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Volunteer Foundations Training

Volunteer Foundations Training

Minnesota schools want learners to receive the instruction they need. Volunteer training makes this possible!

Training helps to ensure that volunteers who work in all instructional areas can effectively support learners in reaching their educational goals, whether they are studying English, working towards their GED, or preparing for a citizenship test. Literacy Minnesota believes that all volunteers should receive the training and support that they need in order to feel comfortable and to provide effective service to learners.

Smiling teacher standing near whiteboard

Adult Education Foundations Trainings

Volunteers who work with adult learners are required by the Minnesota Department of Education to receive either Foundations of Adult Education Tutoring (12 hours) or Foundations of Volunteering in the Adult Education Classroom (4 hours), depending on their role. 

Check out the training requirements for various adult education volunteer roles in Volunteer Training Requirements by Role and view and download a checklist of the requirements for each training.

Both the 12-hour and the 4-hour training consist one or more Core Training Modules, which are required for all volunteers. Targeted Training Modules, which volunteers select depending on the level of learner/s that they are working with, the specific skill that is being taught, or if they are delivering remote instruction, are required for the 12-hour program, and optional for the 4-hour program. 

Check out the tabs below for descriptions of the Volunteer Foundations Training options.

FOUNDATIONS OF ADULT EDUCATION TUTORING (12 HOURS)

The 12-hour volunteer training prepares volunteers who will be teaching independently of a professional teacher (either a class or one-on-one). This foundational training will provide an overview of adult basic education in Minnesota, introduce culture and adult learning principles, and equip tutors with instructional best practices. Volunteers select additional targeted training modules based on their specific tutoring situation.

  • Volunteers who require the 12-hour Foundations of Adult Education Tutoring must take the four Core Training Modules.
  • Volunteers who require the 12-hour Foundations of Adult Education Tutoring must take two Targeted Training Modules.

See the menu below for Core Training Modules 1-4 descriptions and recommendations for Targeted Training Modules based on level and skill taught.

FOUNDATIONS OF VOLUNTEERING IN THE ADULT EDUCATION CLASSROOM (4 HOURS)

The 4-hour volunteer training prepares volunteers who will be working with a professional teacher as in-person or remote classroom assistants, or by providing supplemental instruction to existing classes through additional practice. This foundational training will introduce cultural awareness and adult learning principles. Volunteers select an additional targeted training module based on their specific tutoring situation.

  • Volunteers who require the 4-hour Foundations of Volunteering in the Adult Education Classroom must take Core Training Module 2.
  • Volunteers who require the 4-hour Foundations of Volunteering in the Adult Education Classroom must take one Training Module of their choice (Core or Targeted). 

See the menu below for the Core Training Modules 1-4 descriptions and recommendations for Targeted Training Modules based on level and skill taught.

ACCESSING TRAINING MODULES

Each core and targeted module is two hours in length. Volunteers can take the modules in three ways:

  • Participating in live webinars  (find upcoming webinars here)
  • Viewing video recordings and completing and submitting a Module Reflection form (find recording options here) Note: Due to conditions stipulated by the Minnesota Department of Adult Education, recorded training reflection forms submitted by out-of-state residents will not be reviewed by Literacy Minnesota staff, and therefore cannot result in CEUs for out-of-state residents. Out-of-state residents can, however, earn CEUs from live webinars.
  • Attending in-person trainings (this option will be available in 2022)

See the menu below for module descriptions and recommendations for Targeted Training Modules based on level and skill taught.

Core Training Module Descriptions

  • Core Training Module 1: Overview of Minnesota Adult Education and ABE Accountability Participants learn about Adult Basic Education programming in Minnesota, demographics of learners, instructional content standards as well as initial and on-going assessment. This session wraps up with learner motivations, barriers and persistence. (2 CEUs)
  • Core Training Module 2: Understanding Adult Learners Participants develop their personal cultural awareness and learn how expectations around school culture shape how people teach and learn. Guiding principles for effectively delivering instruction to adults are also covered. Finally, participants increase their sensitivity to the challenges of learning English and developing literacy as an adult. (2 CEUs)
  • Core Training Module 3: Instructional Best Practices: Working with  Learners Participants learn how to apply teaching practices that support language and skill development for all learners. These practices include ensuring that instruction is learner centered, using an appropriate level of teacher talk and delivering error correction. (2 CEUs)
  • Core Training Module 4: Instructional Best Practices: Working with Materials Participants will engage in a couple of classroom activities to experience scaffolding, checking comprehension and the gradual release of responsibility. These aspects of teaching and tutoring are then defined, explained further and participants get opportunities to practice them. (2 CEUs)

