DOCUMENT RESUME

ED 354 412 CE 063 162

TITLE Portraits of Excellence. The Secretary's Awards forOutstanding Adult Education and Literacy Programs.

INSTITUTION Office of Vocational and Adult Education (ED),Washington, DC. Div. of Adult Education andLiteracy.

REPORT NO OVAE-92-15PUB DATE Oct 92NOTE 21p.; Photographs may not reproduce clearly.PUB TYPE Reports Descriptive (141)

EDRS PRICE MFO1 /PCO1 Plus Postage.DESCRIPTORS *Adult Basic Education; *Awards; *Demonstration

Programs; Evaluation Criteria; *Literacy Education;Program Descriptions; *Program Implementation

IDENTIFIERS *Secretary of Education Recognition Program

ABSTRACTThis booklet describes 10 outstanding adult education

and literacy programs, one for each of the country's 10 geographicregions, that won awards from the U.S. Secretary of Education in1992. The winners embody the best elements of how the adult learningsystem will move the nation to meet the National Education Goal forAdult Literacy and Lifelong Learning (Goal 5), so that every adultAmerican will be literate and possess the kind of workplace skillsnecessary to compete in an ever-changing world. Each one-page programdescription presents the program's outstanding features and providesthe name, address, and telephone number of a contact person.Photographs are included in each description. The booklet alsosummarizes the background of the awards, gives the 10 keycharacteristics used to distinguish excellent programs in the 1992competition, and lists the regional runners-up. The programs are asfollows: (1) Adult Academy Center for Public Service, BrownUniversity, Providence, Rhode Island; (2) Rochester Family LearningCenter, Rochester, New York; (3) Arlington Education and EmploymentProgram, Arlington, Virginia; (4) Worksite Education Program,Louisville, Kentucky; (5) The Adult Education and Literacy Program,Township High School, District 214, Arlington Heights, Illinois; (6)

Adult Basic Education Program, Dona Ana Branch Community College, LasCruces, New Mexico; (7) Parkway Area Adult Basic Education, CreveCoeur, Missouri; (8) The Adult Learning Center, Western WyomingCommunity College, Rock Springs, Wyoming; (9) Pima County AdultEducation, Pima County Superintendent of Schools, Tucson, Arizona;and (10) Adult Literacy Project, Tacoma Community House, Tacoma,Washington. (KC)

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PORTRAITS

OF

EXCELLENCE

THE SECRETARY'S AWARDSFOR OUTSTANDING ADULT EDUCATION

AND LITERACY PROGRAMS

U. S. DEPARTMENT OF EDUCATIONOFFICE OF VOCATIONAL AND ADULT EDUCATION

WASHINGTON, D.C. 20202

October 1992

GOAL 5:ADULT LITERACY ANDLIFELONG LEARNING

"By the year 20(X), every adult American will

be literate and will possess the knowledge and

skills necessary to compete in a global

economy and exercise the rights and

responsibilities of citizenship."

From a Joi Statement Announcing Agreement onNational Education Goals

President Bush awhile GovernorsSeptember 1989

THE STRATEGY FORACHIEVEMENT

"For tilos:: of us aircakly out of school ;Intl in thework force, we must keep learning if we arc to liveand work successfully in today's world. A 'Nation at

Risk' must become a 'Nation of Students.'

AMERICA 2000: An Education StrategyPresident George Bush

April 18, 199/

MESSAGEFROM THE SECRETARY

I am pleased to announce this year's winners of the Secretary's Awards for OutstandingAdult Education and Literacy Programs. They embody the best elements of how the adultlearning system will move our nation to meet the National Education Goal for Adult Literacyand Lifelong Learning, so that every adult American will be literate

and possess the kind of workplace skills necessary tocompete in an ever-changing world.

Outstanding programs in communities all acrossthe nation were considered carefully for theseawards. The ten finalists being honored this

-s-

year were chosen as the best examples ofprograms that are transforming adulteducation and literacy to better prepareadults for work and life in the twenty-firstcentury.

AMERICA 2000, the President's strategy tomeet the National Education Goals, isstrengthened by the kind of commitment toeducation excellence shown by this year'swinners. These dynamic examples show what canhappen when business-as-usual meets the transform-ing power of bold, break-the-mold ideas.

