1
Volume 4 , Issue 4
WINTER 2004
The Adult Learning
Network is a
quarterly publication
of the Arkansas
Adult Learning
Resource Center.
A Festival For All The People Who Say
The Book is Better Than The Movie
Are you one of those people. If so, mark your calen-
dars for the second annual Arkansas Literary Festival,
April 16-17, 2005, in Little Rock's River Market Dis-
trict! The festival is presented by Arkansas Literacy
Councils, Inc. (ALC) and its 53 local literacy councils
as a way to raise awareness and financial support of
adult literacy efforts. Although there are many book
festivals throughout the country, the Arkansas festival
is the first designed to benefit a cause – literacy.
In 2004, nearly 6,000 people attended the festival in
Little Rock's Riverfront Park. Guest authors such as
Garrison Keillor, General Wesley Clark, Kaye Gib-
bons, and Grif Stockley led presentations and panel discussions.
Many literacy council staff from throughout the state and people in the central
Arkansas area volunteered their time and talents in greeting festival participants;
stationing book signing, author signing, book sales, merchandise, and other
tents; and providing overall support to the festival.
The festival is coordinated by a volunteer Steering Committee and several sub-
committees. Members are once again working hard to plan the 2005 festival. In
addition to subcommittee meetings the Steering Committee has been meeting
monthly since July.
What’s new for 2005.
•
ALC is pleased to announce that Lieutenant Governor Win Paul Rockefeller
will once again serve as Honorary Chairman of the festival's Steering Com-
mittee. Warwick Sabin, Associate Editor of the
Arkansas Times
, is also serv-
ing a second year as chairman.
•
New Media Sponsors include Citadel Broadcasting Company, KUAR/KLRE
Public Radio, the Arkansas Business Publishing Group/
Arkansas Times
, and
the Arkansas Educational Television Network.
•
As mentioned above, the festival will now take place in the River Market Dis-
trict, headquartered at the Main Library of the Central Arkansas Library Sys-
tem (CALS).
Because of the success in 2004, the CALS is providing all of
its space inside and outside of the Main Library for festival activities. Also,
the Historic Arkansas Museum staff will be on hand to host author presenta-
tions and discussions at the museum.
We look forward to having many literacy council and adult education staff, stu-
dents, and volunteers with us in April! Stay abreast of festival updates and an-
nouncements by checking the festival Web site at
www.arkansasliteraryfestival.org
See you there!
Marie Bruno, Executive Director
Arkansas Literacy Councils, Inc.
pg_0002
2
Adult Learning Network
Tuition Reimbursement
Program
Contact your Program Advisor at the
Adult Education Section or Marsha Tay-
lor at the AALRC for more information
on this program. Reimbursement is ap-
plicable to courses taken for Adult Edu-
cation Licensure ONLY! This form is
available on the AALRC website
(www.aalrc.org).
Remember: (1) The application form
must be submitted to the AALRC 10
working days before class begins. (2)
Your class grade and receipt of pay-
ment must be received within 30 days
of class ending.
AALRC Staff
Director
Marsha Taylor
___________________
Secretary
Toccara Handy
Administrative
Assistant
Wanda Johnson
Professional
Development
Coordinator
Nancy Loftis
Media
Coordinator
Klaus Neu
Information
Technology
Specialist
Rob Pollan
Disabilities
Project
Manager
Patti White
Professional Development News
There is a new requirement: Appli-
cants must provide documentation
that the class will count for adult
education licensure.
For a list of courses available in
adult education, please contact:
Arkansas State University
Jonesboro
Dr. David Agnew
(870) 972-3943
University of Arkansas
at Fayetteville
Dr. Buddy Lyle
(479) 575-5119 or
(479) 575-4578
University of Arkansas
at Little Rock
Dr. Charlotte Robertson
(501) 569-8933
University of Central Arkansas
Conway
Dr. Sherry Roberts
(501) 450-5431
Upcoming Training Events
Committee Meetings
NOTICE:
If you are unable to attend a workshop you have registered for, please
contact the AALRC as soon as possible. Participants are often placed on
waiting lists because workshops fill up. If you find that you cannot attend
a workshop and you call ahead, this gives us time to notify wait-listed
participants that they can attend.
