The Jan/Feb 2010 edition of the CNEPDC newsletter created for regional PA ABLE programs and featuring a selection of current resources to support transitioning to work and post-secondary education and training.

1.
January—February 2010
Guides Can Help Transform Adult Education to
In this issue:
 Transitioning
Grow a Skilled Workforce
 College Placement Tests OVAE Thursday Notes, October 15, 2009
 Workforce Resources
In October 2009, the National Center on Edu‐ country. The guide includes a self‐
 Research to Practice
cation and the Economy released its Guide to assessment tool that providers can use to
Adult Education for Work: Transforming evaluate their programs against a recom‐
Adult Education to Grow a Skilled Work‐ mended set of benchmarks, identify gaps,
force. The new report, funded by the and plan strategically for change.. An Em‐
CNEPDC Walmart Foundation, lays out specific steps ployer Guide to Adult Education for Work:
policymakers, program administrators, and Transforming Adult Education to Build a
Central Northeast
Professional Development providers can take to begin to transform Skilled Workforce is also available.
Center existing programs into adult education for
Guide to Adult Education for Work:
8 N. Grove Street, work programs. It includes: a vision for con‐
Transforming Adult Education to Grow a
2nd Floor, Suite #1 structing a comprehensive career pathways
Skilled Workforce
Lock Haven, PA 17745 system to better meet our nations’ skill needs;
www.jff.org/sites/default/files/
Phone: 570‐893‐4052 a framework for an effective adult education
adult_ed_work_guide.pdf.
Fax: 570‐748‐1598 for work program with 23 quality elements
in seven focus areas designed to prepare
http://ciu10.schoolwires.net Employer Guide to Adult Education for
adults for both postsecondary learning and
Work: Transforming Adult Education to
work; and benchmarks and promising
Build a Skilled Workforce www.jff.org/
Newsletter Staff practices that illustrate quality elements
publications/workforce/employer‐guide‐
Dawn Rafter already implemented in programs across the
adult‐education‐work‐tran/907.
Mary Mingle
Melissa Adams Bureau of ABLE
Contributors: Act 48 Procedures Reminder
Diana Statsman
On October 27, 2009, Amanda Harrison‐ sional Development System. Program
Perez, Division Chief of the Bureau of ABLE, administrators should review the guidance
The Central Northeast
Professional Development issued a memo regarding Act 48 procedures. and make sure that they and their staff un‐
Center is a project of the The memo read as follows: derstand it. Questions can be sent to Susan
PA Department of
Reeve, Professional Development System
Education, Bureau of The Bureau of ABLE has issued the guidance
ABLE and CIU #10 Coordinator, 717‐787‐5532 or
ABLE Act 48 Procedures to clarify responsi‐
Development Center for sreeve@state.pa.us.
bilities and requirements for earning Act 48
Adults.
hours for completion of professional devel‐ Please see page 8 , ABLE Act 48 Procedures ,
Central
Intermediate
opment activities through the ABLE Profes‐ for details.
Unit #10

2. Page 2 CNEPDC Newsletter
Placement Tests World Education’s College for Adults
www.collegeforadults.org
Not all community colleges use the same placement tests. ACCUPLACER Test (computer test)
You should look at the school’s website to determine www.testprepreview.com/accuplacer_practice.htm
which test they use. There are usually three main place‐
ment tests. They test math, reading, and writing abilities. COMPASS (computer test)
The following are some sites of commonly‐used tests www.act.org/compass/sample/index.html
which include sample questions:
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
By Sandy Goodman, National College Transition Network, delivered at COABE’s 2007 National Conference
Ms. Goodman’s presentation focused the college placement tests at local col‐ Transition curricula.
on the most common college place‐ leges and institutes  Introduce longer essay‐writing
ment tests and compared them to the  Reading college course catalogs activities and writing for a variety of
GED. To view the presentation materi‐ for Development Education and credit purposes.
als and see the comparisons, visit: course sequences, descriptions, and  Teach test‐taking skills such as:
www.collegetransition.org/profdev/ cut‐off scores
strands/Sandy%20Goodman%20‐%  Speaking to Developmental Edu‐ ‐ Use college placement test sample
20The%20Gap.pdf. cation instructors about their course questions for practice tests.
Ms. Goodman emphasized that the content, texts and materials, and skills
minimum academic requirements for needed to succeed ‐ Have students use computers to
new students, the choice of placement
 Reviewing Developmental Educa‐ prepare for computer‐adaptive tests
entrance tests and subtests, and how (CATs) which require skills such as
tion and credit course textbooks.
scores are interpreted and placements screen reading, scrolling, mouse skills,
made, are up to each higher education
The presenter also made the following composing and editing.)
institution. Adult education programs
recommendations for adult education
supporting students as they transition ‐ Teach test‐taking strategies for
programs:
to post‐secondary education should
get to know the local community  Incorporate pre‐algebra and alge‐ multiple‐choice tests.
bra concepts into ABE or Transition
colleges, training programs, and 4‐year ‐ Teach relaxation techniques.
schools in their regions. Some sugges‐ curricula.
tions for becoming familiar with indi‐  Incorporate college‐level reading
‐ Review specific school testing center
vidual school requirements include: texts and higher order synthesis and
hours, policies, etc. with students.
 Having adult education staff take evaluation skills into ABE or

