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This publication focuses on New York's learning standards for career development and occupational studies (CDOS) in adult education: career development, integrated learning, universal foundation skills, and career majors. A section on the adult learner provides information on engaging learners to increase motivation. The next section focuses on connecting the work-based skills of CDOS to adult goals. It discusses these three essential components that facilitate a successful transition from school to work and careers: work-based learning, school-based learning, and connections between the two. The following pages examine the CDOS standards as distinct entities, based on the recognition and assumption that there is a need for a continuum of ongoing support for learners throughout the entire process. The next section considers CDOS links since the CDOS (and six other) learning standards do not stand alone. It discusses other pieces that educators must use, including performance indicators, hands-on learning experiences, support services, and assessment. Appendixes are a list of 28 organizational, online, and print resources. (Contains 10 references.) (YLB)

This document is intended to help adult education program managers throughout New York become oriented to the world of adult education, handle their new responsibilities as program managers, and obtain up-to-date information to assist them in making educational and administrative decisions. The following are among the topics discussed in the guide's 10 sections: (1) major issues and trends facing adult education programs at the beginning of the new millennium; (2) the need for adult education (suggested goals and roles of adult learners, New York State learning standards); (3) working with adult learners (learning styles, self-directed learning, multiple intelligences, principles of adult education); (4) staffing (characteristics of effective staff, hiring staff, staff retention, motivation, performance correction, professional development); (5) program design and delivery (a customer service philosophy, needs assessment, student retention, intake and orientation, support services, referrals, transition, learner assessment, learner retention); (6) collaboration, cooperation, and partnerships (linkages with other agencies); (7) program evaluation and accountability (summative and formative evaluation, comprehensive performance accountability systems, continuous improvement, compliance) (8) financial management (funding, budgeting, managing cash flow); (9) technology and distance learning (using technology to support administration, instruction, and distance learning); and (10) leadership (leaders' roles as visionaries, advocates, motivators, entrepreneurs, and communicators). (MN)

This manual is designed to introduce adult educators to the Internet and examine ways that it can enhance instruction. An overview of the Internet covers its evolution. These three sections focus on the three areas of the Internet essential to instructional application: communication, information access, and search tools. The section on communication tools discusses e-mail, listservs, Internet relay chat, usenet newsgroups, multi- user environments, and other tools. The section on information access addresses access tools, including file transfer protocol, Gopher, and the World Wide Web. The section on search tools highlights the research opportunities opened up by search engines. The manual also contains 15 hands-on lessons incorporating different aspects of the Internet. Lesson components include a goal, outcome objectives, list of instructional materials and resources, and activities. Related handouts follow the lessons. The lessons help educators teach students how to use the Internet to send information as well as to obtain data on a broad array of topics. Topics include cultures around the world; immigration to the United States; planning a trip; resumes and cover letters; job search in cyberspace; and learning disabilities--getting help. A list of 98 online resources is appended. (YLB)

This document, which is the first in a series of best practice documents incorporating the wisdom and experiences of New York's adult educators, presents eight learning experiences that are specifically tailored for adult learners and instructors. The following information is provided for each learning experience: (1) a brief description of the learning experience; (2) exact procedures for instructors and students to follow during the experience; (3) environmental/instructional modifications to facilitate using the learning experience for all adult learners, regardless of disability or other factors; (4) a list of required materials and supplies; (5) assessment tools and techniques; (6) approximate times required for planning, implementing, and assessing the learning experience; (7) photographs, anecdotes, and/or examples of learners at work completing the learning experience; and (8) a reflection by the learning experience's author. Topics of the learning experiences are as follows: (1) developing language skills through improvisation; (2) map reading; (3) play writing and reading using an alternative immersion approach; (4) sequencing and memory with acrostics; (5) a world peace town summit; (6) reading skill development; (7) human immune deficiency virus transmission and prevention; and (8) politics and the individual. A learning experience collection form and tips for completing a learning experience are appended. (MN)

