ABE Professional Licensure: Routes 1 & 2
IV.ABE Professional Licensure: Routes 1 & 21) RegulationsIn accordance with 603 CMR 47.00: Licensure of Adult Basic Education Teachers andPreparation Program Approval, applicants for the ABE teacher’s license in Massachusettsmust demonstrate the successful application of the professional standards for ABE teachersas set forth in 603 CMR 47.08 of the regulations.2) PurposeThese guidelines are for applicants who choose to pursue the professional license through aDepartment trained and appointed ABE Review Panel. The panel review process is aperformance assessment process administered by the Department of Education.3) Application Requirements1. Submission of a completed Application for the Massachusetts Adult Basic EducationTeacher’s License (Attachment A)2. Submission of an official transcript verifying a bachelor’s or a master’s degree3. To qualify for Route 2, proof of a current Massachusetts teaching license at either theInitial or the Professional levels4. Passing score on the Communication and Literacy Skills test of the MassachusettsTests for Educator Licensure (MTEL)5. Passing score on the ABE subject matter test of the MTEL4) Licensure Requirements1. Demonstration of the relevant professional standards for route to licensure via aperformance assessment (Attachment B) after the Department’s evaluation ofcandidate’s application within a performance portfolio to include:a.Assessment letter from Department,b. Resume or curriculum vitae,c.Performance Portfolio Affidavit (Attachment C),d. Relevant coursework or professional development (Attachment D),e.Demonstration of relevant knowledge, skills, and abilities for eachprofessional standard required by route to licensure (Attachments E.1-E.4),f.Teaching demonstration (Attachments F.1-F.5).2. Completion of a Pre-Practicum (Route 1 only; Attachment G.1-G.4)3. Completion of a Field Survey (Attachment H.1) and Submission of:a.Completed Field Survey Observation Questionnaire (Attachment H.2) andVerification of Field Survey Observation (Attachment H.3),b. Completed Reflections on Field Survey Observations (Attachment H.4),c.Completed Field Survey Checklist (Attachment H.5).4. Completion of a Practicum (Attachments I.1-I.4)August 2013
Attachment AAPPLICATION FOR THE ADULT BASIC EDUCATION TEACHER'S LICENSESection 1. Your Personal InformationSocial Security # - - Date of Birth: Gender:Male: FemaleLast Name: First Name: Middle:Previous Name (if applicable)To update your name, you must submit proof of name change (Driver’s License if # is your SS#, or Marriage/Divorce Certificate).Home AddressStreetApt. #City/TownStateDaytime Tel # - -ZipEvening Tel.# - -email: Have you previously applied for a Massachusetts Educator Certificate/License?Do you currently hold a Massachusetts Teacher Certificate/License?If yes, what is the certificate/license number? Yes Yes No NoSection 2. Application LevelLevel of ABE license applying for: Provisional ABE License:You must show proof of a bachelor’s or a master’s degree, plus passing scores on the appropriate Massachusetts Tests for EducatorLicensure: the Communication & Literacy Skills test and the ABE Subject Matter test. For more information or to register for the test,visit http://www.doe.mass.edu/mtel . Professional ABE License:You must show proof of a bachelor’s or a master’s degree, plus passing scores on the appropriate Massachusetts Tests forEducator Licensure: the Communication & Literacy Skills test and the ABE Subject Matter test. For test information andregistration, visit http://www.doe.mass.edu/mtel/. All requirements for licensure are approved by an ABE Review Panel.Section 3. Payment InformationPlease check one below:I am paying by Check payable to: The Commonwealth of MassachusettsPlease enclose with your application a certified check or money order,attached to bottom left of application. No personal checks or cash accepted. Total Paid Credit Card (Master Card or Visa only) Complete the attached Credit Card Payment Form.Section 4. TranscriptsPlease indicate the college/university’s official transcripts (or copies showing the Registrar’s signature and/or seal)that you are submitting with your application, as well as those that may be arriving under separate cover.Enclosed with ApplicationSending to the attention of the ABE Licensure CoordinatorAugust 2013
Section 5. Affidavit/Applicant's SignatureThe Massachusetts Department of Elementary and Secondary Education has been certified by the Criminal HistorySystems Board for access to conviction and pending criminal case data for the purpose of screening prospective andcurrent holders of educator licenses awarded by the Department of Elementary and Secondary Education, and foraccess to CORI conviction data in the context of proceedings relative to the recertification process. A criminal recordcheck may be conducted for criminal and pending or criminal case information only, as authorized, and it will notnecessarily disqualify me.State law requires applicants for licensure to affirm certain information. Please check all of the statements below thatapply. If you do not check each statement, please enclose a letter of explanation. We will then contact you and