3. January—February 2010 Page 3
President’s Council of Economic Advisers (CAE) Call For
Functional Context Education (FCE) and Non-Cognitive
Skills in Adult Basic Education
By: Tom Sticht, Posted on the National Institute for Literacy’s Adult Literacy Professional Development
E‐Mail Discussion List, August 26, 2009
In a recent report, President the integration of basic skills and teaching adults who need both basic
Obama’s Council of Economic Ad‐ occupational skills education. Later, skills and job skills. A recent analysis
visers (CEA 2009) called attention to in 1991, when Sticht served as a conducted by researchers at the
problems with the nation’s adult member of the Secretary of Labor’s Community College Research Center
education and job training system Commission on Necessary Skills at Columbia University’s Teachers
saying, “Many of the components of (SCANS), FCE principles were in‐ College suggests that it is highly ef‐
the Obama Admini‐ cluded in the fective. I‐BEST students were far
stration’s vision of a more likely than similar basic skills
“… one of the more promising first report of the
well‐functioning post‐ SCANS and students to improve basic skills and
curricular innovations that
high school education helps to improve student suc‐ referred to as earn college‐level credits. As another
example, Alan Krueger and Cecilia
and training system cess is “contextualized learn‐ “contextual
Rouse studied a workplace educa‐
cannot be achieved ing,” in which adults obtain learning.”
tion program that also taught basic
with the current, of‐ basic skills in the context of The Council’s
skills in an occupational context. The
ten conflicting and occupational training. report endorses
authors reported positive impacts on
confusing, maze of the FCE princi‐
earnings, job promotion, perform‐
job training programs spread across ple of integrated
ance awards, and job atten‐
several Federal agencies. (p. 19)” or embedded basic skills and occupa‐
dance.” (p. 18)
In the report, the Council addresses tional education and states, “… one In addition to its focus on contex‐
the need for effective curricula in of the more promising curricular
tual learning, the SCANS (1991) re‐
adult basic skills (English, literacy, innovations that helps to improve
port identified a number of compe‐
numeracy‐LLN) and job training student success is contextualized
tencies that were thought increas‐
programs. Included in its examples learning, in which adults obtain basic ingly necessary in the changing
skills in the context of occupational
of curricula changes that research world of work. Among these were
training. Not only does this allow the
indicates would lead to improve‐ Personal Qualities such as Responsi‐
students to progress through the
ments in participation, retention, bility, Self‐Esteem, Self‐Management,
programs more quickly but it also
achievement in learning, program Works With Diversity, Participates
helps to keep them engaged with
completion, and greater work oppor‐ as Member of a Team, and others
relevant examples and applications.
tunities, the Council referred to which have more recently been re‐
(p.20)”
“contextualized learning” and the ferred to by the umbrella term “non‐
In discussing contextualized learn‐
growing importance of “non‐ cognitive skills.”
ing, the Council states, “Another
cognitive” skills. In its 2009 report, coming almost
common element of successful pro‐
In its focus on “contextualized two decades after the SCANS report,
grams is that they are based on ap‐
learning,” the Council referred to the Council addresses these types of
propriate curriculum and pedagogy.
practices that were first outlined as Washington State’s I‐BEST program, SCANS competencies and states,
effective based on adult job training for example, blends basic skills and “Although ‘interactive’ skills, such as
effective communication and the
and literacy research in a book by occupational training to generate
ability to work well with others,
Sticht, Armstrong, Hickey, & Caylor more contextualized learning, where
have not traditionally been studied,
(1987). This book outlined the prin‐ traditionally these have been segre‐
ciples of Functional Context Educa‐ gated into distinct programs. The President’s Council Continued
tion (FCE), one of which called for result is a more effective approach to on page 6