This document is intended to provide New York schools, business/industry representatives, and others with resources to develop or further refine work-based learning (WBL) strategies or components. Section 1 presents background information on the following topics: (1) the scope of WBL; (2) foundations for the development of WBL; (3) categories of WBL (visits to workplaces, volunteer experience, employment); and (4) program operation (budgeting, staffing, scheduling, marketing, safeguarding, restructuring, recordkeeping). Section 2 presents detailed practitioner-focused information about the following types of WBL activities: field trips; job shadowing; service learning; career exploration internship programs; other unpaid internships; youth jobs; subsidized employment training; youth-run enterprises; cooperative education and paid internships; and apprenticeships. The following information is provided for each type of WBL activity: purpose; program activities; program format (including scheduling, appropriate grade level, and program length); staffing requirements; applicable regulations; marketing strategies; and financial, program development, and assessment requirements. Each model is also followed by case studies illustrating programs currently operating in New York State. The final 60% of the document consists of 15 appendixes that include various guidelines, glossaries, and other resources addressing topics such as the following: WBL for students with disabilities; preparing young women for higher-wage careers; service learning projects; and essential skills and dispositions. (MN)

This document contains materials for use in conducting a 1-hour presentation on school-to-work (STW) programs in New York State for area parents in order to elicit their support for the state's STW initiative and encourage them to share information about the initiative with others in their communities. The document begins with eight tips for delivering the presentation. Provided next is a suggested script for presenters that addresses the following topics: (1) the history and objectives of STW; (2) key principles of STW; (3) ways STW benefits parents and their children (saves time and money; promotes career decision making; provides hands-on experience; improves children's lives; achieves higher standards; teaches about a wide range of careers at an early age; and fosters skills needed for college or employment training and for making good choices); (4) facts disproving common myths regarding STW; and (5) reasons parents should support STW (competition for jobs will increase in the future; the workplace is changing; the gap between the "haves" and "have-nots" is growing); and (6) parents' role in STW. Eleven transparency masters, 6 handouts (including a 12-item bibliography of STW resources), and a sample evaluation form are also provided. (MN)

This document contains materials for use in conducting a 1-hour presentation on school-to-work (STW) programs in New York State for area employers in order to elicit their support for the state's STW initiative and encourage them to share information about the initiative with others in their communities. The document begins with nine tips for delivering the presentation. Provided next is a suggested script for presenters that addresses the following topics: (1) the history and objectives of STW; (2) key principles of STW; (3) ways STW benefits employers (STW can help students develop the high-level skills needed to build a quality workforce; when workplaces are connected to the classroom, a talent pool is developed; STW can help businesses compete while simultaneously enhancing their public image; students need to connect their education to making career dreams come true); (4) common myths regarding STW and facts dispelling them; and (5) employers' role in STW (become visible and active partners; participate in ways that make sense for their business; support their employees' efforts as parents and workers; sustain their efforts). Twelve transparency masters, seven handouts (including a 12-item bibliography of STW resources), and a sample evaluation form are also provided. (MN)

This document contains materials for use in conducting a 1-hour presentation on school-to-work (STW) programs in New York State for area students in order to elicit their support for the state's STW initiative and encourage them to share information about the initiative with others in their communities. The document begins with tips for delivering the presentation. Provided next is a suggested script for presenters that addresses the following topics: (1) the history and objectives of STW; (2) key principles of STW; (3) ways STW benefits students (helps students focus on choices; identifies students' skills and interests; encourages community support for students; provides real-life experience; helps students relate to adults; makes learning fun; helps students develop the skills needed for college or employment; increases earning potential; helps students meet people to help them in their careers); (4) common myths regarding STW and facts dispelling them; and (5) the student's role in STW (tell their teachers, principal, counselors, and others of their interest in STW; identify activities available in the community; form a career club; ask their parents to support STW; conduct their own career exploration). Ten transparency masters, 7 handouts (including a 12-item bibliography of STW resources), and a sample evaluation form are also provided. (MN)

