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AssessmentCareer & College ReadinessCivics and Citizenship Data ManagementDigital LiteracyESOL
GED/HSEHealth LiteracyNetworksNumeracyProgram ManagementReading and Writing
Course Offerings | September 2013 January 2014
Continuing Professional Education
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WESHAPELIVES
WHO WE AREThe Literacy Assistance Center (LAC) is dedicated to advancing adult literacy as a core value in our society. We envision a future in which every immigrant, every parent, and every adult in this country has the full range of knowledge and skills they need to secure employment, achieve economic security, access quality health care, support their children in their schooling, and actively participate in the civic life of their communities.
Since 1983, the LAC has been working to expand and strengthen the programs in adult basic education, English for speakers of other languages, and high school equivalency that serve New York’s most educationally disadvantaged and economically marginalized adults. Our expertise includes programming and curriculum design in health literacy, family literacy, civics education, and digital literacy, as well as the incorporation of language and basic skills development into occupational education courses.
WHAT WE BELIEVEWe believe that adult literacy education is part of a broader movement for educational equity and social justice. We believe that “literacy” is not just the power to speak the language, read and write the words on a page, and do basic math, but the power to “read” and critically analyze the world. The programs we work with cultivate the skills and confidence students need to succeed in the workplace, pursue college and careers, engage in the political process, advocate for themselves and their families, and express their inner voice and creative spirit.
WHAT WE DOThe LAC provides core training and ongoing professional development to new and experienced adult educators. We provide program leaders with data support, guidance on policy implementation, and on-site technical assistance. The LAC convenes networks of stakeholders and serves as an informational resource for policymakers, funders, and advocates. In addition, the LAC provides training, curriculum design, and program development services to a variety of organizations and institutions that have an interest in adults’ reading, writing, oral communication, and numeracy skills.
The LAC works with seasoned teachers, tutors, staff developers, and program managers as well as those new to the issues of adult literacy – introducing strategies and practices that better enable them to help the adults they work with to achieve their goals and pursue their dreams.
To learn more about the LAC, please visit our website, www.lacnyc.org, or contact the executive director, Ira Yankwitt, at iray@lacnyc.org or 212-803-3302.
About the Literacy Assistance Center
Register at http://literacyassistancecenter.eventbrite.com 1
ContentsAbout the LAC inside front cover
Definitions/Descriptions 2
About the LAC Academy 3
Custom Services 4
Registration Policies 5
Assessment 6
Career & College Readiness 7
Civics and Citizenship 8
Data Management 9
Digital Literacy 10
ESOL 12
GED/HSE 15
Health Literacy 16
Course Calendar center pull out
Numeracy 17
NYC RAEN Networks 19
Program Leadership 21
Reading and Writing 22
The LAC Academy 24
Facilitators 27
Organizations Served by NYSED RAEN 30
Index 32
Adult Literacy Conferences inside back cover
Continuing Professional Education OfferingsSeptember 2013–January 2014
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Definitions/Descriptions CCSSCCSS stands for Common Core State Standards. The Common Core State Standards are national standards that have been adopted by 45 states for use in P–12 Education. These standards were designed with the goal of readying all students, at every level, for college and career. In New York State, the field of adult education is moving to align itself with these standards.
COHORT GROuPSCohort groups are made up of individuals with similar interests who engage in a course of study together over a set period of time. Cohort members make a commitment to attend all sessions and participate in group activities. Individuals must apply and be accepted to participate in some programs, such as the certificate programs listed on pages 24–26.
DIGITAL LITERACy Digital literacy is the ability to locate, organize, understand, evaluate, and analyze information using digital technology. Digitally literate people can communicate and work more efficiently, especially with those who possess the same knowledge and skills. Digital literacy encompasses computer hardware, software packages (particularly those used most frequently by businesses), the Internet, cell phones and smartphones, and other digital devices. A person who uses these skills to interact with society may be called a digital citizen.
HSEHSE stands for high school equivalency. High school equivalency instruction leads to a high school equivalency diploma, which is issued by the state. Of the different pathways to achieving high school equivalency, the most well known is passing the GED assessment.
NETWORkSNetworks are groups of people who share similar interests and concerns. Networks connect members, face-to-face and electronically, to exchange information, promising practices, issues, and concerns. Four networks meet at the LAC: the College Transition Network, the GED/HSE Testing Network, the Literacy Zone Network, and the RAEN Program Managers’ Network. In the network section you will also find events for specific segments of the above-mentioned networks. The networks meet every other month. Read more about them on pages 19 and 20.
SOCIAL MEDIA
Social media refers to the use of web-based and mobile technologies to turn communication into interactive dialogue. In adult education, social media tools provide inexpensive access to an array of online activities and an exciting way to incorporate real-life computer skills into language and literacy instruction.
TASCTASC stands for Test Assessing Secondary Completion, the high school equivalency test developed by CTB McGraw Hill. In New York State, TASC will replace the 2002 GED as the only free, state-subsidized assessment leading to a NYS HSE diploma.
WEBINARSShort for web-based seminar, a webinar can be a presentation, lecture, workshop, or seminar that is transmitted over the Internet. Our webinars are free but require that participants have access to a computer with Internet access and a phone line for the audio portion of the webinar. Our webinars are recorded and shared, but participating in the live webinar allows you to interact with the presenter and other attendees.
WORkSHOPSIn workshops, a facilitator introduces new skills, and participants become actively engaged in exploring ways to use them, often through group activities. Most workshop sessions at the LAC are hands-on and use a combination of simulations, role play, demonstrations, and both large- and small-group activities. Single workshops are either full-day or half-day events. Workshop series are developmental. Each succeeding session builds on those that came before; participants are expected to attend the entire series.
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About the LAC Academy The LAC Academy offers academically rigorous, sustained professional development courses to current and future adult educators. Established in 2008, the LAC Academy is the certificate-granting arm of the LAC. The threefold mission of the LAC Academy is to:
(1) professionalize the field of adult education
(2) expand the number of adult education programs and educators adhering to the NYSED Adult Literacy Education Core Curriculum (ALECC) Indicators of Program Quality
(3) raise public awareness of the literacy and language needs of adults in the USA
All of the Academy’s fee-based programs provide participants with a firm foundation in a particular field of study and examples of best practices. All programs are offered in a “blended” format that combines on-site workshops with interactive online assignments designed to enable groups of participants to develop into permanent professional learning communities of peers.
The LAC Academy currently offers the following programs:
■ Adult Literacy Education Core Curriculum (ALECC)
■ Teaching English as a Second Language to Adults (TESLA/TESOL)
■ Preparing Students for High School Equivalency Using the Common Core State Standards (CCSS)
■ The Freirean Popular Education Institute for Social Justice and Empowerment
■ Teaching ESOL to Adults with Limited Literacy (TEALL)
■ Reflective ESOL Teachers’ Forum
Upon successful completion of each program, participants are awarded a professional certificate and continuing education units (CEUs).
More information about each certificate program can be found on pages 24–26. Details are available at http://www.lacnyc.org/LACAcademy.
A note to our RAEN associates: The certificate programs listed above and outlined in further detail on pages 24–26 are in-depth versions of workshops you will see throughout this catalog. The ALECC certificate program (page 25) is free of charge to RAEN participants.
Victor C. EdrosolanESL Instructor
Literacy Partners, Inc.
“ Many of my classmates have gone to college... and many of us got a job because we improved our English…. I have to thank Mr. Victor for encouraging me and giving me inspiration always.”Emmy Wilson Guerrero, former student and current college student
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The LAC offers a wide range of custom services to educational institutions, nonprofit organizations, unions, and employers.
Consulting & CoachingThe LAC works directly with executive directors, program managers, and project coordinators to foster effectiveness in adult education leadership, improve the overall quality of instructional offerings, and help organizations design new adult education programs.
Customized TrainingThe LAC can adapt existing professional development offerings or design whole new programs to meet your organization’s specific needs. Our staff will be happy to work with you to design an appropriate professional development program, and we will deliver it at your preferred location.
Data ServicesThe LAC offers an array of data services for program managers, policymakers, funders, researchers and advocates. These include:
■ Customization of ASISTS for current users who would like additional features
■ Integration of other data tracking systems that programs and funders use
■ Design of new data collection and data tracking systems
■ Professional development on collecting, managing, reporting, and analyzing data
■ Consulting on accessing and using data for programmatic decision making
Curriculum DevelopmentThe LAC works with programs and organizations to develop customized, contextualized curricula for programs in English for speakers of other languages (ESOL), adult basic education (ABE), high school equivalency (HSE or GED), and occupational training. Our staff also assists in the preparation of course materials and publications.
To learn more about the LAC’s custom services, please visit our website, www.lacnyc.org, or contact the executive director, Ira Yankwitt, at iray@lacnyc.org or 212-803-3302.
Custom Services
John FentonABE/Pre-GED/GED/ HSE InstructorCUNY
“ John has a gift for creating a kind, professional, and peaceful learning environment that engages students of all kinds and backgrounds.”Frances Rosenson, Director, Brooklyn College Adult Literacy Program
Register at http://literacyassistancecenter.eventbrite.com 5
Registration Policies 1. Registration is required for all LAC courses.
Non-registered walk-ins will not be admitted to workshops.
2. LAC reserves the right to cancel any event that does not have a minimum of 8 registrants by the required registration date (3 days before the event). You will be notified if the event you have registered for is cancelled.
3. If you are wait-listed, you will be advised if a space becomes available at least one day before the workshop date. Do not show up for a workshop if you have been put on the wait list.
4. All sessions begin at the stated time in the schedule. Plan on participating in the full workshop event, as late comers and early leavers are disruptive to the work and atmosphere in the room.
Register
Registrations are accepted in the order that they are received.
Online
Go to http://lacnyc.org/, and on the right side of the screen (scroll down) you will see our workshop calendar. Click on the date of the event for which you would like to register and follow the registration prompts.
In person
Come to the LAC at 39 Broadway, Suite 1250, to visit the registration office.
