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DOCUMENT RESUME ED 395 098 CE 067 682 TITLE "What's the Buzz?" Pennsylvania's Adult Basic and Literacy Education Dissemination Newsletter Project. Final Report. INSTITUTION Adult Education Linkage Services, Troy, PA. SPONS AGENCY Pennsylvania State Dept. of Education, Hariisburg. Bureau of Adult Basic and Literacy Education. PUB DATE 94 NOTE 106p.; Volume 13 is complete. PUB TYPE Reports Descriptive (141) Collected Works Serials (022) JOURNAL CIT What's the Buzz?; v13 n1-10 1993-1994 EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Adult Basic Education; *Adult Educators; Adult Literacy; *Basic Skills; Information Dissemination; *Literacy Education; Needs Assessment; *Newsletters; *Professional Development; State Programs; Statewide Planning; Workshops IDENTIFIERS 353 Project; *Pennsylvania ABSTRACT A project produced and disseminated to adult basic and literacy education practitioners in Pennsylvania a newsletter containing relevant information designed to meet their professional development and awareness needs. lt prepared and disseminaied an 8-12 page newsletter for the months September 1993 through June 1?94. Information contained in the newsletter came from a variety cE sources including: conferences, workshops, regional staff development centers, state government offices, other professional newsletters, adult education clearinghouses and professional publications, Pennsylvania Adult Literacy Resource Centers, national professional aduit education and literacy clearinghouses, national professional organizations and individuals, and U.S. government offices. The newsletter was mailed to 3.000-3,500 adult education practitioners each month. On the basis of responses from readers and an analysis of the content and format of the newsletters, project staff recommended an expansion to 12 pages each month and changes to enhance its readability and attractiveness. (Ten issues of "What's the Buzz?" are attached. Articles are on these topics: state adult literacy resource centers, regional staff development centers, Adult Basic and Literacy Education (ABLE) Bureau information and personnel, Pennsylvania ABLE programs and practitioners, Pennsylvania adult students, professional development, grant information, conferences and workshops, professional organizations and coalitions, and publications.) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. ********e**************************************************************

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DOCUMENT RESUME

ED 395 098 CE 067 682

TITLE "What's the Buzz?" Pennsylvania's Adult Basic andLiteracy Education Dissemination Newsletter Project.Final Report.

INSTITUTION Adult Education Linkage Services, Troy, PA.SPONS AGENCY Pennsylvania State Dept. of Education, Hariisburg.

Bureau of Adult Basic and Literacy Education.PUB DATE 94

NOTE 106p.; Volume 13 is complete.PUB TYPE Reports Descriptive (141) Collected Works

Serials (022)JOURNAL CIT What's the Buzz?; v13 n1-10 1993-1994

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Adult Basic Education; *Adult Educators; Adult

Literacy; *Basic Skills; Information Dissemination;*Literacy Education; Needs Assessment; *Newsletters;*Professional Development; State Programs; StatewidePlanning; Workshops

IDENTIFIERS 353 Project; *Pennsylvania

ABSTRACTA project produced and disseminated to adult basic

and literacy education practitioners in Pennsylvania a newslettercontaining relevant information designed to meet their professionaldevelopment and awareness needs. lt prepared and disseminaied an 8-12page newsletter for the months September 1993 through June 1?94.Information contained in the newsletter came from a variety cEsources including: conferences, workshops, regional staff developmentcenters, state government offices, other professional newsletters,adult education clearinghouses and professional publications,Pennsylvania Adult Literacy Resource Centers, national professionaladuit education and literacy clearinghouses, national professionalorganizations and individuals, and U.S. government offices. Thenewsletter was mailed to 3.000-3,500 adult education practitionerseach month. On the basis of responses from readers and an analysis ofthe content and format of the newsletters, project staff recommendedan expansion to 12 pages each month and changes to enhance itsreadability and attractiveness. (Ten issues of "What's the Buzz?" areattached. Articles are on these topics: state adult literacy resourcecenters, regional staff development centers, Adult Basic and LiteracyEducation (ABLE) Bureau information and personnel, Pennsylvania ABLEprograms and practitioners, Pennsylvania adult students, professionaldevelopment, grant information, conferences and workshops,professional organizations and coalitions, and publications.)(YLB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

********e**************************************************************

FINAL REPORT

Project # 099-4013

Submitted to:The Bureau of Adult Basic and Literacy Education

Pennsylvania Department of Education

333 Market Street

Harrisburg, PA 17126-0333

By: Adult Education Linkage Services

Box 214

Troy, PA 16947

"WHAT'S THE BUZZ?"

Pennsylvania's Adult Basic and Literacy Education

Dissemination Newsletter

U S DEPARTMEN1 OF EDUCATION

EDJ6CATIONAI. RESOURCES INFORMATIONCENTER IERICi

This documenI has been reproduced a.;received from the ore-,on or ordarviatiiieoriginating it

0 Minor changes have been ma& TewnproveremcluMmchm,dv

deCtInvirerriiMiciai0M1pmAin

1993-1994

BEST COPY AVAILABLE

-PERMISSION TO REPRODUCE THIN

MATERIAL HAS BEEN GRANTED tr

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC!

Title Page

Project: "What's the Buzz?"--Pennsylvania's Adult Basic and

Literacy Education Newsletter

Project Director/Editor: David W.Fluke

Grantee: Adult Education Linkage Services

Box 214

Troy, PA 16947

Voice: (717) 596-3474

FAX: (717) 596-4222

Duration: July 1, 1993-June 30, 1994

Project NuilTher: 099-4013

Federal Amount of Grant: $43,419

Disclaimer: "The activity which is the subject of this report, was

supported in part by the U.S. Department of Education. However, the

opinions expressed herein do not necessarily reflect the position or

policy of the U.S. Department of Education, and no official

endorsement should be inferred."

Adult Education Linkage Services is an Equal Opportunity Employer.

Abstract Page

Title: "What's the Buzz?"--Pennsylvania's Adult Basic and

Literacy Education Dissemination Newsletter.

Project No.: 099-4013 Funding: $43,419

Project Director: David W. Fluke Phone No.: (717)596-3474

Contact Person: Same

Agency Address: Adult Education Linkage Services

Box 214, Troy, PA 16947

Purpose: The purpose of the project was *q produce and disseminate

to adult basic and literacy education practitioners in Pennsylvania

a newsletter containing relevant information designed to meet the

professional development and awareness needs of these practitioners.

Procedures: The project prepared and disseminated an 8-12 page

newsletter for the months September, 1993 through June, 1994.

Information contained in the newsletter came from a variety of

sources including conferences, workshops, regional staff development

centers, state government offices including the Bureau of Adult

Basic and Literacy Education, other professional newsletters, adult

education clearinghouses and professional publications, the

Pennsylvania Adult Literacy Resource Centers, national professional

adult education and literacy clearinghouses, national professional

organizations and individuals, U.S. Government offices and others.

Material was prepared in a readable format and the newsletter was

mailed to between 3,000 and 3,500 adult education practitioners each

month.

Summary of Findings: Although not a research project, feedback from

readers throughout the state indicates the need for such a

dissemination instrument to keep adult education practitioners

informed.

Comments: On the bases of responses from readers and an analysis of

the content and format of the newsletter, we have recommended an

expansion to 12 pages each month and the use of "cosmetic" printing

features to enhance the readability and attractiveness of the

newsletter.

Products: 10 issues of the newsletter.

Final report.

Descriptors:

TABLE OF CONTENTS

Cover Page

Title Page

Abstract Page

Introduction a 1.

Final Report

Body of the Report

The Problem 1

Goals and Objectives 3

Procedures 4

Objectives Met 5

Evaluation 6

Dissemination 8

Conclusions 9

FINAL REPORT

"What's the Buzz?"--1993-94.

a 1.

Introduction

The preparation and dissemination of a statewide newsletter for

adult education practitioners in Pennsylvania began from the

identification by the Pennsylvania Adult Education State Plan Task

Force for the need for such a dissemination instrument.

As Adult Education Staft and Professional Development is assuming an

ever-important role in Adult Basic and Literacy Education (ABLE ) in

Pennsylvania, the need for instruments through which to disseminate

information to adult education practitioners assumes a parallel role

of importance.

The newsletter is a viable, appropriate dissemination instrument for

adult educators in Pennsylvania, the majority of whom Lre part-

time employees in adult education with demands of other full-

time jobs. With a newsletter such as "What's the Buzz?" we have

been able to disseminate monthly information to adult educators

throughout the state including information designed to keep them

current on events and developments in the field in a format and

style which are conducive to the attention of adult educators.

Many readers tell us that, because of the geography of our state and

their remoteness, both geographic and professional, our newsletter

not only keeps them informed but makes them feel they are part of

their profession.

The newsletter was published and disseminated for the months of

September, 1993 through June, 1994.

In addition to support staff in printing and computerized mailing

listings, key personnel include the project director/editor and an

associate editor.

We would suggest adult educators interested in producing such a

newsletter would benefit from this report including the 10 issues of

the newsletter attached.

a 2.

In addition to many of the between 3,000 and 3,500 adult educators

in Pennsylvania who received the newsletter and tell us they keep

them in a special file, copies are permanently filed at the

regional staff development centers and either of the Pennsylvania

Adult Literacy Resource Centers: Harrisburg-AdvancE, llth floor, 333

Market Street, Harrisburg, PA 17126-0333 (800) 9922283(in-state) or

(717) 783-9192 (out of state); Gibsonia-Western Pennsylvania Adult

Literacy Resource Center, 5347 William Flynn, Rt. 8, Gibsonia, PA

15044 (800)446-5607, ext. 216 or (412) 961-0294, ext. 216.

Oversight for the project was provided by the Pennsylvania Bureau of

Adult Basic and Literacy Education, 12th floor, 333 Market Street,

Harrisburg, PA 17126-0333, (717) 787-5532.

Monthly copies are disseminated to all state Chiefs of Adult

Education and copies may be available at those offices.

FINAL REPORT

"What's the Buzz?" 1993-94

Body of the Report

The problem: Because of the small percentage of adult educators in

Pennsylvania who attend fall workshops, summer institutes, the

midwinter Conference and workshops conducted by the regional staff

development centers and because of the failure of many adult basic

and literacy education programs to provide comprehensive, on-

going programs of staff and professional development, some

technique, device or instrument is needed to disseminate important

information to adult basic and literacy education professionals

throughout the state.

