LAC Course Catalog Spring FY11

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Adult Literacy Assessment Data Management ESOL Family Literacy GED Health Literacy Technology Workforce Readiness Course Offerings January-June 2011 Continuing Professional Education Join us on... LITERACY HAS A NEW HOME

description

A catalog of all the course offerings at the Literacy Assistance Center during the spring of fiscal year 2011

Transcript of LAC Course Catalog Spring FY11

Page 1: LAC Course Catalog Spring FY11

Adult LiteracyAssessmentData ManagementESOLFamily Literacy

GEDHealth LiteracyTechnologyWorkforce Readiness

› Course Offerings January-June 2011

Continuing Professional Education

Join us on...

LITERACY HAS A NEW

HOME

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We offer customized professional develop-ment opportunities that we will create with you and deliver at your site. Anything in this catalog, as well as other specially designed curriculum or professional development, are available to you by special consultation. See page 4 for details or contact Barbara Sparks, Director of Professional Development, at [email protected].

As always, the LAC recognizes and thanks our long-term investors, collaborators, and partners. Notable among them is our long- standing association with the New York State Education Department. We are delighted to welcome Kevin Smith as the new Deputy Commissioner of Adult Education and Work-force Development. Our relationship with the Altman Foundation continues to allow us to be innovative in our programming while encouraging us to document our process and replicate our successful outcomes. Other partners – the New York City Council, the New York City Department of Education, the Department of Youth and Community Development, the New York State AIDS

Institute and North Shore-LIJ Health System— join a long list of LAC collaborators, which can be found on the back cover of the catalog.

Finally, for more than 25 years it has been our privilege to be your partner in education. We thank you for valuing the LAC as your learning space and look forward to serving your needs and improving adult education practice for all New Yorkers.

On June 16th, we will celebrate outstanding New York City adult education practitioners. So SAVE THE DATE and join us at the Literacy Recognition Awards Ceremony. We will send out the call for nominations in early spring.

All the best,

Elyse

Follow the instructions in this catalog to register for course offerings. Sign up early for the best selection. Remember, for the most up-to-date information, go to www.lacnyc.org/profdev/calendar.

› The Literacy Assistance Center

Welcome to the Winter/Spring Catalog of Continuing Professional

Education course offerings available at the Literacy Assistance Center (LAC)

from January to June 2011. Inside you will find a comprehensive selection

of courses, offering you opportunities to acquire new skills, hone others,

and learn from peers and experts alike. At the LAC you will experience

learning as intensive, collaborative, and reflective. We offer a variety of

approaches to professional development, including consultation, coaching,

communities of practice, lesson study, mentoring, reflective supervision,

and technical assistance, all of which are reflected in these pages.

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Since its founding in 1983, the Literacy Assistance Center’s mission has been to increase opportunities for adults with low literacy skills and limited English language proficiency. We help expand their op-portunities in two ways: by strengthening

adult literacy programs that give learners the tools and confidence they need to seek out new services and by assisting literacy providers to develop the skills and understanding they need to serve clients confronting literacy barriers.

› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

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› Definitions/Descriptions 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 Leadership Development for Emerging

Leaders certificate programs in Teaching English as

a Second Language to Adults, and Adult Literacy

Educator Core Curriculum.

NetworksNetworks are groups of like-minded people who

share similar interests and concerns. The connect

network members, face-to-face and electronically,

to exchange information, promising practices,

issues, and concerns.

Study Circles

Study circles are groups of practitioners or

managers who meet multiple times to read and

discuss the latest research and literature relating

to a topic. A facilitator keeps discussion flowing

and on track, and ensures that everyone has an

opportunity to participate. The LAC currently

conducts Health Literacy Study Circles, focusing

on a variety of health education related topics.

Training Sessions

Training sessions are designed to teach a specific

task or operation. The facilitator shows how to

perform the operation and, the participants have

opportunities to practice.

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. Workshop series are

developmental. Each succeeding session builds

on those that came before; participants are

expected to attend the entire series.

MOODLE

MOODLE is the open-source course management

system that the LAC has selected to enhance

courses and networks through Web technology.

It is available free of charge at www.moodle.org.

Courses listed with the MOODLE icon employ a

blended format, utilizing the Internet as well as

face-to-face instruction.

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The LAC has been working with adult education programs for more than a quarter century. Our data management support, continuing professional education offerings, and technical assistance enable these programs to improve the quality of their instruction and the efficiency of their organizations. The literacy services they provide open up new worlds, including better jobs, better health, and greater engagement in the lives of people in the community.

The expertise and networks that we have developed in the adult literacy community make it possible for us

to assist a wide range of cultural, educational, financial, health, and legal agencies and institutions. What they have in common is an eagerness to improve their services for constituents with limited literacy skills. We help to heighten their sensitivity to the challenges low literacy can create. Then we support them in improving their communication skills and strategy development, which can encourage their clients to take full advantage of the opportunities they provide.

Please visit our website at www.lacnyc.org.

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ContentsDefinitions/Descriptions 2

LAC Fee-Based Services 4

Professional Development for Health Providers 5

Certificate Programs 5

LAC Networks 10

Adult Literacy 11

Assessment 15

Data Management 16

ESOL 17

Family Literacy 18

GED 19

Health Literacy 20

Technology 21

Workforce Readiness 22

Course Calendar 23

Professional Development Planning Worksheet 29

Registration Form 30

Registration Information & Policies 31

Facilitators 32

Index 36

CONTINUING PROFESSIONAL EDUCATION OFFERINGSJanuary–June 2011

[ 3 ]

› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

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› LAC Fee-Based Services

Consulting and CoachingWould you or your organization benefit from

working one-on-one with a professional

consultant or coach?

LAC consulting and coaching services

foster effectiveness in adult education

leadership and resilience in organizations.

We work directly with executive directors,

senior program managers, project

coordinators, and emerging leaders to

provide support in key impact areas.

Curriculum Development Do you have a consistent, effective

curriculum that directly addresses the

needs and goals of the adult learners in

your program? Would you like your

student and teacher publications to

have a professional appearance?

According to the latest research and

professional wisdom, one of the most

common indicators of high program

quality is the use of curricular frameworks

that are sequenced, specifically designed

for the target audience, and based on the

particular educational concepts that the

target audience needs to learn. The LAC

can help you develop customized, effective,

contextualized workplace or special target-

audience curricula for your ESOL, ABE,

or ASE programs.

Curriculum Development Services at

the LAC can prepare your materials for

publication according to your specifications.

Customized Training Could a group of professionals in your

organization benefit from a workshop?

We deliver customized continuing

professional education to your staff, at

your location or another that you might

prefer. This special service includes all

course materials. In addition to designing

customized professional development to

your program specifications, workshops

and courses listed in the catalog can be

adjusted to meet your particular staff needs.

For customized pricing, contact Barbara Sparks at 212-803-3356 or

[email protected].

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› Professional Development for Health ProvidersThe Literacy Assistance Center offers comprehensive services that strengthen communication between health care providers and the diverse communities they serve.

WHAT WE OFFERn Oral communications training of health care workers, including HIV/AIDS

counselors, hospital administrators, physicians, and hospital call center staffn Assistance and training in how to make print communications more accessiblen Health literacy environment audits of health care facilitiesn Assistance in establishing partnerships linking health care facilities with adult

literacy programsn Health literacy study circles for adult educators, using a framework developed

by our collaborator Rima Rudd, Sc.D., Harvard School of Public Health

CALL USTo learn how the LAC can collaborate with you on health literacy, contact Winston Lawrence at [email protected] or 212.803.3326

Certificate ProgramsThe Literacy Assistance Center currently offers three intensive programs that provide certificate-level mastery: the Adult Literacy Educator Core Curriculum (ALECC), Leadership Development for Emerging Leaders, and Teaching English as a Second Language to Adults (TESLA).

All three certificate programs can make a difference in your effectiveness and leadership skills, as well as advance your career by providing:

n Core research-based knowledge in each area of specialization n Teaching by professionally credentialed educatorsn Field-based applications of your newly acquired skills and knowledge,

followed by immediate feedbackn A valuable credential from a nationally recognized professional

development leader in adult education

More detailed descriptions of these programs can be found on the next four pages.

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Introduction and Orientation to ALECC and MOODLE A workshop introduction and orientation to ALECC and MOODLE, ALECC’s online course manage-ment system. Friday, January 7, 1:30 – 4:30 p.m.

Module 1: Pre-Service or Early In-Service Institute A comprehensive introduction to key concepts, research, policies, resources, and evidence-based practices in the field of adult literacy education today will be provided. Friday, January 14, 9:30 a.m. – 4:30 p.m.

Module 2: Digital Literacy: Accessing Resources Online Participants will gain hands-on experience in the computer lab, using the Internet to supplement their own learning and professional development. Friday, January 21, 1:30 – 4:30 p.m.

Module 3: Valuing Diversity & Appreciating Difference Issues of diversity and difference in the adult education classroom are explored. Friday, February 18, 1:30 – 4:30 p.m.

Module 4: The Art & Science of Teaching Reading to Adults Participants develop an awareness of the five major components of reading instruction, as well as the importance of vocabulary and learner knowledge in the reading process. Friday, March 18, 1:30 – 4:30 p.m.

Module 5: Teaching English to Adult Speakers of Other Languages Participants will develop an awareness of communicative language teaching (CLT) and the use of contextualized language in ESOL instruction. Friday, April 15, 1:30 – 4:30 p.m.

Module 6: Teaching Numeracy and Quantitative Literacy to Adults An understanding of relevant core concepts and standards in teaching quantitative literacy and numeracy is developed. Friday, May 20, 1:30 – 4:30 p.m.

Module 7: Indicators of Program QualityParticipants will gain understanding of the impor-tance of adult education in the Regents P–16 Action Plan and will learn to identify the qualities that make a good adult education and literacy program. Friday, June 10, 1:30 – 4:30 p.m.