4. Page 4 CNEPDC Newsletter
Jobs for the Future (JFF):
Education for Economic Opportunity www.jff.org
What is “Jobs for the Future” (JFF)? development: education/ged‐college/841
JFF identifies, develops, and pro‐ ‐ Connecting adult literacy to em‐ JFF is working to increase the range
motes new education and workforce ployment; and number of high‐quality path‐
strategies that help communities, ‐ Building the capacity of literacy ways into and through postsecondary
states, and the nation COMPETE IN networks to partner with sector‐ education for low‐income young peo‐
A GLOBAL ECONOMY. based workforce development initia‐ ple, especially those most in danger
tives; of being left behind in our economy.
Links of Interest:
The GED to College initiative is
Connecting Literacy and Work
‐ Technical assistance and documen‐
growing a new pathway that pro‐
tation.
www.jff.org/projects/current/ vides students who have dropped
workforce/connecting‐literacy‐and‐ Together, these activities will deepen out with what they need to succeed
work/918 and disseminate strategies that ad‐ in postsecondary education.
With funding from the Dollar Gen‐ vance low‐skilled adults in their ca‐
eral Literacy Foundation, Connecting reers through tighter linkages be‐ Key Design Features of a GED to
Literacy and Work encompasses tween adult literacy and workforce College Pathway
three strands of JFF work that are initiatives at the community level. www.jff.org/sites/default/files/
strengthening the connections be‐ GEDtocol‐
GED to College
tween adult literacy and workforce lege_design_elements_072109.pdf
www.jff.org/projects/current/
New National Family Literacy Discussion List
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‐request@lists.psu.edu . 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
ra-edwebmaster@state.pa.us. Content questions can be directed to Tana Reiff at
treiff@tiu11.org.

5. January—February 2010 Page 5
Technology Tidbits
Educational Technology Clearinghouse
The Florida Center for Instructional Technology (FCIT) presentation resource sites.
and the Educational Technology Clearinghouse (ETC)
Clipart ETC
provide digital content, professional development, and
Free education clipart with choice of im‐
technical services supporting the appropriate integration
age sizes and source information for
of technology into K‐12 and pre‐service education. The
proper citations in projects.
resources available on this site are available to every‐
one. Please visit http://etc.usf.edu for resources such as:
Links to resources by subject matter
Presentations ETC Includes links to resources for adult edu‐
Free backgrounds for Keynote or PowerPoint presenta‐ cation!
tions, selection of themes, templates and links to other
Women Employed Career Coach
The mission of Women Employed is to improve the economic status of
women and remove barriers to economic equity.
“A teacher
Visit www.womenemployed.org/?id=38 to find Women Employed Ca‐
reer Coach, a complete program that will help your student learn about affects eternity;
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 he can never
on a new path.
tell where his
Wikimedia Commons influence
Wikimedia Commons is a media file repository making available public domain and stops.”
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.
~Henry Brooks
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‐
Adams
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.

6. Page 6 CNEPDC Newsletter
Can the Web Save Professional Development?
www.edweek.org by Anthony Rebora
“Six or seven years ago, I was as‐ The piece I wrote [referring to an arti‐ tors’ professional lives.
signed to write a piece for Education cle on professional development] did‐ You have to wonder: Can digital
Week’s Web site summarizing the n’t mention the use of interactive tech‐ technology help break the decades‐
latest research on teacher professional nology for teacher‐learning activities, long hold of generic “sit‐‘n‐git” profes‐
development. Somewhat to my sur‐ because at the time such programs sional development? That is the ques‐
prise, I found that there was a great were in their infancy. But since then, tion underlying this issue of the
deal of consensus among researchers of course, online professional develop‐ Teacher Professional Development
and other experts on the qualities of ment initiatives have mushroomed. Sourcebook.
effective teacher‐learning activities. Online courses, webinars, discussion The core of the answer, I think, is
The studies and articles I reviewed groups, social networks, blogs, wikis, provided by Harvard ed‐tech profes‐
stressed the need for collaboration, and Web‐based workspaces have all sor Chris Dede in our interview with
teacher inquiry, practical instructional assumed prominent spots in the him: “Only if people use the tools
tasks, relevant subject matter, and con‐ teacher‐PD lexicon. well.”
sistent follow‐up.” And in light of that research consen‐
“Unfortunately, the experts also sus I wrote about, it’s not hard to see Teacher Professional Development
agreed that professional development their attraction for teachers: Digital Sourcebook, Volume 3, Issue 1, Octo‐
defined by these traits wasn’t exactly platforms harbor the potential to sup‐ ber 1, 2009 www.edweek.org/tsb/
flourishing in schools. For financial port learning experiences that are in‐ articles/2009/10/01/01ednote.h03.html
and structural reasons, schools were herently personalized, interactive, and Retrieved November 18, 2009
still tied to the one‐shot workshop sustained. Because of their flexibility
model, which pretty much no one and convenience, meanwhile, they can
seemed to like.” often be readily integrated into educa‐
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.