In developing such an instrument, consideration must be given to the

peculiar nature of the time and energies available to Pennsylvania

adult educators to devote to their profession. For the most part

these are persons with other full-time jobs and many with family and

community commitments.

The newsletter has proven to be an appropriate dissemination

instrument which fulfills the need oE keeping adult educators in

Pennsylvania informed as to topics designed to enhance their

professional development and keep them informed as to activities in

their profession. Although not planned as a goal, we are also

finding the newsletter provides for adult educators throughout the

state a feeling of continuity and belonging to their profession.

3.

Goals and Objectives

1. To prepare an 8,10page general newsletter containing information

relevant and pertinent to adult basic and literacy education

practitioners in Pennsylvania.

2. To include as newsletter content information and articles from

the staff of the Bureau of Adult Basic and Literacy Education, adult

basic and literacy education programs and program personnel

throughout the state, statewide and regional conferences and

workshops, the U.S. Division of Adult Education and Literacy,

professional organizations such as the Pennsylvania Association for

Adult Continuing Education, the American Association for Adult and

Continuing Education and the Commission for Adult Basic Education,

research sources such as ERIC, AdvancE and other adult basic and

literacy education clearinghouses, other adult basic and literacy

education newsletters and whichever other source- in the field of

adult basic and literacy education that generate news and

information of importance to our readers.

3. To prepare the newsletter in a format which encourages recipients

11

to read the articles contained in the newsletter.

u4. To maintain a comprehensive p-to-date mailing list of as many

adult basic and literacy educators (program directors, tutors,

nteachers, volunteers, couselors, etc.) in Pennsylvania as can be

identified, such mailing list to be free of duplication.

11

4.

5. To carry on such activities as are appropriate to adding new

names of adult educators to the mailing list, such activities to

include soliciting names at fall workshops and other professional

events.

6. To disseminate the newsletter by mail to between 3,000 and 3,500

adult educators in Pennsylvania for the months September through

June with mailing to take place during the first week of each month

Newsgathering and research for the newsletter are ongoing processes

which we deal with throughout the year. Content is designed to keep

our readers informed as to (.urrent happenings and developments in

adult education as well as providing relevant information which they

can use to improve the quality of their adult education services and

meet the requirements of their students, communities and state and

federal adult education regulations.

Editing the newsletter demands a great deal of time in writing,

re-writing and working with the information and materials so it fits

the mold of a newsletter for adult educators. A not insignificant

consideration in this regard is to produce information that is read

in format that attracts adult educators.

The final consideration is dissemination of the newsletteL As

we have developed an extensive mailing list from 400 when we began

to now more than 3,300 adult educators, logistical problems

connnected with printing and mailing have arisen. We have

established a mailing deadline of the 1st week of each month for the

10 months we publish and this requires careful monitoring of our

activities and time as well as those of our printer.

5

We are pleased to report that, in the minds of staff members working

in the project and on the basis of subjective and objective

evaluation from our readers and others, we have met the objectives

established at the beginning of the project and, in some instances,

exceeded the standards set.

Objective 1: We prepared and disseminated seven 8-page issues, one

10-page issue, and two twelve-page issues.

Objective 2: We printed the following:

Topic Number of Articles

State Adult Literacy Resource Centers 12

Regional Staff Development Centers 45

ABLE Bureau information and personnel 19

Pennsylvania ABLE programs 18

Pennsylvania ABLE practitioners 36

Pennsylvania adult students 14

Professional Development

Various topics 19

Testing & Assessment 2

Family Literacy 5

Workplace Literacy 3

Homeless 2

ESL8

Learning Handicaps 8

Multi-cultural 4

Corrections 1

Technology 4

Section 353 projects 5

Grant information 6

Conferences and Workshops 24

Professional Organizations & Coalitions 6

Publications (general) 58

Calendar dates 426

Our objectives relative to the mailing list and dissemination

acuivities were also met. At present we are distributing to 3,409

adult educators and are experiencing a increase in persons on the

mailing list between 8 and 10% per year.

6.

EVALUATION

Informal (Subjective): We are continually receiving comments from

readers we meet at fall workshops, conferences, etc. and, although

we do not "log" these, we consider them carefully and use them as a

"quality control" to our more objective meth,,:xis of evaluation.

Nearly all persons with whom we speak at meetings, conferences,

workshops, etc. tell us they read "What's the Buzz?" "from cover to

cover" and appreciate receiving it. They tell us it keeps them

informed and aware of what is happening in Adult Basic and Literacy

Education in Pennsylvania.

Quasi Formal evaluation is ongoing with a tabulation of reader

comments which are sent us in the mail. Each letter is filed and,

if not quoted in entirety, is synopisized in reports such as this.

As with informal comments, nearly all letters received contain4

positive comments about the newsletter.

Examples:

" As always, I enjoy reading my copy of your newsletter. It is a

blend of the 'right stuff' and I feel 'in touch' with adult

educators and literacy providers across the state.- Pamela Weinberg,

Harrisburg School Distric.t.

"We would appreciate a copy of "What's the Buzz?" for each of our

staff members. We appreciate it." Mary Schmidt, Reading Area

Community College.

"Thank you for all the coverage you give both my activities and

those of NASSLN and keep up the good work."- Dr. Richard Cooper,

Bryn Mawr.

7.

Evaluation (2)

"Many thanks for publicizing our activities. We really appreciate

your support. Your newsletter is very important to us and the adult

educators in our region. Keep up the great work!"-Jane Ditmars,

Region 7 Staff Development Center.

"Saturday afternoon at the workshop a very nice lady approached me

about 'What's the Buzz?'. She saw my name tag and t ight I was the

editor. She was full of praise for The Buzz."- Don Lunday, ABLE

Bureau.

"Thank you for be4-:* so good to us."-Chris Kemp, Western

Pennsylvania Adult L,T.--acy Resource Center.

"We enjoy the Newsletter, 'What's the Buzz?', very much."-Lois

Heart, Huntingdon, PA.

"Has anyone told you lately that you're doing a great job? Thanks

for that."-Cail Leightely, Project STAR, CIU 10 Staff Development

Center.

Formal (Objective) evaluation was effected by including a return

postcard in copies of our May, 1994 issue. These postcards are

mailed by the readers to a third party with no program nor fiscal

connection to "What's the Buzz?" nor our parent organization, Adult

Education Linkage Services. Sherry Spencer conducted this third

party evaluation for 1993-94. Sherry is Director of the Bredford-

Wyoming Counties Literacy Council and past-president of Tutors of

Literacy in the Commonwealth (TLC).

8.

Evaluation (3)

Sherry's report is included in this final report. A tabulation of

readers' comments (from a small sample) shows 45% giving us the

highest rank (5)in "News and Information Content" with another 357

giving us a 4. 86% gave us a 5 or 4 in the area of "Usefulness of

Information" and 86% ranked us at a 5 or 4 in "What's the Buzz Meets

My Needs as an Adult Educator."

In a more ,-xtensive survey of all persons on our mailing list with

724 or 24% providing usable responses, 78% gave us the highest two

ranks in the usefulness to their work in adult education of the

information in "What's the Buzz?".

Some comments received in this latter survey which was conducted in

Winter, 1993-94 included:

"One workshop was held this fall in Altoona and I only learned about

it from 'What's the Buzz?'"

"'What's the Buzz?' is useful news and information on what's going

on around the state."

"'What's the Buzz?' is the best place to look for just about any

ABLE and/or PDE program information. I read it from cover to cover

the minute it arrives. Thanks!"

DISSEMINATION

A per the requirements of the Bureau of Adult Basic and Literacy

Education, 11 copies of this report along with sets of 10 issues of

the newsletter, are being forwarded to the Bureau at 333 Market

Street, Harrisburg, PA 17126-0333. We understand copies will be

distributed to the two state Adult Literacy Resource Centers (see p.

2) and to each of the regional staff development centers.

9.

Conclusions

On the basis of 13 years of preparing and disseminating "What's the

Buzz?" we feel the newsletter is essential to the professional

development of adult educators in Pennsylvania.

We have recommended additional funding be added to enable us to

enlarge our mailing list and include more adult educators in the

state (we believe we are reaching approximately 907 of the paid, non

volunteer adult education practitioners now).

We would also like to enlargc the number of pages in the newsletter

to enable us to emphasize the professional development aspect of our

publication by zeroing in upon a particular topic of professional

development concern in each issue and treating it appropriately

without deleting the types of information we are presently printing.

Lastly, we should improve the format of the publication in an effort

to reach those who read the newsletter cursorily or not at all.

This is the small minority of readers, but certainly worth the'

effort.

We have recommended a number of "cosmetic" changes such as the use

of two colors of ink, drop letters, pull-out quotes, various fonts,

etc.

Evaluation (4)

BRADFORD-WYOMING COUNTY LITERACY PROGRAM

Each One Teach OneBradford County Library

R R 3, Box 320Troy, Pennsylvania 16947

To: David Fluke, EditorFrom: Sherry SpencerDate: June 10, 1994RE: "What's the Buzz" Evaluation

33 Evaluations Received

Summary of evaluations:

(Ranking: 1 lowest, least useful to 5 highest, most useful)

2 3 4 5

News and Information Content: 2 4 10 13

Usefulness of information: 1 2 1 13 11

What's the Buzz Meets MyNeeds as an adult eclucator: 1 0 3 10 11

Typical Comments:

Quite thorough, good information, good job, keep it coming.

Keep up the good work!The newsletter is a good length!

I like the variety of articles.

Your newsletter get better every year.

I often don't receive my copy of "What's the Buzz" until aportion of the events on the calendar is over.

Hard to read.

Poor layout.

Need more articles on problem solving techniques.

More focus on the participating GED sites.

Not providing a variety of information for ESL programs.Excellent newsletter.

As a new Community Education Director I find "What's the Buzz" tobe very helpful in providing me with the big picture of ABLE.

0

rWeleom?.Back!

PostmasterTIME VALUE

Pleas* ExpediteDo Not Forward

Address CorrectionRequested

To: Box 214,Troy, PA 16947

NIA RataU.S. %stags

PAID

Troy, PA 16947

ParmIt 13

Pennsylvania's Adult Basic and Literacy Education Jissemination Newsletter

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ADULTEDUCATION

1-Li"1' I HE KEY

VOLUME 13, NUMBER 1 SEPTEMBER, 1993

Adult Literacy ResourceCenter opens in Western PA

It's open!And available toprovide neededresources andtechnical assis-tance to adult ba-sic and literacyeducation practi-tioners in theWestern part ofthe state.