This document contains materials for use in conducting a 1-hour presentation for administrators of school-to-work (STW) programs in New York State in order to elicit their support for the state's STW initiative and encourage them to share information about the initiative with others in their communities. The document begins with nine tips for delivering the presentation. Provided next is a suggested script for presenters that addresses the following topics: (1) the history and objectives of STW; (2) key principles of STW; (3) ways STW benefits administrators (provides better results for students; helps students validate career choices; enables students to meet New York State learning standards and improve their performance on state tests; motivates students; improves career opportunities; maintains better relationships between students and adults in schools and in the community; garners board support for education by involving the community in schools); (4) common myths regarding STW and the facts dispelling them; and (5) the administrator's role in STW (provide visionary leadership; demonstrate commitment to and belief in STW; show how STW incorporates other educational reforms; identify existing resources that further STW initiatives). Eight transparency masters, 8 handouts (including a 12-item bibliography of STW resources), and a sample evaluation form are also provided. (MN)

This guide is designed to link New York's learning standards with curriculum goals and objectives developed by adult education (AE) practitioners. It includes learning standards for English language arts (ELA) and mathematics, two areas identified by AE practitioners as the most important for beginning adult learners. Also provided are curriculum supplements for English for speakers of other languages and preparation for the tests of General Education Development. "An Introduction to AE" provides a look at the unique aspects of AE and a brief overview of where to begin--with curriculum development, instructional planning, classroom management, and assessment. The guide presents New York's learning standards, goals, objectives, and examples in a one-page format that includes these components: designation of standard (e.g., ELA 1 refers to ELA Standard 1); application of the learning standard to AE via a goal (e.g., Adult Goal 1, a broad statement that provides guidance in development of programs of instruction); objectives; and examples ("skills" or "applications") that are really just more finite or objectives at a different level. The ELA section and both supplements are further augmented by performance profiles that include a brief description of the students' performance and a list of 5-7 indicators students may exhibit as they progress in their literacy development. Appendixes include 46 organizational, print, and Internet resources and lists of the learning standards. (YLB)

This document shares the collective wisdom and experience of professionals who have successfully guided the transition of hundreds of youths and adults from New York's correctional institutions back into the community. The first section begins with an overview of the New York State Education Department's transition program model to move incarcerated individuals from correctional facilities to the community through a program consisting of the following components: (1) academic program components (basic skills, high school equivalency preparation, English for speakers of other languages, tutorials in high school subjects, life management); (2) transition program components (computerized career assessment, decision-making skills, job readiness skills, community support linkages); and (3) a continuum of support services (employment, continuing education, higher education, family education/empowerment, on-the-job training/apprenticeship, support services, peer support groups family literacy). The program implementation guidelines presented are organized into the following areas: providing instruction, promoting job readiness, and creating a supportive network. The second section provides guidance on being an effective transition coordinator. Special attention is paid to the transition coordinator's role in meeting both the client's needs and the community's needs. The following items are also included: an acronyms glossary; 29 learning standards for 7 curriculum areas; and a sample transition program. (MN)

This manual is designed to help adult educators to understand and use the Internet in teaching adult students. The manual examines what the Internet is, how one can connect to it, and how it can be used. It also describes ways to communicate on the Internet, identifies sites where information can be accessed, and explains how search tools are used. Included in the manual are 15 sample lessons that provide specific goals and objectives, identify required instructional materials and resources, and offer activities that demonstrate how the Internet assists in meeting these goals. Specific topics covered include the following: e-mail, listservs, Internet relay chat, Usenet news groups, multi-user environments, file transfer protocol, Gopher, and the World Wide Web. An appendix contains 104 online Internet resources, and a glossary defines 107 terms. (KC)

This resource guide is intended to provide New York schools, business/industry, and others with resources to develop work-based learning strategies and components. Section 1 examines the scope, foundation, categories, and operation of work-based learning. Section 2 presents detailed information about the following forms of work-based learning: field trips; job shadowing; service learning; New York's Career Exploration Internship Program; other unpaid internships; youth employment programs; subsidized employment training; youth-run enterprises; cooperative education; paid internships; and apprenticeships. The following information is provided for each form of work-based learning: purpose; program activities, scheduling structure, grade level, and length; staffing requirements; anticipated student outcomes; credit(s) awarded; regulations governing program design/implementation; marketing strategies; financial, program development, and assessment requirements; and illustrative case studies. A wide range of program planning forms constitute approximately one-third of the guide. Among the items included in the guide's 15 appendixes are the following: guidelines for providing work-based learning activity components and developing programs; information about resources/accommodations for disabled students; competencies deemed necessary by the Secretary's Commission on Achieving Necessary Skills; guidelines for preparing young women for higher-wage careers under the School-to-Work Opportunities Act; information about labor laws applicable in New York; ideas of service learning projects; model career exploration internship programs; essential skills and dispositions; an acronyms list; and a glossary. (MN)

