DOCUMENT RESUME ED 376 341 TITLE FOCUS on ...DOCUMENT RESUME ED 376 341 CE 067 638 TITLE FOCUS on Excellence. Final Report, FY 1993-1994. INSTITUTION Royce and Royce, Inc., Lancaster,

DOCUMENT RESUME

ED 376 341 CE 067 638

TITLE FOCUS on Excellence. Final Report, FY 1993-1994.INSTITUTION Royce and Royce, Inc., Lancaster, PA.SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg.

Bureau of Adult Basic and Literacy Education.PUB DATE 94CONTRACT 99-4031NOTE 47p.

PUB TYPE RE?orts Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adult Literacy; Basic Skills; Counseling; Curriculum

Development; Daily. Living Skills; *DemonstrationPrograms; *English (Second Language); InformationDissemination; *Literacy Education; *ProgramImprovement; *Staff Development; Training; *Tutors

IDENTIFIERS 353 Project; Pennsylvania

ABSTRACTThis final report describes a staff development

project designed to provide for the effective and statewidedissemination of significant current or previous Section 353 specialdemonstration projects in Pennsylvania. A panel of 8 literacy expertsreviewed 65 special projects funded by the Pennsylvania Department ofEducation's Bureau of Adult Basic and Literacy Education in fiscalyears 1992 and 1993, including projects in the areas of counseling,workplace literacy, family literacy, special populations, curriculumdevelopment, tutor training, and program improvement. Twenty-nineoutstanding projects selected by the panel were described in the six"FOCUS on Literacy" newsletter issues published during the period(copies appended to report). They describe the outstanding projectsin these areas: special populations, curriculum development, Englishas a second language life skills curriculum, counseling, tutortraining, and program improvement. An appendix contains an annotatedlisting of the outstanding projects. Each entry contains thefollowing: area, title, year, cost, FOCUS issue, contact person withaddress and telephone number, audience, subarea, and annotation.(YLB)

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ED CATIONAL RESOURCES INFORMATIONCENTER fERICIi received from the person ri orgarwation

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Points of view or opinions stated n misdocument do P01 necessarily represent

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final re oFOCUS on Excellence

FY 1993-1994

#99-4031 $18,000

Sherry Royce, Project Director

-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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FOCUS ON EXCELLENCE is an ABLE Staff Development Project supported in part by the U.S.Department of Education. However, the opinions expressed herein do not necessarily reflect theposition or policy of the U.S. Department of Education nor the Pennsylvania Department ofEducation and no official endorsement should be inferred.

BEST COPY AVAILABLE

ABSTRI CT

Title: FOCUS ON EXCELLENCEProject No: 99-4031 Funding: $18,000

Project Director: Sherry Royce Telephone: (717) 569-1993

Contact Person: Sherry Royce Telephone: (717) 569-1993

Agency: Royce & Royce, Inc. 1938 Crooked Oak Drive, Lancaster, PA 7601

PURPOSE:FOCUS ON EXCELLENCE is a staff development project designed to provide apublication for the effective and statewide dissemination of significant current or previous

Section 353 special demonstration projects.

PROCEDURES:

FOCUS features projects recommended by a panel of eight literacy experts who reviewed

65 Special Projects funded by Pennsylvania Department of Education's (PDE's) Bureau of

Adult Basic and Literacy Education (ABLE) in FY 1992 and FY 1993, including projects

in the areas of counseling, workplace literacy, family literacy, special populations,

curriculum development, tutor training, and program improvement.

SUMMARY OF FINDINGS:Twenty-nine outstanding projects selected by the panel were described in six FOCUS

Bulletins published between November 1993 and April 1994. The final report includes the

newsletters and an annotated listing of this year's outstanding projects.

COMMENTS:This year, FOCUS published a past winners' column which featured exemplary 353

projects (previously cited by FOCUS) that addressed the theme of the current issue. In itsyearly evaluation survey, FOCUS received a total of 13.2 out of a possible 15 points, or an

88% favorable rating.

PRODUCTS:Between r ovember 1993 and April 1994, six issues of FOCUS were produced and

distributed to Adult Basic and Literacy Education [ABLE] programs; to the ABLE state task

force, the 353 review committee and 353 project directors, to all librarians and legislators in

the Commonwealth and to ABE state directors and clearinghouses throughout the nation.

DESCRIPTORS:

FINAL REPORT

FOCUS ON EXCELLENCEA 353 Special Project FY 1993-94

Funded by PDE: $18,000 #99-4031

PROJECT SUMMARY

FOCUS acts as a homebound staff development vehicle for Pennsylvania's adult literacy and basic

education administrators, staff and volunteers. FOCUS features exemplary special projects produced

by Pennsylvania's adult educators and outstanding practices and programs in the Commonwealth As

such, it provides regional staff development centers with information about outstanding practices that

can be replicated to meet the needs of their area.

Eight adult educators and the FOCUS editor reviewed 65 special projects from FY 1992 and FY 1993

in the areas of counseling, workplace literacy, family literacy, special populations, curriculum

development, tutor training, and program improvement and selected 29 as exemplary. Five of the

panel members serve as staff members for Pennsylvania's regional staff development centers and one

panel member represented AdvancE. The remaining members had extensive experience as FOCUS

panel reviewers, had produced outstanding 353 projects and were ABE Program Directors. Criteria for

the review were established by the USOE's Clearinghouse ADELL in FY1978-79. The three major

selection indicators for FOCUS Bulletins are: Innovative Qualities; Effectiveness, and Ease of

Adaptation. FOCUS panel members include:

Ione Graves, Mayor's Commission On Literacy

Edie Gordon, Director CIU 10 Adult Development Center

Carol Goertzel, Former Director of LSH Women's Program

Cheryl Harmon, PDE Adult Education Clearinghouse

Joan Leopold, AE Director Harrisburg State Hospital

Carol Molek, Director TIU 11 Adult Education and Job Training Center

Beverly Smith, Director Immigration & Refugee Services, Catholic Charities

Paul Weiss, Greater Pittsburgh, Literacy Council

FOCUS ON EXCELLENCE Page 2.

The 29 outstanding projecst were described in FOCUS Bulletins. This year's bulletins also contain apast winners column that features exemplary 353 projects (previously cited by FOCUS) that addressthe theme of the issue. Appendix A includes an annotated listing of this year's outstanding projects.

Six FOCUS Bulletin were published between November 1992 and May 1993. They were distributed to2300 adult literacy and basic education practitioners in the Commonwealth including all ABE/ESL/GED and Act 143 Literacy programs. They were also sent to the ABLE state task force; the 353review committee and 353 project directors; all librarians and legislators in the Commonwealth; statedepartments of education, and state, regional and national adult education clearinghouses.

ACKNOWLEDGMENTS

Thanks is due panel members who gave generously of their time and expertise as well as CherylHarmon of Pennsylvania's Clearinghouse AdvancE and Chris Kemp of the Western Adult LiteracyCenter who helped with project evaluation by tracking requests for special projects as a direct result ofFOCUS Bulletin feature stories

1992-93 FOCUS RESOURCE INDEX

The following Resource Index lists the exemplary 353 special projects featured in FOCUS Bulletins.

TITLE ISSUE ORGANIZATIONFamily Literacy for Parents in Bridge Housing November 1993 Pittsburgh Literacy InitiativeFamily Literacy Summer Institute TIU Adult Ed & Job Training CenterVisually Impaired and Adult Education Handbook Adult Lit. Ctr. of the Lehigh ValleyPre-Math/Science Training for Chemical Lab Technicians Bidwell Training Center, Inc.Statistical Process Control: A Manual for Workforce Educators CIU Development Center for AdultsAdults with Learning Disabilities Summer Institute

Computer Assisted Everyday Basic Skills

On the Write Track: Emerging Voices

Freebies for ABLE

GED Math Teacher's Guide for Non-Math Teachers

Newsletter Promoting Student Learning & Student Community

December 1993 PSE Inst. for the Study of Adult. Lit.

TIU Adult Ed & Job Training Center

WU 13 Adult Enrichment Center

New Educational Projects, Inc.

Chester County OIC, Inc.

LSH Women's ProgramELM Branches Out

Exploring Culture Manual

Learning Nutrition from a Multi-Cultural Perspective

What Does It Mean? An Introduction to American Idioms

January 1994 Northampton Community College

Center for Literacy, Inc.

LSH Women's Program

South Hills Lit. Improvement CenterA.A. -- N.A. Student Tutor Training

Conflict Resolution ModelFebruary 1994 Center for Literacy, Inc.

Center for Literacy, Inc.


Seniors: Current Events and Consumer Awareness February 1994 TIU Adult Ed & Job Training Center

Staff Development: Counseling and Communications TIU Adult Ed & Job Training Center

Student Legal Issues TIU Adult Ed & Job Training Center

In-Service Math Instruction for Tutors

LVA LLLC Staff Development Project: Tutor Tips

Tutor Training Development Workshops

Volunteer Awareness and Educational Enabling

March 1994 South Hills Lit. Improvement Center

LVA Lancaster-Lebanon Lit. Council

Bradford County Literacy Program

Crawford County Literacy Council

Action Research: A Practitioner Inquiry Project April 1994

Assessing the Need, Acceptability, and Available Resourcesfor Adult Literacy Staff Development Through DistanceEducation in Rural Pennsylvania and Recommended Modelsto Meet the Needs

Effectiveness of Group Instruction in Adult Lit. Acquisition

Laser Disc Technology: A Visual Approach to Reading

Participatory Staff Development: Lessons from Peers

Region 9 Staff Development Center

PSU Institute for the Study of AdultLiteracy

Greater Pittsburgh Literacy Council

TIU Adult Ed & Job Training Center

LSH Women's Program

READER PROFILE: FOCUS BULLETINS

The April FOCUS Bulletin contained a Reader Survey (See Appendix B). While 75% of the replies

received came from Pennsylvania adult educators, 25% of the surveys respondents indicated they

were administrators and staff development specialists in California, Florida, Georgia, Illinois, Indiana,

Maine, Nebraska, New York, Ohio, South Carolina and Texas. Readers showed a wide diversity in

their positions and responsibilities. Seventy five percent of responders stated they were administrators

or project directors; 11% were instructors; 14% considered themselves trainers; 9% listed a staff or

curriculum development role; and 3% cited other responsibilities. The 12% over 100% in this

category is reflective of the multiple duties often assumed by adult educators.

Thirty percent of the respondents came from Local Educational Agencies; 14% from Literacy

Councils; 10% from colleges and universities; and 7% from institutions. Some 29% were employed

by community based organizations; 6% cited private sector employers and the remaining 4% claimed

other associations. Forty-three percent of respondents identified ABE/GED funds as their major

source of revenue; 39% cited Pennsylvania's Act 143 funds; 35% received JTPA or other state money,

5 had funding from the private sector, and 18% cited other sources of support for their programs.


READER INTERESTSReaders were asked to rate the six FOCUS issues as to the topics that were most interesting and useful

to them. Once again curriculum development and program improvement were clearly the favorites as

they appeal to the broadest audience. These were followed by a close ranking of special populations,

counseling and tutor training with the ESL life skills issue coming in last. It should be noted that the

tutor training issue earned nearly as many firsts and seconds as curriculum development and program

improvement but this was balanced out by the low rating given them by programs with little interest in

volunteers.

FOCUS EFFECTIVENESS RATING

A four point rating scale was used to evaluate the FOCUS Bulletins with 0 as the lowest possible

rating and three as the highest. A comparison of the FOCUS 1992-93 ratings with previous FOCUS

evaluations shows consistency over time.

1994 1292 1290 19.81 19.81 1984

Understandable 2.6 2.7 2.7 2.7 2.7 2.8

Organized 2.7 2.6 2.7 2.7 2.6 2.8

Informative 2.7 2.8 2.9 2.7 2.7 2.8

Interesting 2.7 2.6 2.7 2.6 2.6 2.6

Useful 2.5 2.6 2.7 2.6 2.5 2.3

TOTAL: 2.64 2.66 2.74 2.66 2.62 2.66

Out of a possible 15 points in five areas, FOCUS 1992-93 received an average score of 13.2 or an 88%

percent favorable rating. In publications, as in any product, the real test of value is in demand. 'The

Western Adult Literacy Center started logging project requests by FOCUS readers in March of 1994

and reported seven such requests while AdvancE, Pennsylvania's adult education clearinghouse listed

42 direct requests. Survey respondents indicated that they had requested 147 special projects featured

in FOCUS from 353 project directors or Clearinghouse AdvancE.


The following comments by FOCUS responders provide a rough idea of the various reasons FOCUS

has remained valuable to ABLE practitioners for over ten years and how the information contained in

the Bulletins is spread to other staff members and programs by FOCUS readers.

1. All the issues were good

2. It is an easy way to keep up with what is available.

3. The idea of a theme each month is good. Putting "In this Issue" on front page is helpful forscanning. Keep up the excellent work.

4. Issue or articles thoroughly explain function and services of PROBE and AdvancE.

5. All the issues were equally important; useful but not highly readable or clippable and filable.

6. My interests are widespread though my main responsibility is school principal. Your Focus onLiteracy is excellent and is routed to all staff.

7. This has been very helpful. Thanks for your help.

8. All the issues were pertinent to our needs. If I had to rank I'd put the Program Improvementissue last. I receive many requests for our projects featured in FOCUS by readers, especiallyfrom out-of-state. Receiving information about other state's 353 would be great.

9. I look forward to receiving issues of FOCUS. You provide a very useful service in bringingattention to noteworthy projects which might otherwise be overlooked or unknown. (Howmany of us have the time to thoroughly research 353s?) Simply making descriptions availablethrough AdvancE is not enough. I hope you will have continued support for this project.

10. Your publication is interesting and informative. I am particularly interested in the actionresearch concept.

11. Brief reviews by my peers saves time and effort in separating wheat from chaff. Excellentpublication. Thanks.

12. I appreciate the information in FOCUS. You make it easy to read.

13. Issues were ranked primarily on program/staff need for topic area, rather than quality of issuesper se. Focus on Literacy meets a real field need by reviewing and evaluation 353 projects, thuseliminating the need for individual program staff to search

14. The Focus newsletter is an excellent resource for me to find out what other agencies areresearching and implementing. The summaries are well-written, clear, and informative. I feelthat using Focus to do research puts me on the cutting edge. Thank you!

15. I especially like the column listing related 353s of the past several years and the explanatorycolumn on the first page. The descriptions are great and I only wish an order form could beincluded or the price to purchase, or statement that the project is distributed at no cost.

16. I enjoy reading Focus. I have new mailing address - address was enclosed.

17. I thought I had saved the February issue on counseling. I meant to send the notice about thecounselor training materials to our state people and ask them to purchase the materials forpossible use here. I would appreciate your sending the information on the counseling trainingto me again. I am sorry I misplaced it. I really appreciate the opportunity to review what isgoing on in other states.

18. Your summaries of projects provide me with a good understanding of what each project wasabout.


19. I've found these issues very helpful in compiling the staff development bibliography for thenational staff development consortium (AAACE). They are resources not often found in otherbibs. Thanks. (Especially the participatory Staff Development in the last issue).

20. Some articles were interesting and informative. However, due to a lack of space and funds,many suggestions can't be used.

21. Focus is a great newsletter. I've enjoyed every issue. Hopefully in future issues more familyliteracy publications with divergent points of view will be included. We use You and YourChild's Teacher and Your Home is a Learning Place as family literacy materials. They arewritten in a third and fourth grade reading level and meant for care-givers. Students and tutorslove them.

22. Focus has remained lively and informative over Lhe years and continues to address timelytopics in interesting and productive ways. I look forward to each issue and to sharing theinformation with colleagues as needed. Thanks!

23. I do get ideas for my staff and volunteers.

24. Since we are out of state, I greatly appreciate the consistency with which you have sentFOCUS to us. We have bought materials related to three projects over the last 18-24 months,so from one point of view you have been very effective.

25. Its always good to receive a FOCUS. I am 100% engaged in directing a workplace educationprogram at the University of Texas at Austin. We contract directly with business to provideintermediate level instruction in reading, writing, listening, math, problem-solving,decision-making and team building in the functional context of how they are used in aworkplace setting.

26. Please continue to send Focus.

21. I can't easily follow the articles. The format of Research: Summaries of Adult Education Actsection 353 Research Projects, 1989-93 is much easier to understand. I think the evaluationsshould be more critical. Also, what are Honorable Mentions?

28. The Focus publication is an excellent source for information about particular areas of interestand other projects and programs which could be investigated and reviewed for possibleinclusion into a particular program. Each publication has a wealth of information and throughthe review process each project has been carefully rated so the adult educator can very easilydetermine the usefulness of a project for their own program. Also by placing each bulletin in aspecific category, it helps the staff person easily access information for their needs and whentime allows they can look into other projects to enhance their own program.

29. I used several of the features in our informal newsletter that goes to over 100 funded programsin Illinois.

As FOCUS Editor and Project Director, I am most grateful to Pennsylvania's adult educators for

providing quality projects and to PDE's Division of ABLE for funding their dissemination via

FOCUS.