willdetermine your eligibility for licensure.Upon application and/or completion of my last licensure or renewal application, I certify that: I have not been convicted of any crime or received deferred adjudication (e.g., continued without a finding) oradmitted to sufficient facts, nor am I currently charged with any crime (misdemeanor or felony). [Do not includeminor traffic violations.] I have not been identified by any child protection agency as a perpetrator of child abuse or neglect. I have not been dismissed for cause from any position I held. I have not been asked to resign from any position or resigned from any position while under investigation or as aresult of discipline. I have not had a professional license or certificate denied, revoked, suspended, surrendered or annulled, and noaction is pending to revoke or suspend any professional license or certificate I hold. In accordance with MA General Laws Chapter 62C, § 49A, I have filed all state tax returns and paid allMassachusetts taxes required by law, and I am in compliance with all Massachusetts laws relating to payment ofchild support. I have read MA General Laws Chapter 119, § 51A, which requires educators and others who are paid to care foror work with children to make a report immediately to the Department of Children and Families or to the personin charge of the school or institution if there is reasonable cause to believe a child under 18 is suffering physicalor emotional injury as a result of abuse, including sexual abuse, or neglect. I understand my obligations under§ 51A and the penalties for failure to comply. I understand and acknowledge that as a condition of holding an educator license, a criminal background checkmay be conducted for criminal and pending case information as authorized by the Criminal History SystemsBoard and that a criminal record will not automatically disqualify me. This application contains no misrepresentations or falsehoods. I understand that misrepresentations orfalsehoods may be cause for denial or revocation of my educator license. I understand that I must notify the Commissioner of the Massachusetts Department of Elementary and SecondaryEducation in writing within ten days if in the future the answers to any of these questions change.Print Your Full Name:DateSigned under penalties of perjuryAn incomplete application will be returned to you, causing a delay in your process.August 2013
Charge Card Authorization FormMASTERCARD and VISA AcceptedPlease complete all areas of this form so that we may process your payment in a timely manner.1.Applicant InformationApplicant's NameApplicant's Social Security Number2.- -Card Holder InformationCard Holder's Last NameCard Holder's First Name & Middle Initial (if any)Card Holder's Address, Street and Apartment Number, if anyCard Holder's City/Town3.StateZip CodeCredit Card InformationPlease CIRCLE the credit card you are using to process your applicationVISAMASTERCARDACCOUNT #Expiration Date: /FEES 100.00 for first license/Primary Area 25.00 for each New Field and Grade Level/Additional Area, or Duplicate LicensePlease apply payment to: PreK-12 Renewal Vocational ABETotal Payment: Duplicate License Card Holder's SignatureDateAugust 2013
Attachment BPerformance Portfolio Guidelines: Performance AssessmentPerformance will be assessed by means of a performance portfolio by a review panel convenedand trained by the Department using criteria and evaluation rubrics provided by the Department.The performance portfolio is the mechanism by which candidates physically compile and arrangeevidence to meet the requirements for licensure. The assessment will determine whethercandidates are proficient in the professional standards. Proficiency is determined through thecandidate’s documentation of their knowledge, skills, and abilities with the professionalstandards through explanatory statements and supported through evidentiary documentation.Explanatory statements should describe and discuss the knowledge, skills, and abilities necessaryto demonstrate proficiency in the professional standards (see Attachment E.3 for Guidelines forExplanatory Statements for the Performance Portfolio) and refer to documented examples (evidentiarydocumentation) provided in an appendix to the portfolio.Evidentiary documentation are materials used to support the existence of knowledge and theability to use that knowledge in practice. A single source of documentation may be used tosupport proficiency in more than one standard; however, candidates should not include anydocumentation that is not directly relevant to the standards being demonstrated. See AttachmentE.4: Examples of Additional Evidentiary Documentation for the Performance Portfolio for a listof documentation that may be used, when appropriate, within the performance portfolio.There are two methods of presentation that candidates may use to document their knowledge,skills, and abilities for the professional standards (See Attachment E.2 Guidelines for Portfolio Format):1) Using a standard-by-standard approach whereby candidates demonstrate one standardafter another for each standard for the candidate’s route to licensure.2) Using a case study of ABE teaching experience as the foundation for demonstrating thestandards remaining for the candidate’s route to licensure.Candidates must include within their performance portfolio an affidavit attesting that theexplanatory statements and the evidentiary documentation submitted therein are the candidates’original work. (See Attachment C: ABE Teacher’s License Performance Portfolio Affidavit.)August 2013