Continued on page 3
Jan. 20-21 – Literacy Strategies – AALRC
Jan. 26 – LD Policy Manual –Monticello – SEARK Co-op
Jan. 27 – LD Policy Manual – Jonesboro – Adult Ed. Center
Jan. 28 – LDTD – Jonesboro – Adult Ed. Center
Jan. 28 – AALRC Numeracy Project – AALRC
Jan. 11 – LD Policy Meeting –
10:00a.m.
Jan. 14 – AACAE Conf.
Committee – 10:00a.m.
Jan. 19 – Technology
Committee – 10:00a.m
Feb. 25 – WAGE – 9:30a.m.
pg_0003
3
Adult Learning Network
Professional Development Update
On December 8, 2004, members of the Arkansas Department of Workforce Education, Adult Education
Section and the Arkansas Adult Learning Resource Center (AALRC) met with Ms. Janinne Riggs and
Mr. Ron Tolson from the Department of Education regarding professional development requirements
and licensure renewal for adult educators.
Ms. Riggs stated that the definition of professional development given below is the one used by the
Department of Education.
Professional Development: This term refers to a coordinated set of planned learning activities for teach-
ers and administrators which are
[sic]
standards-based and continuous. Ideally, quality professional
development will result in individual, school-wide, and system-wide improvement. Approved professional
development activities will be linked to the school's improvement plan, demonstrate research-based best
practice, and be subject-specific and site-specific as often as possible.
Professional development (PD) is a two-pronged situation. One is PD required by the Department of
Education (DOE) for licensed teachers that are currently working; the other is PD that Teacher Licen-
sure requires for license renewal. The PD section of the DOE requirement for 60 hours of PD per year
is in effect for the 2004-05 fiscal year for teachers who are currently employed. Those teachers who are
part of a public school district will have their hours tracked for them by their district and sent to the DOE.
Teachers and administrators who are part of other educational entities, such as community colleges,
technical institutes, educational co-ops, and private colleges, must have their local supervisor approve
their PD hours for renewal purposes only. The DOE does not need the annual accounting of PD hours
for those educational providers. Ms. Riggs stated that those entities don’t need to have a school im-
provement plan, but all certified employees should have a professional development plan.
The draft of
Arkansas Rules Governing the Requirements and Procedures for Renewing a Standard
Arkansas Teaching License
had a period of public comment which has ended. According to Mr. Tolson,
as a result of comments made, some changes are being considered before going to the State Board of
Education. That document could go to the board as early as the January meeting. An update from the
AALRC will follow as soon as the document is board-approved.
Feb. 1 – LD Policy Manual – Hope
– SWARK Co-op
Feb. 2 – LD Policy Manual – Little Rock
– AALRC
Feb. 3 – LD Policy Manual – Clarksville
– Johnson Co. Adult Ed. Center
Feb. 7-8 – Strategies & Accommodations
– AALRC
Feb 10-11 – ESL Basics
– AALRC
Feb. 16 – LDTD – Bentonville
– NWACC
Feb. 17-18 – Literacy Strategies
– AALRC
Feb. 22-24 – Payne Jordan
– AALRC
Feb. 28 – Teaching the Three Rs
– AALRC
March 3-4 – AALRC Numeracy Project
– AALRC
March 8 – LDTD
– AALRC
March 10-11 – ESL Basics
– AALRC
March 30 – LDTD – Texarkana
– Literacy Council of Miller and Bowie
Counties
Upcoming Training Events
Continued from page 2
pg_0004
4
Adult Learning Network
Disability News
Continued on page 7
Learning Disabilities Video Wins
National Award
The Workforce Development Council (WDC) of Seattle-King County, Washington reported in
their recent newsletter that “Learning Disabilities: Learning from the Source,” a new video they
have developed, won first place in a nationwide competition sponsored by the National Associa-
tion of Telecommunications Officers and Advisors. It was also a finalist in the 2004 Telly
Awards—the premier awards honoring non-broadcast video and film productions. Video pro-
duction was funded by the National Institute for Literacy as part of its nationwide
Bridges to
Practice
learning disabilities training.
The video features eight people—ranging from a 17-year-old to a young professional woman to
an older man who is learning to read—who discuss their learning disabilities and the strengths
they are building on to achieve success. A second video features more in-depth training for pro-
fessionals.
“It's hard to find people who will talk openly about their learning disabilities,” says WDC planner
Beth Blanchard, who worked on the video with the Instructional Broadcast Center of Seattle
Public Schools. “But coming from them, the message that you can succeed with a learning dis-
ability is very powerful.”