Dr. Sherry Royce, June 28,1994

APPENDIX A

Annotated Listing of Exemplary Special Projects 1993-1994 1

SPECIAL POPULATIONS FAMILY LITERACY FOR PARENTS IN BRIDGE HOUSING

YEAR: 1993 COST: $5,675 ISSUE: November 1993 AE #: 3025-365

Patty Petrosky (412) 481-9005LCAC: Goodwill Industries of Pittsburgh /PLI2600 E Carson Street 6th FloorPittsburgh, PA 15203

1993 Effectiveness: E Innovation: E Adaptability: EAUDIENCE: T, L SUB-AREA: Reading, Enrichment FR, Description of Workshops

Some 48 homeless women received instruction on how to use children's books effectively with their families,

while their 98 children were cared for in a separate area of the facility. Each of six sessions focused on a different

type of children's book: Reading and Storytelling; Wordless Picture Books; Concept Books (Counting); Family

Stories (oral and written), Folktales and Fable, Poetry. Participants received their own copies of the children's

books and other handouts.

SPECIAL POPULATIONS FAMILY LITERACY SUMMER INSTITUTE

YEAR: 1993 COST: $42,494 ISSUE: November 1993 AE II-. 3025-928

Carol Molek (717) 248-4942TIU 1.1 Adult Ed & Job Training Center1 Belle Ave. BLDG 58Lewistown, PA 17044

Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NA

AUDIENCE: A, PD, C SUB-AREA: Staff Development FR

The final report submitted for this project would be helpful to any ABLE program seeking assistance in family

literacy. It includes brief descriptions of 13 workshops sessions, presenter's credentials and a summary of

session evaluations. There is an excellent resource listing of books, videos, pamphlets, and catalogs dealing with

family literacy. The report could serve as a model for any project director planning, hosting, and reporting on a

large ABLE conference organized around a single issue. All the pieces are there and they are in apple pie order.

SPECIAL POPULATIONS MATH/SCIENCE TRAINING FOR CHEM LAB TECHNICIANS

YEAR: 1993 COST: $21,000 ISSUE: November 1993 AE #: 3025-892

Valerie Njie (412) 323-4000Bidwell Training Center1815 Metropolitan StreetPittsburgh, PA 15233

1993 Effectiveness: E Innovation: E Adaptability: GAUDIENCE: T, C, L SUB-AREA: Basic skills, safety, science curriculum FR, Curriculum

This project developed a curriculum, designed materials, and ran a 16- week course for 40 adult learners, with

reading and math levels between 7 and 12th grade. The course was designed to increase basic reading and math

skills and provide a foundation in safety, and the basic chemistry and physics terminology to succeed in a

science-related training program. Emphasis was placed on strengthening observation, analytical thinking, and

decision-making techniques. Experienced instructors will find everything necessary to design their own course.

Novices beware!


SPECIAL POPULATIONS STATISTICAL PROCESS CONTROL MANUAL FOR WORKFORCEEDUCATORSYEAR: 1993 COST: $9,622 ISSUE: November 1993 AE #: 2175-287

Edie Gordon, Debra Burrows & Carol Duff (717) 893-4038CIU 10 Adult Development Center110 E Bald Eagle StreetLock Haven, PA 17745

1993 Effectiveness: E Innovation: S Adaptability: SAUDIENCE: A,T SUB-AREA: Statistics FR, TM

This project is aimed at adult educators who work are preparing to become involved in workforce literacyprograms but have no experience with teaching statistical process control (SPC). It provides a 56-page manualthat reduces SPC to its basics. Technical vocabulary, preparing charts, calculating standard deviations, andperforming coded functions have been broken down to basic math and vocabulary lessons that areunderstandable to teachers without advanced skills and transferable to workers who do not have math orscience background. It was field tested by a French teacher in a local industry class.

SPECIAL POPULATIONS VISUALLY IMPAIRED & ADULT EDUCATION HANDBOOKYEAR: 1993 COST: $12,502 ISSUE: November 1993 AE #: 3025-940

Linda McCrossan & Cynthia Garrett (610) 435-0680Adult Literacy Center of Lehigh530 Hamilton StreetAllentown, PA 18101

1993 Effectiveness: E Innovation: E Adaptability: EAUDIENCE: A, T, C SUB-AREA: Staff Training FR

I Only Fear What I Cannot See, the handbook developed by this project is designed to help ABLE providersidentify the specific needs of visually impaired learners and develop partnerships with government and privateorganizations that will enable them to adapt their existing program to accommodate this population at little or

no cost. The section on serving the visually handicapped in ABLE classes includes units on adaptions which canbe made to current teaching materials and a description of partnerships with government agencies to obtainequipment and materials.

CURRICULUM DEVELOPMENT ADULTS WITH LEARNING DISABILITIES SUMMERINSTITUTEYEAR: 1993 COST: $39,692 ISSUE: December 1993 AE #: 3025-844

Jovita Ross-Gordon (814) 863-3777PSU Inst. for the Study of Adult Literacy204 Calder Way STE-209State College, PA 16801

Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: A, C, T SUB-AREA: Learning Disabilities FR, Resources

The packet of booklets and bibliographies that the PSU Institute for the Study of Adult Literacy included in the

final report on the Adults with Learning Disabilities Summer Institute is an excellent resources for all ABLEprograms. These materials, available from ERIC and the 1.1) Associations of the United States and Canada, can

assist teachers to identify adults with learning disabilities. It includes a pamphlet on Literacy and Learning

Disabilities and provides strategies for remediation.


CURRICULUM DEVELOPMENT COMPUTER ASSISTED EVERYDAY BASIC SKILLSYEAR: 1993 COST: $18,900 ISSUE: December 1993 AE #: 3025-852

Carol Molek (717) 248-4942TIU Adult Ed & Job Training Center1 Belle Ave. #58Lewistown, PA 17044

1993 Effectiveness: S Innovation: E Adaptability: SAUDIENCE: T, L SUB-AREA: Life Skills, Math, Reading FR, Curriculum (CAI modules)

This project added four new units and CAI modules to the Everyday Basic Skills curriculum developed last year.The curriculum includes modules on computer literacy, everyday math, everyday English, basic skills, socialskills, employability skills, life skills, teen-parent life skills, first step (parenting), sex equity/non-traditionaloccupations, local government, laws and legal issues, and an advanced level computer enhanced basic skills forstudents who are preparing for post-high school education). Each individual lesson plan is cross referenced tostudents handouts, texts, and computer software.

CURRICULUM DEVELOPMENT EMERGING VOICES: ON THE WRITE TRACKYEAR 1993 COST: $5,000 ISSUE: December 1993 AE #: 3025-887

Sandra Strunk & John Corse (717) 293-7639LLIU 13 Adult Enrichment Center31 South Duke StreetLancaster, PA 17602

1993 Effectiveness: S+ Innovation: S+ Adaptability: S+AUDIENCE: T, C, L SUB-AREA: ESL, Communications FR, Anthology

This project provided a statewide vehicle for the publication of ABLE students' writing. Some 152 comments,letters, autobiographical writings, and short stories were submitted to project staff by adult students enrolled in15 ABLE programs. At least one piece submitted by each of the students is included validating adult writers'unique perspectives and experience. For adult readers, the anthology offers a realistic text portraying thediversity of their world. For adult practitioners, Emerging Voices offers a glimpse ;nto adult learners' lives; thusimproving their ability to meet their students' needs.

CURRICULUM DEVELOPMENT FREEBIES FOR ABLEYEAR: 1993 COST: $10,950 ISSUE: December 1993 AE it: 3025-868

Tana Reiff (717) 299-8912New Educational Projects, Inc.PO Box 182Lancaster, Pa 17608

1993 Effectiveness: S Innovation: E Adaptability: EAUDIENCE: A, T, C SUB-AREA: ESL, Math, GED, Life Skills FR Guide

This 34-page guide containes materials available free to the general public that are suitable for adult learners.Most of the materials come from human service agencies, public and private organizations and adult educationclearinghouses. Resources are categorized by ABLE category (family literacy, ESL, Numberacy, etc). Each itemlisted contains the title, description of the material, publication date, reading level, method and limitations onordering. The selection is limited and all ESL materials listed as provided by AdvancE have been distributed.


CURRICULUM DEVELOPMENT GED TEACHERS GUIDE FOR NON-MATH TEACHERSYEAR: 1993 COST: $5,000 ISSUE: December 1993 AE #: 3025-850

Kathy Kline (610) 524-5107Chester County Intermediate Unit150 James Hance Court - OaklandsExton, PA 19341

1993 Effectiveness: S Innovation: S+ Adaptability: S+AUDIENCE: A, T SUB-AREA: Staff Development, Math FR, TG

This project developed a 50-page teacher's manual which identifies topics practitioners found most difficult toteach and provides appropriate instructional strategies. Topice include: number line, adding subtracting,multipying and dividing signed numbers and monomials, order of operations, exponential notation, writing andsolving equations, inequalities, multiplying binomials, proportions, andles, Pythagoream theorem, andcoordinate geometry. Teaching strategies are hands-on and provide concrete ways to communicate abstractconcepts.

CURRICULUM DEVELOPMENT NEWSLE1 fER PROMOTING STUDENT LEARNINGYEAR 1993 COST: $5,000 ISSUE: December 1993 AE # 3025-885

Carol Goertzel (215) 426-8610LSH Women's Program1340 Frankford Ave.Philadelphia, PA 19125

1993 Effectiveness: S4 Innovation: S Adaptability: S+AUDIENCE: T, C, L SUB-AREA: Communication, Self Esteem FR, 3 Newsletters

As a means of improving adult students' communication skills and encouraging them to share their diverseculture and backgrounds, this project developed a student-centered newsletter. Three issues were producedwith a different ABE/GED class serving as the editorial board for each. Ninety adult learners contributedindividual articles and many other student participated in group writing projects. Themes for the issuesincluded rewards and problems inherent in returning to school, student and class accomplishments, domesticviolence and an exchange of letters with President Clinton on living in a shelter.

ESL LIFE SKILLS ELM BRANCHES OUTYEAR: 1993 COST: $16,277 ISSUE: January 1994 AE #: 3025-861

Eleanora Bell (61(') 861-5427Northampton Community College3835 Green Pond RoadBethlehem, PA 18017

1993 Effectiveness: FAIR Innovation: E Adaptability: S+AUDIENCE: ESL TEACHERS SUB-AREA: Life & Employment Skills FR, ESL Curriculum

This massive, masterful, comprehensive, competency-based ESL curriculum integrated academic and lifeskills. It is a must for experienced ESL teachers but will intimidate novices. rmsed on MELT project research,the curriculum is divided into seven levels of life skills and employment competencies. Each competency reflectsa demonstrated ability to successfully perform a language task that addresses real life needs. There is a 148-pageindex of grammatical structures and a 30-page bibliography. Suggestions arealso given for teacher and/orstudent-made materials.

14


ESL LIFE SKILLS EXPLORING CULTURE MANUALYEAR 1993 COST: $26,095 ISSUE: January 1994 AE #: 3025-864

J.Weinberger, R.Brandt, C. DeLong Smith (215) 474-1235Center For Literacy636 S 48th StreetPhiladelphia, PA 19143

1993 Effectiveness: S+ Innovation: S+ Adaptability: EAUDIENCE: T, C, L SUB-AREA: Multicultural FR, 10 Curriculum Packets

This project encouraged adult learners at the Center for Literacy to identify themselves as a group, to explore theculture of their group, and to decide how to document that culture and communicate it to others. The materialswere compiled into 10 cultural packets dealing with West Philadelphians; the homeless; those in recovery; blackwomen; grandmother, mother, daughter and sisters; dreamers; learners of English; computer users; andworkers. The class created materials include class descriptions, lists, poetry, autobiographical sketches, journalentries, short essay's, letters of advice and class mottoes.

ESL LIFE SKILLS LEARNING NUTRITION FROM A MULTICULTURAL PERSPECTIVEYEAR: 1993 COST: $21,894 ISSUE: January 1994 AE #: 3025-875


1993 Effectiveness: S+ Innovation: E Adaptability: S+AUDIENCE: T,L SUB-AREA: Nutrition FR, Curriculum Manual

Food for the Mind and Body, a 125-page curriculum manual focuses on the selection and preparation of foodthat is nutritious, economical and multicultural. It is designed to be used by ABLE students reading at a 4+grade level. Each chapter combines stories written by students about their personal health problems and foodpreferences with a narrative that presents important facts about the body and nutrition. Chapters include Foodand Body, Why do we need food?, Choosing Food and Decision Making. Some 27 multicultural recipes rangefrom Hoppin'John and Black-Eyed Peas & Rice to Jewish Apple Cake.

ESL LIFE SKILLS WHAT DOES THAT MEAN: AN INTRODUCTION TO AMERICAN IDIOMSYEAR 1993 COST: $17,533 ISSUE: January 1994 AE #: 3025-893

Mary Ann Eisenrich & Ellen McDevittSouth Hills Literacy Improvement301 Church RoadBethel Park, PA 15102

(412) 854-8415

1993 Effectiveness: G Innovation: E Adaptability: S+AUDIENCE: T,L SUB-AREA: ESL FR, Video

This video, designed to be used with the Cultural Literacy Handbook, an illustrated guide to 110 Americanidioms, contains 25 dramatic bignettes using 25 idioms. It is based on a survey of 50 idioms administered to ESLstudents and supported by an adult stud( nt handbook and an illustrated facilitator's handbook. The videocontains stop time - when the classroom teacher or tutor stops the tape and engage the students in discussion.It is professionally done with sound and video effects, original music, and professional actors and actresses.

15


COUNSELING AA - NA STUDENT TUTOR TRAININGYEAR: 1993 COST: $9,150 ISSUE: February 1994 AE #: 3025-840

Jo Ann Weinberger and Rose Brandt (215) 474-1235Center for Literacy626 S 48th St.Philadelphia, PA 19142

1993 Honorable Mention Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: A, C, L SUB-AREA: Staff Development FR; TG

Working with an A.A. member, project staff provided collaborative student-tutor literacy training for N.A. andA.A. members. Some 21 students and seven tutors completed the program. The training used a whole languageapproach to reading and writing with skills presented in relation to real life materials: ie. The AA Preamble; The12 Steps; How It Works from Chapter 4 of The Big Book and Writing the 4th Step. The final report isaccompanied by a Training Manual, which includes trainer's guidelines and workshop handouts.

COUNSELING CONFLICT RESOLUTION MODELYEAR: 1993 COST: $10,463 ISSUE: February 1994 AE #: 3025-854

Monty Wilson, Vanessa Watson-Martinez (215) 474-1235Center For Literacy636 S 48th StreetPhiladelphia, PA 19143

1993 Effectiveness: S+ Innovation: E Adaptability: G+AUDIENCE: A, C, L SUB-AREA: Coping Skills FR, TG, Learner's Handbook

Accompanying the final report is a Teacher's Guide and Learner's Handbook that provides materials foractivities in each of 3 conflict resolution workshops held as part of this project. Topics include Arguing, whichexamines the hidden causes of arguments; the 5 basic principles of conflict resolution, such as takingreponsibility for feeling; the 11 steps to conflict resolutions such as stating your problem clearly, and a unit onapplying the 5 basic principles to group situations. The teacher's guide includes a bibliography, overview,outline, description of activities and handouts.

COUNSELING SENIORS: CURRENT EVENTS & CONSUMER AWARENESSYEAR: 1993 COST: $11,820 ISSUE: February 1994 AE #: 3025-908


1993 Effectiveness: E Innovation: E Adaptability: EAUDIENCE: A,C,T,L SUB-AREA: Seniors, Life Skills FR

This project delivered 10 workshops on current events and consumer awareness to 39 senior citizens. The finalreport contains a description of the process, project evaluation and publicity, resources, pre-tests and post-testsand a detailed lesson plan for each session. Topics covered included advertising, crossword puzzles, food andprescription labels; billing notices, assessing the value of personal property, location of family records, andhealth care for the elderly.


COUNSELING STAFF DEVELOPMENT: COUNSELING AND COMMUNICATIONYEAR: 1993 COST: $18,850 ISSUE: February 1994 AE #: 3025-916


1993 Effectiveness: E Innovation: E Adaptability: SAUDIENCE: ABLE STAFF SUB-AREA: Staff Development FR

Four workshops were help to alert teachers to serious problems their students may face and to help themdevelop everday counseling techniques. The Final Report includes training outlines that provide objectives,resources, a description of activities and the materials necessary to carry out the exercises for the followingtopics: What's the Problem (6 steps of problem-solving); Shades of Grey (recognizing diversity, assumptions andperceptions); Do You Really Hear Me/ (communication strategies), and The Next Step (referral networks).

COUNSELING STUDENT LEGAL ISSUESYEAR: 1993 COST: $10,500 ISSUE: February 1994 AE #: 3025-924


1993 Effectiveness: E Innovation: E Adaptability: EAUDIENCE: T, C, A, AGENCIES SUB-AREA: Legal Issues FR

This project trained ABLE staff to identify students' legal problems that need to be referred to legal servicepersonnel and to recognize those problems where adult learners could help themselves. Issues covered includedhousing, public benefits, health matters, consumer, employment and family law. The material developed for 3workshops presented to 60 students on these topics is written at or below 6th grade level and included in thefinal report. Subjects covered include hospital discharge rights, how to make a good first impression in court,custody law, and the mobile home park rights.