Smartphone
Using a QR reader app, scan this QR code to get to the full listing of all our events on Eventbrite.
This QR code will take you to the Eventbrite registration website for all LAC events. You can also get to the registration page by going to http://bit.ly/NklKAr
After you register
1. You will receive an immediate confirmation email through Eventbrite, the registration system the LAC uses to process your registration.
2. On the day of your workshop, report on time to the registration office in Suite 1250 for directions to the training room. See policies at left.
3. If you do not receive confirmation of your registration within a couple of days, please call us at 212-803-3362.
4. Be sure to bring your confirmation slip with you when you come to the LAC.
5. If you find out that you cannot attend an event after registering, please let us know by either emailing HollyP@lacnyc.org or calling 212-803-3362.
Travel directions
The Literacy Assistance Center is located at 39 Broadway, Suite 1250, New York, NY 10006.
By subway
1. 4 or 5 to Bowling Green Station. Exit at Bowling Green and Broadway. Walk north on Broadway for two blocks. 39 Broadway will be on your left.
2. 1, 9, or R to Rector Street Station. Exit at Rector Street. Walk east on Rector Street for 1 block and make a left onto Broadway. Continue to 39 Broadway.
3. J, M, or Z to Broad Street Station. Take Stock Exchange exit. Walk south on Broad Street one block to Exchange Place and make a right onto Exchange Place. Walk to Broadway and make a left. Continue to 39 Broadway.
By bus
Take the M1 or M6 bus to Broadway and Morris Street or take the M15 bus to South Ferry.
39 Broadway
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AssessmentEnsuring standards of student assessment practice that support adult learning
UsINg AssessmeNt to Foster the LANgUAge DeveLoPmeNt oF esoL LeArNers
Facilitator: michael PerroneAudience: esoL instructors,
program managers
Assessment plays a critical role in the language
development of our students. This workshop
will give teachers of English as a second/foreign
language a foundation in language assessment.
Participants will come away with tools to create
valid classroom tests that not only reliably measure
student achievement and proficiency but also help
guide instructional decisions. We will explore how
aspects of principal language assessment, such
as validity, reliability, authenticity, practicality, and
washback, affect teaching and learning. Participants
will learn to construct valid and reliable classroom
assessments of all the language proficiencies, using
forms including multiple choice, portfolio, and es-
say assessments.
Date: AST 14-100 - thursday, september 26
Time: 9:30 a.m.–4:30 p.m.
Best PLUs test ADmINIstrAtors’ trAININg
Facilitator: Be JensenAudience: esoL instructors, testing staff
Become a certified BEST Plus test administrator.
Participants will practice administering the print-
based or computer-based version of the test and
will become familiar with CAL’s standardized testing
procedures and scoring rubric. Participants receive
a test administrator guide and practice CD.
Dates: AST 14-102 - monday, september 30
AST 14-103 - Wednesday, october 30
AST 14-104 - Wednesday, November 20
AST 14-105 - Friday, December 6
Time: 9:30 a.m.–4:30 p.m.
Best PLUs reFresher CoUrse
Facilitator: Be JensenAudience: Previously certified Best Plus
administrators
The Center for Applied Linguistics (CAL) and the
New York State Education Department (NYSED)
require that BEST Plus test administrators attend a
refresher training once a year in order to continue
as BEST Plus test administrators. The refresher
course provides a comprehensive review.
Dates: AST 14-111 - monday, september 23
AST 14-112 - thursday, october 24
AST 14-113 - Wednesday, November 13
AST 14-114 - Wednesday, December 4
Time: 9:30 a.m.–3:30 p.m.
tABe ADmINIstrAtors’ trAININg
Facilitator: Be JensenAudience: ABe instructors, geD/hse
instructors
Increase rigor when administering the Test of Adult
Basic Education (TABE). Become familiar with TABE
Forms 9 & 10 as an assessment tool for placing
students, monitoring student progress, planning
instruction, and improving your program. Learn
about the various TABE materials, especially the
Locator Test, the Complete Battery Form, and the
Survey Form. Compare the different levels, content,
and formats of the test. Participants will learn how
to administer the test and interpret the scores
using the Norms Book.
Dates: AST 14-106 - tuesday, september 24
AST 14-107 - tuesday, october 22
AST 14-108 - tuesday, November 26
AST 14-109 - Wednesday, December 11
Time: 9:30 a.m.–12:30 p.m.
INDICAtors oF ProgrAm QUALItY
Facilitator: Be JensenAudience: Program managers, anyone
See description on page 21.
Date: PTM 14-101 - Friday, November 1
Time: 9:30 a.m. –12:30 p.m.
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Career and College Readiness
LeverAgINg YoUr INNer CoACh For hIgh-ImPACt resULts
Facilitator: Chaya AbelskyAudience: esoL, ABe & geD/hse
instructors; program managers
As a leader in your work unit and in your life, learn
how to employ an aspect of the coaching process to
draw out the skills and talents that may be hidden
within you, your colleagues, and team members.
In this course you will explore a conversational ap-
proach to coaching that facilitates a results-focused
and action-oriented dialog. You’ll discover tech-
niques for structuring conversations and dialogs that
lead to insights and productive, rewarding actions.
Date: CCR 14-100 - tuesday, November 12
Time: 9:30 a.m.–12:30 p.m.
the NoNACADemIC skILLs CoLLege-BoUND eLLs NeeD
Facilitator: Natalia de Cuba romeroAudience: esoL & geD/hse instructors,
program managers
It’s not always what you know, but who you can get
to help you. College ELLs are most successful not
when they have perfect English, but when they can
locate the right campus resources for what they
need and can effectively approach and win over
the people who can help them. You will learn how
to prep and coach students to identify and use
campus resources (even before they enroll) and
give them the tools to courteously and effectively
approach professors and other facilitators on the
phone, by email, or in person.
Date: CCR 14-101 - thursday, January 16, 2014
Time: 6:00 p.m.–9:00 p.m.
the Book CLUB
Facilitator: marilyn J. rymniakAudience: Program managers, anyone
So much to read, so little time to do it. We are
in a time of transition in adult literacy education.
Several important reports and white papers have
been issued concerning the future direction of adult
education, among them CAAL’s In a Time of Scarce Resources: Near Term Priorities in Adult Education, ETS’s America’s Perfect Storm: Three Forces Chang-ing Our Nation’s Future, and the soon-to-be-re-
leased OECD PIAAC Report on Adult Competencies and the Workforce. Set aside time to read a few of
these reports and engage in stimulating discussion
on these important ideas with friends and col-
leagues during our Monday afternoon book club.
Dates: CCR 14-103 - monday, November 4
CCR 14-104 - monday, November 18
CCR 14-105 - monday, December 9
Time: 4:00 p.m.–6:00 p.m.
CoLLege AND CAreer trANsItIoN NetWork
Facilitator: Winston Lawrence & Cynthia BellAudience: staff of post-secondary transition
programs
See description on page 20.
Dates: NTW 14-112 - tuesday, october 8
NTW 14-113 - tuesday, December 10
Time: 9:30 a.m.–11:30 a.m.
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CIvICs: CreAtINg meANINgFUL LessoNs IN AN ImmIgrAtIoN reForm CoNtext
Facilitator: Natalia de Cuba romeroAudience: esoL instructors
Whether preparing for a citizenship test, campaign-
ing for the DREAM Act, or trying to understand how
immigration legislation gets through or gets mired
in Congress, adult ESOL students need to know
how government works. We will explore a variety
of multimedia resources (especially the free ones!),
games, and issue-based ways to engage students
in understanding the Constitution, the structure
of the U.S. government, and how these affect im-
migrants directly. Bring a flash drive, because small
groups will create classroom-ready lesson plans
to take home.
Date: CIV 14-100 - Wednesday, october 9
Time: 6:00 p.m.–9:00 p.m.
Civics and Citizenship
Francine MallozziAdministrative AssistantNYC Department of Youth and Community Development
“ Do not make the mistake of thinking that all we need is a person like Francine to do the job for our adult literacy community; it is specifically Francine Mallozzi whom we need and Francine who keeps us all afloat.”Larry Fish, Director, Shorefront yM-yWHA
Register at http://literacyassistancecenter.eventbrite.com 9
QUArter 1 DAtA roUNDtABLe
Facilitator: kate torneseAudience: Data staff, program managers
This is an informal quarterly opportunity to
ask questions and share data experiences with
other people working on NRS data. Registration
is required.
Date: DTM 14-100 - tuesday, october 8
Time: 2:00 p.m.–4:00 p.m.
QUArter 2 DAtA roUNDtABLe
Facilitator: kate torneseAudience: Data staff, program managers
This is an informal quarterly opportunity to
ask questions and share data experiences with
other people working on NRS data. Registration
is required.
Date: DTM 14-101 - thursday, December 5
Time: 10:00 a.m.–12:00 p.m.
DrINkINg From the FIre hose: FINDINg AND evALUAtINg the DAtA YoU NeeD
Facilitator: venu thelakkatAudience: Program managers
Become the data expert for your program. Whether
you’re writing grant applications or trying to get to
the bottom of a problem at your program, asking
the right questions and finding the appropriate data
are critical. This workshop walks you through the
process of identifying and refining the questions
you want to ask and then finding the right data to
answer them. In addition to internal sources, you
can use many publicly available (and free) data
sources. This workshop will help you find the
right ones.
Date: DTM 14-102 - Wednesday, september 25
Time: 9:30 a.m.–12:30 p.m.
oNLINe tooLs For ANALYzINg DAtA
Facilitator: venu thelakkatAudience: Program managers
Do your data analysis “in the cloud.” Organizations
like the U.S. Census Bureau, Google, and Wolfram
Alpha have created data analysis tools that you can
use with public data as well as your own. This work-
shop will include a hands-on exploration of some of
these tools as well as a discussion of their relevance
to your program.
Date: DTM 14-103 - Friday, october 25
Time: 9:30 a.m.–1:30 p.m.
