A bi-monthly publication of the Central Northeast Professional Development Center

1. March—April 2010
In this issue:
In this issue:
 Educational Research Sources of Educational Research and How to Use It
 Workforce News
 PAACE Membership National Institute for Literacy
 CNEPDC Spring
 Agency Spotlight: Institute www.nifl.gov/research/research.html
 Program Spotlights
Marywood University
 Workforce3 One
 3rd Annual CNEPDC Spring Both the Workforce investment Act (WIA) search‐based information to educators. The
Institute and No Child Left Behind (NCLB) define roles primary subject of its research‐related work
CNEPDC
for the National Institute for Literacy (NIFL) has been reading, although the Institute also
Central Northeast across the research process. WIA authorizes has integrated projects on learning disabili‐
Professional Development
Central Northeast the Institute “to coordinate the support of ties, basic skills, and research methods into
Center
Professional Development reliable and replicable research on literacy the research portfolio.
8 N. Grove Street,
Center and basic skills in families and adults across
The Literacy Research Initiative (LRI) is a
2nd Floor, Suite #1
8 N. Grove Street, federal agencies…and to carry out basic and
comprehensive online collection that will
Lock Haven, PA 17745
2nd Floor, Suite #1 applied research and development on topics
highlight the most recent research and most
Lock Haven, PA 17745 that are not being investigated by other or‐
Phone: 570‐893‐4052 rigorous research studies on adult and adoles‐
ganizations or agencies.”
Fax: 570‐748‐1598
Phone: 570‐893‐4052 cent literacy — specifically reading, writing,
Two separate sections of NCLB legislation and math (www.nifl.gov/research/lri.html).
Fax: 570‐748‐1598
Newsletter Staff direct the Institute to identify and disseminate
The Institute envisions that the LRI will bring
Newsletter Staff
Dawn Rafter reading research findings, and a third directs
together information on federally and non‐
Mary Mingle the Institute to conduct scientific research to
federally funded research, including evalua‐
Contributors: “determine the most effective ways of im‐
Melissa Adams tion research on literacy and basic skills to
Dawn Rafter proving the literacy skills of adults with read‐
create a comprehensive picture of the knowl‐
Contributors:: ing disabilities.”
Mary Mingle edge base on literacy.
Ann Janowicz
Over the past several years, the Institute has
Jacci West
Melissa Adams
played an important role in bringing research Understanding and Applying Research
The Central Northeast to the forefront of the government’s efforts to in the Classroom:
Professional Development strengthen adult literacy services and reading A Guide to Today’s Educators
Center is a project of the PA instruction for all ages. Guided by its statutes,
Department of
the Institute has participated in all aspects of www.nifl.gov/pd/applyingresearch.html
Education, Bureau of ABLE
the research process from infusing research A 30‐60 minute self‐paced online course from
and CIU #10 Development
findings into current services, building the
Center for Adults. NIFL that introduces users to information about
knowledge base, preparing for the next gen‐
scientific research and its relevance to
eration of research studies, to providing re‐
educational decision‐making
Central
Intermediate
Unit #10

2. Page 2 CNEPDC Newsletter
PAACE Membership—Not Just an Annual Conference
What do you actually know about its program division director on ers, and classmates who also have
PAACE and it’s importance in the board of directors. a LinkedIn profile.
adult education? When someone
Member Benefits Collaborations, contracting, job
mentions PAACE, the first thing
opportunities, and mentoring are
 Discounted fee for the Annual
that comes to mind is the annual
Conference just a few of the many possibilities
conference. But PAACE is so
LinkedIn offers it’s growing mem‐
much more!  PAACE Quarterly Newsletter,
bership of over 55 million profes‐
PAACE News
sionals.
PAACE’s Mission  PAACE Journal of Lifelong
Learning There are also groups of like‐
PAACE is a nonprofit educational
minded individuals that you can
association whose mission is to  PAACE Member Directory
join, such as PAACE. Some groups
enable its diverse members to help
 Membership in a Program are open for anyone to join, while
adults achieve educational goals, to
Division
others require approval from the
exercise leadership for adult edu‐
 Membership in a Geographic group administrator. In the case of
cation, and to advocate lifelong
Regional Group the PAACE group, it is for current
learning as vital to economic secu‐
rity and social equality.  Membership in PAACE e‐mail list PAACE members only. The
PAACE group offers job postings
 Opportunity for involvement in
for adult and continuing education
A Piece of PAACE History the advocacy, professional devel‐
opment, and leadership activities positions in PA, discussions on
of the organization. upcoming conferences, websites,
PAACE was created in 1978 and is
and more! Joining groups of like‐
the only statewide professional
A New Benefit to PAACE minded individuals is another way
organization in PA which serves as
Membership to expand your professional net‐
an advocate for adult and continu‐
work beyond your contacts list.
ing education. The membership This year there is another benefit
includes professionals and volun‐ for PAACE members: a members‐ After you create your free LinkedIn
teers from all aspects of adult con‐ only group in LinkedIn.com. profile, the fastest way to find the
tinuing education, that is adult ba‐ PAACE group is to click once on
LinkedIn is a professional social
sic and general education, English the word Groups at the top of the
networking site. With a LinkedIn
as a second language, continuing page, then click on the blue “Find a
account, you can have a free profile
higher education, literacy educa‐ Group” link on the upper right
to showcase your education, ex‐
tion, and workforce development. portion of the page. In the Search
perience, credentials, and areas of
These cohort groups are the basis Groups box on the left side of the
professional interest. LinkedIn of‐
for the association’s programming screen, type in the keyword
fers opportunities to connect and
structure, with each group having PAACE and click the blue search
network with colleagues, cowork‐
button.