We visited the new Western Penn-sylvania Adult Literacy Resource Centerin Gibsonia and found a friendly, capable,enthusiastic staff with space and resourcesany adult education program would envy.

The Center is located approximately25 miles north of Pittsburgh, just off thePennsylvania Turnpike interchange withRoute 8 (a north-south highway whichextends through Western Pennsylvania).The new Center has over 100 free park-ing spaces with easy access, includinghandicapped, to the various levels of thebuilding.

Sharing the 3-story facility with theResource Center is the Western (Pennsyl-vania) Instnictional Support Center whichhas provided materials and assistance toschool districts in the area for a numberof years. As an Instructional SupportCenter, the facility offers a wide varietyof services which now arc also availableto adult education programs including atelevision studio with up- and down-linkand production capabilities for telecon-ferencing, distance learning and other in-structional programming. There is also animpressive printing and graphics facilitywhich will be available to programswishing to produce brochures, mailers,instructional materials, ctc.

With the growing concern of adulteducation programs for providing services

(Cont. on pg. 2)

W. I. S. C.Western

InstructionalSIIPFartCenter

IN THIS ISSUEDates and Places: The 1993 Fall WorkshopsLots of Adult Educators Re-locatingProfessional/Staff DevelopmentLocal Pennsylvania Programs Receive Recognition

Welcome Back to _NUR Professional Newsletter!

Dear Buzz Readers .. .On behalf of myself, the staff mem-

bers of the Bureau of Adult Basic andLiteracy Educationand Secretary ofEducation DonaldCarroll, I would liketo take this opportu-nity to welcome eachof you to this ncwyear with adult edu-cation in Pennsylva-nia.

To the first-timetutors, teachers, counselors and adminis-trators I send my greetings and bring toyour attention the availability of my staffand me to make your entry into adulteducation in our state as well informedand professional as possible.

To experienced Adult Basic and Lit-eracy Educa!ion practitioners, I extend toy"welcome back" and congratulate you forelecting to continue to serve the needs ofundereducated adults through your par-ticipation in local instructional programs.

1

To both new and experienced adulteducation professionals and volunteers Ipledge the availability and willingness ofmyself and our Bureau staff to providethe technical assistance required to helpyou continue to improve the quality ofservice tc the adult learners in each ofyour programs.

Funding: As you arc probably awarethe supplemenual appropriations bill hasbeen passed hy the state legislature. Thismeans those programs depending uponState Literacy Act funding will receivetheir allocations and can continue theiradult education instructional programs.

$1 million of the $7-3/4 million in-cluded in the state budget for adult basicand literacy education will go to the De-partment of Labor and Industry for use inproviding basic education services toadults on welfare.

1993-94 Program Approval: We aremaking every effort this year to providetimely funding to all state and federallyfunded programs whose proposals are ontime and accurate. Additional personnelwere assigned to read program applica-tions and we are pleased to let you knowa large percentage of proposals have beenprocessed.

Staff: Because of staff changes id theBureau, we are presently restructuring andre-assigning responsibilities tO our advis-ers. Gordon Jones, former Bureau Super-visor, is on disability retirement and wehave assigned Chuck Holbrook to the po-sition of Bureau Supervisor.

(Cont. on pg. 2)Page 1

Director's Message, cont.The entire Bureau staff was on hand

at a retirement luncheon held recently inGordon Jones' honor. In addition to arecognition letter from Secretary of Edu-cation Don Carroll, a plaque was presentedrecognizing his 30 years of service andleadership to the Commonwealth. We willmiss you, Gordon.

Helen Hall, former ESL adviser, iscoordinating the upcoming Fall Work-shops. She and Ella Morin will share theresponsibilities for working with Section353 projects in 1993-94.

We welcome Jerry Carpenter, HarryFrank and Mary Jane Corl to the Bureau.Jerry has experience in adult educationand transferred from the Department ofEducation's Division of Fiscal Adminis-tration. Harry is on special assignment tothe Bureau and Mary Jane will work withRichard Stirling in fiscal accounting.

Wc all wish Marian Chesney get wellwishes. Marian has been out of the officesince last April and we look forward toher return soon. We commend AnitaEmery for the consistent effort and ener-gies she has shown in the GED officeduring Marian's absence.

Dan Partin has left the Bureau to as-sume teaching duties with the Camp HillSchool District and Margaret Shaw is nowemployed by the Harrisburg Campus ofPenn State. We appreciate the significantcontribution Dan and Margaret made toadult basic and literacy education and wishthem well in their new pursuits.

Resource Centers: The WesternPennsylvania Adult Literacy ResourceCenter in Gibsonia, north of Pittsburgh, isopen and offering services to adult basicand literacy education programs in theWestern part of the state. We are verypleased with the enthusiasm of the staffand the facilities available at the ncwResource Center and know its accessibil-ity will be of great value to programs inthat arca.

Our state resource center, AdvancE,located on the 11 th floor of the Depart-ment of Education Building in Harrisburg,will continue to serve adult basic and lit-eracy education personnel throughout thestate.

Contracts have been awarded to nineregional Staff Development Centers whichproved to so successful last year. TheRegion 2 Ccntcr has been moved fromPenn St 2te to thc Central Intermediate UnitDevelopment Center for Adults at theCentre County Area Vocational-TechnicalSchool. We know Region 2 Staff Devel-opment Director Edie Gordon and her staffwill offer a widc variety of staff develop-ment services to adult educators in Cam-cron, Centre, Clearfield, Clinton, Colum-bia, Lycoming, Montour, Northumberland,

Page 2

Western PA Resource Center ...to adult learners with special needs, thecomprehensive facilities of the WesternPennsylvania Adult Literacy ResourceCenter should provide a needed, appro-priate source of instructional materials inthis field including braille checkers and ahearing and vision center.

The Instructional Support Center hasbeen involved with working with familiesfor years and their Family Center isequipped with materials and othcr publi-

111.

R=sutA,..L.

At the Northeast Regional Literacy Con-ference. Left, Chris Kemp, Resource Spe-cialist for the newly opened Western Penn-sylvania Adult Literacy Resource Centerand Linda Austin, Sales Representative forCurriculum Associates, Inc.

Potter, Snyder, Tioga and Union Coun-ties.

1993-94: Adult education is strong inPennsylvania and, through the efforts ofyou all, we know the enrollment increasesenjoyed last year will continue. We areplacing especial emphasis upon meetingthe needs of the rapidly growing Englishas a Second Language population and arealso developing special programs in fam-ily literacy and workplace literacy for1993-94.

We arc very pleased to have the pro-grams from RI #10 and the Center forLiteracy recognized as two of the fiveadult education programs in Arca I con-sisting of 14 New England and Mid-At-lantic states and the District of Columbia.The five finalists arc being evaluated andone will be selected for the U.S. Secretaryof Education's Outstanding ProgramAward later this ycar.

Again, welcome back. I look forwardto meeting and talking with each of youas another challenging year in adult basicand literacy education in Pennsylvaniaprogresses.

Editor's Note: This issue containsarticles with additional informa;ion in anumber of areas mentioned by Dr. Chris-topher: A B.L.E. Bureau staff; Fall Work-shops; The Western Pennsylvania andAdvancE Resource Centers; and the StaffDevelopment Centers.

1 3

cations which will be supplemented toprovide a comprehensive source of infor-mation for programs working in FamilyLiteracy.

In addition to providing all of theseresources of thc Center to programs inadult basic and literacy education, adulteducators using the Center will find col-lections of published materials, testing andassessment products, Section 353 reportsand products and a computer laboratorywith a collection of adult education soft-ware for review. The computer facilityalso has the capability of accessing anumber of data banks and has the ERICcollection on CD ROM.

According to Instructional SupportCenter Director Dr. Barbara (Bonnie)Minick and Resource Specialist ChristineKemp, the Western Pennsylvania AdultLiteracy Resource Center will not beidentical to AdvancE, our Resource Cen-ter in Harrisburg, but will be similar inthat it will house new materials of interestto adult educators in Pennsylvania.

We asked Dr. Minick and Ms. Kemphow they would address the concern ofsome adult educators who will be usingthe Center as to their lack of eyperiencein adult education. Thcir response wasthat, although their contact with adult ba-sic and literacy education in Pennsylvaniahas not been extensive, they felt theirtraining and expertise in providing acomprehensive program of instructionalsupport and research services coupled withthe wide range of facilities availablethrough the Instructional Support Centerwill provide adult educators in WesternPennsylvania with what they need.

"We arc anxious to hear what adulteducators' needs arc," said ChristineKemp, "and we wish to impress upon ouradult education colleagues that we areavailable to them day and night, weekdaysand weekends, whenever and wherever ourservices can help complement their pro-gram services."

She added that an advisory board ofadult educators from Western Pennsylva-nia has been working with the Center todevelop materials and services which willbe useful to adult basic and literacy cdu-ca.ors. An Open House is planned toprovide an orienvuion to the Center foradult educators. This will be followed bya scrics of presentations at Regional StaffDevelopment Resource Centers in the arcawhich will provide Center personnel andadult educators opportunities to becomeacquainted.

Time will tell as to the effectivenessof this new Western Pennsylvania AdultLiteracy Resource Center. However, ifwhat we saw and heard during Our recentvisit is any indicator, we think our col-

(Cont. on page 3)

A Fond Farewellby Dan Partin

As youread this. Ihave been toil-ing away as aclassroomteacher ofreading andEnglish atCamp llillHigh School(in Camp llill,Pennsylvania)for two weeks. Although I am an advo-cate of lifelong learning, and althoughthroughout the years I have had thegreat fortune to work educationallywith students "from cradle to thegrave," my greatest love in educationhas been that of working with highschool students. And, it is to this "love"that I have recently returned.

As many of you know, during myfive-year tenure in the Bureau of AdultBasic and Literacy Education at thePennsylvania Department of Education,I functioned for one year as a regionaladvisor in Southeastern Pennsylvaniaand for four years as the Section 353advisor for the whole state. In that timeit was my privilege to make the ac-quaintance of hundreds of you in thestate agency and of hundreds of youwho work at the various ABE entitiesthat the Bureau of ABLE funds.

