Download - January February 2010
January—February 2010
Guides Can Help Transform Adult Education to
Grow a Skilled Workforce OVAE Thursday Notes, October 15, 2009
In October 2009, the National Center on Edu‐
cation and the Economy released its Guide to
Adult Education for Work: Transforming
Adult Education to Grow a Skilled Work‐
force. The new report, funded by the
Walmart Foundation, lays out specific steps
policymakers, program administrators, and
providers can take to begin to transform
existing programs into adult education for
work programs. It includes: a vision for con‐
structing a comprehensive career pathways
system to better meet our nations’ skill needs;
a framework for an effective adult education
for work program with 23 quality elements
in seven focus areas designed to prepare
adults for both postsecondary learning and
work; and benchmarks and promising
practices that illustrate quality elements
already implemented in programs across the
country. The guide includes a self‐
assessment tool that providers can use to
evaluate their programs against a recom‐
mended set of benchmarks, identify gaps,
and plan strategically for change.. An Em‐
ployer Guide to Adult Education for Work:
Transforming Adult Education to Build a
Skilled Workforce is also available.
Guide to Adult Education for Work:
Transforming Adult Education to Grow a
Skilled Workforce
www.jff.org/sites/default/files/
adult_ed_work_guide.pdf.
Employer Guide to Adult Education for
Work: Transforming Adult Education to
Build a Skilled Workforce www.jff.org/
publications/workforce/employer‐guide‐
adult‐education‐work‐tran/907.
Bureau of ABLE
Act 48 Procedures Reminder
On October 27, 2009, Amanda Harrison‐
Perez, Division Chief of the Bureau of ABLE,
issued a memo regarding Act 48 procedures.
The memo read as follows:
The Bureau of ABLE has issued the guidance
ABLE Act 48 Procedures to clarify responsi‐
bilities and requirements for earning Act 48
hours for completion of professional devel‐
opment activities through the ABLE Profes‐
sional Development System. Program
administrators should review the guidance
and make sure that they and their staff un‐
derstand it. Questions can be sent to Susan
Reeve, Professional Development System
Coordinator, 717‐787‐5532 or
Please see page 8 , ABLE Act 48 Procedures ,
for details.
In this issue:
Central Northeast
Professional Development
Center
8 N. Grove Street,
2nd Floor, Suite #1
Lock Haven, PA 17745
Phone: 570‐893‐4052
Fax: 570‐748‐1598
http://ciu10.schoolwires.net
Transitioning
College Placement Tests
Workforce Resources
Research to Practice
Newsletter Staff
Dawn Rafter
Mary Mingle
Melissa Adams
Contributors:
Diana Statsman
CNEPDC
The Central Northeast
Professional Development
Center is a project of the
PA Department of
Education, Bureau of
ABLE and CIU #10
Development Center for
Adults.
Central
Intermediate
Unit #10
Placement Tests World Education’s College for Adults
www.collegeforadults.org
Not all community colleges use the same placement tests.
You should look at the school’s website to determine
which test they use. There are usually three main place‐
ment tests. They test math, reading, and writing abilities.
The following are some sites of commonly‐used tests
which include sample questions:
ACCUPLACER Test (computer test)
www.testprepreview.com/accuplacer_practice.htm
COMPASS (computer test)
www.act.org/compass/sample/index.html
ASSET (paper‐and‐pencil test)
www.act.org/asset/pdf/guide.pdf
For more information about preparing for placement
tests, visit the College for Adults Placement Tests Web
page at www.collegeforadults.org/admissions/
placement.html .
The Gap: Examining the Difference Between the
GED ® and College Placement Tests
Ms. Goodman’s presentation focused
on the most common college place‐
ment tests and compared them to the
GED. To view the presentation materi‐
als and see the comparisons, visit:
www.collegetransition.org/profdev/
strands/Sandy%20Goodman%20‐%
20The%20Gap.pdf.
