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ARIZONA ADULT EDUCATION
ANNUAL PERFORMANCE REPORT
Fiscal Year 1993
Prepared for:
Arizona State Department of Educationand
United States Department of Education
U S DEPARTMENT OF EDUCATION()trier` or EdoCattC, FlOSCMLM and iirtcvempni
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it
Minor changes have been made totroprovr reproduction quality
Points of view or opinions stated in thisdocument do not necessarily representofficial OEM position or policy
Submitted by:The Division of Adult Education
Dr. Gary A. EyreState Administrator
Adult Education Services
John GarthDirector, Division of Adult Education
C. Diane BishopState Superintendent
September 30, 1993
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDU TIO ESOURCESINFORMATION CENTER (ERIC)."
OPT' AVAILABLE
ARIZONA DEPARTMENT OF EDUCATION
ADULT EDUCATION/GED STAFF AND ADMINISTRATION
MS. C. DIANE BISHOP,SUPERINTENDENT OF PUBLIC INSTRUCTION
MR. RICHARD CONDIT,ASSOCIATE SUPERINTENDENT; STATE DIRECTOR FOR VOCATIONALTECHNOLOGICAL EDUCATION
DR. GARY A. EYRE,STATE ADMINISTRATOR OF ADULT EDUCATION SERVICES
MR. JOHN GARTH,DIRECTOR, DIVISION OF ADULT EDUCATION
MS. PAT L. TAYLOR,ADMINISTRATOR, ARIZONA GENERAL EDUCATIONAL TESTING SERVICES
MS. MAUREEN AMBROSE,COORDINATOR, ADULT EDUCATION - HOMELESS
MRS. LUPE CASTILLO, FISCAL ASSISTANT
MS. LISA RUNDLE, ADMINISTRATIVE ASSISTANT
MS. ALICIA TAMALA, SECRETARY
MRS. CAROL WALRATH, SUPERVISOR, GED TESTING
MS. MARTHA ROSALEZ, GED TECHNICIAN
MS. MEL RIFE, GED TECHNICIAN
MRS. DIANNE AUGUSTUS, SECRETARY
Arizona Adult Education Report, FY 1993 Page i
Arizona Adult Education Annual Performance Report
TABLE OF CONTENTS
Fins racial Reports Page 1
Part One: Statistical Information Page 4
Tables Page 4
Charts Page 13
Part Two: The Narrative
Introduction Page 32
Goal #1: Improve Program Access to ClientsAdult Basic Education Page 32General Educational Development Testing Page 34Adult Education for Homeless Persons Page 34
Job Opportunities and basic Skills (JOBS) Page 35Pima County Adult Education Program Page 36
Goal #2: Improve Accountability Page 36
Goal #3: Improve Quality and Responsiveness Page 37
Goal #4: Improve Planning and Coordination Page 38
Goal #5: Improve General Educational Development (GED) Page 38
Program AssessmentMethodology Page 39Application Process Page 39Specific Measures Page 39Standardized Testing Page 39Analysis and Results Page 39
Gateway Grants Page 40
Summary Page 41
Arizona Adult Education Report, FY 1993 Page ii
Exhibits
Exhibit A 1993 Program Directors' List
Exhibit B 3rd Annual National Conference on Education for HomelessProgram
Exhibit C Arizona McKinney Homeless Adult Education ProjectOrganizational Chart
Exhibit D 1993 Homeless Providers List
Exhibit E Arizona Homeless Education Leadership Organization
Exhibit F Brief Article on rlomeless Adult Education Project in Arizona
Exhibit G 1993 JOBS Providers List
Exhibit H Pima County Adult Education - U.S. Department of EducationSecretary's Award Article
Exhibit I Program Quality Indicators
Exhibit J Agenda for Fall Directors' Institute
Exhibit K Agenda for Spring Directors' Institute
Exhibit L Staff Development Consortium Map
Exhibit M News Release on Arizona Adult Literacy and TechnologyResource Center
Exhibit N Agenda for GED Examiners' Institute
Exhibit 0
Exhibit P
Exhibit Q
"The Arizona GED Examiners Chronicle"
Technical Review Form
Map of Housing Authority Sites
Arizona Adult Education Report, FY 1993 Page iii
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ARIZONA DEPARTMENT OF EDUCATIONDIVISION OF ADULT EDUCATION
CATEGORY OF LOCAL GRANT RECIPIENTS
CategoryLocal Education Agencies:
Number of Recipients = 27Percentage of Number = 54Percentage of Allocation = 66
Community Based Organizations:Number of Recipients =13Percentage of Number = 26Percentage of Allocation = 7
Postsecondary EducationalInstitutions:Number of Recipients =10Percentage of Number = 20Percentage of Allocation = 27
catgryWS.XLS Rev.8/30/93
Project (50)Apache County Supt.Bisbee Unified School DistrictChino Valley LiteracyDouglas Unified School DistrictFlagstaff Unified School DistrictGilbert Public SchoolsGlendale ElementaryKayenta Unified School DistrictMesa Unified School DistrictNogales Unified School DistrictPage Unified School DistrictParker Unified School DistrictPhoenix.Union High SchooiPima County Adult EdPima/rue Area Learn CoalitionQuartzsite ElementaryRough Rock Community SchoolSierra Vista Unified School DistrictSomer:nn ElementarySuperior Uni;icrt School DistrictTempe ElementaryTempe Union High SchoolTuba City Unified School DistrictWhite Mountain TribeWilliams Unified School DistrictYuma ElementaryYuma Library
Chicanos per la CauseDowntown Learning CenterFriendly HouseFriends of Camp VerdeGila Literacy ProgramLake Havasu LiteracyLiteracy Vol.of Maricopa CountyLutheran MinistryNative Americans for Community ActionProject ArtsVerde Valley LiteracyVi -Ikam Doag IndustriesWesley Community Center
Central Arizona CollegeCochise Community CollegeEastern Arizona College/Gila PuebloEastern Arizona College/ThatcherMohave Community CollegeNavajo Community CollegeNorthland Community CollegeRio Salado Community CollegeUniversity of Arizona/Sierra VistaYavapal College
11
FY93 Allocation$4,627,940.29
3,012.9926,636.91
7,507.3261,973.0858,937.75
2,871.06212,475.63
9,000.00255,035.67
36,955.865,865.286,000.00
816,822.221,225,440.73
34,000.916,320.72
16,065.0046,728.83
2,844.7810,348.125,889.50
86,797.6914,991.97
6,000.008,790.53
72,335.3238,158.79
$3,077,806.665,574.00
54,172.36102,239.30
12,426.009,639.006,426.00
67,473.003,895.14
10,710.0014,118.25
8,000.004,500.005,492.00
$304,665.0524,633.0043,791.9214,279.3518,999.1755,587.0016,061.00
6,426.00929,745.5144,982.009n,963.63
$1,245,468.58
Arizona Adult Education Report, FY 1993 Page 3
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ME
NT
OF
ED
UC
AT
ION
ST
UD
EN
TD
AT
A R
EP
OR
T
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
TA
BLE
3R
epor
t tot
al n
umbe
r of
par
ticip
ants
in e
ach
cate
gory
.M
ust b
e un
dupl
icat
ed c
ount
.
CLA
SS
TY
PE
NU
MB
ER
ST
AR
TE
D
AT
TH
IS
LEV
EL
NU
MB
ER
1
ST
AR
TE
D
TH
AT
CO
MP
LET
ED
TH
IS L
EV
EL
NU
MB
ER
PR
OG
RE
SS
ING
AT
TH
IS
LEV
EL
NU
MB
ER
SE
PA
RA
TE
D
BE
FO
RE
CO
MP
LET
ING
LEV
EL
NU
MB
ER
ST
AR
TE
D T
HA
T
MO
VE
D T
O
HIG
HE
R L
EV
EL
NU
MB
ER
OF
.
CLA
SS
ES
HE
LD A
T
EA
CH
LE
VE
L
A.
.
1A
BE
I45
7710
4518
5216
8058
442
9
2E
SO
L I
1143
832
5237
2144
6521
3833
4
3A
BE
II95
2328
7731
6434
8216
2743
4
4E
SO
L II
4316
1.39
413
5515
6799
314
7
5E
SO
L III
2923
721
822
1380
436
110
6C
ITIZ
EN
SH
IP62
728
618
615
518
924
7G
ED
PR
EP
1142
431
8832
6349
7318
5252
3
8T
OT
AL
4482
312
763
1436
3"7
702
7819
2001
NO
TE
: The
num
ber
in c
olum
n (B
) eq
uals
the
tota
l of c
olum
s (C
), (
D)
and
(E).
Col
umn
(F)
is a
sub
set o
f col
umn
(C).
Com
plet
ion
of le
vel i
nclu
des
stud
ents
who
com
plet
ed th
eir
obje
ctiv
es.
17P
age
3
13
DIV
ISIO
N O
F A
DU
LT E
DU
CA
TIO
N, A
RIZ
ON
A D
EP
AR
TM
EN
TO
F E
DU
CA
TIO
N S
TU
DE
NT
DA
TA
RE
PO
RT
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
TA
BLE
4R
epor
t tot
al s
tude
nts
in e
ach
cate
gory
. May
be
dupl
icat
ed c
ount
.
19
''SE
AS
ON
FO
R S
EP
AR
AT
ION
BE
FO
RE
CO
MP
LET
ION
TO
TA
L
AB
1H
EA
LTH
PR
OB
LEM
S68
5
2C
HIL
D C
AR
E P
RO
BLE
MS
1,18
63
TR
AN
SP
OR
TA
TIO
N P
RO
BLE
MS
-
1,03
04
F,
," P
RO
BLE
MS
967
5W
CA
TIO
N O
F C
LAS
S13
786
LAC
K O
F IN
TE
RE
ST
1,43
8
7C
LAS
S N
OT
AP
PR
OP
RIA
TE
FO
R S
TU
DE
NT
NE
ED
S92
8
8T
IME
CLA
SS
WA
S S
CH
ED
ULE
D58
0
CH
AN
GE
OF
AD
DR
ES
SJM
OV
ED
FR
OM
AR
EA
3,14
3
TO
OK
A J
OB
2,31
7
11C
LOS
E O
F S
CH
OO
LlA
GE
NC
Y Y
EA
R11
,994
123,
726
13U
NK
NO
WN
RE
AS
ON
7,05
4
Pag
e 4
00 00
DIV
ISIO
N O
F A
DU
LT E
DU
CA
TIO
N, A
RIZ
ON
A D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
N S
TU
DE
NT
DA
TA
RE
PO
RT
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
TA
BLE
5R
epor
t tot
al s
tude
nts
in e
ach
cate
gory
. May
be
dupl
icat
ed c
ount
.
ST
AT
US
OF
PA
RT
ICIP
AN
TS
UP
ON
EN
TR
Y IN
TO
TH
E P
RO
GR
AM
TO
TA
L
AB
1D
ISA
BLE
D1,
673
2LI
MIT
ED
EN
GLI
SH
PR
OF
ICE
NC
Y17
,935
3A
DU
LTS
IN R
UR
AL
AR
EA
S4,
702
4A
DU
LTS
IN U
RB
AN
AR
EA
S W
ITH
HIG
H U
NE
MP
LOY
ME
NT
516
5IM
MIG
RA
NT
AD
ULT
S17
,464
6H
OM
ELE
SS
AD
ULT
S1,
568
7A
DU
LTS
IN C
OR
RE
CT
ION
AL
PR
OG
RA
MS
3,11
5
8O
TH
E°
!NS
TIT
UT
ION
ALI
ZE
D A
DU
LTS
598
9E
MP
LOY
ED
AD
ULT
S14
,511
10U
NE
MP
LOY
ED
AD
ULT
S23
,157
11A
DU
LTS
ON
PU
BLI
C A
SS
IST
AN
CE
6,51
6
* E
qual
s th
e nu
mbe
r of
stu
dent
s w
ho a
re n
ot U
.S. C
itize
ns
21P
age
5
2 2
DIV
ISIO
N O
F A
DU
LT E
DU
CA
TIO
N, A
RIZ
ON
A D
EP
AR
TM
EN
TO
F E
DU
CA
TIO
N S
TU
DE
NT
DA
TA
RE
PO
RT
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
TA
BLE
6R
epor
t tot
al s
tude
nts
in e
ach
cate
gory
. May
be
dupl
icat
ed c
ount
.
2 3
ST
UD
EN
T G
OA
LS A
CH
IEV
ED
TO
TA
L
AB
1O
BT
AIN
ED
AN
AD
ULT
HIG
H S
CH
OO
L D
IPLO
MA
54
2P
AS
SE
D G
ED
/IN P
RO
CE
SS
4,34
7
3E
NT
ER
ED
OT
HE
R E
DU
CA
TIO
NA
L O
R
TR
AIN
ING
PR
OG
RA
M87
9
4R
EC
EIV
ED
U.S
. CIT
IZE
NS
HIP
1,47
5
5R
EG
IST
ER
ED
TO
VO
TE
1,12
4
6G
AIN
ED
EM
PLO
YM
EN
T3,
590
7S
EC
UR
ED
EM
PLO
YM
EN
T R
ET
EN
TIO
N O
R
OB
TA
INE
D J
OB
AD
VA
NC
EM
EN
T1,
050
8R
EM
OV
ED
FR
OM
PU
BLI
C A
SS
IST
AN
CE
874
9O
TH
ER
6,40
7
Pag
e 6
N.
0 a. rr
TA
BLE
7
DIV
ISIO
N O
F A
DU
LT E
DU
CA
TIO
N, A
RIZ
ON
A D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NS
TU
DE
NT
DA
TA
. RE
PO
RT
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
Rep
ort a
ll cl
asse
s. M
ust b
e U
ndup
licaw
d co
unt.
Loca
tion
of C
lass
NU
MB
ER
OF
PA
RT
ICIP
AN
TS
*
NU
MB
ER
OF
DA
YT
IME
CLA
SS
ES
NU
MB
ER
OF
EV
EN
ING
CLA
SS
ES
NU
MB
ER
OF
SIT
ES
OP
ER
AT
ING
FU
LL-T
IME
PR
OG
RA
MS
(25
HO
UR
S O
R M
OR
E)
AB
CD
E
Sch
ool B
uild
ing
.....
....
1E
lem
enta
ry/S
econ
dary
Sch
ool
12,7
8146
290
8
2C
omm
unity
Col
lege
2,85
930
30
34-
yea
r C
olle
ge83
Oth
er L
ocat
ions
4Le
arni
ng C
ente
r18
,069
228
138
23
5C
orre
ctio
nal I
nstit
utio
n/P
roba
tion
2,67
940
15
6In
stitu
tion
for
the
Dis
able
d30
2
7W
orks
ite80
630
50
8Li
brar
y17
87
11
9C
omm
unity
-bas
ed O
rgan
izat
ion
3,72
067
44
10H
ome
or H
omeb
ased
360
7323
11O
ther
(S
peci
ly)
2,99
140
35
Tot
al44
,828
568
594
48
* T
he to
tal n
umbe
r of
part
icip
ants
is a
n un
dupl
icat
ed c
ount
and
sho
uld
equa
l the
tota
l num
ber
repo
rted
for
colu
mn
L in
Tab
les
1 an
d
JP
age
7
r: e- u
0
eo rp
DIV
ISIO
N o
r .'.
'CU
LT E
DU
CA
TIO
N, A
RIZ
ON
A D
EP
AR
TM
EN
T O
F E
DU
CA
TIO
N S
TU
DE
NT
DA
TA
RE
PO
RT
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
TA
BLE
8R
epor
t all
pers
onne
l pro
vidi
ng s
ervi
ce to
DA
EA
DE
fund
ed p
roje
cts.
Mus
t be
undu
plic
ated
cou
nt.
AD
ULT
ED
UC
AT
ION
PE
RS
ON
NE
L
FU
NC
TIO
NP
aid
Per
sonn
elV
olun
teer
s
Org
aniz
atio
nal P
lace
men
t and
and
Typ
e of
Job
Per
form
ed
Tot
al N
umbe
r of
Par
t Tim
e P
erso
nnel
Tot
al N
umbe
r of
Ful
l Tim
e P
erso
nnel
Unp
aid
Sta
ff
AB
CD
1S
tate
leve
l Adm
inis
trat
ive
Sup
ervi
sory
and
Anc
illar
y S
ervi
ces
111
0
2Lo
cal l
evel
Adm
inis
trat
ive
Sup
ervi
sory
and
Anc
illar
y S
ervi
ces
4725
28
3T
each
ers
499
6220
40
4C
ouns
elor
s13
943
5P
arap
rofe
ssio
nals
/Aid
es13
321
392
Par
t Tim
e is
def
ined
as
an e
mpl
oyee
who
is e
mpl
oyed
as
an a
dult
educ
ator
in th
is p
rogr
am L
ES
S T
HA
N F
ULL
TIM
E.
Ful
l tim
e is
def
ined
as
an e
mpl
oyee
who
is e
mpl
oyed
FU
LL T
IME
in th
is p
rogr
am a
s an
adu
lt ed
ucat
or.
Ful
l tim
e no
rmal
ly m
eans
on
a co
ntra
ct e
quiv
alen
t to
othe
r fu
ll tim
e pe
rson
nel i
n yo
ur in
stitu
tion.
Eac
h em
ploy
ee s
houl
d be
rep
orte
d on
ly o
nce.
If a
pers
on p
erfo
rms
mor
e th
an o
ne s
taff
func
tion,
rep
ort t
hat p
erso
n in
the
staf
f fun
ctio
n in
whi
ch m
ost o
f his
/her
tim
e is
spen
t.If
a po
sitio
n is
vac
ated
and
sub
sequ
ently
fille
d du
ring
the
repo
rt p
erio
d, r
epor
t the
pos
ition
onc
e.
4P
age
828
DIV
ISIO
N O
F A
DU
LT E
DU
CA
TIO
N, A
RIZ
ON
A D
EP
AR
TM
EN
T O
FE
DU
CA
TIO
N S
TU
DE
NT
DA
TA
RE
PO
RT
AN
NU
AL
PE
RF
OR
MA
NC
E R
EP
OR
TF
ISC
AL
YE
AR
199
3
Mus
t be
undu
plic
ated
cou
nt.
CLA
SS
TY
PE
NE
W
ST
UD
EN
TS
RE
TU
RN
ING
ST
UD
EN
TS
TO
TA
L
ST
UD
EN
TS
TO
TA
L
ST
UD
EN
T H
OU
RS
ST
UD
EN
TS
EN
RO
LLE
D
IN O
TH
ER
OC
CU
PA
TIO
NA
L
SK
ILLS
PR
OG
RA
MS
ST
UD
EN
TS
RE
CE
IVIN
G P
UB
LIC
AS
SIS
TA
NC
E
AB
CD
E*
FG
1A
BE
I3,
679
898
4,57
717
7,17
9.05
383
1,05
5
2E
SO
L I
9,49
41,
944
11,4
3848
2,01
8.85
209
620
3A
BE
II.7
,556
1,96
79,
523
385,
558.
7598
42,
041
4E
SO
L II
2,84
81,
468
4,31
623
2,61
0.06
131
262
5E
SO
L III
1,80
71,
116
2,92
315
6,76
5.85
100
140
6C
IT53
097
627
20,4
06.5
09
79
7G
ED
PR
EP
9,09
22,
332
11,4
2436
6,46
2.88
987
2,09
5
8T
OT
AL
35,0
069,
822
44,8
281,
821,
001.
942,
803
6,29
2
Tot
al c
ount
mus
t equ
al to
tal i
n co
lum
n L
Tab
les
1 an
d 2.
* C
olum
n E
isve
ry im
port
ant.
We
wan
t to
repo
rt e
very
stu
dent
hou
r ge
nera
ted
in y
our
prog
ram
.
