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Subject: [ProfessionalDevelopment 3027] Week 1 Begins Today! Economic Recovery and the I-BEST Model
From: Jackie A. Taylor jackie at jataylor.net
Date: Mon Feb 16 12:15:57 EST 2009
Dear Colleagues,
Since last Monday, 75 have subscribed to our online professional
development community. Welcome! I'm pleased you've joined us and I look
forward to learning from the experiences you bring to our group.
Today begins the first part of a two-part discussion of Economic
Recovery and the I-BEST Model.
- Week 1: February 16-22 - Discussion Primer
- Week 2: February 23 - March 1 - Discussion with Guests
To get us started:
Consider reviewing the discussion resources or learn more about our
guests by browsing through the biographies (links below).
Post an introduction to the list by sending your email to:
professionaldevelopment at nifl.gov
In your message tell us, what do you look forward to discussing about
Economic Recovery and the I-BEST Model? What do you want to know from
our various guests?
I look forward to hearing from you...Jackie
Jackie Taylor, PD List Facilitator, jackie at jataylor.net
Discussion Preparation:
About our Guests, List of Terms
http://www.nifl.gov/lincs/discussions/professionaldevelopment/09ibest.ht ml
Resources:
[A "tinyURL" follows each resource link. If the first link does not work
for you, try the "tinyURL". If all else fails, please copy/paste the
_entire_ URL into the Address bar of your Internet browser, even if it
wraps onto another line (make sure there are no spaces).]
Transition Team on Youth Education and Employment:
State Decision Points for Getting Started with Career Pathways
http://www.ncsdae.org/Washington%20Views/2009/Factors%20for%20successful
%20integrated%20education%20and%20training.doc
or
I-BEST Program Guidelines
http://www.sbctc.ctc.edu/docs/education/workforce/ibest_guidelines.pdf
or
Student Success page from SBCTC Web Page
http://www.sbctc.ctc.edu/college/e_studentsuccess.aspx
or
Building Pathways to Success for Low-Skill Adult Students: Lessons for
Community College Policy and Practice from a Longitudinal Student
Tracking Study (The "Tipping Point" Research)
http://www.sbctc.ctc.edu/docs/data/research_reports/resh_06-2_tipping_po
int.pdf
or
Increasing Student Achievement for Basic Skills Students, Research
Report 08-1
http://www.sbctc.ctc.edu/college/education/resh_rpt_08_1_student_achieve
_basic_skills_003.pdf
or
Integrated Basic Education and Skills Training (I-BEST) Pilot Programs,
Research Report 05-2
http://www.sbctc.ctc.edu/college/assessment/i_best_research_report_05-2.
doc
or
Subject: [ProfessionalDevelopment 3028] (no subject)
From: Susan Seymore sseymore at vhcc.edu
Date: Mon Feb 16 13:01:03 EST 2009
We conducted a pilot transition class for GED recipients last year using
grant funding. When the funding stopped, we had to discontinue the
class. We had a difficult time finding texts and curricula for this
specific purpose. Our goal was to prepare the students to pass the
COMPASS with a grade high enough to avoid having to take developmental
classes. A conversation centered around curriculum would be
wonderful....
Thanks!
Susan Seymore
Regional Program Manager
MOUNT ROGERS REGIONAL ADULT EDUCATION PROGRAM
P. O. Box 828
Abingdon, VA 24212
276 739-2525
276 739-2572 (FAX)
Subject: [ProfessionalDevelopment 3029] Re: (no subject)
From: Anderson, Philip Philip.Anderson at fldoe.org
Date: Mon Feb 16 14:03:54 EST 2009
I second this request. It has a lot of potential areas that need to be
talked about, like what are the elements in the sending program, the
gatekeeper test and the receiving program that are missing or deficient?
Are there students that succeed in passing the COMPASS but are still
lacking skills to succeed in college level work? Are the college
classes in or out of sync with the COMPASS test? What parts of a
developmental class are redundant or totally out of context with the
student's previous class work? I acknowledge that this might all have
been covered and is in the archives, and if so, please just let me know.
Thanks!
