All of the following products were developed by Hudson River Center for Program Development, Inc. You can order or download specific products by clicking the corresponding hyperlink buttons.
Although only current products are noted, this list hints at the wide range of our expertise. (For a more detailed look, click on "expertise" in the left-hand column.) It also reveals our commitment to using a variety of formats, so that information is presented in media most suitable for specific audiences.
- Please note: In those cases where funding was provided by the New York State Education Department, a listing of funding sources and project numbers can be accessed by clicking on [NYSED]. Adult Education Act (AEA) and School-to-Work (STW) are noted.
Scroll down the entire list or access specific categories by clicking on the appropriate link:
Adult Education
Citizenship Preparation
Corrections Education
Health Promotion
Work-based Learning
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Career Development and Occupational Studies: A Supplement to the Adult Education Resource Guide and Learning Standards (CDOS) provides a contextual framework for integration of workforce preparation, career plan development, and electronic job search skills throughout all adult education program offerings. (2001)[NYSED]
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Citizenship Preparation: A Supplement to the Adult Education Resource Guide and Learning Standards (cross-referenced under "Citizenship Preparation")[NYSED]
Child Safety: A Web-based Instructional Resource (cross-referenced under "Health Promotion")
Collection of Learning Experiences, a companion piece to the AERG, is a compilation of learning experiences developed by adult educators. After an extensive peer review process, the featured learning experiences were deemed reflective of best practices and most likely to raise the standards of adult education in New York State. Accompanying handouts are also included. (1998)[NYSED]
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Education for Homeless Adults: Strategies for Implementation is a multi-volume resource addressing the specific needs and challenges of providing education to homeless people. The guides feature recruitment and retention tips, resources, family literacy approaches, and over 70 sample lessons with corresponding handouts, making it useful to educators of other disadvantaged populations, as well. (1995)[NYSED]
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Guide for Program Managers of Adult Education Programs helps new program managers become oriented to the world of adult education by providing guidance and support as they undertake their managerial responsibilities. This on-line guide serves as an up-to-date resource for program managers making educational and administrative decisions. (2001)[NYSED]
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Health Promotion for Adult Literacy Students: An Empowering Approach (cross-referenced under "Health Promotion")
Literature Review on Distance Education addresses the ever-changing question of "What is distance learning?". The review provides an overview of various definitions as well as a historical context of distance education before focusing on the application of distance education to adults. Concluding with recommendations for future action, the document includes notes compiled from postings to various listservs. (1999)[NYSED]
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Marketing Your Adult Literacy Program: A "How to" Manual trains adult literacy providers in the techniques of social marketing. It offers guidance in developing strategies sensitive to the needs of potential adult literacy students. These strategies will motivate the difficult-to-reach adult needing literacy services to seek help while realistically portraying what literacy can "deliver." (1996)
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Citizenship Preparation: A Supplement to the Adult Education Resource Guide and Learning Standards is designed to update adult education practitioners on the naturalization process. This guide connects citizenship preparation with not only AERG, but also with the National Reporting System for Adult Education. (1999)[NYSED]
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Native Language Literacy Screening Device (NLLSD) is an assessment tool designed to allow ESOL practitioners to gain a sense of the native language literacy levels of their learners. The screening device is presented in 27 primary languages, ranging from Albanian to Vietnamese, which represent the most common spoken in New York State. (1999)[NYSED]
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An Education and Corrections Collaborative Model: A Civilian Orientation Manual was produced to help correctional facilities, school districts, BOCES, and community-based organizations work in cooperation with each other. As detailed in the manual, civilian service providers and correctional facilities must understand each other's goals, objectives, and messages in order to work together. Sample policies and procedures as well as various inmate and facility documents are included. (1997)[NYSED]
Breaking Barriers/Rompiendo Barreras is a tool for Spanish-speaking persons who are incarcerated. Created by students of an ESL class offered by the Syracuse City School District and the Onondaga County Sheriff's Department, the phrase book contains phrases commonly used in facilities of incarceration and the Spanish translation of those phrases. (1999)
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Bringing Family Literacy to Incarcerated Settings: An Instructional Guide was created to assist anyone interested in implementing a family literacy project within an incarcerated setting. The guide includes a description of various program designs as well as a blueprint for implementation. Resources and sample forms are provided. (2001)[NYSED]
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Making the Transition: An Instructional Guide for Incarcerated Youth Education provides information about incarcerated youth, the transition program in New York State, legal rights, inmate needs, and program staff needs. A series of sample lessons, many of which have been provided by corrections educators, is also included within the instructional guide. (1995)[NYSED]
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Transition Programs: Bridging the Gap was developed to share the collective wisdom and experience of education professionals who have successfully guided the transition of hundreds of incarcerated youth and adults back to the community. The document discusses what occurs in a transition program, identifying certain components as absolutely vital. Citing exactly what makes a transition coordinator effective, the accomplishment of activities is also explored. (1998)[NYSED]
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Child Safety: A Web-based Instructional Resource is designed for learners with low reading skills. Using this web-based instruction, learners can learn -- at any time, place, or pace -- how to keep their families healthy and safe. (2001)
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Health Promotion for Adult Literacy Students: An Empowering Approach is an award-winning instructional package that helps involve students in health issues. Each topic (described below) includes an instructional guide, a student workbook, and an audiotape to be used with the workbook. Of the nine original topics, the following are currently available:[NYSED]
Alcohol and Other Drugs: Realities for You and Your Family clarifies drug use and abuse, prevention, and treatment. (1994)
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Child Safety: A Healthy Start helps parents and caregivers create a healthy environment for children, both within and outside of the home. Learners recognize signs and symptoms of childhood diseases as well as understand the dangers of substance abuse. (1995)
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Women's Health: Body Wisdom for Every Woman empowers women to take charge of their own health by examining healthy lifestyles and making healthy decisions. Prevention, detection, and treatment of women's health issues, including mental health, are included. (1997)
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The School-to-Work Raising Standards in New York State Presentation Packets were developed as tools to elicit support for School-to-Work. Four audiences are targeted: administrators, employers, parents, and students. A suggested script, overhead transparencies, handout masters, presentation tips, sample evaluation, and school-to-work resources are included for each audience. (1997)[NYSED]
The purpose of Work-based Learning: A Resource Guide for Change is to provide resources for developing or further refining work-based learning strategies or components. The first section of the guide contains basic information about work-based learning including scope, foundation, categories, and operation. The second section provides more detail about various work-based learning activities and presents case studies for each. Sample forms and pertinent labor laws are also included. (1997)[NYSED]
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