Pag
e 9
0
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
TA
BL
E 1
, CH
AR
T 1
AM
ER
ICA
N I
ND
IAN
/AL
ASK
AN
NA
TIV
E
MA
LE
FEM
AL
EA
BE
I23
630
5E
SOL
I14
27A
BE
II
520
613
ESO
L I
I4
6E
SOL
III
17C
ITIZ
EN
SHIP
02
GE
D P
RE
P55
260
3
Tot
al1,
343
1,56
7
31
STU
DE
NT
DA
TA
RE
POR
TE
TH
NIC
BR
EA
KD
OW
N
AM
ER
ICA
N IN
DIA
N/A
LAS
KA
N N
AT
IVE
200
400
600
800
AB
E I
ES
OL
I
AB
E II
ES
OL
II
ES
OL
III
CIT
IZE
NS
HIP
GE
D P
RE
P
el M
ALE
n F
EM
ALE
TA
BL
E 1
, CH
AR
T 2
ASI
AN
OR
PA
CIF
IC I
SLA
ND
ER
MA
LE
FEM
AL
EA
BE
I38
89E
SOL
139
172
5A
BE
II
6210
2E
SOL
II
237
434
ESO
L I
II25
340
1C
ITIZ
EN
SHIP
1656
GE
D P
RE
P58
112
Tot
al1,
055
1,91
9
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TE
TH
NIC
BR
EA
KD
OW
N
AB
E I
ES
OL
I
AB
E II
ES
OL
II
ES
OL
III
CIT
IZE
NS
HI
P
GE
D P
RE
P
AS
IAN
OR
PA
CIF
IC IS
LAN
DE
R
020
040
060
080
0
IN M
ALE
n F
EM
ALE
3,3
3.1
TA
BL
E I
, CH
AR
T 3
BL
AC
K N
OT
HIS
PAN
IC
MA
LE
FEM
AL
EA
BE
I23
323
2E
SOL
144
66A
BE
II
470
549
ESO
L I
I18
17E
SOL
III
1412
CIT
IZE
NSH
IP2
4G
ED
PR
EP
339
460
Tot
al1,
120
1,34
0
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TE
TH
NIC
BR
EA
KD
OW
N
AB
E I
ES
OL
I
AB
E II
ES
OL
II
ES
OL
III
CIT
IZE
NS
HIP
GE
D P
RE
P
BLA
CK
NO
T H
ISP
AN
IC
010
020
030
040
050
060
0
ISM
ALE
FE
MA
LE
3G
TA
BL
E 1
, CH
AR
T 4
HIS
PAN
IC
MA
LE
FEM
AL
EA
BE
I93
61,
189
ESO
L I
4,20
05.
471
AB
E I
I1,
647
2,31
1E
SOL
II
1,48
41,
771
ESO
L I
II92
11,
005
CIT
IZE
NSH
IP17
433
8G
ED
PR
EP
1,54
82,
212
Tot
al10
,910
14,2
97
3 7
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TE
TH
NIC
BR
EA
KD
OW
N
AB
E I
ES
OL
I
HIS
PAN
IC
1,00
02,
000
3,00
04,
000
5,00
06,
000
mai
1112
11E
ME
E=
MM
IL__
____
AB
E II
I132
1111
11_7
ES
OL
II
ES
OL
III
CIT
IZE
NS
HIP
GE
D P
RE
P
11 M
ALE
0 F
EM
ALE
33
TA
BL
E 1
, CH
AR
T 5
WH
ITE
NO
T H
ISPA
NIC
MA
LE
FEM
AL
EA
BE
I72
059
9E
SOL
I20
929
1A
BE
II
1,56
21,
687
ESO
L I
I15
818
7E
SOL
III
113
176
CIT
IZE
NSH
IP11
24G
ED
PR
EP
2,43
53,
105
Tot
al5,
208
6,06
9
;:s
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TE
TH
NIC
SR
EA
KD
OV
VN
AB
E I
ES
OL
I
AB
E II
ES
OL
II
ES
OL
III
CIT
IZE
NS
HIP
GE
D P
RE
P
WH
ITE
NO
T H
ISPA
NIC
050
0 1,
000
1,50
0 2,
000
2,50
0 3,
000
3,50
0
I
MA
LE
0F
EM
ALE Lj
0
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
TA
BL
E 2
, CH
AR
T 1
AM
ER
ICA
N I
ND
IAN
/AL
ASK
AN
NA
TIV
E
MA
LE
FEM
AL
E16
- 1
712
013
818
- 2
454
956
525
- 4
458
474
445
- 5
976
112
60 o
r O
lder
148
Tot
al1,
343
1,56
7
41
STU
DE
NT
DA
TA
RE
POR
TB
RE
AK
DO
WN
BY
AG
E
16-1
7
18-2
4
25-4
4
45-5
9
60 O
RO
LDE
R
NA
TIV
E A
NE
RIC
AN
/ALA
SK
AN
NA
TIV
E
020
040
060
080
0
0 M
ALE
n F
EM
ALE
42
TA
BL
E 2
, CH
AR
T 2
ASI
AN
OR
PA
CIF
IC I
SLA
ND
ER
MA
LE
FEM
AL
E16
- 1
740
4218
- 2
433
330
825
- 4
448
71,
239
45 -
59
150
277
60 o
r O
lder
4553
Tot
al1,
055
1,91
9
43
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TB
RE
AK
DO
WN
BY
AG
E
AS
IAN
OR
PA
CIF
IC IS
LAN
DE
R
TA
BL
E 2
, CH
AR
T 3
BL
AC
K N
OT
HIS
PAN
IC
MA
LE
FEM
AL
E16
- 1
712
114
418
- 2
445
248
325
- 4
449
458
445
- 5
940
9260
or
Old
er13
37
Tot
al1,
120
1,34
0
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TB
RE
AK
DO
WN
BY
AG
E
BL
AC
K N
OT
HIS
PPN
IC
010
020
030
040
050
060
0
M M
AL
E
1-1
FEM
AL
E
46
TA
BL
E 2
, CH
AR
T 4
HIS
PAN
IC
MA
LE
FEM
AL
E16
- 1
71,
135
1,17
018
- 2
44,
267
4,63
625
- 4
44,
746
7,06
445
- 5
963
71,
203
60 o
r O
lder
125
224
Tot
al10
,910
14,2
97
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TB
RE
AK
DO
WN
BY
AG
E
TA
BL
E 2
, CH
AR
T 5
WH
ITE
NO
T H
ISPA
NIC
MA
LE
FEM
AL
E16
- 1
762
571
318
- 2
42,
069
1,87
025
- 4
42,
024
2,74
745
- 5
940
762
360
or O
lder
8311
6
Tot
al5,
208
6,06
9
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TB
RE
AK
DO
WN
BY
AG
E
AM
ITE
NO
T H
ISP
AN
IC
050
010
0015
0020
0025
0030
00
11 M
AL
E
FEM
AL
E
Ur-0
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
3
Num
ber
Star
ted
Num
ber
Star
ted
Tha
tN
umbe
r Pr
ogre
ssin
gat
Thi
s L
evel
Com
plet
ed T
his
Lev
elat
Thi
s L
evel
Num
ber
Sepa
rate
dat
Thi
s L
evel
AB
E I
4,57
71,
045
1,85
21,
680
ESO
L I
11,4
383,
252
3,72
14,
465
AB
E I
I9,
523
2,87
73,
164
3,48
2E
SOL
II
4,31
61,
394
1,35
51,
567
ESO
L I
II2,
923
721
822
1,38
0C
itize
nshi
p62
728
618
615
5G
ED
PR
EP
11,4
243,
188
3,26
34,
973
Tot
al44
,828
12,7
6314
,363
17,7
02
02,
000
4,00
06,
000
8,00
010
,000
12,0
00
AB
E I
ES
OL
I
AB
E II
ES
OL
II
ES
OL
III
CIT
IZE
NS
HIP
GE
D P
RE
P
51
AM
111N
umbe
r S
tart
ed a
t Thi
s Le
vel
ri N
umbe
r S
tart
ed T
hat
Com
plet
ed T
his
Leve
l
"'Num
ber
Pro
gres
sing
at T
his
Leve
l
riNum
ber
Sep
arat
ed B
efor
eC
ompl
etin
g Le
vel
r0 .l
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
4 -
RE
ASO
N F
OR
SE
PAR
AT
ION
BE
FOR
E C
OM
PLE
TIO
N
Hea
lth P
robl
ems
685
Chi
ld C
are
Prob
lem
s1,
10T
rans
port
atio
n Pr
oble
ms
1,03
0Fa
mily
Pro
blem
s96
7L
ocat
ion
of C
lass
1,37
8L
ack
of I
nter
est
1.43
8C
lass
Not
App
ropr
iate
for
Stu
dent
Nee
ds92
8T
ime
Cla
ss w
as S
ched
uled
580
Cha
nge
of A
ddre
ss/M
oved
fro
m A
rea
3.14
3T
ook
a Jo
b2,
317
Clo
se o
f Sc
hool
/Age
ncy
Yea
r11
,994
Oth
er K
now
n R
easo
n3,
726
Unk
now
n R
easo
n7,
054
02,
000
4,00
06,
000
8,00
010
.000
Hea
lth P
robl
ems
Chi
ld C
are
Pro
blem
sT
rans
port
atio
n P
robl
ems
Fam
ily P
robl
ems
Loca
tion
of C
lass
Lack
of I
nter
est
Cla
ss N
ot A
ppro
pria
teT
ime
Cla
ss W
as S
ched
uled
Cha
nge
of A
ddre
ssT
ook
a Jo
bC
lose
of S
choo
lO
ther
Kno
wn
Rea
son
Unk
now
n R
easo
n
12,0
00
J)
Jr
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
5 -
ST
AT
US
OF
PAR
TIC
IPA
NT
S U
PON
EN
TR
Y I
NT
O P
RO
GR
AM
Dis
able
d1,
673
Lim
ited
Eng
lish
Prof
icie
ncy
17,9
35A
dults
in R
ural
Are
as4,
702
Adu
lts in
Urb
an A
reas
with
Hig
h U
nem
ploy
men
t51
6
Imm
igra
nt A
dults
17,4
64H
omel
ess
Adu
lts1,
568
Adu
lts in
Cor
rect
iona
l Pro
gram
s3,
115
Oth
er I
nstit
utio
naliz
ed A
dults
598
Em
ploy
ed A
dults
14,5
11U
nem
ploy
ed A
dults
23,1
57A
dults
on
Publ
ic A
ssis
tanc
e6,
516
Dis
able
d
Lim
ited
Eng
lish
Pro
ficie
ncy
Adu
lts in
Rur
al A
reas
Adu
lts in
Urb
an A
reas
Imm
igra
nt A
dults
Hom
eles
s A
dults
Adu
lts in
Cor
rect
iona
l Pro
g.
Oth
er In
stitu
tiona
lized
Adu
lts
Em
ploy
ed A
dults
Une
mpl
oyed
Adu
lts
Adu
lts o
n P
ublic
Ass
ista
nce
05,
000
10,0
0015
,000
20,0
0025
,000
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
6 -
ST
UD
EN
T G
OA
LS
AC
HIE
VE
D
Obt
aine
d an
Adu
lt H
igh
Scho
ol D
iplo
ma
54Pa
ssed
GE
D/I
n Pr
oces
s4,
347
Ent
ered
Oth
er E
duca
tiona
l or
Tra
inin
g Pr
ogra
m87
9R
ecei
ved
U.S
. Citi
zens
hip
1,47
5R
egis
tere
d to
Vot
e1,
124
Gai
ned
Em
ploy
men
t3,
590
Secu
red
Em
ploy
men
t Ret
entio
n or
Obt
aine
d Jo
b A
dvan
cem
ent
1,05
0R
emov
ed f
rom
Pub
lic A
ssis
tanc
e87
4O
ther
6,40
7
Obt
aine
d an
Adu
lt H
igh
Sch
ool D
iplo
ma
Pas
sed
GE
D/In
Pro
cess
01,
000
2,00
03,
000
4,00
05,
000
6,00
07,
000
Ent
ered
Oth
er E
duca
tiona
lor
Tra
inin
g P
rogr
am
Rec
eive
d U
.S. C
itize
nshi
p
Reg
iste
red
to V
ote
Gai
ned
Em
ploy
men
t
Sec
ured
Em
ploy
men
tR
eten
tion
or O
btai
ned
Job
Rem
oved
from
Pub
licA
ssis
tanc
e
Oth
er
5 3
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
7, C
HA
RT
1 -
LO
CA
TIO
N O
F C
LA
SS
Ele
men
tary
/Sec
onda
ry S
choo
l12
,781
Com
mun
ity C
olle
ge2,
859
4-Y
ear
Col
lege
83L
earn
ing
Cen
ter
18,0
69C
orre
ctio
nal I
nstit
utio
n/Pr
obat
ion
2,67
9In
stitu
tion
for
the
Dis
able
d30
2W
orks
ite80
6L
ibra
ry17
8
Com
mun
ity B
ased
Org
aniz
atio
n3,
720
Hom
e or
Hom
ebas
ed36
0O
ther
2,99
1
Ele
men
tary
Sec
onda
ryS
choo
lC
omm
unity
Col
lege
4-Y
ear
Col
lege
Lear
ning
Cen
ter
Cor
rect
iona
l Ins
titut
ion
Inst
itutio
n fo
r th
e D
isab
led
Wor
ksite
Libr
ary
Com
mun
ity-B
ased
Org
aniz
atio
nH
ome
or H
omeb
ased
Oth
er
02,
000
4,00
06,
000
8,00
0 10
,000
12,
000
14,0
00 1
6,00
0 18
,000
20,
000
I I
II
F
GO
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
7, C
HA
RT
2 -
NU
MB
ER
OF
DA
YT
IME
/EV
EN
ING
CL
ASS
EB
Y L
OC
AT
ION
Day
time
Cla
sses
Eve
ning
Cla
sses
Ele
men
tary
/Sec
onda
ry S
choo
l46
290
Com
mun
ity C
olle
ge30
304-
Yea
r C
olle
ge2
0Le
arni
ng C
ente
r22
813
8C
orre
ctio
nal I
nstit
utio
n/P
roba
tion
4015
Inst
itutio
n fo
r th
e D
isab
led
53
Wor
ksite
305
Libr
ary
711
Com
mun
ity B
ased
Org
aniz
atio
n67
44H
ome
or H
omeb
ased
7323
Oth
er40
35
Ele
men
tary
/ Sec
onda
ryS
cho
ulC
omm
unity
Col
lege
4 -Y
ear
Col
lege
Lear
ning
Cen
ter
Cor
rect
iona
l Ins
titut
ion
Inst
itutio
n fo
r th
e D
isab
led
W o
rk s
ite
Libr
ary
Com
mun
ity -
Bas
edO
rgan
izat
ion
Hom
e or
Hom
ebas
ed
Oth
er
0
Num
ber
of D
aytim
e C
lass
esE
l Num
ber
of E
veni
ng C
lass
es
5010
015
020
025
030
0
1111
1111
11=
1111
111_
___
Co
2
63
Sta
te L
evel
Adm
inis
trat
ive
Loca
l Lev
elA
dmin
istr
ativ
e
Tea
cher
s
Cou
nsel
ors
Par
apro
fess
iona
ls/
Aid
es
0
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
8 -
AD
UL
T E
DU
CA
TIO
N P
ER
SON
NE
L
Sta
te L
,evt
i 4.
dmin
istr
ativ
e
Par
t-T
ime
Per
sonn
elF
ull-T
ime
Per
sonn
elV
olun
teer
s/U
npai
d S
taff
Sup
ervi
swy
and
Anc
illar
y S
ervi
ces
111
0Lo
cal L
evel
Adm
inis
trat
ive
Sup
ervi
sory
and
Anc
illar
y S
ervi
ces
4725
28T
each
ers
499
622,
040
Cou
nsel
ors
139
43P
arap
rofe
ssio
nals
/Aid
es13
321
392
500
1,00
01,
500
2,00
02,
500
II P
art-
time
Per
sonn
el
El F
ull-t
ime
Per
sonn
el
II V
olun
teer
s/U
npai
d S
taff 6.
1
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
ION
OF
AD
UL
T E
DU
CA
TIO
N
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
9, C
HA
RT
1 -
NE
W/R
ET
UR
NIN
G A
ND
TO
TA
L S
TU
DE
NT
S B
Y C
LA
SS T
YPE
New
Stud
ents
Ret
urni
ngSt
uden
tsT
otal
Stud
ents
AB
E 1
3,67
989
84,
577
ESO
L I
9,49
41,
944
11,4
38A
BE
II
7,55
61,
967
9,52
3E
SOL
II
2,84
81,
468
4,31
6E
SOL
III
1,80
71,
116
2,92
3C
ITIZ
EN
SHIP
530
9762
7G
ED
PR
EP
9,09
22,
332
11,4
24
Tot
al35
,006
9,82
244
,828
02,
000
4,00
06,
000
8,00
010
,000
12,0
00
AB
E I
ES
OLI
AB
E II
ES
OL
III
CIT
IZE
NS
HIP
GE
D P
RE
P
6,)
IN N
ew S
tude
nts
IIII R
etur
ning
Stu
dent
s
Tot
al S
tude
nts
6E;
AR
IZO
NA
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
IVIS
IO O
F A
DU
LT
ED
UC
AT
ION
STU
DE
NT
DA
TA
RE
POR
TT
AB
LE
9, C
HA
RT
2 -
TO
TA
L S
TU
DE
NT
HO
UR
S B
Y C
LA
SS T
YPE
AB
E I
ES
OLI
AB
E II
ES
OL
II
ES
OL
III
010
0000
2000
0030
0000
4000
0050
0000
CIT
IZE
NS
HIP
2040
6.5
GE
D P
RE
P
67
1771
79.0
5 2326
10.0
6
1567
65.8
5
3855
58.7
5
3664
62.8
8
4820
18.8 63
C .
THE NARRATIVE
ARIZONA ADULT EDUCATIONANNUAL PERFORMANCE REPORT
FISCAL YEAR 1993
INTRODUCTION
Arizona has been involved in providing adult education since the early 1920's. Since 1965, the DivisionofAdult Education has been providing Adult Basic Education (ABE), General Educational Development (GED)preparation, English for Speakers of Other Languages (ESOL) programs, Citizenship classes and GEDTesting.
The mission of Arizona Adult E;.acation, as approved by the State Board of Education is:
"Arizona Adult Education Programs will assure that adults have equal access to qualityeducation opportunities and support services that address the unique needs of individuals,families and communities so that they may acquire the knowledge and skills they need formore effective and active participation in society."
The five goals of the Arizona State plan will be discussed separately. Successful activities, programs and
projects will be outlined that apply to each goal. In addition to successful efforts, slippages where little or
no progress has been shown will be discussed. Recommendations to improve progress towards goals will be
presented where appropriate.
GOAL #1: IMPROVE PROGRAM ACCESS TO CLIENTS
Forty-four thousand eight hundred twenty-eight basic education students were served during FY 1993. Thisis an increase of 12% over FY 1992.
1 9 9 3
1 9 9 2
1 9 9 1
1 9 9 0
TOTAL ABE STUDENTS SERVED
0 10,000 20,000 30,000 40,000 50,000
Arizona Adult Education Report, FY 1993 Page 32
70
Twenty-one local school districts, two county school districts, ten community colleges, one university, andsixteen community based organizations were involved in serving adult education clients. See Exhibit A. In
FY 1993, 1,162 classes were offered. This was an increase of 34%.
The sites are located in various community settings including elementary school:, junior high schools, highschools, colleges, community centers, libraries, business and industry sites, jails, shopping centers, shelters
for the homeless, Indian reservations and agency offices.
TOTAL NUMBER OF ABE CLASSES
Fifty-seven projects were funded representing an increase of 10% over 1992. Effort was made throughoutthe state to make each site and classroom accessible to those who were physically or mentally challenged. Onethousand six hundred seventy-three were served who met the definition of disabled.
1 9 9 3
1 9 9 2
1 9 9 1
1 9 9 0
TOTAL DISABLED ABE STUDENTS SERVED
Not Available
Not Available
1 , 1 6 2
1,673
0 5 0 0 1 , 0 0 0 1 , 5 0 0 2 , 0 0 0
Following is a list of the major components of the program and some successful efforts accomplished in eachcomponent.