CONTACT INFORMATION
Philip Anderson
Adult ESOL Program
Florida Department of Education
Tel (850) 245-9450
Subject: [ProfessionalDevelopment 3030] exploring curriculum issues
From: Wrigley, Heide heide at literacywork.com
Date: Mon Feb 16 14:36:00 EST 2009
I think Phil's questions and others would be terrific to explore and discuss. I would very much be interested in hearing about programs that have developed a curriculum (or a framework) that spans institutions (from CBO to adult school to CC, for example) or even within an institution where the sending and receiving program normally don't do joint planning (or even communicate about transition)
Heide
Heide Spruck Wrigley
Literacywork International
Mesilla, NM
Subject: [ProfessionalDevelopment 3031] Re: (no subject)
From: David Rosen DJRosen at theworld.com
Date: Mon Feb 16 14:36:46 EST 2009
Susan,
On the NIFL Assessment list, between February 3 - 9, there was a
discussion about Transition to Higher Ed. Part of it focused on the
need to prepare students who want to enroll in college so they don't
get placed in developmental courses. One part of the discussion, that
included Massachusetts GED Test Examiner, Thompson (Tom) Mechem,
focused on Tom's assessment of mathskills and knowledge needed for a
college placement test called the Accuplacer. Tom has found that the
math tested by the GED test and the math tested by the Accuplacer test
are quite different. I think Tom may be working on a curriculum to
prepare GED students (who want to go to post secondary ed) for the
math they need to pass the Accuplacer. Check the archives of that
discussion at
http://www.nifl.gov/pipermail/assessment/2009/date.html
Messages #1630 - #1769
David J. Rosen
DJRosen at theworld.com
Subject: [ProfessionalDevelopment 3032] Re: Week 1 Begins Today! EconomicRecovery and the I-BEST Model
From: Brian, Dr Donna J G djgbrian at utk.edu
Date: Mon Feb 16 15:24:55 EST 2009
I'm looking forward to this discussion, and I have urged members of the
Workplace Literacy Discussion List to join the PD list and take part in
the discussion.
I have lots of questions that I hope will be discussed during this
event!
- 1. How "exportable" to other states is the I_BEST model? What adjustments might need to be made to the model to make it "work" for other states?
- 2. Did Washington state have a Community College model for adult education to begin with, or was adult education a function of LEAs or was it administered in some other way?
- 3. How do the offerings of technical certificates differ from one community college to the next? What is the same from one program to the next?
- 4. What is the success for the students with the very lowest skill levels? Are adaptations to the program needed to provide extra support for such students?
- 5. How could the addition of Economic Recovery money change the I-BEST program? Are there added complications if the federal government gets involved?
Thanks for organizing this discussion, Jackie, and for providing such
good background material and other resources. You're the best!
Donna
Donna Brian
Moderator, LINCS Workplace Literacy Discussion List
Off-list contact djgbrian at utk.edu
Subject: [ProfessionalDevelopment 3033] Re: exploring curriculum issues
From: Jon Engel jengel at communityaction.com
Date: Mon Feb 16 15:45:35 EST 2009
I would be interested in a discussion around this issue as well. We are in
the beginning stages of a College Readiness Program for adult education
student and "graduates" and are finding the curriculum piece/gap to be quite
a challenge.
Jon Engel
Adult Education Director
Community Action Inc.
PO Box 748
San Marcos, TX 78667
Voice (512)392-1161 ext. 334
Fax (512)396-4255
Email jengel at communityaction.com
Web www.communityaction.com
Subject: [ProfessionalDevelopment 3034] Re: exploring curriculum issues
From: George Demetrion gdemetrion at msn.com
Date: Mon Feb 16 16:35:56 EST 2009
Good afternoon, all.
Curriculum would be a great topic. Speaking of that, could anyyone recommend a good book on adult education curriculum that one could use in teaching a course on this topic at the upper undergraduate and Masters level.
Best,
George Demetrion
Subject: [ProfessionalDevelopment 3041] Re: exploring curriculum issues
From: Gabb, Sally S. Sally.Gabb at bristolcc.edu
Date: Tue Feb 17 09:16:55 EST 2009
Hi all - as an adult educator for many years now in college developmental reading, am well aware of the challenges. Will speak to several issues:
1) the 'gateway' tests: here at Bristol Community college in Fall River MA we use the College Placement Test (ACCUPLACER) with mixed success. It is a fair 'gross' measure of a student's ability to handle college text reading and studying, but the issue of 'cut off' scores is always key: many students who could benefit from college reading/studying prep squeak through, while others who test badly are required to take the class. The very structure of this particular test, and the online presentation is challenging to some, and not always a good indicator of college ready reading/learning skills. I suggest that all adult educators concerned with transition take one of these gateway tests themselves to evaluate what is tested and in what format, for better preparation. There is an online version of the CPT developed by the New England Institute for Technology that is easily accessible online.