Ms. Goodman emphasized that the
minimum academic requirements for
new students, the choice of placement
entrance tests and subtests, and how
scores are interpreted and placements
made, are up to each higher education
institution. Adult education programs
supporting students as they transition
to post‐secondary education should
get to know the local community
colleges, training programs, and 4‐year
schools in their regions. Some sugges‐
tions for becoming familiar with indi‐
vidual school requirements include:
Having adult education staff take
the college placement tests at local col‐
leges and institutes
Reading college course catalogs
for Development Education and credit
course sequences, descriptions, and
cut‐off scores
Speaking to Developmental Edu‐
cation instructors about their course
content, texts and materials, and skills
needed to succeed
Reviewing Developmental Educa‐
tion and credit course textbooks.
The presenter also made the following
recommendations for adult education
programs:
Incorporate pre‐algebra and alge‐
bra concepts into ABE or Transition
curricula.
Incorporate college‐level reading
texts and higher order synthesis and
evaluation skills into ABE or
Transition curricula.
Introduce longer essay‐writing
activities and writing for a variety of
purposes.
Teach test‐taking skills such as:
‐ Use college placement test sample
questions for practice tests.
‐ Have students use computers to
prepare for computer‐adaptive tests
(CATs) which require skills such as
screen reading, scrolling, mouse skills,
composing and editing.)
‐ Teach test‐taking strategies for
multiple‐choice tests.
‐ Teach relaxation techniques.
‐ Review specific school testing center
hours, policies, etc. with students.
CNEPDC Newsletter Page 2
By Sandy Goodman, National College Transition Network, delivered at COABE’s 2007 National Conference
President’s Council of Economic Advisers (CAE) Call For
Functional Context Education (FCE) and Non-Cognitive
Skills in Adult Basic Education
Page 3 January—February 2010
In a recent report, President
Obama’s Council of Economic Ad‐
visers (CEA 2009) called attention to
problems with the nation’s adult
education and job training system
saying, “Many of the components of
the Obama Admini‐
stration’s vision of a
well‐functioning post‐
high school education
and training system
cannot be achieved
with the current, of‐
ten conflicting and
confusing, maze of
job training programs spread across
several Federal agencies. (p. 19)”
In the report, the Council addresses
the need for effective curricula in
adult basic skills (English, literacy,
numeracy‐LLN) and job training
programs. Included in its examples
of curricula changes that research
indicates would lead to improve‐
ments in participation, retention,
achievement in learning, program
completion, and greater work oppor‐
tunities, the Council referred to
“contextualized learning” and the
growing importance of “non‐
cognitive” skills.
In its focus on “contextualized
learning,” the Council referred to
practices that were first outlined as
effective based on adult job training
and literacy research in a book by
Sticht, Armstrong, Hickey, & Caylor
(1987). This book outlined the prin‐
ciples of Functional Context Educa‐
tion (FCE), one of which called for
the integration of basic skills and
occupational skills education. Later,
in 1991, when Sticht served as a
member of the Secretary of Labor’s
Commission on Necessary Skills
(SCANS), FCE principles were in‐
cluded in the
first report of the
SCANS and
referred to as
“contextual
learning.”
The Council’s
report endorses
the FCE princi‐
ple of integrated
or embedded basic skills and occupa‐
tional education and states, “… one
of the more promising curricular
innovations that helps to improve
student success is contextualized
learning, in which adults obtain basic
skills in the context of occupational
training. Not only does this allow the
students to progress through the
programs more quickly but it also
helps to keep them engaged with
relevant examples and applications.
(p.20)”
In discussing contextualized learn‐
ing, the Council states, “Another
common element of successful pro‐
grams is that they are based on ap‐
propriate curriculum and pedagogy.
