Product, Process, Approach	Medium / Measures	Special Features / Strengths	Limitations, Concerns, Comments
2. Anamarc Educational Institute, Ana Houde, Director, El Paso, Texas. 915-351-8100. anaph@anamarc.com. An education and training model offering a menu of education and vocational training opportunities to participants referred through the local workforce development board. Founded in spring of 2000, the model is still evolving under the close supervision of the director.	Eligible participants are referred to the institute after being assessed with the CASAS. Participants meet with staff to develop individualized education and training plans, and are then placed in one or more program components. A variety of generic, commercially prepared materials are used for instruction. A computer lab on site offers software programs in vocational data entry only.	* Uses Spanish language materials obtained through the Mexican Consul with learners with low level Spanish literacy needs. Participants have options (ESL and vocational training; ESL and GED preparation; ESL only; GED preparation and vocational training). Student externships with local businesses during final quarter of enrollment are a bonus. Center's director and staff are very dedicated.	* Still fairly traditional approach to instructional delivery; recognizes need for instructors' professional development and training in interpreting assessment results for development of curriculum. Institute has concerns about lack of vigilance/oversight/support re: accountability. Continued success of externships is contingent upon commitment from local business and industry.
3. Workforce Literacy Training and Technical Assistance Project (WLTTAP), Ann Savino, Project Director, located in Center for Workforce Preparedness. 915-831-7860. E-mail: anns@epcc.edu. Web site at www.wlttap.net. An initiative funded by the Texas Education Agency as part of the Adult Education Professional Development Consortium, provides staff development opportunities and technical support to adult education providers and their workforce development partners in planning, implementing, and evaluating effective workforce literacy initiatives.	Responds to needs identified by adult education service providers being called upon to address workforce-related educational needs through traditional programs. Can also provide training and guidance in preparing education providers and their partners.	* Maintains a resource center and catalogue of resource materials, plus a web site. Plans call for the development of CD-ROM and video profiles of successful workforce practices and curricular models. Part of a statewide network of professional development and technical assistance services available to adult education service providers. Planned: late summer training institute for small cohort of instructors in workforce-related instruction; will train, support, monitor, and certify cohort participants.	* Project funding is extremely limited and expected to end in 2002. Need for expansion of project in terms of staff and funding. Need for interagency collaboration and support in order to have direct impact on more local stakeholders.

Product, Process, Approach	Medium/Measures	Special Features / Strengths	Limitations, Concerns, Comments
4. Florida Adult Education Curriculum Framework and Program Standards, developed by the Florida Department of Education, Division of Workforce Development. Tony Lagos, facilitator of ESOL practitioners' task force. 407-905-2000 or Jane Silveria, e-mail: silverj@mail.doe.state.fl.us. Provide a minimal set of standards to be used by all institutions delivering adult education; online at www.firn.edu/doe/bin00051/adult. Training available.	The framework integrates academics and workforce knowledge, incorporates many of the SCANS competencies, and is correlated to the achievement levels for Florida's state standards. There are no prescribed instructional methods with the framework; recommended are performance based instruction, individualized instruction, cooperative learning, competency-based instruction, and computer-assisted instruction.	* Includes course standards for English for Speakers of Other Languages (foundation through advanced), workplace readiness for ESOL learners, and vocational ESOL (three levels). Could serve as a starting point in identifying desired outcomes, expectations, and standards for programs serving Spanish-speaking dislocated workers. TEA Division of Adult and Community Education preparing to launch pilot initiative of Florida's framework and program. Workplace readiness course is designed to accommodate customization specifics.	* Data re: success of ESOL, Workplace Readiness, and VESOL components not yet available. How is achievement of course standards measured? Is the foundation course sufficient to address the needs of those with marginal literacy? Florida acknowledges that additional development is needed in this area.