CLeANINg, PrePArINg, AND ANALYzINg YoUr DAtA
Facilitator: venu thelakkatAudience: Program managers
Think your data are ready for prime time? All data,
whether you collect or download them, need work.
This workshop walks you through the process of
identifying and resolving issues with your data, pre-
paring them for the analyses you want to conduct,
and choosing the right analyses for the research
questions you want answered. Come ready to get
your hands dirty with some hands-on exercises.
Date: DTM 14-104 - thursday, November 7
Time: 9:30 a.m.–1:30 p.m.
Data Management
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Digital Literacy
CoLLABorAtIve WeB 2.0 resoUrCes For the CLAssroom
Facilitators: Linda A. Pelc & Cynthia s. Wiseman
Audience: esoL, ABe & geD/hse instructors
New web tools to enhance language learning and
development are emerging all the time. Use of
these tools supports language development and the
improvement of reading and writing skills. It also
helps students develop digital literacy skills essen-
tial for the 21st century. In this three-hour workshop,
participants will interact with useful web 2.0 tools,
including blogs; wikis; sites featuring reading, writ-
ing, grammar, and pronunciation instruction; and
file storage sites.
Date: DIG 14-100 - Friday, November 15
Time: 9:30 a.m.–12:30 p.m.
heLPINg stUDeNts BUILD soCIAL CAPItAL throUgh oNLINe NetWorkINg
Facilitator: Nell eckersleyAudience: esoL, ABe &
geD/hse instructors
According to the Pew Internet and American Life
project, “As of May 2013, almost three quarters
(72%) of online U.S. adults use social networking
sites, up from 67% in late 2012”—and up from just
8% in February 2005. This workshop will look at
how to manage social networking. Participants will
discuss such sites as LinkedIn, Facebook, YouTube,
Tumblr, and Twitter, focusing on how they can be
used for college and career transition, communi-
cating with family, and creating personal learning
networks. We will discuss how students can use
these tools to develop social capital as they move
beyond our classrooms. Participants will identify at
least two social networking tools that fit the needs
of their students.
Date: DIG 14-101 - thursday, september 19
Time: 9:30 a.m.–1:30 p.m.
UsINg smArtPhoNes AND IPoD toUChes IN the CLAssroom
Facilitator: Nell eckersleyAudience: esoL, ABe & geD/hse
instructors
Do many of your students have their own smart-
phones? In this workshop we will look at ways to
use smartphones and iPod Touches for teaching
and learning. We will look at useful apps that pro-
vide access to dictionaries, videos, podcasts, web-
sites, polling sites, and note-taking tools. If you’ve
never used a smartphone or iPod, this is definitely
the workshop for you.
Date: DIG 14-102 - monday, october 21
Time: 9:30 a.m.–12:30 p.m.
DeveLoPINg moBILe-FrIeNDLY CoNteNt
Facilitator: Nell eckersleyAudience: esoL, ABe & geD/hse
instructors
Learn how to create content that your students can
access on their smartphones, tablets, and comput-
ers. We’ll work hands-on with tools like Weebly,
Paper.li, QR codes, and Poll Everywhere. Everyone
will leave this session with some mobile-friendly
online content to share.
Date: DIG 14-103 - Wednesday, November 6
Time: 9:30 a.m.–1:30 p.m.
IPAD BAsICs
Facilitator: John LyonsAudience: esoL, ABe & geD/hse
instructors
Never touched an iPad before? Not sure what they
are all about? In this workshop we will cover the
basics including how to navigate the iPad, along
with some basic apps useful in the classroom. This
session is for people with very little or no experience
using iPads.
Date: DIG 14-104 - Wednesday, october 2
Time: 1:30 p.m.–4:30 p.m.
Register at http://literacyassistancecenter.eventbrite.com 11
ADvANCeD IPADs
Facilitator: Nell eckersleyAudience: esoL, ABe & geD/hse
instructors
If you know the basics of how to get around your
iPad but want to know more about how the iPad
can be used in the classroom, this is the workshop
for you. We will look at apps, how they can be used
with students, and how to connect to Apple TV. This
workshop is for people with some familiarity with
iPads. If you have taken iPad Basics, you are ready
for this workshop.
Date: DIG 14-105 - monday, December 2
Time: 9:30 a.m.–12:30 p.m.
IPADs For ProDUCtIvItY
Facilitator: John LyonsAudience: esoL, ABe & geD/hse
instructors
In this workshop, we will look at apps that you and
your students can use to take notes, read, gather
information, and generally keep organized. This
workshop is for people with some familiarity with
iPads. If you have taken iPad Basics, you are ready
for this workshop.
Date: DIG 14-106 - thursday, December 19
Time: 1:30 p.m.–4:30 p.m.
ALIgNINg to the CommoN Core: INtegrAtINg teChNoLogY
Facilitator: shannon AllenAudience: esoL, ABe & geD/hse
instructors
The Common Core State Standards (CCSS) require
teachers to incorporate technology into their
instruction. This hands-on workshop will examine
the technological aspects of the CCSS for English
language arts and provide an overview of free and
easy-to-use online resources that reading and writ-
ing instructors can use with learners.
Date: DIG 14-107 - Wednesday, september 18
Time: 9:30 a.m.– 2:30 p.m.
INtro to exCeL
Facilitator: John LyonsAudience: Data staff, anyone
This session will offer an introduction to and
overview of Microsoft Excel for those unfamiliar or
uncomfortable with the application. Participants will
learn and discuss the basic uses and functions of
Excel while getting hands-on practice with editing
and creating spreadsheets. The workshop will focus
on how to create formulas for calculations, format
sheets for ease of use and printing, and create
graphs from data.
Date: DIG 14-108 - Friday, october 18
Time: 9:30 a.m.–1:30 p.m.
esoL 2020
Facilitator: harry glassAudience: esoL instructors, program
managers, testing staff
See description on page 12.
Date: ESOL 14-100 - Wednesday, october 30
Time: 12:30 p.m. –3:30 p.m.
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esoL 2020
Facilitator: harry glassAudience: esoL instructors, program
managers, testing staff
ESOL instructors have been teaching English-
language skills to adult students using 20th-century
techniques. In the 21st century, many adult students
find technology challenging and therefore enroll
in computer literacy classes. There are benefits in
combining computer literacy with English literacy.
We will explore how to use various resources to
teach ESOL using computer technology. We will
also look at issues to consider when designing
lesson plans.
Date: ESOL 14-100 - Wednesday, october 30
Time: 12:30 p.m.–3:30 p.m.
mAxImIzINg LeArNINg reteNtIoN
Facilitator: James ChangAudience: esoL, ABe & geD/hse
instructors; program managers
Students forget. How can you maximize their
learning retention? To help you achieve this goal,
the presenter uses fun activities, multimedia, and
reflective questions to engage you in practicing
brain-based methods and finding solutions. You’ll
leave with practical and adaptable techniques to
change your students’ states of mind and increase
learning retention.
Date: ESOL 14-101 - Friday, september 13
Time: 1:30 p.m.–4:30 p.m.
LANgUAge LeArNINg throUgh LIterAtUre
Facilitator: elizabeth FonsecaAudience: esoL instructors
This workshop will explore ways to use literature,
such as poems and folktales, to add dimension to
your ESOL instruction and to your students’ writ-
ing. By engaging with literature, students not only
expand their vocabulary and reading skills but also
have rich opportunities for creative expression as
they transform their understanding of what they
have read into a basis for their own work. Sugges-
tions for creative writing tasks will be demonstrated.
Date: ESOL 14-102 - saturday, october 12
Time: 12:30 p.m.–3:30 p.m.
reADINg ACtIvItIes For ADULt esoL stUDeNts
Facilitator: Cara tuzzolino-WerbenAudience: esoL instructors
This interactive workshop features an integrated
set of activities to boost students’ academic read-
ing skills. Genre exploration, vocabulary activities,
and summarizing strategies as well as presenta-
tions highlighting speaking and listening skills are
discussed. Best suited for instructors with interme-
diate-level students and above. Please bring suitable
books or titles to share in the workshop. Handouts
will be provided.
Date: ESOL 14-103 - thursday, october 31
Time: 9:30 a.m.–12:30 p.m.
ESOL
Register at http://literacyassistancecenter.eventbrite.com 13
DIFFereNtIAtINg INstrUCtIoN: meetINg the NeeDs oF ALL YoUr LeArNers
Facilitator: Judy trupinAudience: esoL instructors
Teachers often find out that their supposedly one-
level “beginner” or “intermediate” ESOL classes
contain learners whose skill levels are widely
disparate. Some speak well but have minimal writ-
ing skills. Others are good readers but have trouble
with oral English. Still others, while falling in the
designated class level, are much lower in all skills
than most of the group. Often learners’ educa-
tional backgrounds vary as well. This workshop will
address meeting the needs of ESOL learners at all
levels while still creating a sense of community.
Date: ESOL 14-104 - Wednesday, January 15, 2014
Time: 9:30 a.m.–1:30 p.m.
eNgLIsh LANgUAge LeArNINg WIth A DrAmAtIC FLAIr
Facilitator: Judy trupinAudience: esoL instructors
Acting out scenes that learners may encounter in
their real lives is a standard activity in ESOL class-
rooms. But often these activities are memorized
dialogues that don’t really stimulate fluency. What
can we learn from the world of drama to enliven
role plays and enhance our learners’ oral skills? Judy
Trupin combines her backgrounds in ESOL and in
theater to help you create role plays that will engage
your learners while promoting oral fluency. Other
drama-based ESOL activities will also be covered.
Date: ESOL 14-105 - Friday, December 20
Time: 9:30 a.m.– 12:30 p.m.
eNgAgINg ADvANCeD eLLs IN the CLAssroom
Facilitator: Ashley FiferAudience: esoL instructors
What do you do when a student complains that an
activity is too easy? It can often be difficult to chal-
lenge advanced learners, particularly ELLs who may
already have basic speaking and listening skills yet
still need the time and opportunity to practice more.