Arizona Adult Education Report, FY 1993 Page 33
71
General Educational Development Testing
As of December 31, 1992, 15,485 adults made application and took the General Educational Development
exam with 9,774 passing the exam. All were awarded the. Arizona High School Equivalency Certificate.
1992
1991
1990
1989
INDIVIDUALS TESTED/PASSED
9,77414044110%10.gmfolvd104iluiptikozoofrooRuotreeoilloiltruc,ilo
9,978.111 MitiNajilliblih1014,11.11tgoiliktnAlgifi giVidniNga40161,1',
8,512viitioNolqielprio100.401040401F4,'kA.11,0kaiill1101(th:CIMAI;,
7,292il'opi;0;116'10111kokic[L.IAAN6g11141,111,,,lifit 1,411P4D119illeo,
15,485
14,157
13,861
11,451
5,000 10,000 15,000 20,000
0 PASSED
TESTED
The fee structure was increased to provide monies for local testing center operational costs.
Many scholarships and tuition waivers were made available to examinees who wereunable to afford
the testing fee.
Marketing efforts were promoted throughout the state via newspapers, television, radio and printed
materials.
The annual GED Handbook was made available to secondary and post-secondary personnel, library
staff, instructional sites and to interested individuals.
Success stories were printed in local newspapers and bulletins.
Testing schedules were expanded to include evening and weekend testing. Transportationaddendum were issued to allow examinees to test at work sites and in close proximity to theirresidences.
Adult Education for Homeless Persons
A Stewart B. McKinney Act Grant was awarded for $297,500 for FY 1993 with additional funds
for FY 1994 and 1995.
The most significant accomplishment was the National Conference on Education for HomelessAdults held February 28-March 3, 1993 for 200 participants. See Exhibit B.
A homeless education project coordinator/ Education Specialist was hired.
ti
Arizona Adult Education Report, FY 1993 Page 34
Four local providers with multiple sites were funded to carry services to the four major population
areas of the state. See Exhibit C. All local programs are in consensus on the critical elements of
successful intervention and education. Local program staffs work cooperatively to assess homeless
student needs, design IEPs, develop and implement activities to meet their grant objectives, evaluate
students' progress and report to the Homeless Education program specialist/project coordinator as
required.
Nine hundred twenty-two homeless clients were served in FY 1992. In addition, from January 1 -
June 30, 1993 the ADE/Adult Education Division facilitated theprovision of literacy training, basic
skills remediation, and life skills enhancement to 785 homeless adults in the four state projects. See
Exhibit D.
Bus tokens were provided to clients for access to attendance centers.
Services were provided in shelters, rehabilitation facilities, Salvation Army locations, etc.
GED testing fees were paid for examinees.
Convenient, flexible hours of operation and continuous year round services were provided.
Strategies to promote inter and intra collaboration and cooperation amongagencies serving the same
population are being initiated. See Exhibit E.
Contributions to National efforts to end the cycle of h melessness. See Exhibit F.
Mechanisms are in place to provide a well coordinated system that is accessible to homeless persons
and has the flexibility to meet multiple needs.
An external evaluator was hired, per federal funding requirement, to assess outcomes for the
participants and the project.
Jobs Opportunities and Basic Skills
Services were extended to include eleven providers who operated thirteen sites. See Exhibit G.
Each site continues to provide twenty hours of instruction for twenty client slots.
Ninety percent of the sites were operating in over-fill capacity by January of 1992.
Communication was greatly improved between the Department of Economic Security case managers
and Adult Education site directors which aided in keeping sites filled to capacity.
Nine new sites were identified for operation in the coming year. This effort will extend the services
to many more of the state's eligible clients.
A new Interagency Services Agreement was signed with the Department ofEconomic Security. The
new agreement is based on a fee for services and will allow local providers to expand theirinstructional programs during 1993 and succeeding years.
Arizona Adult Education Report, FY 1993 Page 35
Pima County Adult Education Program
The largest program in the state, Pima County Adult Education increased its enrollment from 8,432in 1992 to 9,696 in 1993 a 15% increase.
This program was awarded the U. S. DEPARTMENT OF EDUCATION SECRETARY'S AWARDFOR THE OUTSTANDING ADULT EDUCATION AND LITERACY PROGRAM. See ExhibitH.
This program serves as a catalyst and model for other programs in the state and is a major contributor
of ideas for improved access to clients.
GOAL #2: IMPROVE ACCOUNTABILITY
All providers who have access to computers are now generating programmatic data via their computers and
partially elir mating the opportunity for human error. Data is transferred to the state agency by disc and hard
copy and is then checked by clerical personnel and administrators for accuracy. The computer system is beingfine tuned to eliminate duplicate counts. The amount of data collected has been reviewed and considerablyreduced to reflect the actual requirements of federal and state agencies and to allow more time for program
improvement.
The Quality Indicators were approved by the state board of education and are in place for the 1994 fiscal year.
See Exhibit I.
Eighteen provider visits involving twenty-one sites were made during the year. Many sites were visited andmonitored more than once during the year. All providers were contacted by telephone numerous times duringthe year. The most frequent elements of discussion were data collection, teacher certification, ir:structionalplanning, staff development, administration, linkages, funding sources and fiscal responsibility. Majorelements of each program that were considered in our review process were: Administration, Planning,Facilities, Instruction, Staff Development, Community Involvement, Public Relations, Evaluation and
Student Services.
Interim and final reports are required of each project. All reports are read by the ddrtor the division and
follow-up is done either by phone, personal or team visits.
Progress has been made to improve the competitive system of funding. Each project is reviewed by acommittee of field and department personnel, the projects are checked for compliance, then ranked andrecommended for approval based on need and the amount of monies available. The requests for fundingexceeded the available funds by nearly one million dollars this year.
A research analyst position was established to provide an accurate and timely statistical reporting system toinclude monthly and annual reports.
The GED testing program now has a fully computerized data system of student records. Action on theserecords is cross referenced by social security numbers and names. This enables staff to research files quicklyand with fewer errors.
A GED procedural manual was written to enable staff to learn and to share job duties. The cross training isa great learning tool for new employees and is revised monthly. A mobile examiner was contracted to workwith examiners statewide for the purpose of evaluation and technical assistance. Technical review forms forthe GED testing program were computerized and are on file as working documents. Forty of our forty-twotesting sites were visited and monitored.
Arizona Adult Education Report, FY 1993 Page 36
73
In the Homeless Education projects, portfolios are kept on clients that commit to a minimum of teninstructional hours. Sign in sheets are required for every client.
GOAL #3: IMPROVE QUALITY AND RESPONSIVENESS
Progress to improve quality and responsiveness include but are not limited to the following:
An Institute for all local directors was held in the fall of 1992. A program agenda is shown in Exhibit I.
A second Institute for all local directors was held in the spring of 1993. A program agenda is shown in
Exhibit K.
The purpose of these two Institutes was to seek input for program improvement, to study together with localpersonnel the needs of the state population and to plan how to best serve those needs in the current andsucceeding years. At the second Institute a draft of the Quality Indictors was produced. A number of follow-up sessions were used to produce the final Indicators which were presented to the State Board of Education
for approval on July 20, 1993.
The Staff Development Consortium which was formed in 1988 and which represents a statewide network ofstaff development representatives was continued in 1993. Each representative is responsible for staffdevelopment in one of nine regions in the state. Exhibit L shows a breakdown of the regions. This arrangementallows for the delivery of program improvement techniques often on a one-to-one basis in an accelerated modelthat we would never be able to duplicate with state staff.
STAR, a project which encourages teachers to share ideas and strategies was continued. This projectempowers teachers to have real influence on program improvement and staff development.
An important step was taken in 1993 to expand the existing Resource Center effort already existing in the statewith application and approval of funds through the governor's office. A news release announcing this effortis shown in Exhibit M.
An Institute for GED Examiners was held in the Fall of 1992. A program agenda is shown in Exhibit N. TheInstitute was held for the fourth year to in-service chief examiners on current policies and procedures. ThisInstitute serves as a frequently copied model for other states.
Facilities were monitored to ensure that they continue to meet required standards. Technical assistance wasprovided for newly approved sites and testing centers. Attentio i was given to providing special testing ac-commodations, with qualified personnel and classroom facilities for individuals with physical or learningdisabilities.
A Native American Curriculum Development Advisory Team was initiated to assist the state coordinator forthe homeless project in choosing lesson plans which represent Native American values, attitudes, behaviors,and educational considerations indigenous to adult learners. This curricula will be field tested in all programs.
A significant event was the National Conference on Education for Homeless Adults where model practiceswere shared.
An ongoing effort to be responsive to the needs of the field is illustrated in the Department policy to returnall incoming Hotline calls within 15 minutes. A toll-free 1-800 in-state number is maintained for this purpose.
Arizoni.Adult Education Report, FY 1993 Page 37
GOAL #4: IMPROVE PLANNING AND COORDINATION
When a need is identified either by state staff or others, input is sought from all available sources. Frequentplanning sessions are scheduled with key personnel and concensus is reached before major action is initiated.
Some examples of such planning and coordination are:
The expansion of the Arizona Adult Literacy and Technology Resource Center.
Interagency Service Agreements for:a. JOBSb. Skills Enhancement
A statewide effort to aid in the struggle to end homelessness via the Arizona Coalition AgainstHomelessness.
Family Literacy program expansion.
The Learn Consortium, a computer assisted instructional program.
The initiative with the statewide library system to combat illiteracy.
Local provider input in planning and coordination efforts.
Visitation of GED examiners to instructional sites and vice versa.
Distribution of handbooks and manuals to appropriate agencies.
The Fall and Spring Directors' Institutes.
The Annual GED Examiners' Institute.
The National Homeless Conference.
The statewide Staff Development Consortium.
Initiatives to address Americans with Disabilities Act.
The Native American Focus Group.
The general philosophy of the Division is for maximum involvement, ownership, partnership andcoordination on all efforts.
GOAL #5: IMPROVE GENERAL EDUCATIONAL DEVELOPMENT (GED)
The Arizona GED Testing program is recognized as a model for other states and territories. Testing standardsare set by GEDTS in Washington, D.C., the State Board of Education and the Arizona State Legislature.
A prime example of our exemplary GED Testing Program is the Annual GED Examiners Institute, whichoriginated in Arizona and is being replicated in other states with frequent input by the Arizona GEDadministrator.
Arizona Adult Education Report, FY 1993 Page 38
76
Testing efforts have been increased to better serve incarcerated and probationary adults. Additional staff hasbeen hired to do site testing in juvenile and women's minimum security facilities. Tests are transported toPAL Labs on a regular basis.
Efforts are being made in the instructional program to improve the passing rate of GED examinees.Communication between examiners and the state administrator's office are frequent and varied. A newsletter,"The Arizona GED Examiners Chronicle" is published regularly and is well received. Exhibit 0 is a sample
of the chronicle.
PROGRAM ASSESSMENT
Methodology
Stringent guidelines for evaluation of state funded programs have been established. The process begins withthe application process and continues through monitoring and evaluation efforts.
Application Process
Potential grantees are required to made a personal presentation of their proposals to a technical reviewcommittee comprised of peers and state office personnel. Topics cover: program goals and objectives,curriculum, targeted populations, staff development and local procedures for evaluation. Projects that arein compliance with all guidelines are then recommended for funding based on the composite scores of thecommittee members. A Technical Review Form is shown in Exhibit P.
Specific Measures
After the project is funded, a formal site visit or telephone conference is scheduled and a review report iscompleted. Any areas needing immediate improvement are discussed and agreement of the action to be takenis negotiated.
As required by the National Literacy Act, twenty percent of the projects are evaluated each year. We actuallyexceed this requirement each year.
Surveys of present and former students and teachers are conducted each year and are used to guide localprograms in their planning processes.
Standardized Testing
The local directors requested the State not adopt a standardized test such as the TABE or CASAS. Rather,the local providers are allowed to have the flexibility and control of choices of the assessment tool. The newquality indicators will aid us greatly in this respect.
Analysis and Results
Programmatic changes have been dynamic and are based on continuous monitoring and feedback on the resultsof evaluF .ion. New ideas continue to be shared, field tested and either used or revised according to their merit.Efforts continue to be made to seek out results of national studies and to incorporate promising practices intoour programs wherever feasible and possible.
Evaluative studies have recently been made in the following areas:
Comparative cost of instructional materials.
Arizona Adult Education Report, FY 1993 Page 39
Intake and attendance procedures for each project.
Cost of computer assisted instruction compared to traditional instructional methods.
Tracking high school dropouts via GED records.
The findings of these studies are and will be used in planning present and future efforts.
Efforts are also being made to clearly identify the measures we will use to support our Indicators of Program
Quality.
GATEWAY GRANTS
Provisions: National Literacy Act of 1991Section 322 (a) (3) (A),
Federal Register, June 5, 1992p. 24095, Section 461.30 (c) (1), and
Revised Arizona State Plan for AdultEducation (January 16, 1992), p. 8, item 4
The process for submitting, selecting, and funding "Gateway" applications was incorporated in theapplication for financial assistance procedures available to all eligible providers.
In fiscal year 1993, adults residing in public housing were served in the two principal metropolitan cities ofPhoenix and Tucson.
In the core-city section of Phoenix there are five housing sites under the jurisdiction of the NeighborhoodImprovement and Housing Department. These five sites have a population of 1776 families. The adultresidents of the five sites were served by eight local providers. There were no housing center sites. Each centerhad access to the adult education learning centers/labs or satellite classrooms.
The instruction of housing authority residents in local provider facilities was cost effective.
In addition to provider sites, the Arizona Department of Education and the Arizona Department of EconomicSecurity engaged in an Inter-Agency Service Agreement in FY93 for the purpose of providing adult educationservices to AFDC/welfare recipients. These classes were held in local provider sites and housing authoritysites. Classes were established based on clients' zip codes.
Phoenix Metro Core City *
Housing Authority Sites Familics
Foothills 200Henson 448De Niza 375Krohn 570Osborn 184
* See Exhibit Q.
Arizona Adult Education Report, FY 1993 Page 40
78
Phoenix Metro Core City Providers
1. Downtown Neighborhood Learning Center2. Friendly House3. Literacy Volunteers of Maricopa County4. Lutheran Social Ministries5. Wesley Community Center6. Maricopa Adult Probation7. Rio Salado Community College8. Phoenix Union High School District
For FY94, the City of Phoenix has submitted an application to the Department of Housing and UrbanDevelopment (HUD) for funding transportation of housing authority residents to attend adult educationclasses.
In the central sector of Tucson the public housing authority is the Tucson Community Services Department.For the past fifteen years it has been the policy for scattered housing of public housing residents. There are800 duplexes or single family houses scattered throughout the Tucson Community. The present housingproject sites are dedicated for use by the elderly and disabled. The few housing projects that exist are: TucsonHouse (389 units), Martin Luther King (90 units) and Chesworth Landers (47 units).
In 1993, Pima County Adult Education provided a class in the Connie Chambers project (200 units). Ninetyhousing units are concentrated in the South Park Neighborhood. Pima County Adult Education served 281adult students in the South Park project. The program also served 167 adults in four elementary schools inSouth Park.
City census data indicates 1,611 people are on public assistance and are living in some type of subsidizedhousing.
SUMMARY
In support of the mission of Arizona Adult Education, 60,000 plus adults were served during fiscal year 1993.One thousand one hundred and sixty-two ABE classes were carried out serving 44,828 basic educationstudents, including 1,673 disabled students. Of 15,485 GED examinees, 9,774 passed.
Adult education services statewide continue to be student centered with flexible class times, time for individualattention, culturally sensitive instructors and support personnel and easy access to resources. Staffdevelopment is of paramount importance. There is a standard system for local programs to report to the SEA.For most adult students, especially those with specific needs, curriculum is focused around their goals.Teachers and other staff build on strengths. This is empowering to adult students who lack confidence in theirabilities to attain academic goals. Life long learning is strongly encouraged.
For special populations, Arizona Adult Education services attempt to provide a well coordinated system totrack students' progress and to assist individuals as they move from one set of services to another. Continuityand coordination among agencies and programs serving same populations is ongoing. Resources continueto be shared to reduce duplication of effort.
Expansion of services to welfare and public housed adults was significant. The U.S. Department of EducationSecretary's Award was earned by one of the state's programs. Eight quality indicators were approved by theboard of education and plans are under way to fully utilize the indicators for program improvement.
Arizona Adult Education Report, FY 1993 Pa e 41
79
Sizeable increases in student enrollments continue to be recorded in adult education programs. As the overallnumber of enrollments has grown, so has the ability of programs to maintain quality instruction despiteshrinking budgets due to funding decreases. This is significant given the open entry/open exit policy mostprograms follow. Adult learners often overcome severe obstacles to receive and complete instruction. Manysuffer a broad range of academic, health, nutritional, economic, social, and family problems. Adult educationoffers linkages to community services which enable adult learners to realize their dreams for academic success.
New curricula and innovative instructional approaches have been developed, field tested and implemented inorder to increase the relevance of instruction. Work site programs were offered to improve functional literacyand computing skill of employees. The effort to serve non-English speaking state residents continued to growin 1993. Volunteer and paid staff were hired to meet the needs of this population. In addition, adult educationprograms have targeted public asistance recipients, handicapped persons, ex-offenders and learning disabledadults for service's.
Staff development has been dynamic with the refinement of a statewide staff development consortium,expansion of the Arizona Adult Literacy and Technology Resource Center and frequent consistant effortsplanned for practitioners at all levels of service delivery.
The application process has been expanded to include service delivery peers on the selection team.
Progress is evident in all observable aspects of the services to those who need adult basic education. Effortsare being made to improve linkages of services and funds at local and state levels.
This has been a very positive year, the stage is set for future improvement, and local and state staff seemcommitted to continuous improvement.
The forty-three GED testing centers realized another substantial growth in 1992 with a 9% increase inindividuals taking the test. There was an increased emphasis placed on marketing the testing program throughtelevision, other media and by informational brochures.
Spanish testing in 1992 increased over the previous year by 40%. Examinees taking the Spanish version ofthe GED test now comprises over 21% of all testin Li, in Arizona. Native Americans taking the test increasedby 57% over the previous year. Some 2,750 probationary and institutionalized adults were tested this yearin jails, county and state prisons and at juvenile correctional facilities.
Interaction between instructional sites and testing centers was conducted. GED preparation was encouragedand referrals were made.
Tuition waivers and scholarships were presented to examinees requesting assistance.
The data indicate that programs and the people in them are achieving the goals set forth in the Arizona StatePlan for Adult Education. The majority of programs have reached a point of organizational stability in theservices they provide.
The various literacy academic, testing, counseling, life skills and job preparation components of Arizonaservices to adults continue to promote progress to meet the National Education Goals for the 21st Century.
