New Practitioner Orientation Friday February 28, 2014 http://brown.edu/lrri/npo.html
goals for the day:
To learn about the system of adult education in Rhode Island
To understand systems of accountability and reporting
To further our understanding of adult learning and learners
To explore persistence and goal setting and their implications for classroom practice and program design
To address/acknowledge: workforce development/connections to adult education, transitions, learning dis/abilitiles
To identify next steps/questions/available resources for ongoing PD
Introductions: please tell us who you are, what drew you to adult literacy educations; where you work, your current position(s)/how long you’ve been doing this work.
- questions you bring to the session? What you want to know/learn/accomplish today
overview of the orientation
overview: the adult education system in Rhode Island
(federal) Office of Vocational and Adult Education OVAE à http://www2.ed.gov/about/offices/list/ovae/index.html RI Office of Adult and Career and Technical Education RIDE Office of Multiple Pathways
http://www.ride.ri.gov/InsideRIDE/RIDEOffices/MultiplePathways.aspx
Adult Education and GED http://www.ride.ri.gov/StudentsFamilies/EducationPrograms/AdultEducationGED.aspx
Governors’ Workforce Board http://www.rihric.com / Department of Labor DHS Project Opportunity à RI Works
http://www.dlt.ri.gov
funding: federal, state, foundation, tuition programs: CBOs, LEA, proprietary, CCRI
former working groups, advisory committee à 2004 Judy Titzel et al –Building the Critical Links
http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/CriticalLinks.pdf
RI AEPDC http://www.riaepdc.org/ LR/RI http://www.brown.edu/lrri
advocacy: RI workforce alliance - http://www.nationalskillscoalition.org/states/state-coalitions/rhode-island/ri-workforce-alliance.html, elist
where does it start? where does it end? GED, EPD, transitions to college http://brown.edu/lrri/tell.html
- content areas/focus
- strands – integrating technology, numeracy
- initiatives -- TIAN (Teachers integrating adult numeracy), STAR, Standards roll out, TEAL https://teal.ed.gov/
learner characteristics practitioners characteristics
– what do we know about adult learners? – what do we know about adult education practitioners?
Persistence What helps/hinders? What have we seen? What does this mean?
stats : NAAL, Providence Plan, NCES (National Center for Education Statistics)
What does it mean?
Why do we care?
How does data inform program design, classroom practice?
principles of adult learning
accountability (briefly): to students, to funders to ourselves/programs
NRS: movement from one level to another, as measured by a standardized instrument
(an example of an intake to assess one learner’s abilities http://www.literacywork.com/readingdemonstration)
assessment 101
formal informal
How do you see where learners are?
How do administrators support ongoing evaluation?
How do practitioners help learners see ongoing progress?
progress/lack of progress
goal setting – what could it look like? (intake process) who does what?
for administrators? for teachers? for learners?
RIDE policies http://www.ride.ri.gov/StudentsFamilies/EducationPrograms/AdultEducationGED.aspx
(scroll down)
Learning Disabilities Awareness http://brown.edu/Departments/Swearer_Center/Literacy_Resources/ld.html
Transition - to college http://nelrc.org/expertise/transitions.html ELL to ABE – http://brown.edu/lrri/tell.html
Workforce Development http://www.riaepdc.org/Pages/WorkforceDevelopment.aspx
Pulling it together:
planning
incorporating needs/abilities of learners at multiple levels
determining purposes (goal setting, lesson planning)
What more do we need to know?
What has this orientation focused on ? missed?
wrapping up, evaluation, next steps:
assignment post session:
- Please complete three NRS online (overview) courses. Between sessions one and two, participants are asked to complete these three courses: What is the NRS?, NRS Data Flow and Using NRS data. You will need to sign up online; registration is free and very quick. http://www.nrsweb.org/trainings/online.aspx (Print out the certificates of completion for your own records).
additional tasks, reading:
- Explore LINCS communities of practice – discussions, resources http://lincs.ed.gov - new iteration of NIFL/LINCS discussion lists, archived here: http://lincs.ed.gov/lincs/discussions/list_archives.html
Fieldnotes on Learning Disabilities (2008) http://sabes.org/files/2014/01/fn172.pdf
Beginning ESOL Learners' Advice to Their Teachers by MaryAnn Cunningham Florez in Focus on Basics, Vol 5, Issue A, August 2001 http://www.ncsall.net/fob/2001/florez.html
Literacy Work International http://www.literacywork.com/Literacywork.com/Welcome.html
http://clese.org/Products/What%20Does%20it%20Take%20to%20Learn.doc. What does it take (Word document)
Focus on Basics – focus on the GED http://www.ncsall.net/index.php?id=1150 and/or peruse topics list, at
http://www.ncsall.net/index.php?id=38 to view resources available through Focus on Basics, a research journal written largely by and for adult educators. New GED resources: http://www.riaepdc.org/Pages/NewGED.aspx