Attachment CABE Teacher’s License Performance Portfolio AffidavitI,,herebysubmitmyperformance portfolio to the ABE Review Panel for review and evaluation. I submit that thewriting and the evidentiary documentation included herein are my original work. Although mywritten work may have been proofread, this is my work and was not written by anyone else.Additionally, I have not copied or reproduced this work from other sources. I understand thatinclusion of materials in this portfolio from other authors without proper attribution constitutesplagiarism and will result in the denial of licensure.I understand that the ABE Review Panel will review and evaluate the performance portfolio andmay request a personal interview. Upon completion of the review, the panel may recommend tothe Department one of the following:1) That I be licensed, or2) That I be licensed only after meeting certain specified condition(s), or3) That I not be licensed.(Candidates denied licensure may resubmit a new performance portfolio after one year.)I certify that I understand the statements above.SignatureDatePrint NameAugust 2013
Attachment DPerformance Portfolio Guidelines:Using Professional Development/CourseworkCandidates may use successfully completed professional development (referred to hereinafter as"coursework" or "course") to demonstrate proficiency in the professional standards for the ABEteacher's license as part of a performance portfolio. The professional development must besubstantive and may include college/university coursework or other workshops or seminarsconsisting of a minimum of ten (10) hours per offering, which include an evaluative component.To demonstrate successful achievement of a standard using coursework, all components of astandard must be addressed. More than one course may be used to demonstrate proficiency in astandard, and a single course, when appropriate, may be used to address more than one standard.For all referenced coursework, candidates must provide evidence of course content (a copy of acourse syllabus or copy of a course description from a college catalogue) in addition to evidenceof successful completion of the coursework (e.g., a copy of a transcript, or a certificate ofcompletion, or a certificate awarding professional development points) in an appendix to theirperformance portfolios. Candidates must also include in their performance portfolios a writtenstatement (“coursework statement”) on how relevant coursework fulfills an individual standard,limited to one paragraph for each key component of the standard. (See Attachment E.1 for moreinformation and the evaluation rubric.)Courses that contain relevant content but are directed toward non-adults may be used; however,candidates must explain briefly in the relevant paragraph how the content knowledge can beadapted for use with adult learners. For example, if a candidate has completed a course inlearning disabilities but the content addressed only children’s learning disabilities, the candidatemust explain in the relevant paragraph how this knowledge can be adapted for use with adults.August 2013
Attachment E.1Performance Portfolio Guidelines: Rubrics for Routes 1 & 2ABE licensure candidates may demonstrate proficiency in the teacher standards in a performanceportfolio via coursework, or professional experience, or a combination of the two using therubrics below. Each rubric identifies what information and products the candidate must submitwithin their performance portfolio in order to demonstrate proficiency in the teacher standardsfor their route to the Professional license.To use coursework to meet the standard, candidates are expected to provide evidence of meetingthe standard through evidence of the course content, successful completion of the coursework,and knowledge of the essential components of the standard. If the standard has not been metthrough coursework, candidates are expected to provide evidence of meeting the standardthrough evidentiary documentation and explanatory statements based on their ABE teachingexperience. If the candidate chooses to use a combination of coursework and experience todemonstrate proficiency in the standard, then the candidate must give careful thought as to whichevidence and which statements they are addressing through either coursework or experience, andthey must determine how best to organize the materials and the statements in order to address therequirements of the standard.When providing evidentiary documentation, candidates may provide either original materials ormaterials that are prescribed by their ABE program. If using prescribed materials, candidatesmust be able to demonstrate sufficient knowledge of them to respond to the explanatorystatements. Simply saying that the material is “required” is not sufficient and will not excusecandidates from addressing the explanatory statements.When providing documentation of coursework, copies of transcripts, certificates and/or PDPaward letters are sufficient. However, official transcripts should be submitted to the Departmentas part of your application for the permanent record.Candidates are encouraged to read the rubrics carefully as they must provide all evidence andstatements as noted. Candidates are also reminded to read the relevant sections of the guidelinespertaining to performance assessment, using professional development/coursework in fulfillmentof the professional standards, writing explanatory statements, providing additional evidentiarydocumentation, and conducting the demonstration lesson.August 2013
