NYC RAEN Catalog fall fy2014

AssessmentCareer & College ReadinessCivics and Citizenship Data ManagementDigital LiteracyESOL

GED/HSEHealth LiteracyNetworksNumeracyProgram ManagementReading and Writing

Course Offerings | September 2013 January 2014

Continuing Professional Education

Join us on...

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 [email protected] 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.


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 [email protected] 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


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 [email protected] 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.


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


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


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


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


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


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.


ADvANCeD IPADs


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


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


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


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


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


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


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


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


Date: HLT 14-100 - thursday, october 17

Time: 9:30 a.m. –12:30 p.m.


UsINg emotIoNALLY resPoNsIve teAChINg strAtegIes to sUPPort LeArNINg AND PersoNAL groWth

Facilitator: Jaye JonesAudience: esoL, ABe & geD/hse


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


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


Dates: NTW 14-109 - Wednesday, september 25

NTW 14-110 - monday, November 4


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


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


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


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


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


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


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


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


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


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


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


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



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


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.


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.


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.


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.


Time: 12:30 p.m.–3:30 p.m.

reADINg ACtIvItIes For ADULt esoL stUDeNts

Facilitator: Cara tuzzolino-WerbenAudience: esoL instructors


Date: ESOL 14-103 - thursday, october 31

Time: 9:30 a.m.–12:30 p.m.

hoW to APPLY FreIreAN PeDAgogY IN the CLAssroom


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


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


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


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.


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


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



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


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 ________________________________________________________________________________

City ______________________________________________________________________________________

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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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Documents

NYC RAEN Catalog fall fy2014