2011 ALECC Certificate Completion Ceremony and LuncheonFriday, June 24, 1:30 – 3:30 p.m.

You must complete all seven modules and correspond-

ing MOODLE assignments in order to receive the Adult

Literacy Educator Core Curriculum Certificate.

Applications will be accepted until December 20, 2010. Download the application form at www.lacnyc.org

For more information about this program, please contact Marilyn J. Rymniak at 212.803.3322 or [email protected]

› Adult Literacy Educator Core Curriculum (ALECC)

Certificate Program Developed under contract with the New York State Education Department,

ALECC consists of 7 face-to-face sessions supplemented by online discussions &

assignments using the MOODLE course management system.

2011 ALECC Spring Summer ProgramSpring Start Date: January 7 – June 10, 2011Application Due: December 20, 2010

2011 ALECC Fall-Winter ProgramFall Start Date: September 16, 2011, to March 24, 2012Application Due: August 26, 2011 Schedule available in summer 2011

2011 ALECC Summer IntensiveDates: August 8 – August 19, 2011Application Due: July 22, 2010

Tuition: NYSED-funded Adult Education

Programs: FREE!

All Others: $725 plus a nonrefundable deposit

of $25 that must be submitted with the

completed application.

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Choose from three schedule options:

Schedule of Classes (Spring)

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Summer Intensive Certificate Program

See session descriptions on previous page.

Introduction and Orientation to MOODLEMonday, August 8, 9:30 a.m. – 12:30 p.m.

Module 1: Pre-Service or Early In-Service Institute Wednesday, August 10, 9:30 a.m. – 4:30 p.m.

Module 2: Digital Literacy: Accessing Resources Online Friday, August 12, 9:30 a.m. – 12:30 p.m.

Module 3: Valuing Diversity & Appreciating Difference Monday, August 15, 9:30 a.m. – 12:30 p.m.

Module 4: The Art & Science of Teaching Reading to Adults Wednesday, August 17, 9:30 a.m. – 12:30 p.m.

Module 5: Teaching English to Adult Speakers of Other Languages Wednesday, August 17, 1:30 – 4:30 p.m.

Module 6: Teaching Numeracy and Quantitative Literacy to Adults Friday, August 19, 9:30 a.m. – 12:30 p.m.

Module 7: Indicators of Program Quality Friday, August 19, 1:30 – 4:30 p.m.

Class Dates: August 8 – August 19, 2011

Tuition: NYSED-funded Adult Education Programs: FREE!

All Others: $725 plus a nonrefundable deposit of $25 that must be submitted with the completed application.

Applications Due: July 22, 2011. Download the application form at www.lacnyc.org.

› Adult Literacy Educator Core Curriculum (ALECC)

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You must complete all seven modules and corresponding MOODLE assignments in order to receive the Adult Literacy Educator Core Curriculum Certificate.

For more information about the ALECC Summer Intensive program, please contact Marilyn J. Rymniak at 212.803.3322 or at [email protected]

› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

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Who should applyNew and first-level program managers stepping up to positions where they play a major role in devel-oping or implementing organizational objectives.

What you will learnBy working with leadership coaches, program managers will learn how to identify their most significant challenges and to set goals to address them. Then they will identify an action plan to meet those goals. These emerging leaders will strengthen their ability to meet critical challenges in the field.

Applications will be accepted until January 10, 2011.

Download the application form at www.lacnyc.org.

Schedule of ClassesThursdays, 9:30 a.m. – 3:30 p.m.

Developing Leadership Work Plans, January 27Participants engage in a self-assessment of their leadership strengths and weaknesses and learn about reflective practice tools. They identify challenges and first steps to setting leadership development goals.

Leadership & Vision, February 24Each participant develops a leadership credo through scaffolding of activities, which provides the foundation for developing personal definitions of effective leadership.

Understanding Organizational Context, March 31This session introduces participants to system thinking in achieving their identified goals and their vision for their organization. It builds on the work of the previous leadership and vision session.

Interactive Program Development, April 28 An interactive model to planning programs is introduced, emphasizing contextual factors to be taken into account when planning successful programs at any level. This session engages the participants in describing, in detail, the communities and/or neighborhoods in which their organizations exist and the populations they serve.

Communicating Effectively, May 26The focus of this session is to learn how to integrate communication style with leadership attributes. This includes theories of emotional intelligence, cultural proficiency and social capital. Participants examine the context of their communications and strategies for making decisions, sharing information, dialoguing, and team building.

Building Networks of Influence, June 23 The final workshop introduces strategies for building partnerships both inside and outside the organization and program. The notion of “communities of practice” is discussed, and participants learn why and how those communities can be used to further execute their goals.

Tuition: Underwritten with the generous support of the Altman Foundation and offered at no cost to participants.

Applications due by January 10, 2011.

For more information, contact Barbara Sparks, Director of Professional Development, at [email protected], or 212.803.3356.

Certificate Program The Literacy Assistance Center offers a results-oriented six-month certificate

program in Leadership Development for Emerging Leaders that combines

monthly skill-building workshops with one-on-one leadership coaching.

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› Leadership Development for Emerging Leaders

Emerging leaders believe the coaching experience is the key to their professional growth.

For some emerging leaders, their satisfaction comes from the practical aspects of coach-

ing, such as assistance with strategic planning or ongoing support for daily challenges.

For some, coaching is a motivating and inspiring experience. For others, the key is that

the coach holds them accountable to follow through on action plans and work toward

their goals.

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Schedule of Classes:July 8, – July 22, 2011

Tuition: $1,350, plus a nonrefundable deposit of $150 that must be submitted with the completed application.

Applications Due: June 4, 2011. Download the application form at www.lacnyc.org.

Introduction and Orientation to MOODLE Friday, July 8, 5:30 p.m. – 8:30 p.m.

Module 1: Introduction to TESLA: The Theory, the Learner, the Context, and the Field Saturday, July 9, 9:30 a.m. – 5:30 p.m.

MODULE 2, Part I: Methods and Materials of Communicative Language TeachingMonday, July 11, 9:30 a.m. – 12:30 p.m.

Module 2, Part II: Methods and Materials of Communicative Language Teaching Tuesday, July 12, 9:30 a.m. – 12:30 p.m.

Module 3, Part I: Strategies-Based Instruction for Teaching Second Language Skills Wednesday, July 13, 9:30 a.m. – 12:30 p.m.

Module 3, Part II: Strategies-Based Instruction for Teaching Second Language Skills Thursday, July 14, 9:30 a.m. – 12:30 p.m.

Module 4, Part I: Standards-Based Curriculum Development, Syllabus Design, and Lesson Planning Friday, July 15, 9:30 a.m. – 12:30 p.m.

Module 4, Part II: Standards-Based Curriculum Development, Syllabus Design, and Lesson Planning Monday, July 18, 9:30 a.m. – 12:30 p.m.

Module 5, Part I: Standardized and Formative Assessment in TESLATuesday, July 19, 9:30 a.m. – 12:30 p.m.

Module 5, Part II: Standardized and Formative Assessment in TESLA Wednesday, July 20, 9:30 a.m. – 12:30 p.m.

Thursday July 21 – No Class – Study and Lesson Preparation Day

Module 6, Parts I AND II: Preparing to Teach Friday, July 22, 9:30 a.m. – 5:30 p.m.

Teaching Practicum (32–48 hours) September 12 – December 30, 2011

TESLA Certificate Ceremony and Graduation LuncheonFriday, January 27, 1:30 – 3:30 p.m.

For more information about this Summer Intensive

Certificate program, please contact Marilyn J. Rymniak

at 212.803.3322 or [email protected]

For anyone considering a career in teaching English as a second language to

adults and for current teachers without formal qualifications.

OPEN HOUSE:

Learn about the 2011 Summer Intensive TESLA Certificate Program on

Wednesday, May 4, 6:00 – 8:00 p.m. at the Literacy Assistance Center.

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Summer Intensive Certificate Program

› ENGLISH AS A SECOND LANGUAGE TO ADULTS (TESLA)

› WHAT A PREVIOUS PARTICIPANTS SAYS

“ I came to the TESLA course at the LAC with a

background totally unrelated to teaching or to ESL.

I had been a practicing corporate lawyer for many

years. Not only have I learned much more than

I ever dreamed I had to in this program, but I

have enjoyed the entire process. For me, a great

experience. The format of blending an Internet

component with the classroom, spread out over

several months, makes the process very digestible

for an adult with an otherwise busy life.”

Roger Kissam, retired corporate attorney now teaching ESOL to adults in Argentina and New York City

› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

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GED TESTING NETWORK

Facilitator: Ellen RicherAudience: NYC GED test administrators,

GED testing staff, GED preparation program staff

The ongoing focus of the GED Testing Network,

a collaboration between the LAC and the New

York State Department of Education, is open to

all organizations that provide GED preparation

and testing services. Joining the network is a great

way to get updates and perspectives on policies

that affect administration of GED programs.

The network is a place to discuss local issues

and challenges and their policy implications.

Participants learn from each other, sharing

resources and current practices. Learn how you

can pilot elements of the New York State GED

reform program.

GED Testing Network Meetings

Dates: Thursday, February 10; Wednesday, May 4

Time: 1:00 – 3:30 p.m.

NEW YORK CITY HEALTH LITERACY COLLABORATIVES

Facilitator: Winston LawrenceAudience: Adult literacy educators and

health professionals

The LAC has assisted in the formation of Health

Literacy Collaboratives in Brooklyn, Queens, Staten

Island, and the Bronx. The primary goal is to build

strong and viable community partnerships between

adult literacy agencies and health care organiza-

tions. By providing literacy programs with access

to health professionals and health services, the

collaboratives strengthen the capacity of literacy

programs to incorporate health literacy into their

curriculum and instruction. Health agencies then

become empowered to provide services to a

constituency that fits with their critical community

mission. Finally, collaboratives provide community

outreach through educational and research-based

forums and conferences. For information, contact

Winston Lawrence, Ed. D., at [email protected].