Washington State’s I‐BEST program,
for example, blends basic skills and
occupational training to generate
more contextualized learning, where
traditionally these have been segre‐
gated into distinct programs. The
result is a more effective approach to
teaching adults who need both basic
skills and job skills. A recent analysis
conducted by researchers at the
Community College Research Center
at Columbia University’s Teachers
College suggests that it is highly ef‐
fective. I‐BEST students were far
more likely than similar basic skills
students to improve basic skills and
earn college‐level credits. As another
example, Alan Krueger and Cecilia
Rouse studied a workplace educa‐
tion program that also taught basic
skills in an occupational context. The
authors reported positive impacts on
earnings, job promotion, perform‐
ance awards, and job atten‐
dance.” (p. 18)
In addition to its focus on contex‐
tual learning, the SCANS (1991) re‐
port identified a number of compe‐
tencies that were thought increas‐
ingly necessary in the changing
world of work. Among these were
Personal Qualities such as Responsi‐
bility, Self‐Esteem, Self‐Management,
Works With Diversity, Participates
as Member of a Team, and others
which have more recently been re‐
ferred to by the umbrella term “non‐
cognitive skills.” In its 2009 report, coming almost
two decades after the SCANS report,
the Council addresses these types of
SCANS competencies and states,
“Although ‘interactive’ skills, such as
effective communication and the
ability to work well with others,
have not traditionally been studied,
By: Tom Sticht, Posted on the National Institute for Literacy’s Adult Literacy Professional Development
E‐Mail Discussion List, August 26, 2009
“… one of the more promising
curricular innovations that
helps to improve student suc‐
cess is “contextualized learn‐
ing,” in which adults obtain
basic skills in the context of
occupational training.
President’s Council Continued
on page 6
The Goodling Institute for Research in Family Literacy at The Pennsylvania State University and the
National Center for Family Literacy are sponsoring a new National Family Literacy Discussion List.
Gail Price of the National Center for Family Literacy will moderate this list. The Discussion List will
provide a forum for discussing family literacy program operation and instructional practices,
research and evaluation, and policies and advocacy. To subscribe, send a message to National
FamilyLiteracy‐L‐subscribe‐[email protected] . No subject or message text is required.
New ABLE Website Reminder
Having trouble finding the ABLE website lately? This is a reminder that the old PDE website at www.pde.state.pa.us, which includes ABLE at www.able.state.pa.us and Family Literacy at www.pafamilyliteracy.org, was unpublished December 1, 2009. All official documents and key resources are on the new ABLE Pages at www.education.state.pa.us. Click on the Programs menu item on the left and then on the link labeled Adult Basic & Literacy Education. Please direct technical questions about the new website to the Webmaster at [email protected]. Content questions can be directed to Tana Reiff at [email protected].
CNEPDC Newsletter Page 4
Jobs for the Future (JFF): Education for Economic Opportunity www.jff.org
What is “Jobs for the Future” (JFF)?
JFF identifies, develops, and pro‐
motes new education and workforce
strategies that help communities,
states, and the nation COMPETE IN
A GLOBAL ECONOMY.
Links of Interest:
Connecting Literacy and Work
www.jff.org/projects/current/
workforce/connecting‐literacy‐and‐
work/918
With funding from the Dollar Gen‐
eral Literacy Foundation, Connecting
Literacy and Work encompasses
three strands of JFF work that are
strengthening the connections be‐
tween adult literacy and workforce
development:
‐ Connecting adult literacy to em‐ployment;
‐ Building the capacity of literacy networks to partner with sector‐
based workforce development initia‐
tives;
‐ Technical assistance and documen‐
tation.
Together, these activities will deepen
and disseminate strategies that ad‐
vance low‐skilled adults in their ca‐
reers through tighter linkages be‐
tween adult literacy and workforce
initiatives at the community level.
GED to College
www.jff.org/projects/current/
education/ged‐college/841
JFF is working to increase the range
and number of high‐quality path‐
ways into and through postsecondary
education for low‐income young peo‐
ple, especially those most in danger
of being left behind in our economy.
The GED to College initiative is
growing a new pathway that pro‐
vides students who have dropped
out with what they need to succeed
in postsecondary education.
Key Design Features of a GED to
College Pathway
www.jff.org/sites/default/files/
GEDtocol‐
lege_design_elements_072109.pdf
New National Family Literacy Discussion List
Page 5 January—February 2010
Educational Technology Clearinghouse
The Florida Center for Instructional Technology (FCIT)
and the Educational Technology Clearinghouse (ETC)
provide digital content, professional development, and
technical services supporting the appropriate integration
of technology into K‐12 and pre‐service education. The
resources available on this site are available to every‐
one. Please visit http://etc.usf.edu for resources such as:
Presentations ETC
Free backgrounds for Keynote or PowerPoint presenta‐
tions, selection of themes, templates and links to other
presentation resource sites.
Clipart ETC
Free education clipart with choice of im‐
age sizes and source information for
proper citations in projects.
