Community Literacy Summit March 19, 2007 Daphne Greenberg, PhD Georgia State University Palomar Hotel, Washington, DC.

Slides:



Advertisements
Similar presentations
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap International.
Advertisements

Highlighting Parent Involvement in Education
Forsyth County Schools
Title I & Title III Annual Parent Meeting
National Reading Panel. Formation Congress requested its formation in Asked to assess the status of research-based knowledge about reading and the.
Parent and Educator Information Dyslexia
ABE Policy, Accountability & the NRS Summer Institute 2011.
GEAR UP Idaho  GEAR UP Idaho is a federal grant program that provides comprehensive, early intervention college access programming to selected Idaho.
Home and pre-school influences on early language and reading Evidence from the Effective Pre-school, Primary and Secondary Education (EPPSE) project.
A Training Case Study Community Literacy Summit Washington, D.C. March 19, 2007 Douglas Marriott, Outreach Director “Challenges in Measuring.
1 CASAS Overview Symposium on Issues and Challenges in Assessment and Accountability for Adult English Language Learners May 16, 2003 Washington DC Linda.
Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5) Developed by the authors of the Qualitative Reading Inventory (QRI) -5,
Adult Literacy Your Library Public Library Literacy Programming to Meet Community Needs.
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.
Providing Language Access to Persons with Limited English Proficiency and Low Literacy Region VI Civil Rights Colloquium March 29, 2006.
Tools for Classroom Teachers Scaffolding Vocabulary activities Graphic organizers Phonics games Comprehension activities Literature circles.
Student Success Students Temple College.  Is a self-paced, individualized program based upon a pre-assessment that addresses the specific academic needs.
Developing Literacy in English- language Learners: Key Issues and Promising Practices Diane August David Francis Claude Goldenberg Timothy Shanahan.
Assisting Struggling Readers and Writers: Using Evidence-Based Resources to Support Adult Learners Michigan Conference 2014 Kathy Houghton-- LINCS.
Integrating Math in the ESOL Curriculum MATH FOR ALL.
Reading First Assessment Faculty Presentation. Fundamental Discoveries About How Children Learn to Read 1.Children who enter first grade weak in phonemic.
Arkansas Department of Workforce Education Adult Education Division.
Presented by Margaret Shandorf
ESOL in Adult Education Academic Session: Perspectives on the Adult Immigrant Experience Today Teachers of English to Speakers of Other Languages Convention.
Contents Click the link below to go directly to the slides for that chapter. Chapter 1 ■ Your Personal Strengths Chapter 2 ■ The Roles You Play Chapter.
1 Promoting Third Grade Reading Proficiency National Governor’s Association Policy Institute May, 2012 Dorothy S. Strickland, Ph.D. Professor of Education.
Article Summary – EDU 215 Dr. Megan J. Scranton 1.
COMMUNITY-AS-SCHOOL PARENT ORIENTATION. HISTORY OF SCHOOL-TO-WORK With the passage of the federal School-to-Work Opportunities Act, the message was clear,
 Clients and Services  Outcomes ◦ Mobile Dental Clinic ◦ CARES Plus ◦ School Readiness.
Chapter 14 Education. Chapter Outline  Education: A Functionalist View  The Conflict Theory View  Issues in American Education.
State Laws, Recommendations, & NCLB How research becomes policies Janice Kroeger, Ph.D. Associate Professor, TLC, ECED.