Health Literacy Collaboratives Conference

The Path to Health and Wellness: Bringing Health

Literacy to Our Communities

Date: Friday, May 20. Watch our website,

www.lacnyc.org, for upcoming details!

Time: All Day Conference

NEW YORK COLLEGE TRANSITIONS NETWORK

Facilitator: Ellen RicherAudience: Program managers and

administrators

The New York College Transitions Network

(NYCTN) was formed through a partnership of the

Literacy Assistance Center and the NYSED RAEN

of New York City with the National College Transi-

tion Network (NCTN). It provides a venue and hub

for New York-based adult education providers to

explore issues associated with post-secondary tran-

sition for adult students. The NYCTN supports the

establishment and strengthening of college

transition services for adult literacy students

through technical assistance, professional develop-

ment, collegial sharing, advocacy, and providing

increased visibility for this critical sector 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 transition services.

NY College Transitions Network Meetings

Date: Tuesdays, January 11, March 29, May 17

Time: 1:00 – 3:30 p.m.

NEW YORK STATE EDUCATION DEPARTMENT REGIONAL ADULT EDUCATION NETWORK OF NEW YORK CITY (NYSED RAEN OF NYC)

Facilitator: Ellen Richer, NYSED RAEN of NYC Director

Audience: Staff of agencies receiving state funds to provide adult literacy services below the post-secondary level

The NYSED RAEN of NYC provides comprehensive

staff development resources to state-funded adult

education programs, giving practitioners the skills

required to meet or exceed state benchmarks for the

National Reporting System (NRS) core indicators (see

www.nrsweb.org). The activities focus on research,

policy analysis, sharing evidence-based practices,

and aligning adult education with higher education

to ensure a smooth transition into

post-secondary activities.

NYSED RAEN of NYC Meetings

Dates: Wednesdays, February 16, April 13, June 8

Time: 9:30 a.m. – 12:30 p.m.

› LAC Networks[ 10 ]

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› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

For the most up-to-date workshop and network meeting

information, go to www.lacnyc.org/profdev/calendar

Workshop and network dates and times are subject

to change.

Professionalizing adult education through evidence-based practices, instructional strategies and thought-provoking discussions

USING THE STAR READING PROGRAM: OVERVIEW AND TOOLS

ALT 303-211Audience: Program directors,

managers, and teachers interested in implementing this reading approach

Facilitator: John Strucker

STAR Reading, a systematic approach to Evidence

Based Reading Instruction (EBRI), was adopted by

the U.S. Department of Education to assist state

and local programs in making systemic and instruc-

tional changes to improve reading achievement

of intermediate-level adult learners. It provides

teachers and administrators with an innovative

web-based toolkit and resources to translate reading

research into practice. This high-quality training and

technical assistance initiative is intended to build

capacity for the reform of reading instruction. Learn

how explicit instruction is incorporated throughout

the modules and how individualized reading assess-

ment and instruction form a framework to target

hidden obstacles to learner success.

Date: Thursdays, January 13 & February 17

Time: 9:30 a.m. – 12:30 p.m.

MANAGING TRANSITIONS TO EFFECT CHANGE

ALT 101-211Audience: Seasoned and

emerging leadersFacilitator: Be Jensen

How can leaders effectively implement change to

attain better performance results? The first workshop

will identify reasons behind resistance to change and

discuss strategies to overcome them. We will review

various theories of change and reflect on implications

for agency effectiveness. Participants will walk away

with a step-by-step plan to implement changes within

their professional lives. In the second part of this

series, participants reflect back and report upon their

› Adult Literacy

See pages 6 & 7, for Adult Literacy Educators

Core Curriculum Certificate for more intensive

adult literacy professional development.

[ 11 ]

SeriesNEW

SeriesNEW

Page 14: LAC Course Catalog Spring FY11

experiences and attempts to implement change. By

identifying factors that contributed to their successes

as well as the challenges that they encountered, they

then re-strategize to overcome obstacles and attain

better results. Ultimately, they leave with a step-by-step

plan to implement changes within their organization,

using the new strategies learned.

Dates: Tuesdays, January 25 & February 8

Time: 9:30 a.m. – 2:30 p.m.

TEACHING LOW-LEVEL LITERACY STUDENTS

ALT 303-211Audience: TeachersFacilitator: Ken English

Explore the development of a balanced literacy

approach for the lowest-level students (NRS level

1) who are assessed at the TABE “L - Literacy” level.

Participants will deconstruct the TABE test for the

purpose of determining the scope and sequence of

the assessment. Also considered will be how elements

of alphabetics, fluency, vocabulary development, and

comprehension are interlaced with content interest-

ing to adults. A detailed examination of alphabetics

instruction will include an overview of English

phonology, phonemic awareness concepts and

activities, technology-assisted instruction, Wilson

fluency materials, Orton-Gillingham sequential

phonics, and process writing strategies.

Date: Friday, February 11

Time: 9:30 a.m. – 3:30 p.m.

BINDING ART AND LITERACY: BOOKMAKING AT MOMA

ALT 201-211Audience: Adult and family literacy

instructors Facilitators: Kerry Downey &

Barbara Sparks

In partnership with the Museum of Modern

Art (MoMA), the LAC is offering a two-part series

workshop to explore ways art can be used to build

literacy. We will explore the many ways students

can make their own books or ‘zines through

approachable, do-it-yourself methods. Utilizing

both the museum’s galleries and extensive book

arts collection, we will see examples of inspiring

works to help us develop ideas for lesson plans.

Participants will have an opportunity to make their

own books and identify ways to adjust lesson plans

in order to meet individual program goals and

needs. The second part of the series asks partici-

pants to share how students received the lesson

plans. There will be an opportunity to discuss

challenges encountered in working with art and

literacy. This workshop takes place in the Education

Building at MoMA, 11 West 53rd St.

Date: Tuesdays, February 15 & March 22

Time: 10:00 a.m. – 1:00 p.m.

NOTES FROM THE FIELD: EFFECTIVE PROGRAM MANAGEMENT THROUGH DATA ANALYSIS

ALT/DTM 310-211Audience: Adult literacy program

managersFacilitators: Barbara Sparks &

Nell Eckersley

What do leading adult literacy programs have to

tell us about using data to manage, strengthen, and

build programs? Which key data do they rely on to

help make programmatic decisions? What kinds of

questions are most relevant when budget, staffing,

and outcomes are at stake? New York City has some

of the best-performing adult literacy programs in

the state. Join a panel of top New York City program

managers to get their secrets and strategies.

Ask those tough questions you have wanted to

voice, and find out how you can use your data

to effectively manage your program.

Date: Wednesday, February 16

Time: 1:30 – 3:30 p.m.

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› Adult Literacy continued

Series

NEW

NEW

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STUDENT RECRUITMENT AND RETENTION

ALT 106-211Audience: Program managers,

coordinators, and teachersFacilitator: Heddy Mills

What motivates adult participants to enroll in

educational programs, and what deters them from

participating? How can you match student motiva-

tion with program design and curriculum? What

retention strategies work best with different types

of students? Using local program experiences and

the latest evidence-based practices, participants

will have the opportunity to develop site-specific

solutions to recruitment and retention issues

they are encountering.

Date: Tuesday, March 8

Time: 9:30 a.m. – 1:30 p.m.

INDICATORS OF PROGRAM QUALITY

ALT 107-211Audience: New ESOL, ABE, or GED

teachers; adult & family literacy program managers

Facilitator: Be Jensen

Learn the importance of adult education in the

Regents P-166 Action Plan and learn how to identify

the qualities that make a good adult education

and literacy program. This workshop focuses on

program assessment instruments that have been

benchmarked by the New York State Education

Department’s Indicators of Program Quality that

can be used to evaluate progress, identify areas in

need of improvement, and determine highlights of

your program which can be used for reporting and

funding applications.

Date: Thursday, March 10

Times: 3:00 – 6:00 p.m.

MANAGING TIME

ALT 102-211Audience: Seasoned and

emerging leadersFacilitator: Be Jensen

Program leaders, managers, and administrators

often find themselves juggling multiple tasks,

fulfilling a variety of roles, and rushing to meet

deadlines, all while their heads pound with the

thought, “So much to do and so little time.” This

two-part workshop will provide participants with

an opportunity to reflect on how they are presently

using one of their most valuable assets: time. Par-

ticipants will identify areas for improvement, learn

strategies for better time management, and develop

a plan for immediate application.

Date: Wednesday, March 16

Time: 9:30 a.m. – 12:30 p.m.

FOLLOW-UP WEBINAR

Date: Wednesday, April 6

Time: 10:00 – 11:00 a.m.

UNIVERSAL DESIGN FOR LEARNING

ALT 400-211 Audience: Program managers,

teachers, case managersFacilitator: Shannon Allen

Individuals bring a variety of skills, needs, and

interests to their learning. Neuroscience reveals

that these differences are as varied and unique

as our DNA or fingerprints. This workshop will

explore the underlying principles of Universal

Design and how they relate to adult learners.

Learn the principles of curriculum development

and service delivery that establish, instructional

goals, develop, methods and appropriate

materials, and offer assessments in a flexible

and adjustable framework to support all

students in a differentiated adult literacy

classroom.

Date: Thursday, April 21

Time: 10:00 a.m. – 1:00 p.m.

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MOTIVATIONAL INTERVIEWING: A COUNSELING RESOURCE TO IMPROVE PERSISTENCE AND OUTCOMES FOR STUDENTS IN TRANSITION

ALT 202-211Audience: Counselors, teachers,

and others who provide counseling services to adult students

Facilitator: Ellen Richer

Motivational Interviewing (MI) is a client-

centered counseling technique to effect behavior

change. Adult learners are guided to explore and

resolve ambivalence and the discrepancy between

where they are and where they want to be. By shift-

ing the power to succeed, or internalizing the locus

of control, MI will help raise awareness about the

relationship among education, career path, and

self-sustaining lifestyle. It builds confidence about

achieving goals by enhancing intrinsic motivation.

