Click here to download OVAE's College and Career Ready Standards for Adult Education
and watch for upcoming CCR Standards-based trainings on the PDCenter Calendar
The report on the International Assessment of Adult Literacy
has just been released!
and a NY Times article explains its relevance to the US Workforce is here
REGISTER NOW FOR THE 2014 ADULT EDUCATION CONFERENCE
APRIL 24, 2014
Pre-Registration deadline is Aprill 11th
Breakfast and Opening Remarks
these free learning resources for your students and you
The new NEDP web based
Sandy Smith, Bonnie Taylor, Andjela Kaur & Sherry
for Digital Literacy Learning and Teaching
Elizabeth Dalton & Don Gregory
Menu of Activities and
Wes Garvin & Alemy Mondestin
Rubrics: Measuring Student
What is a Contextualized
Learning Paths: what
practitioners can learn about adult engagement in education
Brady Dunklee and Janet Isserlis
What All Practitioners Should Know About
The RI Lifelong Learning (LL) Portal
Holloway, Karisa Tashjian, Mary Jo Feeney & Sherry
21st Century Digital Skills for the new
Salvadore & Don Gregory
The Impact of Leadership
Garvin & STAND Board members
Popular Education in ESOL, GED & NEDP
Cabrera & Dania Flores
The Change Agent:
Exploring the IT
Industry; Career Pathways and bridging the Skills Gap
DaCosta & Chris Selwyn
Employri.org-a Job Seeker's Resource
Terri S. Avila
Interviewing in Adult Education and Workforce Development Programs
Learning to Achieve:
Definition of Learning
Cultivating a Growth
Mindset in the Adult Education Classroom
What I Wish I Had Known
When I Started This Job
Panel of Adult Education Program
Multilevel learning in
the ESOL classroom
on RI Workforce Development Activities
Elizabeth Jardine & others
Common Core: Teaching Differently & Learning More
Q & A with RIDE staff
Session One: 9-10:30 am
AskRI.org Shane Sher
Do you know the ins and outs of AskRI?
See all the amazing tools that Rhode Islanders can access. Learn about
the different databases supported by AskRI, from tutoring services to finding
published articles and books digitally to learning another language and more.
This class will cover the eight databases hosted through AskRI so that you can
be prepared to access these services for both yourself and the public.
Sher is an avid computer user, an awful
comedian, and a teacher for the last 10 years. Currently, he is the Coordinator
Using Motivational Interviewing in
Adult Education and Workforce Development Programs Andjela Kaur
Interviewing strategies as a motivation enhancement model and how it can be
effective in adult education programs.
The workshop is not intended to teach MI but rather to introduce
participants to its principles through engaging dialogue and a structure role
play activity. The presenter will
introduce the MI model via a power point, demonstrate one specific technique
from the model, and allow participants the opportunity to practice the
technique. The workshop will conclude
with a brief overview of how RIRAL has implemented the MI, information
regarding training requirements and possible ways to utilize this technique in
workforce development programs.
Kaurhas completed advanced training in Motivational
Interviewing and serves as a trainer and implementation coach at RIRAL. Andjela
has offered Basic Motivational Interviewing to agencies in RI, and has assisted
at national trainings held at the Health Education and Training Institute in
The new NEDP web based program
Smith, Bonnie Taylor, Andjela Kaur & Sherry Lehane
External Diploma Program (“NEDP”) is now web based. Come and learn the requirements for NEDP.
This presentation is designed for agency directors, facilitators, and teachers
who may are familiar with the old “paper
and pencil” version as well as for those
agencies that are considering offering a high school diploma program for adult
learners. You will learn about the:
- Entrance Requirements
- Technology Challenges for learner and agencies
- New look
- Office Check
- Length of time to complete
- Opportunities for candidates to use ORS or
Worker’s Compensation to pay for assessment
discussion will walk adult education administrators, teachers, and facilitators
through the requirements to enter NEDP. We will review the enrollment process,
technology checklist and fundamental knowledge required to enter this
competency based alternative to the high school equivalency standardized test.
attendees will have an opportunity to ask questions of agencies that are currently
using the new NEDP.