Performance Portfolio Guidelines: Professional Standards for Routes 1 & 2(a) Understanding the Adult Learner:Standards in this section emphasize the knowledge base for adult development and adult learning,including such areas as learner motivation and persistence, and learning differences.(a)1. Incorporates theories of and research in adult development in designing effective instructionappropriate to the learning environment (e.g., in the classroom, workplace, homeless shelter).Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcement showingthat theories of adult human development were addressed and that participants learned how to designeffective instruction appropriate to an ABE learning environmentb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professional developmentpointsc. Coursework statements about:1) Knowledge of theories of adult human development addressed by coursework2) How knowledge was used to design effective instruction appropriate to an ABE learningenvironmentExperience:d. Evidentiary documentation:Copy of either a curriculum, or a syllabus, or a series of lesson plans showing how relevant theoriesand/or research in adult education were used to plan instruction for adult learnerse. Explanatory statements about:1) What developmental theory, or concept, or principle, or research was employed in the curriculum,or syllabus, or series of lesson plans2) Why this theory, or concept, or principle, or research was employed in the curriculum, orsyllabus, or series of lesson plans3) How this theory, or concept, or principle, or research was employed in the curriculum, orsyllabus, or series of lesson plans(a) 2. Incorporates theories of and research in adult learning and learning disabilities in designingeffective instruction appropriate to the learning environment.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcement showingthat theories of adult learning were addressed, and that learning disabilities were addressed, and thatparticipants learned how to design effective instruction appropriate to an ABE learning environmentb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professional developmentpointsc. Coursework statements about:1) Knowledge of theories of adult learning addressed by coursework2) Knowledge of learning disabilities3) How knowledge of above was used to design effective instruction appropriate to an ABE learningenvironmentExperience:d. Evidentiary documentation:Copy of either a curriculum, or a syllabus, or a series of lesson plans showing how theories or researchin adult learning and learning disabilities were used in planning instructione. Explanatory statements about:1) What theory, or concept, or principle was used in the design of instruction2) Why this theory, or concept, or principle was used in the design of instruction3) How this theory, or concept, or principle was used in the design of instruction4) How the design of instruction is appropriate for students with learning disabilitiesAugust 2013
(a) 3. Uses knowledge of the factors that influence adult learners’ participation and persistence in adultbasic education programs to increase learner success.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcement showingthat participation and persistence patterns of adult learners in adult basic education were addressedb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professional developmentpointsc. Coursework statements about:1) Knowledge of participation and persistence patterns in adult basic education2) How these patterns affect learner successExperience:d. Evidentiary documentation:Copy of either a curriculum, or a syllabus, or a series of lesson plans showing how relevant theoriesand/or research in the participation and persistence patterns of adult learners were used to planinstruction for adult basic education learnerse. Explanatory statements about:1) What theory, or concept, or principle, or research of participation or persistence patterns wasemployed in the design of the curriculum, or syllabus, or series of lesson plans2) Why this theory, or concept, or principle, or research was employed in the curriculum, or syllabus,or series of lesson plans3) How this theory, or concept, or principle, or research was employed in the curriculum, or syllabus,or series of lesson plans to increase learner success(b) Diversity and Equity:Standards in this section address the creation of an inclusive learning environment, which beginswith the varied backgrounds, needs, and goals of learners and uses that knowledge in curriculumdesign, teaching approaches, learning materials, and classroom activities.