I owe a debt of gratitude to all oryou for my association with you hasmade tny life the ricker. You havetaught me many valuable lessons andhave extended me many kindnesses.God bless all of you in your presentand future educational endeavors.

Dan Partin

Resource Center, Cont.leagues in the Western section of the statewill soon discover the Center to be asource of useful, appropriate, program-oriented materials and information.

We also feel if the enthusiasm ofBarbara Minick and Christine Kemp is anyindicator, adult basic and literacy educa-tion in Pennsylvania is due for a welcomeinfusion of cxciting materials and re-sources.

Materials and equipment are arrivingevery day at the. Gibsonia center. Whynot call 1-800-446-5607 and schedule aday when you and members of your adulteducation staff can stop in at the Center,say "hello" and become familiar with theCenter's materials and services?

On the Dearly D. Partinby Clifton Edwards

Former Advisor, ABLE Bureau

One day last July as I was staring outthe window near the upper elevator bank,which overlooks the parking lot and rail-road tracks, it hit me that something wasmissing. There was no Dan Partin chug-ging across the Mulberry Street Bridge,nearly busting a gut or ripping a ligamentin order to be at his desk for the morningcell check. Instantly I realized how accos-tomed I had grown to seeing that scene.And now that early July morning momenthas become frozen in time like a scenefrom the Wonder Years.

It's hard to believe that five yearshave passed since that August 4,1988 daywhen wc arrived at PDE. Then again itseems that I've known something of Danmost of my adult life. The two traits that Iwill remember most about working withhim are his compassion and his vocabu-lary, both of which could be infuriating attimes. In the middle of a meeting, whennothing short of some four-letter, x-rated,back to basic English was called for, Danwould throw in some multi-syllabic pla-cebo which would sedate even the mostirate combatants. You could never be surewhether he was motivated more by hisdislike of conflict, his desire for everyoneto gct along, or his joy of intellectual ban-tering.

So I found myself sadly sensing hisabsence even before he actually departed.Dail worked hard Lc make sense of themany senseless things that came acrosshis desk. Hc tried to stay focused on thebottom line of making things better forthe students by making things better forthe program operators. I don't rememberhim ever pursuing a personal agenda.

In August Dan wcnt the way of BillKerr, Larrie McLamb and Kip Bollinger.His return to the classroom in the CampHill School District will be their gain. Theunfortunate part for the adult educationcommunity is that we never got the 1-sestof what he had to offer. Certainly there'sa lesson in there to be learned arid appliedin our daily work.

Although I saw him less and less af-ter getting my pardon, we continued totalk from time to time about theneverending story of ABE staff turnover.Soon someone else will be sitting in hisplace but I'll always remember the 353coordinator with the big heart and the bigwords, the dearly D. Partin.

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Who's on First?In addition to Gordon .Tones, Dan

Partin and Dr. Margaret &law leavingthe Bureau of Adult Basic and LiteracyEducation, some other changes in adulteducation personnel have come. to our at-tention. We wish the best to these adulteducation professionals and others whohave made "career changes" during thesummer: Meredyth (Midge) Leahy fromCabrini College to Moravian College:Susan Schuehler from Moravian Col-lege; Faye Sehirato from Catholic ser-vices in Harrisburg; Julianne Crimarkfrom ARIN (Armstrongfintiiana counties;Adult Education Program to Cambria-Rowe Business College in Indiana; SusanMcFadden who has been with ARINsince 1981 will move up to thecoordinator's job; Carol Goertzel fromthe Lutheran Settlement House Women'sProgram in Philadelphia. Her replacementis Amelia Belardo. Carol is now em-ployed by the Philadelphia Housing Au-thority.

Adult EducationProgram Student NamedStudent of the Year!

You fill in thc blank with yourprogram's name.

Wc know our students make our pro-grams work. Here is your opportunity tolet them know you appreciate the sacri-fices thcy have made to participate in yoorprogram. Nominate a Success Student for1994.

The payoff is tremendous--your stu-dents get a real boost in self-esteem (eventhose not nominated); your communitybegins to realize the real quality of theadults in your program; your Board, yourstaff arc all proud of the Success Studentrecognition.

Each program can nominate one adultstudent for consideration. Those of us whohave attended the Success Student Ses-sion at the Midwinter Conference knowthe 10 Outstanding Adult Students selectedfrom those nominated across the state arctypical of many students each of ourprograms have each year: an adult whohas overcome almost impossible circum-stances to accomplish improvement intheir education through adult basic andliteracy education.

They do not have to be GED gradu-ates or college students or level 4 readersor whatever. Have your staff look for thestudent who has really overcome the odds(health problems, family difficulties, homerewonsiblities, etc.) and send in a nomi-nation form.

The nominations must be completedand returned no later than October 29,1993 so now is the time to get started.Contact Ella Morin at thc Bureau of AdultBasic and Literacy Education (717) 787-5532 r.nd ask for a nomination form andinstructions. THEN DO IT!

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E----Frofessional Development/Staff DevelopmentWell Said, Jeff

Jeff Woodyard is Executive Directorof the Opportunities IndustrializationCenter (01C) in Ilarrisburg. Ile is amember of the Pennsylvania Adult Edu-cation State PlanTask Force and has beeninvolved with adult basic and literacyeducation in Pennsylvania for many years.Ile recently wrote an article which ap-peared in the newsletter of the Region 6Staff Development Center. We excerptfrotn that article.

Region 6The Year in Review

By Jeff WoodyardAnother contract year ends, another

opportunity to reflect on a year gone by.From my perspective as director of acommunity-based, adult learning center,please indulge me for a moment as I tryto summarize what I see as some of thehighlights of this year and what we canlook forward to in thc upcoming year.

Without question the buzz words forthis year have been "staff development".Never have I been so inundated with offersto increase my motivation, double my re-tention, computerize my management,energize my workforce, and develop mycurriculum as I have this year. Half days,full days, weekends, and week-long sum-mer institutes and workshops are all staffdevelopment formats that have appearedin number this year. And offers to be aparticipant in staff development are com-ing not just from my local area, but fromother service providers who are trying toentice me, and other staff, across the "re-gional borders" to indulge in what is pre-sented as thc ultimate staff developmentexperience. Whoever is in charge of staffdevelopment at the Bureau of Adult Edu-cation, you made your point - - staffdevelopment is important. But where dopeople find the time to attend all of thistraining? And why can't they be reim-bursed for doing so?

Also this past year, workplace literacyissues have not lost any of their momen-tum. I am constantly surprised at thenumber of businesses, government agen-cies, and industries that are just learningabout the literacy nee,ds of their workforce,and - more importantly - how they canwork with local service providers to affecta change. As an agency that offers work-place literacy training, we struggle withmeeting the needs of those who are em-ployed, but lack basic literacy skills vs.those who are unemployed, and lack basicliteracy skills. Because of the limitednumber of dollars available from federal

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awl state agencies, it is imperative thatemployers be able to commit both finan-cial and human resour,es to meet theneeds of its workers. Over the past year,I've seen several very good models onhow this can happen. The work being doneby the York County Area Vocational-Technical School and the Carlisle AreaOIC is icpresentative of the kinds ofpartnerships wi,h need to be developedto make workplace iitciaey programssuccessful.

What about next year? In talking withvarious savice providers throughout theregion, I've come up with a what's "in"what's "out" list for 1993-1994. "In" isthe whole language approach. Look forliteracy councils to move toward a widerarray of instructional techniques for be-ginning readers. "Out" is the single-theory,textbook-driven approach. "In" (again) isworkplace literacy. Don't be surprised ifa new state initiative for providing work-place literacy is developed at the legisla-tive level. "Out" is trying to serve all theadult learners under a single legislativeact. "In" is homeless education. It may bea quietly kept secret in your area, buthomeless education is on ihe move again.Local service providers have been fundedto offer on-site literacy classes in bothlong-term and short-term stay facilities."Out" is the family literacy model thatdoes not allow for direct-parent/direct-child interaction. "In" are goal-oriented,student-services-focused, working taskgroups. "Out" are coalitions, partnerships,and commissions that have no agenda andmeet for political purposes only. "In"(again) is staff development that allowsboth novice and seasoned veterans of adulteducation to reap the benefits of the manytraining sessions being offered, and thatoffers practical suggestions for improvingdirect students services, retention andfollow-up.

"Out" is staff development that vali-dates the way teachers/counselors haveperformed in the past and therefore placesthe burden of change on the students. Iam sure that each of us has an opinion onwhere we see the direction of adult edu-cation heading. For next year's newsletter,it would be nice to hcar news and views -

the good, the bad. and the ugly - fromother service providers.

Take that as a challenge. "What's theBuzz?" will provide the space as willyour regional staff development centernewsletter.

How do you see the real world ofAdult Basic and Literacy Education?What's In? What's Out? What's what?Write us and tell us what you think.

Think About It!

"Professional development continuesto be a highly problematic aspect of ourwork. We affirm its necessity, but we findlittle agreement about what it should looklike. In fact, we have only just begun todefine the characteristics of this workforcethat we seek to 'develop'. It does seeilclear that we continue to labor under thedeficit model of education when consid-ering staff development; in other words,adult education practitioners, like theirstudents, arc assumed to come to theirwork as empty vessels to be filled by out-side knowledge and expertise. After suf-ficient training (e.g. courses, workshops,and seminars), they will be credentialedand therefore adequate to thcir tasks inthe classroom.

As with similar assumptions aboutthe adult. learners with whom we work,the deficit model ignores the rich andvaried experience that practitionersbring with them. It also suggests thatpractitioners arc not capable of decidingwhat they need in order to improve theirown work or of directing their own pro-fessional development. Furthermore, byisolating individual practitioners to reme-diate their inadequacies, traditional notionsof staff development bypass the crucialconnection between individual profes-sional development and overall improve-ment of the organizations in which theywork."

The above is synopsized ft om anarticle appearing in NCAL Connec-tions, a newsletter of the National Cen-ter on Adult Literacy at the Universityof Pennsylvania. Authors Susan Lytleof the NCAL staff and Peggy McGuireof the Germantown Women's Educa-tion Project suggest a strong participa-tory approach is the foundation of astaff development program for a highquality, effective adult education pro-gram. What do you think about profes-sional/staff development? How is it af-fecting you? Are you involved? Do youcare to be involved? Write us at Box214, Troy, PA 16947.