Arizona Adult Education Report, FY 1993 Page 42
ARIZONA DEPARTMENT OF EDUCATION
ADULT EDUCATION DIVISIONPROJECT DIRECTORS' LIST FY 1993
Alphabetical Order by Project Name
.Apache Co School SuperintendentC410 P.O. Box 734Eager, AZ 85925Director: Mr. Karl TurleyPhone: 333-4515
Bisbee Unified School District #2P.O. Drawer GBisbee, AZ 85603Director. Mr. Leonard SuarezPhone: 432-4181FAX: 432-7622
Bureau of Indian Affairs -OIEPBranch of Adult EducationFort Defiance AgencyP.O. Box 110Fort Defiance, AZ 86504-0110Director: Mr. Stanley KedeltyContact Person: Mr. Charles E. JohnsonPhone: 729-5041 Ext. 282FAX 729-5041 Ext. 286
Camp Verde Adult Reading ProgramP.O. Box 733Camp Verde, AZ 86322Director: Ms. Gwen GunnellPhone: (w) 567-3187 or (h) 567-9476
Central Arizona College - Pinal CountyCommunity College District8470 North Overfield RoadCoolidge, AZ 85228Director: Ms. Martha HoneycuttContact Person: Ms. Ronny DurbinPhone: 426-4220FAX: 426-4234
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Chicanos Por La Causa336 South Main StreetP.O. Box 517Somerton, AZ 85350Director: Ms. Ramona Jean CorralesPhone: 627-2042FAX: 627-3009
Chino Valley Literacy ProgramP.O. Box 1322Chino Valley, AZ 86323Director: Mr. Francis BlakeContact Person: Ms. Kay KingPhone: 636-5567
Cochise CollegeRoute 1, Box 100Douglas, AZ 85607Director: Mr. Philip M. StickneyContact Person: Ms. Trudy Berry/364-0317Phone: 364-7943FAX: 364-0206
Douglas Unified District #27Douglas Community School1500 15th StreetDouglas, AZ 85607Director: Mr. Jim HuddlestonPhone: 364-2822
Downtown Neighborhood Learning Center,Inc.805 West Madison StreetPhoenix, AZ 85007Director: Ms. Marcia NewmanPhone: 256-0784
Eastern Arizona CollegeGila Pueblo CampusP.O. Box 2820Globe, AZ 85502Director: Ms. Margo BracamontePhone: 425-3151FAX: 425-0554
Eastern Arizona College600 Church StreetThatcher, AZ 85552-0769Director: Ms. Holly PascoeContact Person: Dr. Ron KeithPhone: 428-8261FAX: 428-8462
Flagstaff Community SchoolsAdministrative Center3285 East SparrowFlagstaff, AZ 86004Director: Ms. Nora TownsendContact Person: Ms. Cal leen SweterPhone: 527-6192FAX: 527-6198
Ft. McDowell Mohave-Apache IndianCommunityP.O. Box 17779Fountain Hills, AZ 85239Director: Ms. Priscella SmithContact Person: Ms. Martha Baxter/837-3620Phone: 990-0995FAX: 837-1630
Friendly House Inc.802 South First AvenueP.O. Box 3695Phoenix, AZ 85030Director: Dr. Annemarie PajewskiContact Person: Mr. Robert E. BillPhone: 257-1870FAX: 254-33.35
Gilbert Public Schools140 South Gilbert RoadGilbert, AZ 85234Director: Ms. Beverly MerrillPhone: 892-0545 Ext. 231FAX: 497-9456
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Gila Literacy Program, Inc.Miami Memorial Library1052 Adonis AvenueMiami, AZ 85539Director: Ms. Lynn CareyContact Person: Ms. Mary Kostanski/425-7265Phone: 473-2621FAX: 473-2567
Glendale Adult EducationGary Tang Ad:..lt Education Center7301 North 58th AvenueGlendale, AZ 85301Di.ector: Mr. Mark BranesContact Person: Ms. Vanda AkaPhone: 842-8164/8175FAX: 842-8154
Inter Tribal Council of Arizona. Inc.4205 North 7th Avenue, Ste. 200Phoenix, AZ 85013Director: Ms. Sylvia PolaccaPhone: (602) 248-0071
Sayenta Unified School DistrictP.O. Box 1881Kayenta, AZ 86033Director: Mr. Louis JumperPhone: 697-3246FAX: 697-8594
Lake Havasu Area Literac Council3260 Longview DriveLake Havasu, AZ 86403Director: Ms. Suzanne G. WaldronPhone: 453-2757
Literacy Volunteers of Maricopa County,Inc.730 East HighlandPhoenix, AZ 85014Director: Ms. Gaye TolmanPhone: 274-3430
2 83
Lutheran Social Ministry of the Southwest1124 North 3rd Street, Ste. IPhoenix, AZ 85004Director: Mr. Arden DornContact Persons: Ms. Agnes Lawson or
Ms. Dee BroekerPhone: 258-7201FAX: 258-7275
Maricopa County Adult ProbationFrank X. Gordon Literacy Center245 North Centennial Way, #107Mesa, AZ 85201Director: Mr. Paul O'ConnellContact Person: Mr. Mike McCarthyPhone: (602) 4614507FAX: 464-6398
Mesa Public SchoolsStudent Services Center1025 North Country Club DriveMesa, AZ 85201Director: Mr. Jesus CardonaContact Person: Ms. Gayle GibsonPhone: 649-2137FAX: 649-2111
Mohave Community College AdultEducation1971 Jagerson AvenueKingman, AZ 86401Director: Mr. John WilsonPhone: 757-0886FAX: 757-0836
Native Americans for Community Action,Inc.2717 North Stoves Blvd., Suite 11Flagstaff, AZ 86004Director: Ms. Joanne H. StucjusPhone: 526-2968FAX: 526-0708
Navajo Community CollegeChin le Community CampusP.O. Box 1997Chin le, AZ 86503Director: Ms. Carletta NezContact Person: Ms. Susie D. SaltPhone: 674-3319FAX: 674-8488
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Nogales Unified School District #1351 West Plum StreetNogales, AZ 85621Director: Mr. Joe R. AtencioPhone: 281-2100FAX: 237-3586
Northland Pioneer CollegeAdult Basic EducationP.O. Box 610Holbrook, AZ 86047Acting Director: Ms. Pat WolfPhon:. 289-4633FAX: 524-2124
Paste Unified School District #8P.O. Box 1927Page, AZ 86040Director: Mr. Steven ChildsPhone: 645-4127FAX: 645-2805
Parker Unified School District #27P.O. Box 1089Parker, AZ 85344Director: Ms. Johanna M. BondsPhone: 669-9881FAX: 669-2515
Phoenix Indian Center, Inc.2601 North 3rd Street, Ste. 100Phoenix, AZ 85004-1144Director: Ms. Sandra Wilks
Special Services ManagerPhone: 263-1017FAX: 263-7822
Phoenix Union High SchoolAdult Basic Education1900 West Thomas RoadPhoenix, AZ 85015Coordinator: Mr. George CrenshawContact 2ersons: Ms. Wilda Theobald
(ESOL, CIT)Mr. Larry Ockenfels(GED, ABE)
Phone: 271-2919FAX: 271-2696
3 8 4
Pima County Adult Education130 West Congress, Rm. 540Tucson, AZ 85701Director: Mr. Greg HartContact Person: Ms. Susana MincksPhone: 740-8695FAX: 623-9308
PCAE/Tucson Area Literacy Coalition130 West Congress, Rm. 540Tucson, AZ 85701Director: Mr. Greg HartContact Person: Ms. Candace VerbrugghenPhone: 740-8695/884-8688FAX: 623-9308
Pima County Adult Probation6390 East BroadwayTucson, AZ 85710Director: Ms. Gayle SiegelPhone: (602) 745-6057/571-9540FAX: 571-9228
I- -oiect Arts, Inc.Ad,qt Basic Education
North CentralPhoenix, AZ 85004Director: Mr. Paul Del BelContact Person: Kathleen KisterPhone: 271-4404
Quartzsite Elementary School District #4Ehrenbery Elementary SchoolP.O. Box 130Ehrenberg, AZ 85334Director: Ms. Christina J. ButlerPhone: 923-7900
Rio Salado Community College640 North First AvenuePhoenix, AZ 85003(Includes: Avondale, Buckeye, Dysart, ParadiseValley, Peoria, Tolleson, Wilson, Scottsdale,Chandler, Glendale Community College)Director: Ms. Karen L. MillsPhone: 223-4280 info: 4287FAX: 223-4029
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Rough Rock Community SchoolsAdult EducationBox 217Chinle, AZ 86503Director: Mr. Jerry B. AndersonPhone: 728-3311FAX: 728-3215
Sierra Vista Unified District #683555 Fry BoulevardSierra Vista, AZ 85635Director: Mr. David ChaffinContzt Person: Mr. Bradley KingstonPhone: 458-4391 Ext. 311FAX: 459-8008
Somerton Elementary District #11P.O. Bin ESomerton, AZ 85350Interim Director: Ms. Judith BobbittPhone: 627-8728FAX: 627-8217
Superior Unified School District #15199 Lobb AvenueSuperior, AZ 85273Director: Mr. Patrick LermanContact Person: Rosemary SanchezPhone: 689-5291FAX: 495-1044
Tempe Elementary School District #3P.O. Box 27708Tempe, AZ 85282Director: Mr. Michael WalshContact Person: Ms. Liz LopezPhone: 839-7113FAX: 839-7191
lenKnionlligiLSchool District #213500 West Guadalupe RoadTempe, AZ 85283Director: Dr. Jean Paisley, I-11.D.Contact Person: Mr. Bob Maldonado/963-5345Phone: 839-0292 ext. 751FAX 345-0862
4 85
Tuba City Junior High SchoolP.O. Box 67Tuba City, AZ 86045Director: Ms. Harriett SloanContact Person: Mr. Brett AgenbroadPhone: 283-6281FAX: 283-5105
Tucson Indian Center131 East BroadwayP.O. Box 2307Tucson, AZ 85702Director: Mr. Bill Quiroga, Executive DirectorPhone: (602) 884-7131
U of A - Fort Huachuca ABE2500 East Fry Blvd., Ste. 5Sierra Vista, AZ 85635Director: Ms. Margaret A. JeniaPhone: 458-8278FAX: 629-0362
Verde Valley Literacy Program - ClarkdaleP.O. Box 865Clarkdale, AZ 86324Director: Mrs. Mary R. NicholPhone: 634-0013
Vi-LRAM Doag IndustriesP.O. Box 887Gila Bend, AZ 85337Director: Mr. C. W. ElledgeContact Person: Mr. Chuck Hormann/683-2913Phone: 683-6321FAX 683-6323
Wesley Community Center1300 South 10th StreetPhoenix, AZ 85034Director: Mr. Pedro DengaPhone: 252-5609
White Mountain Apache TribeEducation DepartmentP.O. Box 999Whiteriver, AZ 85941Director: Mr. Wesley BonitoContact Person: Ms. Elena AntonioPhone: 338-4490FAX: 338-1183
YATAMALAWP \LIM \PRODERLILNIWREV. Perry 3, 111011
Williams Adult EducationWilliams Middle SchoolP.O. Box 427Williams, AZ 86046Director: Ms. Barbara DavisPhone: 635-4428FAX: 635-4767
Yavapai College1100 East SheldonPrescott, AZ 86301Director: Dr. Merrill GlustromPhone: 776-2088FAX: 776-2077
Yuma County Library District350 South Third AvenueYuma, AZ 85364Director: Dr. Anna L. MartinPhone: 342-1731 (Mon. - Wed.)
or 782-1871 (Library)FAX: 782-9420 (Library)
Yuma Elementary School District #1Adult Basic Education/GED450 Sixth StreetYuma, AZ 85364Director: Mr. Manuel M. RodriguezContact Person: Ms. Licha JordanhPhone: 783-2193 Ext. 305FAX: 329-9586
5 8(3
3RD ANNUAL NATIONAL CONFERENCE ONEDUCATION-I' HOMELESS PROGRAM'
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87
BEST COPY AVAILABLE
3rd Annual National Conference on Education for Homeless Adults
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1 #4 1 4 ' $ $15- i 4 ,' i 1 4
4 4 4 4 44 4 4
Pathways for TransitionFebruary 28 - March 3, 1993
Phoenix, Arizona
.
Sponsored by:
United States Department of EducationJames Parker, National Coordinator, Adult Education for the Homeless
The Division of Adult Education, Arizona Department of EducationC. Diane Bishop, Superintendent of Public Instruction
Downtown Neighborhood Learning CenterMarcia R. Newman, Executive Director
88
GROUND FLOOR 111L
The Phoenix Airport Hilton
QUEENPALM
. COURTYARD
PORTICOI II
155 GROUND FLOOR255 SECOND FLOOR355 UPPER LEVEL
ad
ACROSSPOOLTERRACE
UPPER LEVELACCESS NA THE GRANO STAIRCASE
OR ELEVATORS
QUEENPALM
COURTYARD BUSINESSCENTER
Conference Exhibitors
Contemporary BooksRita Stout
2330 Yarrow St.Lakewood, CO 80215Phone: (303)232-8087
or (312)782-9181
Jostens Learning CorporationNancy Harsh
3479 N. Nandina LaneTucson, AZ 85712
Phone: (602) 881-7407or (800) 422-4339 ext. 4403
New Century Education CompanySusie Traxler
41635 Echo Canyon Rd.Cave Creek, AZ 85331Phone: (602) 488-0892
Scott ForsemanBruce Best
2902 West CurryChandler, AZ 85224
Phone: (602) 839-3188
Steck Vaughn CompanyLin Davis
10073 E. Calle de Cie loScottsdale, AZ 85258Phone: (602) 860-6220
3rd Annual National Conference on Education for Homeless Adults
Steering Committee
Gary A. Eyre, ArizonaMarcia L. Hobson-Alderman, ArizonaMarcia R. Newman, ArizonaJacquelyn M. Power, CaliforniaDavid Smith, OhioMichael Tate, Washington
John Garth, ArizonaMelissa Morrill, Washington D.C.James Parker, Washington D.C.Phyllis Rich, NevadaRichard Stiles, California
Thank you also to Heather Taylor, Registration
Conference Theme
Pathways to Transition The dictionary defines transition as a "Change orpassage from one condition... to another; linking". We in Adult Homeless Edu-cation provide for the gentle linking of our students from a barren existence to areconnection with community and their own unlimited aspirations beyond.
The Conference Logo was designed by Marco Antonio Galaviz.
About the Artist
Mi nombre es Marco Antonio Galaviz. Yo soy de Chinotahueca Novojoa, Sonora, M6xico. Yoestudie en el Downtown Neighborhood Learning Center para tomar mi GED y me siento muycontento de haberlo pasado. Deseo it al colegio para estudiar deseiio grafico.
My name is Marco Antonio Galavi2. I am a Mayo Indian from Chinotahueca Novojoa, Sonora,Mexico. I studied at the Downtown Neighborhood Learning Center to obtain my GED, and Ifeel very content to have passed it. I wish to go to college to study graphic design.
0
City of PhoenixOFFICE OF THE MAYOR
Paul JohnsonMayor
25' Viest Viash.ngton StPhoenix. Ar.zona 85003602 262 7 1 1
February 28, 1993
Greetings:
On behalf of the City Council, please accept my warmest regards as yougather iv, Phoenix for your Third Annual National Conference.
For those of you who are visiting us for the first time, I hope youwill take the time to look around this wonderful city. You will find,as many others have, that our restaurants, shopping opportunities,cultural events, and leisure time activities are second to none. I
think you will see for yourselves why I am so proud of Phoenix.
flgain, you have my very best wishes for a successful and enjoyableConference.
PJ:msp
ArizonaDepartment of Education
C. DIANE BISHOPSuperintendent
February 28, 1993
Greetings:
As State Superintendent of Public Instruction, it is my pleasure to welcome you to Phoenix andthe Grand Canyon State for the 1993 National Conference on Education for Homeless Adults.
Each of you is to be commended for your work with homeless adults and for participating in thismeaningful and timely conference. The Arizona Department of Education is pleased to be a co-
sponsor together with the Downtown Neighborhood Learning Center and the United StatesDepartment of Education.
Traditional programming approaches to literacy education may be inadequate when dealing with
the complexities of homelessness. This conference will address that issue together with thetrauma of homelessness and the difficult environment in which instruction takes place. The
conference affords us an opportunity to develop a fresh approach to both literacy and program
design.
Best wishes for a most rewarding and productive conference.
Sincerely,
1-..:k"--;_.,t4
C. Diane BishopSuperintendent of Public Instruction
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1535 West Jefferson, PhnenixArizona 85(107 9
61)2-542-4361
1993 State Adult Education for the Homeless Program Coordinator's Meeting
AGENDA
Meetings Will Be Held in the Amphitheater
Sunday, February 28,1993
1:30 - 2:00 pm Registration
2:00 - 3:00 pm Getting to Know You: Overview of New State AEH ProjectsNewly Funded State Project Coordinators
3:00 - 4:00 pm Pelavin Report: 1992 AEH Program Review
4:00 - 4:15 pm Break
4:15 - 5:15 pm Pelavin Report: 1992 AEH Program Review (continues)
Tuesday, March 2,1993
2:00 - 3:00 pm AEH: The New Administration's Perspective
3:00 - 3:30 pm Inter-agency Council for the Homeless Report
3:30 - 3:45 pm Break
3:45 - 5:15 pm Innovations in Serving Homeless Adults: State Coordinator's Reports
Pelavin Associates
Pelavin Associates
Wednesday, March 3,1993
9:00 - 10:00 pm
10:00 - 10:30 pm
10:30 - 11:00 pm
11:00 - Noon
Open Discussion: Issues and Challenges
Managing Multi-year AEH Grants: Federal Expectations
Break
McKinney Reauthorization: Issues and Opportunities
3rd Annual National Conference on Adult Education for Homeless Persons Sunday, February 28, 1993
3rd Annual National Conference on Education for Homeless AdultsConference Schedule
Sunday, February 28,1993
6:00 pm - 9:00 pm
Foyer
6:00 pm - 9:00 pm
Ballroom
6:30 pm - 8:00 pm
7:15 pm - 8:00 pm
Ballroom
Registration open
Exhthils open
Get Acquainted ReceptionOpening SessionGuest RecognitionConference Overview
Hosts - James Parker, Washington D.C.Gary A. Eyre, ArizonaSuellen Eyre, Arizona
At Your Leisure
Conference Exhibits will be open Sunday, February 28 from 6:00 - 9:00 pm. Theywill be located in the Ballroom area.
Video Theater Presentations will be running Monday, March 1 from 2:30 pm -6:00 pm and Tuesday March 2, from 8:00 - 10 am outside of the breakout roomson the third floor. A schedule of presentations will be posted so that you won'tmiss your favorite.
The Swap Shop will be open from 6:00 pm on Sunday, February 28 - Noon onTuesday, March 2 and will be located in the Foyer. You are encouraged to usethis opportunity to share your program's brilliant ideas with your colleagues byleaving lesson plans, curriculum outlines, etc. on the tables and taking what youcan use when you return to work. Items for display only will be marked to avoidconfusion.
3rd Annual Natioaal Conference on Adult Education for Homeless Persons
Monday, March 1, 1993
7:30 am - 8:30 am
Foyer8:00 am - 6:30 pm
Ballroom8:30 am - 10:00 am
Ballroom
Panelists
Moderator
Registration open
Exhibits open
Monday, March 1, 1993
Student Issues Pant:A national panel of students representing a cross-section of thehomeless population will tell their own stories and present anagenda of their specific concerns and needs, both educational andnon-educational. Conference participants and panelists will have anopportunity to ask questions and discuss the issues raised.Ann Orr was born in Ohio and moved to Florida at the age of 16 where she livedwith her mother. She traveled to Phoenix seven years ago with a girlfriend whothen returned to Ohio, stranding Ann in Phoenix. She has lived on tl-e street forfive of those seven years. Ms. Orr studies at the Downtown Neighborhood LearningCenter in Phoenix.
Larry V Perry is from Detroit Michigan and moved to Washington to work forBoeing. His subsequent involvement with drugs caused him to lose his job, familyand become homeless and spend time in jail. After several failed attempts in avariety of recovery programs, Mr. Perry found sut-ess with the Tacoma RescueMission. He has been clean and sober for two years, teas his own delivery businessand works at a retirement center.
Terry Peterson was born in Carson City, Nevada where she spent the majority ofher life. She dropped out of high school two months before graduation. She wasmarried, had three children and was employed by Longs Drugstores between 1979and 1986. In 1986 she left her marriage which had become an ugly and abusivesituation colored by domestic violence and drug and alcohol abuse". She foundherself homeless and unemployed. She again become involved in an abusiverelationship and again found herself strugg' ig to find housing for her family.
Today, she is a graduate of Western Nevada Community College and is astudent at the University of Nevada, Reno. She still receives housing assistance, buther three children are healthy and happy, and she credits education, awarenessand caring people as major contributors to her success.
Jim Sargent is a veteran in transition. A Vietnam veteran, he was homeless forover five years before he graduated from Transition House in California. Since thattime, he has reestablished a relationship with his children and continued hiseducation at Santa Rosa Junior College, where he studied computers. He is nowteaching basic computer skills as part of the Transition House adult educationprogram.
He feels that he has finally found "a recognizable enemy - with bombsblowing up around us that are just as devastating as the Russian rockets were -drug abuse, marital abuse, child abuse, ignorance, low self-esteem, lack of educa-tion, homelessness and its roots. These are the many facts of the enemy."