2) 'readiness' for college reading/writing: I find a number of issues for both GED grads and underprepared HS grads. First, most students who were not engaged in high school do not read much: the issue of the volume of reading required in college (including the cc's) is huge for these students. Fluency, including skimming, scanning and summarizing skills, is a major issue for many students. Encouraging book clubs, book discussions, etc. can be a tremendous advantage for ABE students. Also, textbook reading prep - introduction to the ways that textbooks are designed for the learning process - can help transitioning students.
3) academic vocabulary: most GED students and underprepared hs grads have limited reading vocabulary due to limited reading. Emphasis on vocabulary development can provide a distinct advantage to transitioning students. Making vocab development a part of the entire ABE center can be exciting and worthwhile.
4) understanding of what the 'disciplines' mean: how academia has traditionally organized pursuit of knowledge, I find, can help students better understand what it means to get a college degree.
These are just a few of the areas that I think are important in the transition process. Now that I am a 'developmental reading (college level) specialist', I also realize that college reading instruction has it's own approach and language of instruction. I recommend seeking the resources through NADE, the National Association of Developmental Education: www.nade.net<http://www.nade.net> - and the College Reading Association www.collegereadingassociation.org<http://www.collegereadingassociation.org> for excellent dialogue and resources.
I consider myself an ABE 'mole' in the world of developmental education - love the chance for dialogue with ABE folks! Sally Gabb, Reading Skills Specialist, Bristol Community College
Subject: [ProfessionalDevelopment 3042] Re: (no subject)
From: Gabb, Sally S. Sally.Gabb at bristolcc.edu
Date: Tue Feb 17 09:23:16 EST 2009
Another response relating to 'transitions' and developmental courses at the community college level: it's important that ABE/ GED classes go beyond just enabling students to pass the gateway tests: students need to be prepared for the intensity and volume of college reading, writing and math. Curriculum at the ABE level for those desiring transition needs to reflect a 'college prep' orientation that considers the full complexity of the college learning experience. Many of the 'transitions' programs have done a fabulous job in developing curriculum - the Nellie May projects funded through the New England Literacy Resources Center are excellent examples. See the 'Focus on Basics' issues that review the programs and successes - www.ncsall.net - for a wide variety of resources on the subject. Sally Gabb
Subject: [ProfessionalDevelopment 3045] Re: ProfessionalDevelopment Digest, Vol 41, Issue 15
From: Sara Brooks saralobro at hotmail.com
Date: Tue Feb 17 10:22:10 EST 2009
In my state the adult classes are not conducted at a community college. Our colleges don't share what is on the compass tests or even what scores students need to have. For those programs that are trying to improve student scores on the college entrance tests, how did you begin discussions?
Sara W. Brooks
Academic Advisor
Southgate Adult and Community Education
14101 Leroy
Southgate, MI 48195
734-246-4633
saralobro at hotmail.com
Subject: [ProfessionalDevelopment 3047] new topic: curriculum
From: Karen Farrar kwfarrar at cogeco.ca
Date: Tue Feb 17 14:20:13 EST 2009
I think that adult literacy curriculum would be a great topic. I am also
looking for resources on developing adult (literacy) curriculum and
curriculum theory.
Karen
Subject: [ProfessionalDevelopment 3044] Re: exploring curriculum issues
From: Christy Nelson cnelson at nwm.cog.mi.us
Date: Tue Feb 17 16:33:28 EST 2009
I just came in on this discussion, so forgive me if this suggestion has
been posted already.
Our Adult Education program is in the middle of an initiative called the
TAPET project. (Transitioning Adults into Postsecondary Education and
Training). We have been working closely with our Community and 4 year
colleges to help successfully transition adults into postsecondary
education. One of the initiatives in this project is to administer the
Compass diagnostic tests which will provide specific information
regarding remediation needs. When I researched the Compass information,
it stated that the educational software PLATO is linked to the Compass
test.
Christina Luckey-Nelson
Adult Education Coordinator
TBAISD Adult Education/NW MI Works!