This guide is intended to help adult literacy teachers in New York present a learning module in which an empowering approach is used to provide adult students with information about child-rearing and prevention techniques to keep their children safe. The first half of the guide consists of reading materials concerning the following: home and road safety; fires/burns; water safety; poisons; recreation/sports; first aid; general health (fever, common childhood diseases, vaccinations, healthy teeth, head lice, smoking); dangers in society (substance abuse, sexual abuse, sexually transmitted diseases and HIV/AIDS, child abuse and neglect); and stages of development. The remaining half of the book contains six sample lesson plans and six handouts dealing with the following topics: planning escapes in cases of fire/other emergencies; making lists of emergency phone numbers; childproofing a home; evaluating the safety of day care arrangements; making a memory book; and feeling safe. Each sample lesson plan contains some/all of the following: goal, outcome objective, list of required instructional materials; and one or more learning activities. Concluding the guide are lists of 15 New York organizations/agencies and 9 print resources concerned with child safety and a 52-item bibliography. Appended is a list of New York regional poison control centers. (MN)

This document presents a training module designed to help adult literacy program providers in New York and elsewhere to use the principles of social marketing to improve recruitment and retention in adult education programming. Literacy program providers are taught to view the social marketing process as a process of exchange between themselves as the literacy provider and their prospective students that is influenced by situational, program, social influence, receiver, and outcome variables. The specific competencies addressed in the training materials are as follows: (1) define marketing, outreach, public relations, and advertising; (2) list a range of marketing, outreach, public relations, and advertising strategies; (3) identify the characteristics of specific marketing segments; (4) develop strategies to identify and attract a range of market segments; and (5) package programs effectively. The following are among the materials included: definitions of terms related to social marketing; an overview of the operation of a social marketing campaign on adult literacy; specific steps in identifying and becoming familiar with a literacy program's target market segment; guidelines for developing a marketing campaign theme and selecting promotional materials; tips for using newspapers, television, and radio as marketing media; steps to writing better press releases; guidelines for evaluating a social marketing campaign; and a study survey instrument. (MN)

This workbook was developed to help adult literacy students learn about health care resources in order to know how to keep themselves healthy, when they need to see a health professional, and where to go if they do need to see someone. It contains information sheets, student worksheets, and answers to the worksheets. The information sheets are coordinated with an available audiotape. Some of the topics covered in the workbook are the following: entering the health care system; understanding different levels of health care and choosing the best level; knowing the rights and responsibilities of patients and health professionals; forming good health behaviors and using the right health care resources; and knowing where health care resources are in your community, and what they do. Three appendixes provide information on New York State Offices of Mental Health, various types of self-examination procedures, and New York State health care proxy laws; a glossary lists 23 terms that are underlined in the workbook. (KC)

This workbook was developed to help adult literacy students learn about exercise and physical fitness. It contains information sheets and student worksheets, coordinated with an audiotape that is available. Some of the topics covered in the workbook are the following: benefits of exercise; stress; aerobic versus anaerobic exercise; exercise programs; maximum heart rate; nutrition; body composition; differences between the sexes; ways to fit more exercise into one's life; setting exercise goals; and exercising safely. Two appendixes provide information on caring for the back and special tips for walking and running; a glossary lists 41 terms that are underlined in the workbook. (KC)

This workbook was developed to help adult literacy students learn about sexual abuse in order to protect themselves and their children or to help someone who has been sexually abused. It contains information sheets, student worksheets, and answers to the worksheets. The information sheets are coordinated with an available audiotape. Some of the topics covered in the workbook are the following: how often sexual abuse happens; how sexual abuse affects a person's life; signs and symptoms of sexual abuse; how to prevent sexual abuse; how to protect children from sexual abuse; and how to talk to children about sexual abuse. An appendix lists 66 rape crisis centers in New York State; a glossary lists 25 terms that are underlined in the workbook. (KC)

