Independence via Literacy

Narrative
As we strive to create opportunities for people, families, and communities to grow, there is tremendous importance placed on literacy.  As the cornerstone for career growth, cultural development, community involvement, child and family development, the ability to read, write, and speak with clarity and precision is essential.  As a group, we look to offer instruction to all who qualify the means to increase their ability to read for understanding, write in correct and clear English for educational, professional and social purposes, as well as express themselves verbally as thoughtful and responsible people.  In essence, we want to help children, adolescents, and adults work to their potential by removing the limitations placed on them from having deficiencies in social, academic and professional literacy.    For this to be most effective, we will look at each person as an individual learner with specific skills, natural abilities and needs.  As a means to addressing these needs, the participant receives a primary diagnostic and subsequent formative assessments, each learner will receive the highest quality individual or small group instruction to remedy existing deficiencies while further strengthening natural abilities.  In order to give the personal attention needed, there will be very small classes each with specific learning outcomes. As a result of each persons individual growth, we will create families where not only are the parents more literate and capable of caring for themselves and their children, but promote a household centered around literacy.  The healthy environment created at home will filter into all elements of the child’s life leading to increased achievement in the classroom and a stronger school learning environment. 


Part A:
Experience and Qualifications
We have developed a program focused on delivering technologically based and data driven educational opportunities not always available to all children.  In addition to classroom experience our members add professional developments to the community of Greater New York. In collaboration with district superintendents, we train fellow in technology fields such as Excel and Web-Based Data analysis and tracking tools. We work with increasingly difficult student populations and never having one student fall short of promotional criteria, while many of his students make significant gains in performance when compared to previous years. Other related experience includes creating methods of data collection, initiating change strategies, working with and developing data resources such as ARIS, Scantron Performance Series, Acuity and ATS.  This experience is paramount to his ability to interpret valuable and accurate data to drive instruction as well as clearly show student progress.

Staff Positions
Director of Literacy -  The director of Literacy will be responsible for the scheduling of instructional time, staff meetings, creating data profiles and demonstrating the completion of learning goals.  This is in addition to closely evaluating the instructional practices and monitoring student progress while taking care of administrative tasks including serving as a liason between A Forum for LIFE and the cooperating school. 

Literary Instructor-  Teachers will be responsible for crafting engaging activities to suppliment curriculum given during the school day, creating individual learning goals, teaching students (both children and adults) to engage in reflective practice.  Additionally, they will choose their curriculum based on the needs and interests of the individual learners and will adapt their teaching methodology to reflect these needs.  Teachers will also allow time for non-traditional and interactive learning such as learning games, internet based testing and activities, and technology based lessons and projects.  All teachers should have at least three years of experience instructing children and adults in literacy. 

Literary Aide:  The Literary Aide will be responsible for working closely with students to complete their work, assist with instruction, document low inference transcripts, and connect with children and adults.  Aides, may also be asked to work with children of families participating, but not yet old enough to participate in the class in a meaningful way.  Aides should have at least two years experience in literacy instruction or be part of a teacher certification program. 


Core Components:
Adult Literacy:  In addition to instruction aimed at building fluency, word recognition, professional vocabulary development, the literacy program for adults will revolve around practical applications.  Focusing on writing skills used in resume writing, using common workplace technology (such as word and excel) and developing a professional lexicon adults will use actual civic documents and forms typically sent home from school to expand their understanding of their child’s school community and their potential involvement in the school building and larger community.  As a result of the adult education program, these learners will demonstrate increased ability to read, write, speak and understand English, develop a deeper appreciation for education and a desire to instill a love of learning into their children.  Furthermore, they will become actively involved in both their child’s education and school by being an ever present support for their child and whenever possible joining other school groups such as the Parents Association, School Leadership Team, or Community Board. 
Children’s Education:  The children’s education program will be centered around building skills traditionally associated with academic excellence.  These skills such as complexity of writing and abstract thinking will be presented through non-traditional methods such as online and in class games, interactive web classrooms, computer based reading activities and individually selected novels and literature circle activities.  When possible, there will be interactive and explorative activities such as literary experiments and field trips.  Students will also use technology as a means of diagnosing strengths and weaknesses in reading comprehension and writing ability.  As a result of these tests, students will receive customized data driven instruction so as to develop specific areas of weakness. 

Parent and Child Together Time:
Each week, there will be scheduled peer reading time to develop a sense of value around reading skills within families.  Based on a schedule set up in the beginning of the program, parents and children will alternate reading stories and novels to each other.  Additionally, there will be educational game time that focuses on building strong bonds within the family while promoting literacy skills and enjoying friendly competition. 
 

Child Abuse Education & Prevention

The State of New York requires that all professional who have frequent contact with children obtain training in the detection and reporting of child abuse.  Those who are required to take this course include, but are not limited to, teachers and other school personnel, law enforcement officers, day care/child care centers employees, social workers, doctors, nurses, dentists and psychologists.

This course defines abuse and elaborates on the distinctions between what is referred to as abuse versus maltreatment and neglect.  This course also describes the role of the professional when abuse is suspected or identified including specific procedures.  Legal protections for reporters and consequences for failing to report will also be discussed. Identification and reporting of child abuse, maltreatment and neglect are key components of this program. This course is a requirement for certification amd licensing of professionals and agencies in the State of New York.