Workplace Literacy:New Ideas andProven Practices

by Bootsie Barbour, CoordinatorRegion I Sta f Development Center

Thc Workplace Literacy Summer In-stitute held at the Avalon Hotel in Eric,PA August 2-4, 1993 featured both na-tionally known experts and directors ofexemplary Pennsylvania workforce pro-grams. The format was informal withmany opportunities to talk to presentersand other institute participants.

Workplace Skills Enhancement Programand the Technology Assistance Demon-stration Project at the Arkansas Institutefor Economic Advancement, University ofArkansas.

Some of Pennsylvania's best work-place literacy programs were representedat the carousel sessions on Tuesday andWednesday. The programs representedwere Bradford Community Action, Inc.,

Ai Erie Wo -kplace Literacy Summer In-stitute presenter Mary Ann Shope dkcusses"Malpractice in Workpiace Literacy."

Dr. Martin Nahemow opeud theGeneral Session with the presentation of"Portfolios, Literacy, and Survival in theModern Workplace". Dr. Nahemow isDirector of School to '0:ork Project,Learning Research and DevelopmentCenter, Unisersity of Pittsburgh Dr. JudyCheatham, Campbell Professor of Writing,Greensblro, North Carolina and Directoroi the Even Start Fan,ily Literacy Pro-gram, conducted two sessions, "Can YouP-ad What I Write? How to Adapt Textfor the Workplace" and "If We KnowWhat We Know, Why Do We Do WhatWe Do?". "Malpractice in the Workplace"was the topic presented by Ms. Mary AnnShope. Ms. Shope currently directs the

At Erie Summer Institute Dr. JudyCheatham asks adult educators: "If weknow what we know, why do we do whatwe do?"

Attending Erie Workplace Institute, fromleft, Fred Sharp, Mayview State Hospital,"Our staff needs training in reading andwriting:" Susie and Thomas Dilts are tutorswith the Mid-State Literacy Council and areplanning to start up a workplace literacyprogram.

Eric City Sehool District, NorthamptonCounty Community College. Central 1U#10. Lancaster-Lebanon 1U, GreaterPittsburgh Literacy Council, Central Iii#10, State College Area School District.

The comments and evaluations of theparticipants indicated that the speakersstimulated their thinking and gave themmany ideas to take home to their programs.An important and successful aspect of thcInstitute was the chanee for people to getto know each other and to exchange ideas.Hopefully, the new ideas and new friendswill be helpful in the coming school year.

At the NE Regional Literacy Conference,from left, new readers Doug Newton andGeorge Benditt from the Bradford Wyom-ing County Literacy Program, JaneMcGovern, presenter of a five session writ-ing course from the Center for Literacy.

GPLC and TLC SponsorNE Regional Conference

by Sherry SpencerTLC Immed* ite Past Chairperson"Open Up a Life" was the theme of

the Northeast Regional Adult LiteracyConference held this summer at RobertMorris College in Pittsburgh. The con-ference, which was co-sponsored by 'heGreater Pittsburgh Literacy Courkil(GPLC) and Tutors of Literacy in theCommonwealth (TLC), attracted approxi-mately 3(X) program administrators, tutortrainers, volunteer tutors, adult new rt.ad-ers and staff from Laubach Literacy Ac-tion and Literacy Volunteers of America'snational offices. Conference co-chairswere Mary Brown and Chuck Tullius ofG PLC.

Mary Lindquist, Program Chair, de-veloped a conference program with over65 top quality sessions including presen-tations by Northern New England Impro-visational Theatre Workshop ( toe verypopular session was "Releasing Your In-ner Voice," a foie session writing coursefor new readers, led by Sylvia Jenkins.Brian Xavier, Melvin Sparks, and JaneMcGovern of Center for Literacy. Thep:a ocipants wrote, critiqued, edited. and;hen read their finished products at thclast session.

Keynote speakers included JohnCorcoran, ncw reader from San Diego.CA, and Anthony Kroll, Director of PushLiteracy Action Now (P.L.A.N.) inWashington, DC. An article by Tony Krollwas featured in the June '93 issue of"WharF the Buzz?". John Corcoran, lioleame0 to read at the age of 48, has beena guest on the Phil Donahue Show andLarry King Live. He now serves on theboard of directors ol the National Institutefor Literacy.

Tutors of Literacy in the Common-wealth is beginning to plan for 1995Northeast Regional Adult Literacy Con-ference. Literacy programs interested illhosting the '95 conference should contactMonica Kindig, Chair, Tutors of Literacyin the Commonwealth, Mid-State LiteracyCouncil, 204 Calder Way, Suite 306, StateCollege, PA 16801.

Older StudentsAccording to statistics published by

the National Center for Education Statis-tics, enrollment of older students in highereducation in the United States has ex-ploded during the past decade. Between1980-1981 and 1991-1992, enrollmentamong students 30-34 years of age in-creased by 15 percent, while enrollmentamong students 35 years of age and olderincreased an astonishing 94 percent.

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LI,JOCAL PROGRAMS1.0111*

As Dr. Christopher says in his "Greetings" column, "Adult Basic and LiteracyEducation is strong in Pennsylvania." During this program year we would like to recog-nize some of the outstanding ABE/ESL/GED/Literacy programs and their accomplish-ments.

SCOLA Does It Again!Congratulations to the Scranton Council for Literacy Advance (SCOLA)

and Director Diana Statsman for being chosen as recipient of the J.C. PenneyGolden Rule Award. The Council competed regionally and was selectedon thc basis of need, action, initiative, achievement, impact, time and chal-lenge. A Waterford Crystal trophy and a S1,000 check were awarded thecouncil and a SCOLA board member, Mary Lou Miller, received recognitionin the Community Leader category.

The Council is now entered in the national competition with the. winnerto be announced this month.

SCOLA also set a record for students serviced in its [)rograms with atotal of 238 for the program year.

Congratulations SCOLA and Diana!

Pennsylvania Reading Councils RecognizedThe International Reading Association (IRA) has designated four reading

councils from Pennsylvania as "Honor Council Members of IRA" for the11 th year in a row. Honor Council status is given to groups belonging toIRA which have well-rounded programs serving both the council and thecommunity. Required and optional events include initiating communityservice projects and organizing literacy projects.

The four Pennsylvania councils recognized by the IRA this year were:The Bucks County Reading Council; the Delaware Valley Reading Asso-ciation; the Erie Reading Council; and the Luzemc County Reading Council.

In addition the Lancaster-Lebanon Reading Association was designateda finalist in IRA's Community Service Award program for the group'sinnovative community service project, "Ready? Set? Read!".

ESL/ELMby Nonle Boll, Northampton Community College

A new release hot off the presses at Northampton Community Collegeis the revised, expanded edition of the. ever popular English Language Ma-trix Curriculum w hich often traveled under the alias of "ELM". An ESLcurriculum which focuses on lifeskill compet_ncies outlined in the federallydeveloped Mainstream English Language Training (aka MELT) Project,ELM has been happily used by tutors and instructors in PDE-sponsorcdadult education programs. ESL specialists Twila Evans and Nonie Bellpnxiuced the revision, cleverly called "ELM Branches Out!". It offers anupdated bibliography of new ESL materials, seven levels of instruction,tutor and student check sheets for directing and monitoring progress. and aseparate Grammar Strand sequenced through seven levels.

"ELM Branches Out!" targets new instructors or tutors who want tohelp those acquiring English as a Second Language in order to attain self-sufficiency in an English language environment. The curriculum is a com-pctency-based modular program focusing on the development of lifeskills inunits ranging from Personal Information to Occupations and CommunityServices/Responsibilities. The organization includes student competencycheck sheets for a broad range of functional, community, and linguisticskills so students can assess their own progress. Also, tutor guide sheets arcavailable for outlining objectives, techniques, and materials for instructionof specific students. Activities and vocabulary for listening, speaking, reading,and writing and an ample selection of materials arc offered for each moduleof ten differing themes at each level. The separate grammar strand can beused independently or integrated with lifeskills instruction as an eleventhmodule in each level.

A tremendous resource for new ESL instructors and tutors, "ELMBranches Out!" is a PDE 353 funded Special Project, which is worth a longlook. "ELM Branches Out!" is available through AdvancE beginning inSeptember 1993,

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LINKAGES? ALA inBeaver County Has Them

For many years Nancy Woods, Director ofAdult Literacy Action (ALA) at the Penn StateBeaver Campus, has been telling adult basic andliteracy education administrators to stop relyingsolely on the traditional funding base of stateand/or federal monies and broaden the economicsupport to their programs by forming Linkageswith community agencies, businesses, organiza-tions, etc.

In the June, 1993 issue of the ALA News-letter, 7'he Voice of Literacy, Ms. Woods showshow it's being done in her arca. In her usualdynamic way Nancy has put together a series ofcommunity events, business linkages and otherlocal contributions which provide the type ofbroadbased financial support and high qualityliteracy program we have come to expect fromNancy Woods.

A Jazz Festival was sponsored by MellonBank featuring nationahy known Pittsburgh jazzmusicians. The Festival was held at the PennSuite Beaver Campus and A.L.A. sponsored apicnic before the Jazz Festival with communityresidents bringing blankets, picnic baskets, etc.Tickets to the Festival were SI 0 each and MellonBank donated all proceeds to ALA!

Over 16 thousand good quality children'sbooks were donated to ALA by Wendy's res-taurants in Beaver County as part of Wendy's"Cooks for Books" promotion. Cartons of bookshave been delivered to Head Start classrooms inthe county, other books arc being used to start"at home" libraries, cartons of books were sentto the Housing Authority sites in Beaver Falls,the \Vomen's Center of Beaver County receivedbooks to be used by mothers and children there

any program can think of lots of things to dowith li`,.(X)0 books, but it takes linkages andinitiatives like those of A.L.A. to get the books!

Less grandiose, hut just as important tocommunity linkages, arc the donations receivedalmost daily by A.L.A. to provide needed ser-vices to their adult learners. A computer andeducational software by a local family, officeequipment by a local office equipment supplystore and transported to the literacy site bymembers of a SCYVice organization, presentationof certificates to English for Speakers of OtherLanguages (ES(iL) students by the local branchof the American Association of UniversityWomen and all of these activities duly reportedin local newspapers radio stations and even do-nations of billboard space!