Congratulations to this year's winners and to the dedicated men and women whose leader-ship and determination to make their communities places where learning happens archelping to make America a better place for all its citizens.

MId><S1A141-ei\

Lamar AlexanderSecretary of Education

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THE NATIONAL EDUCATION GOALS

GOAL 1: READINESS FOR SCHOOL

By the year 2000, all children in America will start school ready to learn.

GOAL 2: HIGH SCHOOL COMPLETION

By the year 2000, the high school graduation rate will increase to at least 90 percent.

GOAL 3: STUDENT ACHIEVEMENT AND CITIZENSHIP

By the year 2000, American students will leave trades four, eight, and twelve havingdemonstrated competency in challenging subject matter including English, mathemat-ics, science, history, and geography; and every school in America will ensure that allstudents learn to use their minds well, so they may be prepared for responsiblecitizenship, further learning, and productive employment in our modem economy.

GOAL 4: SCIENCE AND MATHEMATICS

By the year 2000, U.S. students will be first in the world in science and mathematicsachievement.

GOAL 5: ADULT LITERACY AND LIFELONG LEARNING

By the year 2000, every adult American will be literate and will possess the knowl-edge and skills necessary to compete in a global economy and exercise the rightsand responsibilities of citizenship.

GOAL 6: SAFE, DISCIPLINED, AND DRUG-FREE SCHOOLS

By the year 2000, every school in America will be free of drugs and violence andwill offer a disciplined environment conducive to learning.

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BACKGROUND

The Secretary of Education established theSecretary's Awards for Outstanding Adult Educationand Literacy Programs in 1985 to recognize excel-lence in local program services for educationallydisadvantaged adults. The recognition program hasassumed increasing importance as a means of focusingnational attention on a range of high quality programsthat demonstrate excellence in local communities.Congress, in the 1991 National Literacy Act, called forquality, accountability and strong coordinatedcommunity efforts in laying out amendments to theAdult Education Act. The 1992 awards program

focuses on these elements.

The selection process begins with an invitation by theU.S. Department of Education for two nominationsfrom each state. From these submissions, the Depart-ment selects two programs from each of its ten regionsfor final competition. Experienced staff experts visiteach program nominated and record detailedobservations. Finally, a panel of national experts fromthe field of adult education and literacy selects the tentop programs, one from each region, to receive theawards.

Criteria for the review and evaulation of nominationsfor the Secretary's Awards are based upon recom-mendations from program administrators and practitio-ners, state directors of adult education, research onsuccessful elements in program delivery, and theNational Goals for Education.

The criteria against which nominated programs areevaluated identify program elements usually foundin high quality programs. Describing these elementsin the context of an operating program facilitatestheir replication across the country.

KEYCHARACTERISTICS

The ten key characteristics used to distinguishexcellent programs in the 1992 competition were:

The program has measurable objectives thatare consistent with the learning goals forstudents and program mission.

The program can provide evidence thatthese objectives are being met.

The program can provide evidence thatstudent learning goals have been met.

The curriculum is related to programobjectives; instructional methods andmaterials reflect recent trends.

The program environment is appropriate andadaptable to the special needs of adultlearners.

To a significant degree, the programcoordinates with public and private sectorentities in order to respond to a variety ofneeds and goals of adult learners.

The program provides for evaluation andfeedback from students, and concernedindividuals and groups. Evidence is availableto indicate how this feedback influencesprogram decisions.

The program has specific, successfulstrategies for recruiting and retainingstudents.

Staff and professional development opportu-nities are provided to program personnel.

The program has effective elements that areclearly demonstrated and potentiallyreplicable at other sites.

ADULT ACADEMY CENTER FOR PUBLIC SERVICEBROWN UNIVERSITY

PROVIDENCE, RHODE ISLAND(REGION I)

The Adult Academy: A Program forLiteracy/Language Education has astatewide network of projects andservices characterized byquality and innovation in allareas: staff training, coordina-tion, evaluation and programimprovement, and flexiblelearner-focused instruction.It delivers services throughcommunity-based literacyprograms, serving adultswith limited English profi-

ciency from a variety ofcultures, older persons,homeless adults, the deaf, and \developmentally disabledadults.

certified instructors, or experiencedtutors. The Academy recruits, trains,

and places more than 250 tutorseach year. Advanced learners

are encouraged to completetraining and return as tutors ormentors for new learners. Thisextensive tutor trainingprocess ensures consistencyand quality of individualizedinstruction to the largestpossible number of learnersin the network.