This workbook was developed to help adult literacy students learn about first aid in order to help themselves and others. It contains information sheets, student worksheets, and answers to the worksheets. The information sheets are coordinated with an available audiotape. Some of the topics covered in the workbook are the following: handling an emergency; first aid for adults, children, and infants (breathing, bleeding, shock, injuries, poisoning, breaks and sprains burns, choking, heart attacks, temperature-related conditions; snakebites, insect bites); and finding community resources for further help. Three appendixes provide information on the contents of a first-aid kit and vomiting in cases of poisoning; a glossary lists 28 terms that are underlined in the workbook. (KC)

This workbook was developed to help adult literacy students learn about nutrition. It contains information sheets, student worksheets, and answers to the worksheets. The information sheets are coordinated with an available audiotape. Some of the topics covered in the workbook are the following: choosing good foods without spending a lot of money; know how eating better can make you healthier; knowing that what you eat affects everything about you; knowing that babies, children, and adults need different foods; and finding places in the community that can help you learn more about nutrition. Seven appendixes provide information on the following: steps to improve health; a basic eating plan for all ages; saving money and time; tips for pregnant women; breastfeeding; ideas for high-quality protein; and lifestyle activities. A glossary lists 53 terms that are underlined in the workbook. (KC)

This workbook was developed to help adult literacy students learn about health insurance. It contains information sheets, student worksheets, and answers to the worksheets. The information sheets are coordinated with an available audiotape. Some of the topics covered in the workbook are the following: understanding health insurance choices; understanding if coverage is enough; knowing personal rights and responsibilities and the insurance company's rights and responsibilities; knowing how to file a claim; and insurance vocabulary. Two handout sections provide information on resources and Health Maintenance Organizations (HMOs) in New York State; a glossary lists 26 terms that are underlined in the workbook. (KC)

This document, the second in a series of guidebooks that were developed for educators of homeless adults in New York, offers strategies and plans for sample lessons in which a holistic approach is used to help homeless adults and families improve their lives through education. The guidebook begins with lists of print and nonprint resources, including an annotated bibliography of 39 print resources and lists of 82 government, health-related, business-related, service, and other organizations. Presented next are 19 sample lessons on a variety of life management-related topics, including the following: schooling; communicating through body language; resocialization; establishing/improving relationships; separating professional and personal relationships; planning recreational activities; physical fitness/exercise; HIV education; stress management; goal setting; finding affordable housing; preparing for the workplace; self-employment; and using office equipment. Each lesson plan contains some/all of the following: goal; outcome objectives; list of required materials/resources; and one or more activities. Also included are 15 handouts for use with the individual lessons. Appended are a National Resource Center publications order form and addresses/phone numbers of the following: agencies listed as nonprint resources; community dispute resolution centers in New York; and AIDS regional training centers. (MN)

This document is a learning module designed to provide adult literacy practitioners in New York and elsewhere with the materials needed to take an empowering approach to helping adult literacy learners deal with the realities of alcohol and other drug issues affecting them and their families. The module includes background material, information on resources, and sample lesson plans for use by instructors themselves or by guest presenters. The document begins with reading materials on the following topics: the history of substance abuse; substance use versus nonuse; elements of risk; associated risks; prevention; treatment options; self-help programs; recovery; and substance abuse in others around us. Presented next are nine sample lesson plans. Each lesson plan contains some or all of the following: a goal, outcome objective, listing of recommended instructional materials and resources; learning activities; and supplementary notes. The following materials are also included: 4 handouts; the addresses of 18 resource organizations nationwide; the addresses of 13 branches of New York's Office of Alcoholism and Substance Abuse Services; a bibliography of 39 print resources; appendixes containing information on 9 groups of drugs and criteria for diagnosing substance abuse; a glossary; an acronyms list; and a list of terms related to 12-step and recovery programs. (MN)

