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From: Casey Reid [mailto:[log in to unmask]] Sent: Thursday, August 25, 2011 9:07 AM Subject: MRADE Call to Conference We will be hosting a NADE Certification Institute as part of the conference. Participants attending the NADE Certification Institute, who would be interested in a copy of the NADE Self-Evaluation Guides, copies of the Guides can be purchased prior to the conference for an additional $55. For more information on the Guides refer to the H & H Website: http://www.hhpublishing.com/_books/_professional/_nade/index.html Thank you, Casey Dan Kern, Instructor Reading Comprehension East Central College (ECC) Mailbox AD19 1964 Prairie Dell Road/ Union, Missouri 63084-4344 Office: AD221 (Administration Building) (second floor, front of AD, midway in hall) Phone Extension: 6607 Phone Direct: (636) 584-6607 FAX: (636) 584-0513 Email: [log in to unmask] Campus Phones: Operator Assisted: (636) 583-5193 Automated: (636) 583-5195 ECC Internet: www.eastcentral.edu The word "community" in community college states what fact? What is the meaning of community in community college? Application? Analysis? Synthesis? Evaluation? Unlocking the Gate: What We Know About Improving Developmental Education: http://www.mdrc.org/publications/601/full.pdf Overview of Unlocking the Gate: http://www.mdrc.org/publications/601/overview.html Introduction to the CCRC Assessment of Evidence Series: http://ccrc.tc.columbia.edu/Publication.asp?uid=845 Defining Developmental Education: A Commentary: http://www.oade.org/defining.htm http://www.eastcentral.edu/modec/ http://www.mrade.org/ http://www.nade.net/ http://www.ncde.appstate.edu/ http://www.ncde.appstate.edu/kellogg/ http://www.crla.net/ http://www.lsche.net/ http://www.nclca.org/ Issues Affecting the Definition of Developmental Education: http://www.nade.net/documents/Mono96/mono96.2.pdf Lives on the Boundary: The Struggles and Achievements of America's Educationally Underprepared Remedial, illiterate, intellectually deficient - these are the stigmas that define America's educationally underprepared. Growing up poor, Mike Rose, nationally acclaimed educator and author, shared these labels. Now he takes us into classrooms and communities to reveal what really lies behind the labels and test scores. With rich detail, Rose demonstrates innovative methods to initiate "problem" students into the world of language, literature, and written expression. This book challenges educators, policymakers, and parents to reexamine their assumptions about the capacities of a wide range of students. Already a classic, Lives on the Boundary offers a truly democratic vision, one that should be heeded by anyone concerned with America's future. http://web.mac.com/mikerosebooks/Site/Lives_on_the_Boundary.html Mike Rose interviewed by Bill Moyer about Lives on the Boundary: http://www.youtube.com/watch?v=-tCokgfZmHU Oral History of Postsecondary Access: Martha Maxwell, A Pioneer Authors: Casazza, Martha E. <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&E RICExtSearch_SearchValue_0=%22Casazza+Martha+E.%22> ; Bauer, Laura <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&E RICExtSearch_SearchValue_0=%22Bauer+Laura%22> Truly a pioneer in the field of learning assistance and developmental education, Martha Maxwell has mentored hundreds, if not thousands, of professionals and students as well as authored a variety of reference shelf publications. Her career spanned 50 years. In her classic, Improving Student Learning Skills, she says there are seven persons named Martha Maxwell: counselor, teacher, academic advisor, reading/learning disabilities specialist, researcher, administrator, and perennial student. Oral History <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Oral+History%22> ; Disabilities <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Disabilities%22> ; Developmental Studies Programs <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Developmental+Studi es+Programs%22> ; Postsecondary Education <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Postsecondary+Educa tion%22> ; Access to Education <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22Access+to+Education %22> ; School Counselors <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22School+Counselors%2 2> ; College Preparation <http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp?_pageLabel=ERI CSearchResult&newSearch=true&ERICExtSearch_Descriptor=%22College+Preparation %22> http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true <http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERI CExtSearch_SearchValue_0=EJ718567&ERICExtSearch_SearchType_0=no&accno=EJ7185 67> &_&ERICExtSearch_SearchValue_0=EJ718567&ERICExtSearch_SearchType_0=no&accno= EJ718567 A Fable for Developmental Educators By Karen Martin Once upon a time, Developmental Educators sailed upon the ark known as Traditional Psychology and Education. Each educator and psychologist was allowed two hypotheses or two theories of his/her choice aboard. And they sailed the seven seas in search of students upon which they could use their theories. In time, the hypotheses became theories, and multiplied exponentially, and the educators and psychologists were very happy. The Developmental Educators-an off-shoot group composed of both disciplines-were uneasy. They attributed their uneasiness with the status quo to being seasick, but when they could find no psychological reason for their distress, they began to look around. They peered over the side of the ark, and were shocked at what they found. At once, they noticed two things. The sea was full of struggling students who were trying to stay afloat in an educational system that threw them out to sea and blamed them when they were not successful. Also, to their horror, the ark upon which they were sailing, overburdened with theories and new hypotheses, was sinking. The Developmental Educators tried to sound the alarm, but to no