5. ELLIS (English Language Learning and Instruction System), CALI Inc. 801-756-1011. www.cali.com. sales@cali.com. A CD-ROM based, multi-media ESL program that has proven successful with diverse adult learner groups. Designed to accelerate and enhance language learning.	Ellis placement evaluates learners' proficiency levels in grammar, reading, vocabulary, and listening comprehension. Ellis Intro claims to teach basic English survival skills to beginning learners, including those who are pre-literate.	* Provides learners with support in their native language. Interactive virtual reality. Combines graphics, video, sound, and text. Instructor and learner materials. Complete management system. Used by some adult education service providers in traditional ESL programs to enhance and reinforce instruction, providing learners with maximum exposure to language.	* Targets entire spectrum of K-12, higher education, adult education, and corporate programs. When last reviewed, no program components addressing work-related issues other than those of corporate/business executives. Best utilized to supplement and reinforce as part of a more comprehensive instruction package.

Product, Process, Approach	Medium/Measures	Special Features / Strengths	Limitations, Concerns, Comments
6. TV 411, developed and distributed by the Adult Literacy Media Alliance (ALMA), New York, New York. 1-800-304-1922. www.tv411.org. A series of educational videos and printed materials to help learners improve reading, writing, and math skills. Covers everyday issues and problems, from money and health matters to family and parenting concerns as well as critical life skills necessary to job acquisition and retention.	A distance learning tool that can be made available to learners from a lending library or resource center. Printed materials support video segments and allow individuals to continue learning on their own time. User's guide includes student self-assessment.	* Contextualizes literacy instruction within parenting, health, work, and community settings. Designed to be used to supplement existing curriculum or can be used separately. Broadcast, video, print, and web components.	* Not designed specifically for learners of English as a Second Language but a useful tool with learners functioning at intermediate to advanced levels. Workforce related topics are generic in nature: paychecks, practical math, resumes, job applications, literacy issues in the workplace. Valuable as supplement in addressing needs of Spanish-speaking dislocated workers.
7. The Integrator CD-ROM Series, Steck Vaughn Publishers, Austin, Texas. 1-800-531-5015. www.steck-vaughn.com A competency-based applied learning program that matches mathematics, communication, problem solving, and entrepreneurial skill instruction to the individual interests, needs, and ability levels of each learner. Based on 20 years of occupational research and correlated to the SCANS competencies and foundation skills.	Generates diagnostic simulations related to occupations; identifies skills deficiencies and creates a prescription to address those deficiencies; then routes learners to job-specific instruction.	* Learners work in three modules to build basic competencies in math, communication, and problem solving. Helps workers understand how their actions affect their employers. Connects instruction to the learner's interests and job goals. Effort to teach skills to succeed in over 200 jobs. Allows user to customize program with job specific and worksite specific text and graphics.	* Three levels of instruction are intermediate and advanced basic skills; not designed as a tool for ESL learners at literacy and beginning levels. Excellent tool but could only be used for language learners functioning at intermediate to advanced ESL levels or as transition into vocational training.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
8. Learning 100, Steck Vaughn Publishers, Austin, Texas. Originally a product of EDL (Educational Development Laboratories) 1-800-531-5015. www.steck-vaughn.com A multi-sensory integrated reading and language arts instructional program designed for learners reading at levels pre-literacy through 10.5.	Diagnoses, instructs, and provides practice and reinforcement of reading, writing, vocabulary, and language competencies.	* Computer-based, individualized approach. Can be combined with printed materials and audio and visual lessons. Includes a pre-literacy level. Includes mastery checks as well as management system to generate a variety of reports for learners, teachers, funding sources.	* Assumes familiarity with spoken English language. RA level, originally developed as a series of video tapes for non-readers, reviewed for use with learners with limited English language proficiency. Not considered appropriate for ESL, although other levels of series are excellent for reading comprehension.