(b) 1. Interacts equitably and responsibly with all learners.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcementshowing that diversity and equity issues with adult learners were addressedb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professionaldevelopment pointsc. Coursework statements about:1) Knowledge of diversity and equity issues for adult learners2) How knowledge of these issues contribute to equitable and responsible interaction withlearnersExperience:d. Evidentiary documentation:1) Copy of either a curriculum, or a syllabus, or a series of lesson plans showing at least twoexamples of teaching methods that are free from bias and that seek to include all learners2) Two examples of teaching materials or classroom activities from the above curriculum, orsyllabus, or series of lesson plans showing how they are free from bias and that seek toinclude all learnerse. Explanatory statements about:1) What teaching approaches were employed in the curriculum, or syllabus, or series of lessonplans2) Why these teaching approaches were employed in the curriculum, or syllabus, or series oflesson plans3) How these teaching approaches were employed in the curriculum, or syllabus, or series oflesson plans to effect equitable and responsible interaction with learnersAugust 2013
4) What inclusive and bias-free teaching materials or classroom activities were employed in thecurriculum, or syllabus, or series of lesson plans to effect equitable and responsibleinteraction with learners5) Why these inclusive and bias-free teaching materials or classroom activities were employedin the curriculum, or syllabus, or series of lesson plans6) How these inclusive and bias-free teaching materials or classroom activities were employedin the curriculum, or syllabus, or series of lesson plans to effect equitable and responsibleinteraction with learners(b) 2. Provides learners with strategies and tools to collaborate with other learners, co-workers, andcommunity members.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcementshowing that strategies or tools used to develop learner collaboration skills (e.g., group process,consensus building, conflict resolution) were addressedb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professionaldevelopment pointsc. Coursework statements about:1) Knowledge of strategies and tools for facilitating learner collaboration skills2) How these strategies and tools are used to facilitate learner collaboration with other learners,co-workers, and community membersExperience:d. Evidentiary documentation:Copy of either a curriculum, or a syllabus, or a series of lesson plans showing strategies or toolsused to facilitate collaboration with other learners, or co-workers, or community memberse. Explanatory statements about:1) What strategies or tools for collaboration were employed in the curriculum, or syllabus, orseries of lesson plans to facilitate learner collaboration with other learners, or co-workers, orcommunity members2) Why these strategies or tools were employed3) How these strategies or tools assisted learners in collaborating with other learners, or coworkers, or community members were employed in the curriculum, or syllabus, or series oflesson plans(b) 3. Draws on the range of interests, needs, and approaches of learners in planning instruction.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcementshowing methods of determining learner interests, or needs, or approaches were addressedb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professionaldevelopment pointsc. Coursework statements about:1) Knowledge of the interests, needs, and approaches of adult learners2) How this knowledge is used to plan instruction for adult learnersExperience:d. Evidentiary documentation:1) Copy of either a curriculum, or syllabus, or series of lesson plans showing how learners’interests, or needs, or approaches were used to plan instruction2) Two examples of learners’ interests, or needs, or approach that was used to plan instructione. Explanatory statements about:1) What learner interests, or needs, or approaches were employed in the curriculum, or syllabus,or series of lesson plans2) Why these learner interests, or needs, or approaches were employed3) How these learner interests, or needs, or approaches were employed in the curriculum, orsyllabus, or series of lesson plansAugust 2013