Integrated into the intake process and with follow-

up throughout the student’s participation in the

program, MI elicits “change talk” that success-

fully predicts improved outcomes; willingness

to change or perceived importance of change;

ability or confidence for change; and readiness

or prioritization for change. Participants will

learn MI’s latest application to effect successful

educational transitions, increase persistence,

and improve overall academic outcomes.

Date: Thursday, May 12

Time: 1:00 – 3:00 p.m.

VALUING DIVERSITY AND APPRECIATING DIFFERENCE

ALC 103-211Audience: New ESOL, ABE, or GED

teachers; adult & family literacy program managers

Facilitator: Be Jensen

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 multidimensional differences

in culture, age, race, ethnicity, learning styles,

socioeconomic levels, gender, and learning

disabilities that adult learners bring into the

classroom.

Date: Thursday, May 19

Time: 3:00 – 6:00 p.m.

READING STRATEGIES THAT WORK

ALT 209-211Audience: GED, adult literacy,

and ESOL teachersFacilitator: Jane Adamo

Reading is thinking. Helping learners construct

meaning and build knowledge is the goal of reading

comprehension. How can you help adult learners

make sense of what they read as a means to

understanding? This course will teach strategies

that work, such as activating background knowl-

edge, so that students think, learn, understand

and remember what they read.

Date: Thursday, June 2

Time: 5:00 – 8:00 p.m.

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Ensuring standards of student assessment practice that support adult learning

BEST PLUS TEST ADMINISTRATOR TRAINING FOR NYSED-FUNDED ADULT EDUCATION PROGRAMS

AST 101-211Audience: Teachers, administrators,

intake staffFacilitator: Be Jensen or Shannon Allen

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 the scoring rubric. Participants

receive a test administrator guide and practice CD.

Dates: Wednesday, January 19,

Tuesday, February 15, Tuesday, March 15,

Wednesday, April 27, Friday, May 6, OR

Wednesday, June 15

Time: 9:30 a.m. – 3:30 p.m.

TABE TEST ADMINISTRATOR TRAINING FOR NYSED-FUNDED ADULT EDUCATION PROGRAMS

AST 102-211Audience: TABE test administrators

and staff who use TABE test data for placement and skills assessment

Facilitator: Be Jensen

This workshop introduces participants to the

Test of Adult Basic Education (TABE) Forms 9

and 10. This is the main test used by adult literacy

programs funded by the New York State Education

Department to place students in adult basic

education (ABE) classes and to measure educa-

tional gain. Participants will become familiar with

the content and format of the test, learn how to

administer the test and use the scoring tables,

and discuss the relationship between TABE test

scores and National Reporting System (NRS) levels.

Dates: Tuesdays, February 1, March 1, OR May 10

Time: 9:30 a.m. – 3:30 p.m.

BEST PLUS TEST ADMINISTRATOR TRAINING FOR NON-NYSED-FUNDED ADULT EDUCATION PROGRAMS

AST 203-211Audience: Teachers, administrators,

intake staff, and others interested in ESOL student assessment

Facilitator: Be Jensen

Become a certified BEST Plus Test Administrator.

By the end of this workshop, participants will

have learned how to administer the BEST Plus

Test developed by the Center for Applied Linguistics

and gained certification as BEST Plus Test Adminis-

trators. They will be familiar with the scoring rubric

and the print- and computer-based versions of the

test; they will also understand the benchmarks for

scoring student responses. In addition, they will

have the opportunity to practice administering the

test using either version of the tool. Participants

receive a BEST Plus Test Administrator Guide and

a practice CD.

Dates: Thursdays, March 3 OR May 5

Time: 9:30 a.m. – 3:30 p.m.

Cost: $125 per participant

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TABE TEST ADMINISTRATION FOR NON-NYSED-FUNDED ADULT EDUCATION PROGRAMS

AST 202-211Audience: TABE test administrators and

others interested in using TABE for student placement

Facilitator: Be Jensen

Increase rigor when administering the TABE.

Become familiar with the Test of Adult Basic

Education (TABE) Forms 9 and 10 as an assess-

ment tool for student placement, monitoring

student progress, instructional planning, and

program improvement. Learn about the various

TABE-related materials, especially the Locator Test,

the Complete Battery Form, and the Survey Form of

the test. Compare and contrast the different levels,

contents, and formats of the test. Participants learn

how to administer the test and interpret scores

using the Norms Book. Participants will be able

to use the Diagnostic Profile to determine student

learning needs, reflect on the relationship between

TABE scores and instruction, and understand stu-

dent functional skills at various National Reporting

System (NRS) levels.

Date: Friday, April 1

Time: 9:30 a.m. – 3:30 p.m.

Cost: $125 per participant

BEST PLUS TEST REFRESHER TRAINING FOR NYSED-FUNDED ADULT EDUCATION PROGRAMS

AST 201-211Audience: Previously certified

BEST Plus administratorsFacilitator: Be Jensen

Is your certification expiring? As required by

Center for Applied Linguistics (CAL), this compre-

hensive review session is designed for previously

trained BEST Plus Test administrators.

Date: Tuesday, June 7

Time: 9:30 a.m. – 2:30 p.m.

Guiding and supporting quality program management and accountability through effective data management practices

NATIONAL REPORTING SYSTEM (NRS) FOUNDATIONS TRAINING

DTM 104-211Audience: Teachers, data staff, and

others new to NRSFacilitator: Rosemary Matt

This introductory session will focus on informing

new adult education teachers and data staff mem-

bers involved with NRS data collection and reporting

about the National Reporting System (NRS). It will

include information about the history and impor-

tance of the NRS and its impact on funding. It will

address NRS data flow and teacher responsibilities,

the most recent federal and state policies and the

development of Education and Employment Plans,

the goal setting process, and outcome measures.

This workshop will demonstrate the important link

between classroom teaching and NRS data reporting.

Date: Thursday, January 20, OR

Wednesday, March 9

Time: 9:30 a.m. – 4:30 p.m.

NATIONAL REPORTING SYSTEM (NRS) REPORT CARD TRAINING

DTM 106-211Audience: Program managersFacilitator: Rosemary Matt

In this era of increased responsibility and accountabil-

ity for adult education providers, the New York State NRS

Report Card has become an important tool in measuring

adult ed programs. All programs should have a working

knowledge of the report card calculations. Our NRS Liai-

son for NYS, Rosemary Matt, will walk through a sample

report card while providing insight into calculations and

NRS data priorities along with a forecast of next year’s

report calculations. Have your questions about the NRS

report card answered. You will learn how to interpret your

program’s data and how to evaluate it for maximum use

to strengthen your program.

Date: Thursday, February 3

Time: 10:00 a.m. – 2:00 p.m.

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ASISTS DATA ROUNDTABLE

DTM 201-211Audience: Program managers, data

managers, data entry staffFacilitator: Nell Eckersley

The ASISTS Roundtable is an informal monthly

opportunity to ask questions and share data experi-

ences with other people working with NRS data in

the adult literacy field. Participants have the oppor-

tunity to ask questions about their printed ASISTS

reports and discuss how to improve NRS.

Dates: Fridays, February 4, March 4, April 1, May

6, OR June 3

Time: 2:00 – 4:00 p.m.

ASISTS E-LEARNING ORIENTATION

DTM 301-211Audience: Program managersFacilitator: Kate Tornese

LAC has developed new online, self-guided training

videos that will replace traditional Data Entry Training.

This session provides information about the new train-

ing approach that uses interactive learning opportuni-

ties. Program managers will learn how to obtain the

ASISTS password they need to access the videos.

Dates: Tuesdays, February 22 OR April 26

Time: 9:30 a.m. – 12:30 p.m.

NATIONAL REPORTING SYSTEM (NRS) ADVANCED TRAINING

DTM 305-211Audience: Program managers and other

staff responsible for planningFacilitator: Rosemary Matt

This workshop concentrates on using NRS data for

program management, change, and improvement.

Participants will receive a copy of the NYSED Adult

Literacy Compliance Self-Review Form and will explore

ASISTS features in-depth for comparative analysis of

program data vs. NYSED targets. Core features include;

using data for accountability, program promotion,

and program management; the U.S. Department

of Education data use model for program improve-

ment; NYSED policy and how it shapes program

practice; in-depth analysis of statewide targets vs.

program data.

Date: Thursday, April 14

Time: 9:30 a.m. – 12:30 p.m.

Addressing today’s challenges in ESOL classrooms serving a wide range of immigrant learners

TEACHING VERY BASIC LITERACY TO BEGINNING ESOL LEARNERS

ESL 203-211Audience: Teachers working with

beginning-level learnersFacilitator: Susan Dalmas

Teachers learn successful techniques, strategies,

and activities in teaching very basic literacy to begin-

ning ESOL learners. The focus is geared to teaching

learners with zero or very limited literacy, not only

in English but also in their first language. In this

workshop, presenters will share insights from the

Basic Literacy for ESOL class model developed by

the Queens Borough Public Library. Participants will

discuss screening of students, exit criteria, and the

development of curricula and appropriate materials.

Date: Friday, March 11

Time: 9:30 a.m. – 4:00 p.m.

PREPARING IMMIGRANTS FOR THE CITIZENSHIP & NATURALIZATION TEST

ESL 202-211Audience: Teachers and program

managers working with adult immigrant students who are preparing for their naturalization

Facilitator: Michael Jones

Practitioners who teach civics and citizenship

preparation classes to adult immigrants will learn

about the naturalization test, the naturalization

process, and how to prepare students for the

naturalization interview and test.

Date: Wednesday, March 30

Time: 9:30 a.m. – 12:30 p.m.