We continually marvel at the initiatives,creativity and energy displayed by Nancy Woodsin her continual efforts to provide what is neededfor her adult students - rather than just sittinghack and saying, "Sorry, hut there are just notenough funds,"

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TLC Pennsylvania Reps Namedto National Adult Literacy Congress

by Sherry Spencer, Tutors of Literacy In the CommonwealthTutors of Literacy in the Commonwealth (TLC) has announced its delegates to

the. Fourth National Adult Literacy Congress to be held September 17-20 in Wash-ington, DC. Representing Pennsylvania's new readers will be Pat Williams,Susquehanna Co. Volunteer Literacy Council; James Gourley, Adams Co. LiteracyCouncil; and Walter Long, Greater Pittsburgh Literacy Council. The state practitio-ner delegate will be Sherry Spencer, Director of the Bradford-Wyoming Co. LiteracyProgram, and immediate past chairperson of Tutors of Literacy in the Commonwealth.

"Leadership in Action" is the theme of the Fourth National Adult LiteracyCongress which is the only national conference on literacy issues for adult learners.The Congress is sponsored by Laubach Literacy Action, Literacy Volunteers ofAmerica, National Coalition for Literacy, National Council of State Directors ofAdult Education, and Prince George's County Memorial Library. Mrs. BarbaraBush serves as honorary chair of the Congress.

The three new reader delegates from Pennsylvania have been active on local,state, and national levels and recently attended die Northeast Regional Adult LiteracyConference held at Robert Monis College in Pittsburgh. They also serve as Re-gional New Reader Representatives for Tutors of Literacy in thc Commonwealth.Funding for their participation in the Northeast Regional Adult Literacy Conferenceand the Fourth National Adult Literacy Congress has been made possible through agrant to TLC from Laubach Literacy Action and the Coors "Literacy-Pass It On"campaign.

ITwo-Day Workforce Semin-Tq

The Center for Workforce Education, a unit of Laubach Literacy International,announces a two-day seminar entitled How to Create. Customzed Basic Skills"I raining for the Workplace. The Seminar is designed sixcifically for trainers andadult educators working with low-level workers who need to improve their abilitiesto communicate and work effectively with others sk hile at the same time improvingbasic reading, writing, and math skills. The seminar will be condueted h aecom-plished adult educator, classroom materials developer, and workplace educationand literacy consultant, J. William McVey.

Through demonstrations, discussion, and hands-on participation, attendees willobtain valuable information which can be easily transferred to training programs attheir own workplaces. Each day has a different emphasis:

The first day of the seminar, participants will learn how to use role plays andsimulations as effective basic skills training tools. They will learn how to use andadapt existing simulation materials as well as how to develop their own.

On the second thy, participants will learn simple and cost-effective ways todevelop customized reading, writing, and math maLerials that meet the specificnaeds of both workers in basic skills programs and their employers.

Seminars arc scheduled for Washington, DC on October 5 & 6, Boston onDecember 7 & 8 and for the Spring in New York. Cost is S195 and enrollment isl i tcd to 10 per seminar. For more information t.onttat the ( 'enter for WorklorceEducation at I -800-22 I-6676.

Pennsylvania Adult EducationAsst,ciation Establishes B & I Section

The Pennsytvaaia Association for Adult Continuing Education (PAACE) hasestablished a fifth major organizational and program section which will include inits membership persons involved wait adult vocational and occupational training inbusiness and industry in Pennsylvania.

In identifying the new- section me PAACE Roam ot Directors stated ti,eyrecognizc the increasing importance of teehnical, occupational and vocational trainingin "lifelong learning" of adults in Pennsylvania and that the organization intends towork with educators in these areas toward the goal of helping every adult in ;hestate gain access to the adult continuing education opportunities essenfial to personal,economic and educational self-fulfillment.

PAACE President Victoria Fisher of Neamann College has named James H. E.Imler, Adult Education Supervisor at the Dauphin County Technical School, asleader of the new Business and Industry Section which will provide a forum forstudy and discussion of adult occupauonal and vocational educational issues whileenabling educators involved with business and Industry to share the expertise andresources of teachers, professors, tutors, administrators, counselors, librarians and

Thor mcmt-ers of !he other wciions in PA ACF. which include Adult FiqsicI ; f

PlansLiteracy Month Events

by Jim LandersMayor's Commission on Literacy

The Mayor's Commission on Literacy(MCOL) in Philadelphia is planning a numberof events to recognize Literacy Month inPhiladelphia. Each September, the MCOL fo-cuses the attention of all Philadelphians on theimportance of literacy and the ways that every-one can get involved. Adult Literacy Month1993 will feature an exciting series of eventsdesigned to highlight the achievements of adultlearners and the special commitment of literacytutors and teachers.

The events will start with a kick-off of the"A I.ittle Change...Opens Minds" campaignwith a press conference conducted by MayorEdward G. Rendell at City Hall on September8, International Literacy Day. "A Little Change"will offer all Philadelphians the opportunity toget involved in promoting adult literacy. Customers at bookstores and other retail outletsPhiladelphia will be able to add SI on to the rpexhases by using a coupon located at Ciecheckout counter of each store. The proceedsfrom the campaign will be collected by beMCOL and used to purchase hooks for a lultlearners.

On Saturday, September 25 from 12 -moonto 4:00 p.m., the MCOL will sponsor th( firstannual Literacy Olympics. Teams of leHners,tutors, site coordinators, and friends arc 'nvitedto try their hands at a series of outrage( us andfun events. The Commission will offer specialservices like eye screenings and there will bespecial activities for children. The rair date forthe Literacy Olympics is Sunday, S:ptember26.

The new Pennsylvania Convent on Centerwill be the site for the Celebration ( f Learningon Wednesday, September 29 frori 5:30 p.m.to 7:30 p.m. The Celebration will be the chancefor the MCOL and the entire lite-faey commu-nity to celebrate the achievemeres of learners.tutors, teachers, and site coordirators. In addi-tion to testimony by learners ,did tutors, thisevent will feature the presentaaion of the sev-enth annual Ruth Yudof Av ard. Ms. Yudofwas a longtime MCOL staff member and atireless advocate for literacy and this awardannually recognizes the cc .nribution to adultlite Icy by one exemplary .,)erson.

This year's Literacy Month activities willalso feature the Literaq Sabbath, a specialoutreach program throut,h houses of worshipin the Delaware Valley to recruit congregantsas literacy tutors. In tl,e week from Sunday,September 26 to SatJrday, October 2, theMC01. plans for a. least 100 churches,mosques, and synagc gues to make pleas fromtheir pulpits for mo:e volunteers to join theCommission's effort to build a literate city.

For more details about any of the LiteracyMonth events. pleese call the Commission at215-875-6602

I- Regional Centers for Professional/Staff Development

Last year was the first year for the nine Adult Basic andLiteracy Education Regional Staff Development Centers inPennsylvania and although some got a slow start due to fund-ing delays, most of them provided a widc variety of Profes-sional Dc.'clopment and Staff Development services never be-fore experienced by Pennsylvania adult basic and literacyeducation professionals and volunteers.

Most of the activity provided by the Centers took the formof workshops, presentations, seminars, etc. and if you havefollowed the "It's a Date!" section of "What's the Buzz?" youhave some idea as to the wide variety of topics dealt with:Computer Training, Multiculturism, ESL Teaching, Health is-sues, DOITIestiC Violence, Workplace Education, Family Lit-eracy, Learning Styles, etc., etc., etc.

In addition to staff development by presentors, each Cen-ter has developed a library of materials designed to enhanceteachers', tutors', counselors and administrators' professionaldevelopment. In most cases these collections cover thc gamutof multi-media information. We understand from some of theCenter Coordinators the resource materials arc not us exten-sively used as they would like and perhaps in 1993-94, asmore adult educators throughout the state become more in-volved with their personal, professional development in adulteducation, the regional centers will cnjoy a greater usage inthis arca. Each Center Coordinator tells us they would appreci-ate any suggestions adult educators can make for the purchaseof resource materials, so let them know if you do not find aparticular publication or information relating to a particulartopic.

The most underused service in 1992-93 available throughthe regional staff development centers was tuitkm reimburse-ment for college-level course work. Although time is certainlyprecious to part-time/full-time adult educators, here is an op-portunity to receive college credit in your professional field atlittle or no cost. There can be an additional payoff for adulteducators who work for a school district during thc day. Mostschool districts set salary columns based upon credits earned.Also, there arc more and morc employment opportunities inContinuing Education for adult educators with advanced de-grees. Ask your regional staff development center for opportu-nities for full credit reimbursement toward a graduate degree.

110{1993-94 Regional Staff Development Centers

Region 1: Crawford, Clarion, Elk, Eric, Forest, Jefferson,Lawrence, McKean, Mercer, Venango, Warren Counties. RichardGacka, Director; Bootsie Barbour, Coordinator. Northwest Tri-County IU #5, 2922 State Street, Erie, PA 16509. (814) 454-4474.

Region 2: Project Star (Staff Training and Reimforcement).Cameron, Centre, Clearfield, Clinton, Columbia, Lycoming,Montour, Northumberland, Potter, Snyder, Tioga and UnionCounties. Edie GordonDirector; Gail Leightley, Coordinator.Central Ill Development Center for Adults, Centre County AVTS,Pleasant Gap, PA 16823. (814) 359-3069.

Region 3: Bradford, Lackawanna, Luzerne, Sullivan,Susquehanna, Waync and Wyoming Counties. Joyce Kerrick,Director; Bridget Duggan, Coordinator. Lackawanna JuniorCollege, 901 Prospect Avenue, Scranton, PA 18505. (800) 458-2050.

Region 4: Allegheny, Armstrong, Beaver, Butler, Fayette,Greene, Indiana, Washington, and Westmoreland Counties.Donald Block, Director; Paul Weiss, Coordinator. GreaterPiasburgh Literacy Council, 100 Sheridan Square, 4th floor,Pittsburgh, PA 15206. (800) 438-2011.

Region 5: Bedford, Blair, f7arnbria, Fulton, Huntingdon,Juniata, Mifflin, Somerset Counties Carol Molek, Director;Randy Varner, Coordinator. T1U Adult Education and JobTraining Center, 3 West Monument Square, Suite 103, Lewistown,PA 17044. (717) 248-4942.

Region 6: Adams, Cumberland, Dauphin, Franklin,Lancaster, Lebanon, Perry, and York Counties. Beverly Smith,Director; Brady Stroh, Coordinator. Immigration and Ref':gceServices of Catholic Charities, 900 North 17th Street, Harrisburg.PA 17103. (717) 232-0568.