Each of the 20 service delivery sitestailors its goals and methods to itstarget population. Instructional techniquesinclude one-on-one educational counseling, a hometutoring program, and small-group classes. Careercounseling and GED preparatory courses areavailable, along with placement in continuingeducation programs, job experience and training,refugee services, and personal counseling. Mostproject sites have waiting lists, but referrals enablelearners to enroll in any slot throughout the net-work.

Staff of the Academy and the local projects arepredominantly professional adult educators,

The Adult Academy encour-ages not only acquisition of

basic skills but also applicationof those skills through increased

work-related, community, andsocial involvement. Evidence that

students respond to this kind ofintegrated instruction includes employment

or job promotion, purchase of property, increasedcommunity activity, and involvement inintergenerational education efforts. Studentinvolvement has included a bilingual PTA group,increased written advocacy by homeless adultsconcerning state legislation that affects them, jobpromotions for deaf learners due to improvedwritten expression and comprehension, andsubmission of a book by learners in the localVeterans Association writing program to theNational Very Special Arts competition.

Photo Captions An adult learner in the Deaf Literacy Program is shown communicating in American Sign Languagewith instructor Maria Oicwara. All classes in this program are team-taught by adult education professionals who arethemselves clay': Instruction is based on bilingual education and learner-centered philosophy.

Contact:: Marie Cora, The Adult Academy, Howard R. Swearer Center for Public Service, 25 George Street,Providence, RI 02912 ,Telephone 401/863 -3986.

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ROCHESTER FAMILY LEARNING CENTERROCHESTER, NEW YORK

(REGION II)

The Family Learning Center has, injust two years, earned communityrecognition as an effectivemeans of preparingunemployed andundereducated adults foremployment, within afamily learning setting.Adults receive basicskills and/or occupa-tional training in theareas of nursing, trades,food services, officework, or child care.Through a cooperativearrangement with localbusinesses, all adults whocomplete the occupationaltraining program are placed foremployment. More than 80 percent of allcenter students are referred from the local JOBSprogram (Job Opportunities and Basic Skills), whichties continued public assistance to mandatory participa-tion in education and training.

In a significant departure from traditional adult education

approaches, preparation for employment is but one part of

a one-stop, multipurpose family learning concept.

Instructional offerings include adult education as a critical

component in the broader family literacy program. The

center has skillfully blended public and private funding

sources, including grants from the Toyota Family Literacy

Foundation, and other private, state, and federal funds.

More than 500 students participate

N

in the program in a given day- -twice as many as expected.

The retention rate is closeto 100 percent, with awaiting list for services.Since the centeropened in late 1990,116 adult studentshave received a GEDand 120 have been

placed in jobs. Thespacious and well-

equipped facility wasrenovated by a local

business and contributesto the sense of enthusiasm

and pride the communitydisplays toward the center. Local

organizations are planning anexpansion to handle an additional 500 students a day.

Other features that bespeak excellence includereliance on full-time teaching staff; regular andinnovative staff development; strong partnershipmechanisms involving the local department of socialservices, businesses, school district administrators,volunteer literacy organizations, and the communityat large; programs to serve those with limited Englishproficiency or disabilities; a strong counselingservice; and an electronic student progress trackingsystem.

Photo caption,. Candido Santiago, a participant in the Foster Grandparent program who is assigned to the center,shares story time with two children enrolled in the preschool program. Parents of the children are all involved ineither ESL or basic skills programs at the Center, as well as joining their children in family literacy activities.

Contact: Donna Phillips, Coordinating Director, Adult and Continuing Education, 30 Hart Street, Rochester,New York 14605, Telephone 7161262-8326.

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ARLINGTON EDUCATION ANDEMPLOYMENT PROGRAM

ARLINGTON, VIRGINIA(REGION III)

The Arlington Education and Employment program's mission and philosophyProgram (REEP) is a special project within enable staff to be dynamic andthe Department of Vocational, Career /, responsive to changing needs ofand Adult Education of Arlington the population.Public Schools. A multifaceted

program, REEP offers general /English as a second languageservices to Z000 students a year,

as well as computer-assisted

instruction, family li teracy

services, and a nationally

recognized workplace literacyproject..