TUTOR 'TRAINING IN-SERVICE MATH INSTRUCTION FOR TUTORSYEAR: 1993 COST: $4,087 ISSUE: March 1994 AE #: 3025-847

Ellen McDevitt (412) 854-8415South Hills Literacy Improvement Center301 Church RoadBethel Park, PA 15102

1993 Effectiveness: E Innovation: E Adaptability: SAUDIENCE: T, T- TRAINERS SUB-AREA: Math FR, T Manual

A review of the literature plus a group profile of the mathematics abilities of some 100 literacy students wasused to develop a training manual for practitioners tutoring adult learners in math who were reading in a 5-8thgrade level and preparing for transition to a class room situation. The manual provides a listing of specific mathcompetencies by function, supplies a sequential outline for teaching math skills and provides an extensiveannotated bibliography of applicable math resources.

17


TUTOR TRAINING TUTOR TIPS: A LVA LLLC STAFF DEVELOPMENT PROJECTYEAR: 1993 COST: $7,402 ISSUE: March 1994 AE #: 3025-881

M. Hohensee (717) 295-5523LVA Lancaster-Lebanon Literacy Council38 W King StreetLancaster, PA 17603

Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: A, T SUB-AREA: Literacy Councils FR, Newsletters

This project which paid for usual staff development activities (Midwinter conference, acquisition of tutortraining materials, development of 5 workshops) also supplied funds for the development of TUTOR TIPS, astaff development newsletter. This quarterly publication provided tutors with information acquired through theworkshops. Issues included tips on involving students in writing activities; identifying and working withLearning Disabled adults; using language experience stories with students, and treating the newspaper as avaluarble learning resource.

TUTOR TRAINING TUTOR TRAINING DEVELOPMENT WORKSHOPSYEAR: 1993 COST: $24,000 ISSUE: March 1994 AE #: 3025-933

M. Lindquist, M. Anderson, S. Spencer (717) 297-3375Tutors of Literacy in the CommonwealthBradford County Library, RD #3Troy, PA 16947

1993 Effectiveness: E Innovation: E Adaptability: SAUDIENCE: A,T,C SUB-AREA: Tutor Training Models FR, 4 Videos

This project sponsored by TLC, Tutors of Literacy in the Commonwealth, presented four different tutor trainingmodels at a series of workshops presented throughout Pennsylvania. Presentations by expert tutor-trainers fromTLC, the Greater Pittsburgh Literacy Council (GPLC), Philadelphia's Center for Literacy (CFL),and the DelawareCounty Literacy Council (DCLC) were videotaped. Each of the videotapes can stand alone enabling programsthat use tutors to view the different formats and pick and choose from among the various methods andstrategies those that best suit their needs.

TUTOR TRAINING VOLUNTEER AWARENESS AND EDUCATIONAL ENABLINGYEAR: 1993 COST: $4,316 ISSUE: March 1994 AE #: 3025-941

M. Lindquist (814) 337-7323Crawford County Literacy Council312 Chestnut Street #103Meadville, PA 16335

Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: C, T, T-TRAINERS SUB-AREA: Empowerment Techniques FR, handouts

This project trained tutors to recognize a variety of non-educational problems confronting new readers, andprovided information about referrals to various agencies. The thrust of the training was toward helping tutorsmaintain a proper balance between compassion and positive help for their adult students and over-involvementwhich creates a dependency by taking on the new reader's responsibilities. The final report includes agendas,exercises and handouts from the half-day Social Impact workshop and the full-day Educational Enablingworkshop.

16


PROGRAM IMPROVEMENT ADULT LITERACY STAFF DEVELOPMENT THROUGHDISTANCE EDUCATIONYEAR: 1993 COST: $17,602 ISSUE: April 1994 AE #: 3025-845

Allan Quigley and Daniele Flannery (814) 863-3777PSU Inst. for the Study of Adult Literacy204 Calder Way STE 209State College, PA 16801-4756

Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: A SUB-AREA: Distance Education FR

This project investigates the feasibility of using distance education for training rural ABLE staff. After acomprehensive review of literature on distance education as practiced by other states and Canada, the finalreport describes a survey of rural Pennsylvania literacy providers access to and attitudes toward distanceeducation for staff development and identifies distance education resources currently available: i.e. interactiveaudio; interactive video and audio graphics; interactive video-audio using satellite downlink transmission.

PROGRAM IMPROVEMENT EFFECTIVENESS OF GROUP INSTRUCTION IN ADULTLITERACY ACQUISTIONYEAR 1993 COST: $23,000 ISSUE: April 1994 AE #: 3025-860

Don Block (412) 661-7323Greater Pittsburgh Literacy Council100 Sheridan Square, 4th FloorPittsburgh, PA 15206

Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: A, T, T TRAINERS SUB-AREA: Research FR

This research project examined the effectiveness of small group instruction in a setting that has traditionallyrelied upon a one-to- one approach. The study examines the average monthlyattendance and comparesattendance patterns in relation to demographic and academic placement characteristics. Personal goalaccomplishments and reading gains over a six-month period are reported for both groups. While a one-tO-Oneenvironment seems more conducive to goal-setting and reporting, attendance patterns were remarkably similar.The study does not support the superiority of either method.

PROGRAM IMPROVEMENT LASER DISC TECHNOLOGY: A VISUAL APPROACH TOREADINGYEAR: 1993 COST: $16,293 ISSUE: April 1994 AE #: 3025-874


Honorable Mention 1993 Effectiveness: NA Innovation: NA Adaptability: NAAUDIENCE: A, T SUB-AREA: Reading FR

Project staff previewed laser disk materials available from commercial vendors and identified social studies,science and literature materials compatible with Contemporary GED workbooks. Staff then developed sixcurriculum unit to use with these resources to teach content area reading to 25 ABE students. The curriculumand a listing of resources are included in the final report along with a pre/post questionnaire in which studentsrate their familiarity with laser disc technology and their expectations regarding learning in this manner.

1s


PROGRAM IMPROVEMENT PARTICIPATORY STAFF DEVELOPMENTYEAR 1993 COST: $8,000 ISSUE: April 1994 AE #: 3025-917


Honorable Mention 1993 Effectiveness: Innovation: Adaptability:AUDIENCE: A, T, C SUB-AREA: Determining Workshops FR, Workshop Handouts

The final report and workshop handouts document a model process for conducting staff developmentworkshops according to adult education principles of participatory learning. The nine half-hour staffdevelopment workshops designed to disseminate information about 353 curriculum, enhance teaching methods,and increase strategies to aid in student retention provided modeling of new techniques, linking new learning topast experiences, practice of new learning in small interest groups, and reflection and evaluation of what waslearned.

PROGRAM IMPROVEMENT PRACTITIONER INQUIRY PROJECT: REGION 9 SDCYEAR: 1993 COST: $80,000 ISSUE: April 1994 AE #: 3025-945

Donna Cooper and Diane InversoMayor's Commission on Literacy1500 Walnut Street 18th FloorPhiladelphia, PA 19102

Honorable Mention 1993 Effectiveness: NAAUDIENCE: A SUB-AREA: Research FR

(215) 875-6602

Innovation: NA Adaptability: NA

During 1992-93, in collaboration with the National Center on Adult Literacy, the Region 9 Center trained 32ABLE staff in practioner inquire research. Working in groups, practitioners identified questions of relevance totheir programs, worked with mentors at program sites exploring answers to their questions, produced asummary of their work, discussed their findings in a wrap-up group session. The Region 9 Center final reportincludes seminar agendas, workshop handouts, a table of contrasting paradisms of research on teaching, thefour ABLE program's summary reports.

APPENDIX B

FOCUS on LiteracyREADER SURVEY

FORM

Please take a few minutes to complete the following survey.

Return it to Sherry Royce, 1938 Crooked Oak Drive, Lancaster, PA 19601 by June 3, 1993.

(circle one)READER'S MAIN RESPONSIBILITY:

Administration Instruction Counseling Training Curriculum Development

Other:

ORGANIZATION:Local Ed Agency Literacy Council Community College

Business/Industry Union Private Sector Community-Based Organization

Other:

College/University Institution

MAIN FUNDING SOURCE:ABE/GED PA ACT 143 State Funds Foundation Private Sector

Other:

I received the following issues of FOCUS:

(check the months received)

Paease rank the issues from 1-6 in order

of preference

November 1992January 1993February 1993March 1993April 1993May 1993

I requested information about 353 project(s) from:(how many)

Workplace LiteracyFamily LiteracySpecial PopulationsCurriculum DevelopmentProgram ImprovementRecruitment and Retention

(please circle those contacted)

AdvancE353 Project Director

RANK

In general FOCUS Bulletins were:

OrganizedInformativeUnderstandableInterestingUseful

(Circle your Rating)

Excellent22222

1

Poor3

3

3

33

00000

I would be interested in: (Please check if interested)

Receiving information about PA's 353 projects Receiving information about other state's 353 projects

(Please turn over: Your comments would be appreciated)

2

COMMENTS:

Thank you for participating in this survey.

Please fold, tape or staple and return to the address given below

Sherry RoyceFOCUS Editor1938 Crooked Oak DriveLancaster, PA 17601-6425

I %. \ I .111i .1 liliilt It .1, I .iiltl I lt I .1( \ I (lilt .iii iii

FOCUS on LiteracyThis Month:

SPECIAL

POPULATIONS

November 1993, Volume 8, Number 1 Sherry Royce, Editor

Statistical Process Controlp.zge 2

Family Literacy for Parents inBridge Housing

page 3.

Family Literacy Institutepage 3

Visually Impaired Adult::Education Handbook

::page 4.

The special projects featured in,FOCUS werefunded by the Bateau of Adiilt 'Basic and:Lit-eracy Education (ABLE); Pennsylvania: De-partment of 'Education: (PPEY and ratedaccording to the following criteria

EFFECTIVENESS.Objectives and outconies are:dearlystated;

Materials are linked to results,COtitent:is 4ropriatp for thelazaudience.

INNOVATION:Addresses nujor priorities,

Creative use of resources,

ADAPTASOITY:Reports and/or cutrieuta are clearlywritten.

Little staff training Is heeded.On a five paint st:IiM; the ixigheilat#4 attaiitable i4Excellent Superior (4) and.OcaXt PrOjeda maybe borrowed from AdvancE, Ilth Hoot PIN, 333 Mar-ket Street, Harrisburg, PA 17126.43.3. Telephone:(800) 992-2281 Out-of-state TettOphoro: (701 7834$43,When writing.AdVartoE, please refer to each projectrequested by ita AE number,

MATH/SCIENCE TRAININGFOR

CHEMICAL LABORATORYTECHNICIANS

Developed by Valerie Njie, Bidwell TrainingCenter, Inc. 1815 Metropolitan St., Pittsburgh,PA 15233. Telephone: (412) 323-4000. FY1992-93. $21,000. AE# 3025-892.

Customized TrainingThere were good jobs in the Pitts-burgh area waiting for adults whowere trained as chem lab techni-cians. Bidwell had the expertise andthe support from industry to con-duct customized training. Entrancestandards were established at a12th grade level. But somethingwent wrong.

Half of the initial training classdropped out within the first month;and only half of a second group,with much high math skills at en-trance, completed the training. Ob-viously, a feeder program wasneeded for students who had mar-ginal academic skills.

Project Goals and Results

'This project developed a curricu-lum, designed materials, and ran a16-week program for 40 disadvan-taged adults, 33 of whom had initialreading and math skills betweenseventh and 12th grade levels. Thecourse was designed to increasetheir basic skills and give them thefoundation in safety, and basicchemistry and physics terminologyneeded to succeed in a science-related training program.

Of the 33 basic needs enrollees, 27(82%) completed the course. Ofthese, 20 were acceri-?,c1 intoscience-related training programs;one entered computer training; two

are continuing academic instruc-tion; and four (7%) were not ac-cepted into vocational programs.

Program Components

Project components include a finalreport and a set of Reading andScience/Math course curricula. Em-phasis was placed on developingmaterials that would stimulate theimagination, peak mriosity, and de-crease math and science anxiety.Emphasis in both courses wasplaced on strengthening observa-tion, analytical thinking, and deci-sion making techniques.

The Reading Component providesinstructors with:

objectives

model planning calendar for instructor

model student reference folder

reading prescription instructions

instructional strategies and related materials

suggestions for evaluation

Formal samples, charts in the appendix

The Science/Math Componentprovides instructors with:

objectives

demonstrations and activities usinghousehold supplies

vocabulary list

bibliography of instructional and referencematerials and appendix of charts & forms

9 , continued on page 2

FOCUS is a PDE Adult Education Staff Development Project. However, the opinions expressed herein do not necessarily reflect the position

of the Pennsylvania Department of Education nor the United States Department of Education and no official endorsement should be inferred.

A Manual for Workforce Educators

STATISTICAL PROC

Developed by Debra Burrows and Carol Duff,CIU Development Center for Adults, 110 E BaldEagle St, Lock Haven, PA 17745. Telephone: (717)893-4038. FY1991-92. $9622. AE # 2175-287.

You Say You Can't Teach Statistics!

This project is aimed at adult educatorswho work in or are preparing to be-come involved in workforce literacyprograms. Many ABE instructors haveno experience with Statistical ProcessControl (SPC) and do not feel qualifiedto teach it. They believe SPC requires abackground in statistics and a profi-ciency in technical math. CIU instruc-tors, who have been providing SPCinstruction to factory workers since1988, have produced a 56-page manualthat reduces SPC to its basics.

Sure You Can!

SPC requires employees to learn a tech-nical vocabulary, prepare charts, calcu-late standard deviations, and performcoding functions. These concepts havebeen broken down to basic math andvocabulary lessons that are under-standable to teachers without advancedskills and transferable to workers whodo not have math or sciencebackgrounds.

Carol Flanigan, a CIU instructor whosecertification was in elementary educa-tion and French, field tested the effec-tiveness of the manual by teaching the

second in a four-part series of classes inSPC held for a local industry. She re-viewed the assigned vocabulary defini-tions and introduced basic controlchart construction.Initially unsure of SPC concepts and

techniques, she felt more in control ofthe material as the class time pro-gressed. She commented that under-standing the material and conveyingthe concepts correctly to the studentsturned out to be much easier than shehad expected. Several additions weremade to the handbook as a result of herexperience.

THE SPC MANUAL

The SPC manual, as developed, is de-signed to be used in conjunction withcommercially available SPC manualsutilized by the industry hosting theworkforce literacy class. It contains:1. an introduction for the first-time SPC reacher

2. a brief overview of the development of SPC

3. an explanation of how SPC is used and its effecton Quality Control

4. review of basic statistical terms

5. explanation of coded numbers

6. how to perform calculations and read graphs

7. sample pre-post tests

8. glossary

9. definition of symbols

10. bibliographies

Focus Rating:Focus panel members complimented itsdeveloper' on the manual's simple pre-sentation and detailed exercises. It wasrecommended that it be field tested byother instructors in a classroom setting.The project was rated SUPERIOR forInnovation; EXCELLENT for Effec-tiveness; and SUPERIOR for Adapt-ability.

*** PAST WINNERS ***Exemplary Special Projects addressingSkill-Specific Workplace content:

Math/Science Trainina continued from page 1

The booklets include teaching strategies and provide lists of staff developmentresources that detail these techniques. Learner materials used in the courses arereferenced, and include CAI software as well as workbooks, vocabulary lists, andtexts. This is the Julia Childs of workforce training manuals. Experienced instruc-tors will find everything necessary to design their own course. Novices beware!

FOCUS RATING:The integration of vocationally skill-specific content with ABLE curriculum andthe provision of statistical data on program accomplishments were cited as proj-ect strengths. Adding learner exercises to carry out the activities would make theproject more readily adaptable by a wider range of ABLE programs. The projectwas rated EXCELLENT for Innovation and Effectiveness, and GOOD FORfor Adaptability.

-2- it

1988 Pre-Vocational Clerical SkillsTraining by J. I !nee Roney & I.Benner, Lehigh University .

AE 2175-176

A model curriculum in which studentsgain competencies in math, English, andoffice skills as they advance from recep-tionist to the secretary to the President ofa fictitious shampoo company.

1989 Sewing the Seeds: literacy in aClothing Factory, by B. Burenstein,The Center for Literacy.

AE 3025-578

This project describes the workplace pro-gram in a Philadelphia sewing factory. Itsfour-unit, 26 lesson ESL curriculum en-compasses employee, union, and manage-ment objectives.

1992 Curriculum and Materials forHealth Care Students by B Sheaffer& Priscilla Carmen, Penn StateUniversity.

This curriculum uses the vehicle of Mary'sStory to introduce the medical terminolo-gy necessary for l _ginning LPNs to under-stand. This narrative text is at the heart ofa 13 lesson, 78-page curriculum whichstresses structural analysis, provides a fullrange of language arts practice, and useseveryday experiences to help adult learn-ers build knowledge bridges between newabstract concepts and familiar events.