See page 9, Teaching English as a Second Language to Adults Certificate, for more intensive ESOL professional development

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READING THE WORLD: PROBLEM-POSING IN THE ESOL CLASSROOM

ESL 205-211Audience: Teachers of ESOL

teachersFacilitator: Hillary Gardner

In this workshop, we examine how problem-pos-

ing can help teachers organize meaningful class-

room discussions and thematic teaching units for

successful student-centered learning. The Freirian

approach to adult literacy education posits that

students learn to read the world before they can

read the word. How can teachers facilitate a learn-

ing approach that relies on what students already

know and the problems they want to solve? Using

the video series We Are New York, we will practice

classroom activities that integrate grammar-in-con-

text with participatory civics approaches and then

discuss ways to adapt the activities to participants’

classrooms.

Date: Friday, April 8

Time: 2:00 – 5:00 p.m.

ESOL TRANSITIONAL LEARNERS: MAKE TIME FOR VOCABULARY

ESL 201-211Audience: ESOL teachers working

with transitional studentsFacilitator: Judy Trupin

In recent years, vocabulary study in the ESOL

classroom has been receiving attention as an inte-

gral, but often neglected, component of communi-

cative language learning. Recent research includes

findings that may surprise many teachers. Using

a hands-on approach, participants will learn about

evidence-based approaches to teaching vocabulary,

as well as activities to use in the classroom. This

workshop covers concepts appropriate for all levels

of ESOL teachers, with a particular emphasis on

those teaching ESOL learners transitioning to ABE

and higher education.

Date: Wednesday, May 11

Time: 9:30 a.m – 1:30 p.m.

Developing strong programs for parents, caregivers, and children by creating new knowledge and reaching out to communities

PARENT INVOLVEMENT IN FAMILY LITERACY INSTITUTE

FLT 204-211Audience: Teachers, parent coordinators,

and other family literacy practitioners

Facilitator: Be Jensen

The Parent Involvement Institute is a series of

workshops designed to strengthen the ability of

adult and family literacy practitioners to engage

and involve parents in their children’s education

and school-based literacy activities. The institute

consists of four parts: Understanding Speakers of

Other Languages, Cross-Cultural Communication,

Strength-based Approach to Parent Involvement,

and Effective Facilitation of Parent Time. Partici-

pants review research in parent involvement and

family/school connections, apply that research to

practice, and develop action plans to strengthen

the parents’ participation in supporting their chil-

dren’s literacy development and academic success.

Participants also work with trainers to design and

implement a parent outreach plan and an outline of

their parent education workshops, learning to track

the impact on students and families.

Dates: Tuesday, February 22 &

Wednesday, February 23

Time: 9:30 a.m. – 4:30 p.m.

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INTEGRATING WE ARE NEW YORK CHRONIC DISEASE MANAGEMENT EPISODES INTO FAMILY LITERACY PROGRAMS

FLT 200-211Audience: Family and adult literacy

teachers and program managers

Facilitator: Be Jensen

Utilizing the health-related episodes of the We

Are New York video series as a springboard, each

of the three workshops focuses on one chronic

disease; asthma, emphysema, or diabetes. This

series is designed to strengthen the capacity of

adult and family practitioners in raising aware-

ness among the students and families whom they

serve, about the importance of managing chronic

diseases providing them with information, tools,

and problem-solving skills needed to manage

chronic diseases; and facilitating their students’

access to resources for chronic disease manage-

ment. Practitioners will discuss ways to utilize the

video series and study guides in their programs.

They will develop and implement their own lesson

plans and assess the impact of their lessons on

the students and families they serve.

Dates: Fridays, March 18, April 15 & May 13

Time: 9:30 a.m. – 12:30 pm

Sharing the latest in GED testing policy, instructional and networking opportunities

INTEGRATING TECHNOLOGY IN TEACHING GED CONTENT AND SKILLS: COLLEGE SEARCH AND APPLICATION PROCESS AS GED PREPARATION

GED 113-211Audience: GED teachersFacilitator: Shannon Allen

In this workshop, participants will design a

project-based unit plan that will help students

develop competencies in reading, writing, math,

and Internet literacy, while helping their students

begin the planning stages of preparation for the

transition to college. In the first half of the work-

shop, participants will identify the wide range of

skills and competencies required for GED prepara-

tion as well as the college search and application

process. For instance, writing a college application

essay and creating a budget to estimate the cost of

college will be discussed as lessons that serve as

both GED and college preparation. The second half

of the workshop will be held in the computer lab,

where participants will engage in partially guided

Internet research to collaboratively develop a

contextualized unit plan for their classrooms.

Date: Tuesday, January 18

Time: 9:00 a.m. – 1:00 p.m.

GED TESTING NETWORK

GED 112-211Audience: GED test administrators,

teachers, and program staffFacilitator: Ellen Richer

The current focus of the GED Testing Network

is on the New York City GED testing initiative.

Participants will learn about developments in online

resources and about a field-based study on increas-

ing community residents’ access to the official

practice test. We will discuss local issues, chal-

lenges, and policy implications. Participants learn

how to collaborate on piloting various components

of the new online GED resource, the GED Compass.

Network meetings are a great way to provide input

and feedback as well as to share resources and

current practices.

Date: Thursday, February 10; Wednesday, May 4

Time: 1:00 – 3:30 p.m.

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Integrating professional wisdom and research to address everyday health concerns in literacy classrooms

TEACHING MATH IN THE HEALTH LITERACY CLASSROOM

HLT/ALT/GED 300-211Audience: ABE, GED, and family

literacy teachersFacilitator: Elizabeth De Ryke

This workshop explores the use of health literacy

concepts to create contextualized math lessons for

students. While exploring different health themes

such as nutrition, screening tests, and medication,

students can learn about fractions, percents,

probability, and even algebra. Teachers will walk

away with an easily applied unit concerning

nutrition, fractions, and percents, as well as with

many ideas about how to develop their own

math/health literacy lesson or unit.

Date: Friday, January 28

Time: 9:30 a.m. – 12:30 p.m.

HEALTH LITERACY STUDY CIRCLE: DISEASE PREVENTION AND SCREENING

HLT 115-211Audience: Teachers and others who want

to integrate health literacy into their programs

Facilitator: Winston Lawrence

Disease prevention and screening is an aspect

of health care that is critical for ESOL and ABE

students who need to be in good health if they

are to attend classes regularly and show educa-

tional gains. Three concurrent sessions focus on

the language, literacy, and math skills needed for

effective disease prevention and screening. Health

Literacy Study Circles use collaborative discussion

of research-based resources, as well as everyday

situations and experiences, to assist instructors in

integrating health literacy skills into their curricular

planning. Over the course of the series, participants

review research and pertinent resources, develop

health literacy lessons and unit plans, and reflect

on the outcomes of implementing their lessons in

the classroom.

Dates: Thursdays, February 10, 24, & March 10

Time: 5:00 – 8:00 p.m.

DOCUMENTING AND CAPTURING HEALTH LITERACY ACTIVITIES AND OUTCOMES

HLT 301-211Audience: Teachers engaged in

health literacy instructionFacilitator: Winston Lawrence

Adult literacy programs need to be able to show

what their students are doing in their classrooms

so that the outside community and funders can

appreciate the richness of their programs. Teachers

engaged in health literacy instruction develop many

dynamic activities for students as they learn about

their health and navigate the health care system. In

this workshop, participants will be able to identify

ways in which such activities can be documented.

Such documentation can be used to seek funding

and seek support from decision makers in the

community.

Date: Friday, April 8

Time: 9:30 – 11:30 a.m.

HEALTH LITERACY TEACHER SHARE

HLT 103-211Audience: Teachers engaged in health

literacy instruction Facilitator: Winston Lawrence

Teachers who have participated in the Health

Literacy Study Circles will meet and share their

experiences facilitating health literacy instruction.

Participants will discuss activities in which their

students have been engaged and share pedagogical

and organizational challenges they have encoun-

tered. They will also discuss best strategies used

and receive feedback from peers.

Date: Friday, June 3

Time: 2:00 – 4:30 p.m.

› Health Literacy

Watch for more information about the upcoming spring conference!

New York City Health Literacy Collaboratives Conference The Path to Health and Wellness: Bringing

Health Literacy to Our Communities

DATE: Friday, May 20

For health care professionals, adult and

family literacy practitioners, researchers,

public health officials, and others interested

in health literacy practice and policy.

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Integrating the use of technology to enhance adult education programs, reach new learners, and create alternative delivery systems

WIGGIO FOR COLLABORATIVE LEARNING

TEC 309-211Audience: Teachers, program managersFacilitator: Nell Eckersley

Wiggio is an online tool to create private learning

communities, for free. Wiggio offers a shared

calendar, a folder to store documents, chatrooms

and conference calls, polling; a to do list, and a

forum space. In this workshop, we will look at each

of the tools available and at how Wiggio can be

used to support collaborative learning.

Date: Tuesday, February 1

Time: 2:00 – 5:00 p.m.

EXCEL FOR DATA MANAGEMENT

TEC 101-211Audience: Program managers

and data managersFacilitator: Nell Eckersley

Excel can be used effectively for managing

literacy programs. An initial face-to-face session

will explore concepts and uncover the utility of

Excel for program data management. Participants

will create their own program-specific project and

receive three weeks of extended support via an

online community.

Date: Friday, February 18

Time: 9:30 a.m. – 1:30 p.m.

INTEGRATING SOCIAL MEDIA INTO YOUR EDUCATIONAL PRACTICE

TEC 112-211 Audience: TeachersFacilitator: Nell Eckersley

This intensive hands-on course will introduce

five social media tools including Twitter, Facebook,

blogs, Wiggio, and Delicious. Over a three-week

period, participants will develop an action plan

to integrate one of these tools into their practice

with support of a virtual community using Wiggio.

A final face-to-face session will review the action

plans and supports people will need to put them

into action.

Date: Wednesday, March 2

Time: 9:30 a.m. – 1:30 p.m.

Date: Wednesday, March 23

Time: 10:00 a.m.- 12:00 p.m.

