

III. Academic Vocabulary Which vocabulary words should you focus on and how should you teach them? This workshop will focus on identifying and selecting “academic” or “Tier-2” vocabulary. In addition, we will discuss and engage with evidence-based approaches to vocabulary instruction. Participation in the previous workshops in the series is highly recommended. Date: RAW 14-103 - Wednesday, October 23 Time: 5:30 p.m.–8:30 p.m. IV. Asking Text-Based Questions, Eliciting Text-Based Answers The Common Core requires instructors to engage students in text-based conversations. Instructors thus need to concentrate on developing text-dependent questions that consistently require learners to return to the text to find the answers. This workshop offers an overview of the different types of questions we should be asking. Participants will collaborate to develop and vet text-dependent questions. Participation in the previous workshops in the series is highly recommended. Date: RAW 14-104 - Monday, November 18 Time: 5:30 p.m.–8:30 p.m. V. Writing from Sources The Common Core requires learners to develop short and extended written arguments using evidence found in texts. Students need to be skilled readers who are able to summarize, paraphrase, and cite evidence. This workshop will focus on graphic organizers and writing frames that will serve as critical instructional scaffolds to help teachers and learners make this significant transition. Participation in the previous workshops in the series is highly recommended. Date: RAW 14-105 - Wednesday, December 11 Time: 5:30 p.m.–8:30 p.m.

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VI. Knowledge in the Disciplines In the Common Core era, all teachers are considered reading and writing instructors, regardless of their discipline. This workshop will focus on strengthening literacy instruction in science and social studies. Participants will analyze and evaluate an existing GED science lesson plan using the Tri-State ELA Rubric and then revise the lesson so that is is aligned to Common Core reading and writing standards. Participation in the previous workshops in the series is highly recommended. Date: RAW 14-106 - Monday, January 13, 2014 Time: 5:30 p.m.–8:30 p.m.

Alternatives to Language Experience Facilitator: Bona L. Soanes Audience: ESOL & ABE instructors Participants in this workshop will learn how to fully engage beginning-level ABE readers and ESOL high beginners in all the components of a literacy or language lesson. Attendees will learn to draw on students’ knowledge to develop and expand reading, writing, speaking, listening, and numeracy skills. They will learn how to help their students respond to natural speech construction in English and identify and reuse formats to communicate in reading and writing. Date: RAW 14-107 - Wednesday, October 16 Time: 12:30 p.m.–3:30 p.m.

Reading Activities for Adult ESOL Students Facilitator: Cara Tuzzolino-Werben Audience: ESOL instructors

How to Apply Freirean Pedagogy in the Classroom Facilitator: Winston Lawrence Audience: ESOL, ABE & GED/HSE instructors This workshop is designed for teachers who need to deepen their understanding of the contexts of adult learning and to improve their practice. It introduces new adult literacy teachers to the philosophy and practice of popular education developed by Brazilian educator Paulo Freire. Participants will learn about key concepts of his approach and their application to classroom practice. During the workshop, participants will have the opportunity to practice several strategies 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. Rymniak Audience: 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 Fonseca Audience: ESOL instructors See description on page 12.

See description on page 12.

Date: ESOL 14-102 - Saturday, October 12

Date: ESOL 14-103 - Thursday, October 31

Time: 12:30 p.m.–3:30 p.m.

Time: 9:30 a.m.–12:30 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

Register at http://literacyassistancecenter.eventbrite.com

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The LAC Academy The LAC Academy’s fee-based professional certificate programs are rigorous, sustained training programs geared to current and prospective adult educators and adult education 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 education 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) ■■ Adult Literacy Education Core

Curriculum (ALECC)

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■■ 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 recommended 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.


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. For course schedules, applications, and tuition information, go to www.lacnyc.org/LACAcademy.

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 Common 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.

Register at http://literacyassistancecenter.eventbrite.com

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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.

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

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.

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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.


Facilitators Literacy Assistance Center Professional Development Staff Shannon Allen (pages 11, 22, 23) is a professional 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 instructor 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 bachelor’s degree from Florida International University and completed her master’s at the Steinhardt School of Education at New York University. She began teaching the reading, writing, and mathematics sections of the SAT and subsequently transitioned into teaching ABE, pre-GED, and GED mathematics. 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 southern Brooklyn. Through her experience working with students, program staff, and the technology discussion 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 professional 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 organizations 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 Guyana, he was sponsored by the Pan-American Health Organization, the Latin American regional arm of the World Health Organization. Marilyn J. Rymniak (pages 7, 13) is the dean of the LAC Academy and director of Professional Certificate Programs and Contextualized Curriculum Development Services at the LAC. She has been an ESOL specialist and international adult educator for over 35 years, including stints in corporate, workplace, and domestic and international campusbased English language training programs. She was formerly the executive director of the TOEFL program of English language assessments at Educational Testing Services in Princeton, New Jersey; the executive director of a WIA–Title I-funded EL-Civics program for refugees at the International Institute of New Jersey; the executive director and principal architect and developer of the Kaplan Access America© international language training programs; and the dean of International Programs at Manhattanville College in Purchase, New York. She is the author of four English language training textbooks, a Fulbright scholar to Germany, a teaching fellow in the Harvard Summer ESL Program, and the project leader and author of NYSED’s ALECC. 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 maintenance 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 implementing 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 programs. Kate is currently the customer service and training coordinator for the ASISTS team.

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Facilitators, continued Guest Facilitators Chaya 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 Federation. 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 professional 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 National 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 presentations 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 coordinator and a lecturer in the Language Immersion 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 28

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 graduate 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 education and high school equivalency preparation 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 director of the Northern Manhattan Improvement Corporation’s adult literacy program and an ASISTS Trainer. In 2007 he received a Literacy 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 statistics, along with his work with ASISTS, gives him a unique vantage point on adult literacy data analysis.