Since its inception in 1976, theREEP program has servedmore than 24,000 adult limited

English speakers. While themajority of student are from CentralAmerica, large numbers of refugeesfrom southeast Asia, Ethiopia, Afghani-stan, and eastern Europe also attend. Theprogram helps learners to:

develop basic skills needed to function in theworkplace, home and community;apply civic knowledge and higher orderthinking skills critical to participation in ademocracy;acquire skills needed for lifelong learning;foster intergenerational learning; andunderstand the role of technology in daily life.

Various program components reflect evolvingneeds and priorities of limited English speakers inVirginia and in the entire United States. The

VThe program provides anartful mix of services andfunding sources. Forexample, the generalEnglish as a secondlanguage and literacyprogram offers structuredand intensive instruction inthree tracks to fit students'previous educational skillsand learning goals. REEPalso offers instruction

through an adult learning/ center, which is part of a/ national network. The center

assures adult learners access toadvanced educational technologies to

improve language and literacy skills while underthe direction of experienced ESL teachers.Workplace literacy services for on-site instructionare customized for five service-related industries.Since 1988, REEP's workplace program hasreceived four grants from the highly competitiveNational Workplace Literacy Program.

The REEP program has consistently met its goals.Recent completion rates include 78 percent ingeneral ESL, 100 percent in family literacy, and 82percent in workplace literacy. Recent retentionrates are 77 percent, 83 percent, and 82 percent forthese respective programs.

Photo caption: This student is using computer technology to develop his English listening skills and build vocabulary.An immigrant from El Salvador, he uses the learning center to supplement his ESL classroom instruction.

Contact: lnaam Mansoor, Director, Arlington Education and Employment Program, 1601 Wilson Boulevard,Arlington, VA 22204, Telephone 7031358-4200.

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WORKSITE EDUCATION PROGRAMLOUISVILLE, KENTUCKY

(REGION IV)

rr h e Jefferson County PublicSchool's Worksite EducationProgram represents an exem-plary workplace educationprogram, funded by a varietyof public and privatesources. The largestinvestors are employers inJefferson County. Out-standing features include astate-of-the-art multipleassessment and instruc-tional design, exemplaryteacher selection and stafftraining components, a well-developed evaluation design,and extensive employer andcommunity involvement.

goals - -arc documented on an individualeducation plan. Students are as-.

sessed to determine their learning\ Ntyles, to set learning objectives,\ to asssure proper placement in

instructional programs, and todetermine learning gains.

The program's evaluationdesign can be viewed as amodel. Students, staff, andemployers lave had ample

/ opportunity to assess theoutcomes and value of theprogram. An Evaluation Reportcovers the results of surveys of

teachers, participants, studentsexiting the program, and employers.

Instruction is relevant to the work andpersonal needs of employees. A custom-

ized Comprehensive Adult Student AssessmentSystem (CASAS) Curriculum Index has beendeveloped for this program, thereby matchingassessment with curriculum.

\The five objectives of the programare coordination, assessment and instmc-tion, service to 50 companies with 1,500 employ-ees, development of an instructor selection process,and use of a research model. These objectiveswere established to support successful implementa-tion of Jefferson County's innovative, progressiveand relevant workplace education program. Todate, all program objectives have been achieved.One has been surpassed: more than double theprojected number of employee students have beenserved.

Attainment of student goals is a priority for thisprogram. Student goals- -and activities to meet those

Workplace education is perhaps the fastest-growing targeted program in adult education.There is immediate need for useful programdesigns, assessment and instruction techniques, andevaluation models. The Jefferson County PublicSchool's Worksite Education Program demonstrateseffectiveness in implementing many importantcomponents of this program area.

Photo caption: Thomas Fletz, a saw operator at Independent Container, Inc. in Louisville, is enrolled in JeffersonCounty's Workplace Training program. He is shown using math concepts learned in class to make calculationsrequired on the job.

Contact: Jeannie Reatherly, Adult and Continuing Education, Jacob Annex, 3670 Wheeler Avenue,Louisville, KY 402 ;5,Telephone 502/473 -3400.