DeN eloped by Judith Aaronson, She lh Glans, andPenny Klosterman, Pittsburgh Literacy initiative,Goodwill Industnes of Pittsburgh, 2600 E CarsonSt, Pittsburgh, l'A 15202 Telephone (412)481-9005 FY 1992-93 AE 3025-940

Family Literacy Workshops in aShelter EnvironmentThis project demonstrated an on-sitedelivery system to encourage homelessparents of young children to read tothem. A series of six Read Me a Storysessions was delivered at each of four

0

Parents learned a variety of ways touse these books including asking ques-tions while reading, and making pre-dictions. The sessions covered:

bridge housing sites. The sessions were:.held for two hours weekly during the;time family education groups were'scheduled for residents. A total of 48women participated in these sessions,indirectly benefiting their 98 children.

Program Arrangements

An orientation session introduced thecontent of the family literacy work-shop. Adults received instruction onhow to use children's books effectivelywith their families, while their childrenwere cared for in a separate area of thefacility. Participants received theirown copies of the children's books andother handouts.

Workshop ContentEach session was designed to focus ona different type of children's book.

The Power of Reading & Storytelling

Wordless Picture Books

Concept Books (ABC, Counting, Colors)

Family Stories (oral and written)

Folktales and Fables

Poetry

IncentivesI. participants were introduced to a variety of

crafts to use with their children, either beforereading a book or as an enrichment activityafter reading the book

2. participants had the opportunity to read anexcerpt from adult fiction or nonfiction relatedto a weekly theme

3. participants were introduced to multi-culturalauthors to enhance their own reading interests

4. when arriving late for sessions became aproblem, a small prize was awarded the firststudent to walk into the classroom

wo B I

5 students who brought in lists of books they hadread with their children received specialrecognition each week

am Evaluation & ResultsInitial evaluation plans included par-ticipants keeping journals of familyreading activities. This was discontin-ued when participants objected andweekly progress was reviewed duringthe introduction section of each work-shop. By the end of the six weeks,some participants wrote their com-ments and shelter directors providedadditional feedback.

Most participants acknowledged thatthey were spending more time readingwith their children using the booksthey received during the workshop.Authors such as Maya Angelou andLangston Hughes were popular andmost participants expressed a desire tocontinue attending if more sessionswere available.

Focus Rating: ****The project was rated EXCELLENTacross the board. The panel noted thatbrdige house staff needed to make ar-rangement so participants could betaken to the local public library as wasoriginally planned. Continuation of theproject by training bridge housing staffwas cited as an excellent idea.

he January 1993 issue of FOCUS feaed six FY 1991-92 exemplary Famil

iteracy projects:

Self Esteem for Parenting by R. Brandt & T.

Lamont, Center for Literacy, AE 3025-780

Family Advocacy. The Parent Professional Teamby L Hinman and P. Reynolds, C1U 10, AR3025-762.

Computer Connections by C. Molt*, T1U AdultEducation & Job Training Center, AE 3025-746.

Teaching Patterns of Literacy through Modelingby C. Goertzel, S. Harrill & D. Gordon, LSHWomen's Program, AE 2100-78

Study Skills for Single Parents by 1. Davis & S.Webster, C111 J 0, Ali 3025-792.

Read With Me by M. Welliver & C. Miller, StateCollege Area SD, AE 2100-81.

Fr,HonorableMention

L..

FamilyLiteracyInstituteThe final reportsubmitted by this

project has many uses at local, region-al, or state level.

First and foremost, the framework canserve as a model for any project direc-tor planning, hosting, and reporting ona large ABLE conference organizedaround a single issue. All the piecesare there, from correspondence, toprogram schedule, to stipend requests,

-3- 6'

and evaluation forms and they arein apple-pie order.

Secondly, the information providedabout resource specialists in the areaof Family Literacy would be helpful toany ABLE programs seeking assis-tance in this area. Included are briefdescriptioni, of the 13 workshops ses-sions offered, each presenter's creden-tials, and a summary of evaluations ofthe overall workshop and each indi-vidual sessions.

There is also an excellent resource list-ing of books, videos, pamphlets, andcatalogs dealing with family literacy.

BEST COPY AVAILABLE

.ni#44P4b11 414140iimik4*10.1114101 cvatir dmWhitValls 5310 Ativifiltika4MinkliOnvitht UM* iiii,114411**10t9/40340,03,444021144$

The Impact of the Americans WithDisabilities Act (ADA)

Title III of the ADA requires ABLE pro-viders to make reasonable changes inpractices to serve disabled studentsand to provide these learners with aux-iliary aides so they can achieve the sameresults from an adult education pro-gram as a student without a disability.Are you prepared to serve visually im-paired adults?

In Pennsylvania, 90% of the 24,000people served yearly by the PA Associ-ation ter the Visually Handicappedhave some usable vision.

Visually-impaired adults may prefer toattend ABLE classes where they canuse their remaining vision to improvetheir basic skills rather than programsfor the blind where they must firstlearn to use their other senses in orderto take in information.

The handbook, I Only Fear What I Can-not See, is designed to help ABLE pro-viders identify the specific needs ofvisually impaired learners and developpartnerships with government and

b

.

. q. .

h I

private organizations that will enablethem to adapt their existing program toaccommodate this population at littleor no cost.

Handbook ComponentsPart I of the Handbook identifies thepopulation to be served and the re-sponsibilities mandated by ADA. Itconsists of five sections:

case history describing a visually handicappedstudent seeking his GED

discussion of the impact of the ADA on adulteducation providers

description of visually handicapped individualswho will require help from ABLE programs

explanation of terms specific to visual handicaps

overview of eye conditions which result in visionloss and the effect the eye condition has on theindividual's remaining vision.

Part II discusses how the visuallyhandicapped adult can be served in ex-isting adult education programs. It con-sists of the following units:

adaptations which can easily be made to currentteaching materials and methods to accomodatethe visually impaired adult.

......

0ID

".

.

materials which can be used to assess the needs ofvisually impaired students who are aware oftheir handicap

unit designed to increase the teacher's ability todetect possible vision problems

description of partnerships between governmentagencies, local organizations, and adulteducation providers to obtain equipment,materials, and support services for these students

bibliography and an appendix containingdifferent size prints, a Braille alphabet , and asample of an enlarged object using differentpowered magnifiers.

FOCUS Rating *ilk**This project was rated EXCELLENTacross the board by the Focus Panelwho commended its simple format andconcrete ideas. A previous exemplaryproject on this subject is:

1991 Deaf Adult Literacy TutorHandbook, by Gail Bober & LRosenthal, PA School for the Deaf,AE 3025-750.

This guide enlarges our understandingabout deafness, and details instructionalstrategies and specific techniques that canbe used to tutor hearing-impaired adults.

The FOCUS panel consists of; Ione Graves, the Mayor's Commis-sion on Literacy; carol Goertzel, Philadelphia Housgin Aduthor-ity, Edie Gordon, CIU 10 Adult Development Center; CherylHarmon, PDE AdvancE; Joan Leopold, Harrisburg State Hospital;Carol Molek, TIU Adult Education and Job Training Center; Bev.erly Smith, Catholic Charities; Paul Weiss,Greater Pittsburgh Lit-eracy Council and Sherry Royce, Focus Editor.

. .

.

. . .. "... .

FOCUS BULLETINS are published six times a year betweenNovember and May. Requests to be placed on the mailinglist may be addressed to Sherry Royce, Focus Editor, at theaddress below, or by calling (717) 569-1663. Inquiries aboutprojects should go to Cheryl Harmon, AdvancE, 11th Fl,PDE, 333 Market St, Harrisburg, PA 17126-0333. Telephone:(800) 992-2283. Out-of-state telephone: (717) 783.9541.

FOCUS PUBLICATIONS1938 Crooked Oak DriveLancaster, PA 17601

Address Correction Requested

BULK RATEU.S.POSTAGE

PAIDPERMIT NO. 864LANCASTER, PA

17604

1'cnii-.%1%.till.1 \Wilt 1;.1,,it .111(1 I IR r.tt I (111( Awn

FOCUS on LiteracyThis Month:

CURRICULUM

DEVELOPMENT

December 1993, Volume 8, Number 2 Sherry Royce, Editor

IN THIS ISSUENewsletter Promoting

Student Learningpage 2

GED Math Teachers Guide forNon-Math Teachers

Page 3

Freebies for ABLEpage 3

On the Write Track:Emerging Voices Anthology

page 4

The special projects featured in FOCUS werefunded by the Bureau of Adult Basic and Lit-eracy Education (ABLE), Pennsylvania De-parnnent of Education (PDE) and ratedaccording to the following criteria

EFFECTIVENESS:

Objectives and outcomes are clearly stated:Materials are linked to results;Content is appropriate for the target

audience,

INNOVATION:

Addresses major priorities,Creative use of resources.

ADAPTABILITY:

Reports and/or 'curricula are clearlywritten. .

Little staff training is needed.....On a tiva point. 444K the *beat riding attainableto Excellent, SOperior to (4) and Goad :(3i. Proootsmay be borrowed troes-AdvaneE, 111h Moor, POE,333 Mod* Street,,14wriaborg, PA 17124,4333.Trillipberiet (400)1111242243. Ced.o441.4414Paphone:(717).7434541:. When writing Advance, piewilorefer-to each prefect requeided by da Atnitenber,

COMPUTER ASSISTEDEVERYDAY BASIC

SKILLS

Developed by Dr. Barbara Woodruff &Carol Molek, TIU Adult Education Sr JobTraining Center, 1 Belle Ave., Lewistown,PA 17044. FY 1992-93. $18,000. AE 3025-852.

A Self-Paced Curriculum

Last year, TIU staff developed theexemplary special project, EverydayBasic Skills. This eight-module cur-riculum was designed to serve as acomprehensive life skills course foradult learners reading at fourth toeighth grade level. This year, TIUstaff redesigned this highly struc-tured curriculum adding four moreunits and developing computer as-sisted instruction (CAI) for eachmodule.

The new CAI component allowsadult learners to work at their ownpace, and enables instructors to de-velop an individualized flexibleprogram of instruction that bettermeets participants' needs.

Field Testing the CurriculumTwo adult student peer trainersprovided hands-on assistance to the34 participants who field tested thecurriculum as it was being devel-oped. The participants were mainlywomen with children who func-tioned academically at a high litera-cy through GED level, but whowere deficient in basic life skills.

Curriculum UnitsThe CAI basic skills curriculum in-cludes the following modules:

Computer LiteracyEveryday MathEveryday English

Basic Skills (an assessment of selfconcept, motivation, learning styles,study methods, and thinking patterns)Everyday Social Skills ( guidelines forattendance, waiting on customers,answering the phone, evaluating yourappearance, handling a disagreement,responding to criticism, and developingproblem solving techniques)Employability SkillsLife Skills (identifying personalitytraits, practicing decision making,understanding basic needs, timemanagement strategies, and usingcredit)Teen-Parent Life SkillsFirst Step (Parenting)Sex Equity/Non-TraditionalOccupationsCivics: Local Government.Laws and Legal Issues (computersoftware related to civics at the localgovernment level and laws and issuesspecific to Pennsylvania)Step Up (advanced level computer-enhanced basic skills for students whorequire additional preparation in orderto enter post-high school education)

Curriculum FormatThe curriculum format includes: theskill being taught, an assessment ofskill development; the material rec-ommended; teaching strategies andspecific techniques. Each individu-al lesson plan is cross referenced tothe appropriate student handout,suggested texts, and computersoftware.

continued on page 2

FOCUS is a PDE Adult Education Staff Development Project. However, the opinions expressed herein do not necessarily reflect the position

of the Pennsylvania Department of Education nor the United States Department of Education and no official endorsement should be inferred.

ti

Adaptability, panel members notedthese weaknesses and strengths.

WEAKNESSEScost of implementation is highsoftware is not readily accessibleCivics unit can only be used on aMacintosh (Hypercard) computer.

STRENGTHSeasily adaptable in whole or partexcellent bibliographygreat unit on civicsprinted handouts are included

This project would certainly enhance anyABE/GED/ESL program even if the soft-ware is not available..

Newsletter. Promoting StudentLearning And Student Cornmuni

Developed by Amelia Belardo-Cox, Meg Keeley, and Daryl Gordon, Lutheran Settlement HouseWomen's Program, 1340 Frankford Ave., Philadelphia, PA 19125. Telephone (215) 426-8610. FY1992-93. 55,000. AE 3025-885.

Improving CommunicationAs a means of improving adult stu-dents' communication skills and en-couraging them to share their diverseculture and backgrounds, staff at theLSH Women's Program initiated astudent-centered newsletter project.During FY 1992-93, three newsletterswere produced. Ninety adult learnerscontributed individual articles andmany other students participated ingroup writing projects.

A Student-Guided EffortStudents and teachers worked togetherto write, produce, and evaluate thenewsletter. The project was announcedto classes in September and they com-peted in naming the newsletter. A pre-GED class came up with the winningtitle, Never Too Late.

A different ABE or GED class servedas the editorial committee for each ofthe three issues. The first editorialcommittee established a list of guide-lines, entitled What Makes WritingGood. These guidelines were used to

select articles for inclusion in the news-letter. The editorial committee also pro-posed titles for the pieces and, whenneeded, provided the author with sug-gestions for improvement.

Newsletter Topics

Each issue had a central theme, al-though a variety of topics reflective ofstudent interests were included. TheDecember issue discussed the rewardsand problems inherent in returning toschool as an adult. In addition to aDear Abby section, it included :

a profile of two tutorsa story about LSH's 1993 Success Storieswinner, Victoria Franklina letter to President Clinton from an ABEclass located in a shelter

The March issue of the newsletter pub-lished President Clinton's reply. Itstheme was Black History and Women'sHistory Month and it featured articleson raising children, and domestic vio-lence. The June issue contained articleswritten by different ABE and GEDclasses about their accomplishments.

Never Too LateThe Newsletter et the ISH %omen's Program FAucatlon Unit

ITRE,N) PROGRAM

Project Results

This project paid off for the entire LSHcommunity. It provided students withthe opportunity and motivation to in-crease both their writing skills andtheir leadership skills. Surveys re-vealed that even those students whodid not participate directly in the publi-cation, read all or some of the newslet-ter. They commented positively on theissues raised, and suggested topics tobe included.

FOCUS RATING:This project was rated SUPERIOR forInnovation and SUPERIOR + for Effec-tiveness and Adaptability. Panel mem-bers commended the use of thenewsletter as a tool to enhance criticalthinking skills. They praised the proj-ect's promotion of community interac-tion and its ability to build student selfesteem and leadership qualities.

Computer-Assisted Everyday Basic Skills continued from page 1

PROGRAM ALERT!The software developed for the Civicsand legal issues units is only accessi-ble on Macintosh computers contain-ing the commercial software program,Hypercard! However, the lessonplans for each module are not com-puter dependent; printed handoutsare included; and the entire packagecan be adapted and revised to suitABLE programs that are notcomputer-oriented.

FOCUS RATING:

Rated EXCELLENT for Innovationand SUPERIOR for Effectiveness and

*** PAST WINNERS ***The March '93 FOCUS highlighted exem-plary curriculum projects. The first twoprojects listed are forerunners of thisyear's winners: :

Unheard Voices by l. Corse & S. Strunk,Adult Enrichment Center - AB* 3025-797.

Everyday Basic Skills by C. Molek, 77UAdult Ed & fob Training Center - AE#3025 -758.

International Booklet of Idioms & Recipesby IC Hawk, Fayette Co. Community ActionAgency - AE# 3025-767.

Silent No More by C. Gotatzel, M. Keeley, C.Voss, ISH Women's Program - AE N3025-791

National Issues Forum in an ABE Setting byC, Molek, 77U Adult Ed & lob TrainingCenter - AE# 3025-773.

FREEBIES FOR ABLEDeveloped by Tana Reiff, New EducationalProjects, Inc., PO Box 152, Lancaster, PA 17603.141: (717) 2994912. FY 1992 -93. $10,950. AE30254165.

Sources for the ResourcesMaterials listed in this 34-page catalogwere identified and evaluated by the proj-ect director as available to the generalpublic and suitable for adult learners. Mostof the materials come from human serviceagencies, public and private organizations,and adult education clearinghouses. Sug-gestions on how to track down additionalsources of free curriculum-relevant ABLEmaterials are provided.

Contents of the BookletEach item listed contains the title and adescription of the material(s); the publica-tion date; a reading level; limitations on or-dering; method of ordering preferred;source address and a telephone number,when available. Resources are classifiedas:

GED MATH TEACHER'S GUIDE FORNON-MATH TEACHERS

Education and JobsEnglish as a Second Language

Family Life/ Literacy

Government & LawHealth & Home

Numeracy

Science & Nature

Professional Materials

The number of resources in each categoryis limited due to a low response (25%)from the 200 public and private agenciesand organizations surveyed. Furthermore,the ESL materials listed as provided byAdvancE have all been distributed.