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about first-aid procedures that will substantially reduce the severity of accidents and wounds and contribute to improved overall health. The guide provides the goals and objectives of the course; it is organized in six sections that cover the following topics: (1) background information; (2) whom to call and what to say; (3) first-aid supplies; (4) precautions; (5) principles of first aid (breathing, bleeding, and shock); and (6) first aid for common ailments (fractures and sprains, burns, choking, heat exhaustion, heat stroke, frostbite, hypothermia, heart attack, insect bites and stings, poisoning, and snakebites). The guide includes sample lessons, handouts, answer keys, a list of eight resources, a glossary of key terms, and a bibliography citing six references. An appendix provides names, addresses, and telephone numbers of American Red Cross chapters in the state of New York. (KC)

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about good fitness habits and positive health behaviors that will substantially reduce the risk of poor overall health. The guide provides the goals and objectives of the course; it is organized in six sections that cover the following topics: (1) background information (exercise and good health, obesity in children, and aerobic versus anaerobic activity); (2) what works (principles of exercise, components of fitness, tailoring the program, phases of fitness, weight control, and physiological differences between men and women); (3) special cases (pregnancy, senior citizens, larger persons); (4) getting started (motivation, doing it right, how not to spend lots of money); (5) safety (preventing injury while exercising, environmental considerations); and (6) promoting the value of the program. The guide includes sample lessons, handouts, a list of 15 resources, a glossary of key terms, keys to handouts, and a bibliography listing 15 references. (KC)

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about sexual abuse, its effects, and prevention. The guide provides the goals and objectives of the course; it is organized in 12 sections that cover the following topics: policy development, staff assessment, staff training, lesson preparation, rape and sexual abuse, common myths regarding sexual abuse, feelings felt by a sexual abuse victim, how to help a friend who has been sexually abused, what to do if someone is raped, basic safety information, prevention tips for adults and teens, and child sexual abuse prevention. The guide includes sample lessons, handouts, an answer key and a list of rape crisis centers in New York state. (KC)

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about good nutritional habits and positive health behaviors that will substantially reduce the risk of poor overall health. The guide provides the goals and objectives of the course and background information on healthy eating and steps to improve health. It provides a basic eating plan for all ages, discusses nutritional differences for adults, pregnant women, and children, and fad diets. Sample lessons are provided for label reading, recipe analysis, sources of nutrients, how marketing affects food choices, and community resources. The guide includes handouts, answer keys, a list of eight resources, and a glossary of terms. (KC)

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about health insurance, available privately and from government programs. The guide provides the goals and objectives of the course and background information on types of health insurance, choosing health coverage, and policyholder rights and responsibilities. The guide includes sample lessons, handouts, answer keys, and a glossary of key terms. Three appendixes provide the following: a directory of New York State Health Maintenance Organizations (HMOs), a description of Child Health Plus in New York State, and a list of nine resources. (KC)

This teaching guide introduces and gives advice on using a series of health promotion materials in adult basic education classes. The series was developed with input from adult learners. This guide describes the series and offers advice on staff preparation and suggestions for lesson preparation. The guide is organized in six sections that cover the following topics: description of the series, goals and objectives, staff preparation, lesson preparation, considerations in preparing instructional materials, and additional reading (abstracts of 21 suggested readings). Three appendixes include a health issues survey and acknowledgements of persons who helped in the development of the materials and others who were involved in the project. (KC)

This teaching guide is part of a series of materials developed, with input from adult learners, to aid adult literacy teachers in incorporating health education into the curriculum. This guide aims to help teachers to provide adult students with information about the variety of health care resources available, accessing these resources, and determining when to seek professional consultation. The guide provides the goals and objectives of the course and background information on many health-related topics: health; different types of health needs; sources of health care; primary care providers; choosing a provider, a hospital, and emergency care; specialized care; escalating health care costs; preventive health care; payment of health care costs; the rights of health care consumers; and tips on making the system work. The guide includes sample lessons, a glossary of key terms, and a resource list of toll-free telephone numbers, organizations and services, magazines and articles, and books. Six appendixes provide the following: summary of American Cancer Society recommendations, self-examinations, patient's bill of rights, the role of medical professionals, health care proxy, and state of New York offices of mental health. (KC)