Targeted Training Module Descriptions

  • Phonics in Beginning Adult ESL: Recommendations, Activities and Resources: Phonics–the knowledge of the sounds letters make when they are combined to make words–is essential to beginning literacy and beginning level English language instruction. But, many teachers and tutors lack the knowledge, confidence and resources to teach the topic. Attend this session to learn why phonics instruction is important and leave with several ideas for phonics activities and resources to bring back to your teaching and tutoring sessions. (2 CEUs)
  • Working with Beginning Literacy and Beginning Level Learners: Learners with limited English and literacy skills have unique needs for in-person and remote instruction. Participants will learn best practices and tips for success at this level. They'll also get several ideas for routines, activities and resources to use in their classes and tutoring sessions. (2 CEUs)
  • Reading Activities for Beginning Literacy and Beginning English Language Learners: Teaching and tutoring very beginning level ESL readers can be intimidating for volunteers and professional teachers alike. Attend this session to get practical activities and ideas for one-on-one, remote and in-person instruction with tech and no-tech options. Leave feeling ready to provide your learners with meaningful and effective reading activities. (2 CEUs)
  • Writing Activities for Beginning Literacy and Beginning English Language Learners: Teaching and tutoring very beginning level ESL students can be intimidating for volunteers and professional teachers alike. Attend this workshop to get practical activities and ideas for one-on-one, remote and in-person instruction with tech and no-tech options. Leave feeling ready to provide your learners with meaningful and effective writing activities. (2 CEUs)
  • Phonics in Beginning Adult ESL: Recommendations, Activities and Resources: Phonics–the knowledge of the sounds letters make when they are combined to make words–is essential to beginning literacy and beginning level English language instruction. But, many teachers and tutors lack the knowledge, confidence and resources to teach the topic. Attend this session to learn why phonics instruction is important and leave with several ideas for phonics activities and resources to bring back to your teaching and tutoring sessions. (2 CEUs)
  • Working with Beginning Literacy and Beginning Level Learners: Learners with limited English and literacy skills have unique needs for in-person and remote instruction. Participants will learn best practices and tips for success at this level. They'll also get several ideas for routines, activities and resources to use in their classes and tutoring sessions. (2 CEUs)
  • Reading Activities for Beginning Literacy and Beginning English Language Learners: Teaching and tutoring very beginning level ESL readers can be intimidating for volunteers and professional teachers alike. Attend this session to get practical activities and ideas for one-on-one, remote and in-person instruction with tech and no-tech options. Leave feeling ready to provide your learners with meaningful and effective reading activities. (2 CEUs)
  • Writing Activities for Beginning Literacy and Beginning English Language Learners: Teaching and tutoring very beginning level ESL students can be intimidating for volunteers and professional teachers alike. Attend this workshop to get practical activities and ideas for one-on-one, remote and in-person instruction with tech and no-tech options. Leave feeling ready to provide your learners with meaningful and effective writing activities. (2 CEUs)
  • Developing and Practicing Reading Fluency: Come and review the important role of fluency in reading instruction. Discuss the three key components of reading fluency and look at a variety of activities tutors and teachers can try. Talk about the mechanics of doing fluency practice via remote tutoring tools or in-person. Participants will have plenty of opportunity to ask questions and share resources. This workshop will be most useful for instructors working with low-intermediate to advanced readers. (2 CEUs)