Facts about learning disabilities from “Learning from the Source”:
•
A learning disability is a central nervous system disorder that shows itself during the input,
processing or output of information.
•
Dyslexia, in which people transpose letters when reading or writing, is just one of many
learning disabilities.
•
More than 15 percent of the general population has some form of learning disability.
•
Learning disabilities are unrelated to intelligence. But unfortunately, learning disabilities can
keep people from demonstrating their knowledge and skills.
•
Because they are so often undiagnosed, learning disabilities lead to frustration and low self-
esteem that frequently prevent people from finishing their basic education or going further.
•
People with LD do have learning strengths—and with accommodations and strategies that
build on these strengths, they can learn like anyone else.
This would be a good video to show to adult students, whether or not they have learning dis-
abilities. Chances are that they know someone with a learning disability or may have an undi-
agnosed learning disability, and this video is not only inspirational, but also educational.
The AALRC has purchased this video for local programs in Arkansas. Contact Klaus Neu at
800.832.6242 or
klaus@aalrc.org
if your program would like to borrow it.
“Learning from the Source” can also be ordered from the WDC of Seattle-King County for $40
at
http://www.seakingwdc.org/pdf/videoorderform.pdf
, or call or email the WDC at 206.448.0474 or
info@seakingwdc.org
.
pg_0005
5
Adult Learning Network
Tech
Talk
Note: To link to any web address (URL) in this newsletter, go the
AALRC's home page at http://aalrc.org, look up this newsletter,
and then just click on the appropriate link.
AALRC Technology Advisory Committee
AALRC
Advisory
Committee
Charlotte
Robertson,
Chair,
Little Rock
Emily Barrier,
Little Rock
Harriet Branch,
Monticello
Dubs Byers ,
Pine Bluff
Sharon Ellis,
Fort Smith
Jennifer Hurst,
Pine Bluff
Lloyd Huskey,
Little Rock
Steven Lilly,
Lonoke
Trece Shepherd
Williams,
Helena
George Stegall,
Texarkana
Nancy
Whitmire,
Batesville
On November 10 the Arkansas Adult Learning Resource Center's
Technology Advisory Committee was reactivated and met for the first
time in three years. First on the agenda was updating the Five Year
Technology Plan. It was both informative and gratifying to see the pro-
gress adult education centers and literacy councils have made in the
use of all forms of technology since 1998. Most of the goals listed in
that plan have been met.
Other items on the agenda currently being researched and/or devel-
oped by the committee are as follows:
1. Can contact hours for online programs (that track time and pro-
gress) where students work away from an adult education center be
reported to the Department of Workforce Education. If so, which stu-
dents (under age 18, court ordered, etc.) should be required to physi-
cally be present for their hours to be reported.
2. How should software be evaluated prior to statewide purchases and
by whom.
3. What software evaluation forms should be used to fairly evaluate all
programs by holding them to the same standards. What should those
standards be.
4. What policies and procedures should govern software vendors
when they approach the Deputy Director of Workforce Education or his
staff to make sales presentations. (As soon as Mr. French, Deputy Di-
rector of the Arkansas Department of Workforce Education, Adult Edu-
cation Section, heard this question was being considered, he immedi-
ately began referring all vendors to the committee).
5. Do we need another technology survey and if so, shouldn't it be
kept to one page if at all possible.
6. Is there any interest in reviving the Technology Institutes and if so,
where should they be held.
The committee members are Marsha Taylor, Klaus Neu, Rob Pollan,
Dr. Philip Less, Diane Shores, Wes Pillow, Amy Butts, Gayla Feist,
Janie Carter, Lynda Bradford, Marie Bruno, Jacob Humphrey, and Billy
R. Upson. The committee next meets at the Resource Center on Janu-
ary 19, 2005.
If you have any comments or other input, please share with any mem-
ber of the committee.