In this workshop, the presenter will show how to
engage these students in activities that strengthen
these skills, using debates, films, presentations,
and group activities that mimic real life outside the
classroom. Participants will be encouraged to share
their own experiences and help create extension
activities that can further benefit this group
of students.
Date: ESOL 14-106 - thursday, January 16, 2014
Time: 6:00 p.m.–9:00 p.m.
CoNtextUALIzeD LANgUAge LeArNINg throUgh AmerICAN FILm: ImPLemeNtINg CorPUs LINgUIstICs AND the LexICAL APProACh
Facilitator: marilyn J. rymniakAudience: esoL instructors
This contextualized curriculum workshop will dem-
onstrate an innovative, high-performance-outcome
methodology effective for use with multi-level ESOL
adult learners. Based on the principles outligned
in corpus linguistics and the lexical approach to
language learning, the presenter uses a carefully
selected 60-minute American film to get second-
language learners effectively and quickly com-
municating in English. This program, launched in
five diverse venues including immigrant/refugee,
correctional facility, workplace, community-based
volunteer, and university-based intensive ESOL
programs, has consistently shown remarkably quick
gains in educational levels based on standardized
test scores, while increasing both learner retention
and engagement rates.
Date: ESOL 14-107 - saturday, December 14
Time: 9:30 a.m.–4:30 p.m.
14
ESOL, continued
Teaching English as a Second Language to Adults (TESLA)Want more than a three-hour
workshop? The LAC Academy offers a
certificate program in teaching English as a
second language (TESLA). Please see page
25 for more information!
www.lacnyc.org/TESLA
See also Reflective ESOL Teachers’ Forum
and Teaching ESOL to Adults with Limited
Literacy on page 26.
teAChINg BegINNINg eLLs WIth LImIteD LIterACY
Facilitator: Judy trupinAudience: esoL instructors
This two-part workshop will provide insight into
the needs of beginning English language learners
who have minimal first-language literacy. Where do
you start? How are these learners’ needs different?
How can you create engaging activities when their
skills are so minimal? The first session will provide
a general overview and discuss effective curriculum
and materials based on research from the field. The
second session will focus on hands-on activities,
particularly those that include reading and writing
for literacy-level learners. You are welcome to attend
one or both sessions.
Dates: ESOL 14-108 - thursday, January 9, 2014
ESOL 14-109 - thursday, January 23, 2014
Time: 9:30 a.m.–1:30 p.m.
CIvICs: CreAtINg meANINgFUL LessoNs IN AN ImmIgrAtIoN reForm CoNtext
Facilitator: Natalia de Cuba romeroAudience: esoL instructors
See description on page 8.
Date: CIV 14-100 - Wednesday, october 9
Time: 6:00 p.m.–9:00 p.m.
the NoNACADemIC skILLs CoLLege-BoUND eLLs NeeD
Facilitator: Natalia de Cuba romeroAudience: esoL & geD/hse instructors,
program managers
See description on page 7.
Date: CCR 14-101 thursday, January 16, 2014
Time: 6:00 p.m. –9:00 p.m.
ALterNAtIves to LANgUAge exPerIeNCe
Facilitator: Bona L. soanesAudience: esoL & ABe instructors
See description page 23.
Date: RAW 14-107 - Wednesday, october 16
Time: 12:30 p.m.–3:30 p.m.
heLPINg ADULt LeArNers to CommUNICAte WIth heALth ProFessIoNALs
Facilitator: Winston LawrenceAudience: esoL, ABe & geD/hse
instructors
See description on page 16.
Date: HLT 14-100 - thursday, october 17
Time: 9:30 a.m. –12:30 p.m.
Register at http://literacyassistancecenter.eventbrite.com 15
UsINg emotIoNALLY resPoNsIve teAChINg strAtegIes to sUPPort LeArNINg AND PersoNAL groWth
Facilitator: Jaye JonesAudience: esoL, ABe & geD/hse
instructors; program managers
This workshop will introduce the concept of emo-
tionally responsive teaching (ERT), which integrates
critical literacy and counseling perspectives to help
instructors and learners become more self-aware
and minimize the misunderstandings that can lead
to disconnection in the classroom. Participants
will discuss teaching challenges and learn strate-
gies to facilitate learner relationships that are open,
engaged, and strengths-based. Participants will also
explore how ERT strategies can promote learner
persistence and improve educational outcomes.
Date: GED 14-100 - tuesday, october 1
Time: 9:30 a.m.–12:30 p.m.
ALIgNINg to the CommoN Core: INtegrAtINg teChNoLogY
Facilitator: shannon AllenAudience: esoL, ABe & geD/hse
instructors
See description on page 11.
Date: DIG 14-107 - Wednesday, september 18
Time: 9:30 a.m.– 2:30 p.m.
geD/hse testINg NetWork
Facilitator: Nell eckersleyAudience: geD/hse testing staff
See description on page 18.
Dates: NTW 14-109 - Wednesday, september 25
NTW 14-110 - monday, November 4
NTW 14-111 - tuesday, December 10
Time: 1:30 p.m.–3:30 p.m.
serIes: CoNCePts AND PrINCIPLes oF Pre-ALgeBrA For the tAsC
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors
See description on page 17.
Dates: NuM 14-100 – thursday, september 19
NuM 14-101 – thursday, october 10
NuM 14-102 – thursday, November 21
NuM 14-103 – tuesday, December 17
Times: see page 17.
serIes: CommoN Core shIFts IN reADINg AND WrItINg INstrUCtIoN
Facilitator: shannon AllenAudience: reading & writing instructors
See description on pages 22 and 23.
Dates: RAW 14-101 – Wednesday, september 25
RAW 14-102 – Wednesday, october 2
RAW 14-103 – Wednesday, october 23
RAW 14-104 – monday, November 18
RAW 14-105 – Wednesday, December 11
RAW 14-106 – monday, January 13, 2014
Times: see pages 22 and 23.
GED/HSE
High School Equivalency PrepWant more than a three-
hour workshop? The LAC
Academy offers a certificate program
in high school equivalency preparation,
incorporating the new Common Core
State Standards. Please see page 25
for more information!
www.lacnyc.org/HSECCSS
16
heLPINg ADULt LeArNers to CommUNICAte WIth heALth ProFessIoNALs
Facilitator: Winston LawrenceAudience: esoL, ABe & geD/hse
instructors
Adult learners face many challenges as they seek to
maintain their health while attending classes regu-
larly. This workshop will assist teachers in develop-
ing curricula and instruction to help adult learners
communicate orally and in writing with healthcare
professionals. The facilitator will introduce key
concepts in health literacy and discuss barriers to
communication that students with limited literacy
skills frequently encounter, including medical jargon
and dense texts. We will then identify tools and
techniques to reduce or eliminate these barriers.
The workshop will include activities teachers can
use to build students’ oral and written communica-
tion skills.
Date: HLT 14-100 - thursday, october 17
Time: 9:30 a.m.–12:30 p.m.
exteND YoUr ProgrAm ImPACt throUgh heALth LIterACY INstrUCtIoN
Facilitator: Winston LawrenceAudience: Program managers
Participants will learn ways that health literacy
instruction can help literacy programs highlight
positive student outcomes. These outcomes can be
documented and used to show program impact to
funders and community decision-makers. We will
also discuss ways in which adult literacy programs
can help build capacity in their communities
through health and literacy activities.
Date: HLT 14-101 - tuesday, september 24
Time: 9:30 a.m.–11:30 a.m.
Health Literacy
Melissa NievesDirector of Adult EducationUnion settlement Association
“ Melissa Nieves has taught me to never give up on my goals and dreams, no matter how hard or what gets in my way.”kimberly Trenard, student
Register at http://literacyassistancecenter.eventbrite.com 17
Numeracy
serIes: CoNCePts AND PrINCIPLes oF Pre-ALgeBrA For the tAsC
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors
Have you ever felt you need to learn or relearn
important mathematical concepts in order to be
more effective as a math instructor? If you need
to brush up on your understanding of more com-
plex mathematics to be prepared for the changes
that are coming with the new assessment, then
this series is for you. Concepts and Principles
of Pre-Algebra for the TASC will reposition adult
educators as adult learners to go through a unit
of instruction. Sustained participation in all
four sessions of the series will have the greatest
benefit; however, you are welcome to register for
individual workshops.
I. Operations and Algebraic Properties
In the first workshop, participants will learn the
concepts behind the rules for operating with
integers and will identify students’ common mis-
conceptions. Additionally, participants will gain
an understanding of the algebraic properties and
explore their connections with other mathemati-
cal skills.
Date: NuM 14-100 - thursday, september 19
Time: 1:00 p.m.–4:00 p.m.
II. Order of Operations, Simplifying
Algebraic Expressions
In the second workshop of the series, partici-
pants will learn the concept behind the order
of operations, aka “PEMDAS”: parentheses,
exponents, multiplication, division, addition,
subtraction. They will also learn how to use
operations and combine like terms to simplify ex-
pressions with or without variables. Participation
in the previous workshop of the series is strongly
recommended.
Date: NuM 14-101 - thursday, october 10
Time: 1:00 p.m.–4:00 p.m.
III. Linear Equations: using the Inverse
In the third workshop of the series, participants
will learn the main goal behind solving a linear
equation and how it relates to the concept of
equality. They will also learn the three techniques
for using the inverse to solve equations. Par-
ticipation in the previous two workshops of the
series is strongly recommended.
Date: NuM 14-102 - thursday, November 21
Time: 1:00 p.m.–4:00 p.m.
IV. Bringing It All Together
In the final workshop of the series Concepts and
Principles of Pre-Algebra for the TASC, partici-
pants will engage in activities that require them
to use the concepts, skills, and techniques they
learned in the previous three workshops. Prereq-
uisite: attendance at a minimum of two previous
workshops in the series.
Date: NuM 14-103 - tuesday, December 17
Time: 2:00 p.m.–4:00 p.m.