1209 S. Garfield Suite C
Traverse City, MI 49686
Phone: 231-922-3710
Fax: 231-922-3737
Subject: [ProfessionalDevelopment 3048] Re: exploring curriculum issues
From: Wrigley, Heide heide at literacywork.com
Date: Tue Feb 17 17:03:03 EST 2009
Alright then, socialism it is (from each ... to each.. etc)
How about a FREE chapter on Orientations to Curriculum (including the Social Change orientation). It's from Bringing Literacy to Life (we have the intellectual copyright and it's in the public domain) and the references are a bit dated, but hey - gift horse etc. So feel free to Xerox for your students
I forget if this list serve allows attachments but if this doesn't come through, I'll be happy to send a copy to your private e-mail
Best
Marlene
Heide Spruck Wrigley
Literacywork International
Subject: [ProfessionalDevelopment 3052] I-BEST Model discussion intro
From: Mason, Kristina kmason at highline.edu
Date: Wed Feb 18 10:59:38 EST 2009
Hi
I was the ESL/ABE instructor for our first Phlebotomy I-BEST at Highline CC and helped develop the class at the beginning.
www.phlebotomyibest.com is the website we are maintaining to feature our students.
The I-BEST link on our college website is http://flightline.highline.edu/cg/ibest.html
I would like to know how to create more I-BEST programs, particularly for healthcare occupations.
Our first phlebotomy I-BEST class had some great outcomes.
thanks
Kris
Kris Mason
Interim Director
Puget Sound Welcome Back Center
Highline Community College
Building 19 - 103
Office Phone: 206-878-3710 ext. 3345
welcomeback at highline.edu
http://welcomeback.highline.edu
Subject: [ProfessionalDevelopment 3056] Why I-BEST?
From: Jackie A. Taylor jackie at jataylor.net
Date: Wed Feb 18 14:41:46 EST 2009
Welcome to the state directors and state staff, community college staff,
professional developers, and adult education and workplace literacy
colleagues who recently subscribed. Thanks to all for sending the I-BEST
discussion announcement to your networks.
So why are we having this discussion? "Why I-BEST?"
BACKGROUND:
Many on this AALPD/NIFL List use it as a national community of practice
(http://www.nifl.gov/nifl/publications/pdf/ABELJournal08PD.pdf). We
collaborate in large and small work groups to identify solutions and
advance the field of adult literacy professional development.
In December 2008, we discussed what professional development would need
to do in the event that we saw Stimulus funding for PD to aid in
economic recovery
(http://wiki.literacytent.org/index.php/Economic_Stimulus_and_PD_Summary
). Among the issues, we said that we should:
- a. Take a closer look at Washington state's I-BEST initiative and related professional development component
- b. Explore training team teachers - literacy/numeracy/ELL and content teacher teams
- c. Expand online/blended learning for adult learners
- d. Discuss/develop a model for distance PD to train distance education teachers
- e. Recommend a policy model for states for funding professional development with any new federal funding
A team from Washington State, as well as Lennox McLendon, Special
Advisor with the National Council of State Directors of Adult Education,
graciously agreed to join us next week to discuss adult education's role
in economic recovery and Washington state's I-BEST model. More on that
soon.
Some discussions you see this week (Re: "Design Elements Guide")
pertains to item "d" above. In January, a work group, consisting of
about 20 professionals from MA, MI, TN, PA, IL, and other states, formed
to develop a Design Elements draft. This week they've shared their draft
for our feedback:
http://home.comcast.net/~djrosen/Design_Elements_2.16.09.rtf
The audience for the Design Elements document includes state and
national professional developers, state ABE Directors, and national
administrators who have (will have) responsibility for Online
Professional Development. Feedback can be posted here or sent directly
to David Rosen at djrosen1 at gmail.com .
More soon...
Jackie
Jackie Taylor, PD List Facilitator, jackie at jataylor.net
Subject: [ProfessionalDevelopment 3057] Career Pathways
From: Jackie A. Taylor jackie at jataylor.net
Date: Wed Feb 18 14:43:20 EST 2009
Hello again!
Please continue posting your questions for our guests or email them to
me direct. I noticed much interest around curriculum and transitions
issues. I'm wondering if someone from the I-BEST team would like to
address some of these points this week?