3. March—April 2010 Page 3
CNEPDC Spring Institute
May 6 & 7, 2010
Have you penciled us in on your drawings. At the conclusion of * “Always the nicest people and
calendar for May 6 & 7? each training session prizes were attitudes.”
given to at least one lucky partici‐
Last year’s Spring Institute was the  “Appropriate and generous
pant, each with a value of
most successful institute the give‐aways.”
approximately $25. At the conclu‐
CNEPDC has offered. On each day,
sion of each day there was a grand‐
training began with a served
This year’s Spring Institute prom‐
prize drawing as well, each with a
breakfast (eggs, bacon, muffins,
ises to be just as satisfying and re‐
value of approximately $70. And
fresh fruit, juice and coffee), fol‐
warding to participants. The an‐
let’s not forget the goodie bags that
lowed by a choice of four presenta‐
nual event will again be held
every participant received for at‐
tions. Session topics varied in an
“centrally” at the Pine Barn Inn,
tending, which included a thumb
attempt to reach all areas of adult
located just off of Interstate 80 in
drive!
education, including learning
Danville. The CNEPDC staff is
differences, mind mapping, direct
currently working out the details
instruction, diagnostic reading
and asked all ABLE‐funded
assessment, learning to learn,
practitioners to take an interest
classroom observations skills,
survey to better serve
health literacy, and an adult
professional development needs
education seminar.
across the region. The results are
A buffet lunch was provided to all in and the following are topics of
participants who had the interest for this year’s institute:
opportunity to eat, socialize, and
 Workforce Education
network either inside or on the
 Transitioning
shaded patio. Susan Reeve from
the Bureau of ABLE joined the  Learning Differences
group as a guest speaker to dis‐
Some of our participants shared  Tutor Training
cuss with practitioners the Bureau
of ABLE’s new Professional Devel‐
their responses to last year’s Insti‐  ESL
tute on their evaluations:
opment Policy.  Professional Development
* “Excellent cross‐section of Planning
Each day participants were entered
courses.”
into an institute drawing, as well
For more details, watch the
as individual training session * “Cutting‐edge training.”
CNEPDC web site at www.ciu10.org.

4. Page 4 CNEPDC Newsletter
Women’s Perspectives:
A Journal of Writing and Art by Adult Learners
WE LEARN – Women Expanding Liter- How do women leaders change the
2009‐2010
acy Education Action Resource Net- world?
work – has announced the publishing Pennsylvania Career Guide
of a fifth collection of writing and art- What are the most pressing issues
work by adult literacy and basic educa- affecting women today?
tion students. And what would you do to address
Women’s Perspectives #5: What one or many of these issues?
Would You Do? Creative Ideas for
*In a position of authority or as a
Difficult Times showcases writing by decision-maker, what would you do to
students across all levels. The solve the big issues of the day where
Women’s Perspectives collections pro- The 2009‐2010 Pennsylvania Career
you live or work?
vide a forum for ABE learners to de- Guide is now available in print and
velop their knowledge of an issue rele- Additional information about the publi- online. The Career Guide can be
vant to the experiences of women and cation and how to order #5, as well as downloaded from the PA Workstats
express their learning and experiences previous issues, is available online at Web site. Visit www.paworkstats.
in writing. www.litwomen.org/perspectives/
state.pa.us and click on Products.
For this edition of Women’s index.html.
Choose the link “PA Career Guide.”
Perspectives, student writers and art-
ists were encouraged to reflect and WE LEARN has also published a re- Printed copies can be ordered from the
share ideas in response to the follow- source kit for using the student writing
Center for Workforce Information &
ing prompts: and art collections – Teaching and
Analysis, workforceinfo@state.pa.us,
Learning with Women’s Perspectives.
What would a “better world” look like? 1‐877‐493‐3282
What would you do to make this hap-
pen?
Pennsylvania Green Jobs Report-Part 1
Published February 2010
The PA Department of Labor and Industry has
published the first part of a detailed look at green
careers and industries in the state. The report also
examines how both state and federal government is working with the
private sector to make good policy and wise investments to help
speed economic recovery and position PA as a green economy
leader.
Additional information is available on the PA
Workforce Development Web site --
www.paworkforce.state.pa.us.