9. CET (Centers for Employment Training), a private, non-profit, community-based organization originating in San Jose, California. 408-287-7924. www.best.com/~cfet. A national network of 37 vocational education centers in 15 states (26 overseen by CET San Jose; 11 operated by other entities).	Open entry / open exit programs of variable course length. No testing as a pre-requisite to entering training, but participants are assessed during first two weeks of enrollment to establish individualized remediation and vocational training plans. Standard training courses are 30 to 35 hours a week for approximately 7 months (840 clock hours).	* Contextual learning model designed to integrate skill training, basic skills instruction, human development and job preparation in a simulated work setting. Designed for those most in need and hardest to serve. Participants remain in training until placed. Follow-up is performed on all students after placement to ensure stable employment and job growth. Has responded to welfare-to-work legislation with shorter term training, flexible day and evening schedules, and support services. Offers 30 + skill training options. While not designed as an ESL or VESL program, 45% of participants are limited English speakers.	* Some concerns over rapid expansion of sites, departure from model, and loss of closely monitored network. Adoption of model would require additional attention to participants struggling with marginal literacy and very limited English language skills; as in other programs in the El Paso area, Soccorro's CET Center received few participants functioning at the lowest levels of proficiency and literacy. Need for dialogue with CET San Jose re: remaining faithful to successful model and serving those with marginal literacy and limited English language skills.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
10. English Discoveries and Reading Horizons, EduSoft Ltd. Distributed by PLATO Learning Inc. 952-832-1000 or 1-800-44PLATO. www.plato.com A multi-media English learning program that provides intensive practice in reading, writing, listening, speaking, vocabulary, and language usage (grammar).	Keeps record of learners' performance and offers entry and exits tests for each module. Teachers can also custom design lessons for students. CD-ROM	* Introductory tour of program in learner's native language. Speaking dictionary. Animated grammar reference book. On-line assistance for learners. Entry level component covers alphabet, 400 word vocabulary, and numbers. Entry level, basic, intermediate, and advanced levels.	* No focus on workforce development. Developed for K-12 audience. Intended to supplement/reinforce English language instruction. Unclear whether marginal literacy needs in learner's native language can be addressed by this product.
11. The Cutting Edge: Workplace English, developed with a national workplace literacy grant by El Paso Community College and Levi Strauss and Company. Contact Ann Savino, Workforce Literacy Training and Technical Assistance Project. 915-831-7860. anns@epcc.edu. Designed to meet the needs of garment industry workers with limited English proficiency, with the intent of increasing productivity, job retention, training options, and career advancement (1991, prior to plans to relocate six plants).	Includes 60 lesson plans, 60 readings, 60 instructional video tapes, and 60 cloze exercises in a three level instructional program. Addresses twenty themes related to garment industry. Woodcock Language Battery and Moreno Reading Comprehension Test were used to place and measure progress. Results were combined with other assessments such as student portfolios, teachers' anecdotal information, and learners' demonstration of competencies achieved.	* Collaborative effort by educators and employer. Emphasis on appropriate and authentic assessment of learners and professional development and preparation for staff. Comprehensive in that it begins with job analysis observation/interview, which along with assessment guides curriculum development. Utilizes a five-step instructional model proven effective with limited English proficient learners.	* Developed specifically for workers in the garment manufacturing industry at a time when plant closure was not anticipated. Industry specific, but curriculum model / development process may lend itself to replication.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
12. VESL Curriculum Guide, part of a larger initiative, Bridge to Advanced Technological Education and Employment Project, funded by the National Science Foundation's Advanced Technological Education program. Davis Jenkins, Great Cities Institute, University of Illinois at Chicago. www.uic.edu/cuppa/techbridge. Designed to prepare disadvantaged adults for career path employment and post-secondary education in advanced technology fields. Carried out through a partnership of universities, community colleges, community-based organizations, and industry groups in Chicago and Detroit.	Learners are placed at the appropriate entry point on an eight component ladder of education and training services, beginning with basic literacy and advancing through ESL levels 1 and 2, VESL A and B, technical learning skills, GED preparation if necessary, and pre-technology for operator positions in manufacturing technology. Learners qualify for VESL A when able to score at 4th grade math and reading levels on TABE.	* Offers education, training, and employment opportunities at most levels, depending upon learner's goals, skills, and abilities. Offers a continuum of services with clear goals and objectives in mind. Format of continuous services is sensible and recognizes needs and limitations of those most in need.	* Part of a three-year initiative (2000-2002), with only pilot data available at this time. Designed with specific occupations in mind and specific postsecondary apprenticeship and technical training tracks in mind. Closer look at actual curriculum is needed to determine applicability and/or adaptability to target population and communities.