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THE ADULT EDUCATION AND LITERACY PROGRAMTOWNSHIP HIGH SCHOOL DISTRICT 214

ARLINGTON HEIGHTF(REGION V)

Operating under the umbrella of a

dynamic and comprehensive Community

Education Program, the Adult Education

and Literacy program of Township

I-figh School District 214 is an

integral part of both a concept and

a process designed to link

community needs and resources

to improve the quality of life in

Northwest suburban Chicago

communities. In 1991, the

program served more than 7,000

adults, a large percentage of

them from the area's growing

immigrant population.

ILLINOIS

While the District 214 program uses

traditional sites such as libraries and public

high schools, instructional sites and

approaches are increasingly marked

by innovation. For example, a

partnership with IBM at its Rolling

Meadows and Oak Brook offices

has established Adult Skills

Centers combining literacy

volunteer instruction with

computer-assist od learning. IBM

employees, trained by District 214

professional staff, serve as tutors in

a state-ofthe-art computer lab.

These sites have served as models

for other Chicago-based busi-

nesses. At the Arlington Interna-

tional Racecourse, both the Trackside

Restaurant and the Backstretch, where

seasonal racetrack workers reside, offer

ESL and the adult education component of

family literacy classes. The instructional programs have

improved communication between workers and manage-

ment and increased the ability of workers to use community

services. The success of this innovative program for

seasonal workers is being recommended for replication

throughout the Illinois racetrack network.

community needs assessments over the

past eight years. Most recently, the

Community Education Program Survey of

1992, mailed to over 102,000 households, will be used

to evaluate, the adult lemming program, identify areas for

program expansion and improve scheduling. Similarly, a

1992 Skills and Training Needs Survey of 600 businesses,

conducted jointly with the Arlington Heights Chamber of

Commerce, identified businesses interested in upgrading

workers' basic skills through cooperative partnerships.

Results of needs assessments are used regularly to form

and promote community and business/education partner-

ships. To date, some 72 businesses, organizations, and

institutions have formed partnerships with the District.

The effectiveness of the District 214 Adult Education and

Literacy Program is enhanced by its strong and active

Literacy Council and Community Education Advisory

Committee and the Community Fdiication Foundation,

which generates and distributes financial resources to

supplement public funds.

Photo caption: Family literacy is an intergenerational program for children whose parents are enrolled in adult educa-tion and literacy classes. This educational child care program provides preschoolers with enrichment in language,listening, reading, writing, thinking, and life skills, and encourages parental interaction.

Contact: Richard Chierico, Director of Community Education, Forest View Educational Center, 2121 S.Goebbert Road, Arlington Heights, IL, 60005, Telephone 708/364 -8704.

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ADULT BASIC EDUCATION PROGRAMDONA ANA BRANCH COMMUNITY COLLEGE

LAS CRUCEl , NEW MEXICO(RECAON VI)

Adult education staff at Dona Ana

Branch Community College demon-strate excellence in meeting theeducational needs of more than4,000 adult students each year.The college operates 30 sitesthroughout 3,500 square milesof Dona Ana county and thesouthern portion of SierraCounty. Services includeEnglish as a Second Lan-guage (ESL), GED prepara-tion, citizen preparation, basicskills, prevocational, tutoring,and career counseling.

Among its innovative initiativesare year-round instruction,studer.; tutorials, a computerizedreading development program,expanded student services, and publica-tion of a student newspaper, EL Progresso.

esteem through personal, societal,employment, and family relation-

ships; developing positivebehaviors to replace self-

defeating behaviors; andbuilding relationshipsthrough an examination offeelings and interactions.

Examples of expanded program services includethe STEP AHEAD Workplace Literacy Project atMemorial Medical Center; the New Mexico HumanResources Development Institute's DislocatedWorkers Program (Stahmann Farms) ESL and GEDclasses; and the 10-week training program foremployees of the Sara Lee Hosiery Plant.

Emphasis on life management skills is demonstratedthrough three learning components at the QuintanaLearning Center. These include: increasing self-

Coordination with othereducational servicesenables students to obtainrealistic answers toeducation and careerquestions. Counseiorsprovide information on newcareers through a computer-

ized Guidance InformationSystem. A strong commitment is

made to help disabled students byfurnishing necessary resources to

enable them to function indepen-dently.