Sandra Smith is the NEDP coordinator. Since 2005, Sandy has
worked in adult education as a teacher, facilitator, and assessor.
Bonnie Taylor has a master’s degree in special education and
has been working with the NEDP for over 2 years.
Andjela Kaur is an NEDP assessor and program liaison to the
Office of Rehabilitation Services and the Donley Center (RI's
Workers' Compensation Center).
Sherry Lehane has been in adult education
19 years. She has taught in a variety of
contexts and is an Assessor for the National External Diploma Program.
Research-based Strategies for
Digital Literacy Learning and Teaching Betsy
Dalton & Don Gregory
together at what researchers in the field of adult education have identified as
“Best Practices” for digital literacy learning and teaching. In this session, your hosts will share what
they have found in the literature and in their own practice, and they invite
you to bring information and materials to share with other participants in this
round table discussion. This session
will take place in three parts:
- Your hosts will share many of the current
research-based best practices they have found for digital literacy
learning and teaching. These days,
we are all asked to base our work in “research-based practices”, but it’s
not always easy to know what these practices are – or how robust the
research is that is used that supports these practices. We will briefly discuss what “robust research”
is, and will connect this to digital literacy research.
- We will open the floor to you, the round table
participants, to share your own experiences, your favorite research-based
practices, and your questions. Feel
free to bring your own lists of links and/or resources to share with others
(we can also share them online by posting them after the session is
- Finally, your hosts will share an annotated
bibliography handout containing the information and links to the various
best practices that were introduced.
Dalton is Director of
Development and Research for TechACCESS of RI and independent consultant in
curriculum diversity & technology.
She holds a PhD in Education (URI/RIC) and Post-doc in UDL (Boston
Gregory is Coordinator
of the Digital Literacy Program for Broadband RI, RI Office of Digital
Excellence. He instructs a wide range of
adult digital literacy classes throughout RI.
Menu of Activities and Workshops
& Alemy Mondestin
Have you wondered what workshops and
activities STAND has been developing and delivering? Would you like the
opportunity to discuss the Student Satisfaction Survey’s results and
implications? The Members of STAND’s Learner Advisory Board will present their
work and discuss what they are learning as they work with Adult Learners across
has been the Director of STAND since 2009.
has been involved in RI Adult Student Leadership since 2007, and is the
President of the Board of Directors.
Rubrics: Measuring Student Success Jean Marrapodi
According to Association for Supervision
and Curriculum Development (ASCD), “Rubrics make assessing student work quick
and efficient, and they help teachers justify [the] grades that they assign to
students. At their very best, rubrics are also teaching tools that support
student learning and the development of sophisticated thinking skills. When
used correctly, they serve the purposes of learning as well as of evaluation
Rubrics have gained popularity across
higher education and have been used in K12 since the 1980s. How can we leverage
them in Adult Education with our students? In this participatory workshop, we
will learn what rubrics are, how to construct effective ones, and look at some
standardized rubrics available in Adult Ed, including the REEP, and the rubrics
used in the new 2014 GED. Rubrics can not only be used by teachers in the
formative assessment process, but can be leveraged in peer-review activities to
provide objective analysis among students at any level. You’ll leave with ideas
on how to create and use rubrics with your students, and ways to help them
better understand how they are assessed using them
Jean Marrapodi is the Director of eLearning
at New England College of Business and in her free time, volunteers with RI’s
lowest literacy adult learners.
What is a contextualized
lesson? A model contextualized lesson
in an exploration of education and employment opportunities Dr. Al Alba
The workshop will present a contextualized
lesson that incorporates reading, writing, communication skills, mathematics,
and reasoning skills to help students find a career that will be rewarding to
them upon their release from prison (and its GED program).