13. Put English To Work: Interaction and Competencies for Job Success, McGraw-Hill Contemporary. 1-800-624-7294. www.mhme.com. A seven-level interactive workplace literacy course for students of English as a Second Language. The series spans the full range of levels usually addressed in ESL programs - from beginning/literacy to high advanced.	A text-based series including student tests, teacher's guides, audio cassettes, and a testing and resource book. Covers levels 0-7 on the MELT scale utilized with BEST assessment for non-native speakers. Includes placement and exit tests, exercise sheets, blackline masters.	* Flexible, easy to use in vocational ESL and workplace ESL programs as well as general ESL programs with a school-to-work focus. Cross-level coverage of themes for multi-level classes. Includes picture dictionary in each student text. Functional, contextual work-related approach. Context integrates CASAS and SCANS competencies.	* Non-employment specific although useful at low levels in introducing work-related concepts to non-native speakers of English. Focus is primarily pre-employment. Would need to be accompanied by other materials once learners move beyond beginning and intermediate levels.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
14. Make Your Mark Job Specific English, McGraw-Hill Contemporary Publishers. 1-800-624-7294. www.mhme.com. Job-focused intermediate series illustrating situations and workplace literacy that spans four major industries: food service, the hotel industry, retail, and health services.	Intermediate ESL, with cross references to levels three and four of Contemporary's Put English to Work. Student texts, audio cassettes, and teacher's guides for all four job areas.	* Focus on teaching terminology, common idioms, general job information, and strategies for success. Individual and cooperative learning activities. Intended to enhance development of speaking, listening, reading, writing, and critical thinking skills. Teacher's guides offer instructional strategies, classroom management tips, and cross references to levels three and four of Put English to Work.	* Assumes learners are functioning at an intermediate level in English language proficiency. Could be considered as a component of a more comprehensive instructional package.
15. Basic Telephone Training - Beginning, McGraw-Hill Contemporary Publishers. 1-800-624-7294. www.mhme.com. Listening/speaking text for beginning ESL learners with very limited English proficiency.	Student text and audio cassette. Allows learners to use text and audio cassette to work individually, in pairs, or in class settings.	* Provides practice on the listening, speaking, and basic writing skills needed for secretarial/receptionist - related English. Teaches language in context of basic vocabulary, numbers and dates, spelling over the telephone, common telephone phrases. Teaches skills such as listening, message taking, leaving and taking messages from an answering machine or voice mail. Contains dialogues and listening practice activities on cassette.	* Narrow focus on single component, but could be valuable text as part of more comprehensive instructional package. Beginning only; single text.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
16. Working It Out: Interactive English for the Workplace, Heinle and Heinle, publishers. 877-NEED-ESL or 1-800-354-9706. A workplace literacy text with audiotape for intermediate level learners. Designed for ESL with a vocational component, vocational ESL, and workplace ESL programs.	Intermediate level text and audio cassette. Includes challenge activities for higher level learners within each chapter of text. Chapter assessment activities.	* Focused listening activities. Work culture notes. Chapter assessment activities. Responsive to SCANS and CASAS competencies. Includes grammar appendix. Focus on teamwork, individual responsibility, and the changing work place.	* Single text for intermediate level only. Primary focus is pre-employment readiness. Would be useful as part of more comprehensive instructional package.
17. Speaking Up At Work, developed by the International Institute of Minnesota, Oxford University Press. 1-800-451-7556. Competency-based text developed to help adults with limited English proficiency to be successful employees. Based on employer surveys in St. Paul area.	Single text only; appears to be suitable for high beginning level learners.	* Includes cultural information and language for improving social interaction. Focuses on language and culture for learning a job and increasing worker flexibility. Final section presents information to help workers understand job policies and procedures.	* Primarily focused on employment readiness skills. Lends itself to adaptation but would have to be used as part of more comprehensive instructional package.