7. January—February 2010 Page 7
Free Health Literacy Materials in English and Spanish
Provided by Kim Rossman, Tutors of Literacy in the Commonwealth
Adult educators can download free health communication.
literacy materials at
www.jointcommission.org/PatientSafety/ Materials, including a video and pamphlets
SpeakUp/ developed by the in English and Spanish, teach
Joint Commission, together with the patients, for example, how to prevent “The
Centers for Medicare and Medicaid Ser‐ medication mistakes or infection. The
vices, and aimed at improving medical campaign is part of the Joint Commissionʹs significance of
treatment through better doctor‐patient patient Speak Up safety program.
a man is not in
Attention New Teachers!
what he
Adult Education Overview is For YOU!
Are you new to the world of adult education, or know someone that is? Do you wish that you attains but in
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 what he longs
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
to attain.”
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!
~Kahlil
The Power of Technology to Transform
Gibran
Adult Learning
Council for the Advancement of Adult Literacy (CAAL), October 21, 2009
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).

8. Page 8 CNEPDC Newsletter

9. January—February 2010 Page 9
PAACE Conference Updates
PAACE is currently busy more information on or call 412.661.7323.
planning for the 45th Annual conference registration.
The CNEPDC will again be
PAACE Conference. This
Proposals are now being helping to send adult educa‐
year’s conference will be
accepted for the PAACE tion practitioners to the
held at the Penn Stater Con‐
Conference. The submission PAACE Conference. Admin‐
ference Center Hotel in State The 45th Annual
deadline is February 1, 2010. istrators should check their
College, PA from June 1‐3, PAACE Conference
email for details sent from the
2010. This is an excellent PAACE Conference Com‐
CNEPDC on PAACE Scholar‐
opportunity for professional mittees are now being June 1-3, 2010
ships! Application guide‐
development and network‐ formed. If you would like to
lines, as well as the applica‐
ing for all aspects of adult share your ideas and be in‐ The Penn Stater
tion form, can be found in the
education in Pennsylvania. volved in a committee, Conference Center
email. We hope to see you in
Please visit the PAACE web‐ please contact Lori Keefer Hotel
State College in June!
site at www.paacesite.org for via email at lkeefer@gplc.org
State College, PA
www.paacesite.org
The Right Question Project on Facebook
Many of you have heard of The Right Question Project, visit http://www.rightquestion.org. To read stories
The Right Question Project from teachers and tutors who have used the RQP method with learners, as well
(RQP). But for those of you as share ideas and network, visit them on Facebook at
who have not, it is a non‐ www.facebook.com/pages/The‐Right‐Question‐Project/288907585462?ref=ts#.
profit educational organiza‐ Click on “Become a Fan” at the top center of the page.
tion offering strategies to
people in low and moderate‐
income communities the
power to advocate for them‐
selves. To learn more about
Pennsylvania Career Zone: The Place to Learn About Careers in
the Keystone State
Developed by the PA Department information collected on this Web characteristics. There are 300 career
of Education and PA site useful. videos. Job
Department of Labor and Industry, openings on America’s Job
the Pennsylvania CareerZone Users are encouraged to work Exchange are accessible within
(www.pacareerzone.com) is an through the Interest Profiler, Work each occupation profile.
online career exploration and plan‐ Importance Profiler, and Assess Pennsylvania CareerZone uses
ning system designed Yourself assessment. data from version 12.0 of the O*Net
specifically for PA current and fu‐ Comprehensive information on 900 Database.
ture jobseekers. Educators and occupations includes state specific Visit www.pacareerzone for more
counselors will also find the wages, worker attributes, and job information.