While we'll explore the I-BEST model next week, several states, regions,
and programs are also doing work in career pathways. I'd like to hear
about that work, too, which brings me to questions for the group:
- What have been your experiences with career pathways initiatives, team teaching, contextual instruction, concurrent or dual enrollment, or basic skills instruction in the context of work?'
- What type of policy or structural barriers do you face in moving students to college level work?
Looking forward ~
jackie
Jackie Taylor, List Facilitator, jackie at jataylor.net
Subject: [ProfessionalDevelopment 3058] Re: Career Pathways
From: Ward, Kim kward at tacomacc.edu
Date: Wed Feb 18 15:32:53 EST 2009
Hi Jackie, thank you for your questions and for the opportunity to
participate as a guest in this discussion.
I will start by introducing myself to the group. My name is Kim Ward and
I work at Tacoma Community College in Washington State. I have also
noticed the discussion and interest around curriculum for transition
courses. This has been an ongoing "hot topic" on our campus so I look
forward to learning about what you all are doing around this issue. I
also look forward to discussing how we have worked around some of these
issues at our college with the integration of the I-BEST model. We have
done some exploration of the traditional transition course, but have
done more work in the area of aligning curriculum and developing
pathways with other areas of the college that enable our students to
bypass college placement exams. I look forward to discussing this and
more next week.
Cheers,
Kim Ward
Associate Dean for Adult Basic Skills
Tacoma Community College
Subject: [ProfessionalDevelopment 3059] Re: ProfessionalDevelopment Digest, Vol 41, Issue 15
From: Julie Scoskie jscoskie at adulted.win.net
Date: Wed Feb 18 16:10:27 EST 2009
I would ask the college how many GED recipients are attending their college,
how many students are entering at very low levels, if they are satisfied
with their overall retention of students, etc. I would stress that by
working together and combining resources you can improve the services
rendered to students or potential students. Our fiscal agent is a public
school system; however, we have successfully partnered with our local
community college since 2003 to provide an integrated, seamless system. You
may obtain information and view materials we have developed to align
curricula by visiting www.workforcetraining4u.com
<http://www.workforcetraining4u.com/> and clicking on EES/Transitions.
Also, the National COABE Conference will have an entire transition strand
devoted to issues relating to dual enrollment and building success
transition models. The conference is April 18-22 in Louisville, Kentucky.
For more information, visit http://coabe2009.org <http://coabe2009.org/>
Julie
Subject: [ProfessionalDevelopment 3061] Re: ProfessionalDevelopment Digest, Vol 41, Issue 15
From: Christy Nelson cnelson at nwm.cog.mi.us
Date: Wed Feb 18 17:42:29 EST 2009
Wow Julie! I was so thrilled with the information on your site. You
have done an awesome job with this. I encourage everyone to take a look
at this website. It is so informative with great information!
Our Adult Education Program is in the middle of what's called our TAPET
project - to help Transition our Adults into Ps Education and Training.
While looking at your site, it appears that we are very similar
programs. Our program collaborates with Northwest Michigan Works! and
we are housed inside their one-stop service centers. Many of the
initiatives in the TAPET project are very similar to yours, but we are
only in the 2nd year of the process. You are so much further along than
we are so it is great to see what we are attempting can work!
Some of the initiatives include:
- Meetings with our local 2 year and 4 year colleges. We are on the 2nd round of discussions with them. Your MOU's samples are invaluable in helping to get an idea of other ways we can collaborate.
- Career Education and Training Fairs at each of the Michigan Works! Service centers with the representatives of the 2 and 4 year colleges as well as short term training providers. These are similar to college night for high school students, but are geared towards adults with an emphasis on Career Planning, financial aid and educational
training searches.
- College Prep and Career Prep classes. Much of your topics on your website are exactly what our classes include!
- We are just about to implement a Peer Mentoring training to take place this summer to be ready for Fall students. Mentors are previous Adult Education students that have already been attending postsecondary education. They will be paired with new students will mentor for one year and will receive a small stipend for their time.
- We are just now beginning to administer the COMPASS test so that remediation can take place before they attend college and have to pay expensive costs. (Your PowerPoint really shows this well!)
- We have created a Study Skills class that is offered to the public as well as our Adult Education students. Again, it is very similar to classes that you have provided on the website.
- Campus Days for Adult Education Students. Recognizing that many of our students are first generation college students and may have never been on a campus, our teachers take them for a visit and tour.