avail. They could not get permission from the Captain's five secretaries to see him about the problem, and the secretaries could not agree on where the alarm was located. So the Developmental Educators gathered up a few theories they thought would be useful-Maslow, Glasser, Piaget-and they jumped overboard into the sea of struggling students. They found every type of student imaginable, every race, ethnic background, learning problem, age group, and both genders. They quickly learned that if they were to stay afloat, they would have to jettison all unnecessary traditions and theories, and respond accordingly to the unpredictable sea and climate. And for their trouble, they were given the scraps of food thrown away by people from the ark. One by one, they began to reestablish contact with each other, and soon decided to build their own boat, and many Developmental Educators advocated bringing students instead of theories aboard. It remains to be seen what will happen with the space on the boat, but it could be that the best use of it will be for teaching-that is, teaching students how to build boats. Source: Improving Student Learning Skills by Martha Maxwell, Appendix 1-2, p. 334, c1997. Description: The Blueberry Story The Blueberry Story: The teacher gives the businessman a lesson "If I ran my business the way you people operate your schools, I wouldn't be in business very long!" I stood before an auditorium filled with outraged teachers who were becoming angrier by the minute. My speech had entirely consumed their precious 90 minutes of inservice. Their initial icy glares had turned to restless agitation. You could cut the hostility with a knife. I represented a group of business people dedicated to improving public schools. I was an executive at an ice cream company that became famous in the middle1980s when People Magazine chose our blueberry as the "Best Ice Cream in America." I was convinced of two things. First, public schools needed to change; they were archaic selecting and sorting mechanisms designed for the industrial age and out of step with the needs of our emerging "knowledge society". Second, educators were a major part of the problem: they resisted change, hunkered down in their feathered nests, protected by tenure and shielded by a bureaucratic monopoly. They needed to look to business. We knew how to produce quality. Zero defects! TQM! Continuous improvement! In retrospect, the speech was perfectly balanced - equal parts ignorance and arrogance. As soon as I finished, a woman's hand shot up. She appeared polite, pleasant - she was, in fact, a razor-edged, veteran, high school English teacher who had been waiting to unload. She began quietly, "We are told, sir, that you manage a company that makes good ice cream." I smugly replied, "Best ice cream in America, Ma'am." "How nice," she said. "Is it rich and smooth?" "Sixteen percent butterfat," I crowed. "Premium ingredients?" she inquired. "Super-premium! Nothing but triple A." I was on a roll. I never saw the next line coming. "Mr. Vollmer," she said, leaning forward with a wicked eyebrow raised to the sky, "when you are standing on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?" In the silence of that room, I could hear the trap snap.. I was dead meat, but I wasn't going to lie. "I send them back." "That's right!" she barked, "and we can never send back our blueberries. We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant. We take them with ADHD, junior rheumatoid arthritis, and English as their second language. We take them all! Every one! And that, Mr. Vollmer, is why it's not a business. It's school!" In an explosion, all 290 teachers, principals, bus drivers, aides, custodians and secretaries jumped to their feet and yelled, "Yeah! Blueberries! Blueberries!" And so began my long transformation. Since then, I have visited hundreds of schools. I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night. None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society. But educators cannot do this alone; these changes can occur only with the understanding, trust, permission and active support of the surrounding community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America. Copyright 2002, by Jamie Robert Vollmer Jamie Robert Vollmer, a former business executive and attorney, now works as a motivational speaker and consultant to increase community support for public schools. He can be reached at <mailto:[log in to unmask]> [log in to unmask] Cowardice asks the question, 'Is it safe?' Expediency asks the question, 'Is it politic?' Vanity asks the question, 'Is it popular?' But, conscience asks the question, 'Is it right?' And there comes a time when one must take a position that is neither safe, nor politic, nor popular but one must take it because one's conscience tells one that it is right. (Martin Luther King, Jr.) I realize that patriotism is not enough. I must have no hatred or bitterness towards anyone. (Edith Cavell, nurse and humanitarian) A teacher is one who makes himself progressively unnecessary. (Thomas Carruthers) We are not the same persons this year as last; nor are those we love. It is a happy chance if we, changing, continue to love a changed person. (William Somerset Maugham, writer, 1874-1965) Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual. (Arthur Koestler, novelist and journalist, 1905-1983) Writing is like driving a car at night. You can only see as far as the headlights, but you make the whole trip that way. (E.L. Doctorow, writer, b. 1931) The formal reading and writing processes at the academic and occupational program levels in postsecondary education integrate the same steps and are a cognitive journey that have a beginning only, no end. To not integrate the two processes, beginning with the rough draft in writing assignments and a rough read in reading assignments is doubling the effort required. Read as a writer and write as a reader. ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]