Region 7: Berks, Carbon, Lehigh, Monroe, Northampton,and Pike Counties. Judith Rance-Roney, Director; JaneDitmars, Coordinator. Tri-Valley Literacy Resource Center, 33Coppec Drive, Room 304, Lehigh University, Bethlehem, PA18015. (215) 758-6348.

Region 8: Bucks, Chester, Delaware, and MontgomeryCounties. Meredyth Leahy, Director; Kathy Kline, Coordina-tor. Cabrini College, 610 King of Prussia Road, Radnor, PA19087. (215) 971-8518.

REgion 9: Philadelphia County. Donna Cooper, Director;Donna Inverso, Coordinator. Mayor's Commission on Literacy,15(X) Walnut Street, 18th Floor, Philadelphia, PA 19102. (215)875-6586.

And we get paid too .

A speaker at the recent Summer Institute on Workforce Education held at Eric made acommcnt during her presentation that "Adult education workforce instructors in our statearc mostly part-time and are paid between $8 and $15 per hour with no benefits." She thenasked Institute participants what the "going rate" was in Pennsylvania.

No consensus was reached, but we recently came acrocs an article in an adult educatornewsletter from Boston which notes some results of a statewide survey of adult educationsalaries in Massachusetts.

1. Full-time average yearly salaries: administrators-S36,000; teachers-S25,(XX);counselors-525,800. Range for teachers: 538,(XX)-518,000.

2. Average wage per hour for part-timers: administrators-S16.77; teachers-S16.44;counselors-S13.83. Range for teachers: $20-S14.97. 3. Benefits vary, but nearly 90% ofthc full-time employees receive health. vacation, sick and personal day benefits. Nearly2017c of thc part-timers receive these benefits.

Incidentally, the newsletter also mentions formation of a group called AE1011, AdultEducators Intent on Organizing a Union.

For more information write to Bright Ideas, World Educa0on, 210 Lincoln Street,Boston, MA 02111.Page 8

The Latest onGordon Jones

We recently received a note from AlMyers and Gordon !ones concerningGordon's progress in rehabilitation fol-lowing the stroke last January 4 whichtook him away from his position as Su-pervisor of the Bureau of Adult Basic andLiteracy Education.

Gordon has received approval for aone-year disability retirement and contin-ues to work toward recovery. He appre-ciates cards, notes and visits from hisfriends in adult education. His address is849 Melissa Court, Enola, PA 17025-1551.

Need Grant and FederalContract Information?

The U.S. Department of Educationnow has an electronic bulletin board tofacilitate public access to grant and con-tract iniormation. It operates all day, ev-ery day, with no pre-registration and costexcept for the telephone call. A PC,communications software and a modemis all that is required. The phone numberis 202-260-9950. Information availableincludes current contract requests, a fore-cast of contract opportunities and a data-base of grant program announcements.

Here's Your Chance .. .To be a presenter at the 1994 Mid-

winter Conference to be held in Hersheyon February 9-11.

Share your successful program, re-search, teaching tool or techniques, etc.based on the Conference Theme, "UnityThrough Diversity." Contact Carol Molek,the TIU Adult Education and Job Train-ing Center. 3 West Monument Square,Suite 103, Lewistown, PA 17044 (717)248-4942.

Deadline for submissions is Septem-ber 30.

PBS Adult LearningSatellite Service

Since it began the Public Broadcast-ing System (PBS) has been associated withlearning by television and learning foradults. In recent years, however, the PBSAdult Learning Satellite Service (ALSS)has offered a numbcr of teleconferencesand other adult learning oriented pro-grams--some of which are carried by lo-cal PBS stations, but others which arebroadcast by satellite to "downlink" loca-tions.

Wc recently received a copy of theA!..SS Programming LineUp from PamRo.:.kwell of ALS. Ms. Rockwell notes anumber of shows sched'Iled for this fallwhich relate to adult basic and literacyeducation. For more information aboutestablishing downlink sites, schedulingtimes and dates and other informationcontact ALSS at (800) 739-8495. Here arcsome of the shows you might want to askabout:

English Works! A workplace lit-eracy series targeted toward limited En-glish speakers who are currently in theworkplace. November 3, 1993: 24:30 p.m.

New Opportunities in WorkforceEducation. Key issues related to work-force education and roles that varioussectors can play. November 17, 1993: 2-4 p.m.

KET/CED SERIESFREE! S tartsSeptember 13; 10-10:30 a.m. Free broad-cast and cable rights from Kentucky Edu-cational Television (KET, the producer)for 16 months.

AdvancENomais Ecitwion He*ouroce

A.B.L.E. Resource CentersProvide Services

by Cheryl Harmon,Adult Education Resource Specialist

The AdvancE and Western Pennsyl-vania Literacy Resource Centers are part ofan information support network for adultbasic and literacy education programs. Overthe years, Pennsylvania has increasinglydeveloped contacts with national ABLEclearinghouses to share resources generatedfrom Section 353 projects. Recently, inter-est in sharing these projects has also de-veloped among other state literacy resourcecenters. This article will describe how ourSection 353 projects arc disseminated toother information networks.

Each year AdvancE produces theCommonwealth of Pennsylvania AdultEducation 353 Special Projects ProjectAbstracts Fiscal Year (Year) book. Thelx)ok is sent to all state literacy providers,to the U.S. Department of Adult Educationand Literacy (DAEL) and to the Educa-tional Resources Information Center (ERIC)Clearinghouse. Information copies may alsobe sent to other clearinghouses and literacyagencies as needed.

The Abstracts book for the 1992-93fiscal year will be available this fall andwill contain the findings and conclusionsderived from completed Section 353 spe-cial demonstration projects. Project direc-tors were asked by the Bureau of ABLE tomodify their original "request for proposal"(RFP) abstract by describing whether theobjectives were met. Previous abstractbooks contained the RFP abstract only. Thenew format niay improve information usedby ABLE educators to evaluate the useful-ness and adaptallility of various Section 353projects to local programs.

The book will reflect the summariesof as many projects as have been receivedin AdvancE by the end of September, sothat printing and distribution will be on time.

The Bureau of Adult Basic and Lit-eracy Education requires grantees to sub-mit eleven (as of July 1993) copies of theirfinal reports and/or products at theeompletion of the project. The copies aredistributed as follows: four copies each tothe two Pennsylvania literacy resourcecenters; one to the DAEL Clearinghouse;and two copies are sent to ERIC. Dissemi-nation of Section 353 products through theseagencies promotes good adult educationpractices and increases the types of re-sources available to all ABLE practitioners.

The DAEL evaluates the projects itreceives from each state and selects a fewfor publication in its annual Section 353

Family EnglishLiteracy Grants Announced

Cheryl Harmon, Resource Specialistfor AdvancE, brings to our attention anannouncement of grant availability fromthe U.S. Department of Education. Thegrants will be awarded to about 26 pro-grams and will range from $50,000 to$150,000. The projects to be funded willbe to establish, operate and imporve fam-ily English literacy programs for limitedEnglish proficient (LEP) students and their

For more information contact MaryMahoney, Education Department, 400Maryland Ave., SW, Room 5086, Wash-ington, DC 20202-6642 (202) 205-8722or see the Federal Register for July 25,1993.

Applications will be available Sep-tember 1 and the application deadline isNovember 12, 1993.

publication Special Answers for SpecialNeeds. Many Pennsylvania projects areselected for this publication. The DAELeither provides copies of selected publica-tions or provides information on a state'sdisseminating agency.

ERIC, after review and selection ofspecific projects, issues a copy of micro-fiche to each state disseminating agencywith a citation to thc ERIC document num-ber to he found in the database. AnyPennsylvania Section 353 projects acceptedby ERIC are then available to anyone con-ducting a database search of the system.Microfiche copies of ERIC documents arcavailable from the literacy resource centersor ordered directly from ERIC,

Section 353 documents are also an-nounced through Pennsylvania publicationssuch as "What's the Buzz?", FOCUS onLiteracy, Mosaic and Passage. These pub-lications are also shared with other states.

Wc strongly support sharing informa-tion about 353 projects and products at thestate and nationa' level. However, suchwidespread sharing can create frustration;or adult educators requesting specific 353projeccs when only a limited number ofproject copies are available for loan. Often,a client waiting list develops for the morepopular projects. Requests received fromPennsylvania adult educators alwayshave priority over out-of-state requestsreceived by literacy center staff.

Pennsylvania ABLE practitioners con-tinue to increase the base of informationresources for adult basic and literacy edu-cation through development of Section 353projects. Research, learning models andtechnical expertise continue to develop ona reciprocal basis among the various infor-mation networks. For more information CallAdvancE at 1-800-992-2283 or the WesternPennsylvania Literacy Resource Centex at1-800-446-5607.

Page 9

Tips on TeachingAfrican-American Adults

by Margaret Shaw, Ed. D., formerA.B.L.E. Bureau Adviser

These tips focus on teaching African-American adults from a cultural perspec-tive. Teaching from a cultural perspectiveis one that includes all the basic objec-tives of adult education but with a slightlydifferent emphasis so that learning activi-ties will havemeaning for Af-rican-Americanadults. Teachingfrom a culturalperspective alsopays attention tothe subject matteras for any adultstudent; however,the subject matteris centextualizedto have meaningfor the AfricanAmerican adult. Teaching from a culturalperspective also pays attention to the de-veloped knowledge structures, perceptualpatterns and the preferred processes oflearning within that culture. It also paysattention to teachers and their culturalperceptual patterns and its implication forits effect on the teaching-learning process.Following are some tips for students, cur-riculum, and teachers that may help pro-vide better services for African-Americanadults.

Tip #I. Teachers should encouragestudents to interpret their own worldthrough the student's two ways of know-ing: Afroccntric and Euroccntric.

African Americans grow up in a dis-tinct culture that shapes their cognitivedevelopment and impact the way they be-have in an academic setting. AfricanAmericans have two ways of knowing:An African American and a EuropeanAmerican way within a largely Eurocentricculture. From their home cultural context,many African Americans arc taught anAfrocentric way of thinking and living,thus the development of the Afrecentriceye. From the larger societal perspective,they are taught the Eurocentric perspec-tive.