The lesson will require students to read a
simulated Myers – Briggs Interest Survey to explore which careers may match
their interests and skills and will require them to explore education /
training or startup costs required for the occupation or career. Students will
be asked to engage in public speaking to discuss prior job experiences and will
be asked to discuss likes and dislikes of prior jobs. Writing skills will be developed through writing an essay
addressing a learner’s ideal career, and asking her/him to explain strengths or
talents necessary to achieving that career. A mathematics component will address anticipated costs for
education, as well as salary and living cost calculations. Computer, research and reasoning skills will
also be developed.
The presentation will give teachers the
resources they can provide to their students to help them obtain employment
upon their completion of their GED. Online resources, resource
books, and contact resources for colleges, apprenticeship programs, and starting
small businesses will be discussed.
Albert Alba has
been an educator, for 25 years: holding a lifetime certification in secondary
mathematics, and certification in School Administration. His interests are in reform minded instructional
practices and meaningful constructivist instructional practices.
Learning Paths: what practitioners can learn about adult
engagement in education Brady Dunklee and Janet Isserlis
This workshop is a brief presentation of an ESOL lesson plan
focused on learners’ educational attainment and the factors that influence it,
followed by a structured conversation and methods share among workshop
participants. Essential questions include: How much formal
schooling have our learners completed? How much have adult education
practitioners completed? How can we discuss the diverse levels of formal
education in our classes in a way that is supportive, nonjudgmental and centers
learners’ strengths and knowledge? How can we build understanding and
analysis of the structural, familial and personal factors that influence
educational attainment? Can these analyses be used to support learner
persistence in our programs, and if so how? What methods can ESOL and
ABE/ASE practitioners use to gather relevant, engaging data, create usable
infographics, and support the development of quantitative reasoning among
learners to learn more about these and other contexts? What else can we
be doing in the field to support, value and advance learners with lower levels
of educational attainment?
Brady Dunklee is an ESOL instructor
and co-coordinator of the Workplace Adult Education Program at the Institute
for Labor Studies and Research (ILSR). This program serves 200+ learners
annually, including his beginners' class at Pawtucket Library. He has
worked in a variety of adult literacy positions in Rhode Island since
2003. He is also a co-founder and outgoing executive director of ATRAVES,
a nonprofit that worked in health, education and community development in
Janet Isserlis has worked with adult
learners and educators since 1980
What ALL Practitioners Should
Know About Workforce Development Robin Adams
overview of the critical components of workforce Development will provide an
opportunity for agencies to self-assess their internal capacity and current
strategies to determine in what areas they are most effective and where there
may be opportunities to introduce new strategies for better outcomes.
Directors encouraged to attend. This is not just for case managers and
job development staff!
Robin Adams is the workforce development specialist at the PDCenter
providing instruction and guidance to practitioners working to achieve
workforce development goals and objectives.
Session Two: 10:45 am-12:15 pm
The RI Lifelong Learning (LL)
Portal: it’s here! Jill Holloway,
Karisa Tashjian, Mary Jo Feeney & Sherry Lehane
This session will be part presentation and
part brainstorming on how to improve, publicize and use the LL Portal. The presenters have been the lead team for
several years on creating an accessible and sustainable resource for both the
public and the workforce development and adult education field. Participants will get the latest on how this
RI resource can be used by educators and by other providers for marketing their
programs and for working with learners.
WaytoGoRI is one of the resources used in the LL Portal and participants
will see how to use the Educator features of the site. They will also participate in several activities
that will assist in shaping the future developments of this powerful resource.
Holloway has been the Director of the RI Adult
Education Professional Development Center for 7 years.
Tashjian is the Director of RIFLI and Adult
Literacy Services at the Providence Public Library. She is also co-chair of the
Adult Education Technology Advisory Committee.
Lehane is an ESL and EDP Instructor at
RIFLI. She is an avid user of
Waytogori.org and is responsible for managing the LL portal’s learning
21st Century Digital
Skills for the new GED® Angela Salvadore and Don Gregory
now you’ve most likely heard that the GED® 2014 will be a computer-based test with an online
registration component. This means that students will need digital literacy skills to succeed. But what,
exactly, are the specific skills that will be required of them? Join us for
this lively, informative, interactive session to find out exactly what are the
specific digital literacy skills you’ll need to know about the 2014 test.
