NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1222] New Issue of FOB

marie.cora@hotspurpartners.com

Date: Wed, 31 Aug 2005 09:10:41 -0400 (EDT)
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Subject: [NIFL-ASSESSMENT:1222] New Issue of FOB
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FYI everyone:

      The new issue of Focus on Basics is now available on-line, at
http://www.ncsall.net/?id=818.  Subscribers should receive their issues
in
the mail this week. 

       Corrections Education is the topic of this issue, but adult basic
educators working in every setting will find articles of relevance to
their
work. A writing workshop provides the glue for the Offender Re-Entry
Program
that serves the Suffolk County (Massachusetts) House of Corrections
,writes
Bob Flynn in the cover article. Find out how to run such a workshop, and
why
it's so useful.
	Kathy Goebel describes why an emphasis on re-entry is so
important
and the role that education plays in those efforts. NCSALL researcher
John
Tyler finds among racial and ethnic minority offenders - primarily
African-Americans, with a smaller number of Hispanics - a 20 percent
increase in the earnings among GED holders relative to non-GED holders
in
the first post-release year. That transition year is crucial, so this is
good news.  However, these effects diminish over time and are not found
for
white ex-offenders.
	In Hawaii, Vanessa Helsham uses Hawaiian cultural references and
literature in her classes in the Learning Center in the Halawa
Correctional
Facility. She also teaches traditional hula dancing and, in her class,
members of rival gangs work together. If you're doing it wrong, in hula,
you
have to change. It's like life, she explains. Pauline Geraci writes
about
using a different art form - poetry - in the Minnesota Correctional
Facility
Stillwater
	Dominique Chlup, Texas, provides a chronology of corrections
education from 1789 and an in-depth discussion of this area over the
past 65
years. Education's role in corrections ebbs and flows as society's views
of
incarceration shift from punishment-oriented to rehabilitative. 
	Everyone has a right to an education in Vermont, explains Tom
Woods,
a teacher in the Community High School of Vermont. Read about this
school
and how it serves a transitory population with a huge range of
educational
backgrounds and needs. While certain aspects of being a teacher
transcend
place, some do not. For those Focus on Basics readers who are not
corrections educators, Dominique Chlup describes what it's like to teach
in
a correctional facility. 
	Recognizing that their learners have a high incidence of
disabilities, low academic skills, and other related challenges,
Missouri
and Ohio are using comprehensive screening systems and putting into
place a
web of follow-up services, including education. Laura Weisel, Alan
Toops,
and Robin Schwarz report on these efforts. Bill Muth shares the results
of
his research on assessing offenders' literacy skills, beliefs, and
practices
and offers a model of literacy assessment that can more meaningfully
inform
placement and instruction. Just as services are learning to work
together to
maximize their effectiveness, so are advisory boards. Marianna Ruprecht,
Wisconsin, shares how her advisory board used technology to do so.

Barb Garner
Editor,
"Focus on Basics"

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NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1222] New Issue of FOB

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