The booklet also provides a series of com-mon sense suggestions for using materialsthat are not designed for classroom use.

FOCUS RATING:FOCUS panel members rated this projectEXCELLENT for Innovation and Adaptabil-ity, and SUPERIOR for Effectiveness.

Noting that this handy, easy-to-read cata-log not only lists a wide range of availableresources but also advises practitioners onhow to seek out their own real-life curricu-lum materials, they recommended thatFroth km for ABLE be done again an alarger scale.

Developed by Kathy Kline, Chester County 01C,Inc. 125 S Penn St., West Chester, PA. 19380.Telephone for K. Kline: (215) 971-8518. FY1992 93.55,000. AE 3025-850.

Overcoming Math Anxiety

provide concrete and familiar ways tocommunicate these abstract conceptsto adult learners. For example, rulersand thermometers are suggested asexcellent visual aids in presenting

The increased difficulty of the math. number line concepts. Topicssection in the new GED test has re- include:suited in some measure of math anxi-ety on the part of GED teachers andtutors as well as adult students. This,project surveyed ABLE staff in Penn-sylvania in order to identify which:.math topics practitioners found mostdifficult to teach.

In response to the results of the survey, project staff developed The GEDMathematics Teacher's Guide for Non-Math Teachers, a manual which pres-ents teaching strategies designed torelate algebra and geometry GED top.ics to general math.

Format of the Manual

number line

adding, subtracting, multiplying, and dividingsigned numbers

order of operations

adding ,subtracting , multiplying, and dividingmonomials

exponential notation

solving equations

inequalities

writing equations

multiplying binomials

proportions

angles

Pythagorean theorem

Fifteen math concepts are addressed : coordinate geomenyin this 50-page manual. Each lesson FOCUS RATING:describes the teaching materials need-ed, identifies the math skills ad-dressed, and indicates the ABE orGED level appropriate.

Emphasis is placed on explaining anddemonstrating the conceptual frame-work for such topics as number linesand inequalities. Teaching strategiesare hands-on, whenever possible, and

This Guide was rated SUPERIOR + forInnovation and Adaptability and SUPE-RIOR for Effectiveness. The easy to fol-low, well-organized lesson plans can beused independently. A great resourceguide it is not a be all and end all.Much patience needs to be exercisedwhen using this guide with students.

LD Materials included in the Final Report of theADULTS WITH LEARNING DISABILITIES Summer Institute

The packet of booklets andbibliographies that thePSU Institute for theStudy of Adult Literacy

included with their final report on theAdults with Learning Disabilities Insti-tute is an excellent resource. You canpreview them by asking AdvancE forAE 3025-844 or order them directly, asfollows:Available from the I.D Assoc. of Canada, 323Chapel St. STE-200, Ottawa, Ontario KIN 7Z2,Canada TEL: (613) 238-5721 FAX: (613) 235-5391

Literacy & Learning DisabilitiesAdults with Learning Disabilities

-3- 3 0

List of Publications: LD Assoc. of Canada

Available from ERIC Clearinghouse on Adult,Career & Vocational Education, 1900 Kenny Rd.,Columbus, OH 43210-1090.

List of ERIC DigestsDigest # 99 on Teaching Adults withLearning DisabilitiesED 285354 Academic Assessment &Remediation of Adults with LearningDisabilitiesED 285355 Assessment and Remediation ofWritten Language

Available from LD Assoc. of America, 4156Library Rd, Pittsburgh, Pa 15234.

List of Publications: LD Assoc. of AmericaLDA Newsbriefs published 6 times a

ON THE WRITE 'Cifs

ATGVOICES AtiAntr solokAmiowai,

Developed by Sandra Strunk, Adult Enrichment fCenter of LLIU 13. 31 S Duke St, Lancaster, l'A17602. Telephone: (717) 293-9639 FY 1992-9355000. AE# 3025-887

Adult Learners' Voices

This project provides a statewide ve-hicle for the publication of ABLE stu-dents' writing. It was based on a FY1991-92 special project, Unheard Voices(AE # 3025-797), which piloted a cre-ative writing curriculum for adultlearners and published a booklet featuring the results of student efforts UnlikeUnheard Voices, adult learner submis-sions to Emerging Voices are not tied to aspecific writing approach

Project Procedures

Between August 1992 and March 1993,exemplary poems, like The AmericanWay, comments, letters, autobiographi-cal writings, and short stories were sub-mitted to project staff by 152 studentsfrom 15 ABLE programs throughoutPennsylvania.

An editorial board was established todecide which selections would be in-cluded in the anthology. While selectionwas made based on the quality of thewriting, the board determined that:

every effort should be made to preserve thetexture and integrity of the adult student'soriginal writingthe anthology should portray the variedlevels and abilities of adult students acrossthe stateat least one piece submitted by each of thestudents should be included in theanthology

Everyone Benefits

For the student writer, Emerging Voicesvalidates his or her unique perspective andexperience. For student readers, Emerg-ing Voices offers a realistic text whichportrays the diversity of the adult learners'world For practitioners, Emerging Voicesoffers a glimpse into the lives of adultlearners, thus, improving their ability tomeet their students' educational needs.

FOCUS RATINGRated SUPERIOR + across the board.Focus panelists noted :

i This project identifies and meets areal need. It deserves continued fund-ing. Unfortunately, limited funds andhigh publication costs made it neces-sary for the editors to use very sn alltype, which makes the anthology ap-pear cluttered.

The FOCUS panel consists of: Ione Graves, the Mayor's Commis-sion on Literacy; Carol Goertzel, Philadelphia Housing Authority,Edie Gordon, CIU 10 Adult Development Center; Cheryl Har-mon, PDE AdvancE; Joan Leopold, Harrisburg State Hospital; Car-ol Molek, TIU Adult Education and Job Training Center; BeverlySmith, Catholic Charities; Paul Weiss, Greater Pittsburgh LiteracyCouncil and Sherry Royce, Focus Editor.

FOCUS BULLETINS are published six times a year betweenNovember and May. Requests to be placed on the mailinglist may be addressed to Sherry Royce, Focus Editor, at theaddress below, or by calling (717) 569-1663. Inquiries aboutprojects should go to Cheryl Harmon, AdvancE, 11th F1,PDE, 333 Market St, Harrisburg, PA 17126-0333. Telephone:(800) 992-2283. Out-of-state telephone: (717) 783-9541.

FOCUS PUBLICATIONS1938 Crooked Or DriveLancaster, PA 17601


BULK RATEU.S.POSTAGE

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17604

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page 2:

ELMBRANOILES,....011f::" age

WHATIPOgS::MATMEANi,Z;:!An intizt4n#iiin:10:401frio*:

Learning Nutrition from a Multi-Cultural Perspective

FOOD FOR THE

BODY AND MIND

ivtaterials are I"

Developed by Cameron Voss, Lutheran SettlementHouse Women's Program, 1340 Frankford Ave.,Philadelphia, PA 19125. Telephone: (215) 426-8610.FY 1992-93. 521,894. AE 3025-875.

One Project Many Goals

Food for the Mind and Body, a125-page curriculum manual, was de-veloped through research into nutri-tion issues and field testing with adulteducation classes. It focuses on theselection and preparation of food thatis nutritious, economical, and multi-cultural.

The first goal was to provide adultlearners with information that will en-able them to make sound judgmentsabout which foods are necessary tomaintain healthy bodies. The secondgoal was to encourage students toshare information about the traditionalethnic foods their families prepare andto devise more healthful ways to pre-pare them.

The road to empowerment begins witha few small steps. ABLE students whotake control of their diets and experi-ence improved health and appearancemay be encouraged to explore addi-tional ways to take charge of theirlives.

Curriculum Format

The manual is designed to be used byABLE students reading at least at a4th grade level. While it is possible touse individual chapters on their own,sequential study will allow concepts

developed in earlier chapters to sup-port information presented later. If akitchen is available at your site, yourclass can learn a great deal by readingrecipes, following directions, measur-ing ingredients, and cooking together.

Each chapter combines stories writtenby students and staff about their per-sonal health problems and food prefer-ences with a narrative that presentsimportant facts about the body andnutrition. Also included are questionsfor discussion, suggested activities,and writing exercises. Chaptersinclude:

Food And BodyAn explanation of the digestive pro-cess, information about commondisease;, and a discussion of theWIC program.

Why Do We Need Food?A rundown of food nutrients , theirsource and function, and informa-tion about a balanced diet accompa-nied by an illustration of the newfood pyramid.

Choosing FoodEconomical shopping tips, nutrition-al shopping tips, multi-cultural food,cooking at home and eating out arediscussed in this chapter.

continued on page 2

FOCUS Is a POE Adult Education Staff Development Protect. However, the opinions expressed heroin do not necessarily reflect the positionof the Pennsylvania Department of Education nor the United States Department of Education and no official endorsement should be inferred.

Developed by Jo Ann Weinberger, Rose Brandt,and Catherine De Long Smith, Center forLiteracy, Inc. 636 South 48th St., Philadelphia,PA 19143. Telephone: (215) 474-1235. FY1992-93. 5526,095. AE 3025-864

Who Are We?

This project encouraged adult learners atthe Center For Literacy to identify them-selves as a group, to explore the cultureof their group, and to decide how todocument that culture and communicateit to others.

The following questions were asked todevelop a set of generative themes forexploring culture in literacy, ABE, andESL classes:

Who are we?

Who are we as a community?

What is our neighborhood? Is it an area of thecity, or a particular place, such as a familyshelter?

Who are we as a class? Who have we become asa class in the time that we have been together?

As classes pondered these questions, tencultural themes emerged. Students identi-fied themselves as:

West Philadelphiansthe Homelessthose in RecoveryBlack WomenGrandmother, mother, daughter,and sisters

DreamersMath LearnersLearners of EnglishComputer UsersWorkers

Exploring Cultural ThemesQuestions were developed specific to the10 identified themes and piloted with 152learners in 10 classes. Learners used theirknowledge of their own culture to answerthese questions.

The final report includes the list of ques-tions specific to each selected theme that

9t was. PlaAd 4aLsing eigAL cAddittn.lily, Aaaand died talien nui younge4tLclaugAteA. was &wen,. 3 hat meant antest.1.4on /wising, a Omit* 4 eigAt. 9t

't easy, but it wad. an eapvtienez

jog. and iontetiniti staMous,

fanti4 Rao tam with, me, tit/toughgood tinted, and the. lad. Ad, each

(inidied icAool, Mai gat a jaihelped mt acia tAt next Mild to

that auk Rad At eftirto they.

amt agent to tAt deAuiet. OtAvato college, and dome, got an

. But tAa good fond atuweitedmaw/a and tfie# ant all well

ant. We, am, dal pliaqincyRun to get hie. tagetAvt.

Maidyn L.

They identified additional informationthey needed to collect to better under-stand their culture, to define it for others,and to document it by:

I. Group brainstorming2. Writing about personal experiences

3. Keeping journals to record prog-ress in knowledge

4. Conducting research and docu-menting new information

Curriculum Format

The materials were compiled into 10 cul-tural packets. An individual lesson planwas developed for each of the modules. Itcontains a statement of goals, materialsto be used, and suggested activities.These activities include questions for pre-reading discussions, and suggestions forindividual and class writing.

The process and packets were then field-tested with an additional 188 learners in16 classes. The packets were revisedbased on the field tests and the final cur-riculum manual was compiled.

FOCUS RATING:The project was rated EXCELLENT forInnovation and SUPERIOR + for Effec-tiveness and Adaptability. While notingthat culture is very broadly defined, pan-el members cited the following strengths:

V Lesson plans are easy to followV Teacher-friendly curriculum

manualV Builds student self- esteemV Encourages critical thinkingV Encourages written expression

4V Adaptable for ABE as well as

ESLV Adaptable to small as well as

large groups.An excellent project with universal

qualities.

were used to develop the curriculum. Theclass-created materials include class de-scriptions, lists, poetry, autobiographicalsketches, journal entries, short essays,letters of advice, and class mottoes.

-2-

** RELATED PROJECTS **ELM Branches Out is a revision and ex-pansion of ELM (English Language Ma-trix), an Integrated Language and LifeSidll Competency Based Curriculum, pro-duced in FY1990-91. It provides ESLpractitioners with a compentency-based

tmatrix to guide curriculum development,assess student competence, and assist inthe selection of instructional materials.

Contact Judy Rance Roney, ESL Director,Lehigh University, 33 Coppee Drive, Rm302, Bethlehem, PA 18015-4732. Tele-phone: (610) 748-6099.

Cultural Literacy Handbook, 98-2015,FY1991-92, $8,079. Contact Ellen McDe-vitt, South Hills Literacy ImprovementCenter, 301 Church St., Bethel Park, PA.15102. Telephone: (412) 854-8433.

This project surveyed literacy students inAllegheny County (both foreign born andnative Americans) to determine the mostcommonly misinterpreted words, terms,and phrases in the workplace and in a so-cial setting, and produced a handbookbased upon their findings.

*** PAST WINNERS ***Previous outstanding Special Projectsproduced by Pennsylvania in the areaof ESL and Life Skills include :

1990 ESL: Reading in a SkillsCurriculum by I. Rance Roney & B.Martin, Lehigh University.

AE 3025-627

A 10-chapter intermediate -level text fea-turing a whole language approach to ESLis the centerpiece of a research report onESL learners' reading needs. It discussestheir goals, cultural perspectives, andlearning styles, and provides relevant textand exercises.

1984 Teaching Literacy Through anOral Tradition by C. Goertzel, LSHWomen's Program.

AE 3025-362

Themes that emerged from discussion ofstudents' family bistories and traditionswere used as a basis for stories, plays andpoems. Staff wrote language arts, geogra-phy. and math exercises to accompany thestories.

ELM Branches OutDeveloped by Eleanora Bell & Twila Evans, Northampton Community College, 3835Green Pond Road, Bethlehem, PA 18017. Telephone: (610) 861-5427. FY 1992-93.$16,277. AE 3025-861.

For Experienced ESL Teachers

ELM Branches Out is a massive, mas-terful, comprehensive, compentency -basedESL curriculum that integrates academicand life skills. It is a must for experi-enced ESL teachers but will intimidatenovices. The Mainstream English Lan-guage Training Project (MELT) ResourcePackage provides the foundation for ELM.It describes Student Performance Levels, acore curriculum, and the Basic EnglishSkills Test (B.E.S.T.) score placementranges.

Curriculum Format

The ELM curriculum is divided into sevenlevels of life skills and employment com-petencies. Each competency reflects ademonstrated ability to successfully per-form a language task that addresses reallife needs. There is also a zero level forthose learners unfamiliar with the Romanalphabet or illiterate in their nativelanguage.

Each level or module includes a unit onvocabulary and grammar plus 10 thematicunits that deal with:

personal informationdescribing

relationshipshealthshoppingenvironmentmoney/banking

transportation/directionsoccupations/employmentcommunity services.

For Active Learners

The ELM curriculum encourages learnersand instructors to explore and negotiate a avariety of needs, materials, processes, andmethods. The multimodality of suggestedmethods and materials takes into accountthe broad spectrum of individual styles forboth the teacher and student and adressesstudents' sensory, auditory, visual, or kin-esthetic preferences.

Suggested Resources

Over 400 texts were reviewed beforeselections were made as to the resourceslisted in each unit. Suggestions are alsogiven for teacher and/or student-made ma-terials and community resources. There isa 148-page index of grammatical struc-tures and a 30-page bibliography.

FOCUS RATIN.

This project was rated EXCELLENT forInnovation and SUPERIOR for Adaptabil-ity. The project received only a FAIR forEffectiveness, since it lacked a final reportdocumenting the evaluation and the pro-cess. Panel members recommended train-ing as essential for teachers and tutorsnew to ESL.

Food for the Mind and Body continued from page 1

Decision MakingThis chapter covers Food Fads, providesguidelines for good nutrition, and an-swers the question Why Do We Not Eat?

Food for the Mind and Body contains 27multi-cultural recipes ranging from Hop-pin' John: Black-Eyed Peas and Rice to

Rice Arroz can Came (Corned Beef Rice)and Jewish Apple Cake.

A Bibliography of Reference Materials, alisting of Health Organization, and Notesfor Teachers is also included.

3 4

FOCUS RATINGThis project earned a SUPERIOR + acrossthe board. Strengths noted by the FOCUSpanel were its comprehensive curriculum(including recipes), inclusion of studentspersonal experiences, and its emphasis onwriting.

Some concern was raised as to whether itmight be too difficult for adult learnersreading at 4-5th grade level.

, IMES ;iiktEttlr-, 10. %'.:Ye,:..:).,t , .

*"," '" '' 4$':' ' s K's 'Z' ,. ' ' '2:: ss,. ? ,Z..',, , s, :. , ss :.%, .1:.

"Developed by Ellen McDevitt, South Hills

Literacy Improvement Center, 301 Church St.Bethel Park, PA 15102, Telephone: (412) 854-8433.FY 1992 - 93.517, 533. AE# 3025-893.