NAvIgAtINg the CommoN Core stAte stANDArDs For mAthemAtICs
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors,
program managers
Participants will learn how to use the Common
Core standards as a framework for math lessons.
They will come away with specific tools that can
assist with lesson and unit planning.
Date: NuM 14-104 - monday, september 16
Time: 9:30 a.m.–11:30 a.m.
18
Numeracy
8 stANDArD PrACtICes oF mAthemAtICs
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors,
program managers
Have you ever wondered how to apply the Com-
mon Core State Standard mathematical standard
practice “Make sense of problems and persevere
in solving them,” or even what it means? If
you would like to learn how the eight standard
practices of mathematics should affect your
instruction and your students’ learning, then this
workshop is for you. In addition, you will learn
how to develop activities and tasks that allow
students to display these practices.
Date: NuM 14-105 - tuesday, october 29
Time: 9:30 a.m.–11:30 a.m.
FoCUsINg oN PrIorItY CoNCePts: INstrUCtIoNAL shIFts For mAth
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors,
program managers
Participants will learn how the Common Core
State Standards mathematics shifts should be
applied to their instruction. We will investigate
the benefits of focusing on priority concepts. Ad-
ditionally, we will learn how to correct students’
mathematical misconceptions by applying the
shift of focus to our instruction.
Date: NuM 14-106 - thursday, November 7
Time: 9:30 a.m.–12:30 p.m.
ProvIDINg CohereNCe oF CoNCePts AND ProCeDUres: INstrUCtIoNAL shIFts For mAth
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors,
program managers
Participants will learn how the Common Core
State Standards mathematics shifts should be
applied to their instruction. We will investigate
the benefits of providing explicit coherence of
concepts and skills through all levels of math-
ematics. Additionally, participants will learn how
the use of coherence will help students to see
that mathematics can and should make sense.
Date: NuM 14-108 - thursday, December 5
Time: 9:30 a.m.–12:30 p.m.
hoW to BreAk the hABIt oF teAChINg oNLY ProCeDUrAL mAthemAtICs
Facilitator: Cynthia BellAudience: ABe & geD/hse instructors,
program managers
Participants will learn how to develop students
who are mathematically proficient by introduc-
ing mathematical concepts prior to procedures.
Additionally, participants will learn techniques
for moving away from teaching procedure first
to teaching a blend of concepts, procedures, and
applications.
Date: NuM 14-107 - Wednesday, January 8, 2014
Time: 9:30 a.m.–11:30am
Lester LambertInstructorCUNY
“ What has always struck me about Lester is his ongoing commitment to improving his practice in order to help his students learn more effectively.”kate Brandt, Professional Development Coordinator, CuNy Adult Literacy Program
Register at http://literacyassistancecenter.eventbrite.com 19
LIterACY zoNe PArtNershIP CoorDINAtors roUNDtABLe
Facilitator: Winston LawrenceAudience: Lz partnership coordinators
This roundtable is designed to provide partnership
coordinators with an opportunity to discuss issues
and identify best practices related to managing
partnerships. Participants will be able to present
and share innovative solutions to the challenges
they face.
Dates: NTW 14-100 - monday, september 16
NTW 14-101 - Wednesday, December 4
Time: 9:30 a.m.–11:30 a.m.
LIterACY zoNe CAse mANAgers AND CoUNseLors roUNDtABLe
Facilitator: Winston LawrenceAudience: Lz case managers & counselors
This roundtable gives case managers and coun-
selors an opportunity to discuss issues related to
academic advising, counseling, and helping learn-
ers access social services. Participants will identify
best practices and share innovative solutions to the
challenges they face.
Date: NTW 14-102 - thursday, september 26
Time: 9:30 a.m–12:30 p.m.
ProgrAm mANAgers meetINg
Facilitator: Nell eckersleyAudience: Program managers
The NYC Regional Adult Education Network
provides this opportunity for NYC RAEN program
managers to meet with one another and with repre-
sentatives of NYSED to learn about new initiatives
and keep up to date on continuing projects. Each
program is expected to send at least one represen-
tative to these meetings.
Dates: NTW 14-103 - tuesday, september 17
NTW 14-104 - tuesday, November 19
NTW 14-105 - tuesday, January 14, 2014
Time: 9:30 a.m.–12:30 p.m.
LIterACY zoNe NetWork
Facilitators: Nell eckersley & Winston Lawrence
Audience: Literacy zone staff
With a total of 17 Literacy Zones now funded in New
York City, the NYC RAEN Literacy Zone Network
provides a space for Literacy Zone staff to meet and
learn from one another as well as to receive updates
from NYSED.
Dates: NTW 14-106 - tuesday, september 17
NTW 14-107 - tuesday, November 19
NTW 14-108 - tuesday, January 14, 2014
Time: 1:30 p.m.–3:30 p.m.
NYC RAEN Networks
kate BrandtBE/GED Professional Development CoordinatorCUNY
“ [Kate’s] strongest impact…has been showing me—in what she does as well as what she says—the blend of listening, encouragement, and rigor that I think of as the art of teaching.”Lynda Abdoo, GED teacher, Bronx Community College
20
geD/hse testINg NetWork
Facilitator: Nell eckersleyAudience: geD/hse testing staff
The GED/HSE Testing Network, a collaboration
between the LAC and the New York State Depart-
ment of Education, is open to all organizations that
provide GED/HSE preparation and testing services.
Joining the network is a great way to get updates
and perspectives on policies that affect administra-
tion of GED/HSE programs. The network provides
a space for discussing local issues and challenges
and their policy implications. Participants learn
from each other, sharing resources and current
practices. This year we will be focusing on issues
around the transition from the current GED test to
the Test Assessing Secondary Completion (TASC),
which will be New York State’s high school equva-
lency test beginning January 1, 2014.
Dates: NTW 14-109 - Wednesday, september 25
NTW 14-110 - monday, November 4
NTW 14-111 - tuesday, December 10
Time: 1:30 p.m.–3:30 p.m.
CoLLege AND CAreer trANsItIoN NetWork
Facilitators: Winston Lawrence & Cynthia BellAudience: staff of post-secondary transition
programs
The NYC RAEN College and Career Transition
Network provides a venue for New York-based adult
education providers to explore issues associated
with post-secondary and career transition for adult
students. The network supports the establishment
and strengthening of college and career transition
services for adult literacy students through technical
assistance, professional development, collegial
sharing, and advocacy. It also provides increased
visibility for these critical sectors of the adult basic
education system. Participants discuss policy and
share best practices; take part in local, national,
and online professional development events; and
connect with and contribute to the national move-
ment to ensure post-secondary and career
transition services.
Dates: NTW 14-112 - tuesday, october 8
NTW 14-113 - tuesday, December 10
Time: 9:30 a.m.–11:30 a.m.
NYC RAEN Networks, continued
Weihua (Wendy) WenESOL TeacherNYC Doe - oACe
“ Wendy’s philosophy is that she was put on this earth to serve people as a teacher and to be vigorous in aiding them to realize their dreams.”Susan Byrnes, ESOL teacher, NyC DOE Regions 2 and 4
Register at http://literacyassistancecenter.eventbrite.com 21
Program Management
vALUINg DIversItY
Facilitator: Be JensenAudience: Program managers, esoL, ABe &
geD/hse instructors
This workshop will explore the issues of diversity
and difference in the adult education classroom.
Through the use of proven models and techniques,
participants will improve their ability to manage and
benefit from the multi-dimensional differences—
culture, age, race, ethnicity, learning styles, socio-
economic levels, gender, learning disabilities—that
our adult learners bring to the classroom.
Date: PTM 14-100 - Wednesday, october 9
Time: 9:30 a.m.–12:30 p.m.
INDICAtors oF ProgrAm QUALItY
Facilitator: Be JensenAudience: Program managers, anyone
In this workshop, participants will come to
understand the importance of adult education
in the Regents P–16 Action Plan and will identify
the qualities that make a good adult education
and literacy program. The workshop will focus on
program assessment instruments that have been
benchmarked with NYSED’s Indicators of Program
Quality. Participants will develop personal profes-
sional development plans for the coming year.
Date: PTM 14-101 - Friday, November 1
Time: 9:30 a.m.–12:30 p.m.
CAse mANAgemeNt 101 For ADULt eDUCAtIoN ProgrAms
Facilitator: s. michele echolsAudience: Program managers,
case managers
This workshop will cover the best practices for
adult education case managers using NYSED’s “10
Pathways out of Poverty” as a benchmark to provide
the best services to our adult learners. It will also
provide an overview of creative workshop topics
that will engage students while addressing many of
the societal barriers they face.
Date: PTM 14-102 - tuesday, January 7, 2014
Time: 9:30 a.m.–12:30 p.m.
LeverAgINg YoUr INNer CoACh For hIgh-ImPACt resULts
Facilitator: Chaya AbelskyAudience: esoL, ABe & geD/hse
instructors; program managers
See description on page 7.
Date: CCR 14-100 - tuesday, November 12
Time: 9:30 a.m. –12:30 p.m.
exteND YoUr ProgrAm ImPACt throUgh heALth LIterACY INstrUCtIoN
Facilitator: Winston LawrenceAudience: Program managers
See description on page 16.
Date: HLT 14-101 - tuesday, september 24
Time: 9:30 a.m. –11:30 a.m.
22
Reading and Writing
serIes: CommoN Core shIFts IN reADINg AND WrItINg INstrUCtIoN
Facilitator: shannon AllenAudience: reading & writing instructors
This series of six consecutive workshops will
provide an overview of the shifts in reading and
writing instruction and assessment brought
about by the Common Core State Standards.
Each workshop will build on the last; participants
are strongly encouraged to attend the workshops
in sequence but may attend single workshops
if necessary. Every session will highlight at least
one Common Core-aligned document, activity,
and instructional strategy that teachers can put
to immediate use.