(b) 4. Promotes learner understanding of American civic culture, its underlying ideals, politicalprinciples, institutions, procedures, and processes in the design of curriculum.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcementshowing that knowledge of American civic culture was addressed (e.g., local, state, federal)b. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professionaldevelopment pointsc. Coursework statements about:1) Knowledge of American civic culture2) How this knowledge is used in the design of curriculum for adult learnersExperience:d. Evidentiary documentation:Copy of either a curriculum, or a syllabus, or a series of lesson plans showing how American civicculture was used in the design of curriculume. Explanatory statements about:1) What information regarding American civic culture was employed in the design of thecurriculum, or syllabus, or series of lesson plans2) Why this information was employed in the design of the curriculum3) How this information was employed in the design of the curriculum to promote learnerunderstanding of American civic culture(b) 5. Uses, in appropriate contexts, instructional materials conveying a range of contributions thatvarious immigrant and native groups have made to American society.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcementshowing that knowledge of the contributions of immigrant and native groups to American societywas addressedb. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professionaldevelopment pointsc. Coursework statements about:1) Knowledge of the contributions of immigrant and native groups to American society2) How this knowledge is used to select instructional materials for adult learnersExperience:d. Evidentiary documentation:Copy of either a curriculum, or a syllabus, or a series of lesson plans showing at least two examplesof the contributions that various immigrant or native groups have made to American societye. Explanatory statements about:1) What instructional materials were employed to show the contributions that various immigrantor native groups have made to American society were used in the curriculum, or syllabus, orseries of lesson plans2) Why these materials were employed in the curriculum, or syllabus, or series of lesson plans3) How these instructional materials were employed in the curriculum, or syllabus, or series oflesson plans to show the contributions that various immigrant or native groups have made toAmerican society(c) Instructional Design and Teaching Approaches:Standards in this section address what the adult basic education instructor needs to know in order toplan, develop, and implement effective instruction.(c) 1. Draws on the history, structure, purpose, and critical issues of adult basic education in planninginstruction.Coursework:a. Evidence of course content:Copy of a course syllabus or a description from a college catalogue or course announcement showingthat the history, structure, purpose, and critical issues of ABE were addressedAugust 2013
b. Evidence of successful completion of coursework:Copy of a transcript, or a certificate of completion, or a certificate awarding professional developmentpoi
4. Passing score on the Communication and Literacy Skills test of the Massachusetts Tests for Educator Licensure (MTEL) 5. Passing score on the ABE subject matter test of the MTEL 4) Licensure Requirements 1. Demonstration of the relevant professional standards for route to licensure via a performance assessment (Attachment B)
State of Illinois – ABE for Community Partners & Illinois Assisters 7 Completing an Application in ABE v We strongly encourage everyone – community partners, health care providers and the general public to use ABE to apply for Medicaid
Authority Attribute-Based Encryption (MA-ABE) is a generalization of ABE where the central au-thority is distributed across several independent parties. We provide the rst MA-ABE scheme from prime-order pairings where no trusted setup is needed and where the attribute universe of each authority is unbounded. Our constructions rely on a common
PROFESSIONAL LICENSURE DISCLOSURE . Background- Lincoln Memorial University offers several programs leading to professional licensure within the State of Tennessee. Lincoln Memorial University also offers the ASN and BSN in Kentucky and Florida, which can lead to professional licensure in those states.
Licensure Resources Federal Regulations (requirements tied to Title IV financial aid): 34 CFR 668.43(a)(5)(v) & 34 CFR . Includes Flowchart! SARA Policy Manual - codifies existing SARA policy. See Section 5.2. SAN Website - Professional Licensure Landing Page SAN & WCET Webcast: Professional Licensure Notifications Now Required .
Project management skills Exam tips and command words ABE news Alumni profiles and Top Paper Award winners A magazine for ABE members October 2017-March 2018 Issue 59 Good operations management Focus Oct17Mar18 pp01-32 Cover V2.indd 33 27/10/2017 10:57
The MLC Who What Where Why When 䡦The Minnesota Literacy Council (MLC) 䡦provides educational services ! six adult learning centers 䡦strengthens literacy programs across MN ABE curricula and lesson plans ! volunteer tutor training ! online courses for ABE practitioners and volunteers 䡦engages MN in the cause ! volunteer recruitment
Feb 02, 2002 · The Adult Education and Family Literacy Program of the Illinois Community College Board (ICCB) recognizes the Adult Basic Education (ABE)/ Adult Secondary (ASE) educators who contributed to the development of the Illinois ABE/ASE Content Standards. The dedication, c
« On attend par additif alimentaire : toute substance habituellement non consommée comme aliment en soi et habituellement non utilisée comme ingrédient caractéristique dans l’alimentation, possédant ou non une valeur nutritive, et dont l’adjonction intentionnelle aux denrées alimentaires, dans un but technologique au stade de leur fabrication, transformation, préparation .