This project set out to create a video tobe used with the Cultural Literacy Hand-book, an illustrated guide to 110 Ameri-can idioms that was produced by theSouth Hills Improvement Center in FY1991-92 (See page 3). This video, writ-ten by Ellen McDevitt, contains 25 dra-matic vignettes using 25 idioms. It issupported by an illustrated facilitator'shandbook and adult student workbook.The project also includes a final reportand the script of the video.

The Research PhaseA questionnaire containing 50 assortedidioms was administered to ESL stu-dents in literacy programs in Chester,Erie, and Allegheny counties. Studentswere asked to write out what theythought the idioms meant.

The Curriculum FormatAfter reviewing the answers, 25 idiomswere selected and a script was writtenfor the video dealing with each idiom inthe following manner:

the correct use of the idiom wasbe dramatized in a scenea literal interpretations of theidiom was dramatizeda narrator explained the actualmeaning of the idiom.

The video contains stop time the clas-sroom teacher or tutor is instructed to stopthe tape and engage the students in a dis-cussion of the point illustrated.

Two handbooks were created to accompanythe video. The first, a teacher's handbook,provides 25 lesson plans, including an in-troduction, conversation and role playingsuggestions, and pattern drills for studentsand teachers to use in small group situa-tions. The students' manual , while similarin content, provides additional space forstudents to record their own responses torole playing situations.

A Truly Professional VideoThis project, unlike most attempts atvideo production by ABLE practition-ers, is highly professional. Develop-ment Dimensions International, Inc.(DDI), a producer of training materials,had originally agreed to look over thescript and provide technical assistance.

A 41AXs>.."

?w,--t7e' s.k,7

Thanks to the interest of Ric Anthonyof DDI, Paul McCollough, a profession-al video director and producer agreedto do freelance work for a greatly re-duced fee. The resulting video is ob-viously professionally done, withsound effects, video effects, originalmusic, and professional actors andactresses.

A Heating-Impaired Version

Because of the involvement of these profes-sionals it was possible to produce a specialversion of this video for the hearing im-paired who also have problems withidioms. An interpreter, who uses AmericanSign Language to translate the video for thehearing impaired, is featured in a windowinsert in the ESL video.

FOCUS RATING:This project was rated EXCELLENT forInnovation and SUPERIOR + for Adapt-ability. A GOOD for Effectivenes was giv-en because despite its obvious merit, noconcrete evaluation was done. Panel mem-bers suggested that students be encouragedto laugh at the video and use the handbookfor serious study. Staff training is definitelyneeded to carry it out successfully.

The FOCUS panel consists of: Ione Graves, the Mayor's Commis-sion on Literacy; Carol Goertzel, Philadelphia Housing Authority,Edie Gordon, CIU 10 Adult Development Center; Cheryl Har-mon, PDE AdvancE; Joan Leopold, Harrisburg State Hospital; Car-ol Molek, TIU Adult Education and Job Training Center; BeverlySmith, Catholic Charities; Paul Weiss, Greater Pittsburgh LiteracyCouncil and Sherry Royce, Focus Editor.

FOCUS BULLETINS are published six times a year betweenNovember and May. Requests to be placed on the mailinglist may be addressed to Sherry Royce, Focus Editor, at theaddress below, or by calling (717) 569-1663. Inquiries aboutprojects should go to Cheryl Harmon, AdvancE, 11th Fl,PDE, 333 Market St, Harrisburg, PA 17126-0333. Telephone:(800) 992-2283. Out-of-state telephone: (717) 783-9541.

FOCUS PUBLICATIONS

1938 Crooked Oak Drive

Lancaster, PA 17601


BEST COPY AVAILABLE

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FOCUS on LiteracyFebruary 1994, Volume 8, Number 4

This Month:

COUNSELING

Sherry Royce, Editor

IN THIS ISSUECONFLICT RESOLUTION

MODELpage 2

SENIORS: Current EventsAnd Consumer Awareness

page 3

AA-NA STUDENT -TUTOR TRAINING

page 3

COUNSELING ANDCOMMUNICATIONS

page 4The special projects featured in FOCUSwere funded by the Bureau of Adult Basicand Literacy Education (ABLE), Pennsylva-nia Department of Education (PDE) and ratedaccording to the following criteria

EFFECTIVENESS:Objectives and outcomes are clearlystated;

Materials are linked to results;Content is appropriate for the targetaudience.

STUDENTLEGAL ISSUES

Developed by Carol Molek, TIU Adult Ed & Job TrainingCenter, 1 Belle Ave. #50, Lewistown, PA 17044-2435. Telephone:(717) 248-4942. FY 1992-93. $13, 500. AE 3025-924.

INNOVATION:Addresses major priorities,

Creative use of resources.

ADAPTABILITY:Reports and/or curricula are clearly

written.

Little staff training is needed.

On a five point scale, the highest rating attainableis Excellent. Superior is (4) and Good (3). Projectsmay be borrowed from AdvancE, 11th Floor, PDE,333 Market Street, Harrisburg, PA 17126-0333. Tel:(MO) 902-2283. Out-of-state (71?) 763-9641.When writing AdvancE, please refer to each proj-ect requested by its AE number.

Everyday Legal Issues

ABLE students must deal with a widevariety of legal issues that impact di-rectly upon their lives. Too often, espe-cially in rural areas, professional legalassistance is inaccessible. This projectsecured funding from PDE and fromKeystone Legal Services to train ABLEstaff to work constructively with stu-dents on such issues as housing, publicbenefits, health matters, consumer, em-ployment, and family law.

The final report provides a descriptionof the process, the sessions, the evalu-ation, and over 100 pages of trainingmaterials, suitable for use by ABLEpractitioners and students

Staff Training

Over thin, ABLE staff members fromsix counties in central Pennsylvania at-tended six three-hour workshops. Fourattorneys from Keystone Legal Ser-vices trained practitioners to addresslegal issues and determine when andhow to make referrals, and to identifyareas where students could helpthemselves.

As a result of this training, staff willbe able to empower adult students innew ways. Another consequence of thisproject is that a strong link was forgedbetween ABLE staff and Keystone Le-gal Services. Now TIU Center staff re-ceive Keynotes, the Keystone quarterlynewsletter, and are kept informed ofnew legislation that affects ABLEstudents.

3 6

Student Workshops

Three workshops were presented for 60students on the topics of public bene-fits, family law, and housing issues.Materials were written at or below the6th grade level and are included in thefinal report. The following is a sam-pling of the subjects covered and theinformation provided:

hospital discharge rights

how to make a good first impression in court

PHEAA and Guaranteed Student Loans

Custody Law: Parents vs. Parents

What are the acts that constitute abuse underthe law?

Mobile Home Park Rights Act

Sample notice letter (for tenants)

FOCUS RATING: ****This project was rated EXCELLENTin every category. Panel membersnoted its strengths as:

Information provided is relevantand meaningful for studentlearners.

I Reproducible materials are veryhelpful

Workshop evaluation summariesare very useful

'4/ Used additional funding to trainstudents

This project recognizes that adultlearners have problems other than lit-eracy. It is a significant addition to thefield.

FOCUS is a PDE Adult Education Staff Development Project. However, the opinions expressed herein do not necessarily reflect the positionof the Pennsylvania Department of Education nor the United States Department of Education and no °Wel endorsement should be inferred.

CONFLICT RESOL ION SKILLSDeveloped by Monty Wilson and VanessaWatson-Martinez, The Center for Literacy, Inc.636 S 48th St., Philadelphia, PA 19142. Tel: (215)474-1235. FY 1992-93. 510,463. AE 3025-854.

Seeing Conflict in a Positive Way

Adult learners with limited literacy skillstend to bring their everyday problems toclass with them. They look for help fromteachers and tutors they trust. Programssensitive to these special needs often pro-vide counseling training for ABLE staff.This project sought to empower adultlearners by developing a student-oriented

lie instructionpresented the

resolution of conflict.as a process of

learning and growing.conflict resolution model.

Low reading level conflict resolution ma-terials were developed and piloted in com-munity, family, and work-related classeswith literacy, ABE, and ESL language stu-dents. When the model was first tested, in-struction based on these materials wasprovided in a workshop format. It did notwork.

Based on the reaction of learners, the em-phasis was switched from reading aboutconflict resolution to focusing on conflictin learner's everyday lives. Learners werethen helped to apply conflict resolutiontheory and techniques to these situations.

Project Products

In addition to a final report which detailsthe project's goals, objectives, process, ac-tivities, evaluations, and conclusions,there is a revised Learner's Handbook andan Instructor's Resource Manual. The32-page Learner's Handbook provides ma-terials for activities in each of the threeworkshops:1. Arguing This unit examines some of the

hidden causes of arguments, such as feelings,

Oar/AWIA

misunderstandings, and disagreements overissues.

2. This unit explores individual conflicts andsuggests Five Basic Principles of ConflictResolution including taking responsibility forfeelings. It also details 11 Steps to ConflictResolution, such as : Making a date to discussthe conflict: Stating your problem and yourdesire clearly, and What to do if the conflictcannot be resolved.

3. This unit deals with group conflicts anddescribes how The Five Basic Principles OfConflict Resolution can be applied in groupsituations.

The Instructor's Resource Book

The instructional model includes a bibli-ography. and an overview, outline, de-scription of activities, and handouts foreach workshop. A detailed description ofthe structural framework explains thateach workshop is divided into the follow-ing four areas:

Preview is the discussion of what con-flict resolution is and the skills andideas involved in it.

)Skill Development uses activities to

begin practicing four specific conflictresolution skills.

Sharing and Modeling adapts theseskills to the real world by helpinglearners explore how these skills lookand feel, and how they apply to learn-er's lives.

Closure and Evaluation summarizesthe skills and beliefs developed in eachworkshop and helps learners winddown after discussing a hot topic.

FOCUS RATING:This project received an Excellent for In-novation; a Superior+ for Effectivenessand Good + for Adaptability. Panel mem-bers cited the following project strengths:V learner-driven lessonsV challenging subject matterV handles a difficult problem in a sensi-

tive and appropriate way.V adaptable to a wide range of conflictsV evaluation includes authentic student

endorsements.

relevant to all ABLE students

A word of advice: Trained staff is essen-tial if you hope to adapt this project.

*** PAST WINNERS ***Seniors: Current Events and ConsumerAwareness is a followup to Senior LifeSkills: Financial Management, an ex-emplary 353 project developed n 1991-92 by the TIU Adult Education and JobTraining Center. This project, AE #3025 -790, developed a curriculum andsponsored a series of 20-hour work-shops for seniors in the followingareas:

Positive Self ImageAssertiveness Training

Stress ManagementTime ManagementFinancial Matters

Living Wills and TrustsConsumer Protection

Making Decisions and ChangesContact Carol Molek at the addressgiven on page 3 for more informationabout this project.

Coping and Learning: A Life SkillsWorkbook, AE 3025-558, was devel-oped in 1989 by Brown, Long, Colesand Goldrich of the PhiladelphiaSchool District. It provides a wonder-ful compendium of materials for coun-seling female single parents. Unittopics include:

Self awarenessAssertivenessResponsibility

Conflict ResolutionDecision Making

Goal settingRelationshipsFamily Life

Community ResourcesThese materials are for teachers and tutorsto select and adapt for class use. They arenot for students to use on their own.

Building Self Esteem and Confidenceof Substance Abusers Through ABE,AE 3025-474, was developed by theSchool District of Erie Adult LearningCenter in 1986-87.Serving 41 adults on medication to re-duce an alcohol dependency, the proj-ect provided motivational lessonsdesigned to enhance their self-esteem.Some 28 of the 41 completed theirGED, continued classes, entered mili-tary service or were employed. The fi-nal report includes an outline of eachlesson's purpose, procedures, re-sources, and evaluation.

-2-

` , S

, ,

SEMOREivOurrent Events

,55,5 .:.5.K..,,\--,- , ,

,z

,, ,,ss s""ss ss'

Developed by Carol Molek, TIU Adult Ed &Job Training Center, 1 Belle Ave. #50,Lewistown, PA 17044-2435. Telephone: (717)248-4942. FY 1992-93. $13, 500. AE 3025-908.

Designed for Senior Centers

Project staff worked with their AreaAgency on Aging to develop and present10 workshops on current events and con-sumer awareness to 39 senior citizens.The final report contains a description ofthe process, project evaluation and pub-licity, resources, pre-tests and post-tests.and a detailed lesson plan for eachsession.

The final report is concise and compre-hensive. It might well serve as a modelfor program directors who must preparefinal reports on projects that deal withworkshops or training sessions.

General Format

Each session began with Trivia ForSeniors, 'a game that focused on re-membering information about the1920s, 1930s, and 1940s. This warm-upactivity encouraged participation andgenerated enthusiasm. Following thetrivia questions, there was a discus-sion of current events. Various re-sources were used, including USAToday and local newspapers. Afterthe first few sessions, the seniorscame prepared to discuss events hap-pening in the world around them.

The remainder of the time was devoted tothe following subjects that Area Agencyon Aging staff believed to be importantfor this audience, namely:

Advertising

Crossword Puzzles

Prescription Labels

Food Labels

Billing Notices

Assessing Value of Personal Property

Location of Family Records

Health Care for Elderly Preparation

Health Care for Elderly

Each lesson plan includes objectives,resources, procedures and, in someinstances, vocabulary lists related tothe topics.

Presentation of Results

Although an evaluation section is in-cluded, the most interesting presentationof project effectiveness can be found in

two newspaper clipping about the pro-Tarn included in the final report. An im-

partial observer, the feature writer,reports seniors stating:

she alerted us on scams, insurance scams,false advertisingthis was the only meeting everyoneattended.

Describing the sessions from the present-er's point of view, the reporter noted:

while the Area Agency on Aging hadcertain subjects they wanted to address,the seniors themselves had other topicsthey wanted to discuss such as fireinsurance... Because of the subjects theyhad an interest in, she (the instructor)found herself gathering information onsubjects that were not part of the originalsynopsis...1 learned as much as they did,the instructor said.

FOCUS RATING ****This project received an EXCELLENTfor Innovation, Effectiveness, and Adapt-ability. Citing its easily adaptable cur-riculum, its focus on practicalinformation, and its helpful resource lists,Focus panel members commended theproject.

There's not much available in terms ofcurriculum for Seniors. This projectrecognizes the need to serve this popula-tion with different methods.

Consult the list of exemplaryprojects on page two for otherprojects serving this audience.

i

r"1Honorable'Mention

A.A. N.A. Student Tutor TrainingDeveloped by Jo Ann Weinberger 6c Rose Brandt,The Center for Literacy, Inc. 636 S 48th St.,Philadelphia, PA 19142. Tel: (215) 474-1235. FY1992-93. R9,150. AE 3025-840.

Working Within the System

At A.A. and N.A. meetinr, members take turns reading programmaterials aloud. Writing skills are also required as part of the 12step process. Consequently, limited literacy skills can deter self-conscious substance abusers from taking part in the recovery pro-cess. Project funding allowed CFI- staff , working with an A.A.member , to provide collaborative student-tutor literacy trainingfor N.A. and A.A. members using the following materials:

The AA Preamble The 12 Steps

How It Works from Chapter 5 of the Writing for the fourth stepBig Book

Adjusting the Audience

When three workshops held for A.A. sponsors and friends did notresult in producing people interested in continuing tutoring, theproject turned to individual tutor training for A.A. and NA. mem-bers and small group instruction for existing ABLE groups withmembers in A.A. and N.A. Altogether, some 21 students andseven tutors completed the program. The training used a whole-language approach to reading and writing, with skills presented inrelation to real-life materials. The final report is accompanied by aTraining Manual, which includes trainer's guidelines and work-shop handouts.

An Honorable Mention This project is innovative, ad-dresses a unique audience, and deserves a second look. Ofcourse, an A.A. or N.A. member must be involved to set this up.

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STAFF DEVELOPMENT

COUNSEL!Developed by Helen Gu Islerkearol ?viola, TIU Mutt. Education atidlob TrailingCenter, I Belle Ave, 50, wiatowrt , Pa 17044.2435, Telephone: (7142484942.

IT 19(4-93. $18,850, AE :

TEACHERS AS COUNSELORS

Like it or not, experienced or not, the reality is that ABLE practi-tioners often find themselves in the role of counselors. Theyneed the knowledge and training that will alert them to seriousproblems and provide them with everyday counseling techniquesin order to deal more effectively with their adult students.

Workshop Content

TIU center staff reviewed materials on adult educators as coun-selors and, working with local counseling practitioners and staff,determined the content of four workshops. The anticipated resultwas that staff attending the training sessions would:

understand the !Units they should adopt for themselves as pras counseling is concernedmake appropriate referralsimprove their listening and communication skillsacquire basic counseling skills

Four two-hour workshops were held between January and Marchof 1993. The following sessions presented by local counselorsand TIU staff were all videotaped and can be requested from theRegion V Staff Development Center, located at the TIU AdultEducation and Job Training Center.

What's the ProblemWorking with participants in areas of self esteem. identify-ing obstacles, and goal setting. The six steps of problemsolving were introduced with emphasis placed on takingownership of the problem.