FACEBOOK IN ADULT EDUCATION

TEC 308-211Audience: Teachers, program managersFacilitator: Nell Eckersley

Facebook can be a useful tool. This workshop

reviews what is already available on Facebook and

teaches how to make use of Facebook in spe-

cific ways that are practical for teachers, program

managers, and their learners. We will look at how

to organize a Facebook profile, page, or group that

can be used with students or other constituents.

Included will be managing security and privacy

controls. No previous Facebook experience is

necessary, but it will be helpful if participants

create a Facebook account before the first day

of the workshop.

Date: Wednesday, May 18

Time: 9:30 a.m. – 12:30 p.m.

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Exploring the contemporary priorities, challenges, and emerging practices in workforce develop-ment, vocational training, and integration of literacy and training

SUCCESSFULLY INTEGRATING IMMIGRANT PROFESSIONALS INTO THE WORKFORCE

JRS 300-211Audience: Program managers,

counselors, case managersFacilitators: Paul Feltman & Katherine

Gebremedhin

An overview of the systemic issues facing

skilled immigrants in the workforce, this session

examines the current barriers to employment faced

by skilled immigrants and their career pathway

options. Valuable local resources and examples

of successful programmatic workforce models for

skilled immigrants will be presented. Participants

will get an in-depth look at issues surrounding

re-certification and licensing for immigrants in

regulated professions.

Date: Wednesday, February 9

Time: 9:30 a.m. – 12:30 p.m.

THE ABCs OF CREATING EFFECTIVE, CONTEXTUALIZED, WORK-BASED CURRICULA FOR ESOL AND ABE CLASSES

JRS 200-211Audience: Job readiness instructors,

vocational trainers, and others working to improve job readiness skills

Facilitator: Marilyn J. Rymniak

Stability, consistency, and routine are the keys to

creating an effective, results-oriented adult basic

skills or ESOL curriculum that is integrated and

contextualized to the workplace. This workshop

is an introduction to contextualized curriculum

planning and development. The facilitator will

take participants through the basic steps in

building curriculum “walls” supported by a

strong “anchored” foundation. Focus will be

on curriculum development around the four

most commonly used national standards and

frameworks: EFF, CASAS, the National Work

Readiness Credential (NWRC), and the U.S.

Department of Labor

Employment and Training Administration’s

“Building Blocks for Competency.”

Date: Friday, March 4

Time: 9:30 a.m. – 4:30 p.m.

INSTRUCTIONAL STRATEGIES FOR BUILDING LITERACY AND JOB READINESS SKILLS

JRS 101-211Audience: Job readiness instructors,

literacy teachers, vocational trainers, others working to build job readiness skills

Facilitator: Greggory Mitchell

This session explores ways to incorporate

authentic job training and workplace texts, as well

as reading, writing, and speaking skills, with the

instructional strategies of cooperative learning,

project-based learning, and theme-based curricu-

lum. Each instructional strategy is presented, along

with how to use relevant, authentic materials, while

building literacy and job readiness. Participants

develop context-based lesson plans using authentic

materials in a cooperative learning, project-based

learning, or theme-based lesson.

Date: Tuesday, April 5

Time: 9:30 a.m. – 3:30 p.m.

SUPPORTING IMMIGRANT PROFESSIONALS – A PANEL OF EXPERTS

JRS 301-211Audience: Program managers,

counselors, case managersFacilitators: Paul Feltman & Katherine

Gebremedhin

This session brings together experts in the field

of immigrant integration to discuss ways forward

for immigrant professionals. Expert panelists

provide insight into policy issues surrounding re-

certification of immigrants while at the same time

promoting programs and resources aimed at help-

ing immigrant professionals succeed. Attendees will

be able to participate in an in-depth Q & A period

designed to help practitioners understand how to

better serve their skilled immigrant client base.

Date: Wednesday, June 8

Time: 1:30 – 4:30 p.m.

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SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1

2 3 4 5 6 7ALECC Certificate: Introduction and Orientation 1:30 – 4:30 p.m. (see pg. 6)

8

9 10 11NY College Transition Network Meeting 1:00 – 3:30 p.m. (see pg. 10)

12 13Using the STAR Reading Program: Overview and Tools 9:30 a.m. – 12:30 p.m. (see pg. 11)

14ALECC Certificate: Pre-Service or Early In-Service Institute 9:30 a.m. – 4:30 p.m. (see pg. 6)

15

16 17 18Integrating Technology in Teaching GED Content & Skills: College Search & Application Process as GED Preparation 9:00 a.m. – 1:00 p.m. (see pg. 19)

19BEST Plus Test Administrator Training for NYSED-funded Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

20National Reporting System (NRS) Foundations Training9:30 a.m. – 4:30 p.m. (see pg. 16)

21ALECC Certificate: Digital Literacy, Accessing Resources Online 1:30 – 4:30 p.m. (see pg. 6)

22

23 24 25Managing Transitions to Effect Change 9:30 a.m. – 2:30 p.m. (see pg. 11)

26 27Leadership Development Certificate Program: Developing Leadership Work Plans 9:30 a.m. – 3:30 p.m. (see pg. 8)

28Teaching Math in the Health Literacy Classroom 9:30 a.m. – 12:30 p.m. (see pg. 20)

29

30 31

› January[ 23 ]

› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

Page 26: LAC Course Catalog Spring FY11

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1TABE Test Adm. Training for NYSED-funded Adult Education Programs9:30 a.m. – 3:30 p.m.(see pg. 15)

Wiggio for Collaborative Learning2:00 – 5:00 p.m.(see pg. 21)

2 3NRS Report Card Training10:00 a.m. – 2:00 p.m. (see pg. 16)

4ASISTS Data Roundtable2:00 – 4:00 p.m.(see pg. 16)

5

6 7 8Managing Transitions to Effect Change 9:30 a.m. – 2:30 p.m. (see pg. 11)

9Successfully Integrating Immigrant Professionals into the Workforce 9:30 a.m. – 12:30 p.m. (see pg. 22)

10GED Testing Network Meeting 1:00 – 3:30 p.m. (see pg. 19)

Health Literacy Study Circle: Disease Prevention and Screening 5:00 – 8:00 p.m. (see pg. 20)

11Teaching Low-Level Literacy Students 9:30 a.m. – 3:30 p.m. (see pg. 12)

12

13 14 15BEST Plus Test Adm. Training for NYSED-funded Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

Binding Art and Literacy: Bookmaking at MoMA 10:00 a.m. – 1:00 p.m.(see pg. 12)

16NYSED RAEN of NYC Network Meeting9:30 a.m. – 12:30 p.m.(see pg. 10)

Notes from the Field: Effective Prog. Mgmt. Through Data Analysis 1:30 – 3:30 p.m. (see pg. 12)

17Using the STAR Reading Program: Overview and Tools 9:30 a.m. – 12:30 p.m. (see pg. 11)

18Excel for Data Management 9:30 a.m. – 1:30 p.m. (see pg. 21)

ALECC Certificate: Valuing Diversity & Appreciating Difference 1:30 – 4:30 p.m. (see pg. 6)

19

20

21 22ASISTS E-Learning Orientation 9:30 a.m. – 12:30 p.m. (see pg. 16)

Parent Involvement in Family Literacy Institute 9:30 a.m. – 4:30 p.m. (see pg. 18)

23Parent Involvement in Family Literacy Institute 9:30. a.m. – 4:30 p.m. (see pg. 18)

24Leadership Dev.Certificate Program: Leadership & Vision9:30 a.m – 3:30 p.m.(see pg. 8)

Health Literacy Study Circle: Disease Prevention and Screening 5:00 – 8:00 p.m. (see pg. 20)

25 26

27

28

› February[ 24 ]

Page 27: LAC Course Catalog Spring FY11

1TABE Test Administrator Training for NYSED-funded Adult Education Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

2Integrating Social Media into Your Practice 9:30 a.m. – 1:30 p.m. (see pg. 21)

3BEST Plus Test Administrator Training for Non-NYSED-funded Adult Education Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

4The ABCs of Creating Effective, Contextualized, Work-Based Curricula 9:30 a.m. – 4:30 p.m. (see pg. 22)

ASISTS Data Roundtable 2:00 – 4:00 p.m. (See pg. 17)

5

6 7 8Student Recruitment and Retention 9:30 a.m. – 1:30 p.m. (see pg. 13)

9National Reporting System (NRS) Foundations Training 9:30 a.m. – 4:30 p.m. (see pg. 16)

10Indicators of Program Quality 3:00 – 6:00 p.m. (see pg. 13)

Health Literacy Study Circle: Disease Prevention and Screening 5:00 – 8:00 p.m. (see pg. 20)

11Teaching Very Basic Literacy to Beginning ESOL Learners 9:30 a.m. – 4:00 p.m. (see pg. 17)

12

13 14 15BEST Plus Test Administrator Training for NYSED-funded Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

16Managing Time 9:30 a.m. – 12:30 p.m. (see pg. 13)

17 18Integrating WANY’s Chronic Disease Management Episodes 9:30 a.m. – 12:30 p.m. (see pg. 19)

ALECC Certificate: Art & Sci. of Teaching Reading to Adults 1:30 – 4:30 p.m. (see pg. 6)

19

20 21 22Binding Art and Literacy: Bookmaking at MoMA 10:00 a.m. – 1:00 p.m.(see pg. 12)

23Integrating Social Media into Your Practice 10:00 – 12:00 p.m.(see pg. 21)

24 25 26

27 28 29NY College Transition Network Meeting 1:00 – 3:30 p.m. (see pg. 10)

30Preparing Immigrants for the Citizenship & Naturalization Test 9:30 a.m. – 12:30 p.m. (see pg. 17)

31Leadership Development Certificate Program: Understanding Organizational Context 9:30 a.m. – 3:30 p.m. (see pg. 8)

› March

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

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Page 28: LAC Course Catalog Spring FY11

1TABE Test Adm. for Non-NYSED-funded Adult Education Programs 9:30 a.m. – 3:30 p.m. (see pg. 16)

ASISTS Data Roundtable 2:00 p.m. – 4:00 p.m. (see pg. 17)