It is difficult to convince some staff of the need for higher scores on
the GED to insure success in PS education. They have always felt that
their job was just to educate to pass the test. In addition, career
awareness for adults in an adult education program also seems to be a
difficult task. I Again, I really liked the way you describe this need
to educate "to a job" and your examples of income and home ownership in
your presentation! Your PowerPoint's seem to be echoing my staff meeting
presentations.
Thank you for your posting! I would have never seen your site if not
for this listserve message. Great job and thanks for creating paths for
our adult learners and sharing your information!
Christina Luckey-Nelson
Adult Education Coordinator
TBAISD Adult Education/NW MI Works!
1209 S. Garfield Suite C
Traverse City, MI 49686
Phone: 231-922-3710
Fax: 231-922-3737
Subject: [ProfessionalDevelopment 3062] Re: ProfessionalDevelopment Digest, Vol 41, Issue 22
From: Barbara Jacala barbara.jacala at guamcc.edu
Date: Wed Feb 18 18:08:42 EST 2009
Kris,
Thank you for the link to your IBEST website. At Guam Community College we
are looking at implementing something like an IBEST. Your site is a helpful
model. Are there any other IBEST internet sites we can visit?
Barbara Jacala
Guam Community College
Subject: [ProfessionalDevelopment 3065] I-BEST Model of Integrated Literacy Works!
From: tsticht at znet.com tsticht at znet.com
Date: Thu Feb 19 14:16:28 EST 2009
Colleagues: Re: Upcoming I-BEST discussion. The following note discusses US
and international examples of integrated language, literacy, numeracy and
vocational models similar to the I-BEST model. Some relevant resources are
at the end of the note. Tom Sticht
Integrated Literacy Works! Making Workforce Development Efficient and
Effective in Industrialized Nations
February 11, 2007
Tom Sticht
International Consultant in Adult Education
Throughout the industrialized nations of the world, which are fast becoming
the informationalized nations of the world, there is an urgent need to
up-skill the literacy, numeracy, and English language skills of what are
increasingly becoming under-skilled workforces. International adult
literacy surveys showing one- to two-fifths of a nation's workforce with
lower than expected literacy, numeracy, or English language skills, and an
emergent globalization of work being sent to lower wage nations have
heightened the need for effective and efficient ways to help adults
re-skill, up-skill, and cross-train as jobs shift globally and
technologically.
One approach to improving the efficiency of basic skills and job skills
training that is gaining in popularity in developed nations follows what I
have called a Functional Context Education approach. In this approach,
basic literacy, numeracy , and English language skills education is
integrated into, or embedded in, or contextualized within, vocational
education or job skills training. This approach is more efficient because
it shortens the learners overall time required to be in education and
training, and increases the amount of time that can be spent on a job
providing productive activity in the marketplace and bringing home a
paycheck. It does this because it removes the need to have learners spend
time first raising their basic skills to some established level before they
can enter into vocational education. Instead, the integrated approach makes
it possible to both raise basic skills and learn vocational knowledge and
skills at the same time.
In January 2007 I presented three speeches in the Dublin, Ireland area
called Integrated Literacy Works! In one speech on 23 January at the
National University of Ireland (NUI) at Maynooth I summarized a hundred
years of professional wisdom using Functional Context Education to
integrate literacy instruction with important skills training such as
farming, banking, working, and parenting. Then I summarized four lines of
scientific (quasi-experimental) research from the United States and United
Kingdom that supports the integrated literacy approach to adult basic
skills and vocational education.
The foregoing speech was followed by a two hour workshop in which I
presented four case studies of Functional Context Education integrating
literacy and vocational education, including methods, materials,
evaluation, and outcomes. Cases included job training in a large
organization, vocational English for English Language Learners (ELL/ESOL),
integrated basic skills and electronics education, and examples of
materials for integrating literacy and numeracy in five occupational
education programs: Construction Trades, Automotive Industries, Electricity
& Electronics, Office Technology, & Health Occupations.
Both the speech and the workshop at NUI Maynooth were especially relevant on
23 January because the university was celebrating the graduates of a unique
certificate program in Integrated Literacy that was jointly sponsored with
the National Adult Literacy Agency (NALA) in Ireland. NALA was the
originator of the Integrated Literacy effort in Ireland in which literacy,
numeracy, and English language skills are taught integrated into vocational
training.