Jim Lipson - Pima County Adult Education, Tucson, Arizona
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
10:30 am - 12:00 pm Concurrent Sessions
Saguaro 1
Facilitator:Jacquelyn Power
Profile of the Adult Homeless Learner as Assessed by Power Path, anIntake Instrument that Identifies Learning Problems and PresentsTeaching StrategiesThis panel presentation will offer national, state and local perspectives of homelessadults with learning problems. The presentation will focus on the profile of theadult homeless client with learning problems developed from data collected fromthe homeless populations in Nevada and Ohio using the assessment instriment,PowerPath, formerly known ae the London Procedure. It includes an interviewand screening/diagnostic process to quickly evai,...4e information processingcapabilities, diagnose learning problems, identify strategies for learning andneeded programmatic supports. The automated system produces a statisticalservice report for all individuals assessed.
Laura P. Weisel, Ph.D. is a key player in the facilitation of national, state and localstrategies directed toward moving adult basic education and literacy to meet avision of customer-driven empowerment-based, accountable services. As author ofThe London Procedure A Screening, Diagnostic Teaching Guide for AdultLearning Problems, she has trained and consulted with professionals in a varietyof disciplines, such as literacy, corrections and mental health. In the past twoyears, Dr. Weisel has worked directly with teachers in basic skills and literacyprograms to revise The London Procedure and build a unique intake system -PowerPath to Adult Basic Learning. Dr. Weisel serves as the Manager ofCommunity Mental Health System Development, Training and Education for theOhio Department of Mental Health.Phyllis L. Rich, MA., has been an adult educator for the past 23 years providingeducational services in Ohio, South Carolina and Nevada. She is well-versed inassessing and teaching adults with learning problems and has taken leadershiproles in program development, supervision and maintenance at both the local andstate level. Experienced in curriculum and program development, grant writing,and private sector training, she is currently employed by the Nevada Department ofEducation as the State Director of Adult Education.
rgaret Becker Patterson's professional objective is to teach adults basic skills,ESOP. and preparatory skills for the GED. As an instructor at the Western NevadaCommunity College ABLE program, Ms. Patterson piloted assessing of learningdisabilities in the community college and local community-based literacy programsand has presented her results. In the capacity of Program Director, she createdbasic skill courses and a variety of learning options. Ms. Patterson has been anadult educator in Nevada, Nebraska and Pennsylvania.
(Don't forget to visit the exhibits!)
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
Mesquite Homelessness: Its Impact on FamiliesAdult education is not an immediate concern of the homeless people. Maintaininggood health and lessening the other impacts that homelessness can have on thefamily is of more immediate concern. Adult education is, however, one of the bestsolutions the United States has for ending homelessness and poverty. This sessionwill deal with the issues of adult education and health and how programs inNevada and Arizona have made successful strides toward improving the lives ofhomeless people.
Facilitator:Norma Cregan Sinda J. Slagle has been the Truckee Meadows Community College Homeless
Literacy Project Coordinator for the past three ears. As Staff Development Co-ordinator, Ms. Slagle has worked closely with the Nevada Department of Educa-tion, community colleges and community based organizations to provide staffdevelopment training workshops Nevada adult educators.Patti Pritzl is the Program Manager of the Maricopa County, Arizona, HomelessHealth Care Outreach Program funded under the Stewert B. McKinney HomelessAssistance Act. She is closely involved with children's physical and mental healthcare issues in Maricopa County. She rE.:eived her B.A. in Communications fromEvergreen State College in Olympia, Washington and is currently enrolled in theMaster of Public Administration Program at Arizona State University.
Saguaro 2 Providing Services Under the Americans with Disabilities ActThis presentation will explore the implications of the Americans with DisabilitiesAct, especially Title H, on providing services to individuals who are disabled.
Facilitator:Marilyn Parker Cynthia Mercurio- Sandoval has twelve years" experience with Legal Services'
programs working for the legal rights of indigent people, specifically in the areas ofdisability, developmental disabilities and individual educational entitlements. Sheis a member of the Maricopa County Bar Association's Special Education Projectwhich provides free legal assistance to families who require legal representation toobtain a free, appropriate education for students with special needs.John E. Bignall, Attorney at Law, serves as Vice-President and General Counselfor Abilities Unlimited, Inc., a disability issues consulting firm. He was a staffattorney with Community Legal Services for three years, was assigned to theDisability Advocacy Project, representing poverty level clients in their claims forSocial Security Disability benefits. Mr. Bigna ll serves on the Board of Directors forthe Arizona Center for Law in the Public Interest and is chairperson of theProtection and Advocacy Committee.
Hohokam Study of Adult Education for Homeless Persons Program: Pre-liminary FindingsThis session will present initial findings from the Study of Adult Education for theHome'ess Program. Because of the preliminary nature of the presentation,findings will be limited to descriptive data available at the time of the meeting.
Facilitator:Sherman Patterson Darrel W. Drury is a representative of Pelavin Associates, Inc. which is perform-
ing this study. Dr. Drury has some twenty years of experience in conductingeducation policy research, including ten years as professor and research scientistat Yale University.
9 7
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
Amphitheater Theatre and Social Change: Empowerment through Artistic Ex-
FacilitatorMark Frederick
Palo Verde
FacilitatorJames Parker
perienceThis concurrent session addresses the power of theater as a means for socialchange and the urgent need for artistic expression and experience by homeless andmarginalized citizens. Ms. Southard will perform an excerpt from her one-womantheater piece, "Anna Lives!" which deals with issues of battered women.
Susan Southard is an actor, writer, director and improvisation teacher. Shefottz ded To Live as an Artist in 1987 to serve disenfranchised citizens in shelters,prisons and inner-city settings through improvisation workshops and theaterperformances that are from and about the lives of the audience.
Transitions for Employability & EmploymentThis concurrent session will address strategies for transitioning homeless adultstudents into continuing education, appropriate training and employment. Issuesconcerning career testing, counseling, and employability skills will be addressed.as well as changes in the job market, the workplace, and 'mployer expectations fornew hires.
Marcia IL Newman is founding Executive Director of the Downtown NeighborhoodLearning Center the only strea front adult education agency in Phoenix. She hassupervised community education programs for 11 years, serving targeted child andadult populations in Arizona. She has Bachelor and Master degrees in Englishand Reading Education from Syracuse University and Arizona State University.Sandra Wilks is Manager, Educational Services at the Phoenix Indian Center. Shehas been associated with educational and legal services programs at the PhoenixIndian Center for 13 years. Her experience includes program development andmanagement, early childhood through post-secondary, including Adult BasicEducation/GED.
12:20 pm - 2:30 pm LuncheonBallroom Keynote Speaker Joan Alker
Homelessness in the 90'sJoan Alker will examine trends in homelessness in the 90's, in-cluding reflections on what the federal government's response to theissue has been since the Stewart B. McKinney Homeless AssistanceAct was first passed in 1987.
Joan Alker is the Assistant Director of the National Coalition for the Homeless,a grassroots based advocacy organization in Washington, DC. She specializes inissues related to homeless veterans and homeless families and has authored anumber of studies on homelessness and public policy. In addition, Ms. Alker hasserved on two advisory panels to the U.S. Department of Education on issues relatedto the education of homeless children. She volunteers on the streets of Washingtonwith homeless people.
Ms.Alker received an M.Phil in Politics at St. Antony's College, Oxford Uni-versity and an A.B. with Honors in Political Science from Bryn Mawr College, BrynMawr, PA.
93
3rd Annual Natioz,....1 Conference on Adult Education for Homeless Persona
3:00 pm - 5:00 pm
3:00 - 3:30 pm
Mesquite
Courtyard 1
Palo Verde
RoundtablesGroup 1
Monday, March 1, 1993
What are the Educational Needs of Homeless Adults?
Who are the homeless adult students and what kind of literacy training do they
need? For four years, CASAS has collected basic skills and demographic data andassessed the basic skills of homeless adults at funded California agencies. Thepresenter will discuss what is known about this population and how educationproviders can use the information to implement literacy training.
Ardis Breslauer is Program Manager for the Comprehensive Adult Student As-
sessment System (CASAS). She coordinates the Assessment for Homeless Adultsproject and provides training in implementing CASAS assessment.Richard Stiles is a consultant in the California Department of Education, AdultEducation Division. He is the Coordinator of Adult Education for the Homelessproject for the California Department of Education.
What Homeless Adults Say about EducationThis roundtable will share the process for conducting, and the results of, a surveyconducted with 54 homeless adults enrolled in adult education programs in 1990.The survey captures how homeless adults define in their own terms theireducational needs, their educational preferences and their educationalachievements.
Laura Sperazi is Director of Evaluation Research, a small consulting companywhich has conducted the evaluations of the Massachusetts Adult Education withthe Homeless Program for the past four years.Esther Leonelli has worked with the Massachusetts Adult Education with theHomeless Program since 1990. Her specialty is teaching math to adults. She wasnamed Massachusetts Teacher of the Year in 1992.
Therapeutic Education: Healing Homeless and Other At-risk Adultsthrough Self-expressionParticipants will be introduced to therapeutic education activities that providehealing through self-expression: improvisation, poetry writing, drawing as a pre-writing activity, journalizing, and the use of literature and art as emotional"trigE,,lrs." These activities will be useful for those working with the mentally ill,victims of abuse and trauma, and at-risk populations such as homeless, in-carcfrated or institutionalized persons.
Michael Tate is the State Program Administrator for the Learners in TransitionProgram which provides instructional services to homeless, incarcerated andinstitutionalized adults at the Washington State Office of Adult Literacy. He hasworked with at-risk learners for 18 years, both in the U.S. and in Thailand, SaudiArabia and Kenya.
IIInstructional Design ray Coordination Program Development and Policy (CY Potpourri
90
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
Boardroom.Writing for LifeThis roundtable is a participatory exploration of the writing process, designedto \look at ways writing can be presented as a" exciting, life-affirming means toself-growth and skills development. Emphasis will be on sharing exercises thatwork with groups and individuals. Many examples of student writing will beavailable.
%chard Krawiec has worked with homeless people since 1972 and was openingnight speaker and a workshop leader at the 1992 Conference. He has also editedVoices from the Real World which contains writing by homeless men and women.He was awarded a 1992 Creative Writing Fellowship by the National Endowment forthe Arts.
Washington State's Life Management Skills Curriculum: Inter-personal Skills, Thinking Skills and Communication Skills for theAt-Risk Learner
Hohokam This curriculum focuses on issues in the areas of self-awareness, interacting withothers, recognizing and dealing with emotions, goal setting and decision-making.Topics include anger management, problem solving, values clarification, timemanagement and related topics. The curriculum is designed for use with groupsor in independent instruction.
Patti McLaughlin is a consultant to the ABLE Network, the Adult Education StaffDevelopment Office in Washington State. She is the curriculum developer of theWashington State Affective Skills Curriculum and the Personal ManagementCurriculum.
OcotilloClient-generated CurriculaWhy let your cultural baggage get in the way of reaching your clients? Let theclients themselves direct you tl ..igh informal interviews and assessmenttechniques. Allow the participants to :see value in the activities you will offer themby using the clients' talents and cultural wisdom as the foundation for curricula.
Harry Irizarry is a graduate of Princeton University and began his career in edu-cation with the Peace Corps. He taught ESOL in South Korea for two years andEnglish in Valencia, Spain for three years. He presently works for Casa Central inChicago, Illinoi 3 as the coordinator of a Family Literacy program.
Aunt Ester Isn't on Uppers255Boarriroart Two mnemonic sentences help explain the C-V-C and C-V-C-E rules.
Marilyn Parker is an instructor at the Downtown Neighborhood Learning Centerin Arizona. She hada a degree in education from Arizona State University and hasworked in such diverse locations as an urban library and a television studio. Shefeels that she has now found the most important job of all, adult education.
Instructional Design4111011X4_0 0. Coordination Program Development and Policy 41° Potpourri
1 0
3rd Annual National Conference on Adult Education for Homeless Persona
Kachina
Monday, March 1, 1993
The 'Family" of the HomelessEvery homeless client has a "family." It may consist. of other street people, serviceproviders and the bureaucracy. Seeing the world through the eyes of the client cangive us a new way of seeing reality.
Marilyn Ruben is Director of Your Family and Mine in Scottsdale, Arizona. She isa certified clinical mental health counselor, a certified professional counselor and aclinical member of the American Association for Marriage and Family Therapy.
DOE & DOL: The Perfect Match!
355Boarckoom Combining resources to service homeless individuals is a priority when funds andservices are limited. This roundtable will demonstrate how two federally-fundedprograms can provide a holistic approach in assisting homeless individuals withgoals of employment, education and housing.
Doreen Fadus is the Coordinator of McKinney programs in Massachusetts. Sheholds a B.A. from Western Michigan University and a M.Ed. from SpringfieldCollege.
Literacy and Homeless People: A Case ManagementModel
155Itocamdroorn The presenter will provide an overview of a case management model at homelessshelters in rural southern Illinois. The model includes academic and vocationalassessment, and assessment of subsequent needed support services in order for theclients to attain self-sufficiency.
Janet Treece is a Counselor and Case Manager in Carbondale, Illinois and holds aM.S. in Rehabilitation and Counseling.
National Agenda for Educating Homeless AdultsSaguaro 2 The Adult Education for the Homeless (AEH) Program is entering i is sixth year.
Throughout its short history, the program has improved in numerous ways. Yet,there are many ideas for improving and restructuring the national and state ef-forts. This roundtable will present and discuss agenda items for change over thenext four years.
James Parker is Coordinator for Adult Education in the Southern States and Na-tional Coordinator of the Adult Education for the Homeless Program for the U.S.Department of Education. He has provided national leadership in such areas asadult education staff development, research and program improvement. He haswritten and edited numerous books, magazines, articles and reports covering adultcompetency, innovations dissemination, staff development, evaluation, educationfor homeless adults, adult education in the southern states, education for personaltransition and adult education futures.
Instructional Design Coordination Program Development and Policy C4/ Potpourri
101
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
Homeless Peoples' Legal Rights to Federal and State-Funded Services
Amphitheater This presentation will contain an overview of how to effectively use FindingAnswers, Opening Doors: An Advocates" Manual on Assistance Programs forHomeless People and teach counselors and other advocates about legal rights andprocedures when homeless people apply for, or when they are denied, services.
Ron Sandoval has been a legal advocate for poor and low income people for fifteenyears and Services Coordinator for Arizona Statewide Legal Services for threeyears.
Saguaro 1Revealing the Invisible HomelessA writing workshop for homeless students has empowered them to take charge oftheir lives. Workshop participants have put together their own publication of theirwritings and are now setting up a self-managed business to market their book.
Fran Kamin has been the Program Coordinator of the Seattle Education Center's(SEC) Adult Education for Homeless program for two years. Along with the AEHprogram's administrative responsibilities, she provides case management forhomeless students, teaches life skills classes and facilitates improvisationworkshops. Prior to working with SEC, Ms. Kamin was a supervisor for two jobtraining programs with Metrocenter's Youth Employment and Training program.
3:45 - 4:15 pm Group 2
Kachina
Employability Competency System: Helping Homeless LearnersAcquire Basic SkillsThere is an increasing need for hemeless learners tc demonstrate competence in
employability skills. The Employability Competency, System (ECS) enables learnersto acquire the basic skills needed to succeed in the workforce, Presenters willdiscuss an overview of ECS and how the system is being use: in California'seducation program for homeless adults.
Richard Stiles is a consultant in the California Department of Education, AdultEducation Division.. He is the Coordinator of Adult Education for the Homelessproject for the California Department of Education.Ardis Breslauer is program manager for the Comprehensive Adult Student As-sessment System ;CASAS). She coordinates the Assessment for Homeless Adultsproject, and provides training in implementing CASAS assessment.
fol Instructional Design Coordination Program Development and Policy "7
102
7 777 -re Ti.r.11,...a.N'f tlrf
3rd Annual National Conference on Adult Education for Homeless Persons IvrJnday, March 1, 1993
Identifying Long Term Goals through Individualized EducationSaguaro 2 Homeless people are faced with many obstacles and have had a certain amount of
their control taken away from them. Through individualized education. somecontrol is given back, self-esteem is lifted and long term goals are set. This givesthe homeless adult learner a vested interest in seeing their goals attained.
Shelley Barres-Uruburn is an educational counselor in Massachusetts.
do Awareness of Issues/Strategies for Success15513oardrocm Involving parents more fully in their education and that of their children offers
great promise as a way to break the cycle of illiteracy. Literate individuals havemore access to employment and opportunities that may help to keep them frombeing homeless. This roundtable will look at the intergencTational cycles of bothhomelessness and illiteracy and then present a module designed to address themore specific, unique needs of homeless persons.
aHohokam
aBoc,rdroom
Mimi Frenette is Director of an adult literacy center and area resource teacher forthe Colorado Department of Education. She has worked in homeless adult edu-cation for four years.Connie Tripp is an area resource teacher for the Colorado Department of Edu-cation, a teacher at a daytime homeless shelter for women and a trainer inworkplace literacy.
Skills That WorkThis is a six book, two reading level series that includes a curriculum based as-sessment and mastery program. The three topics covered in the series includemath, communication and reading. Skills That Work allows students to take theskills learned in the classroom and apply them directly to workplace tasks and lifeskill competencies.
Rita Stout holds B.S. and M.S. degrees and has taught at all levels from elementarythrough college and adult education. She is currently a publisher's representativefor Contemporary Book Company.
The Four Winds CurriculumThe Four Winds Curriculum is being developed as part of the Stewart B. McKinneyAdult Education initiative in Arizona. This curriculum focuses on teaching basicskills through the teaching of life skills. It is designed to be especially beneficial tothe visual/observational learner.
ebanne Stucjus began her teaching career in minority education and has beeninvolved in Indian education since 1974. She is currently the Director of AdultEducation at the Flagstaff Indian Center, Native Americans for Community Ac-.tion.Wilson C. Gorman is a member of the Navajo Tribe and holds a B.A. in Educationfrom Arizona State University. He has been a teacher in adult education on theNavajo Reservation for sixteen years.
Ili Instructional Design 4 !CV Coordination a Program Development and Policy Y Potpourri
103
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
Raging Against the Dying of the Light: How Poetry can EmpowerHomeless People
Mesquite This workshop will demonstrate how to empower homeless learners through high-interest sample activities in poetry writing, poetry reading, perfc_mance poetry andpoetry printing. Beside the obvious benefits of improved self-esteem and selfexpression, a poetry group can become a self-managing community and gain thebenefits of managing a writing project from planning to performance/publication.
Michael Tate is the State Program Administrator for the Learners in TransitionProgram which provides instructional services to homeless, incarcerated andinstitutionalized adults at the Washington State Office of Adult Literacy. He hasworked with at-risk learners for 18 years, both in the U.S. and in Thailand, SaudiArabia and Kenya.
OcotilloHands - on Techniques for Teaching HomelessAdultsThis hands-on roundtable will present techniques and activities for working withhomeless adults and explore barriers that hinder effective teacher/learnerinteraction.
Madelyn Morales is Literacy Program Administrator for Catholic Charities inMassachusetts and Homeless Program Administrator since 1990. She holds aM.Ed from Harvard University and has 14 years' experience in teaching counsel-ing and administration in adult, secondary and higher education.John Lambert is Coordinator of the Adult Education for the Homeless Program andVolunteer Literacy Program for Pine Street Inn and a member of the Mas-sachusetts Outreach Team for Homeless Adult Education.
The Fayetteville Technical Community College Homeless ProjectVideo
Amphitheater This roundtable will illustrate way that electronic media can be used to show howan agency is attempting to help the homeless.
Sue Thorne-Crytzer has 28 years' education experience as basic skills and literacydirector, coordinator, recruiter, instructor and supervisor. She holds B.S. andM.A. degrees.Keith Cyton is a retired military officer with over four years experience in educa-tion, three years working with homeless people. He holds B.S. and M.A. degrees.