  • Teaching Reading Vocabulary Remotely or In Person: Vocabulary is everyone’s favorite reading component! And helping students master reading vocabulary is a key to helping them master comprehension. But how many words should be taught? And which words are the most important? What strategies are best for helping students learn new words? How to get students to make new words part of their receptive and productive vocabularies? This training will focus on the theory and best practice behind choosing, teaching and reviewing reading vocabulary. Participants will have a chance to learn about (and practice) a variety of activities that can be done remotely or in person. Links to great online resources will also be provided. This workshop will be most useful for instructors working with low-intermediate to advanced readers. (2 CEUs)
  • Comprehension Strategies for Intermediate Level Readers: Research shows that explicitly teaching a set of comprehension strategies is a great way to help intermediate-level readers maximize their understanding of texts. Come learn a handful of great comprehension tools that will help students develop critical thinking skills and comprehension skills. (2 CEUs)
  • Teaching Intermediate Alphabetics: Teaching intermediate alphabetics (syllables, prefixes, suffixes, root words) is a great way to help students build their decoding and comprehension skills. Come learn a variety of fun and easy-to-use routines and activities for helping intermediate-level readers develop these important tools. (2 CEUs)
  • Helping Students Build Word Part Knowledge: Teaching word parts (prefixes, suffixes, root words) is a great way to help students build their decoding and comprehension skills. Come learn a variety of fun and easy-to-use routines and activities for helping intermediate-level readers develop these important tools. (2 CEUs)
  • Developing and Practicing Reading Fluency: Come and review the important role of fluency in reading instruction. Discuss the three key components of reading fluency and look at a variety of activities tutors and teachers can try. Talk about the mechanics of doing fluency practice via  remote tutoring tools or in-person. Participants will have plenty of opportunity to ask questions and share resources. This workshop will be most useful for instructors working with low-intermediate to advanced readers. (2 CEUs)
  • Teaching Reading Vocabulary Remotely or In Person: Vocabulary is everyone’s favorite reading component! And helping students master reading vocabulary is a key to helping them master comprehension. But how many words should be taught? And which words are the most important? What strategies are best for helping students learn new words? How to get students to make new words part of their receptive and productive vocabularies? This training will focus on the theory and best practice behind choosing, teaching and reviewing reading vocabulary. Participants will have a chance to learn about (and practice) a variety of activities that can be done remotely or in person. Links to great online resources will also be provided. This workshop will be most useful for instructors working with low-intermediate to advanced readers. (2 CEUs)
  • Comprehension Strategies for Intermediate Level Readers: Research shows that explicitly teaching a set of comprehension strategies is a great way to help intermediate-level readers maximize their understanding of texts. Come learn a handful of great comprehension tools that will help students develop critical thinking skills and comprehension skills. (2 CEUs)
  • Teaching Intermediate Alphabetics: Teaching intermediate alphabetics (syllables, prefixes, suffixes, root words) is a great way to help students build their decoding and comprehension skills. Come learn a variety of fun and easy-to-use routines and activities for helping intermediate-level readers develop these important tools. (2 CEUs)
  • Helping Students Build Word Part Knowledge: Teaching word parts (prefixes, suffixes, root words) is a great way to help students build their decoding and comprehension skills. Come learn a variety of fun and easy-to-use routines and activities for helping intermediate-level readers develop these important tools. (2 CEUs)
  • Teaching Citizenship Jessica Horning, citizenship teacher for the Literacy Minnesota Open Door Learning Centers, will share multiple ways to teach and review the content of the citizenship interview in fun, interactive ways. Participants will receive links to online resources that can be used in one-on-one or small group teaching settings.  (2 CEUs)