Broadband RI, TechACCESS and RIDE have partnered to develop, pilot and update a
curriculum that will empower you to teach the new 2014 GED.
Salvadore is Transition Pathways Coordinator for the
Community College of Rhode Island.
Gregory is the Digital Literacy Coordinator for
Broadband RI within the RI Office of Digital Excellence. He instructs a wide
range of adult digital literacy classes throughout RI.
Elizabeth M. Dalton is the Director of Development &
Research, TechACCESS of RI and Consultant to BBRI Digital Literacy Program
Impact of Leadership Experiences Wes Garvin, Alemy
Mondestin and STAND Advisory Board Members
A panel of new members of STAND will speak
of their leadership experiences, and their personal and professional
impact. Practitioners are encouraged to attend who wish to know more of
why it is important to support adult learner leadership activities, and how to
either begin or expand these options for their students.
has been the Director of STAND since 2009.
has been involved in RI Adult Student Leadership since 2007, and is the
President of STAND’s Board of Directors.
STAND’s Learner Advisory Board
have presented at conferences in RI, California, and West Virginia and work to
build the Adult Learner Voice in the state.
Popular Education in ESOL, GED &
Cabrera & Dania Flores
At the end of this session, we should be
able to answer the following question: why learners exposed to popular
education have greater possibilities of success in obtaining a high school
diploma, in getting a job and/or in moving on to higher education. Workshop
participants will be able to learn about Brazilian educator Paulo Freire and
his popular education teaching methodology. Participants will be able to leave
this workshop with concrete tools and methods -like critical thinking methods,
codes, problem-posing, theater of the oppressed- to help them bring popular education
into their own GED & NEDP classrooms, as well as into their ESOL lessons.
education is a learning process by which learners acquire a new language and
develop thinking skills in the context of their lived experiences around issues
that they face in their own communities. Popular education incorporates
non-traditional tools and methods of learning (visual arts, music, theatre,
poetry etc) and is inclusive of all learners with a variety of backgrounds and
Cabrera, a Latina from Uruguay with 25 years of
language teaching experience, has been applying Freirian methodology for the
past 7 years to create meaningful change.
Flores, a Latina from Guatemala and EFA Board
member, is a community activist working for social, economic and environmental
change in MA and RI
Using Socially Relevant Content to
Teach Basic Skills Cynthia
Come learn about how to use high interest,
relevant stories from The Change Agent to promote reading, writing, and math
skills. See how these skills align with College and Career Readiness (CCR)
standards, such as read with understanding, make logical inferences, convey
ideas in writing, use evidence to support claims, analyze multiple sources,
observe critically, read charts and graphs, and interpret and analyze data.
Find out about online resources available to Rhode Island programs for free –
including PDFs of highly engaging, multi-level, student-written articles on a
wide variety of themes; leveled texts; and audio versions of articles that
allow students to hear the article read out loud while they read along. Whether
you are teaching ESOL, ABE, GED, or college transitions, you will leave this
workshop with classroom activities that your students will find engaging and
that will support them to gain the basic skills they need to achieve their
Peters is the editor of The Change Agent and has
many years of experience as an ABE, ESOL, GED, and transitions teacher.
Exploring the IT Industry; Career
Pathways and bridging the Skills Gap Cheryl DaCosta and Chris Selwyn
As technology has become increasingly
central to our lives, so has the role of the workforce which supports it. The number of IT professionals employed in
Rhode Island is at an all-time high and continues to grow. Yet, employers continue to find it
challenging to hire professionals with the right combination of technology,
business, and professional skills. With
the right guidance and training individuals can bring all these skills together
and create immense value for business competitiveness and growth.