Linking with Community Agencies255BOUrdr01111 The success ofPima CouniyAdukEducalion (PC E) Homeless Education Project is based on a strong
alliance between PCAE and Tucson homeless population service providers. This presa tetion willdescribe the process of linking with direct service providers to provide an educational compoiiat to theservices they offer homeless people
Kathie Oehme has worked with adult learners for fifteen years. She coordinatesthe Homeless Education Project for Pima County Adult Education in Tucson,Arizona.
oordination Program Development and Policy ^!
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
JOBS, ADEIDES: A Cooperative Arrangement
Palo Verck The presenters will provide a brief explanation of the funding match regulationsunder the Family Support Act's Job Opportunities and Basic Skills program. Abrief overview of the current project, including unexpected bonuses and challengesincurred along the way will then be given. There will be time for discussion andquestions.
John Garth is Director of the Division e Adult Education Programs for the ArizonaDepartment of Education and Coordinator of Arizona's homeless adult educationproject. From 1963 - 1981, Mr. Garth was Director of Adult Education for theUrbana School District in Urbana, Illinois.Delia A. Walters is Program and Projects Specialist for the Arizona Department ofEconomic Security, Employment & Training Administration, JOBS Program. Sheholds a B.A. in Secondary Education and has done graduate work in counseling,and economics as well as Oriental studies in China.
Case Management in an Education Program
Sag1112719 1 Case management is a process where student and case manager identify specificneeds and goals. Individual Education/Training plans are developed with thestudents to address the identified needs and achieve the desired goals. Studentswith special needs benefit from this process. Can a case management systemenhance your adult education for the homeless program?
Fran Kamin has been the Program Coordinator of the Seattle Education Center's(SEC) Adult Education for Homeless program for two years. Along with the AEHprogram's administrative responsibilities, she provides case management forhomeless students, teaches life skills classes and facilitates improvisationworkshops. Prior to working with SEC, Ms. Kamin was a supervisor for two jobtraining programs with Metrocenter's Youth Employment and Training program.
Successful Programs and Practices for Serving Homeless People
Courtyard 1 This roundtable will describe a variety of special programs and practices used inNew York State to provide a comprehensive approach for serving the many needsthe homeless population. Discussion will focus on successful programs whichinclude instruction in academic skills, employability skills, daily living skills,personal and decision-making' skills and health issues.
Glenn Schechtman is currently the State Coordinator for the New York State AdultEducation for the Homeless Program. As an Associate in Continuing Education atthe New York State Education Apartment, he is part of a team responsible for thedevelopment of a statewide adult oducation curriculum.Virginia Kwarta has been a teacher and administrator in the field of education forthe past twenty-six years. Since 1984, slNe has served as Executive Director ofSupport for Training and Educational ProgrAm Services (STEPS), Inc., a non-profitagency offering direct service programs for disadvantaged adult and youthpopulations.Joanne Oplustil is the Executive Director of a multi-service agency which services5000 clients a year including education services for adults and youth, casemanagement and economic development programs.
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elInstructional Design !RV% Coordination Program Development and Policy S
3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
Programs Developed for Special PurposesThis roundtable explores the experience of the Tucson Indian Center in imple-menting and administering a USIDOL Job Training & Employment Program as anational demonstration project, 1991 - 1993. Educating and training homelessurban Indians in a case-managed life skills program is the goal of the project.
Daniel L. Ross is a member of the Cherokee Nation, and has a background in ed-ucation. He holds a MFA degree from the University of Arizona and is a federally-certified Addictions Counselor. Mr. Ross also serves on the Board of Directors ofthe Primavera Foundation, a nationally-recognized non-profit agency servinghomeless, people in Tucson, Arizona
Outreach and Evaluation Strategies in FloridaCourtyard 2 This roundtable will provide an overview of outreach and strategies to recruit
homeless adults in Florida's seven funded local projects. The state's externalevaluator will present on evaluation strategies.
Rich Lockenbach is Program Specialist with the Florida Department of Educationand has experience with homeless and other at-risk people.Dan Gardner is an Assistant Professor with the University of South Florida in thearea of adult education and human resource development
4:30 - 5:00 pm Group 3
A Homeless Adult Life Skills Curriculum15513oardroont The Downtown Neighborhood Learning Center has developed a Life Skills cur-
riculum comprised of individual teaching modules that are self-contained. Theinformation is presented so that a module could be taught by a teacher, counselor,case manager or social worker.
Cherri Grossenbacher has been working with impoverished and homeless peoplesince 1986. She has a B.A. with a major in Psychology and a minor in education.She is head life skills instructor at the Downtown Neighborhood Learning Center inPhoenix.
111 Instructional Design Coordination Egili Program Development and Policy (ifY Potpourri
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3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
q'YSaguaro 1
Ocotillo
Boardroom
Improvisation as a Teaching ToolThe Seattle Education Center has utilized improvisation as an exploration tool in itsAEH program. The central theme of the program is choices: how to make them,how to examine options and how to act on the options. Communication skills andactive patticipation are also key to improvisation.
Fran Kamin has been the Program Coordinator of the Seattle Education Center's(SEC) Adult Education for Homeless program for two years. Along with the AEHprogram's administrative responsibilities, she provides case management forhomeless students, teaches life skills classes and facilitates improvisationworkshops. Prior to working with SEC, Ms. Kamin was & supervisor for two jobtraining programs with Metrocenter's Youth Employment and Training program.
Homeless Shelters and LibrariesThe Yuma County Library District and the Lower Lights Rescu: Mission have en-tered in a unique partnership in order to better serve Homeless population ofYuma, Arizona through an integrated program which addresses all aspects oftheir lives.
Frank Colegrove has been the instructor for the Homeless Literacy Program inYuma for one year. His experience includes twenty years as a teacher/counselorwith the Michigan Department of Corrections, a youth counselor and a vocationalevaluator.Dr. Anna L. Martin has been in charge of all literacy programs of the YumaCounty Library since 1986. Prior to that time, she was a teacher and social workerfor delinquent youth.
Art, Graphics, Drawing and Quotes = Poetry, Writing, Creation andWords of WisdomThis roundtable will explore the use of art, graphics, drawing and quotations tocreate poetry, writing and words of wisdom.
Martha Gerraanoweki has ten yea] s experience teaching and directing parisheducation programs,and holds a teaching and counseling degree. She has taughtin the Step-by Step Homeless Education Program for eight years. She likes reading,laughing and trying new ideas.
Self-empowermentCourtyard 1 Whether beneficially or harmfully, stress and anger affect everyone. This is es-
pecially true for homeless students. This roundtable presentation will examine thesources of stress and anger as valid emotions and reactions that can be dealt withthrough values clarification, pro-active and on-going methods, and self talkmonitoring/refocusing.
Robert Austin is the Director of the Challenge Learning Center of the TacomaRescue Mission in Washington. He has worked in homeless education for one anaa half years and has been teaching adults for fifteen years. He has been nominatedtwice for Fulbright lectureships.
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3rd Annual National Conference on Adult Education for Homeless Persons Monday, March 1, 1993
aKachina
Competency Based Instruction and EvaluationThis roundtable will discuss the instructional design of a newly approved com-petency based GED program in the State of Wisconsin. This program appears tohave strong relevancy and applicability for instruction of homeless adults withinshelter settings.
Sherrie Bay is an Executive Director for the Southside Milwaukee EmergencyShelter, Inc. in Milwaukee Wisconsin. Her background includes sexual assaultcounseling and case management. She holds a B.S. in Management from Cardi-nal Stritch College.Deborah Zinke is a Counseling Educator at Hope House in Wisconsin. Her back-ground includes employment services and workplace instruction. She served asChairperson for the Greater Milwaukee Literacy Coalition Curriculum and In-struction in 1991.
Coordination Infra AgencylInter AgencyPalo Verde Cooperation with the community, as well as within a large urban school district, is
very successful in Louisville, Kentucky. This roundtable will describe how the"families" are being served through multiple funding sources and how, by workingcooperatively on education for tli< entire family, system and client-centered barriersbegin to crumble.
Marlene Gordon is an Education Coordinator for homeless persons and holds aBachelor degree in Liberal Arts and an M.Ed.
Dynamic Duos: Creating Private Sector Tutor PartnershipsAmphitheater Episcopal Community Services Adult Education Program and Miller-Freeman
Publications of San Francisco have built a partnership whereby employees aregiven work release time to provide tutoring to this unique literacy program forhomeless adults.
Chris Nelson started the Adult Education Program for the Homeless four yearsago. He has fifteen years of teaching and administrative experience.Sharon Zoll has been the lead instructor of the life skills program of the AdultEducation Program for the Homeless. She has fifteen years of teaching experience.Rose Tobin is the Community Connection Coordinator for Miller-Freeman, Inc., aSan Francisco based publishing firm. She has placed over thirty tutors forEpiscopal Community Services Adult Education Program.
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Instructional Design ligiCoordination Program Development and Policy (i)eY Potpourri
3rd Annual National Conference on Adult Education for Homeless Persona
I}IL
Peer Evaluation
Monday, March 1, 1993
Hohokam, A Massachusetts team will facilitate a discussion about strengths and challengesof peer evaluations. In a pilot round of evaluations this fall, two teams of teachersand administrators from other homeless adult education programs each did anintensive two-day "snapshot" of the education program. Both visitors and hosts willbe present to explore issues raised by this pilot effort and applicability to otherstates.
Charlotte Baer is State Coordinator for Massachusetts She voordinated volunteertutors in a large shelter in Boston before coming to the Massachusetts Departmentof Education. She also worked for cooperative extension and other non-traditionaladult programs in Kentucky.Doreen Fadus coordinates both McKinney education programs and Department ofLabor grants. She was team leader for the first peer evaluation in Massachusettshomeless education.Rose Ouimares is a teacher with the peer team. She was a GED instructor for theArmy in Europe before coming to Massachusetts.
OASIS: Enabling Homeless Youth to Survive & Move on
Courtyard 2 They have left home (what they had of one), left school (many were seldom everthere), :And have little chance of surviving a typical adult education, GED or jobtraining class. Travelers Aid Society of Rhode Island describes the creation ofOASIS as a safe, case management-based, innovative, content-centered learningproject for special needs street youth.
Sally S. Gabb is Director of Education and Employment Services for the HomelessAdult Education Center of the Travelers Aid Society of Rhode Island. With aMaster in Journalism, twenty-two years ago she paused for a moment in adulteducation and never left.
Saguaro 2
Instructional Design for Chronically Mentally Ill Persons/Those inAlcoholic RecoveryThis special populations roundtable will address the needs of two subgroups of thehomeless population: chronically mentally ill people and chronic alcoholics. Thediscussion will focus on the need to adapt instructional strategies to fit these sub-populations.
Janet Sabb has worked for the Homeless Education Project of Pima County AdultEducation since 1990, teaching recovering alcoholics and the chronically mentallyill. She has also worked with the homeless population at the Primavera Shelter inTucson.Kasandra VerBrugghen has a B.A. in Political Science from the University ofArizona and works with the Homeless Education Project in Tucson, teaching aclass of chronically mentally ill students. She has been teaching adults for PimaCounty Adult Education since 1991 and has also taught emotionally, as well asphysically, handicapped youth.
Instructional Design ArA$ Coordination Fiki Program Development and Policy 4111 Potpourri
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3rd Annual National Conference on Adult Education for Homeless Persons Moo lay, March 1, 1993
255Boardroom
Mesquite
UnmathReasoning, rather than mathematical skills is essential for students wishing topass the GED Math Test.
Marilyn Parker is an instructor at the Downtown Neighborhood Learning Centerin Arizona. She holds a degree in Education from Arizona State University andhas worked in such diverse locations as an urban library and a television studio.She feels that she has now found the most important job of all, adult education.
Access to Learning: Mobile EducationAccess to Learning Program utilizes a mobile unit to assist with delivery of servicesto primarily Native American participants in suburban, as well as urban, areas.The participants have experienced great success with re-entry into the mainstreampopulation.
Bev Archambeault is a trainer, presenter and teacher for special populationsspecializing in Native American outreach. She is currently the director of Accessto Learning.
College Students Learn How to Tutor Homeless Adults355Boardrocon Dr. Karen Atwood will share curriculum used to teach Arkansas State University
students how to tutor homeless adults. Sharon Stallings will discuss how to set upand administer a college volunteer literacy program.
Sharon Stallings serves as Arkansas State University Program Coordinator ofEducation for Homeless Adults and At-Risk Enrichment programs. She has aMaster of Science in Reading Education from Arkansas State University. She hascoordinated the Student Literacy Corp. Community Service Program for two years.She also has experience in working with migrant education.Karen J. Atwood, Ph.D., is Assistant Professor and Director of the Reading Ac-celeration Lab at Arkansas State University. Dr. Atwood teaches a course whichtrains college students how to tutor homeless adults. Dr. Atwood received herPh.D. in Secondary Reading from Arizona State University. She taught readingand study skills five years at Phoenix College.
6:30 pm - 8:30 pmBallroom
DnerThe Reauthorization of the Stewart B. McKinney ActModerator: Michael Tate
Program Development and Policy 4.1)11 Potpourri
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3rd Annual National Conference on Adult Education for Homeless Persons Tuesday, March 2, 1993
Tuesday, March 2, 1993
7:30 am - 8:30 amBallroom8:30 am - 10:00 amBallroom
Saguaro 1
Saguaro 2
Courtyard 2
Courtyard 3
Kachina
Networking Breakfast
Topical ForumsThe Topical Forums are an open format to enter in to a discussion oftopics which
are important to and haze major impact on our work with homeless persons. Eachforum leader will introduce the topic and each group mill develop a list of issues,solutions, recommendations, etc. as is appropriate from the discussions whichOMIT.
Curriculum for Special Populations: DisabledForum Leader Phyllis RichPhyllis L. Rich, M.A., has been an adult educator for the past 23 years providingeducational services in Ohio, South Carolina and Nevada. She is well-versed inassessing and teaching adults with learning problems and has taken leadershiproles in program development, supervision and maintenance at both the local andstate level. Experienced in curriculum and program development, grant writing,and private sector training, she is currently employed by the Nevada Department ofEducation as the State Director of Adult Education.
Curriculum for Special Populations: Substance AbuseForum Leader Mary Lou Browning
ry Lou Browning has been the Administrator of Adult Detention Facilities forthe Contra Costa County Of of Education. She has been involved in educationsince 1969 and is a graduate of San Francisco State University.
Curriculum for Special Populations: Life SkillsForum Leader Cherri GrossenbacherCherri Grossenbacher has been working with impoverished and homeless peoplesince 1986. She has a B.A. with a major in Psychology and a minor in education.She is head life skills instructor at the Downtown Neighborhood Learning Center inPhoenix.Coordination and Linkages: Public Relations & ImageForum Leader Marcia NewmanMarcia R. Newman is.founding Executive Director of the Downtown NeighborhoodLearning Center the only street front adult education agency in Phoenix. She hassupervised community education programs for 11 years, serving targeted child andadult populations in knizona. She has Bachelor and Master degrees in Englishand Reading Education from Syracuse University and Arizona State University.
Coordination and Linkages: AgencyForum Leader Jacquelyn PowerJacquelyn Power is an Education Consultant specializing in Adult Education. Shehas over ten years of experience in the field, including Director of Adult Educationfor Arizona, State Coordinator for Arizona's Stewart B. McKinney HomelessAssistance grant, Literacy Coordinator for Maricopa Couuty Adult Probation, andRegional Staff Development Specialist. Jacquelyn has a Masters degree from theUniversity of Arizona.
3rd Annual National Conference on Adult Education for Homeless Persona Tuesday, March 2, 1993
Mesquite Teaching Tools and" echniquesForum Leader Patti McLaughlinPatti McLaughlin is a consultant to the ABLE Network, the Adult Education StaffDevelopment Office in Washington State. She is the curriculum developer of theWashington State Affective Skills Curriculum and the Personal ManagementCurriculum.
Palo Verde student Assessment and EvaluationForum Leader Ardis BreslauerArdis Breslauer is Program Manager for the Comprehensive Adult Student As-sessment System (CASAS). She coordinates the Assessment for Homeless Adultsproject, and provides training in implementing CASAS assessment.
OCOtill0 ABE Programming for Homeless AdultsForum Leader Joye NorrisJoye Norris is co-author of Developing Literacy Programs for Homeless Adults andhas been designing programs and training instructors for several years. Whileliteracy education is her first love, Dr. Norris also works with cooperativeextension, health education centers and local community groups desiring to startprograms for homeless adults.
Hohokam Project DesignForum. Leader Glenn SchechtmanGlenn Schechtman is currently the State Coordinator for the New York State AdultEducation for the Homeless Program. As an Associate in Continuing Education atthe New York State Education Department, he is part of a team responsible for thedevelopment of a statewide adult education curriculum.
Courtyard I Program Policy and IssuesForum Leader James ParkerJames Parker is Coordinator for Adult Education in the Southern States and Na-tional Coordinator of the Adult Education for the Homeless Program for the U.S.Departmei. ''education. He has provided national leadership in such areas asadult educt staff development, research and program improvement. He haswritten and d numerous books, magazines, articles and reports covering adultcompetency, vations dissemination, staff development, evaluation, educationfor homeless As, adult education in the southern states, education for personaltransition and adult education futures.
Boardroom Coordination for Resources and FundingForum Leaders Gary A. Eyre & Nancy KarshGary A. Eyre is State Administrator, Adult Education Programs for the ArizonaDepartment of Education. Prior to coming to Arizona, Dr. Eyre spent fifteen yearsin Washington D.C. where he was instrumental in forming much of the policywhich influences today's adult education practices.Nancy Karsh is regional marketing manager for Jostens Learning Adult Educa-tion Division. She has extensive background in funding anfi grantsmanshipapplication and teaching experience at the K-12, Junior College and Adult levels.She has been actively engaged in computer assisted instruction for 10 years.
3rd Annual National Conference on Adult Education for Homeless Persons Tuesday, March 2, 1993
Amphitheater Next Steps: Transitioning Out of HomelessnessForum Leader Sandra WilksSandra Wilks is Manager, Educational Services at the Phoenix Indian Center. Shehas been associated with educational and legal services programs at the PhoenixIndian Center for 13 years. Her experience includes program development andmanagement, early childhood through post-secondary, including Adult BasicEducation/GED.
10:00 am - 11:30 am Cross-cultural Issues Panel
Ballroom A national panel representing a variety of cultures and experienceswill discuss homelessness. Both the cultural implications ofhomelessness and various cultures' responses to both beinghomeless and dealing with homeless people will be included. Theaudience will have an opportunity to ask questions and discuss theissues raised.
Panelists Bev Archambeault is a tr iner, presenter and teacherfor special populationsspecializing in Native Ame.ican outreach. She is currently the Director of Accessto Learning in Washington State.Richard Lewis is a GED graduate of the Downtown Neighborhood Learning Centerin Phoenix and formerly homeless. He is currently a student at Phoenix College,majoring in Construction Technoloor.Agnes Lawson was born in New York but raised in Puerto Rico. She is in charge ofthe Hispanic Ministries for Lutheran Social Ministries of the Southwest and theABE and ESOL classes for the amnesty program.
Moderator Arden Dorn, Lutheran Social Ministries of the Southwest, Phoeni.- Arizona
11:45 am - 12:30 pm Conference Wrap-upBallroom Capstone Speaker Kathy Williams
A Whole Set of KeysKathy Williams shares her odyssey of homelessness, poverty
and the process of rebuilding. Her journey of reclamation includestremendous obstacles but a stubborn belief that "it won't be like thisalways."
Kathy Williams is a recipient of the national award for Outstanding AdultLearner. She dropped out of school and ran away from home when she was sev-enteen and living "a typical 70's street life" of drugging, a live-in relationship, andrelated activities. By age twenty-six, she had been through a marriage and hadfour children. For years, she struggled with a factory job, working off and on, notbeing able to get ahead due to lay-offs. She turned to education as a way to get out.In 1990, she received an Associate Degree in Liberal Studies. Presently she isemployed with a team of administrative staff at Indiana UniversityPurdueUniversity at Indianapolis and is also attending classes and working on anotherdegree.