pg_0006
6
Adult Learning Network
Tech
Talk
Adult Education
Advisory Council
Sharon Ellis, Chair,
Fort Smith
Diane Shores,
Vice-Chair, Helena
Marsha Taylor,
Secretary, LR
Jim Allen,
Fayetteville
Patricia Bates,
El Dorado
Dubs Byers,
Pine Bluff
Pat Collins,
Russellville
Ashli Fortune,
Stuttgart
Lloyd Huskey,
North Little Rock
Steven Lilly,
Lonoke
Becky Linsky,
Hot Springs
Paulette Martin,
Little Rock
Sheri Rogers,
Arkadelphia
Flora Simon,
Dumas
Billy Upson,
Texarkana
Peggy Weir,
Pocahontas
Ruth Ann Williams,
Conway
Would you like to try a browser that works like Internet Explorer but is
more secure. Try Firefox, a browser from the Mozilla team that packs a
wallop but steps lightly on your system memory. This free, open-source
browser offers a wealth of features, and its developers are constantly
working on new ones. Firefox organizes your windows in a tabbed inter-
face, which makes your surfing easier and leaves your taskbar blissfully
unburdened. The mouseless navigation and the built-in Google taskbar
make your searches shorter. Firefox's pop-up blocker lets you allow im-
portant pop-ups through while keeping ads from exploding in your face,
and AutoDownload makes it simple to download files from your favorite
sites.
Firefox offers a number of tools to ease the transition from Internet Ex-
plorer (IE). For example, the application asks if you want to import your
bookmarks from IE, then it automatically transfer them to Firefox. Most of
the Firefox interface labels are intuitive, although users may need to learn
a few different menu terms from those in IE: Options instead of Internet
Options, Cache instead of Internet Files. In fact, at a glance, Firefox looks
and works almost exactly like Internet Explorer. Firefox 1.0 does not rein-
vent the browser, but it does provide technical enhancements that make
Web browsing faster, safer, and easier.
One major interface difference is Firefox's tabbed browsing feature, which
lets you open several Web pages within a single browser window. Quickly
move among pages by clicking the tabs at the top of the window. Com-
pare that to IE, in which you must open several instances of the Microsoft
browser, each requiring system resources. So viewing multiple Internet
pages in IE can tax your computer, while tabbing through multiple pages
within Firefox will not. Tabbed browsing is also available in the Apple Sa-
fari and Opera browsers, but not in Internet Explorer.
Firefox is more secure than Internet Explorer, in part because most crimi-
nal hackers look for holes in the industry leader--that's just efficient busi-
ness. But there are also structural differences that make Firefox an inher-
ently more secure browser. For example, Firefox doesn't support
VBScript and ActiveX Controls, which are often the source of attacks and
vulnerabilities within IE. Unfortunately, the lack of ActiveX support also
affects the performance of some Web sites. While its lack of ActiveX
support might prevent some sites from working properly, the lack of secu-
rity loopholes sufficiently makes up for it. If you're fed up with the latest
Internet Explorer security patch issued from Microsoft or with the latest
virus to capitalize on some flaw in IE, you should try Firefox. If you have
trouble using a certain website, you can easily switch back and forth be-
tween the two.
Mozilla Firefox Internet Browser
pg_0007
7
Adult Learning Network
Robin Schwarz, M. Sp.Ed., has published a document online (.pdf file with live links) available at
http://ldlink.coe.utk.edu/pdf_files/esl_ld.pdf
that includes information about how learning disabilities
affect an English language learner, the problems in identifying LD in an ESL/ESOL learner, and
how adult education programs support these learners.
Included in the publication are questions that ESOL/ESL instructors may use to informally screen
students for possible learning disabilities. The screening process includes observations and inter-
view based on the framework of the essential questions targeted: (1) Has the problem persisted
over a long period of time. (2) Has the problem persisted despite normal, appropriate instruction.
(3) Does the learner show a clear pattern of strengths and weaknesses both in and out of the
classroom. Ms. Schwarz discusses these questions in-depth and follows with two case studies to
illustrate how the screening process would be conducted in an adult education setting.
Disability News
Continued from page 4
ESL/ESOL and Learning Disabilities
GED Accommodations for AD/HD
Although the L-15 form is used for requesting accommodations for both learning disabilities (LD)
and Attention Deficit/Hyperactivity Disorder (AD/HD), some instructors may not be aware that the
documentation differs greatly depending on the diagnosis. To request accommodations for LD,
the student must have documentation from within the last five years that includes an I.Q. test;
e.g.
the WAIS-III and an achievement test such as the WJ-III. (Details at
http://www.aalrc.org/resources/ld/referralProcess.aspx
) But to request accommodations for
AD/HD, the student only has to provide a letter from the doctor who diagnosed the disorder that
states when the student was diagnosed and what accommodations would be necessary during
instruction and testing. Statistics show that about 30% of people with LD also have AD/HD, so if
the student does not have current documentation for the LD, and does not want to go through the
process of obtaining new documentation, the accommodations received for the AD/HD will some-
times be sufficient for the student to pass the GED tests. For more information, contact Patti
White, AALRC Disabilities Project Manager at
prwhite@madisoncounty.net
or 800.569.3539.