Nearly 400 students have received an adult highschool diploma; more than 800 others have enteredother educational or training programs; approxi-mately 100 became U.S. citizens, and nearly 300found employment or were promoted. The Commu-nity College has received special recognition forhelping program completers and GED graduates. inthe spring of 1992, 31 percent of newly enrolledstudents were GED graduates, as compared with thenational average of nine percent for communitycolleges.

Photo caption: The Center emphasizes flexibility in students' learning styles. Shown above is adult basic education

student Rini Serna, who studies while her dau hter naps.

Contact: Joe Lopez, Director, Adult Basic Education, Dona Ana Branch Community College, P.O. Box300001, Las Cruces, NM 88003 ,Telephone 505/527 -7541.

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PARKWAY AREA ADULT BASIC EDUCATIONCREVE COEUR, MISSOURI

(REGION VII)

The Parkway Area Adult BasicEducation Program is a comprehen-sive adult education and literacyprogram serving six public schooldistricts in the greater SaintLouis metropolitan area. In

more than 3,000 adults in 37

1990-91, the program served

different locations. Classesare offered mornings,afternoons, and evenings,five days a week.

The program is organizedinto four basic instructional

areas: literacy/pre-GED/GED;English as a second language(ESL); retirement and nursinghome; and workplace literacy. Eachinstructional area has a definedcurriculum, including clearly statedlearning objectives. Through a prescriptivelearning system, general literacy, pre-GED, andGED students are instructed in one or more of fivesubject areas--reading, math, writing skills, science,and social studies. The program has developed itsown system for translating TABE (Test for AdultBasic Education) test results to appropriate instruc-tional strategies.

The program has a wide variety of sophisticatedmaterials designed to facilitate and support programimplementation. A teacher's handbook with a special

section for ESL teachers is providedto all staff. The program has also

developed guidelines to helpnew ABE teachers select

appropriate instructionalmaterial. Two model guidesfor workplace literacyprograms include informa-tion on conducting environ-mental scans and taskanalyses, and developingfunctional context materials.

A variety of data are/gathered to determine theextent to which programobjectives are being met.

/Teachers and classes areobserved and formally evaluated

quarterly. Students are routinelyasked to evaluate the teachers and

their classes. Student progress reports aremaintained for every student.

Outstanding features of this program include the useof well-trained volunteers in both instructional andsupport roles, and the special assistance providedphysically and mentally disabled students. Literacystudents are paired with one or more of the 83trained volunteer reading tutors. Twenty-sixpercent of the program's total enrollment in fiscalyear 1990-91 fell into this category.

Photo capiion: The Parkway Area Adult Basic Education Program coordinates services with Specialized Transitional

Activities and Rehabilitation Training (START) to provide classes for the physically challenged. Pictured here isSTART student Michael Lane, working with his tutor on a writing assignment.

Contact: Donna F. Burk, Director, Parkway Area Adult Basic Education, 12657 Fee F 'e Road, Crewe Coeur,MO 63146, Telephone 314/469 -8534.

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THE ADULT LEARNING CENTERWESTERN WYOMING COMMUNITY COLLEGE

ROCK SPRINGS, WYOMING(REGION VIII)

The Adult Learning Center (ALC) ofWestern Wyoming CommunityCollege (WWCC) is the oldestcomprehensive Adult BasicEducation (ABE) program inthe state of Wyoming. Thecenter has served as a modelfor the development ofseveral newer ABE pro-grams at community college 0-Tsettings, especially those thatuse volunteers and supportrural outreach sites.

Besides being the only adultbasic education institution inSweetwater Countyencom-rzssing 10,473 square miles--theWWCC Adult Learning Center isthe only such institution in southwestWyoming. The center also sponsorsadult basic programs in ten communitiesoutside of Swetwater County and three correctionalinstitutions. During 1992, the program served morethan 800 persons. Its emphasis on strong "self-esteem building" through instructor-learnerconferences has contributed to high retention andpersonal goal expansion of students.

One of the outstanding features of the center is itsresponsiveness to learner needs. There is nowaiting list: students receive instruction within oneweek of enrollment. Each learner is interviewedand assessed through a combination of formal andinformal instruments.