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3rd Annual National Conference on Adult Education for Homeless Persons Tuesday, March 2, 1993
2:00 pm - 5:00 pm Post-Conference Workshop - CASAS TrainingAmphitheater CASAS - Comprehensive Adult Student Assessment System
This three-hour session will provide participants in homeless education programswith training in using CASAS appraisal instruments and pre-post testingassessment for educational program planning and for employment preparationactivities. Training will be provided in using assessment to identify the basic skillsneeded to succeed in the workforce and then target instruction to help homelesslearners meet their goals. Participants will learn about the process of assessingliteracy of lea. ners in a functional, lifeskills context; linking assessment toinstruction; and using the CASAS Curriculum Materials Guide to link curriculumto assessment and instruction.
Ardis Breslauer is Program Manager for the Comprehensive Adult Student As-sessment System ( CASAS). She coordinates the Assessment for Homeless Adultsproject, and provides training in implementing CASAS assessment.Jane Eguez is program manager for the Comprehensive Adult Student As-sessment System (CASAS). She coordinates the Employability CompetencySystem(ECS) program and provides training in implementing ECS assessment.
3rd Annual National Conference on Education for Homeless AdultsPathways for Transition
Conference At-A-GlanceSunday, February 28,1993
1:30 pm- 5:15 pm Amphitheater 1993 State Adult Education for the Homeless ProgramCoordinators' Meeting
6:00 pm - 9:00 pm Foyer Registration
6:00 pm - 9:00 pm Ballroom Exhibits
6:30 pm 8:00 pm Ball Get Acquainted Reception
7:15 pm - 8:00 pm Opening Session
Monday, March 1, 1993
7:30 am - 8:30 am Foyer Registration
8:00 am - 6:30 pm Ballroom Exhibits
8:30 am - 10:00 am Ballroom Student Issues Panel
10:30 am - Noon Breakout Rooms Concurrent Sessions
12:30 pm - 2:30 pm Ballroom Luncheon Homelessness In the 90's - oan Alker
3:00 pm - 5:00 pm Breakout Rooms Roundtables
6:30 pm - 8:30 pm Ballroom Dinner The Reautharinttion of theStewart B. McKinney Act - Michael Tate
Tuesday, March 2,1993
7:30 am - 8:30 am Ballroom Networking Breakfast
8:30 am -10:00 am Breakout Rooms Topical Forums
10:15 am - 11:45 am Ballroom Cross Cultural Panel
11:45 am - 12:30 pm Ballroom Wrap-up A Whole Set of Keys - Kathy Williams
2:00 pm - 5:00 pm Saguaro CASAS Training
2:00 pm - 5:15 pm Amphitheater 1993 State Adult Education for the Homeless ProgramCoordinators' Meeting
Wednesday, March 3,1993
9:00 am - Noon Amphitheater 1993 State Adult Education for the Homeless ProgramCoordinators' Meeting
115
ARIZONA MCKINNEY HOMELESS ADEDUCATION PROJECT' ANI
CHART,
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BEST COPY AVAILABLE
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ARIZONA MCKINNEY HOMELESS ADULT EDUCATION PROJECTORGANIZATIONAL CHART
YUMA COUNTY LIBRARY DISTRICTMs. Constance Hey, Literacy Coordinator
Frank Cole rove, Instructor
LOWER LIGHTS RESCUE MISSION
SAFE HOUSE
SONORA VISTA
SERENITY HOUSE
DOWNTOWN NEIGHBORHOOD LEARNING CENTERMarcia R. Newman, Executive Director
Cherri J. Grossenbacher, Life Skills Lead Teacher
ARIZONA DEPARTMENT OF EDUCATION,DIVISION OF ADULT EDT2'_".'_TON
C. Diane Bishop, SuperintendentRichard Condit, Associate Superintendent and
State Director for Vocational/Technological EducationDr. Gary A. Eyre, State Administrator
John Garth, State DirectorMaureen Ambrose, Education Specialist Homeless Initiative Coordinator
Lupe Castillo, Administrative Assistance, FinanceF. Alicia Tamala, Division Secretary
PIMA COUNTY ADULT EDUCATIONGreg Hart, Director
Sue Mincks, Associate DirectorKathie Oehme, Homeless Education Coordinator
HOME OF HOPESHELTER
LOCAL ALCOHOLREHABILITATION CENTER
TUMBLEWEEDYOUTH SHELTER
GUIDING STAR LODGESHELTER
SALVATION ARMY ARC I
INDIAN REHABILITATION I
FAMILY EMERGENCYSHELTER
EL MIRAGE CAP OFFICE I
FAMILY ACCOMMODATION ISCHOOL
HARBOR LIGHT
POCKET SHELTERS I
PRIMAVERA FOUNDATION
I TRAVELERS AID _I
SALVATION ARMY I
PIMA COUNTY ADULT EDUCATIONProvider
TUCSON IND AN CENTE17 1Provider, Technical Support, Outreach
VI-IKAM DOAG INDUSTRIESTechnical Supr,t, Outreach, Special Provider
PHOENIX INDIAN CENTERProvider, Technical Support, Outreach
INTERTRIBAL COUNCIL OF ARIZONA NATIVE AMERICANS FOR COMMUNITY ACTIONTechnical Support, Outreach Provider, Fiscal Agent
GATEWAY LARC
YUMA COUNTY LIBRARY DISTRICTProvider
LUTHERAN SOCIAL MINISTRIES OF THE SOUTHWESTTechnical Support, Outreach
DOWNTOWN NEIGHBORHOOD LEARNING CENTERProvider
117
FORT DEFIANCE BIAProvider
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ARIZONA DEPARTMENT OF EDUCATION
ADULT EDUCATION DIVISIONHOMELESS PROVIDERS LIST
Grant Year 1993January 1, 1993 - December 31, 1993
Downtown Neighborhood Learning Center, Inc.805 West MadisonPhoenix, Arizona 85007Director: Ms. Marcia NewmanPHONE: (6/n) 256-0784
Pima County Adult Education130 West CongressTucson, Arizona 85701Director: Mr. Greg HartPHONE: (602) 740-8695FAX: (602) 623-9308
also mail copies to:Ms. Kathie OehmeHomeless Education Project3200 North Los Altos AvenueTucson, AZ 85705PHONE: (602) 293-3421
FATAMALA\WKLISTS\1114EPRVLSREV. Spicier 3. 1993
Yuma County Library350 South Third AvenueYuma, Arizona 85364Director: Ms. Constance C. HeyContact Person: Mr. Frank ColegrovePHONE: (602) 782-1871 Ext. 17FAX: (602) 782-9420 (Library)
also mail copies to:Mr. Frank ColegroveLower Lights Rescue Mission944 South Arizona AvenueYuma, AZ 85364PHONE: (602) 783-9362
Native Americans for Community Action, Inc.2717 North Steves Boulevard, Ste. 11Flagstaff, AZ 86004Interim Director: Ms. Terri BeesonPHONE: (602) 526-2968FAX: (602) 526-0708
also mail copies to:Ms. Joanne H. StucjusNative Americans for Community Action, Inc.2717 North Steves Boulevard, Ste. 11Flagstaff, AZ 86004
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HOMELESS PROVIDERS SUB-CONTRACTORS
Bureau of Indian Affairs-OIEPBranch of Adult EducationFort Defiance AgencyP.O. Box 110Fort Defiance, AZ 86504-0110Director: Mr. Stanley KedeltyContact Person: Mr. Charles E. JohnsonPhone: 729-5041 Ext. 282FAX: 729-5041 Ext. 286
Phoenix Indian Center, Inc.2601 North 3rd Street, Ste. 100Phoenix, AZ 85004-1144Director: Ms. Sandra Wilks
Special Services ManagerPhone: 263-1017FAX: 263-7822
Tucson Indian Center131 East BroadwayP.O. Box 2307Tucson, AZ 85702Director: Mr. Bill Quiroga, Executive DirectorPhone: (602) 884-7131
FATAMALAW/KLISTS \HINEPRVLSREV. September 3, 1993
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ARIZONA HOMELESS EDUCATION LEADERSHIP ORGANIZATION
MISSION STATEMENT
The Arizona Adult Homeless Education program Dreamcatcher: A Vision for Change Mission is to assure thathomeless adults have equal access to quality education opportunities and support services that address the specificneedsof that population and the community which supports them, so that they may acquire the knowledge and skillsneeded
for more effective and active participation in society.
BELIEF STATEMENTS
We recognize that homelessness has marginalized increasing numbers of people in Arizona andthe
nation.We believe that within our communities homeless persons can fully participate as contributingnumbers of society when education is part of a comprehensive plan.We advocate for efforts to serve homeless adults and to provide professional leadership in the fieldof adult education.We affirm the need to invest in the educational development of homeless adults if the U.S. is tocompete in the global economy.
PROPOSED ACTIVITIES
Collaborate with Coalitions, Advocacy groups, Community-Based Organizations and Tribal Groupsto coordinate assistance to homeless persons.Coordinate education and life skills training for homeless adults.Advocate for housing, health care, and vocational support services.Identify areas for policy revisions and legislative reform.Utilize mass media and public forums to educate for public awareness and to highlight program andparticipant success.Become an integral group member in COABE (Commission on Adult Basic Education) and AAACE(American Association for Adult and Continuing Education) and a contributor to the National StaffDevelopment Consortium.
Downtown Neighborhood Learning Center805 West MadisonPhoenix, AZ 85007(602) 256-0784
Pima County Adult Education130 West Congress, Rm. 540Tucson, AZ 85701(602) 740-8695FAX: 623-9308
STATEWIDE PROJECTS
Native Americans for Community Action, Inc.2717 North Steves Blvd., Ste. 11Flagstaff, AZ 86004(602) 526-2968FAX: 526-0708
Yuma County Library350 South Third AvenueYuma, AZ 85364(602) 782-1871 Ext. 17FAX: 782-9420
Maureen Ambrose and John GarthArizona Department of Education
Division of Adult Education1535 West Jefferson, Bin #26
Phoenix, AZ 85007(602) 542-5280 - FAX: 542-1849
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ArizonaDepartment of Education, Division of Adult Education
Maureen Ambrose, Coordinator, Homeless Adult Education(602) 542-5280
Dreamcatcher: A Vision for Change -- The Arizona Response
In 1992, Cheryl was among the more than fourteen thousand homeless people in Arizona. With only 1,600transitional shelter beds available, programs struggle to prepare individuals for independent living. Mild weather andperceived economic opportunity draw low-skilled workers to this state. False prospects for jobs lure Native Americansoff reservations to urban centers.
The Arizona Department of Education's Dreamcatcher project is an integral part of Arizona's response to theneeds of homeless persons.
The purpose of Arizona's Homeless Adult Education Project is to provide literacy training, basic skillsremediation, and life skills enhancement to 2,745 homeless adults throughout Arizona over a 36-month period. Thedesign includes a customized curriculum and the establishment of a matrix of services for homeless people. In FY 1993Arizona received $297,500 from the U.S.Department of Education, Stewart B. McKinney Act funds.
The 1992 projects (Downtown Neighborhood Learning Center, Pima County Adult Education, Yuma CountyAdult Education and Native Americans for Community Action) helped plan this proposal and now serve the educationalneeds of the state's homeless population during the 1993-95 grant period. The project is designed to continue presentser 'ices and expand sites begun under the Stewart B. McKinney Homeless Assistance Act. Services to the NativeAmerican population will increase 25 % within the three year period. The Arizona Department of Education willcontinue to work cooperatively and collaborate with all appropriate agencies and tribal governments to ensurecoordinated planning and delivery of all services to homeless persons statewide.
From the onset, and in keeping with the Adult Homeless Education mission statement, the Arizona programhas been designed to meet the specific needs of a culturally diverse population of homeless adults. The "Dreamcathcer"symbol is used by several Native American cultures. According to belief, the dreamcatcher serves as a filter andprotection allowing only the good dreams to pass through. We envision it to symbolize the homeless person's potentialto progress beyond the entrapment of fear and despair into a stable life of self-determination and self-sufficiency.Plainly, it symbolizes our vision of hope for adult education for this vulnerable population. We are engaged in an effortto improve the life chances of homeless persons and we are in search for better understanding of the interventions thatwill work.
Among the Arizona providers of services there is consensus on the critical elements of successful intervention.At all sites mechanisms are in place to attempt to meet the multiple needs of each homeless person who enters a localprogram. Successful outcomes for homeless students appear to depend on how each of the local program staff workco-operatively to assess needs, design the IEP (individual education plan), use pre & post test and other pertinentassessments, develop and implement activities to effect their objectives/measure successes, and evaluate each student'slearning experience.
The four local programs' comprehensive approach to serving homeless individuals includes: case management,information and referral, life skills plus various components of academic study and remediation and linkages withina prearranged network of community resc zees. Services are client centered. Curriculum is focused around individualstudent's goals. Lifelong learning is encouraged. Program coordinators, mentors and volunteers work as a team butkeep their roles separate for effective coordination of services and to serve a maximum number of clients. Staffdevelopment is paramount.
The various academic, life skills and family education, and job preparation components of training promoteprogress to meet the National Education Goals for the 21st Century.
CHERYL'S STORY
I am a middle-aged woman who suffers from an assortment of mental illnesses, includingparanoid schizophrenia. Because of my sicknesses, I was unable to finish high school. Andnow, 30 years later, I am mentally stable to do so. I began attending the Homeless EducationProject's class at Our Place Clubhouse in September, 1992, and have been coming regularly toclasses since then.
Like many people with mental illnesses, I am taking medication which prevents me fromconcentrating and sitting for long spans of time. Also, because of my situation, I have extremedifficulty following discussions, thinking in a rational process, and I lost many of my academic
abilities.
Considering all the above obstacles, a person might think my case was hopeless.However, since I have been attending the adult edtr...ation class, each of my learning problemshas dramatically decreased.
Each member of this class sets academic, personal, and life skills goals for a two-monthperiod, after which we assess our selves to determine which goals we accomplished. Somecommon personal and academic goals include: being able to sit for 45 minutes at a time, readand comprehend short stories, increase self-confidence, communicate rationally, and interactwith other class members.
When I first began coining to class, I would have to get up every 10 to 15 minutes to use
the restroom, smoke, etc. I was also unable to complete a rational thought without hesitating,questioning myself, and straying from my point of view. In addition., I could not concentratelong enough to follow the plot of a story. Of course, to alleviate these problems were and aremy primary short term goals. Now, just five months later, I can remain in the classroom forthe entire two-hour period with only one break. I regularly and enthusiastically contribute tosolid class discussions and initiate many of them. Finally, I also have been taking some of theGED pretests. Together, my determination and the existence of an education class have enabledmy awakening and give me hope in leading a normal and productive life.
After my class ended in February 1993. I enrolled in a math class at Eastside LearningCenter. My original class was in special education for the chronically mentally ill. Now I ammainstreamed in a regular adult education classroom and I am very proud.
FATAMALMWMAMBROSE\CHERYL.MA
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ARIZONA DEPARTMENT OF EDUCATION
Central Arizona CollegeCommunity College District6470 North Overfield RoadCoolidge, AZ 85228Director: Ms. Martha HoneycuttPHONE: 426-4220
ADULT EDUCATION DIVISIONDES/JOBS PROVIDERS LIST
GRANT YEAR 1993July 1, 1993 - June 30, 1994
Pinal County Mesa Public Schools1025 North Country Club DriveMesa, AZ 85201Director: Ms. Gayle Gib 7InPHONE: (602) 649-213:
Downtown Neighborhood Learning Center, Inc.805 West MadisonPhoenix, AZ 85007Director: Ms. Marcia NewmanPHONE: (602) 256-0784
Friendly House, Inc.801 South First AvenueP.O. Box 3695Phoenix, AZ 85030Director: Dr. Annemarie PajewskiPHONE: (602) 257-1870
Glendale Adult EducationGary Tang Adult Education Center7301 North 58th AvenueGlendale, AZ 85301Director: Mr. Mark BranesPHONE: (602) 842-8164
Maricopa County Adult ProbationFrank X. Gordon Literary Center245 North Centennial Way, Room 105Mesa, AZ 85201Director: Mr. Mike McCarthyPHONE: (602) 461-4501
FATAMALMWKLISTSVORSPRLSREV. September 3. 1993
Phoenix Union High SchoolAdult Basic Education1900 West Thomas RoadPhoenix, AZ 85015Director: Mr. Larry OckenfelsPHONE: (602) 271-2919
Pima County Adult Education130 West Congress, Rm. 540Tucson, AZ 85701Director: Mr. Greg HartPHONE: (602) 740-8695
Pima County Adult Probation6390 East BroadwayTucson, AZ 85710Director: Ms. Gayle SiegelPHONE: (602) 571-9540/9551
Rio Salado Community College640 North First AvenuePhoenix, AZ 85003Director: Ms. Karen MillsPHONE: (602) 223-4280
Wesley Community Center1300 South 10th StreetPhoenix, AZ 85034Director: Mr. Pedro DengaPHONE: (602) 252-5609
12?
PIMA COUNTY ADULT EDUCATIONU.S. DEPARTIVIENT OF EDUCATION
SECRETARY'S AWARD ARTICLE. .
BEST COPY AVAILABLE
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w liter' 9 e.n. i:sfoll
Pima County AdultEd the Best in U.S.
On Nov. 16, Pima County AdultEducation received the US. Secretary ,
of Education Award for OutstandingAdult Education and Literacy Pro-grams. TCCC extends its congratula-tions to Pima County Adult Educationand Project RAISE for national recog-nition of their excellence.
Since 1990, TCCC has worked withProject RAISE, a Pima County Adult .
Education program, to provide trainingin video production for adults with de-velopmental disabilities, such as mentalretardation and Down's syndrome.The joint program is Project VITAL(Video Induced Training and Learn- .
ing).In early 1993, a new group of Pro-
ject RAISE students will receive videotraining at TCCC through Project VI-TAL. The first group of Project VI-TAL students now produce the televi-sion series Blue Venetian Blinds. Theprogram can be seen on channel 49 onSaturdays at 7 p.m. and on Wednesdaysat 2:30 p.m. Project RAISE Caordinator Cindy Meier indicates thatthey plan to try and integrate the VI-TAL students into working on shows byother TCCC producers.
Project VITAL and. ProjectRAISE also were featured in the Sep-tember/October issue of CommunityTelevision Review. Meier noted, "I justcannot over-emphasize the personaldifference our access project has madein the lives of these individualstheyare able to express themselves, to ex-press something that they've never seenon TV before, something about theirown real lives."
Pima County Adult Educationserves about 9,000 people each year. Itoffers literacy instruction, GED classesfor those working on high-schoolequivalency degrees, training in Englishas a second language and an outreachprogram for deaf children.
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PROGRAM QUALITY INDICATORS
130
ARIZONA DEPARTMENT OF EDUCATIONDIVISION OF ADULT EDUCATION
PROGRAM QUALITY INDICATORS
#la EDUCATIONAL GAINS INDICATOR
Learners identify and/or demonstrate progress toward achievement of knowledge and abilities that support
their individual educational needs and goals.
#1b EDUCATIONAL GAINS INDICATOR
Learners demonstrate progress in the instructional program, or learners complete the programeducational
requirements that allow them to continue their education or training.
#2a PROGRAM PLANNING INDICATOR
The local project strategic plan has a set mission, goals & objectives that addressStateLocalProjectand Community Needs
The program has an ongoing, participatory planning process. It is guided by the quality indicators and results
in a written plan that considers present and future community demographics, needs, and resources.
#2b PROGRAM PLANNING INDICATOR
The written plan has a stated purpose based on need, includes broad-based collaboration, logical goals and
measurable objectives, as allowed by resources and demonstrates accountability.
#3 CURRICULUM & INSTRUCTION INDICATOR
The program has curriculum and instruction designed to meet the educational needs of students with diverseeducational and cultural backgrounds.
#4 STAFF DEVELOPMENT INDICATOR
The program has an ongoing staff development initiative.
#5 SUPPORT SERVICES INDICATORS
The local program identifies the process for determining the learner's needs for support services.
The local program provides support services directly or through referral to other appropriate serviceproviders.
The local program identifies the process for follow-up and feedback.
The local program identifies the process for evaluating impact of support services.