Problem Based Learning. Facts The school is on the state list to be taken over because of failing ELA scores. Parents can use a voucher if scores don’t.
9/12/2015 Welcome to the Washington State Even Start Bidders Conference June 2009 Debra Williams-Appleton; ;
ADULT LEARNING A AAA INVESTMENT IN YOU! MARCH 19, 2011 The State of Adult Education in Delaware.
 ESL program is one that “provides instruction in the English language and other courses of study using teaching techniques for acquiring English, and...
McLendon and Polis1 An Administrator’s Guide to Assessment: A Menu of Assessment Options for MAERS and Instructional Guidance.
Adult Education: The Next Five Years Randy L. Whitfield, Ed.D. Basic Skills & Family Literacy Conference November 2009.
Project EASE: Education Assistance to Support Employability An Overview.
Overview of Title I Part A Farwell ISD. The Intent of Title I Part A The intent is to help all children to have the opportunity to obtain a high quality.
Case Study Presentation
Carlos Rodriguez, Ph.D. American Institutes for Research.
School Site Council / WASC Institutional Committee Meeting December 16, 2009 Facilitated by Martha Rankin.
Developing English Language and Literacy. Demographics.
Adult Literacy Defined NAAL: Using printed and written information to function in society, to achieve one’s.
Maine Department of Education Maine Reading First Course Session #1 Introduction to Reading First.
FY14 TCSG Adult Education Operations Meeting August 5-8, 2013.
Educational Challenges of English Language Learners.
EMPLOYER PLEDGE BASIC SKILLS SUPPORT IN THE WORKPLACE.
WIOA Youth Program. Changes to Youth Eligibility In-School Youth To be eligible youth must be: ●Aged 14 to 21 ●Low-income* ●And one or more additional.
A Parent’s Guide to Balanced Literacy. Balanced Literacy is a framework designed to help all students learn to read and write effectively.
Be Smart About Education Presented by: Sandy Duckett, We Are Hope, Inc. CEO The intellectual property, design and copyright of the materials presented.
Stages of Adult Development And Needs. Identity Vs. Role Confusion (13-21 years) Concerns and Characteristics:  Struggle for identity (who am I?)  Changing.
English-Language Arts Content Standards for California By Ashleigh Boni & Christy Pryde By Ashleigh Boni & Christy Pryde.
Changing the Present and Transforming the Future.
The school library provides information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society.
ADULT EDUCATION AND FAMILY LITERACY ACT (AEFL) 2014 Workforce Innovation and Opportunity Act (WIOA) – Title II 1.
Title I Annual Meeting What Every Family Needs to Know!
Instructional Plan | Slide 1 AET/515 Instructional Plan For Associate’s Degree in Library Skills (Donna Roy)
What is ReConnect? Students drop out of school for various reasons. ReConnect is designed to offer the support and flexibility to help students, who have.
Reading Skills Assessment Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers
Newport-Mesa Adult Education “Promoting a Lifetime of Learning” You Are the Key to Our Success Community Council Meeting April 1, 2008.
Pre-Referral to Special Education: Considerations
The State of Adult Education in Georgia
Annual Title I Parent Meeting October 24, 2016
Future Directions Conference September 3rd, 2010
Linden Elementary Title I Parent Night
High School English Teacher
Parenting Education/ CBET Program
Quality Education Commission Presentation to the Senate Committee
Dorothy S. Strickland, Ph.D. Rutgers, The State University of NJ
Presentation transcript:

Community Literacy Summit March 19, 2007 Daphne Greenberg, PhD Georgia State University Palomar Hotel, Washington, DC

Literacy “An individual’s ability to read, write, and speak in English, and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one’s goals, and develop one’s knowledge and potential.” The National Literacy Act of 1991

WHO ARE ADULT LITERACY STUDENTS?  We belong to all races, religions, ethnicities, genders, and live in all neighborhoods.  Some of us may be:  employed  recent high school dropouts  non-English speakers  prison inmates  parents  high school graduates  people with special learning needs  senior citizens

DIFFERENT TYPES OF INSTRUCTION  ESL  Basic Skills  Functional Skills  Pre-GED  GED  Developmental/Remedial

DIFFERENT APPROACHES  Family Literacy  Workplace Literacy  Community-Oriented Literacy  1:1 Tutoring  Small Group Instruction

LOCATIONS OF PROGRAMS  Community Colleges  Community Based Organizations  Work Sites  Libraries  Prisons  Religious Institutions  Housing Projects  Homeless Shelters

WHAT ARE SOME OF THE GOALS OF ADULT LITERACY STUDENTS?  Functional (balancing a checking account; reading bus schedules)  Spiritual (reading the Bible)  Pleasure (reading the newspaper; playing word games)  Family (reading to children; helping with homework)  Job/economic advancement (GED; completing job applications)

Adult Education Target Population  More than 51 million adults, or approximately 23 percent of the adult population of the United States have not completed a high school diploma or equivalent (2000 Census). women and men are equally distributed (about 50 percent each) : 29% 25-44: 26% >60: 29%

Findings from the Adult Education Program and Learner Surveys  Federally funded programs 2.7 million adult learners are served. On average, learners participate under 100 hours over the course of a year. Of those learners, about a third gained one or more educational levels during the year.

Are there significant improvements- pre to post? TestNPre Mean Post Meansig. Effect Size BNT ***0.47 WJ Reading Fluency ***0.44 WJ Letter ID ***0.19 WJ Passage Comp ***0.15 GORT Rate ***0.15 TOWRE Sight Word ***0.15 Blending ***0.12 Elision ***0.11

Are there significant improvements- pre to post? TestN Pre Mean Post Meansig. Effect Size GORT Comp ***0.11 GORT Fluency ***0.10 PPVT ***0.09 Sight Word ***0.08 WJ Word Attack **0.06 TOLD **0.05 GORT Accuracy **0.05 TOWRE Phonemic *0.03

Findings from the Adult Education Program and Learner Surveys  About 75% of adults who attend adult literacy programs are unable to meet “a minimum standard for success in today’s labor markets” (Sum, Kirsch, & Taggart, 2002, pg. 11). Therefore, more at risk for: lower paying jobs and less likely to be offered : promotions and job training opportunities

Strengths and Weaknesses  Deficiency noted in phonological based tasks  Performance on oral language skills more similar to children’s reading ages, than to adult ages  Poor integration of componential skills  Difficulties in world knowledge and reasoning tasks  Relative strengths in sight word tasks

Assessment  If our learners are interested, we need to assess their strengths and weaknesses.  We need to share these results with learners in language they can understand.  We need to work with learners to create a plan that takes into account their test results, AND their goals  All of the above is CONTINUOUS!

Good assessment:  Takes into account learners’ goals -if don’t address them, learners will leave!  Tests various skills - readers with similar scores on a silent reading comprehension test still vary greatly in fluency, decoding, and vocabulary.

Examples of Possible Clusters Cluster # WJ Passage Comp. GORT Comp WJ Word Attack TOWRE Sight Word TOWRE Phonemic Sight Word Reading WJ Fluency TOLD 1  2  3  4 

Adult Learners  Learning takes TIME!!!!! - We need to be realistic about goals  Many learners attend, stop, and then come back, or go to a different location - Therefore, we need to develop strategies that they can use to continue work on their own as self- study while away

Learner Issues  Child care  Transportation  Counseling

Program Related Issues  Very few full time staff. -Mainly part-time and volunteer. -Very few that are trained.  Many classes involve mixed skill levels. - Problematic for teachers and learners.

What does the field need?  Well trained teachers  Ongoing classroom observations and feedback provided to the teachers  Ongoing assessment that takes into account learner goals and various skills  Direct, explicit instruction AS NEEDED in areas such as word-reading, spelling, comprehension, fluency, and vocabulary  Sequential instruction so that one skill builds upon the other.  COMMUNITY SUPPORT

Finally… Denton, Vaughn, & Fletcher, (2003) write that there is a need for “the provision of clear documentation of practices that are research-based and opportunities for teachers to access this information” (p. 203).

Finally… Instruction should be based on “the integration of professional wisdom with the best available empirical evidence” (Whitehurst, 2002)

Finally… Voices: Learners Teachers Program site administrators Community needs

How can this occur?  Need time  Need support services  Community involvement MONEY

WHY?????????????  Health  Workplace  Intergenerational  Democratic principles