Math training coming in the fall of 2023. 

  • Talk Amongst Yourselves: Building Up to Student-Facilitated Conversations: Learn three essential skills students need in order to join a conversation and keep it going. This webinar will demonstrate how to introduce those strategies and get students talking in small groups online. Come ready to participate in  small groups and try out the techniques during webinars! (2 CEUs)
  • Phonics in Beginning Adult ESL: Recommendations, Activities and Resources: Phonics–the knowledge of the sounds letters make when they are combined to make words–is essential to beginning literacy and beginning level English language instruction. But, many teachers and tutors lack the knowledge, confidence and resources to teach the topic. Attend this session to learn why phonics instruction is important and leave with several ideas for phonics activities and resources to bring back to your teaching and tutoring sessions. (2 CEUs)
  • Reading Activities for Beginning Literacy and Beginning English Language Learners: Teaching and tutoring very beginning level ESL readers can be intimidating for volunteers and professional teachers alike. Attend this in-person workshop to get practical activities and ideas for one-on-one, remote and in-person instruction with tech and no-tech options. Leave feeling ready to provide your learners with meaningful and effective reading activities. (2 CEUs)
  • Writing Activities for Beginning Literacy and Beginning English Language Learners: Teaching and tutoring very beginning level ESL learners can be intimidating for volunteers and professional teachers alike. Attend this workshop to get practical activities and ideas for one-on-one, remote and in-person instruction with tech and no-tech options. Leave feeling ready to provide your learners with meaningful and effective writing activities. (2 CEUs)
  • Developing and Practicing Reading Fluency: Come and review the important role of fluency in reading instruction. Discuss the three key components of reading fluency and look at a variety of activities tutors and teachers can try. Talk about the mechanics of doing fluency practice via  remote tutoring tools or in-person. Participants will have plenty of opportunity to ask questions and share resources. This workshop will be most useful for instructors working with low-intermediate to advanced readers. (2 CEUs)
  • Teaching Reading Vocabulary Remotely or In Person: Vocabulary is everyone’s favorite reading component! And helping students master reading vocabulary is a key to helping them master comprehension. But how many words should be taught? And which words are the most important? What strategies are best for helping students learn new words? How to get students to make new words part of their receptive and productive vocabularies? This training will focus on the theory and best practice behind choosing, teaching and reviewing reading vocabulary. Participants will have a chance to learn about (and practice) a variety of activities that can be done remotely or in person. Links to great online resources will also be provided. This workshop will be most useful for instructors working with low-intermediate to advanced readers. (2 CEUs)
  • Comprehension Strategies for Intermediate Level Readers: Research shows that explicitly teaching a set of comprehension strategies is a great way to help intermediate-level readers maximize their understanding of texts. Come learn a handful of great comprehension tools that will help students develop critical thinking skills and comprehension skills. (2 CEUs)
  • Teaching Intermediate Alphabetics: Teaching intermediate alphabetics (syllables, prefixes, suffixes, root words) is a great way to help students build their decoding and comprehension skills. Come learn a variety of fun and easy-to-use routines and activities for helping intermediate-level readers develop these important tools. (2 CEUs)
  • Helping Students Build Word Part Knowledge: Teaching word parts (prefixes, suffixes, root words) is a great way to help students build their decoding and comprehension skills. Come learn a variety of fun and easy-to-use routines and activities for helping intermediate-level readers develop these important tools. (2 CEUs)
  • Remote Teaching 101: Join Literacy Minnesota ABE and ESL trainers for a virtual workshop on how to be an effective tutor from a distance! Learn best practices for connecting and communicating one-on-one with learners on the phone or online, get suggestions for correcting errors and checking comprehension in a virtual setting, and discover language activities that can be done over the phone or on a video call. Available as a Video Training (2 CEUs)
  • A Roadmap for Success: Remote Lesson Planning: Whether teaching one learner on WhatsApp or large group on Zoom or Google Meet, lesson planning is a critical part of ensuring learner success with virtual instruction.  Participants learn how to design lessons so that both the teacher and the learners experience success. Topics covered include: how to write effective objectives to guide planning, tried and true planning methods and lesson plan formats, and how to build in comprehension checks throughout the lesson. Available as a Video Training (2 CEUs)
  • Making It Work: Adapting Materials for Remote Teaching: In this workshop, learn recommendations for adapting materials designed for in-person instruction into a remote teaching format. The presenter will demonstrate approaches for introducing reading, writing, and vocabulary on a phone or computer, and will model adaptations for common ESL classroom activities. Participants will receive a handout that includes recommendations for building in class routines, an adapted lesson planning template, and activity instructions. Available as a Video Training (2 CEUs)

  • Facilitating Positive Learner Experiences during Remote Instruction: In this webinar, Literacy Minnesota teachers will share some of their favorite virtual routines that promote successful learning. Discover tried and true practices for creating interactive and engaging small group and large group virtual activities, and learn tricks and explore free tools to make virtual lessons go smoothly. Participants will leave with ideas and classroom management practices that can be put into practice immediately. Available as a Video Training (2 CEUs)

  • Talk Amongst Yourselves: Building Up to Student-Facilitated Conversations: Learn three essential skills students need in order to join a conversation and keep it going. This webinar will demonstrate how to introduce those strategies and get students talking in small groups online. Come ready to participate in  small groups and try out the techniques during webinars! Available as Webinar and Video Training. (2 CEUs)

Visit the Professional Development page on Literacy Minnesota's Distance Learning website to learn more about distance learning and remote instruction training opportunities. 