I. Balancing Informational and Literary Texts
This workshop will focus on finding and select-
ing Common Core-aligned informational texts
that are also learner-centered. In addition to
providing participants with reading material, this
workshop will help them master the instructional
strategy of close reading.
Date: RAW 14-101 - Wednesday, september 25
Time: 5:30 p.m.–8:30 p.m.
II. Staircase of Complexity
This workshop will build on the previous one,
as we discuss approaches to measuring the
complexity of the texts we select. We will also
map out units of instruction using multiple texts
that first are matched to students’ reading levels
and then stretch beyond them. Participation in
the previous workshop in the series is highly
recommended.
Date: RAW 14-102 - Wednesday, october 2
Time: 5:30 p.m.–8:30 p.m.
III. Academic Vocabulary
Which vocabulary words should you focus on
and how should you teach them? This workshop
will focus on identifying and selecting “aca-
demic” or “Tier-2” vocabulary. In addition, we
will discuss and engage with evidence-based ap-
proaches to vocabulary instruction. Participation
in the previous workshops in the series is highly
recommended.
Date: RAW 14-103 - Wednesday, october 23
Time: 5:30 p.m.–8:30 p.m.
IV. Asking Text-Based Questions, Eliciting
Text-Based Answers
The Common Core requires instructors to
engage students in text-based conversations.
Instructors thus need to concentrate on develop-
ing text-dependent questions that consistently
require learners to return to the text to find the
answers. This workshop offers an overview of
the different types of questions we should be
asking. Participants will collaborate to develop
and vet text-dependent questions. Participation
in the previous workshops in the series is highly
recommended.
Date: RAW 14-104 - monday, November 18
Time: 5:30 p.m.–8:30 p.m.
V. Writing from Sources
The Common Core requires learners to develop
short and extended written arguments using evi-
dence found in texts. Students need to be skilled
readers who are able to summarize, paraphrase,
and cite evidence. This workshop will focus on
graphic organizers and writing frames that will
serve as critical instructional scaffolds to help
teachers and learners make this significant tran-
sition. Participation in the previous workshops in
the series is highly recommended.
Date: RAW 14-105 - Wednesday, December 11
Time: 5:30 p.m.–8:30 p.m.
Register at http://literacyassistancecenter.eventbrite.com 23
VI. knowledge in the Disciplines
In the Common Core era, all teachers are con-
sidered reading and writing instructors, regard-
less of their discipline. This workshop will focus
on strengthening literacy instruction in science
and social studies. Participants will analyze and
evaluate an existing GED science lesson plan
using the Tri-State ELA Rubric and then revise
the lesson so that is is aligned to Common Core
reading and writing standards. Participation in
the previous workshops in the series is highly
recommended.
Date: RAW 14-106 - monday, January 13, 2014
Time: 5:30 p.m.–8:30 p.m.
ALterNAtIves to LANgUAge exPerIeNCe
Facilitator: Bona L. soanesAudience: esoL & ABe instructors
Participants in this workshop will learn how to
fully engage beginning-level ABE readers and
ESOL high beginners in all the components of a
literacy or language lesson. Attendees will learn
to draw on students’ knowledge to develop and
expand reading, writing, speaking, listening, and
numeracy skills. They will learn how to help their
students respond to natural speech construc-
tion in English and identify and reuse formats to
communicate in reading and writing.
Date: RAW 14-107 - Wednesday, october 16
Time: 12:30 p.m.–3:30 p.m.
reADINg ACtIvItIes For ADULt esoL stUDeNts
Facilitator: Cara tuzzolino-WerbenAudience: esoL instructors
See description on page 12.
Date: ESOL 14-103 - thursday, october 31
Time: 9:30 a.m.–12:30 p.m.
hoW to APPLY FreIreAN PeDAgogY IN the CLAssroom
Facilitator: Winston LawrenceAudience: esoL, ABe & geD/hse
instructors
This workshop is designed for teachers who need
to deepen their understanding of the contexts
of adult learning and to improve their practice.
It introduces new adult literacy teachers to the
philosophy and practice of popular education
developed by Brazilian educator Paulo Freire.
Participants will learn about key concepts of his
approach and their application to classroom
practice. During the workshop, participants will
have the opportunity to practice several strate-
gies and to plan to integrate these strategies into
their curriculum and instruction.
Date: RAW 14-108 - Friday, october 4
Time: 9:30 a.m.–12:30 p.m.
the Book CLUB
Facilitator: marilyn J. rymniakAudience: Program managers, anyone
See description on page 7.
Dates: CCR 14-103 - monday, November 4
CCR 14-104 monday, November 18
CCR 14-105 monday, December 9
Time: 4:00 p.m.–6:00 p.m.
LANgUAge LeArNINg throUgh LIterAtUre
Facilitator: elizabeth FonsecaAudience: esoL instructors
See description on page 12.
Date: ESOL 14-102 - saturday, october 12
Time: 12:30 p.m.–3:30 p.m.
the Freirean Institute Want more than a three-hour workshop? the LAC Academy offers a hands-on
certificate program exploring the use of Freirean popular education for social justice.
Please see page 26 for more information!
www.lacnyc.org/TheFreireanInstitute
24
The LAC Academy’s fee-based professional certificate programs are rigorous, sustained training programs geared to current and prospective adult educators and adult edu-cation program managers. These programs provide an overview of best practices and research-based training in the fields of adult basic education, adult secondary education, and the teaching of English as a second language to adults.
OuR STuDENTS
Whether you are an “encore careerist” looking to reinvent yourself, a recent college grad, or an adult education professional, our certificate programs are designed to advance you to the next level of adult educa-tion practice. LAC Academy programs serve as initial and advanced qualifications for:
■ Anyone considering a teaching career or volunteering in adult basic education, GED/HSE (high school equivalency), or ESOL (English for speakers of other languages)
■ Adult education program managers
■ Staff development managers
■ Human resource or training department heads
■ Union training managers
■ Adult education professionals wishing to specialize, maintain credentials, or simply to stay current on what’s happening in the field of adult education
CERTIFICATE OFFERINGS
The Academy offers the following certificate programs:
■ Teaching English as a Second Language to Adults (TESLA/TESOL)
■ Adult Literacy Education Core Curriculum (ALECC)
■ Preparing Students for High School Equivalency Using the CCSS
■ The Freirean Popular Education Institute for Social Justice and Empowerment
■ Reflective ESOL Teachers’ Forum
■ Teaching ESOL to Adults with Limited Literacy (TEALL)
ONLINE LEARNING
All LAC Academy certificate programs are blended models, incorporating both in-person and online learning environments. Online learning offers a number of benefits for our students: the ability to study on their own time and interact with cohort members between face-to-face sessions, as well as the opportunity to develop and deepen computer and online skills in an increasingly digital world. Incorporated into each program are tutorials and support to make sure students have the tools they need to succeed in the online portion of our certificate programs. It is highly recom-mended that students have access to their own computers and Internet access, but the LAC does have a computer lab with Internet access available for student use by appointment.
CONTINuING EDuCATION uNITS (CEus)
Professional certificates of completion and continuing education units (CEUs) are awarded upon successful completion of each program. The LAC Academy adheres to the International Association for Continuing Education and Training (IACET) Standards of Lifelong Learning for the issuance of CEUs.
The LAC Academy
Register at http://literacyassistancecenter.eventbrite.com 25
All LAC Academy programs can make a difference in your career and life, providing you with:
■ Core knowledge
■ Opportunities to share ideas, experiences, and networks with peers
■ The ability to try out new strategies and methods with immediate feedback
■ A valuable credential from a reputable leader in adult education
TEACHING ENGLISH AS A SECOND LANGuAGE TO ADuLTS (TESLA/TESOL)
(20 CEUs) This rigorous certificate program provides current and future adult educators with a firm foundation in current theory and best practice in the fields of applied linguistics and teaching English to speakers of other languages (TESOL).
Format: Participants attend 6 training modules in 45 hours of in-person classes, in addition to 120 hours of study and reflection online as part of a professional community of practice.
Participants are placed in a 32–48 hour teacher practicum (with no additional fee); completion is required to qualify for this certificate.
ADuLT LITERACy EDuCATION CORE CuRRICuLuM (ALECC)
(10 CEUs) This comprehensive certificate program provides the foundations and core concepts of adult education, presented in 7 essential modules. Topics covered include Philosophies of Adult Education; Standards of Adult Education; Digital Literacy; the Teaching of Reading, Numeracy, and ESOL to Adults; Indicators of Program Quality. Tuition is waived for RAEN members.
Format: Participants attend 7 training modules in 27 hours of in-person classes, in addition to 80 hours of study and reflection online as part of a professional community of practice.
PREPARING STuDENTS FOR HIGH SCHOOL EQuIVALENCy uSING THE COM-MON CORE STATE STANDARDS
(10 CEUs) This certificate program provides current and future adult educators with an overview of best instructional practices, a firm foundation in the Common Core State Standards for K–12 education that will form the basis of the anticipated TASC high school equivalency exam, and an overview of the state policies guiding the transition from the current GED.
Format: Participants attend 36 hours of in-person classes, in addition to 90 hours of study and reflection online as part of a professional community of practice.
For course schedules, applications,
and tuition information, go to
www.lacnyc.org/LACAcademy.
26
The LAC Academy, continued THE FREIREAN POPuLAR EDuCATION INSTITuTE FOR SOCIAL JuSTICE AND EMPOWERMENT
(5 CEUs) Paulo Freire’s work in adult literacy has influenced people working in adult education, community development, community health, and many other fields. The institute presents Freirean philosophy in a hands-on approach for implementation in adult literacy education programs.
Format: Participants attend 18 hours of in-person classes, in addition to 30 hours of study and reflection online as part of a professional community of practice.
REFLECTIVE ESOL TEACHERS’ FORuM: A GuIDED SuPPORT GROuP FOR ADuLT ESOL TEACHERS, SERIES I
(5 CEUs) This course is an opportunity for ESOL teachers to develop their skills by exploring and reflecting on their teaching practice. It will provide an open forum for teachers to present issues and challenges they are experiencing in the classroom and receive support and guidance from both the moderator and their peers. Between on-site meetings, there will be opportunities for peer-to-peer online discussions and peer mentoring. This course is open to both new and experienced teachers.