Links to resources by subject matter
Includes links to resources for adult edu‐
cation!
“A teacher
affects eternity;
he can never
tell where his
influence
stops.”
~Henry Brooks
Adams
The mission of Women Employed is to improve the economic status of
women and remove barriers to economic equity.
Visit www.womenemployed.org/?id=38 to find Women Employed Ca‐
reer Coach, a complete program that will help your student learn about
good careers, set a career goal, and make plans to reach it. Your students
can take a FREE Online Career Test to learn about their interests and start
on a new path.
Women Employed Career Coach
Wikimedia Commons is a media file repository making available public domain and
freely‐licensed educational media content (images, sound, and video clips) to everyone, in
their own language.
Wikimedia Commons uses the same wiki‐technology as Wikipedia and everyone can edit it.
It is free and everyone is allowed to copy, use, and modify any files freely as long as the
course and the authors are credited and as long as users release their copies/improvements
under the same freedom to others. The site is maintained by volunteers and everyone is en‐
couraged to participate by contributing their work, translating help texts into a language
other than English, improve images, identify unknown objects, and contribute their legal
knowledge on copyright questions and deletion requests.
Visit http://commons.wikimedia.org/wiki/Main_Page for more information.
Wikimedia Commons
Technology Tidbits
President’s Council of Economic Advisers, Continued
...continued from page 3
nor perhaps valued, by educators, there is growing awareness of
their importance for adult success. Researchers have highlighted the
growing importance of “non‐cognitive” skills in the labor market
and argue that a range of behaviors that reflect “greater student self‐
awareness, self‐monitoring, and self‐control” are key indicators that
students are able to effectively learn and succeed in a modern post‐
secondary environment.” (p. 10)
The attention to contextualized learning and non‐cognitive skills by influential policymakers and
advisors to the President of the United States provides vitally important recommendations for changes
to the AELS. We can just hope that these same policymakers and the President will find the financial
resources to make it possible for adult educators to implement these recommendations across the Adult
Education and Literacy System of the United States.
CNEPDC Newsletter Page 6
Can the Web Save Professional Development?
www.edweek.org by Anthony Rebora
“Six or seven years ago, I was as‐
signed to write a piece for Education
Week’s Web site summarizing the
latest research on teacher professional
development. Somewhat to my sur‐
prise, I found that there was a great
deal of consensus among researchers
and other experts on the qualities of
effective teacher‐learning activities.
The studies and articles I reviewed
stressed the need for collaboration,
teacher inquiry, practical instructional
tasks, relevant subject matter, and con‐
sistent follow‐up.”
“Unfortunately, the experts also
agreed that professional development
defined by these traits wasn’t exactly
flourishing in schools. For financial
and structural reasons, schools were
still tied to the one‐shot workshop
model, which pretty much no one
seemed to like.”
The piece I wrote [referring to an arti‐
cle on professional development] did‐
n’t mention the use of interactive tech‐
nology for teacher‐learning activities,
because at the time such programs
were in their infancy. But since then,
of course, online professional develop‐
ment initiatives have mushroomed.
Online courses, webinars, discussion
groups, social networks, blogs, wikis,
and Web‐based workspaces have all
assumed prominent spots in the
teacher‐PD lexicon.
And in light of that research consen‐
sus I wrote about, it’s not hard to see
their attraction for teachers: Digital
platforms harbor the potential to sup‐
port learning experiences that are in‐
herently personalized, interactive, and
sustained. Because of their flexibility
and convenience, meanwhile, they can
often be readily integrated into educa‐
tors’ professional lives.
You have to wonder: Can digital
technology help break the decades‐
long hold of generic “sit‐‘n‐git” profes‐
sional development? That is the ques‐
tion underlying this issue of the
Teacher Professional Development
Sourcebook.
The core of the answer, I think, is
provided by Harvard ed‐tech profes‐
sor Chris Dede in our interview with
him: “Only if people use the tools
well.”