  • How to Work Effectively with Muslims: Join this session with Jaylani Hussein of CAIR MN to learn how to effectively work with Muslim learners by bringing awareness and eliminating potential bias. Participants will answer questions to both learn about Muslim culture, while simultaneously learning ideas about unconscious bias. The session also includes an in-depth explanation of the religion and cultural norms, including keywords, holidays, and customs held in Muslim culture, and it concludes with a discussion on how Muslims practice their beliefs, emphasizing the continuum of diversity of practice within the religion. The presenter also touches on religious accommodations in educational settings. (2 CEUs)

  • Culturally Responsive Practices for Diverse Adult Learners: Join presenter Jimmie Heags, Jr., MA, LSC, LPCC, LADC, ACS, for this session that explores how cultural identities and experiences impact student-instructor interactions and shape the way we make meaning of the world. Participants will gain awareness of their own cultural perspectives, social location and the need for cultural humility in Adult Basic Education with the goal of enhancing the outcomes of adult learners and educators' own professional development. Learning will be acquired through the explanation of concepts, anecdotes and stories, videos and deep reflection. (2 CEUs)

  • Understanding the Somali People: Somalis are estimated to be the largest African immigrant group in Minnesota with approximately 75,000-100,000 residing in the state (source: McKnight Foundation). This training covers pre- and post-modern history of the Somali people, culture, migration to Minnesota, cultural gaps between the Somali and American communities and recommendations for outreach to Somali community members. (2 CEUs)

  • Understanding and Interrupting Microaggressions: Join presenter Jimmie Heags, Jr., MA, LSC, LPCC, LADC, ACS, for this session that exposes how institutional racism and stereotypes can lead to microaggressions. The session will provide learners with a framework for understanding, identifying and disrupting microaggressions. Participants will be introduced to the various types of microaggressions and how to use interventions to promote safer and more equitable environments. Learning objectives: 1) Articulate the connection between institutional racism and microaggressions. 2) Examine the connection between white privilege and white fragility and microaggressions. 3) Understand the different types of microaggressions. 4) Develop interventions for disrupting microaggressions. (2 CEUs)

  • Racial Equity 101 Join presenter Jimmie Heags, Jr., MA, LSC, LPCC, LADC, ACS, for this session that exposes how race is defined and how racism impacts individuals and institutions. The session will provide learners with a framework for understanding and disrupting the attitudes and structures that perpetuate inequality. Participants will be introduced to basic interventions to identify and disrupt racialized mindsets and practices that promote equity. Interventions will include how to be an anti-racist. Objectives include the following: 1) Define the nature of race and racism and their origins and impact. 2) Examine the concepts of white privilege and white fragility 3) Understand the nature of microaggressions and their impact 4) Develop interventions for disrupting racist mindsets (2 CEUs)

  • A Volunteer's Introduction to Universal Design for Learning: Universal Design for Learning (UDL) is an approach that enhances educational equity by creating more accessible learning experiences for all students. This introductory webinar covers fundamental UDL concepts, the similarities and differences between UDL and disability accommodations, and some UDL strategies for adult learners across levels. We’ll also highlight the UDL connections in Literacy Minnesota’s new curriculum, English Unlocked. Join us to learn about how you can help implement UDL in any volunteer role, whether you serve as a classroom assistant, tutor, or teacher. (2 CEUs) Note: This session is primarily designed for volunteers who follow predetermined curricula and lesson plans. For those with control or discretion over lesson and classroom design, we also recommend the PANDA UDL training (offered annually in January).

  • LGBTQIA+ Topics in ABE Spaces What do welcoming spaces in adult education look like? How can we make sure LGBTQIA+ learners, volunteers and professionals feel they belong? In this session, ABE professionals in the LGBTQIA+ community will invite participants to reflect on and discuss topics of gender and sexuality in ESL/ABE classrooms and instruction. Participants will brainstorm how to include more queer representation in adult education curricula, program environments and materials. Presenters will provide lesson examples for teaching gender-inclusive language. It is our intention to create a space where participants are welcome but not required to share aspects of their identity or experiences related to the topic. (2 CEUs)

