The following Adult Education programs have been designated as Promising Practices.

Home English Language Program (HELP)
Adult students (21 or older) with limited English proficiency or strong native language literacy skills who are unable to attend scheduled classes.
The Program	HELP provides an independent and self-sufficient learning experience in the development and enhancement of English language skills. HELP enhances proficiency in four skill levels: listening, reading, writing, and speaking. The components of the program are monitored through the local public library system and include: initial intake interview, assignment of a mentor, study packets sent every other week (providing listening, reading, and writing lessons), bi-monthly packet pick-up/drop-off, regular posttesting and assessment of progress, and monthly interactive group meetings. With direction from an assigned mentor (teacher/counselor), all participants are encouraged to practice their language skills and what they have learned either at home or on the job. Participation in HELP enables learner to enrich personal self-growth and obtain individual results.
How does it work?	The program is managed through the local library and the cooperation of local teachers and/or counselors. Training Teachers and/or counselors organize monthly meetings and determine, in conjunction with the library, how the program will be managed. Materials The purchase of packet materials and the organization of those packets.
Learning Standards:	English Language Arts
Contact:	Nan Clarke Program Developer Sullivan County BOCES Adult Program 47 Plaza Dr. Monticello, NY 12701 (914) 791-4070, Fax: (914) 791-4081

New York State Comprehensive Model for Family Literacy
Families with caregivers needing basic skills or ESOL instruction and adults without high school diplomas.
The Program	Children of undereducated parents are more likely to dropout and remain in a cycle of undereducation and poverty. This model seeks to interrupt the cycle by addressing the education needs of both generations. Its goals are to increase educational levels of parents, enhance their ability to participate in their children's education and be their children's primary teachers, improve children's language and literacy skills, and enhance parent-child communication. The goals are addressed through four components: Adult Education or ESL classes for parents, an early childhood/childcare or classroom program for children, an intergenerational component for parents and children together, and a parent support and parent development component. Delivered by a team of educators and support personnel that includes adult education instructor(s), early childhood or elementary teacher(s) and assistant(s), a social worker, and case manager or family assistant, the program can be center-based, home- based, or a combination of the two. The program has been implemented in Adult Education and early childhood settings, as well as local elementary schools.
Implementation Requirements	A collaboration between Adult Education providers and childcare, early childhood, or elementary education providers. Two classrooms, one for adults and one for children, are needed. Staffing requires both adult and early childhood personnel. An essential element is the regularly scheduled time each week for all program personnel to meet for planning and component integration. Training A 3-day implementation workshop is provided, additional half- day and full-day specialty workshops are offered, and on-site technical assistance, resource material, and customized training are available.
Materials	The multimedia package "Family Literacy: An Intergenerational Approach to Learning" is an important tool. A bibliography on family literacy programs is available from the contact below.
Contact:	Jessica Fitzpatrick Director or any member of the Family Literacy Staff Family Literacy Initiative, Center for Family Resources 22 Jericho Turnpike, Suite 110 Mineola, New York 11501 (516) 873-0900 fax (516) 873-0949

New York State's Placement Test for English as a Second Language Adult Students (NYSPLACE Test)
ESOL practitioners for use with Limited English Proficient (LEP) Adults.
The Program	The NYSPLACE Test is an ESOL placement test for adult and continuing education programs. It is valid, reliable, and clear, sensitive to adults, and inexpensive and easy to administer. It takes 10 to 15 minutes to administer and has three sections: The Oral Warm Up: simple greetings and brief commands. The Basic English Literacy Screening: reading numbers, letters, words, and a single sentence or question. The Oral Assessment with Pictures (the main section): There are four illustrated scenarios depicting daily life situations. Students respond to questions about the scenarios. The questions and descriptions get progressively more difficult and correspond to ESOL Proficiency Levels 1-4. There are also fail-safe questions. Only Form B has been approved for general use; Form A is in the process of being refield tested.
Implementation Requirements	The test is administered orally to one student at a time. Training SED recommends administrators of the NYSPLACE Test attend a NYSPLACE Test implementation workshop sponsored by SED, or view the NYSPLACE Test video training tape.
Materials	Student Information and Answer Sheet (SIAS form), Test Booklet, and Picture Cue Booklet.
For information about test development and administration, contact:	Dr. Patricia Mooney Gonzalez Adult ESOL Specialist New York State Education Department Adult Family and Alternative Education Team, Room 307EB Albany, New York 12234 (518) 474-8700 fax (518) 474-2801
To order tests:	Albany Adult Learning Center 27 Western Avenue Albany, NY 12203 (518) 462-7292

Vocational English As A Second Language (VESOL)
English Students of Other Languages (Limited English Proficient)
The Program	VESOL enhances employability and self-reliance by providing communication skills to become more competitive, flexible, and adaptable in the job market. The program addresses needs assessment (of students, vocational facility, and labor market), intake, adapted vocational instruction, VESOL instruction, support services, job development and placement, program evaluation, and coordination of components. It can provide general VESOL for students with vocational skills who only need language skills to get a job, retain a job, or advance in a job or VESOL can provide Bilingual Vocational Instruction, counseling and support services, job development, and vocational placement. VESOL has been used with a variety of ESOL populations and increases access to vocational programs and support services, improves the quality of ESOL programs and services, and reduces dropout rates.
Implementation Requirements	Cost varies depending on approach, which is determined by the needs of the labor market, students, and vocational facility. Training Training is required and can be held in a statewide, regional, or local educational setting, though local training has proven the most effective. There are one-day workshops for vocational instructors, ESOL instructors, and counselors and job developers. Workshops provide a basic knowledge of the program. To be successful, it is suggested that continued staff development be provided.
Materials	Materials vary according to the workshop. Distribution and cost are determined before each workshop.
Contact:	Bertha Keenan New York State Consultant/Trainer Bilingual ESOL Vocational Technical Assistance Project P.O. Box 760 Holbrook, NY 11741 (516) 472-3357

The following Adult Education Program has been Validated by the New York State Education Department.

Teaching Activities for Language Knowledge (TALK)*
Some adult education programs; can also be used in grades K-6, bilingual education, migrant education, special education, and gifted education
The Program	TALK is designed to improve the vocabulary and language skills of children in lower socioeconomic area schools. A language specialist and participating classroom teachers are trained to use the manual, which includes lessons in listening and grammatical skills, describing and defining, personal and social awareness, choral speaking, story telling, and creative dramatics and puppets. The language specialist conducts 30-minute lessons twice a week and teachers conduct 30-minute follow-up lessons twice a week. At the end of a 6-month period, the teacher should be capable of interfacing TALK with classroom instruction. Students at all grade levels have shown gains of 30% to 80% on standardized tests for receptive and expressive language. This increases students' abilities to reason, solve problems, apply knowledge, and write and communicate effectively.
Implementation Requirements	Adopting districts provide a speech and language clinician or teacher with a language development or reading background for one hour a week for each classroom using TALK, though a classroom teacher can run the program. Awareness materials and sessions are available. Implementation and follow-up services are available (costs to be negotiated). Statistical analysis of evaluation data for districts submitting pre- posttest scores.
Training and Materials	TALK staff and trainers are available for one-day training sessions conducted at the program site or adopter site (costs to be negotiated). After staff have been trained, they can train others in the district. TALK staff assist in evaluating the program. A TALK Training Manual, $25, is suggested for each school district. Each language specialist and classroom teacher must have a copy of the TALK manual, $50.
Contact:	Stephanie Hendee Director National Training Network P.O. Box 8057 Longmont, CO 80501 (303) 651-0833 or (800) 659-5004

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