Videotttp*OfAllSeiiedoas..ArtAvailahle'ykaM,' rPte*BklioaStiitfDeg*IOOnciat::c.**r

Shades of GreyRecognizing and responding to diversity, assumptions, andperceptions. How to motivate participants. Small groups ex-amined biases present in their formative years and looked athow they stereotyped different groups ( Japanese. men,women).

Do You Really Hear Me?Communication strategies and listening skills with partici-pants and with each other. A video, Level with Me, wasshown to illustrate different styles of communication.

The Next StepClarifying problems, next step counseling, referral net-works. Small groups reviewed case studies and used tele-phone books to make appropriate referrals for specificsituations.

The final report's appendices includes training outlines for eachworkshop session. These outlines provide objectives, resources, adescription of each exercise, the materials necessary to carry outthe activity, and participant comments evaluating each session.

FOCUS RATING:This project was rated EXCELLENT for Innovation and Effec-tiveness, and SUPERIOR for Adaptability. Good concretetraining topics were chosen.

The FOCUS panel consists of: Ione Graves, the Mayor's Commis-sion on Literacy; Carol Goertzel, Philadelphia Housing Author-ity, Edie Gordon, CIU 10 Adult Development Center; CherylHarmon, PDE AdvancE; Joan Leopold, Harrisburg State Hospital;Carol Molek, TIU Adult Education and Job Training Center; Bev-erly Smith, Catholic Charities; Paul Weiss, Greater PittsburghLiteracy Council and Sherry Royce, Focus Editor.

FOCUS PUBLICATIONS1938 Crooked Oak DriveLancaster, PA 17601


FOCUS BULLETINS are published six times a year between No-vember and May. Requests to be placed on the mailing list may beaddressed to Sherry Royce, Focus Editor, at the address below, orby calling (717) 569-1663. Inquiries about projects should go toCheryl Harmon, AdvancE, 11th Fl, PDE, 333 Market St, Harris-burg, PA 17126-0333. Telephone: (800) 992-2283. Out-of-state tele-phone: (717) 7-9541.

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FOCUS on LiteracyMarch 1994, Volume 8, Number 5

This Month:

TUTOR

TRAINING


IN THIS ISSUEVolunteer Awareness and

Educational Enablingpage 2

In-Service Math InstructionProgram for Tutors

page 3

TUTOR TIPS: A Newsletterfor Volunteer Tutors

page 4

The special projects featured in FOCUS werefunded by the Bureau of Adult Basic and Lit-eracy Education (ABLE), Pennsylvania De-partment of Education (PDE) and ratedaccording to the following criteria

EFFECTIVENESS:

Objectives and outcomes are clearly stated;Materials are linked to results;Content is appropriate for the target

audience.

INNOVATION:

Addresses major priorities,


ADAPTABILITY:

Reports and/or curricula are clearlywritten.


On a five point scale, the highest rating attainable isExcellent (5), Superior (4), and Good (3).

Projects may be borrowed frore Advasel, I Ith Floor, PDE, 333Market Street, Harrisburg, PA 17126-0333. Telephone: (800)992. 2283. Out-orstate Telephone: (717) 783-9541 .

or the Wester* Adult Literary Casty, 5347 William Flynn Highway,Gibsonia, PA , 150444644. Teisphoot (800) 446-5607. FAX:(412)443'1310'

Wks rupees* e project, please refer to it by its At sember.

Delaware Greater Center TLCCounty Pittsburgh For RegionalLiteracy Literacy Literacy TrainersCouncil Coaxial Philadelphia

Developed by Mary Lindquist, Marcia Anderson, and Sherry Spencer. Training Presenterswere Phyllis Gaul, Delaware County Literacy Council; Arlene Cianellit and Karen Mundy,Greater Pittsburgh Literacy Council, Camille Realo, Center for Literacy, and Linda HerrTutors of Literacy in the Commonwealth (TLC). Project Agency, TLC Bradford CountyLiteracy Program, RD #3, Troy, PA 16047. FY1992-93. 524,000. AE 3025-933.

Tutor Training at Its BestPennsylvania has long led the nation in its commitment to and supportfor volunteer literacy tutoring. Between 1982 and 1989, the nation expe-rienced a growth rate of 385 % in the number of volunteer tutors. In thesame time period, thanks to the vigorous support given adult literacyin the Commonwealth through Act 143, Pennsylvania's tutors grewfrom 263 to 6661 volunteers,an increase of six times the 10Knational average. As ofJune 1993, some 44,670 lit- 8K

eracy volunteers had been6Ktrained, of which 8,132

were working as tutors in 4KAct 143 Literacy and ABLEprograms. 2KThis project developed byMary Lindquist and MarciaAnderson and hosted byTutors of Literacy in the Common-wealth (TLC) presented three two-day regional workshops at which par-ticipants were exposed to four different tutor training models. Theseworkshops served two basic purposes:

N %.0 oo O N ceNon oo 00 00 m CrN cps01 01 01 01 01 01 01

1. Participants were guided through "hands-on" activities to enable them to evaluate their currenttutor training and to update and create new tutor training workshops which better meet theneeds of their local program.

2. The sessions served as a forum for gathering information on the philosophy, content, techniques,and evaluation of tutor training as practiced in Pennsylvania

The final report includes a description of the project and the training mod-els presented, project evaluation, and a complete set of the materials usedby each presenter. It is accompanied by four 11/2 house videos that weretaped on site during the workshop. While the final report could be betterorganized, the videos are a wonderful resource for any volunteer literacyprogram engaged in tutor training. 4 0 Continued on Page 2

FOCUS Is a POE Adult Education Staff Development Project. However, the opinions expressed herein do not necessarily reflect the position

of the Pennsylvania Department of Education not the United States Department of Education and no official endorsement should be inferred.

Tutor Training Development Workshopscontinued from page 1

The Center for Literacy(CFL). which servessome 2000 Philadel-phians yearly, is the old-est literacy center in thenation. In the video ofher workshop presenta-tion, Camille A. Rea lo,a regional coordinatorand tutor trainer, explains the Center's holistic.opportunistic, whole language approach to tutor-ing adults and describes the unique Student-Tutor Orientation which prepares tutors forthis approach.

MI but the first of CFL's four training sessionsare conducted with matched pairs of tutors andstudents. In the first session, tutors are given anoverview of the program and the orientation.During the next two sessions, pairs work on de-

CenterFor

veloping strategies for reading and writing in-struction in a learner-centered program. Thefinal session, which takes place after two weeksof tutoring, allows students and tutors to brain-storm success and problems with peers and staffmembers. (See CFL's 1990 special projectlisted under past winners for more informa-tion about this tutor-training method.)

The Greater OPEN UPPittsburgh Literacy A LIFE.

Center

The Greater Pitts-burgh Literacy Cen-ter (GPLC) has a staff of 24, 11 areacoordinators, 504 volunteers, and serves ap-proximately 1400 adult learners yearlyhalf of whom receive small group or clas-sroom instruction. The guiding principlesof this second largest literacy center in theCommonwealth are:

place student goals first and foremost

provide affirmation for literacy councils

teach reading and writing hand-in-hand

respect learners' cultural backgrounds

System, listed on the right, for additional sug-gestions about tutor training, volunteermatching, monitoring, and evaluation).

The Lycoming County Literacy Project, ishoused in a local library in Williamsport, a ruralcommunity in central Pennsylvania. Its coordi-nator and trainer, LindaHerr, reports that itserves 200 adults yearly,five times the number itreached when it opened 10years ago.

Tutor training is still pri-marily a Laubach Way toReading workshop but ithas been modified over theyears to address localneeds. Handouts includedwith the final report pro-vide placement procedures, information onlearning disabilities, .reciprocal questioningstrategies, case studies for lesson planning, andseven important questions tutors can ask them-selves to evaluate each lesson.

The Delaware County Literacy Council

Lycoming County

LITERACYPROJECT

I N C

This council operates five learning centersin Delaware County, including one on the

Main Line and one in Chester, the thirdmost economically depressed city in the na-tion. With 500+ volunteers, 18 staff, 4 tutortrainers, and a reading specialist, it servessome 800 students yearly.

As tutor-trainer Phyllis Gaul explains inher presentation, while every tutoring ses-sion is oriented toward student goals, tutorsare trained to follow a structured lessonplan during each 11/2 hour session. This in-eludes: 1) a learning experience activity: 2)sight words: 3) a DCLC core curriculum in-cluding phonics; 4) writing, and 5) funs-

: tional reading for 20-30 minutes. A modellesson is included in the project's Appendix.

FOCUS RATINGThe center has the benefit of several readingspecialists on staff. As Karen Mundy ex- The project was rated EXCELLENT forplains in her videotaped presentation, GPLC's Innovation and Effectiveness and SU-training provides a balanced approach to teach- PERIOR for Adaptability. As paneling new readers that uses whole language, sight i members noted: By taping the workshopwords, and phonics. One notable component of I presentations, programs that utilize tutorsthis training is to teach tutors how to use

re

chil-can view the different formats and pick and

drcn's literature to teach reading skills.

Copies of the GPLC Tutor Handbook and Train-choose among the methods and strategies

er's Manual are listed in this project's bibliogra-those that best suit their program's needs.

phy and may be purchased from GPLC. (See i Each of the videotapes can stand alone, sothe 1990 special project, Volunteer Evaluation the project can be used in whole or in part.

1111111111111111111111111111%.

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*** PAST WINNERS ***Exemplary Speci a; Projects addressingVolunteers and Tutor Training.

1990 Student -Tutor OrientationProject by Anita Ponterance, The Center forLiteracy, Philadelphia. AE 3025-616

The final report describes CPUs strategy forteam-training tutors and adult students, Learnersand tutors compare past learning experiences, selectreading material related to learner goals and try outvarious approaches to reading and writing.

1990 Volunteer Evaluation Systemby Don Block and Beverly Menton& GreaterPittsburgh Literacy Center. AE 3025-656.

This project provides a clear train for monitoringstudentitutoriprogram progress and a method forhanding the volunteer tutor who is not suited totutoring. Includes forms used in orientation,interview and review process for tutors.

1990 Alternative LeadershipProgram by 1oAnn Lauver, CentralSusquehanna Intermediate Unit. AE 3025-609.

The final report describestheestablishment of ateam of volunteer leaders that provided field serviesto tutors in a five-county area. It discusses tutors'concerns about student progress and suggestsappropriate techniques and materials..

1987 Literacy StaffpevelopmentProject by Kindig, feu:ter-Wilson andZueco,Mid-State LiterucyCouneit. AE 3025-505.

The three handbooks on literacy produced by thisproject are a mot for nracciners and *Challengefor the evert They describe LiteracyCiovenunattand Administration; Program Management andPromotions, and Educational Instruction andSupport.

1985 Work Study Students AnEvaluation byPauicia.Gaul, DelawareCounty Literacy CounciL AE3025-302..

This critical appraisal byti litenteimpett of theeffectiveness of work study, Student* in * literacyprogram incliides acheohlid4.15,truggeiens thatshould be considered b3reafprogrampreviderthinking of using Wodc.Studystudants..,

1984 Demonstration:ifentoring. .

Services by Prank Delaney,.AfeiropoliumCommunity College. Philadelphia AR3025-324.

This project matcheduneplee;rod fiat:tees withmentor-volunteers in envie* *nue: 'The fmetteportstresses what went right art' :winters* Wrong withthis individualized apperack sod elikosseareidlenncorrection, The bottonsliinwasa greaterpercentage of trainees weretemdat :litho. wages.

,

.1984.Votuni err LeainInt rroject byEdit Gordon and Nancy.Foolman, CIUAdultDevelopment Center, 4.53025-360.

The feud report describoi the reeeuititterit, training,and placement Of Soluatears is aides inABE classes. The YoluatiteeTraiihigKit hismaterials forfora four.481.10* inientatian to lemon,an overview armed% and a; &motion of Englidt,

IN- SERVICE MATH INSTRUCTION FOR TUTORS

Developed by Ellen DcDevitt, South Hills LiteracyImprovement Center, Bethel Park, PA 15102.llephone: (412) 854-8433. FY 1992-93, $4087. AE#3025-847.

Research Before Training

This project addressed the need for in-dividual tutoring in math for adultlearners reading at 5th to 8th grade lev-el, who were preparing for transitionfrom one-to-one tutoring to a clas-sroom situation.Project staff tested nearly 100 adult lit-eracy students in Allegheny County todetermine their level of understan-danding of math concepts. A groupprofile drawn from an analysis of stu-dent scores provided a clear picture ofwhat kind of math tutoring was mostneeded.The final report includes a mas-ter prescription sheet with learning ob-jectives ranked in order of needObservations by the project directorled to changes in the testingprocedures:

In certain testing situations, theformat of the test was as big aproblem for some students as themath problems themselves.

Some older students could not makethe connection between a question,the answer, and the fill-in-the cirkestyle of standardized test.

Prescription for Success

After reviewing the literature on adulteducation and the result.; of the tests,the project director concluded:1. It is best to begin instruction

with basic number operations,no matter what the presumedlevel of under standing. Stu-dents who know the materialswill sail through the basics.

2. When a student doesn't under-stand a basic concept, both stu-dent and tutor will be saved thefrustration of trying to learn anadvanced concept before thefundamentals are mastered.

3. Using manipulatives and gettingstudents out of their chairs andworking with one another ap-peared to be the best way toteach adults mathematics.

Tutor Training ManualA tutor-training manual is includedwith the Final Report (as Appendix E).It provides a listing of specific mathcompetencies by function, supplies asequential outline for teaching mathskills, and provides an extensive anno-tated bibliography of applicable mathresources.The manual suggests five principlesupon which effective math instructionshould be based, outlines five stepsused to solve word problems, describestechniques for teaching fractions, deci-mals, and percents, identifies key vo-cabulary, and provides a list of helpfulmanipulatives.

FOCUS RATING:This projects was rated EXCELLENTfor Innovation and Effectiveness andSUPERIOR for Adaptability. Whilethe packaging is somewhat confusing,the project's strength lies in its combi-nation how to teach and actual exer-cises. Math tutoring materials are notabundant, so this project should beuseful to any tutoring program.

Volunteer Awareness andEducational Enabling

Providing a Proper Balance

rwinHonorableMention

Recognizing that new readers' attendance at tutoring sessionsand their ability to concentrate on instruction is often adverse-ly affected by social and psychological problems, this projecttrained tutors to recognize a variety of non-educational prob-lems confronting new readers. It also provided informationabout area agencies where referrals might be made.The thrust of the training was toward helping tutors maintaina proper balance between compassion and positive help fortheir adult students and over-involvement which leads to ne-gativing enabling creating a dependency by taking on thenew reader's responsibilities.

Workshop Sessions and ResourcesAgendas, exercises, and handouts from the half-day Social Im-pact workshops and the full-day Educational Enabling work-shop are included with the project's final report. The exercises

A Staff Development Projectfor Volunteer Literacy Tutorsby Mary Lindquist, Crawford County Literacy Council, Inc. 312Chestnut St, RM 103, Meadville, PA 16335. Telephone: (814)337-7323. FY 1992-93. $4316. AE# 3025-941

which deal with identifying adult learner's problems are pres-ented as case studies for discussion. but there is no narrativedescription of the workshop.The 34 pages of handouts for the Educational Enabling work-shop, presented by Steven E. Landfried, with complete cita-tions, are of particular interest. They include graphics andworksheets detailing:

Consequences of enabling Coping skills

Facilitating help true help Character development goals

Debilitating help enabling Time management matrix

These handouts were obviously adapted from workshopspresented to K-12 teachers and trainers in industry. But thereis enough exciting material here to challenge you to explorethis important subject.

-3-42

.

Devtiaped by,.iMary:Bnlitatseei,LVALAttraster-Lehanatts Literacy Ctitiaciii.

Lancaater, PA .17603-,: Telephone: (717) 2955521FX:4992-1993 $55000 :AE 3025

A Comprehensive Approach

Like many literacy councils, only .15% of the more than 450 literacytutors volunteering with The LVALancaster-Lebanon Literacy Coun-cil have formal teaching experience.Furthermore, 87 out of 100 tutorssurveyed desired additional train-ing relating to their student's indi-vidual needs. The only questionwas: What was the best vehicle forlocal staff development?The funding included in this projectpaid for the usual staff develop-ment activities: five volunteers andfour staff members attended theMidwinter Conference; the acquisi-tion of reference materials andtraining aids for tutors; and the de-velopment of the following fiveworkshops:

Techniques for working with the reluctant worker

Integrating whole language into each lesson

Identifying an adult who may have learningdisabilities

techniques when you are "burned out" on tutoring

Using the newspaper to teach an adult to read.

Although 95 volunteers attendedall five sessions, with an averageattendance of 19 volunteers per ses-sion, this only constituted 21% ofthe council's volunteer base. Some-thing more was needed to reach themajority of their tutors.Spreading the Word

Mary Hohensee, director of theLVA Lancaster-Lebanon LiteracyCouncil, instituted Tutor Tips.Funded under this project, it pro-vides at-home training to volunteertutors. She explains:

Organizations walk a fine line in termsof requirements and realistic expecta-tions for trained volunteer tutors...as acommunity-based literacy provider, un-less we share information and new

developments with the tutors and staffmembers, the student will be cheated.