  • How Adult Brains Learn Languages: Learn what research has to say about how adult brains learn a new language, how trauma and stress impact learning, and how this influences the teaching practices that we use in the language classroom. Participants will leave the webinar with suggestions for ways teachers and tutors can apply brain-based teaching practices as we are helping adult ESL students develop their language skills. (2 CEUs)
  • Trauma-Informed Teaching Practices for Adult Learners: Trauma and chronic stress can come in many forms, and impact people’s ability to learn new skills and process information in a variety of different ways. In this webinar, learn how stress and trauma can manifest in the classroom, and learn about trauma-informed teaching practices that can help to support positive learning behaviors and increase retention and learner comfort. (2 CEUs)
  • A Volunteer's Introduction to Universal Design for Learning: Universal Design for Learning (UDL) is an approach that enhances educational equity by creating more accessible learning experiences for all students. This introductory webinar covers fundamental UDL concepts, the similarities and differences between UDL and disability accommodations, and some UDL strategies for adult learners across levels. We’ll also highlight the UDL connections in Literacy Minnesota’s new curriculum, English Unlocked. Join us to learn about how you can help implement UDL in any volunteer role, whether you serve as a classroom assistant, tutor, or teacher. (2 CEUs) Note: This session is primarily designed for volunteers who follow predetermined curricula and lesson plans. For those with control or discretion over lesson and classroom design, we also recommend the PANDA UDL training (offered annually in January).

Frequently Asked Questions

  • I'm a licensed teacher. Do I still need to take the four or 12 hours of initial training?

Per the Volunteer Training Standards Policy, the following volunteers are exempt from this requirement:

● Adult education volunteers who have no instructional or tutor responsibilities and perform other, non-instructional tasks (e.g. intake, support services, book-keeping, technology aides, data entry, etc.).

● Adult education volunteers with a teaching license.

● Volunteers with more than 400 hours of documentable adult education instruction (volunteer or paid teacher) in a program or programs comparable to the Minnesota Adult Education (ABE) system programming.

● ESL-specific volunteers with at least one of the following:

o TEFL/TESL/CELTA certification;

o College degree in ESL or Linguistics; and/or

o Over 400 hours of documentable ESL instruction within the past 10 years (volunteer or paid teacher) in a program or programs comparable to the Minnesota Adult Education system ESL programming.

● Any volunteer who began volunteering prior to July 1, 2006, and has consistently been volunteering in adult education each year since.

  • How do I prove that I've completed the training requirements?

Continuing Education Units (CEUs) will be sent out after each module. You can submit the CEUs to your volunteer coordinator to show that you've completed the 4-hour training requirements. Certificates for the 12-hour Foundations of Adult Education Tutoring will be sent out within a couple of weeks after you have completed all six required modules. 

  • Do the modules need to be taken in any particular order? 

No. We recommend taking the Core Training Modules in order (one through four), but they can be taken out of order. Targeted Training modules can be taken at any time.

  • Do I need to take the modules within a certain amount of time to earn the certificate?

Yes. You must complete all required modules within six months of when you begin volunteering. 

  • I have attended previous webinars offered by Literacy Minnesota. Does my attendance at these workshops count towards the Volunteer Foundations Training requirements?

If you attended a webinar on tutoring adult learners prior to October of 2021, many of those webinars will count towards the Targeted Training requirements for the 4- and 12-hour Volunteer Foundations Trainings. 

  • I am not interested in volunteering in adult education. May I still attend workshops?

Yes. CEUs are also offered after each workshop.

  • I am not a volunteer or involved with Literacy Minnesota. May I still attend modules?

Yes, the Core and Targeted Training Modules are open to everyone.

  • I am going to be late to a module or need to leave early. Will I still earn credit for attending the workshop? 

We understand that sometimes schedules change. We encourage participants to attend the entire module, but you may miss up to 15 minutes total and still receive credit for the workshop. If you need to miss more than 15 minutes of the module, please attend an alternate date. We will automatically make note of what time you arrive or leave and you do not need to notify us.

  • Will I receive credit for attending the same module twice?

No, you will only receive credit for each module once.

  • How is my attendance at Volunteer Foundations Trainings tracked?

We track attendance in our database. To make sure your attendance is tracked, please make sure to register in advance for each module. For in-person workshops, we ask that you sign in using the provided physical sign-in sheet. For webinars, your participation is automatically logged when you sign into Zoom.

We also ask that you keep track of your participation in case of system errors. 

  • I am not sure if I have attended a qualifying Volunteer Training Foundations module. How do I find out?

Please contact Kelly at krynda@literacymn.org to receive a list of qualifying modules you have attended. We also ask that you keep track of your participation in case of system errors.

  • I have other questions. Who can I contact? 

Please contact Kelly at krynda@literacymn.org.