The Integrated Literacy approach developed at NALA was picked-up by adult
literacy educators in New Zealand, where a recent report on integrating
literacy in other courses was developed. In a policy-oriented speech on 24
January for a group of policymakers and literacy education sponsors I spoke
about the international efforts at integrated literacy in Australia, Canada,
New Zealand, the United Kingdom, and the United States. In the UK Integrated
Literacy is referred to as Embedded Literacy and I reviewed recent research
showing that the greater the extent of embedding of literacy into
vocational training, the greater the completion rates, achievements of
qualifications, and other important outcomes for both literacy and
vocational qualifications.
In the policy-oriented presentation I also reviewed the use of Functional
Context Education with integrated/embedded/contextualized literacy and
special subject matter content in job training in a large organization,
vocational English for English Language Learners (ELL/ESOL), electronics
education, and occupational education.
Implications were drawn for a policy and strategy on vocational and
work-related education and training, based on Functional Context Education
principles, including integrated literacy, numeracy, and English language
education, which provide multiple returns to investments in adult literacy
education. These "multiplier effects" of Functional Context Education go
beyond the training in literacy, numeracy, English language and
work/vocational skills and tend to return benefits in health, community
activity, and, importantly, in parenting and grand-parenting that helps
children with their school learning.
Ireland's NALA has produced a very important set of products for adult
educators showing how to integrate literacy with vocational training, and
it has pioneered a university level certificate program at a prestigious
university for the professional development of adult educators who can work
to integrate basic skills and jobs skills training. These activities provide
a solid model for workforce development in our globalized world.
Given the increasing need for both basic skills and work-related skills in
industrialized/informationalized nations, integrated literacy education
provides a cost-beneficial approach for more rapidly advancing adults into
the work they want and with the basic skills they need. In short,
Integrated Literacy Works!
Online Resources:
For NALA's resources on integrating literacy go to www.nala.ie and click on
Projects to find Integrating Literacy into Further Education and Vocational
Training; under NALA's Publications search for Integrating Literacy
Guidelines. For Functional Context Education reports go to
www.nald.ca/fulltext/fce/cover.htm and see Functional Context Education:
Making Learning Relevant in the 21st Century. Chapter 2 in this report
provides information about integrated/embedded/contextualized literacy in
six industrialized/informationalized nations. For integrated literacy in
New Zealand go to www.workbase.org.nz and search publications for a guide
to integrating literacy into other courses. For embedded literacy in the
United Kingdom go to www.nrdc.org.uk
Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net
Subject: [ProfessionalDevelopment 3067] Re: ProfessionalDevelopment Digest, Vol 41, Issue 15
From: Silja Kallenbach silja_kallenbach at worlded.org
Date: Fri Feb 20 11:50:53 EST 2009
Hello,
The College Transition Toolkit developed by the National College
Transition Network at World Education is one resource for how to start
discussions with community colleges or other post-secondary providers
about college placement testing and a host of other topics that are
important to effective or smooth transitions for adult learners. The
adult ed programs that we have worked with in New England and beyond
have found that it is a an ongoing process of relationship building.
Much like any other relationship, you're never quite done with it. There
are always new developments, players and layers to consider. Often, the
relationship building begin with Deans (ideally) or staff at Academic
Affairs, Admissions and Student Support Services (or whatever name those
offices go by in the particular college). The toolkit has examples
from programs and . . . some tools. Go to
http://www.collegetransition.org/toolkit.html
Silja
Silja Kallenbach, Director
New England Literacy Resource Center
World Education
44 Farnsworth Street
Boston, MA 02210
tel. 617-482-9485 x 3826
fax. 617-482-0617
skallenbach at worlded.org
www.nelrc.org
Subject: [ProfessionalDevelopment 3068] Re: I-BEST websites at Highline CC
From: Mason, Kristina kmason at highline.edu
Date: Sat Feb 21 15:14:37 EST 2009
Hi, Barbara requested the websites for our I-BEST programs
http://flightline.highline.edu/cg/ibest.html
www.phlebotomyibest.com
Here are the I-BEST websites for Highline CC. On the first link, there are links to all our I-BEST programs and descriptions.
Kris Mason
Interim Director
Puget Sound Welcome Back Center
Highline Community College
Building 19 - 103
Office Phone: 206-878-3710 ext. 3345
welcomeback at highline.edu
http://welcomeback.highline.edu