Teacher Professional Development
Sourcebook, Volume 3, Issue 1, Octo‐
ber 1, 2009 www.edweek.org/tsb/
articles/2009/10/01/01ednote.h03.html
Retrieved November 18, 2009
Page 7 January—February 2010
Free Health Literacy Materials in English and Spanish Provided by Kim Rossman, Tutors of Literacy in the Commonwealth
Adult educators can download free health
literacy materials at
www.jointcommission.org/PatientSafety/
SpeakUp/ developed by the
Joint Commission, together with the
Centers for Medicare and Medicaid Ser‐
vices, and aimed at improving medical
treatment through better doctor‐patient
communication.
Materials, including a video and pamphlets
in English and Spanish, teach
patients, for example, how to prevent
medication mistakes or infection. The
campaign is part of the Joint Commissionʹs
patient Speak Up safety program.
“The
significance of
a man is not in
what he
attains but in
what he longs
to attain.”
~Kahlil
Gibran
Are you new to the world of adult education, or know someone that is? Do you wish that you
had some guidance to help you get through those first few months/year of teaching adults?
The CNEPDC would like to help you! Beginning January 4, 2010 the CNEPDC will again be
offering the online course Adult Education Overview. The course introduces practitioners to
the field of adult education, exploring several topics of interest. In addition, help/FAQs and
links for more information about specific aspects of each topic are readily available. This is a
self‐paced course lasting six (6) weeks, and awards 18 Act 48/Professional Development hours.
Please visit e‐Campus and register today (make sure you register for the 01/04/2010 training, as
there are several listed!). We look forward to “meeting” you!
Attention New Teachers!
Adult Education Overview is For YOU!
Council for the Advancement of Adult Literacy (CAAL) released The Power of Technology to Transform Adult Learn-ing: Expanding Access to Adult Education and Workforce Skills Through Distance Learning. This 65-page paper is based on a 9-month project directed by Dr. Mary L. McCain of TechVision 21 in Washington, D.C. Federal and state government is the primary audience, but CAAL also aims to help inform private sector engagement and assist pro-gram and curriculum development professionals. Among the report's recommendations are to establish a national web portal to meet the needs of both adult learners and professional/skilled ICT users; federal incentives to encour-age and help states integrate technology-assisted learning into overall adult education and workforce skills planning; projects to support the development of distance learning in a variety of areas (such as distance learning certifica-tions, performance measures that validate ICT literacy, and online learning assessment); a strong research, analy-sis, and evaluation program; and activities to foster stakeholder involvement, including the philanthropic and busi-ness communities. The Power of Technology includes a primer section on the tools of technology. Another section presents exemplary national and state technology-based program models for instruction, professional development, and program/data management. Findings of recent research on distance learning are presented and analyzed, and an extensive bibliographic appendix is included. The report is available as NC-CAAL11 from the CAAL website at www.caalusa.org/POWER_OF_TECH.pdf . It can also be purchased directly from CAAL ($20 plus postage, volume discounts available).
The Power of Technology to Transform
Adult Learning
Council for the Advancement of Adult Literacy (CAAL), October 21, 2009
Page 8 CNEPDC Newsletter
PAACE is currently busy
planning for the 45th Annual
PAACE Conference. This
year’s conference will be
held at the Penn Stater Con‐
ference Center Hotel in State
College, PA from June 1‐3,
2010. This is an excellent
opportunity for professional
development and network‐
ing for all aspects of adult
education in Pennsylvania.
Please visit the PAACE web‐
site at www.paacesite.org for
more information on
conference registration.
Proposals are now being
accepted for the PAACE
Conference. The submission
deadline is February 1, 2010.
PAACE Conference Com‐
mittees are now being
formed. If you would like to
share your ideas and be in‐
volved in a committee,
please contact Lori Keefer
via email at [email protected]
or call 412.661.7323.
The CNEPDC will again be
helping to send adult educa‐
tion practitioners to the
PAACE Conference. Admin‐
istrators should check their
email for details sent from the
CNEPDC on PAACE Scholar‐
ships! Application guide‐
lines, as well as the applica‐
tion form, can be found in the
email. We hope to see you in
State College in June!
information collected on this Web
site useful.
Users are encouraged to work
through the Interest Profiler, Work
Importance Profiler, and Assess
Yourself assessment.