School Violence Prevention and Intervention

This course is also known as S.A.F.E (Safe Schools Against Violence in Education) and is required by the State of New York for all professional who work in an educational setting.  This training will help to identify potentially violent students and teaches methods of supressing disruptive behavior.  The program also involves the legal aspects of violence in schools as well as risks, vital statistics and case histories.  This course is required for teacher certification in the State of New York.  

Please contact us to schedule these trainings for your organization, 1. 718 759 9013. 

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More Program Links

HEALTH & WELLNESS

AIDS Hotline - 800. 825. 5448

Child Abuse - www.ocfs.state.ny.us

Department for the Aging - 212. 442. 1322  www.ci.nyc.ny.us/aging

Domestic Violence & Other Family Crisis  -   www.nyscadv.org

Drug Abuse - 800. 395. 340

PSYCHOLOGICAL HELP

Gamblers Anonymous - 877. 664. 2469

Hospital Patient Locator - 718. 416. 7000

Mental Health Counseling - 212. 995. 5824

LOST PERSONS

Missing Persons - 212. 447. 2998

Poison Control  - 800. 222. 1222

Rape Hotline - 212. 267. 7273

Sex Crimes Reports  -  212. 267. 7273   /   Gay & Lesbian Anti-Violence 212. 807. 6761

Suicide Prevention - 212. 673. 3000 or 212. 532. 2400 

Victims of Crimes - 212. 577. 7777   www.safehorizon.org

HOUSING AUTHORITY

350 Broadway, Civic Center - 212. 306. 3000

LEARN COMPUTER SKILLS   

A Forum for LIFE, Inc. provides an array of computer training components and workshops. 

Our Beginner Course is 6 weeks in length and is held 2 days per week in 2 hour sessions. The following is an overview of our Phases I & II Computer Training Program:

PHASE ONE - BEGINNERS AGENDA

Day 1:

I.            Welcome / Introduction

II.           Basic Computers and Peripherals

III.          Software and Hardware Layer Differentiation

Day 2:

I.             Port, Jacks, and Connections

II.           Connecting the Four Piece Basic Computer Set

III.          Hardware Compatibility

Day 3:

I.             Powering Up the Computer

II.           Learning the Boot Up Process

III.          Learning the Start Up Process

IV.          Introduction to Operating Systems

Day 4:

I.            Windows XP Operating System

II.           Navigating the Operating System

Day 5:

I.            Basic Office - Word Processing, Spreadsheets, Etc.

Day 6:

I.            Introduction to the Internet

II.           Resources on the Internet

III.          Internet Access Basics

IV.          World Wide Web Navigation

Day 7:

I.              E-Mail Usage

II.            Online Chat

III.           File Transfer / Downloads

Day 8:

I.               Expanded Operating Systems Knowledge

II.              Enhanced Functions of Windows XP

Day 9:

I.                Logical Disk Management

II.              Compact Discs and Removal Storage Options

Day 10:

I.                Typing Skills Competency

Day 11:    

I.                Basic Hardware - Modems, Memory, Etc.

II.              Troubleshooting Skills

Day 12:

I.               Course Review & Competency Testing

PHASE II - OFFICE PROFICIENCY COURSE

24 Hour Course, 12 Days

6 Weeks, 2 Day Per Week, 2 Hours Per Day

Day 1:       Welcome / Indroduction

I.                Microsoft Office Overview

II.               Common Elements (Printing, Saving, Etc)

Day 2:        Microsoft Word I

I.                 Creating Documents

II.                Incorporating Graphics & Media

Day 3:         Mocrosoft Word II

I.                  Crafting & Organizing

II.                 Editing & Proofing

Day 4:          Mocrosoft Excel I

I.                   Interface Usage

II.                 Spreadsheets

Day 5:          Microsoft Excel II

I.                   Spreadsheets Continued

II.                 Creatign Charts & Graphs

Day 6:          Microsoft Excel III

I.                   Data Organization 

II.                 Advanced Functions  

Day 7:          Microsoft Powerpoint I

I.                   Creating Basic Slides

II.                  Special Effects

Day 8:           Microsoft Powerpoint II

I.                    Advanced Presentations (Timings, Narrations, Etc.)

II.                  Content Delivery Options

Day 9:           Microsoft Publisher I

I.                    Beginning a Publication

II.                   Adding Clip Art & Media

III.                 Custom Modifiactions

Day 10:          Microsoft Outlook

I.                    Using Basic E-Mail

II.                   Setting Up E-Mail Accounts

III.                  Using Identities & Managing Multiple Accounts

IV.                  Using Newsgroups

Day 11:          Microsoft Access

I.                     Creating Forms

II.                    Customizing Forms

III.                  Creating Reports

Day 12:           Inter-applications

I.                     Course Review & Proficiency Assessment    

A FORUM FOR LIFE, INC. INVITES YOU TO CONTACT US IF WE CAN BE OF SERVICE TO YOU OR YOUR ORGANIZATION BY CALLING 1. 718. 759. 9013 OR BY USING THE FORM BELOW.

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