To get the information to the tutors, Tu-tor Tips seemed to be our most effectiveapproach..

In addition to the quarterly news-letter sent our by the LancasterLebanon Literacy Council, four is-sues of Tutor Tips, a staff develop-ment newsletter, were producedand mailed to all tutors. Informa-tion acquired through the work-shops and reference sources werefeatured. Issues included tips on:

Involving your student in writingactivities

Identifying and working withlearning disabled adults

Using language experience storieswith adult students

Treating the newspaper as a valuablelearning resource

FOCUS PUBLICATIONS1938 Crooked Oak Drive

Lancaster, PA 17601


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FOCUS on LiteracyApril 1994, Volume 8, Number 6

This Month:

PROGRAM

IMPROVEMENT


IN THIS ISSUEParticipatory Staff Develop-

ment: Lessons from Peerspage 2

Effectiveness of GroupInstruction in Adult Literacy

Acquisitionpage 3

Resources for StaffDevelopment through Distance

Education in Rural Pennsylvaniapage 4

The special projects featured in FOCUS werefunded by the Bureau of Adult Basic and Lit-eracy Education (ABLE), Pennsylvania De-partment of Education (PDE) and ratedaccording to the following criteria:

EFFECTIVENESS:

Objectives and outcomes are clearly stated;Materials are linked to results;Content is appropriate for the target

audience.

INNOVATION:

Addresses major priorities,


ADAPTABILITY:

Reports and/or curricula are clearlywritten.


On a five point scale, the highest rating attainable isExcellent (5), Superior (4), and Good (3).

Projects may be borrowed from : Arturac.E, 11th Floor, PIM, 333Market Street, Harrisburg, PA 17126-0333. Telephone: (800)992.2283. Out-of-statt Telephone: (717) 7834541 .

or the Western Adult UWE? Crater, 5347 Willi= Flynn Higliwey,Gibloais, PA , 150444644. Telapb000: (800) 446-5607. FAX:(412)443.1310.

Laser Disc Technology:A Visual Approach to Reading

Developed by Barbara Goss and Carol Molek, TIUAdult Education & Job Training Center, 1 Belle Ave.#50, Lewistown, PA 17044-2435, Tel: (717) 248-4942.FY 1992 - 93.515,220. AE# 3025-874

Enriching the GED Classroom

Laser disk materials available forSocial Studies, Science, and Litera-ture and the Arts deal with muchthe same information as providedin ABE/GED reading classes. Theuse of these resources with 25 ABEstudents not only enhanced theirreading instruction but provided ameans whereby they grew comfort-able working with high technology.

Identification of Resources

Project staff previewed naterialsfrom commercial vendors and re-viewed the software available fromTuscarora Intermediate Unit's laserdisc library. The following re-sources were found to be compat-ible with the Contemporary GEDmaterials used in TIU's ABE classes:Windows on Science : Warren: NJOptical Data Corp., 19901. Earth Science Vols 1-32. Physical Science Vols 1-3

ABC News Interactive t AmericanBroadcasting Company, 19913. Powers of the Supreme Court4. Powers of the Congress5. Powers of the President

A Perspective on America:Literature: The Contribution of ManThese and other resources are listed inthe final report, which also includes apre/post questionnaire in which stu-dents rate their familiarity with laser

disc technology and their expectationsregarding learning in this manner.

Curriculum Units IncludedAfter reviewing the materia! ;, proj-ect staff six curriculum units whichare included in the final report. Thebiology unit covers such topics asphotosynthesis, DNA, global tem-perature changes, and provides anoverview of the world's grasslands,forests, savannahs, and deserts.The two units on earth science fea-ture the solar system with an em-phasis on the sun and itsrelationship to conditions on earth.Vocabulary lists, exercises, puzzles,and a multiple choice quiz areincluded.Laser disc technology with its topo-graphical maps of the United Statesand the world makes the unit on ge-ography come alive. There is even aSpanish translation for the vocabu-lary in the illustrated glossary.Although the unit on physical sci-ence covers both the properties andstates of matter, all the exerciseshighlighted in the final report centeraround the periodic chart. Some ofthe issues discussed in the finalchapter, Political Science, includethe separation of powers, the sen-ate's role in ratifying treaties, andthe landmark Miranda case.

4 4 continued on page 3

FOCUS is a PDE Adult Education Staff Development Prolot. However, the opinions impressed heroin do not necessarily ref fact the position

of the Pennsylvania Depwtnant of Education nor to United Stalls Department of Education and no official endorsement should be inferred.

Honorable Participatory Staff Development:Mention LESSONS FROM PEERS

Produced by Amelia Be lardo Cox, Meg Keeley,Mary Taylor, and Daryl Gordon, LutheranSettlement House Women's Program, 1340Frankford Ave., Philadelphia, l'A 19125. FY1992-93. 55,000. AE 3025-917.

A Model Process and Report

With the current emphasis on programquality and practitioner competence,everyone is doing staff developmentthese days. Nearly all the workshopswf attend, whether local, regional, stateor national, feature traditional expert-delivered presentations with someroom left for participant discussionhardly the learner-centered interactivemode of learning we advocate for our stu-dents.

This project is different. Its final reportand workshop handouts document amodel process for conducting staff de-velopment workshops according toadult education principles of participa-tory learning.

Needs AssessmentThis project's goal was to disseminateinformation about recently developed353 curriculum, enhance teaching meth-ods, and increase strategies to aid instudent retention through presentingnine monthly professional developmentsessions. The final report was seen as ameans of documenting both processand product.The first step was to ask instructors tocomplete a self assessment form(included in the appendix). Project Stafffound that while most teachers were ableto articulate their strengths and weaknessesas teachers, they were uncertain as to whattopics would best meet their needs in termsof professional development.

Therefore, they developed a survey ofareas of special interest that would notcompete with known workshops beingoffered at the ABE fall workshops andother staff development projects spon-sored by their regional center.

Format of the Workshops

After a half-hour of local programchores, each workshop was builtaround the following format, as de-scribed in the final report:1. Discussion of applications of learn-

ing from previous workshop(s).This allowed time for teachers to share theirideas, see other applications they might wantto try, see the importance of their learningand know that their time was not wasted,make connections between what they hadlearned previous to that session's new topic.

2. Introduction of new topics link-ing new learning to experiencesof learners.

This process involved brain storming on thetopic so that the teachers could bring in in-formation they had gained from their own ex-periences in the classroom.

3. Modeling of new techniques, skillapplications, etc.

Presenters used modeling techniques to dem-onstrate new teaching methodologies andskill applications for classroom instruction.By illustrating how to teach and learn newinformation in very concrete ways, the in-structor becomes a partner with otherlearners.

4. Practice of new learning in smallinterest groups.

Practice during the sessions allows teachersgreater time for interaction as they try outnew techniques. It allows them to experiencehow learners feel in the classroom and toidentify and adjust problems students mighthave with some techniques.

5. Reflection and evaluation of whatwas learned.

By not merely filling out evaluation formsbut by also discussing their reactions to eachworkshop, participants reflected on how newtechniques might be applied and where theremight be difficulties.

The Final Report

Any program anticipating 353 staff devel-opment funding should examine this proj-ect's final report. Its format, organization,and content provide an excellent model forreporting on workshop sessions.

Laser Disc Technologycontinued from page 1

Project Results

ABE students who had the opportuni-ty to used these materials reacted veryfavorably:Not only was there height-ened interest in what often seems diffi-cult and confusing subject areas butthere was a noticeable increase in un-derstanding the basic vocabulary andconcepts of the subject areas. Studentswere definitely enthusiastic about be-ing exposed to laser disc instruction.

Can your program afford it?

Focus panel members gave this projectan Honorable Mention because of theamount of staff training needed andtheir concern about the almost prohibi-tive cost involved in acquiring the la-ser discs. The final report providessome useful tips as to how to getaround the high cost of technology.1. Check your local Intermediate

Unit or school districts as to thepossibility of borrowing a laserdisc player or at least thesoftware.

2. A possible source for funding topurchase laser disc software/e-quipment would be to link witha JTPA program.

An open invitationProject director, CarolMolek, Center has ex-tended an open invita-tion to adult educatorswho wish to see the la-ser disc software in use to considerscheduling a visit to the TIU AdultEducation and Job Training Center.

****1989-90 SPECIAL PROJECT

The following 353 is a forerunner ofthe Laser Disc Technology Project.

1990 A Study of CA/CV Laser DiskTechnology in the Adult Classroom,Gerry Valeri and Vince Nedimyer, AltoonaArea S.D.-1415 Sixth Ave. Altoona, PA16602. Tel: (814) 946-8366.

This project which combines laser disc software withthe Apple computer and mathematics softwarecompliments the Laser Disc Technology projectwhich uses laser discs with reading in the contentareas .

-2-

Effectiveness of Group Instructionin Adult Literacy Acquisition

Research Background

This research projectexamines the effective-ness of small group in-struction in a settingthat has traditionallyrelied upon a one-to-one approach. It seeks

empirical evidence as to whethersmall group collaborative learning isequal or superior to one-to-one tutor-ing in increasing reading levels andhelping students achieve other goals.This study replicates a GPLC pilotstudy and refines portions of itsmethodology and data analysis.

Study Objectives

The objectives of this particular studywere:1. To contrast students' reading level

gain across instructional modes

2 To contrast students' personalgoals accomplishment across in-structional modes

F,,ILHonorable

Mention

GREATER PITTSBURGH LITERACYCOUNCIL

Developed by Karen Mundie, GPLC, 100 SheridanSquare, Pittsburgh, PA 15206. TEL: (412) 661-7323. FY

1992-93. AE 3025-860.

3. To contrast the relationship amongstudents' reading level gain, per-sonal goals accomplishment, andinstructional modes.

Study ParticipantsAdult learners engaged in the studywere drawn from two inner-city andone surburban site adjacent to Pitts-burgh. Of the 20 students who en-rolled in the sample small groupclasses, nine completed the six monthprogram. A comparison group of 11adult learners who were receivingone-to-ote instruction over the sameperiod of time was selected and stu-died. While the racial composition ofthe two groups were mirror images,the groups were poorly matched asto sex and years of schooling.

Results ReportedThe study examines the averagemonthly attendance and comparesattendance patterns in relation to.both demographic and academic

ACTION RESEARCH

A Practitioner

placement characteristics. Personalgoal accomplishments and readinggains over the six-month period (asmeasured by the ABLE test) are re-ported for both groups. Of interestare the following comments:1.

2.

3.

Attendance patterns were re-markably similar for bothgroups. Some 62.5% of studentswho withdrew left within thefirst three months.Neither group exhibited realgrowth in word recognition.The study does not support thesuperiority of either method inimproving reading scores.The one-to-one environmentseems to be more conducive toboth goals-setting and report-ing. However, six months isprobably not enough time to ob-serve progress toward long-range goals. As one students re-ported: instruction made meaware that my first goals were allwrong!

PDE's Bureau of ABLE has stipulated four options for imple,menting action research projects: 1) Independent Study; 2)Share and Compare; 3) Adoptive/Adaptive Practices, and 4)Practitioner Inquiry. Projects directors who are interested inPractitioner Inquiry would do well to examine Appendix G ofthe Region 9 Staff Development Center's 1992-93 final report.

A Model Approach

During FY 1992-93, in collaboration with theNational Center on Adult Literacy of the Uni-versity of Pennsylvania, the Region 9 Centerprovided staff development training for 32 prac-titioners in four Philadelphia programs whowere interested in conducting practitioner inquiry research.Participants in this project attended two initial intensive trainingseminars in the fall of 1992. Agendas and workshop materialsare included in the final report.

Working in groups, practitioners identified questions of rele-vance to their programs, worked with mentors at program sitesexploring answers to their questions, produced a summary oftheir work, and discussed their findings at a wrap-up group ses-sion in the spring on 1993.

The final report includes seminar agendas and workshop hand-outs, including methods for collecting data; three types of learn-er interviews including sample questions; and a table ofcontrasting paradigms of research on teaching. Also includedare four ABLE programs' summary reports:

The Center for Literacy's focus of inquiry was quality. Each individualparticipant pursued a specific question related to that theme within theirarea of interest: i.e. coordinating teaching training, managing andadministrative support.

The Community Education Women's Program addressed the theme ofthe tension and/or balance between teaching technical skills andconceptual understandings.

The LSH Women's Program inquiries centered around studentself-evaluation and included such items as self-esteem in assessment;setting short-term goals, and end-of-year evaluation.

The Germantown Women's Educational Project examined how wellGWEP is meeting the standards set out in several of Pennsylvania'sproposal indicators of program quality, and what direction anyimprovement efforts might take.

These summaries repon process as well as results. The com-ments are candid, providing readers with a discerning analysisof how ABLE practitioners react to taking part in actionresearch.

-3- 46

Assessing the Need, . Acceptabili andLiteracy. Staff Development

Pennsylvania and Recomrne

Developed by Allan Quigley and DanieleFlannery, Penn State University - Harrisburg, 777W Harrisburg Pike, Middletown, PA 17057. TEL:(717) 948-6319. FY 1992-93. 517,602. AE 3025-845.

Just as literacy programs must addressthe problem of the hardest-to-reach-to-teach rural adult learners, professionaldevelopment projects must concernthemselves with the hardest-to-reach-to-train rural adult literacy providers.

A Feasibility Study

This project investigates the feasibilityof using distance education for trainingrural ABLE staff. Toward that end it ;

provides a comprehensive review of lit-erature on conducting professional de- .

velopment through distance educationas practiced by other states and Cana-dian provinces.Turning to Pennsylvania, a survey wasdeveloped to measure rural literacyproviders access to and attitudes to-ward distance education for staff devel-opment. The baseline summary of thetypes of distance education resourcescurrently available reports on:

Interactive Audio telephone hook-ups, interactive speaker systems usedwith print reading materials .

O.:

Interactive video and audio graphicselectronic blackboards plus print

reading materials, supplemented with in-teractive video-audio at centers, andcomputer conferencing using existingpersonal computers and modems

Statistics compi!ed after the1990 census indicate that

Pennsylvania leads the nationin rural population with 31", ofits total population residing in

rural areas. Without attention tOrural adult literacy programs. it

will be extremely difficult toimpact on illiteracy in the

Commonwealth in the future.

All of the above with interactive video-audio using satellite downlink transmis-sion at local facilities and satellite uplinktechnology at PSU University Park.

Sur of Practitioner AttitudesProject staff reported that attitudes to-wards the use of distance educationwere positive for administrators andteachers/staff. Only 40% to 50% of vol-unteer responders expressed support

for using technology. Administratorsappeared most comfortable with usingcomputers, while teachers/staff andvolunteers favored video.

Results and Recommendations

The feasibility study found that:1. there is interest and willingness to

use and be trained in the use of in-teractive audio systems, eventhough there is little audio confer-ence equipment available now.

2. there is considerable video playbackequipment and computer equipmentavailable, but this equipment is notbeing used extensively for staff de-velopment and practitioner anxietyover using computers was evident.

Project staff outlined a two-year planfor 'staff development centers to imple-ment distance education across theseven rural regions.

Is this Project of Value to You?

This project provides a model and well-conceived survey that can be used byany state, region, or multi-county pro-gram with a large rural population thatwants to ascertain current assets andinterests in staff development via dis-tance education.

The FOCUS panel consists of: Ione Graves, the Mayor's Com-mission on Literacy; Carol Goertzel, Philadelphia HousingAuthority, Edie Gordon, CIU 10 Adult Development Center;Cheryl Harmon, PDE AdvancE; Joan Leopold, Harrisburg

State Hospital; Carol Molek, TIU Adult Education and JobTraining Center; Beverly Smith, Catholic Charities; PaulWeiss, Greater Pittsburgh Literacy Council and SherryRoyce, Focus Editor.

FOCUS BULLETINS are published six times a year between No-vember and May. Requests to be placed on the mailing list may beaddressed to Sherry Royce at the address below, or by calling (717)569-1663. Inquiries about projects should go to Cheryl Harmon,AdvancE, 11th Fl, POE, 333 Market St, Harrisburg, PA 17126-0333.Telephone: (800) 992-2283. Out-of-state tele: (717) 783-9541 or ChrisKemp, Western Adult Literacy Center, 5347 William Penn High-way, Gibsonia, PA 15044. Tel: (800) 446-5607. Fax: (412) 443-1310.

FOCUS PUBLICATIONS1938 Crooked Oak Drive

Lancaster, PA 17601


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PERMIT NO. 864

LANCASTER. PA17604

Documents

DOCUMENT RESUME ED 376 341 TITLE FOCUS on ...DOCUMENT RESUME ED 376 341 CE 067 638 TITLE FOCUS on Excellence. Final Report, FY 1993-1994. INSTITUTION Royce and Royce, Inc., Lancaster,