18. Crossroads Café, produced by Intelecom and correlated to Crossroads Café printed materials available from Heinle and Heinle, publishers. Cameron Cox, Director of Sales and Marketing, 626-796-7300, ext.112. www.intelecom.org. A television series with closely correlated print materials to teach English to ESL learners. Focuses on a neighborhood restaurant.	Half-hour televised video episodes for use with ESL learners at high beginning to intermediate levels. Correlated to SCANS and Equipped for the Future (EFF), printed materials are multi-level, with graduated levels of challenge.	* Photo stories provide pictorial tour of each of 26 episodes. Multi-level work texts on three levels. Teacher's guide with reproducible activity masters. Partner guide for home use or for use by tutors without professional training. High interest, authentic speech and use of language.	* Requires purchase of site license. Not designed for literacy level learners. Highly recommended to augment more comprehensive instructional package. Addresses general issues and topics faced by ESL learners, but not work specific.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
19. Crossroads ESL Series, Oxford University Press. 1-800-451-7556. Competency-based life skills approach to English language learning designed for multi-level classes, beginning with level for learners with limited literacy skills.	Four-level series of student books, workbooks, teacher's guides, audio cassettes, achievement tests, and reproducible activity and resource packages. Assessment includes mid-term and final for each of four levels, along with reproducible item analysis for each test. Listening is tested on cassette.	* Multi-level, beginning with literacy level. Compatible with BEST and CASAS competency measures, Texas' Adult Learner Outcomes, and the California ESL Model Standards for Adult Education Programs. Units organized around practical topic and contents such as transportation, housing, health. Encourages pair and small group work. Uses authentic documents, forms, labels, etc. Reproducible activity and resource packages contain wonderful supplemental materials and exercises, saving teacher time and cost.	* Generic but sound ESL approach, used in a number of adult education programs. Little attention to specific work-related issues.
20. Key Vocabulary for a Safe Workplace and On-the-Job English, New Readers Press. 1-800448-8878. U.S. workplace context, essential language of workplace safety, communication skills and strategies for high beginning to intermediate ESL learners (understanding oral and written instructions and safety rules, participating in team discussions).	Two student texts with lessons set in workplace contexts (factory, office, hospital, retail store, restaurant). Components include student book, audio cassette, teacher's guide, and workbook.	* Guidelines for conducting activities to introduce, practice, and apply new vocabulary. Reproducible photocopy masters of activities to reinforce, extend, and personalize learning. SCANS correlated. Appropriate for high beginning to intermediate levels.	* No assessment or measure of progress included. Single texts would be valuable component to more comprehensive instructional package.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
21. Life Prints ESL For Adults, New Readers Press, publisher. 1-800-448-8878. Integrates reading, writing, speaking, and listening skills to help learners develop fluency and communicative competencies.	Three levels (beginning, high beginning, low intermediate) include student book, audiotape, teacher's edition, teacher's resource file, and assessment. Also available: video-based teacher training and inservice opportunities. Reinforces SCANS competencies and is aligned with BEST and CASAS student performance levels.	* Extensive use of graphics and illustrations. Teacher's guide includes suggested adaptations for individual situations. Reproducible teacher resource activity guide includes extra exercises, simulations, problem solving activities. Assessment in listening, reading / writing, and conversation. Video-based training and in-service training available.	* Touches on work experience and work-related issues as well as getting along with co-workers, but mostly in terms of employment readiness.