Arkansas Governor’s Commission on People with Disabilites Scholarship
The Arkansas Governor’s Commission on People with Disabilities awards several $1,000 scholar-
ships each year to high school and GED graduates with disabilities. Applications are available
through the Governor’s Commission and are graded on the basis of achievement, community in-
volvement, goals, and the student’s disability challenges. The deadline this year is January 28,
2005. Contact the Governor’s Commission at (501) 296-1626 or (501) 296-1623 for an application
form. If you need any more information, please contact Klaus Neu at (501) 907-2490 or
klaus@aalrc.org
.
pg_0008
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Adult Learning Network
Experience with Reading Plus Program
Mela Dee Gillespie, Instructor, Fort Smith Adult Education Center (AEC)
I have been using the Reading Plus program in the Learning Lab at Fort Smith AEC since 1999. I have
been very impressed with what Guided Reading, the bare bones reading program, can do. At first we
purchased only the first 6 reading levels. After the first few months of using Reading Plus, I realized we
needed more. Unfortunately, because of budget constraints, we were not able to purchase the upper
reading levels until 2 years had passed. We then purchased up to the 8
th
grade reading level. Finally, in
2003 we purchased the remaining reading levels for Guided Reading. It’s sad that money is always
such an issue in education.
I recommend Reading Plus (RP) for all readers reading below the 6
th
grade level. I also recommend RP
for students that need a higher reading level on the TABE test to obtain a job. (They usually need at
least a 10
th
grade level.) From my experience, if a student will use the program, their reading will im-
prove. One of our problems in Adult Ed. is that our students are not a captive audience. We can’t force
them to come or to do anything they don’t want to do. However, the ones that have used Guided Read-
ing on a regular basis have improved their reading scores.
An example of success is Henry. He took the D level TABE test on 11/3/03 and scored 3.6 in reading.
Henry came to the Learning Lab and I gave him the VTA, which stands for Vision Therapy Assessment.
(It is a series of simple tests that indicate if the person’s eyes are working together. If they are not, the
person will experience several kinds of uncomfortable symptoms while reading.) Henry failed several
parts of this test. Every day that he came I had him do both of the PAVE exercises that are part of the
RP program (SCAN for five minutes and FLASH four groups of ten). Then I instructed him to read as
many stories in Guided Reading as he wanted to read. (I recommend that students do a minimum of two
stories.) Henry was trying to get a job, that’s why he was taking the TABE test to start with. Since he
had plenty of time after being laid off a job, Jerry came in the Learning Lab every day at 8:00 a.m. and
stayed until 1:00 p.m., Monday through Thursday. On 2/19/04 his unemployment ran out so he retook
the TABE test. This time he scored 6.6 on it. I wish Henry could have continued using the program.
I feel quite confident that, if he had been able to continue, he would have reached his goal of 10.0 on the
TABE. I wish for him that we would have been able to offer the online version, so Henry could have con-
tinued at home if he wanted to. However, I also think gaining three grade levels in the three months
Henry used the program was an impressive gain.
Another example of a good success is Tim. Tim was like Henry; he needed a job. Tim took the D level
TABE test on 1/29/03 and scored 5.4 in reading. He didn’t use PAVE because his eyes tested OK on
the VTA. I put him in Reading Plus. Like Henry, Tim was out of work, so he came to the Learning Lab at
8:00a.m and left about 1:00p.m., Monday through Thursday. On 4/9/03 Tim retook the level D TABE and
scored 9.4 in reading. I’d say gaining four grade levels in a little over 3 months was very impressive.
This year I am very excited that we are going to be able to obtain the “Reading Around Words” section
of Reading Plus. Reading Around Words is a vocabulary program that interfaces with Guided Reading.
It uses vocabulary words from Dr. Fry and Dr. Spache. (They are the ones who do the spell check and
thesaurus for Microsoft.) According to these experts, if a person knew these particular words, they would
be able to read with better comprehension. I think the combination of these two sections will greatly in-
crease the speed at which my students will gain proficiency. I am looking forward to documenting this.
My Christmas wish is for every Adult Education program in Arkansas to obtain the Reading Plus pro-
gram. It is a mainstay in our Learning Lab. I am not aware of any other program that does what
Reading Plus does.