This staff development package is designed to inform adult literacy practitioners about Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus (AIDS/HIV) and to facilitate implementation of HIV education in adult literacy programs. It is intended to teach them to plan and implement HIV education for their adult literacy students and to create a forum for staff development about AIDS/HIV. A guide for teachers and a handbook of instructions are included. The instructional guide provides materials on staff preparation and lesson preparation, background information about HIV and AIDS, and four sample lessons for an HIV education program for adult literacy students. Each lesson contains a goal, an outcome objective, a list of instructional materials, and a set of activities. Examples are then presented of integration of information about HIV infection and AIDS in other content areas. Fifty-eight pages of resources are provided: listings of videos, articles and books, newsletters and brochures, journals, contact people for the AIDS Regional Training Centers, hotlines, and additional organizations addressing AIDS and People with AIDS Coalition Resource Directory. Other contents include a glossary of terms and photocopy masters of materials used in the sample lessons. The handbook of instructions describes the complete instructional package (guide, handbook, and videotape) including its purpose, its intended audience, and variety of options for both staff development and programming for students. Statistics, medical updates, and new resources are included. A brochure on HIV education for adult literacy programs is attached. (YLB)

The purpose the Native Language Literacy Screening Device (NLLSD) is to give English for Speakers of Other Languages (ESOL) practitioners a sense of the native language literacy levels of learners coming into their programs. This is worth knowing because when learners have had limited schooling in their first language instructional strategies used in an ESOL class must be tailored to meet the needs of those learners. The NLLSD contains twenty-seven language versions of the screening device and an administrative protocol. The protocol offers a series of suggestions for using the tool and interpreting its results. The screening device is written in the following languages: (1) English; (2) Albanian; (3) Arabic; (4) Benfali; (5) Chinese; (6) Croatian; (7) Farsi; (8) French; (9) Haitian Creole; (10) Hebrew; (11) Hindi; (12) Italian; (13) Japanese; (14) Khmer; (15) Korean; (16) Lao; (17) Pashto; (18) Polish; (19) Portuguese; (20) Punjabi; (21) Russian; (22) Spanish; (23) Tagalog; (24) Tigrinya; (25) Ukrainian; (26) Urdu; and (27) Vietnamese. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This document, one of a series of guidebooks that were developed for educators of homeless adults in New York, presents program development strategies and sample lesson plans that promote a holistic, contextualized approach to teaching. After a brief introduction, the importance of family literacy is discussed, and 25 publications devoted to homelessness and family literacy are listed. The remainder of the document consists of 32 lesson plans (25 dealing with various life management-related topics and 7 concerned with family literacy) along with strategies for teaching homeless people and guidelines for using the lesson plans. Each lesson plan in the life management section includes some/all of the following: goal; outcome objectives; list of required materials/resources; and one or more activities. Twenty student handouts for use with the life management lessons are also provided. The family literacy lesson plans are longer, and they outline projects that may be conducted over weeks of class meetings. Along with goals and activities, the family literacy lessons also contain bibliographies listing a total of 176 publications and list outcome objectives for the following specific audiences/levels: adults, early childhood, parent support groups, and intergenerational groups. (MN)

This guide, which is intended for instructors of incarcerated youth, contains materials for use in helping incarcerated youth make the transition from incarceration to a productive life. Presented first are an overview of the project during which the guide was developed and a brief history of educational programming for incarcerated youth in New York State and in the United States. Discussed next are the following: the recovery model and its implications for curriculum/instruction; roles/responsibilities within correctional facilities; the self-awareness, academic, problem-solving, vocational, communication, life management, and transition skills needed by incarcerated youth; ways providers can facilitate learning (adapt to environment, assess student needs, create learning communities, contextualize, and use instructional strategies); special contributions from educational administrators; and mandates (New York state laws regarding education in correctional facilities and employment rights). The remaining 75% of the guide contains lesson plans and handouts for use in helping incarcerated youths develop needed skills. Each lesson plan contains some/all of the following: goal, outcome objective, list of required instructional materials; and one or more learning activities. The bibliography contains 23 resources. Appended are the following: a discussion of the challenge of service provision for incarcerated youth; instructions for requesting modified high school equivalency examination; a sample rap sheet; and an acronyms glossary. (NM)