Format: Participants attend 4 three-hour sessions, Saturday mornings, one per month for a total of 12 hours on site, in addition 40 hours of study and reflection online as part of a professional community of practice.
TEACHING ESOL TO ADuLTS WITH LIMITED LITERACy (TEALL)
(10 CEUs) This certificate program will provide insight into the needs of English language Learners who have minimal first language literacy. Included in the course will be discussion of such themes as:
■ Where do you start?
■ How are adult learners with limited literacy needs different from other adult learners?
■ How can you create engaging activities when their skills are so minimal?
■ What does the research say about best practices in teaching adult ESOL literacy learners?
Format: All participants will take part in a four-week observation or teaching reflection as the course progresses. By the end of the course, participants will be able to identify the needs of literacy learners and will be able to create evidence-based instruction for learners in both literacy and multi-level classrooms. An additional 30-hour teaching practicum placement will be made available at additional cost for those who want more practice.
For more information about our Academy
offerings, please check our website at
http://www.lacnyc.org/LACAcademy.
Register at http://literacyassistancecenter.eventbrite.com 27
Shannon Allen (pages 11, 22, 23) is a profes-sional developer for the LAC, where she facilitates workshops and develops curriculum. She is one of 24 certified ALECC trainers for the New York State Department of Education and a certified BEST Plus training administrator. Shannon began her career in adult education as a pre-GED and GED instruc-tor with the Center for Literacy in Philadelphia and then with HANAC-Begin in New York. In addition to her teaching experience in adult education, she also developed health literacy curriculum for the Mayor’s Office of Adult Education. Shannon is currently working on her doctorate in the CUNY Graduate Center’s Urban Education program; she also works as a teacher educator for various schools of education.
Cynthia Bell (pages 7, 17, 18, 20) received her bach-elor’s degree from Florida International University and completed her master’s at the Steinhardt School of Education at New York University. She be-gan teaching the reading, writing, and mathematics sections of the SAT and subsequently transitioned into teaching ABE, pre-GED, and GED mathemat-ics. She has taught high school equivalency and college transition mathematics for the last six years with a focus on instruction rooted in the Common Core State Standards.
Nell Eckersley (pages 10, 11, 19, 20) director of the NYSED RAEN of NYC and moderator of the Literacy Information and Communication System (LINCS) technology and distance learning discussion list, came to the LAC in 2005 after working several years as an ESOL teacher and program director in south-ern Brooklyn. Through her experience working with students, program staff, and the technology discus-sion list, her major focus has become technology in adult education and professional development, with web 2.0 tools being her highest priority.
Maria Begonia Jensen (fondly known as “Be,” pages 6, 21) is a senior professional development associate and project leader for Community and Family Programs at the LAC. She manages profes-sional development and technical assistance for family literacy providers in all five boroughs. Be is one of 24 certified ALECC trainers for the New York State Department of Education. She also holds a certificate in Foundations of Family Literacy and is an NYU-certified executive and organizational coach.
Winston Lawrence, Ed.D. (pages 7, 16, 19, 20, 23) is a senior professional development associate at the LAC and coordinator of the LAC Health Literacy Initiative. He has taught with the Department of
Education, CUNY, and community-based organiza-tions in New York City. Previously, he served as a lecturer in Sociology and Adult Education at the University of Guyana and worked as a community education organizer in that country. While in Guy-ana, he was sponsored by the Pan-American Health Organization, the Latin American regional arm of the World Health Organization.
Marilyn J. Rymniak (pages 7, 13) is the dean of the LAC Academy and director of Professional Cer-tificate Programs and Contextualized Curriculum Development Services at the LAC. She has been an ESOL specialist and international adult educa-tor for over 35 years, including stints in corporate, workplace, and domestic and international campus-based English language training programs. She was formerly the executive director of the TOEFL pro-gram of English language assessments at Educa-tional Testing Services in Princeton, New Jersey; the executive director of a WIA–Title I-funded EL-Civics program for refugees at the International Institute of New Jersey; the executive director and princi-pal architect and developer of the Kaplan Access America© international language training programs; and the dean of International Programs at Manhat-tanville College in Purchase, New York. She is the author of four English language training textbooks, a Fulbright scholar to Germany, a teaching fellow in the Harvard Summer ESL Program, and the project leader and author of NYSED’s ALECC.
Venu Thelakkat (page 9) is the director of the Adult Student Information and Technical Support (ASISTS) project at the LAC. He is responsible for the day-to-day management, growth, and main-tenance of the ASISTS system and for providing technical support to ASISTS users. He manages all data analysis functions of the ASISTS unit and supervises staff. Venu works with the RAEN director on all GED/HSE related projects at the LAC. Some of his achievements include successfully imple-menting a statewide MIS system, conceptualizing and creating the GED Compass system, creating the Adult Education Report Cards, and creating a powerful data analysis function for the ASISTS unit. Some of his data analysis work can be seen at http://adultedgps.blogspot.com.
kate Tornese (page 9) has been an ASISTS trainer since 2002. She has been involved with the ASISTS team’s efforts to design system modifications and trainings specific to volunteer-based literacy pro-grams. Kate is currently the customer service and training coordinator for the ASISTS team.
Literacy Assistance Center Professional Development Staff
Facilitators
28
Guest FacilitatorsChaya Abelsky (page 7) has an independent coaching practice, Triumphant Journeys. She received certification in life coaching from New York University and is a professional certified coach of the International Coaching Federa-tion. She started her career as a computer programmer, discovering her preference for working with people while doing client training for the Jewish Community Council of Greater Coney Island NonProfit HelpDesk. With clients ranging from high-profile public service profes-sional and funders to people from all walks of life, her mission is the same: to help clients take on their lives with full joy, commitment, and action.
James Chang (page 12) worked as the ESOL coordinator and staff developer at 1199 SEIU Education Fund from 2002 to 2012. Currently, he is the program coordinator for the 1199 SEIU Workplace Skills Department. James has presented workshops at TESOL conferences in 2005, 2010, and 2011. He has also presented at the NYS TESOL Conference, the 2012 Na-tional College Transition Network Conference, Columbia University, Pace University, New York University, the NYC Department of Education, and the YMCA.
S. Michele Echols (page 21) has worked in the human service field for more 25 years. Her experience in case management, supervision, youth and program development, research analysis, and workshop and program pre-sentations has afforded her the opportunity to connect with people from a humanistic perspective. She holds a master’s degree in library science from St. John’s University and a master’s in philanthropy and fundraising from New York University. Her current position is interim program manager at Queens Public Library Adult Learner Program, where she previously was a case manager.
Ashley Fifer (page 13) is the academic coordi-nator and a lecturer in the Language Immer-sion program at Nassau Community College. She holds master’s degrees in both Spanish and TESOL from NYU and has previously taught in the CUNY Language Immersion program at Bronx Community College. In
addition, she currently serves as the co-chair of the Higher Education Special Interest Group for New York State TESOL.
Elizabeth Fonseca (page 12) has taught ESL/EFL in such countries as Italy, Turkey, and the United Arab Emirates. She is interested in cross-cultural communication and the use of creative writing and literature in the ESOL classroom. Her writing has been published in reviews and journals such as Idiom, Arabia Review, and English Teaching Professional. She has taught locally at Queens College and SUNY Stony Brook, among others, and currently teaches in the Language Immersion program at Nassau Community College. She co-chairs the New York State TESOL Teaching English Internationally Special Interest Group.
Harry Glass (page 12) is a recent TESLA gradu-ate from the Literacy Assistance Center. He teaches at the Queens Library Adult Learning Center in Long Island City. His classes include beginner and intermediate ESOL. Prior to entering the ESOL field, Harry worked for many years in the audiovisual and computer industries.
Jaye Jones, Ph.D., MSW (page 15) is director of the Lehman College Adult Learning Center. She has worked in the field of adult basic edu-cation and high school equivalency prepara-tion for almost 10 years. She is committed to research and practice that integrate critical literacy theory, socioemotional learning, and relational development.
John Lyons (pages 10, 11) is the former direc-tor of the Northern Manhattan Improvement Corporation’s adult literacy program and an ASISTS Trainer. In 2007 he received a Lit-eracy Recognition Award from the LAC and the Bookbinders’ Guild of New York. He is currently pursuing his doctorate in the CUNY Graduate Center’s urban education program. His increasing experience in research and sta-tistics, along with his work with ASISTS, gives him a unique vantage point on adult literacy data analysis.
Facilitators, continued
Register at http://literacyassistancecenter.eventbrite.com 29
Linda A. Pelc, Ph.D. (page 10) has been working in EFL/ESL and language educa-tion for more than 35 years. She has taught diverse populations at all levels in the U.S. and abroad, in various programs and contexts including adult ESOL, academic ESOL, TOEFL preparation, and teacher training. She has developed curricula and designed language learning and teacher training programs in the U.S. and Greece. She earned her Ph.D. in linguistics at the CUNY Graduate Center.
Michael Perrone (page 6) is currently the direc-tor of adult education at Northern Manhattan Improvement Corporation. Additionally, he is an adjunct professor in the School of Edu-cation at Hunter College, City University of New York. Having completed his doctorate in applied linguistics, he has more than 20 years of experience in the field of TESOL, providing pedagogy support to K–12 educators and to adult education instructors.
Natalia de Cuba Romero (pages 7, 8) is a fulltime lecturer in the Language Immersion program at Nassau Community College. She holds an M.S. in journalism from Columbia University and an M.A. in TESOL from Stony Brook University, where she was a W. Burghart Turner Fellow. She has taught in the U.S. and internationally and has presented at Long Island ESOL and NYS TESOL, among oth-ers. Her interests include civility for ELLs and bridging the gap between high schools, IEPs, and mainstream university classes. Her work has appeared in Idiom and in general interest publications.