5. March—April 2010 Page 5
Spotlight On: Lauren Drey
Marywood University Adult Basic Literacy
Sometimes the smallest things provide the greatest inspiration. For Lauren Drey, it was an ultrasound image of
her baby boy. The 22‐year old single mother, who never finished high school, knew she wanted to give her son
a better life ‐ and she knew that investing in herself and her education would provide them both with greater
opportunity. After leaving high school at age 16 and community college after just a few classes, at Marywood,
Lauren finally found the support to complete her high school diploma and the encouragement to pursue her
dream of a college degree.
Through Marywoodʹs Adult Basic Literacy Education (ABLE) program, which has served nearly 3,000 students
over the last 25 years, Lauren learned not only to believe in herself, but also to trust others. ʺMarywoodʹs pro‐
fessors were so positive and supportive. They worked one‐on‐one with me and never let me lose sight of my
goal. They believed in me when I did not believe in myself and encouraged me to continue my education. Iʹm
excited and proud to be reaffirming their belief.”
Funded through the U.S. Department of Education, Marywoodʹs ABLE program provides general education,
pre‐vocational training, and English language learning for some 200 students from the region every year, in
addition to the GED instruction they provide at the Lackawanna County Prison. As an immense benefit to
the many students who work and care for children full time, Marywood provides ABLE students access to all
campus resources, including library, daycare, dining, and shuttle services.
According to Program Coordinator Ann Janowicz, MS, ʹ09, what makes the program so effective is a unique
approach to teaching and learning. ʺMany traditional high school classrooms move too fast. We utilize alter‐
native instructional methods and invest our time in teaching students one‐to‐one as often as possible.ʺ
This support helped Lauren complete fifty hours of intensive instruc‐
tion in just one month, and score exceptionally high on her equiva‐
lency test. Since receiving her GED, Lauren has enrolled at McCann
School of Business and Technology, where she made Deanʹs List her
first semester. A sophomore in the medical assistant program, the full‐
time student and mother never imagined she would be studying bio‐
chemistry in between nap tirne and 3 a.m. feedings.
Lauren recently returned to Marywood to share her story with last
yearʹs ABLE graduates. ʺMy experience at Marywood has taught me
that learning is truly lifelong. It does not matter whether or not you
follow a traditional academic path. You just need to follow your heart
and find something worth believing in ‐ no matter how small.ʺ
Thank you Ann Janowicz, Program Director of Marywood University, for
supplying the CNEPDC with this article and picture.

6. Page 6 CNEPDC Newsletter
Assessment Strategies and Reading Profiles (ASRP)
ASRP provides research‐ www.nifl.gov/ directions for administering
based assessment strate‐ readingprofiles/index.htm . and interpreting them.
gies to improve reading Using ASRP and the site Match your adult learners’
instruction for ABE and resources, you can: test scores to research-
ASE learners. Hosted by based adult reading pro-
 Learn about the compo- files.
the National Institute for nents of reading.
Literacy (NIFL), the ASRP Get instructional sugges-
Learning about reading tions for teaching your
Web site provides a
profiles and instruction. learners based on their pro-
wealth of resources for
diagnosing reading chal‐ Watch videos of a teacher file matches.
giving diagnostic reading Access additional resources
lenges and instructional
tests to an adult learner. and references on reading,
strategies. The ASRP Web
site can be found at Download free tests with assessment, and instruction.
“The Best” Sites for Teaching English Language Learners
“Instruction
Larry Ferlazzo is a California high school teacher of English Language Learners
(ELLs) on a mission to share “The Best” resources on the Web for teaching ELL, ESL
may end in the and EFL. Larry Ferlazzo’s Websites of the Day (http://larryferlazzo.edublogs.org) is
one of Larry’s educational blogs designed to share web resources he has found use‐
ful to teach a variety of topics (international holidays and festivals, math and science
classroom, but for ESL learners, and economics and jobs, just to name a few). His resource lists in‐
clude strategies for using YouTube videos in education, the best advice for making
education ends good digital presentations, and how to use Web 2.0 technologies with learners.
Some of Larry’s famous “The Best” lists include:
only with life.” The Best Art Websites for Learning English
The Best Websites for Students Exploring Jobs and Careers
The Best Sources for Ideas On How to Use Technology with ELLs
~Unknown The Best Places to Find Online Video Games for Language‐Learning
The Best Listening Sites for ELLs
The Best Sites to Help ELL’s Learn Idioms & Slang
The Workforce Alliance /
The National Skills Coalition
The Workforce Alliance (TWA) has cations on workforce skills devel‐
a new name, The National Skills opment at www.nationalskills opment, the American Recovery
Coalition. It also has a new web‐ coalition.org. Through its website, and Reinvestment Act (ARRA),
site and several new staff mem‐ the National Skills Coalition is an WIA Title I, the Sectors Act, and
bers. Check out their revamped excellent source of information and other legislation that bears on
site and check out numerous publi‐ analysis on workforce skills devel‐ workforce development.