2

3

4 5Instructional Strategies for Building Literacy and Job Readiness Skills 9:30 a.m. – 3:30 p.m. (see pg. 22)

6Managing Time Webinar 10:00 – 11:00 a.m. (see pg. 13)

7 8Documenting and Capturing Health Literacy Activities and Outcomes 9:30 – 11:30 a.m. (see pg. 20)

Reading the World: Problem-Posing in the ESOL Classroom 2:00 – 5:00 p.m. (see pg. 18)

9

10

11

12 13NYSED RAEN of NYC Network Meeting 9:30 a.m. – 12:30 p.m. (see pg. 10)

14National Reporting System (NRS) Advanced Training 9:30 a.m. – 12:30 p.m. (see pg. 17)

15Integrating WANY’s Chronic Disease Management Episodes 9:30 a.m. – 12:30 p.m. (see pg. 19)

ALECC Certificate Program: Teaching ESOL 1:30 – 4:30 p.m. (see pg. 6)

16

17

18 19 20

21Universal Design for Learning 10:00 a.m. – 1:00 p.m. (see pg. 13)

22 23

24 25 26ASISTS E-Learning Orientation 9:30 a.m. – 12:30 p.m. (see pg. 16)

27BEST Plus Test Administrator Training for NYSED-funded Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

28Leadership Development Certificate: Interactive Program Development 9:30 a.m. – 3:30 p.m. (see pg. 8)

29 30

› April

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

[ 26 ]

Page 29: LAC Course Catalog Spring FY11

1 2

3 4 GED Testing Network Meeting1:00 – 3:30 p.m.(see pg. 19)

TESLA OPEN HOUSE6:00 – 8:00 p.m.(see pg. 9)

5BEST Plus Test Administrator Training for Non-NYSED-funded Programs9:30 a.m. – 3:30 p.m.(see pg. 15)

6BEST Plus Test Administrator Training for NYSED-funded Programs 9:30 a.m. – 3:30 p.m. (see pg. 16)

ASISTS Data Roundtable2:00 – 4:00 p.m. (see pg. 17)

7

8 9 10TABE Test Administrator Training for NYSED-funded Adult Education Programs9:30 a.m. – 3:30 p.m.(see pg. 15)

11ESOL Transitional Learners: Make Time for Vocabulary 9:30 a.m. – 1:30 p.m.(see pg. 18)

12Motivational Interviewing 1:00 – 3:00 p.m.(see pg. 14)

13Integrating WANY’s Chronic Disease Management Episodes 9:30 a.m. – 12:30 p.m.(see pg. 19)

14

15 16

17NY College Transition Network Meeting1:00 – 3:30 p.m.(see pg. 10)

18Facebook in Adult Education 9:30 a.m. – 12:30 p.m.(see pg. 21)

19Valuing Diversity & Appreciating Difference3:00 – 6:00 p.m.(see pg. 14)

20ALECC Certificate: Teaching Numeracy & Quantitative 1:30 – 4:30 p.m. (see pg. 6)

The Path to Health and Wellness: Bringing Health Literacy 9:00 a.m. – 4:30 p.m. (see pg. 10)

21

22 23 24 25 26Leadership Development Certificate: Communicating Effectively9:30 a.m. – 3:30 p.m.(see pg. 8)

27 28

29

30 31

› May

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

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Page 30: LAC Course Catalog Spring FY11

1 2Reading Strategies That Work 5:00 – 8:00 p.m. (see pg. 14)

3ASISTS Data Roundtable 2:00 – 4:00 p.m. (See pg. 17)

Health Literacy Teacher Share 2:00 – 4:30 p.m. (see pg. 20)

4

5 6 7BEST Plus Test Refresher Training for NYSED-funded Adult Education Programs 9:30 a.m. – 2:30 p.m. (see pg. 16)

8NYSED RAEN of NYC Network Meeting 9:30 a.m. – 12:30 p.m.(see pg. 10)

Supporting Immigrant Professionals 1:30 – 4:30 p.m. (see pg. 22)

9 10ALECC Certificate: Indicators of Program Quality 1:30 – 4:30 p.m. (see pg. 6)

11

12 13 14

15BEST Plus Test Administrator Training for NYSED-funded Programs 9:30 a.m. – 3:30 p.m. (see pg. 15)

16LAC Recognition Awards Ceremony 9:30 a.m. – 12:30 p. m. (see pg. 1)

17

18

19 20

21 22 23Leadership Development Certificate Program: Building Networks of Influence 9:30 a.m. – 3:30 p.m. (see pg. 8)

24ALECC Certificate: Completion Ceremony and Lunch 1:30 – 3:30 p.m. (see pg. 6)

25

26 27

28 29 30

› June

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

[ 28 ]

Page 31: LAC Course Catalog Spring FY11

› Professional Development Planning Worksheet

DATE COURSE TITLE REGISTERED

Use this planning tool to schedule your professional development this

spring and to maintain a record for your résumé. You can register for

all of your selections simultaneously or individually. Remember, the

number of participants is limited for most course offerings, so make

sure to register early.

[ 29 ]

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Page 32: LAC Course Catalog Spring FY11

› Registration Form

Please complete this form to register for all LAC courses

Name __________________________________________________________________________________________________________

Professional Affiliation ______________________________________________________________________________________

Address _______________________________________________________________________________________________________

City _____________________________________________________________________________________________________________

State _______________________________________________________________ Zip _______________________________________

Email __________________________________________________________________________________________________________

Day Phone ______________________________________Cell Phone ________________________________________________

MAIL TO: Literacy Assistance Center c/o Barbara Sparks 39 Broadway, Suite 1250 New York, NY 10006

FAX TO: (212)785-3685

( ) ( )

COURSE # COURSE TITLE COURSE DATE(S) *FEE (if applicable)

Would you like to be added to our mailing list? n Yes n No

* Purchase Orders will be accepted. Checks can be made payable to Literacy Assistance Center.

[ 30 ]

Page 33: LAC Course Catalog Spring FY11

1. Registration is required for all LAC courses. LAC reserves the right to refuse admission to non-registered walk-ins and may not be able to provide workshop materials to non-registered individuals.

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 gets 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

Online Go to www.lacnyc.org, Click on Professional Services, and then click on Calendar

By email Send us an email at [email protected]

In person Come to the LAC at 39 Broadway, Suite 1250, to visit the Registration Office

Registrations are accepted in the order that they are received.

After you register1. You will receive an immediate confirmation

email through N.Y. Charities, the registra-tion 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 must cancel after registering, please let us know at least five business days before the workshop is scheduled so someone else can claim your space.

InformationWorkshop dates and times are subject to change. For the most current information, go to www.lacnyc.org/profdev/calendar or call 212-803-3362.

Travel directionsThe Literacy Assistance Center is located at 39 Broadway, Suite 1250, NY, NY 10006.

By subway1. 4, 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 W 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 busTake the M1 or M6 bus to Broadway and Morris Street or take the M15 bus to South Ferry.

› Registration Policies

39 Broadway

[ 31 ]

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Page 34: LAC Course Catalog Spring FY11

Shannon Allen facilitates workshops and develops curricula for the LAC. Shannon is one of 24 statewide Certified ALECC Train-ers for the New York State Department of Education and a certified BEST Plus training administrator. Before working for the LAC Shannon worked as a Pre-GED and GED instructor for HANAC-Begin and the Center for Literacy in Philadelphia for over five years, as well as an educational consultant for the Mayor’s Office of Adult Education for over a year. Shannon is currently work-ing on her doctorate in the CUNY Graduate Center Urban Education Department and is a teacher educator for CUNY colleges.

Nell Eckersley is the moderator of the Literacy Information and Communication System (LINCS) Technology and Distance Learning Discussion List, as well an ASISTS trainer and project manager of the GED Compass website. She came to the LAC in 2005 from working as an ESOL teacher and Program Director in southern Brook-lyn. Through her experience working with students and program staff, she has become very interested in increasing and improving technology integration in adult education and professional development, with Web 2.0 tools being her particular focus.

Maria Begonia Jensen (fondly known as “Be”) is a Professional Development Associ-ate and Project Leader for Community and Family Programs at the LAC. She manages the Professional Development and Technical Assistance for Family Literacy providers in all five boroughs. Be is one of 24 statewide 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., 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 com-munity 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.

Ellen Richer, NYSED RAEN of NYC Director, has two decades of experience as a teaching and learning specialist and as program developer for populations across the age and learning spectrum. A doctoral candidate at Teachers College, Columbia University’s Department of Curriculum and Teaching/Gifted Education, Ellen’s area of specialization is goal orientation and achievement motivation, particularly with at-risk youth.

Marilyn J. Rymniak was project leader for ALECC, the NYSED initiative to cre-ate a Statewide Professional Development System. She has over 30 years of experience as an ESOL specialist and adult educator, including stints in corporate, workplace, and domestic and international campus-based English language training programs. She was the executive director of the TOEFL Program at Educational Testing Service in Princeton and the principal architect and developer of the Kaplan Access America language training program. Before coming to the LAC, she served as executive director of a WIA/Title II–funded Adult Education/In-tegrated English Literacy and Civics Educa-tion program at the International Institute of New Jersey. She is the author of four English training textbooks.

› Facilitators

Literacy Assistance Center Professional Development Staff

[ 32 ]

Page 35: LAC Course Catalog Spring FY11

Barbara Sparks, Ph.D., is Director of Profes-sional Development at the LAC. She has thirty years of experience in the adult literacy field, including teaching and administering GED and ABE programs in Wisconsin and Colorado. Before joining the LAC she served as a professor of adult education at North Carolina State University and the University of Nebraska, specializing in research on poor women’s education and differentiated access to adult literacy by diverse groups based on gender, race, ethnicity, and class.

Kate Tornese has been an ALIES/ASISTS trainer since 2002. She has been involved with the ALIES/ASISTS team’s efforts to design system modifications and trainings specific to volunteer-based literacy programs and is currently the Customer Service & Training Coordinator for the ASISTS team.