22. SER Jobs for Progress, National Headquarters, Irving, Texas. Jo Laney, curriculum consultant for Core Associates Group. 972-541-0616 / 817-937-9000. alcyone93@msn.com. SER has developed a number of products for teaching both work-related English and Spanish skills in the areas of auto mechanics, tire and battery, human resources and safety, and home health care (H.O.L.A., Programa SOL, ACES, ALBA, Cruising Through English). Widely recognized for its employment services, the national office employs staff to develop materials in response to the needs of business and industry. SER also maintains studies of community-based SER program successes.	Printed materials and CD-ROM, audiotapes, dictionaries, learning games, and activity workbooks/handouts. Sometimes combined with use of Rosetta Stone, a popular commercial computer software product designed for English as a Second Language. Learners' needs and progress are measured via formal & informal assessment activities, including teacher observation, testimony from learners and employers, and skill mastery.	* Instructional materials are reportedly developed using a template format for sixteen weeks of instruction, with classes meeting a minimum of one and a half hours twice a week. Customization of instructional materials to specific worksites and/or occupations seem to be effective. The Teacher Empowerment Guide is intended to prepare instructors to create a learning environment with "anchored, situated, and accelerated" learning strategies. It employs an experiential model called the APEX Triangle.	* Capacity to respond to needs on a large scale may be limited. Template format still in developmental stages. Teacher Empowerment Guide is a teaching strategies handbook only. While its intent is to focus on functional context, interactive approaches to learning, and different thinking styles, its whole-part/part-whole learning theory is loosely presented; it requires additional development and does not address literacy and language learning specifically.

Product, Process, Approach	Medium - Measures	Special Features / Strengths	Limitations, Concerns, Comments
23. Business Access LLC, Kim Bunting, President, Dallas, Texas. 972-931-4198, ext. 222. Business Access proposes to build customized online communities of learners around individualized training curricula.	Designed for in-home learning online. Information about assessment and evaluation not available.	* Takes instruction to the learner and allows for maximum flexibility. Includes 8-hour computer orientation. Users to have eventual access to over 700 on line courses. Plans call for participants to have access to hundreds of online training opportunities. Also proposes to be able to customize training to labor demands within specific industries or individual companies. Targeting welfare-to-work participants.	* No data or research to date as to level appropriateness. ESL materials reportedly under development; could not access. No reference to literacy issues. Attempts to access detailed information about programs were unsuccessful.
24. Entertech, The University of Texas at Austin, ICC Institute. Melinda Jackson, project coordinator. 512-482-0273, ext. 258. melindaj@mail.utexas.edu. A multimedia training program designed to prepare learners through simulated work experience in a virtual technology manufacturing company. Learners follow virtual employees throughout the program. State-of-the-art response to workforce development needs.	CD-ROM or Internet access. Learners are expected to have reading and math proficiencies at the 6th to 8th grade levels, as measured by the TABE.	* Interactive and designed to be completed in 60 hours. Instructor facilitates learning and works with group and individuals to address needs. Designed to solicit potential employer support. Targets those on public assistance and those who are underemployed or unemployed. Strong evaluation component. Six-hour teacher training module. Currently negotiating with Mexico's Instituto de Technologia to develop a Spanish version. Excellent model although intended for learners functioning at higher levels.	* Not appropriate for use with learners facing marginal literacy and limited English language proficiency. No plans at this time to develop materials appropriate for target population; Spanish version will have to be examined for level appropriateness.

Product, Process, Approach	Medium - Measures	Special Features / Strengths		Limitations, Concerns, Comments
25. Adult Bilingual Curriculum Institute, Dr. Margarita Calderon, Director, El Paso, Texas. 915-595-5971. e-mail: mecalde@aolcom. A partnership with the Greater El Paso Chamber of Commerce and the Upper Rio Grande Valley Workforce Development Board; also the recipient of a U.S. Department of Labor grant to develop and implement comprehensive training for El Paso instructors to teach dislocated and incumbent workers in a bilingual/vocational context.	Formative and summative evaluation planned to monitor and report the effectiveness of the training on instructors, learners, and business and industry.	* Has potential to address native literacy and vocational training needs while English language skills are emerging. Will include a job sector analysis to identify jobs displaced workers without English language proficiency can fill. Currently gathering valuable input from local focus groups of instructors, providers, workforce development, and business and industry.		* Bilingual approach worked well in other parts of the country in the 1980's and warrants attention. Continued funding contingent upon grant renewal. Intended to address needs of greater El Paso area only, but if successful, would be replicable in other border communities.

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