In this session, educators will get an IT
Industry overview which will include Rhode Island’s IT skills gap, occupational
outlook, compensation trends, and the hard-to-find combination of skills employers
are looking for. We will also describe
how an individual can enter the IT workforce by providing career pathways tools
as well as specific information and requirements regarding the training
programs Tech Collective has designed to meet the hiring needs of employers.
DaCosta; Senior Manager of Workforce Developmentmanages Tech Collective ISDI and Industry Partnership grants for the IT
industry, and Industry Partnership grant for the Bioscience industry.
Selwyn; Manager of Training and Career
Development delivers workforce training program services through Tech
Collective in order to build a more congruent workforce pipeline and to meet
industry talent needs.
Employri.org-a Job Seeker's Resource Terri
Employri.org, the State of RI's job board,
is so much more than a job board! Attend this hands-on workshop (please bring a
laptop or tablet) to learn about the registration process, posting a resume,
searching for jobs, setting up a Virtual Recruiter, creating a Skill
profile, and more.
S. Avila is a Business Services Specialist for the
RI Dept. of Labor and Training. She assists employers with all of their hiring
and lay-off needs, including posting jobs in employri and searching for
Lunch: 12:15- 1:30 pm
in the Cafeteria
Using Motivational Interviewing in
an Adult Education Program Andjela Kaur
workshop will offer an overview of the Motivational Interviewing as a
motivation enhancement model and its applicability in the adult education
programs. Participants will have an opportunity to experience one technique
used in this model. Rhode Island Regional Adult Learning (RIRAL) is in its
first year of implementing this model into its programs. This workshop does not intend to teach
Motivational Interviewing, but to introduce the participants to its principles
and the experience that RIRAL has had with it so far. Methodology: This workshop will be a
combination of information sharing , information giving and a structured role
play. First, the group will share their views on importance of motivation in
the workforce development programs. The presenter will then introduce the MI
model via a power point, will demonstrate one specific technique from the
model, and the participants will practice it. We will wrap up with the
presenter giving information on training requirements and implementation of MI
in workforce development programs. There
will be no handouts.
(formerly Cupic) has
completed advanced training in
Motivational Interviewing and serves as a trainer and implementation
coach for the Motivational Interviewing at RIRAL.
Learning to Achieve: Definition of
This is the first of 8 modules developed by
OVAE and LINCS. Bonnie was
trained/nationally certified two summers ago to facilitate these modules, and has
presented them at the PD center and LD designee meetings. This module is an interactive workshop
designed to inform attendees of the legal definition of a learning disability
and explore the implications of such a definition. It also introduces the concept of RtI and the
emphasis on intervention vs. diagnosis.
Hopefully, attendees will walk away with a clearer understanding of
learning disabilities and new ideas of how to approach struggling learners in
their programs. A brief synopsis of the
next 8 modules will be handed out to
build interest in signing up at the PD Center for more in the future, encourage
organizations to bring modules to their area, and/or gauge interest in another
module being offered next year.
Taylor has a master’s in special education and
was trained by OVAE to be a nationally certified trainer for the “Learning to
Achieve” modules, a program which helps prepare educators working with adults
with learning disabilities
a Growth Mindset in the Adult Education Classroom Jessica
Enrolling in an adult education program can
be a frightening process for many prospective adult learners. To reenter an
environment where they once experienced failure takes a tremendous amount of
courage. Many of these prospective learners begin this process with a blend of
anticipation, anxiety, and a fear of public failure/humiliation. More often
than not, the string that ties this nervous bundle of a learner together is a
fixed mindset – the deeply rooted belief that intelligence level is fixed and
cannot be changed. Per the research of Dr. Carol S. Dweck, the learner with the
fixed mindset avoids challenges, gives up easily, views feedback as
meaningless, and is threatened by the success of others. Consequently, the
fixed mindset learner often doesn’t realize his/her full potential. While the
learner with a growth mindset – the learner who embraces challenges, perseveres
through difficult times, views feedback as a key component to becoming better,
and is inspired by the success of others – is often able to realize
significantly higher levels of achievement. With the desire to cultivate a
growth mindset amongst the learners in the Amos House Literacy Program, Jessica
Wildman designed and implemented a 12-hour learner prep course titled “The
Smart Start Course.” In this presentation, Jessica seeks to share The Smart
Start Course content, how the course is carried out, and what the results of
the course have (thus far) been. This presentation will be participant-centered
and, therefore, interactive. Please come with an open mind and the willingness
Wildman is the Literacy Coordinator for the Amos
House Literacy Program. Having been a disengaged learner herself, Jessica is
eternally mindful of the power that lies in guiding a learner to find his/her
internal motivation and belief in him/herself.