The center has one of the mostcomprehensive ABE/GED/ESL

libraries in the state, based upon aconscious decision that each

student should have access tothree or more texts at anylevel and 40 or more pleasurereaders. Additionally, thecenter has developed anextensive collection ofcomputer software thatsupplements and supportsthe classroom and tutorialprocesses. The programprovides computer lab trainingin a way that facilitates enroll-

ment, accelerates learning, andimproves retention. Software has

also been obtained that worksespecially well with learning disabled

students.

Another element of the center's success is thestrong support of social service agencies and otherlocal educational institutions. Major organizations inthe Center's network include the Department ofFamily Services, Department of Vocational Rehabili-tation, the Y.W.C.A., Job Service, Job TrainingPartnership Act programs, School Districts NumberOne and Two (Rock Springs and Green River),Sweetwater Country Library, and local businesses.A very sophisticated tracking system on studentprogress provides information on program effec-tiveness and funding sources.

Photo caption: Being responsive to individual learners' needs is a hallmark of Western Wyoming Community College'sAdult Learning Center. Instructor Jim Springsteel, shown above, informally assesses the needs of GED learnersbefore prescribing a plan of study.

Contact: Bonnie Pendleton, Western Wyoming Community College, 2500 College Drive, Rock Springs, WY82902-0428,Telephone3071382-1600.

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PIMA COUNTY ADULT EDUCATIONPIMA COUNTY SUPERINTENDENT OF SCHOOLS

TUCSON, ARIZONA(REGION IX)

Pima County Adult Education (PCAE) -----has been providing adult educationservices !lo Tucson/Pima Countycommunities since 1969. Diver-sity in population and geogra-phy mark the region servedby the Pima County AdultEducation program. Programsites are found in elemen-tary and high schools,workplaces, correctionalfacilities, communityorganizations, urbanlearning centers, and theTohono O'Odham andYaqui Indian reservations.The program covers a geo-graphic area larger than RhodeIsland and Connecticut combined,encompassing highly urban anddistinctly rural areas.

The program currently serves 9,000 adults annuallyin literacy, GED, English as a second language(ESL), and citizenship classes. PCAE views teacher/student partnerships as the critical element inmoving adult learners toward achievement of theirgoals and self-sufficiency.

Among the most outstanding features of PCAE is thevariety of programs it provides to meet the needs ofspecial populations. Examples of these include theHomeless Education Project implemented throughcooperative partnership with other providers ofservices to the homeless; the JOBS project for

welfare recipients that includes astrong life skills and counseling

component; and the WorkplaceEducation Project that supports

onsite instruction in work-related basic skills for employ-ees, including ESL.

Of special note is PimaCounty's Project RAISE(Rehabilitative AdultIndependent Skills Educa-tion) that serves disabled

i students. More than 100developmentally disabled/adults, many with additional/ physical handicaps, are

provided with educationalopportunities annually. RAISE uses

a unique arts-oriented approach toenable students to grow through self-

expression. In addition, Pima County operatesan ABE/GED class for deaf and hearing-impairedadults through the Community Outreach Programfor the Deaf using American Sign Language.

Recently, PCAE was one of five programs in thenation to receive a $225,000 Toyota Families forLearning Grant award from the National Center forFamily Literacy for its Sunnyside Up family literacyprogram. Its workplace education program hasbeen featured among four others nationwide in U.S.Department of Education publications as one thatoffers effective and promising practices for replica-tion.

Photo caption: PCAE Associate Director Susana Mincks and lead teacher Maria Acevedo hold a banner proclaimingthe program's motto: Opportunity, Commitment, and Service.

Contact: Greg Hart, Director, Pima County Adult Education, 130 W. Congress, Room 540, Tucson, AZ 85701,Telephone 602/740 -8695.

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ADULT LITERACY PROJECTTACOMA COMMUNITY HOUSE

TACOMA, WASHINGTON(REGION X)

Tacoma Community House (TCH), a

nonprofit, community-based organiza-tion, is a multiservice center forimmigrants and refugees offering

adult literacy education,employment and training,bilingual services andadvocacy. Its goal is toempower people to improvethe quality of their livesthrough education and toencourage the promotion ofeducational values in thehome.