Bona L. Soanes (page 23), manager of the Elmhurst Adult Learning Center, Queens Library, holds an M.A. in language and literacy from City College and is certified by TESLA and ALECC. In her 28 years in the field, Bona has developed many innovative educational programs and taught them at national and local conferences. She is the author of Neigh-borhood Places and Creating Incentives and Context for Learning. She was honored in 2001 by the Literacy Assistance Center for her outstanding contribution to the field of literacy. In 2011, the City of New York cited her as an outstanding citizen.
Judy Trupin (pages 13, 14) has been involved in adult education for 20 years as a teacher, cur-riculum developer, trainer, and administrator. She has taught all levels of ESOL from literacy through advanced. Currently she is an instruc-tor in the LAC’s TESLA certificate program. She also teaches in the Queens Public Library ESOL program, where she wrote a health literacy curriculum for ESOL beginners and developed an ESOL computer literacy cur-riculum. A national trainer for BEST Plus, she holds an M.S. in TESOL and is co-author of chapters in two recent publications: New Ways in Teaching Adults and New Ways in Teaching Content-Based Instruction.
Cara Tuzzolino-Werben (page 12) has been in the adult education and TESOL profession for more than ten years. After working in maga-zine publishing and marketing, Cara volun-teered in an ESOL classroom. She enrolled in Teachers College, Columbia University, from which she graduated with an Ed.M. in TESOL. She began adjuncting at local universities including NYC College of Technology and Columbia. She has been an adjunct at Pace since 2003. Most recently, she has worked at a new nonprofit, the Sunset Park Alliance for Youth, where she wears many hats, including instructor, staff developer, marketer, outreach coordinator, and grant writer.
Cynthia S. Wiseman, Ed.D. (page 10) has been working in ESL/EFL and language education for more than 35 years. She has taught in various program contexts, from adult ESOL and basic education to ESOL literacy to ESOL in IEPs, AEPs, and teacher training. She has developed curricula and designed language learning and teacher training programs in the U.S., Brazil, Mexico, and China. She earned her Ed.D. from Teachers College, Columbia University, in second language writing assess-ment. She has been instrumental in develop-ing assessments for reading and writing as well as rubrics for assessing second language writing.
30
CommUNItY-BAseD orgANIzAtIoNs
Agudath Israel of America Community Services (Project COPE/Adult Education Community Services)
Brooklyn Chinese-American Association
Church Avenue Merchants Block Association
Community Impact of Columbia University
Consortium for Worker Education
Cypress Hills Local Development Corporation
Edith & Carl Marks Jewish Community House of Bensonhurst
FEGS Health and Human Services
Fifth Avenue Committee
Fortune Society
Harlem Center for Education
Hellenic American Neighborhood Action Committee (HANAC)
Highbridge Community Life Center
Indochina Sino-American Community Center
Jacob Riis Neighborhood Settlement House
Jewish Community Council of Greater Coney Island
Jewish Community Center of Staten Island
Literacy Partners
Lutheran Family Health Centers Sunset Park Health Council Community Empowerment Program
Make the Road, NY
Northern Manhattan Improvement Corporation
The Opening Word
Opportunities for a Better Tomorrow
Phipps Community Development Corporation
Queens Community House
Ridgewood-Bushwick Senior Citizens Council
Riverside Language Program
SCO Family of Services/Family Dynamics New Horizons
Shorefront YM-YWHA
Turning Point
Union Settlement Association
University Settlement Society of NY
YMCA ELESAIR Project
YMCA of Greater New York
NeW York CItY DePArtmeNt oF eDUCAtIoN DIstrICt 79
East River Academy
New York City Department of Education Office of Adult and Continuing Education (OACE)
OACE Region 1 Bronx
OACE Region 2 Queens
OACE Region 3 Queens
OACE Region 4 Manhattan
OACE Region 5 Manhattan
OACE Region 6 Brooklyn
OACE Region 7 Brooklyn
OACE Region 8 Brooklyn
Organizations Served by the New York State Education Department (NYSED) Regional Adult Education Network (RAEN) of New York City 2012–2013
Register at http://literacyassistancecenter.eventbrite.com 31
the CItY UNIversItY oF NeW York (CUNY)
Borough of Manhattan Community College Department of Continuing Education
Bronx Community College Division of Continuing Education
Brooklyn College Adult and Continuing Education
City College
City University of New York Office of Academic Affairs
College of Staten Island Adult Learning Center
Hostos Community College Adult Basic Education
Hunter College Department of Curriculum and Teaching
Kingsborough Community College
LaGuardia Community College Adult Learning Center
LaGuardia Community College, The Center for Immigrant Education and Training
LaGuardia Community College WIA (Corrections) CUNY Catch Program
Lehman College Adult Learning Center (Institute for Literacy Studies- GED only)
Medgar Evers College Adult and Continuing Education
New York City College of Technology Adult Learning Center
Queensborough Community College Department of Basic Skills
Queensborough Community College, CUNY Center of Higher Education
York College Community Learning Center
BrookLYN PUBLIC LIBrArY
The Literacy Program
Bedford Learning Center
Central Learning Center
Coney Island Learning Center
Eastern Parkway Learning Center
Flatbush Learning Center
NeW York PUBLIC LIBrArY
Centers for Reading and Writing, Office of Community Outreach Services
Aguilar Language Learning Center (CRW)
Bronx Library Center (CRW)
Tompkins Square Library (CRW)
Harlem Library (CRW)
Mott Haven Library (CRW)
Seward Park Library (CRW)
St. Agnes Library (CRW)
St. George Library Center (CRW)
Wakefield Branch Library (CRW)
West Farms Branch Library (CRW)
QUeeNsBoroUgh PUBLIC LIBrArY
Office of Programs & Services
Central Library Adult Learning Center
Elmhurst Adult Learning Center
Flushing Adult Learning Center
Peninsula Adult Learning Center
Rochdale Adult Learning Center
Steinway Adult Learning Center
32
A
Academy 3, 24–26ALECC (Adult Literacy Education Core Curriculum) 3, 24Algebra 17ASISTS 9Assessment 6
B
BEST Plus 6Book club 7
C
Career readiness 7, 10, 20Case managers 19, 21Certificate programs 3, 24–26Civics 8Coaching 4, 7College preparation 7, 10, 20Common Core State Standards 2, 3, 11, 15, 17, 18, 20, 22, 23, 25Continuing education units 24Counselors 19Curriculum development 4Customized programs 4
D
Data management 9, 11Data services 4Differentiated instruction 13Digital literacy 2, 10, 11, 25Diversity 21Drama, use in instruction 13
e
Emotionally responsive teaching 15English language learners 7, 12–14English for speakers of other languages 3, 12–14, 25, 26ESL/EFL 3, 12–14, 25, 26
F
Freirean education 20, 24
g
GED preparation 3, 15, 17, 18, 20, 25GED testing 20
h
Health literacy 16High school equivalency 2, 3, 15, 17, 18, 20, 22, 23, 25
I
Immigrants 8Internet 10, 11iPad 10, 11
L
Language development 6, 10, 12–14Language experience, alternatives to 23Lesson plan 8, 12, 17, 18, 23Limited-literacy students 14, 16, 26Literacy Zone 19Literature, use in language learning 12
m
Mathematics 17, 18
N
Networks 2, 19, 20NRS 9Numeracy 17, 18, 23
o
Occupational training 4
P
Partnership coordinators 19Pre-algebra 17Program managers 7, 9, 10, 16, 19, 20, 21, 24Program quality 9, 16, 21, 25
Q
Quality, program 9, 16, 21, 25
r
RAEN 3, 19, 20, 30, 31Reading skills 10, 12, 14, 22, 23Registration 5Retention, learning 12, 13
s
Smartphones in instruction 10Social media 2, 10Speaking & listening skills 12, 13, 23
t
TABE (Test of Adult Basic Education) 6TASC (Test Assessing Secondary Completion) 2, 15, 17 ,18, 20, 22, 23, 25Technology in instruction 10–12TESLA/ TESOL 3, 14, 25Tests, classroom 6
v
Vocabulary 12, 22
W
Web 2.0 10Writing skills 10, 12, 14, 22, 23
Index
Adult Literacy Conferences FY2014
Conference Date Place
LeArN Conference october 2013 staten Island, NY
U.s. Conference on Adult Literacy october 31–November 2, 2013 Washington, DC
National College transition Network November 13–15, 2013 Providence, rI
National Immigrant Integration Conference November 17–19, 2013 miami, FL
National Family Literacy Conference February 17–19, 2014 Washington, DC
2014 CoABe PAACe National Conference march 16–19, 2014 Pittsburgh, PA
tesoL International Convention & english Language expo
march 26–29, 2014 Portland, or
NYC Consortium for Adult Basic education April 2014 New York, NY
New York Association for Continuing/ Community education
may 12–14, 2014 Albany, NY
mLearnCon mobile Learning Conference & expo
June 24–26, 2014 san Diego, CA
30th Annual Conference on Distance teaching and Learning
August 12–14, 2014 madison, WI
The LAC supports literacy. Support the LAC.
the Literacy Assistance Center is a nonprofit, tax-exempt organization. We offer services at no charge to literacy programs that provide free services to adults and families.
every dollar you contribute makes a difference. the Literacy Assistance Center has received a four-star (highest) rating from Charity Navigator, the premier independent charity evaluator in the U.s. this rating is based on the LAC’s success in outperforming most of its peers in its efforts to manage and strengthen its finances in the most fiscally responsible way possible.
If you prefer to make your tax-deductible contribution to the LAC online, please go to http://lacnyc.org and click on Donate.
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Name ___________________________________________________________________________________
Address ________________________________________________________________________________
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Email ___________________________________________________________________________________
enclosed is my check for $___________________, payable to the Literacy Assistance Center.
mAIL to: Ira Yankwitt, executive Director
Literacy Assistance Center
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