Comprehensive information on 900
occupations includes state specific
wages, worker attributes, and job
Developed by the PA Department
of Education and PA
Department of Labor and Industry,
the Pennsylvania CareerZone
(www.pacareerzone.com) is an
online career exploration and plan‐
ning system designed
specifically for PA current and fu‐
ture jobseekers. Educators and
counselors will also find the
characteristics. There are 300 career
videos. Job
openings on America’s Job
Exchange are accessible within
each occupation profile.
Pennsylvania CareerZone uses
data from version 12.0 of the O*Net
Database.
Visit www.pacareerzone for more
information.
PAACE Conference Updates
Pennsylvania Career Zone: The Place to Learn About Careers in
the Keystone State
The Right Question Project on Facebook
The Right Question Project, visit http://www.rightquestion.org. To read stories
from teachers and tutors who have used the RQP method with learners, as well
as share ideas and network, visit them on Facebook at
www.facebook.com/pages/The‐Right‐Question‐Project/288907585462?ref=ts#.
Click on “Become a Fan” at the top center of the page.
Many of you have heard of
The Right Question Project
(RQP). But for those of you
who have not, it is a non‐
profit educational organiza‐
tion offering strategies to
people in low and moderate‐
income communities the
power to advocate for them‐
selves. To learn more about
Page 9 January—February 2010
The 45th Annual
PAACE Conference
June 1-3, 2010
The Penn Stater
Conference Center
Hotel
State College, PA
www.paacesite.org
You can find new partnership models for transition programs in a report by the Workforce Strategy
Center and funded by the Bill & Melinda Gates Foundation, Employers, Young Adults and Postsecondary
Credentials: A Practical Typology for Business, Education and Community Leaders. The report offers
models for education and training programs involving employers in efforts to help disadvantaged young
adults attain post‐secondary credentials leading to career track employment. The study identified 14
model programs led by five distinct types of organizations: community‐based organizations, community
and technical colleges, employers, industry, and social enterprise organizations. Find the report online at
www.workforcestrategy.org/publications/WSC_employer_involvement_2009.10.20.pdf.
Workforce Strategy Center Report Offers Partnership
Models for Post-Secondary Success OVAE’s Thursday Notes, October 29, 2009
The mission of the National Coalition for Literacy (NCL) is to advance adult education, family literacy, and Eng‐
lish language acquisition in the U.S. by increasing public awareness for the need to increase funding and pro‐
grams; promoting effective public policy; and serving as an authoritative resource for the field on national adult
education issues.
National Coalition for Literacy
www.national-coalition-literacy.org
Oral-Language Skills for English-Learners Focus of Researchers
‐ Research studies show oral‐language teaching can
help acquire academic vocabulary.
‐ Academic words need to be taught explicitly.
‐ Sheltered Instruction Observation Protocol (SIOP)
was reviewed (30 strategies typically provided to regu‐
lar content teachers as professional development. In‐
cludes a strong focus on oral‐language development).
To read the full article, please contact any CNEPDC
staff member and we will be happy to provide this to
you.
A research article published by Education Week states that
“Educators and researchers who specialize in the education
of English‐language learners are putting new emphasis on
the importance of teaching oral English.” The National
Center for Research on the Educational Achievement and
Teaching of English‐Language Learners (CREATE) held a
conference on October 5‐6 about teaching oral language and
literacy to English –language learners (ELL). Items dis‐
cussed were as follows:
‐ Oral language is often forgotten about.
‐ Oral skills are not just for ELL, but also for at‐risk students.
Page 10 CNEPDC Newsletter
Education Week, October 21, 2009
Jackie Taylor
NCL Technology Coordinator
Public Policy Co‐Chair
Contact information for the National Coalition for Literacy: P.O. Box 2932
Washington, DC 20013‐2932
Fax: 1.866.738.3757
Besides reauthorizing adult educa‐
tion and literacy programs, the
Workforce Investment Act of 1998
authorized a new Workforce In‐
vestment System and provided
guidelines for the organization of
the system to be implemented in
each state. In Pennsylvania, the
system is managed by the PA De‐
partment of Labor and Industry
and advised by the PA Workforce
Investment Board (PAWIB).
The Act also requires that states be
divided into regional Workforce
Investment Areas (WIAs). Each
WIA is overseen by a group of
representatives from area busi‐
nesses, unions, schools, universi‐
ties, and social service agencies.