What I wish
I had known When I Started This Job Melanie LaMountain,
Prue Prentice, Elizabeth Weinstein, Nazneen Rahman and Jennifer Giroux (moderator Jill Holloway)
As research has shown, Adult Education
Practitioners come to the field from every career direction: and almost never
because they majored in it in college!
Program Directors have the added challenge of needing to hit the ground
knowing multiple aspects of the entire system as well as how to best support
and ‘grow’ their staff and learners. If you have always wanted to know more
about what Directors are responsible for, hear some best practices and real
stories of Avoiding Pitfalls, come hear the panel share their journeys, ask
questions, and join in a lively discussion that will attempt to identify what
every Adult Education Director needs to know and be able to do!
Holloway is the Director of the RI Adult Education
Professional Development Center.
LaMountain is the Director of West Bay CAP’s Adult
Prentice is the Adult Education Manager at
Community Action Partnerships of Providence
Weinstein is the Director of Literacy Volunteers of
Rahman is the Education & Training Director
at Dorcas International Institute of RI
Giroux is the Interim VP of Continuing Education
and Professional Studies at Rhode Island College.
learning in the ESOL classroom Janet Isserlis
Practitioners accept the fact that every
adult ESOL classroom is inevitably a multilevel class - learners have varying
degrees of comfort and fluency with speaking, listening, reading and writing,
and have had varying background and interaction with formal and informal
This interactive workshop invites
participants to share their own best ideas and challenges. The
facilitator will offer strategies and materials to support learning within one
room and across multiple levels.
Isserlis has worked with adult learners and
educators since 1980.
on RI Workforce Development Activities Elizabeth Jardine and other GWB/DLT Staff
Come and learn more about workforce development in RI, how it is funded
and ways in which it connects with Adult Education. Specific information
on targeted initiatives to improve the skills of entry level workers such as
Back to Work RI, Workforce On Ramps, Career Pathways, Innovative Partnership
Grants and Work Immersion will be presented. Opportunities for subsidies
for internships will also be described. Time will also be left open to
ask and answer any questions you might have about workforce development in RI,
state and local workforce investment boards, and unemployment.
is the Chief of Program Development for the RI Governor’s Workforce Board
Adult Common Core Standards:
Teaching Differently and Learning More Barbara Bowen
College and Career Readiness Standards (CCRS) is the adult educator’s
abbreviated and adapted version of K-12’s Common Core State Standards
(CCSS). This session will briefly
address the layout of the standards, and then move on to show specific language
in the core standards that imply or indicate that instruction and learning will
have to progress beyond “business as
usual”: (1) more rigorous technical
strategies and advanced use of technology for instruction and learning will
challenge both educator and student; (2)
acquiring core content information will become more the student’s
responsibility as the educator creates and facilitates learning labs that
address information synthesis and critical problem-solution tasks; (3) blended instruction, collaborative
learning, and project explorations are but a few methods that begin to address
the standards’ implications for student preparation for college and readiness
for the workforce. This session will
outline the paradigm shifts that must be considered for core standards
Barbara Bowen holds a Master of
Science degree in Reading Education, and has more than 30 years of experience
in instruction and curriculum development for K-12, community college, and
adult education. She continues to pursue her interests in learning and
education through her work as professional development and literacy specialist
at the RIAEPDC.