Linda A. Pelc, Ph.D. (page 10) has been working in EFL/ESL and language education 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 director of adult education at Northern Manhattan Improvement Corporation. Additionally, he is an adjunct professor in the School of Education 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 others. 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 Neighborhood 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, curriculum developer, trainer, and administrator. She has taught all levels of ESOL from literacy through advanced. Currently she is an instructor 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 curriculum. 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 magazine publishing and marketing, Cara volunteered 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 assessment. She has been instrumental in developing assessments for reading and writing as well as rubrics for assessing second language writing.

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Organizations Served by the New York State Education Department (NYSED) Regional Adult Education Network (RAEN) of New York City 2012–2013 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

Queens Community House Ridgewood-Bushwick Senior Citizens Council Riverside Language Program SCO Family of Services/Family Dynamics New Horizons Shorefront YM-YWHA Turning Point

Cypress Hills Local Development Corporation

Union Settlement Association

Edith & Carl Marks Jewish Community House of Bensonhurst

YMCA ELESAIR Project

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

University Settlement Society of NY 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

Literacy Partners

OACE Region 7 Brooklyn

Lutheran Family Health Centers Sunset Park Health Council Community Empowerment Program

OACE Region 8 Brooklyn

Make the Road, NY Northern Manhattan Improvement Corporation The Opening Word Opportunities for a Better Tomorrow

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Phipps Community Development Corporation


The City University of New York (CUNY)

Brooklyn Public Library

Borough of Manhattan Community College Department of Continuing Education

Bedford Learning Center

Bronx Community College Division of Continuing Education

Coney Island Learning Center

Brooklyn College Adult and Continuing Education City College

The Literacy Program Central Learning Center Eastern Parkway Learning Center Flatbush Learning Center New York Public Library

City University of New York Office of Academic Affairs College of Staten Island Adult Learning Center Hostos Community College Adult Basic Education

Centers for Reading and Writing, Office of Community Outreach Services Aguilar Language Learning Center (CRW) Bronx Library Center (CRW) Tompkins Square Library (CRW)

Hunter College Department of Curriculum and Teaching

Harlem Library (CRW)

Kingsborough Community College

Seward Park Library (CRW)

LaGuardia Community College Adult Learning Center

St. Agnes Library (CRW)

LaGuardia Community College, The Center for Immigrant Education and Training

Mott Haven Library (CRW)

St. George Library Center (CRW) Wakefield Branch Library (CRW) West Farms Branch Library (CRW)

LaGuardia Community College WIA (Corrections) CUNY Catch Program

Queensborough Public Library

Lehman College Adult Learning Center (Institute for Literacy Studies- GED only)

Office of Programs & Services

Medgar Evers College Adult and Continuing Education

Elmhurst Adult Learning Center

Central Library Adult Learning Center

New York City College of Technology Adult Learning Center

Flushing Adult Learning Center

Queensborough Community College Department of Basic Skills

Rochdale Adult Learning Center

Queensborough Community College, CUNY Center of Higher Education

Peninsula Adult Learning Center

Steinway Adult Learning Center

York College Community Learning Center

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Index A

G

Academy 3, 24–26 ALECC (Adult Literacy Education Core Curriculum) 3, 24 Algebra 17 ASISTS 9 Assessment 6

GED preparation GED testing

B BEST Plus Book club

6 7

C Career readiness 7, 10, 20 Case managers 19, 21 Certificate programs 3, 24–26 Civics 8 Coaching 4, 7 College preparation 7, 10, 20 Common Core State Standards 2, 3, 11, 15, 17, 18, 20, 22, 23, 25 Continuing education units 24 Counselors 19 Curriculum development 4 Customized programs 4

RAEN 3, 19, 20, 30, 31 Reading skills 10, 12, 14, 22, 23 Registration 5 Retention, learning 12, 13

I

S

Immigrants Internet iPad

8 10, 11 10, 11

Smartphones in instruction 10 Social media 2, 10 Speaking & listening skills 12, 13, 23

L

T

Language development 6, 10, 12–14 Language experience, alternatives to 23 Lesson plan 8, 12, 17, 18, 23 Limited-literacy students 14, 16, 26 Literacy Zone 19 Literature, use in language learning 12

TABE (Test of Adult Basic Education) 6 TASC (Test Assessing Secondary Completion) 2, 15, 17 ,18, 20, 22, 23, 25 Technology in instruction 10–12 TESLA/ TESOL 3, 14, 25 Tests, classroom 6

Data management 9, 11 Data services 4 Differentiated instruction 13 Digital literacy 2, 10, 11, 25 Diversity 21 Drama, use in instruction 13

Mathematics

E

O

Emotionally responsive teaching 15 English language learners 7, 12–14 English for speakers of other languages 3, 12–14, 25, 26 ESL/EFL 3, 12–14, 25, 26

Occupational training

20, 24

9, 16, 21, 25

Health literacy 16 High school equivalency 2, 3, 15, 17, 18, 20, 22, 23, 25

M

Freirean education

Quality, program

R

H

D

F

32

Q 3, 15, 17, 18, 20, 25 20

Vocabulary 17, 18

2, 19, 20 9 17, 18, 23

4

P Partnership coordinators 19 Pre-algebra 17 Program managers 7, 9, 10, 16, 19, 20, 21, 24 Program quality 9, 16, 21, 25

12, 22

W Web 2.0 Writing skills

N Networks NRS Numeracy

V

10 10, 12, 14, 22, 23


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


39 Broadway Suite 1250 New York NY 10006 212-803-3300

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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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NYC RAEN Catalog fall fy2014