Guest Facilitators

Jane Adamo served as a GED instruc- tional coach at the LAC for the New York City Department of Education’s Multiple Pathways to Graduation Program. She has taught GED preparation for the Queens Library Family Literacy Program and Local 1199 Healthcare Workers Education Center and currently teaches in the Manpower BEGIN Work/Study Program. Jane won the 2006 Literacy Partners Educator of the Year Award.

Susan Dalmas is Manager of Queens Library Adult Learner Program where she has created numerous programs to serve its diverse population of learners. In 2007, she received a Literacy Recognition Award from the Literacy Assistance Center.

Elizabeth De Ryke teaches in the Bronx for Highbridge Community Life Center. She has a degree in math and strives to make math accessible to students. Recently, she con-tributed to the H1N1 lesson plans available on the LAC website. Her lesson is called “Understanding and Analyzing H1N1 Virus (Swine Flu) Data.”

Ken English has been Director of the New York Public Library’s Literacy Programs since 1997. Ken received his master’s degree in TESOL from Hunter College, City University of New York. Prior to his current position, he was responsible for developing an ESOL technology program at the New York Public Library’s Aguilar Branch in East Harlem. Ken has worked in the field of adult education since 1984. He also serves as a leadership coach for the LAC’s Leadership Develop-ment Certificate Program.

Kerry Downey holds a BA in Fine Art from Bard College and an MFA from Hunter Col-lege. She teaches in the Community Access as well as Teen Programs at the Museum of Modern Art. Kerry is also Adjunct Professor in the undergraduate Fine Art Department of Hunter College. When she’s not talking about and teaching art, she is working on her own multi-disciplinary projects. Kerry has been a part of the Flux Factory arts community since 2003.

Paul Feltman is Director of Community Engagement for World Education Services (WES), a non-profit organization that helps immigrants gain recognition of academic qualifications earned abroad. Before joining WES, he directed and promoted programs for a number of international education and exchange organizations, including the Coun-cil on International Educational Exchange, YMCA International Program Services, and World Learning.

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Page 36: LAC Course Catalog Spring FY11

Hillary Gardner is Professional Develop-ment Coordinator for City University of New York, where she creates English as a Second Language professional development opportunities for the 14 literacy campuses. A couple of her current projects include a series of low level readers based on the We Are New York video program and a low level curriculum on employment rights for the NYC Commission on Human Rights. She holds a Masters of Fine Art Degree from University of Iowa.

Katherine Gebremedhin is the Community Outreach Coordinator for World Education Services. She is responsible for developing and strengthening partnerships with com-munity organizations, government agencies, and academic institutions that work to help immigrants successfully integrate into academic and professional settings.

Michael R. Jones, Ph.D. was a Branch Chief for the U.S. Department of Education’s Division of Adult Education, and currently is the Division Chief of Training, Testing, and Education for the United States Citizenship and Education Service’s Office of Citizenship.

Rosemary Matt is the New York State Director of Accountability. She has served as the NRS Liaison for NY State Education Department and as Director of the Mid-State Regional Adult Education Network. Rosemary brings over 17 years of adult education experience to her work.

Heddy Mills, a native of Argentina, has been working with immigrant youth and families for the past 18 years, most recently as Deputy Director of Project Reach Youth, Inc, an Even Start Family Literacy program in Brooklyn. She has a master’s degree in TESOL from Hunter College. She also serves as a leadership coach in the LAC Leadership Development Certificate Program.

Greggory Mitchell has over twenty years experience teaching and coordinating adult education programs. The focus of his career has been ABE/GED instruction and program development, as well as job readiness training, coaching and curriculum development. Greggory attended Vassar College and Fordham University’s Adult Education and Human Resource Develop-ment program for graduate work.

John Strucker, Ed.D. is a lecturer at the Har-vard Graduate School of Education. He is best known for his research on adult reading development through the NCSALL. He previously taught and assessed adults with reading difficulties at the Community Learning Center in Cambridge, Massachusetts. He earned an Ed.D. at Harvard University.

Judy Trupin has been involved in the field of adult education for twenty years as a teacher, curriculum developer, trainer and admin-istrator. She has taught all levels of ESOL. Currently, Judy is an instructor in the LAC’s TESLA certificate program and the Assistant Program Manager of the Queens Library Adult Learner Program. She is the author of “English for Your Health,” a health literacy curriculum for ESOL beginners, and she developed and piloted an ESOL Computer Literacy curriculum. Judy has co-moderated the annual TESOL online Drama in ESOL session for five years and is a national trainer for BEST Plus. She holds an MS in TESOL and is co-author of a chapter in two recent TESOL publications: New Ways in Teaching Adults and New Ways in Teaching Content-based Instruction.

› Facilitators (continued)

[ 34 ]

Page 37: LAC Course Catalog Spring FY11

A

Adult literacy 11-14ALECC 6, 7Art, and literacy 12ASISTS 16, 17Assessment 9, 15 16Authentic Matericals 22

B

BEST Plus 15, 16Bookmaking 12

C

Calendar 23-28Certificate programs 5Citizenship test 17Coaching 4, 8Collaboratives 10College transition network 10Communication skills 10Computers, use in instruction 21Core curriculum 6, 7Cultural diversity 6, 7, 14Curriculum development 4, 6, 7, 22Contextualized 20, 22Customized training 4

D

Data analysis 12Data entry 17Data management 16, 21Data Roundtable 16Definitions 2Digital literacy 6, 7Disease management 19Disease prevention 20Diversity 6, 7, 14

E

E-Learning 17Emerging leaders 8English for Speakers of Other Languages 9ESOL 6, 7, 9, 17-18

F

Facebook, uses for teachers 21Family literacy 18-19Fee-based services 4

G

GED 19GED Testing Network 10GED Initiative 19GED Compass 19

H

Health care access 26Health literacy 10, 20 Health providers 5

I

Immigrants, curriculum for 17, 22Indicators of program quality 6, 7, 13Instructional strategies 14, 22Interactive activities 17Internet 21Interviewing 14

J

Job readiness 22

L

Leadership development 8Lesson planning 19Literacy 6, 7

M

Math 20MOODLE 6, 7Motivational interviewing 14

N

Networks 10National Reporting System (NRS) 15, 16Numeracy 6, 7NYSED RAEN 10Naturalization test 17

O

P

Parents 18Planning worksheet 29Practicum 9Pre-service 6, 7Problem-posing 18Program development 8Program management 12Program outcomes 20Program planning 8Program quality 13Project-based learning 22

Q

R

RAEN meetings 10Reading 11, 14Recognition Award Ceremony 1Recruitment 13Registration form 30Registration policies 31Report card 16Retention 13Roundtable 16

S

Social media 21STAR reading 11Strategies 14Student assessment 15, 16Student Recruitment 13Study Circles 20

T

TABE- Test of Adult Basic Education 15, 16Teacher share 20Technology 17, 19, 21TESLA 9TESOL 9Testing 10, 12, 15Time management 13Transition 11

U

Universal design 13

V

W

WANY 18, 19Wiggio, use for teachers 21Web tools 21Webinar 13 Workforce development 22Workforce Readiness 22Working with parents 18

› Index[ 35 ]

› RSVP at www.lacnyc.org, Events & Registration, or [email protected]

Page 38: LAC Course Catalog Spring FY11

LAC thanks the Altman foundation, the Bookbinders’ Guild of New York,

the Phillip Devon Family Foundation, Ernst & Young, IBM Corporation,

the Immigrant Family Literacy Alliance, the Munchin Foundation, and

many organizations for their generous contributions to our work including

NYC Health & Hospitals Corporation (HHC)

Partners in Health: Prevention and Access to Care and Treatment.

NYC Department of Health & Mental Hygiene, Baby Basics Program,

What to Expect Foundation, NY State Department of Health, AIDS

Institute, Affinity Health Plan, Bronx Health Literacy Collaborative, Bureau

of Chronic Disease Prevention (NYC Department of Health & Mental

Health), Cigna, GHI, Gouverneur Healthcare Services, Harlem Hospital

Center, NYC Health & Hospitals Corp., Jamaica Hospital Medical Center,

Lincoln Hospital, WIC Program, March of Dimes, Medical & Health

Research Association of NY, Montefiore Medical Center, Mount Sinai

Hospital, American Academy of Pediatrics, Bellevue Hospital, Center for

Immigrant Health, Community Services Society, Colorado State University,

NYC Health & Hospitals Corporation, H.A.P.P.Y. Faces Child Care Network,

Lincoln Hospital, Memorial Sloan Kettering, New York Academy of

Medicine, NYC Department of Food Science & Human Nutrition, NYC

Mayor’s Office, NYC MIC-MHRA, NYC Office of Children & Family

Services, New York Presbyterian Hospital, Planned Parenthood,

Committee on Human Rights, John Jay College, Restoration Plaza

Juvenile Justice Corps Program, Phipps Community Development

Corporation, Center for Employment Opportunities, SEIU 32BJ, DC37,

Division of Youth and Community Development, Goodwill Industries

of New York and Northern New Jersey, Partners in Health: Prevention

and Access to Care and Treatment.

› Our Collborators[ 36 ]

Page 39: LAC Course Catalog Spring FY11
Page 40: LAC Course Catalog Spring FY11

› 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: www.lacnyc.org/support/give.htm.

39 BroadwaySuite 1250 New York NY 10006 212-803-3300

Nonprofit OrgUS Postage

PAIDPermit No.

08206NY NY 10006-3089

› Contribute to a Better New York

Name __________________________________________________________________________________________________________

Address _______________________________________________________________________________________________________

City _____________________________________________________________________________________________________________

State _______________________________________________________________ Zip _______________________________________

Email __________________________________________________________________________________________________________

Enclosed is my check for $_________________, payable to the Literacy Assistance Center.

MAIL TO: Elyse Barbell, Executive Director, Literacy Assistance Center,

39 Broadway, Suite 1250, New York, NY 10006