7. March—April 2010 Page 7
Workforce3 One Community www.workforce3one.org
Throughout 2009, Workforce3 One has provided the staff of the pub-
licly-funded workforce system with a "virtual" place to go to for the
latest summary information on new Employment and Training Ad-
ministration policies, system best practices, community discussions
and announcements on new grant opportunities. Workforce3 One
registrants surpassed 62,000 in 2009. Over 22,000 individuals at-
A Chinese
tended the nearly 165 Webinars held this past year, and many more
individuals have viewed the archived Webinars following the live proverb
events.
Workforce3 One is looking forward to an even more exciting 2010
and hope that participants will continue to provide suggestions for says
new content and improvements to the site. If you have a best prac-
tice, resource or tool that could be replicated across the country,
please submit it to Workforce3 One. To do this, just e-mail them at: "Learning is
Submissions@workforce3one.org.
Tools for America's Job Seekers Challenge Update like rowing
The U.S. Department of Labor officially announced the kickoff of the
second phase of the "Tools for America's Job Seekers Challenge."
From January 4 – 15, workforce professionals and members of the
upstream:
public were invited to visit www.dol.gov/challenge to explore
online career resources and recommend their favorite sites from not to
among nearly 500 job search and career Web sites. Users are in-
vited back to the Challenge Web site to see which tools received the
most recommendations. The Department of Labor will also post the advance is
results of the Challenge on its Web site.
The Department notes:
to drop
“The Challenge Web site provides direct access to job boards and
other tools that allow users to apply for open positions across indus-
tries at companies and organizations around the country. What’s back."
more, everyone who logs on to the site will have an opportunity to
cast votes for the tools they find most useful, and post com-
ments. This feedback will help the workforce system identify valu-
able tools to make available through the One Stop system, and will
help future job seekers quickly find online tools that meet their
needs.
For the past few weeks we have been reaching out to businesses and
organizations around the country and asking them to enter their
online tools in the challenge. The response has been impressive,
with nationally known companies, regional and niche tools, and new
and emerging sites joining the challenge. Now is the time for work-
force professionals and job seekers to provide feedback on these
online career resources, and of course, to use the sites to find jobs
and help explore career opportunities …”

8. Spotlight on Wayne‐Pike Adult Literacy Professional Development
From Wayne‐Pike Adult Literacy’s Write On! Tutor Newsletter . . .
Rosemary Clist, Madeline Coppola, Sharon McCreary, Annette Petry, Carol Rick, and Jacci
West attended the ABLE Learning Differences Academy in State College November 16 – 18,
2009. This three‐day workshop focused on meeting the needs of adult students with learning
differences. Much information was gathered and the process of disseminating all the tips,
helps, and ideas to our tutors has begun.
WPALP held their second professional development tutor networking luncheon at the
Mt. Haven Restaurant in Milford. The topic was “Lesson Plans Created by our Volunteers.”
Tutors presented their individual plans to each of the four groups in a “round‐robin” setting.
Folders were also provided for each tutor containing some of the information from the LD
Academy we thought would be helpful to our tutors for their student’s individual needs.
Tutor presenters were Donna Jennings, Sandy Meagher, Annette Petry, and Jacci West.
For more information, or to have the lesson plans shared by Jacci’s tutors, please contact
Jacci West at 570.253.3221, or via email at wpalp@ptd.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.
Central Northeast Professional Development Center
8 North Grove Street
2nd Floor, Suite #1
Lock Haven, PA 17745
INSIDE:
 The Workforce Alliance/
National Skills Coalition
 PAACE Membership
Benefits
 PA Green Jobs Report Part 1