This group is called the Local
Workforce Investment Board
(LWIB). At least 51% of the board
must consist of representatives
from area business and industry.
LWIBs, under the guidance of a
board chairperson, engage in stra‐
tegic planning, policy develop‐
ment, and oversight activities
within the Workforce Investment
Area. ABLE programs should also
be represented on each LWIB by
an individual appointed by the
ABLE programs in the Workforce
Investment Area.
Because LWIB members are vol‐
unteers, each Workforce Invest‐
ment Area must be managed by
an organization or management
entity. The management entity,
under the direction of an organiza‐
tional director, conducts the day‐
to‐day operations of the LWIB,
serves as the fiscal agent, and em‐
ploys staff to carry out activities
related to board operations and
compliance with legislative re‐
quirements. Many ABLE Coali‐
tions include a representative of
the management entity in quar‐
terly meetings to share informa‐
tion and ideas.
Do you know in which Work‐
force Investment Area(s) your
program is located? Many ABLE
programs serve learners in more
than one WIA so ask your ad‐
ministrator. Do some investigat‐
ing to find out who chairs your
LWIB(s) and the name of the
organization managing work‐
force development activities in
your area(s).
commercials were produced, bill‐
boards and postcards were
designed to promote SCOLA to
those who wanted to improve
their skills. By now, you have
probably seen a TV commercial
on WNEP, or heard one on one of
the Entercom radio stations, or
seen one of the billboards. You
may also have seen the postcards
in an emergency room or a local
agency.
This project could never have
come to fruition without the
dedication of our wonderful
Leadership Lackawanna
Last fall, Leadership Lackawanna
notified SCOLA that the project
we had submitted was accepted
by Leadership Lackawanna for
one of their group projects. Six
up‐and‐coming community lead‐
ers were assigned to the pro‐
ject: Nicole Alaimo, Karen
Capulish, Ken Knelly, Katie
Leonard, Barry Linger, and
Teresa Mislinski. With the assis‐
tance of Nancy Dressel and the
oversight of Diana Statsman, the
campaign, “Read Better. It’s not
too late.” was developed by the
group. Scripts were written,
group. They were the creative
minds that developed all the
products and also helped in se‐
curing the talent and fund‐
ing. Special thanks also must go
to all our partners in this pro‐
ject: WNEP TV, Entercom Radio,
Verizon, Margaret Briggs Foun‐
dation, Lamar Advertising, Dan
Simrell Advertising, Scranton
Printing, FastSigns, Keystone
Community Resources, and espe‐
cially, Leadership Lackawanna.
Youtube link:
www.youtube.com/watch?
v=0tCAe2H2xXc
Who Guides and Manages the PA Workforce Development System? The second article in a series explaining the role of ABLE programs in the PA Workforce Development System
Leadership Lackawanna Helps SCOLA Reach New Heights By Diana Statsman, SCOLA Volunteers for Literacy
Page 11 January—February 2010
INSIDE:
The CNEPDC has a change of address...for our website, that is! If you have our old website
bookmarked (www.cnepdc.org), we will continue to run it for a bit, but please note that we
have moved to http://ciu10.schoolwires.net. From the “Professional Development”
menu at the top,
right-hand side, click on Central Northeast Professional Development Center, and there we
are. We will continue to provide you with the same information that we have in the past, just
at a different location with a different look.
We want to hear from you. Is there something you would like to see on our site? Finding it hard to navigate? Let us
know! Contact any PDC member with your ideas!
http://ciu10.schoolwires.net This publication was supported in part by the U.S. Department of Education through the Pennsylvania Department of Education, Bureau of Adult
Basic and Literacy Education. However, the opinions expressed herein do not necessarily reflect the position or the policy of the U.S. Department
of Education or the Pennsylvania Department of Education. No official endorsement of these agencies should be inferred.
Act 48 Procedures
SCOLA Volunteers for
Literacy
Center for Applied Lin‐
guistics (CAL) Resources
CNEPDC’s New Website!
Central Northeast Professional Development
Center
8 North Grove Street
2nd Floor, Suite #1
Lock Haven, PA 17745