#6 RECRUITMENT & RETENTION SUCCESS INDICATOR
The program successfully recruits the population in the community identified in the Adult Education Act andthe Arizona State Plan as needing basic educational services.
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AGENDA FOR. FALL DIRECTORS INSTITUTE
132
WednesdaySeptember 30, 1992'
Ballroom
8:00 9:00 am9:00 10:00 am
10:00 - 10:15 am10:15 - 10:30 am
10:30 am Noon
Noon - 1:30 pm
1:30 - 2:00 pm2:00 - 4:30 pm
5:00 - 6:00 pm
Director Institute
Registration and Buffet BreakfastWelcome & IntroductionsLegislation and Funding Update
BREAKAdvisory Committee for Adult Educationand LiteracyProject Updates
OverviewConsortiumData Collection
NewsletterResource CenterCounseling in the Classroom
JOBS/Skills EnhancementMcKinneyAdult Education for
Homeless PersonsFamily LiteracyCommunity Corrections Update
LUNCHGED TV
Americans with Disabilities UpdateProgram Quality Indicators
OverviewRoundtable DiscussionIndicator Review & Development
RECEPTION
Richard ConditJudy Richardson
Gary A. EyreJohn Garth
Committee
Gary A. EyreMark Branes
Greg HartScott Morris
Marcia Hobson-AldermanJudith LoucksKathy Budway
Jim LipsonDES
John Garth
Gayle GibsonMichael McCarthyMichael Thomsen
Mesa Public SchoolsPat Taylor
Open Forum
Gary A. EyreJohn Garth
ThursdayOctober 1, 1992
Ballroom
8:00 am8:30 am
Noon 1:30 pin
1:30 - 5:0(1 pm
5:00 - 8:03 pm
Grantwriting Seminar
Registration - CoffeeGrantwriting Seminar
No Host Luncheon
Grantwriting Seminar
Registration & Reception for the1992 Adult Education Conference- - EXHIBITS OPEN
PRESENTERSGary A. Eyre
Joanne StucjusSusana Mincks
Marcia R. NewmanMichael McCarthy
Director Institute September 30 - October 1, 1992
133
Grantwriting SeminarPresenters
Gary A. Eyre is State Administrator, Adult Education Services for the Arizona Department ofEducation. Dr Eyre has responsibility for two administrative divisions; the Divisionof Adult Educationand the Arizona General Educational Development (GED) Testing Service. There are nine programareas in the adult education services unit. In this capacity, Dr. Eyre serves as grantor or administratorfor over $6 million of federal and state grants each year.Joanne Stucjus holds a B.S. in Art from SCSC and an MEd in Elementary Education from BostonUniversity. She began her grant-writing career in 1985 and since, has written successful proposalsfor the Hopi Tribe, Native Americans for Community Action, private organizations, and the State ofArizona. Ms. Stucjus's proposals have been funded for over $1.5 million government dollars this yearalone.Susana Mincks has been Associate Director of Pima County Adult Education (PCAE) for six years. aposition which includes the responsibility of grantwriting for the agency. PCAE is a totally grant-funded agency, and Ms. Mincks either writes or assists others in writing approximately25 grants eachyear. PCAE's grants have a high rate of success including the recent selection of its grant as one ofonly five chosen from a pool of 100 by the National Center for Family Literacy for a three year awardof $225,000.Marcia R. Newman has Bachelor's and Master's degrees in English and Reading and :,as taught andadministered adult education programs for 11 years. She is the Founder and Executive Director ofthe Downtown Neighborhood Learning Center and an accomplished fundraiser.Michael McCarthy is the Director of the Frank X. Gordon Literacy Center. He has been in adulteducation for the past ten years and is currently the President of the Arizona Association for Adult,Community and Continuing Education. He has been involved in grant writing and proposal writingfor nine years and has written proposals to both government agencies and foundations.
Agenda
RegistrationWhere's the Money
FoyerBallroom Gary A. Eyre
Michael McCarthy
8:00 - 8:308:30 9:15
Making a Name for Yourself Ballroom Marcia R. Newman 9:15-10:00Is This RFP for You Ballroom Susana Mincks 10:00-10:30Break 10:30 10:45Anatomy of a Grant Ballroom Susana Mincks 10:45 11:45Rap Up Ballroom Joanne Stucjus 11:45 12:15
No Host Lunch 12:15 - 2:00
BreakoutsRoom Augustine
Taking the First BiteDetailed Information on Grantwriting Fundamentals
Room - DcloresExpanding your Grantwriting Horizons
Advanced 1natomy in an Interactive SettingRoom - Xavier
Setting the ClimatePackaging and Selling Your Program
The Last Word Ballroom
2:00 4:30
Joanne StucjusMichael McCarthy
Susana Mincks
Marcia R. Newman
4:30 5:00
Director Institute October 1,1992
134
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AGENDA FOR SPRINGDIRECTORS', -INSIITUTE
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ARIZONA DEPARTMENT OF EDUCATIONDIVISION OF ADULT EDUCATION & GED TESTING SERVICES
SPECIAL MEETING FOR PROJECT DIRECTORSRAMADA HOTEL-SKY HARBOR
1600 SOUTH 52ND STREET
AGENDA *
March 4. 1993 (Thursday)
9:00 - 10:00 AM Registration
10:00 - 10:30 AM Introduction to Arizona Adult Literacy andTechnology Resource Center Gary Eyre,
Judith Loucks and Miriam Kroeger
10:30 - 11:00 AM Legislative Activities - State and Federal Gary Eyre
11:00 - 11:15 AM GED Testing Update Pat Taylor
11:15 - Noon Introduction/Explanationof Program Quality Indicators Greg Hart, Gary Eyre and
John Garth
Noon - 1:30 PM LUNCH
1:30 - 5:00 PM Round Tables on Quality Indicators
6:00 - 8:00 PM Dinner/Results of Round Tables Group Facilitators
March 5, 1993 (Friday)
7:30 - 8:30 AM Breakfast
8:30 AM - Noon Data CollectionFY 1994 CalendarConsortium353 UpdateReports on STAR
Noon - 1:30 PM LUNCH
Scott MorrisGary Eyre
Mark Bran 2sGary Eyre
Karen Mills and John Wilson
1:30 - 3:00 PM Program Funding - Current and Interested Providers John Garth andLupe Castillo
STAFF DEVELOPMENT CONSORTIUM MAP
ARIZONAADULTEDUCATIONSTAFFDEVELOPMENTCONSORTIUMof the
ARIZONAADULTLITERACY &TECHNOLOGYRESOURCECENTER730 E. Highland Ave.Phoenix, AZ 85014-3625Phone: (602) 265-0231Fax: (602) 265-7403
RevisedJuly, 1993
30
rIEGION I - Joanne Stucjus1 Page Unified School District - Page2 Flagstaff Unified School District - Flagstaff3 Native Americans for Community Action -
Flagstaff4 Williams Adult Education Program
Williams5 Mohave Community College - Kingman6 Lake Havasu Area Literacy Council - Lake
Havasu
REGION 2 - JoLynne Richter7 Yavapai College - Prescott
Prescott Valley Library - Prescott Valley9 Verde Valley Literacy Program - Clarkdale10 Camp Verde Adult Reading Program -
Camp Verde
REGION 3 -12 Parker Unified School District - Parker13 Quartzaite Elementary School District -
Ehrenberg14 Yuma County Library District - Yuma15 Yuma Elementary School District - Yuma16 Come Elementary - Yuma17 Chicanos Por La Cauca - Somerton18 Somertoo Elementary District - Somerton
REGION 4 - Trudy Berry19 Eastern Arizona College - Thatcher20 U of A-Ft. Huachuca ABE - Sierra Vista21 Bisbee Unified School District - Bisbee22 Cochise College - Douglas
REGION 5 -23 Pima County Adult Education - Tucson24 Tucson Area Literacy Coalition - Tucso25 Pima County Adult Probation - Tucson26 Nogales Unified School District - Nogales27 Arizona Boys Raoch - Queen Creek
REGION 6a - Mike McCarthy28 Gilbert Public Schools - Gilbert29 Mericopa County Adult Probation - Mesa30 Mara Public Schools - Mesa31 Project Arts, Inc. - Phoenix32Wasley Community Ceuta - Phoenix
REGION 6b - Barbara Messinger33 Tempe Union High School District - Tempe34 Queen Creek Unified School District - Queen
Creek
REGION 7a - Jodi Decker35 Friendly House - Phoenix36 Literacy Volunteers of Maricopa County -
Phoenix37 Phoenix Union High School District ABE -
Phoenix38 Rio Salado Community College - Phoenix
BEST COPY AVAILABLE 138
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REGION 7b - Vasida Aka39 Downtown Neighborhood Learning Center-
Phoenix40 Glendale Adult Education - Glendale41 Lutheran Social Ministrice - Phoenix42 Phoenix Indian Center - Phoenix43 Vi-IKAM Doag Industries - Gila Bend
REGION 8 - Lyon Carey44 White Mountain Apache Tribe - Whiteriver45 Tuba City Junior High School - Tuba City46 Kayenta Unified School District - Kayenta47 Rough Rock Community School - Rough Rock4$ Navajo Community College - Chinle49 Northland Pioneer College - Holbrook
REGION 9 - Heidi Fulcher50 Apache County School Superintendent - Eager51 Central Arizona College - Coolidge52 Eastern Arizona College - Globe53 Gila Literacy Program - Miami54 Superior Unified School District - Superior
EX,RMITM:
NEWS RELEASE ONARIZONA ADULT-LITERACY AND.
TECHNOLOGY RESOURCE_CENTER
BEST COPY AVAILABLE
139
C. Diane BishopSuperintendent lV
Public Information Office(602) 542-4709
ARIZONA DEPARTMENT OF EDUCATION
FOR IMMEDIATE RELEASEContact: Dr. Gary Eyre, 542-5281
Nancy Blair, 542-5072Judith Loucks, 1-800-422-4339, ext. 4452
Jan. 7, 1993
ADULT EDUCATION PARTNERSHIP:GOVERNOR AND EDUCATION AGENCIES EXPAND
STATE LITERACY AND TECHNOLOGY RESOURCE CENTER
(Phoenix) - Governor Fife Symington and state Superintendent of PublicInstruction C. Diane Bishop announced today that a three-year grant from the U.S.Department of Education will be used in conjunction with other federal grantmonies to expand the Arizona Literacy and Technology Resource Center in Phoenix.
The increased funding will permit the Center, located in the facilities ofLiteracy Volunteers of Maricopa County, 730 E. Highland Ave., to enhance the staffdevelopment services it provides to teachers, literacy organizations and localproviders of adult basic education programs. The grant includes funding to expandthe awareness of Arizona adult literacy needs and services.
"Attaining this federal funding to expand the Arizona Literacy andTechnology Resource Center represents our continuing commitment to adulteducation," Gov. Symington said. "The Resource Center works with thousands ofadults to encourage literacy; this is a top priority for our state."
Sixty thousand adults were served through Arizona's four major adult literacyprogram areas in fiscal 1992: adult basic education, citizenship classes, English-for-speakers-of-other-languages, and General Educational Development (GED) and GEDTesting.
"The demands on our practicing adult educators, and new professionals andvolunteers entering the adult literacy field, are great," said Supt. Bishop. "Bypooling the efforts of the Governor's Office, the Arizona Department of Educationand Literacy Volunteers of Maricopa County, we can provide direct access to up-to-date resources for all adult education providers and the communities they servestatewide. I commend Gov. Symiagton for spearheading this effort on behalf ofArizona's undereducated adults."
over . . .
1401535 WEST JEFFERSON PHOENIX, ARIZONA 85007 (602) 542-4361
ADULT EDUCATION PARTNERSHIPPage 2 of 2
The Resource Center is home to the Arizona Staff Development Consortiumwhich, through 11 master teachers, a project director and the Literacy Volunteers ofMaricopa County project director, promotes linkages between business and industryand local literacy service providers; offers staff development opportunities to adulteducators; and promotes the use of exemplary curriculum materials andinstructional approaches and methods, especially through the use of technologicaldelivery systems.
The Resource Center's current annual budget will be nearly tripled throughthe combining of funds the Governor's Office has received on Arizona's behalfunder the National Literacy Act of 1991 ($52,735) with Arizona Department ofEducation Division of Adult Education federal special projects grant money ($81,265)and Literacy Volunteers funding ($13,184).
The additional funding will allow the Resource Center to assist in the creationof additional intra-/interagency agreements to provide adult literacy supportservices throughout Arizona, to increase the quality and quantity efforts of adultliteracy services through an improved information and communication system, andto improve program planning and curriculum offerings. In addition, the ResourceCenter will be able to extend its current hours a operation from 40 hours a week to53, including six hours on Saturdays.
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Am
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EXHIBIT
"THE ARIZONA EDEXAMINERS!' CHRONICL :
-a
147
dEST COPY AVAILABLE
71-/E ARIZONA GEG
EXA nflNERS Cl/RON/OZE
Ruth Heeder, Editor
GED CREDIBILITY
I recently returned from the Annual GEDAdministrators Conference in San Francisco andwould like to share some information with you.
Jean Lowe, the director of GEDTS, addressedthe credibility issue of the GED program. Indoing so she talked about the recent Cameronand Heckman Study in Chicago. Many of youremember the assertions made by these tworesearchers in comparing high school graduatesand recent GED recipients. In brief, the tworesearchers suggested that the GED was notnearly as credible as it used to be and that highschool graduates were far more successful atcomparable ages.
Ms. Lowe and her GEDTS staff have respondedin the media in defense of the program. GEDgraduates from around the country alsoresponded soundly in defense of their diploma.As a result, the GED has actually gained incredibility. Ms. Lowe now suggests that wegather up momentum and continue to increaseour efforts in promoting GED credibility. Shesuggested that we attempt to reach secondary"consumers" of GED Diplomas. To spread theword to employers, colleges and universities,boards of education, the media, and legislativeleaders. She further challenged us to find waysto tell these consumers what we do and how ouractivities and programs make a difference in ourcommunities and in the lives of the individualgraduates. She emphasized that we must allwork together as administrators, examiners,adult educators and GED program directors and
September 1, 1993
teachers. Let the public know what weknowthat we have a quality program. Wemust strive to continue to provide that "secondchance" to all who need our services.
Pat TaylorState GED Administrator
GED GROWTH
The 1992 GED Statistical Report, published bythe GED Testing Service, which is administeredby the American Council on Education,indicates that during 1992, the GED testingprogram served more adults with documenteddisabilities, as the number of such candidatesrose by 46 percent. The number of individualswho took the GED Tests using audio-cassette,Braille, and large print increased by 37 percentover 1991, and total requests foraccommodations for specific learning disabilitieswent up by 39 percent.
Other findings of the study include:
The average age of GED candidates in 1992was 27.
The majority of GED candidates completed10th grade or higher before leaving school.
American Council on Education
Catch me a fish and I can eat for a day; teachme how to fish and I can eat for a lifetime.
148
An Ancient Proverb
NOTES FROM PAT
Other topics of discussion at the Conference inSan Francisco were the possibility of regionalmeetings, special accommodation testing and theADA, GED student recognition and successstories. These topics will be included in ourInstitute this year.
I want to thank all of you personally thatworked throughout the summer. It waswonderful to be able to refer examinees to somany centers accessible to them. You deservea "pat" on the back for your efforts!
I look forward to seeing you in September at theInstitute. This year's agenda is designed by youfrom last year's evaluations. I know you willenjoy it!
Pat TaylorState GED Administrator
DREAMCATCHER: A Vision for Change
The Arizona Department of Education'sDreamcatcher project is an integral part ofArizona's response to the needs of homelesspersons. The purpose of this Homeless AdultEducation Project is to provide literacy training,basic skills remedition, and life skillsenhancement to 2,745 homeless adultsthroughout Arizona over a 36-month period.The design includes a customized curriculumand the establishment of a matrix of services forhomeless people.
The program has been designed to meet thespecific needs of a culturally diverse populationof homeless adults. The "Dreamcatcher"symbol is used by several Native Americancultures. According to belief, the dreamcatcherserves as a filter and protection allowing onlythe good dreams to pass through. We envisionit to symbolize the homeless person's potentialto progress beyond the entrapment of fear and
despair into a stable life of self-determinationand self-sufficiency. Plainly, it symbolized ourvision of hope for adult education for thisvulnerable population. We are engaged in aneffort to improve the life chances of homelesspersons and we are in search for betterunderstanding of the interventions that willwork.
The Downtown Neighborhood Learning Center,Pima County Adult Education, Yuma CountyAdult Education and Native Americans forCommunity Action helped plan this proposaland now serve the educational needs of thestate's homeless population during the 1993-1995 grant period.
Maureen Ambrose, CoordinatorArizona Homeless Adult Education
SWEET SUCCESS
To help defend the credibility of the GED inour state, we are looking for "success" storiesfrom you.
STATE GED STAFF
Gary A. Eyre State Administrator/Adult Education Services
P a t L Taylor . . . State GED Administrator/Program Director
Carol Walrath GED Recoids SupervisorMel Rife GED SecretaryMartha Rosales GED TechnicianDianne Augustus GED Technician
1111111.1111.111.1111111MIF
EXHBI11' ,r
TECIINICAL REVIEW FORM
.'
50
BEST COPY AVAILABLE
ARIZONA DEPARTMENT OF EDUCATIONDIVISION OF ADULT EDUCATION
TECHNICAL REVIEW FORM
Project:Date:
Funds Requested: $
LJ No ElPreviously Funded Project: Yes r-)
New Project: Yes No
Project Purpose: ABE (0-4) ABE (5-8) ES OL
GED (9-12) ED CIT El Other
A. PEEMISLYEINDEDT134.1ECT1. Proposal received by due date.
Comment:
Yes No
2. Project has history of adhering to all rules and regulations.
Comment:
No
3. Project has history of completing and submitting all required
reports in a timely manner.
Comment:
Yes No
4. Project operated in an efficient and prudent manner and utilized
volunteers where possible.
Comment:
Yes No
5. Project demonstrated a high level of retention and overall student progress. Yes No
Comment:
15.L
6. Project utilized a student and programassessment/evaluation process. Yes
Comment:
No
B NEW PROJECT
1. Proposal received by due date.
Comment:
Yes No
2. Project demonstrates comparable experience and performancein other adult education programs or potential to create asuccessful program. Yes No
Comment:
C PREVIOUSLY FUNDED AND NEW PROJECTS
Additional criteria for funding. (Committee member is to circle her/his interpretation of point value
based on application and interview of applicant(s)):
1. Application meets guidelines. 1 2 3 4 5
2. Local needs are clearly stated. 1 2 3 4 5
3. Resources and linkages are available. 1 2 3 4 5
4. Application clearly addresses STATE need. 1 2 3 4 5
5. Application proposes to reach adults leasteducated and most in need of assistance. 1 2 3 4 5
6. Project proposes to enable adults to becomemore employable, productive citizens. 1 2 3 4 5
7. Projects objectives appear to be in line withbudget request. 1 2 3 4 5
8. Project addresses extent of cooperative arrangementsto provide services to adults. 1 2 3 4 5
9. Project illustrates adequacy of outreach activites. 1 2 3 4 5
10. Project has a local advisory group. 1 2 3 4 5
11. Goals are clearly stated. 1 2 3 4 5
12. Objectives are specific and measurable. 1 2 3 4 5
13. Activities are outlined. 1 2 3 4 5
-2-1.52
14. Evaluation plans are clearly stated. 1 2 3 4
15. Staff development is clearly addressed. 1 2 3 4
16. Calendar of classes and schedules are clearly explained. 1 2 3 4
Total Points:
Comments:
5
5
:)
Name of Reviewer. Signature:
RATING: 1) Previously funded projects must essentially receive a YES on all six parts of "Part A" of this review form; 2) New
projects must essentially receive a yes on bothelements of "Part B" of this review form; 3) Points received in "Part C" of the review
form will be given consideration as each application is reviewed for funding; 4) In addition a formal review with each applicant will
be considered in the funding decision.
MAP OF HOUSING AUTHORITY SITE
BEST COPY AVAILABLE
154
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