10. Page 10 CNEPDC Newsletter
Workforce Strategy Center Report Offers Partnership
Models for Post-Secondary Success
OVAE’s Thursday Notes, October 29, 2009
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.
Oral-Language Skills for English-Learners Focus of Researchers
Education Week, October 21, 2009
A research article published by Education Week states that ‐ Research studies show oral‐language teaching can
“Educators and researchers who specialize in the education help acquire academic vocabulary.
of English‐language learners are putting new emphasis on ‐ Academic words need to be taught explicitly.
the importance of teaching oral English.” The National ‐ Sheltered Instruction Observation Protocol (SIOP)
Center for Research on the Educational Achievement and was reviewed (30 strategies typically provided to regu‐
Teaching of English‐Language Learners (CREATE) held a lar content teachers as professional development. In‐
conference on October 5‐6 about teaching oral language and cludes a strong focus on oral‐language development).
literacy to English –language learners (ELL). Items dis‐
cussed were as follows: To read the full article, please contact any CNEPDC
‐ Oral language is often forgotten about. staff member and we will be happy to provide this to
‐ Oral skills are not just for ELL, but also for at‐risk students. you.
National Coalition for Literacy
www.national-coalition-literacy.org
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.
Contact information for the National Coalition for Literacy: Jackie Taylor
P.O. Box 2932 NCL Technology Coordinator
Washington, DC 20013‐2932 Public Policy Co‐Chair
Fax: 1.866.738.3757 jackie@jataylor.net

11. January—February 2010 Page 11
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
Besides reauthorizing adult educa‐ (LWIB). At least 51% of the board serves as the fiscal agent, and em‐
tion and literacy programs, the must consist of representatives ploys staff to carry out activities
Workforce Investment Act of 1998 from area business and industry. related to board operations and
authorized a new Workforce In‐ LWIBs, under the guidance of a compliance with legislative re‐
vestment System and provided board chairperson, engage in stra‐ quirements. Many ABLE Coali‐
guidelines for the organization of tegic planning, policy develop‐ tions include a representative of
the system to be implemented in ment, and oversight activities the management entity in quar‐
each state. In Pennsylvania, the within the Workforce Investment terly meetings to share informa‐
system is managed by the PA De‐ Area. ABLE programs should also tion and ideas.
partment of Labor and Industry be represented on each LWIB by
Do you know in which Work‐
and advised by the PA Workforce an individual appointed by the
force Investment Area(s) your
Investment Board (PAWIB). ABLE programs in the Workforce
Investment Area.
program is located? Many ABLE
The Act also requires that states be programs serve learners in more
divided into regional Workforce Because LWIB members are vol‐ than one WIA so ask your ad‐
Investment Areas (WIAs). Each unteers, each Workforce Invest‐ ministrator. Do some investigat‐
WIA is overseen by a group of ment Area must be managed by ing to find out who chairs your
representatives from area busi‐ an organization or management
LWIB(s) and the name of the
nesses, unions, schools, universi‐ entity. The management entity,
organization managing work‐
ties, and social service agencies. under the direction of an organiza‐
force development activities in
This group is called the Local tional director, conducts the day‐
your area(s).
Workforce Investment Board to‐day operations of the LWIB,
Leadership Lackawanna Helps SCOLA Reach New Heights
By Diana Statsman, SCOLA Volunteers for Literacy
Last fall, Leadership Lackawanna commercials were produced, bill‐ group. They were the creative
notified SCOLA that the project boards and postcards were minds that developed all the
we had submitted was accepted designed to promote SCOLA to products and also helped in se‐
by Leadership Lackawanna for those who wanted to improve curing the talent and fund‐
one of their group projects. Six their skills. By now, you have ing. Special thanks also must go
up‐and‐coming community lead‐ probably seen a TV commercial to all our partners in this pro‐
ers were assigned to the pro‐ on WNEP, or heard one on one of ject: WNEP TV, Entercom Radio,
ject: Nicole Alaimo, Karen the Entercom radio stations, or Verizon, Margaret Briggs Foun‐
Capulish, Ken Knelly, Katie seen one of the billboards. You dation, Lamar Advertising, Dan
Leonard, Barry Linger, and may also have seen the postcards Simrell Advertising, Scranton
Teresa Mislinski. With the assis‐ in an emergency room or a local Printing, FastSigns, Keystone
tance of Nancy Dressel and the agency. Community Resources, and espe‐
oversight of Diana Statsman, the cially, Leadership Lackawanna.
This project could never have
campaign, “Read Better. It’s not Youtube link:
come to fruition without the
too late.” was developed by the www.youtube.com/watch?
dedication of our wonderful
group. Scripts were written, v=0tCAe2H2xXc
Leadership Lackawanna

12. CNEPDC’s New Website!
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.
Central Northeast Professional Development
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INSIDE:
 Act 48 Procedures
 SCOLA Volunteers for
Literacy
 Center for Applied Lin‐
guistics (CAL) Resources