The guiding principle for allprojects and staff is that theclient comes first. The majorityof English as a second language(ESL) and Adult Basic Education(ABE) tutoring services are providedat TCH, which is located in a low-incomeneighborhood plagued by social and economicproblems. While office spaces are crowded,classrooms are spacious. The atmosphere is friendlyand professional. On a daily basis, TCH houses 34full-time staff, 11 part-time instructors, 20-30 volun-teer tutors, 6-10 college workstudy tutors, 250 ESLstudents, 90 ABE\GED students, and 20-30 walk- in

clients for testing, bilingual outreach services, jobplacement counseling, and help with tax forms andother paperwork. Classes are provided throughyear-round flexible scheduling.

Although many of the services are designed forimmigrants and refugees, the agency serves a

diversity of clients. The staff is 35percent bilingual. Waiting lists exist

for almost every service offered.

TCH's curriculum is compe-tency-based and focused onthe language, basic skills, and\critical thinking skills neces-

sary to reach student goals. Ithas developed curriculummaterials that emphasizespecific learning styles ofthe targeted population.TCH staff helped to developthe Statewide Refugee ESLcurriculum. Staff developmentis a high priority for full and

part-time staff and volunteers.TCH is the recognized leader in

supporting, promoting, and enhanc-ing volunteer ESL programs in

Washington through ESL training work-shops and technical assistance to volunteer pro-grams and conducts an annual volunteer confer-ence with 250 participants.

One of TCH's greatest strengths is its coordinationwith other agencies. TCH has cooperative arrange-ments with two private universities for the StudentLiteracy Corps, the Department of Health andSocial Services for referral of welfare clients, theDepartment of Developmental Disabilities forclients, JOBS and Even Start programs for transpor-tation and child care services, and the UrbanLeague and YMCA for the use of facilities and

computer hardware.

Photo caption: Tacoma Community House staff have a personal relationship with their clients. In the photo above,Candy Carbone. an ESL instructor and ..ITPA counselor, encourages a refugee from Vietnam who islearning English.

Contact: Debbie Reck, Education Program Manager, Tacoma Community House, P.O. Box 5107, Tacoma,

WA 98415, Telephone 206/383 -3951.

16

BEST COPY MILO E

COMMENDATIONS TO OTHER 1992FINALISTS

James H. Groves Adult High SchoolDover, Delaware

(Region III)

Basic Skills Education ProgramCatawba Valley Community College

Hickory, North Carolina

(Region IV)

Adult Literacy ProgramCollege of Du PageGlen Ellyn, Illinois

(Region V)

Adult Basic EducationSoutheast Community College, Lincoln Campus

Lincoln, Nebraska

(Region VII)

Cheyenne Adult Learning CenterLaxamie County Community College

Cheyenne, Wyoming

(Region VIII)

Regional Adult Learning CenterEastern Idaho Technical College

Idaho Falls, Idaho

(Region X)

17

IS

Information Contacts

Assistant Secretary Betsy BrandVocational and Adult Education 202=-5451

Secretary's Awards Program Staff Coordinator Thomas WhiteDivision of National Programs 202/205-9274

Director Joan SeamonDivision of Adult Education and Literacy 20=5-8270

Chief Julia ShepherdProgram Improvement Branch 202/205-9389

Chief Ron Pugs leyProgram Services Branch 202/205-5698

Area Coordinator Sarah NewcombNortheast (Area I) 202/205-8794

Area Coordinator Jim ParkerSouth (Area II) 202/205-8234

Area Coordinator Mike DeanMidwest (Area III) 202a05-9294

Area Coordinator Carroll ToweyWest (Area IV) 202/205-9791

Clearinghouse Tammy Fortune202/205-9996

Information Services Joyce Ryan202a05-8959

DIVISION OF ADULT EDUCATION AND LITERACYOFFICE OF VOCATIONAL AND ADULT EDUCATION

U.S. DEPARTMENT OF EDUCATION400 MARYLAND AVENUE, S.W.WASHINGTON, D.C. 20202-7240

OVAE 92-15

18

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OF 0(' 1TION.kl, 1NI) \DE I,T I..1)1 HO\\SIIINGTON, D.('. 2021)2-7240