African Americans have learned, bothwithin and outside their own culture ev-eryday negotiating strategies to regulatetheir movement and grasp meaning be-tween the cultures. These strategies arccalled LENS (Learning everyday negoti-ating strategics). They look through theirLENS with two eyes at every situation.This two-ness is well documented in thcliterature. LENS serves as the perceptualfilter through which their world is viewedand structured. The dualism provides a

Dr. Margaret Shaw

Page 10

keen awareness that permits them to ex-amine, evaluate, and interpret situationscritically and quickly. The constant shift-ing between the two cultures creates ashrewd sense of skill and precision inperceiving the two worlds in depth, bothsingly and jointly. Many times it liekomescritical that African Americans hold andutilize the two worldviews simultaneously.To the degree that one lives in an overtlyracist and oppressive system, AfricanAmericans will have developed LENS.

LENS focuses on the two worlds thatAfrican Americans seethe world whichacknowledges our presence and porsibili-ties and the other which views AfricanAmericans as a maladjusted facsimile ofthe European American Culture. AfricanAmericans focus on these orientations thatare taught in the culture to increase theirvision and the orientations of the largersociety's institutions to limit their vision.

The Eurocentric environment ofschools forces the development of aEurocentrie eye as well as theirAfrocentric cyc. The experiences of thedualism influence thc development of aunique pattern of learning characterizedas "Learning-to-Learn-to-Live". This pat-tern creates a critical perspective. Thisperspective is not merely an intellectualprocess. It is also about coming to believein the possibilitity of a variety of experi-ences, a variety of ways of understandingthe world, a variety of frameworks of op-eration, without imposing consciously orunconsciously a notion of norm.

How does this process look in action?First, the teacher discmpowers self andtherefore gi ves students thc opportunityto empower themselves. They empowerthemselves by becoming the voice of au-thority in their own voice. It shows stu-dents that there are multiple frameworksfor learning in the classroom,

Tip #2. Teachers must have methodsand approaches that allow African-American adults to examine and questionnot only the instructor but the textbook orthe "official knowledge" for validity andutility.

Offical knowlf.xlge is what is writtenin textbooks, and it may be different ft-oatwhat students have been taught. ManyAfrican Americans arc suspicious of offi-cial knowledge when the educational en-counter is between a dominant educationalsystem and those whose history, traditions,and assumptions have been ignored andoften denigrated. If people don't feel em-powued they must, as students, feel asthough they are in control of their learn-ing. Respect for what they can contributeas well as what they wish to learn is es-sential to their education. It is an opportu-nity to take part in knowledge productiongenerated out of their own culture. For

example, one group of students mightquest:on the content validity of a regularhistory textbook. In response to this, theycould write their own history book.

Tip #3. Teachers must recognize thatAfrican-American adult learners are ca-pable of complex learning in the class-room and should design learning activitiesthat evoke and challenge these abilities.

Researchers argue that complexthinking can be observed in the streetsamong students who drop out, but no onehas captured the complex thinking in theclassroom. In order to capture that pro-cess and use it in the classroom, teachersmust first understand how that complexthinking and learning operates. Secondly,teachers must begin helping students de-velop the transference process of usingtheir critical thinking and problem solv-ing strategies. They must show them howto use their everyday critical thinking andlearning. For example, dropouts on thestreet learn rap songs quickly. Why? Theyunderstand thc rhythm and beat becauseit is important to them. Teachers can builda class activity around rap music by ask-ing students to develop their own musicin the class within the context of theplanned lessons.

Tip #4. Teachers should put emphasison practical application.

Teachers who experience the mostsuccess are those who illustrate new con-cepts or broad generalizations by usinglife experiences drawn from the learners.In addition, the transfer of learning andthe ability to maintain that learning sug-gest building that learners plan and re-hearse application of concepts within theirdaily context. For example, for many ur-ban African-Americans, illustrations re-kited to using a currency exchange maybe more appmpriatc than using banks andcheckbook operations.

Tip #5. Teachers should use experi-mental learning methods.

Many Afrwan-American teachershave found that experimental learningstrategies provide greater success thanother methods. Strategies that tap the ex-periences of the adult learners includegroup discussion, the case method, thecritical-incident process, simulation exer-cises, role playing, skill-practice exercises,field projects, action projects, laboratorymethods. consultative supervision, dem-onstration seminars, work conferences,counseling, and community development.

Tip #6. Teachers look at their cultureand understand how their perceptual pat-terns operate within the classtoom and itsimpact on the teaching and learning pro-cess.

(Com. on page 11)

Teaching African-AmericanAdults, Cont.

in viewing African-American studentsthrough an outside cultural lefts, European-American teachers may have a distortedimage of their students, even though itmay be masked by the cloak of profes-sionalism or be unintentional.

We must take into consideration theteacher's attitudes, beliefs, expectationsand values about the academic strengthsoi African-American adult learners.Teachers need help in looking at how theirbeliefs, values and behavioral style affecttheir students. Training programs that taketeachers beyond superficial intellectualdiscussions about cultural differences, ra-cial relationships and Black history arcnecessary. Teachers should participate inboth formal and informal learning experi-ences that focus on racism and other socialissues. Formal learning experiences consistof structured events such as workshops.presentations, oral histories, and otherexplications of traditions throughstorytelling, sensitivity groups, and fo-cused group sessions. Teachers need totake a deeper look at themselves as per-sons, how they come across, how theyjudge and value others, how studentsperceive them, and most important, howthese human characteristics affect the de-velopment of the students' learning. Bylooking at one's own biases, teachers canbuild more constructive relationships withA fr i can American learners.

A list of resources will be publishedin the October issue of "What's the Buzz?".Margaret Shaw is located at Penn StateHamsburg. Her telephone number is (7 !7)948 -6505 She is available for consultingand staff development. Contact her di-rectly.

News for E.S.L.The 1990 Census shows 25.5 million

adults speak a language other than Englishin their homes. 11.8 million or 37% ofthese admit to having some difficulty inspeaking English and another 1.8 milliondo not speak English at all. Since thecensus asked only about speaking English,riot reading nor writing in the language,and since this is a self-reported score, it isfelt by English as a Second Language(ESL) scholars this is a minimum numberand is probably significantly higher.

More than half of those saying theyspeak another language at home speakSpanish. This makes the United Statesthe 4th largest Spanish-nativc speakingpopulation country in the world with 17.3million (7%) of the total population.

A Delicate Balanceby Dan Partin, Former A.B.L.E. Bureau Adviser

Many of us have often heard the words of the following biblical passage quoted atweddings and other church services:

"When I was a child, I spoke as a child, I understood as a child, I thought as achild; but when I became a man, I put away childish things."

There is much wisdom in those words, and it says much about the need for adults toprogress from childish foolishness to mature behavior and the intelligent assumption ofresponsibilities.

It strikes me, though, that too many adults have carried this clarion call to adult-hood to an extreme. They have construed this to mean a life devoted to utter, almostabject, seriousness. Joyousness is a raiment that they shed long ago when they departedthe halls of childhood and adolescence.

In doing so, 1 feel they have disturbed the delicate balance that each adult shouldmaintain between a serious, external maturity on the one hand and a lighthearted."external-child-within" joie de vi%re on the other. This duality sort of reminds me ofaspiring to be the President of the United States and Peter Pan at the same time.Obviously, it is all too human to wish to be one or the other, but not both. The trick isclearly in maintaining that delicate, but healthy balance.

Robert Fulghum, the writer and philosopher, relates his perspective on this di-lemma too in his book Uh-Oh: Some Observations From Both Sides of the Refrig-erator Door. He writes as follows:

"Ask a kindergarten class, 'How many of you can draw?' and all hands shootup. Yes, of course we can draw--all of us. What can you draw? Anything! Howabout a dog eating a fire truck in a jungle? Sure! How big you want it?"

He goes on to note that you get the same unanimous, enthusiastic YES if you askkindergarteners whether they can sing, dance, act in plays, write poetry, read, or count.But he notes that when you ask college students and those of an older audience the samequestions, their responses are guarded, limiting, negative, and generally lacking inconfidence.

He asks: "What went wrong between kindergarten and college? What happened toYES! Of course I earl?"

It seems to mc that Fulghurn and I arc both bothered by the same conundrum: Ifthe "can-do" spirit that children possess seems to be such an essential element for adultsto possess as well, why do so many adults appear to have abandoned it at the same timethey removed the last vestiges of adolescence? It would seem that in many instances oursociety has performed its maturational catharsis on adults too well.

I would posit that the two qualities of hope and child-reminiscent confidence areclosely aligned. If you can also accept that analogy, then you might see why I feel that"drawing upon the child within" is a necessary habit for adults to develop.

I feel that many of our adult basic education students draw upon that reservoir of"child-within hope/confidence" when they make the decision to enroll in aduli basiceducation classes. I would further posit that that same quality helps many of thosestudents to successfully cope with the rigors of those classes until they finally achievetheir GED's.

It would seem to me, therefore, that part of the mission statement for adults interms of how to live their lives should contain some intentionality relative to the resus-citation and nurturing of the child within.

Passport to Legal Understanding ...Is the title of the Amcrican Bar Association's (ABA) News r'r. on Public Educa-

tion Programs and Materials. Many rh-rw readers, especially in English as a SecondLanguage (ESL) programs, benefit from some extra instruction in the basics of ourjustice system and the ABA, in addition to their newsletter, has the following available:"Justice for All" videotape series, deals with the various courts (federal, state, appellate,etc.), how they work and how they fit into the United States system of justice. Includedarc an instructor's guide with discussion questions, a glossary of terms, and a listing ofother resources. $75 for the complete package, #PC 468-0049 plus $5.49 shipping andhandling. Send cheek payable to the ABA, 750 North Lake Shore Drive, Chicago, IL6051 I .

The ABA is also having a "house cleaning" sale and is offering the following forSI each: U.S. Constitution Resource Book and The Bill of Rights Resource Book.$2.95 shipping and handling for orders under $10. ABA, 541 North Fairbanks, Chi-cago, IL 60611. To get your name on the ABA newsletter mailing list., write to thcNorth Lake Shore Drive address.

9 Pagc 11

It's A Date!A word from the "Calendar Man": Inour 1993 end-of-year evaluation cards,many Buzz readers noted they receivedtheir issue of "What's the Buzz?" too latein the month to act upon some of themeetings, etc., noted in "It's A Date!" Wemail the Buzz no later than the 6th day ofeach month-in most cases on the 2nd or3rd. The copies go to U.S. Postal Servicedistribution eenters at Philadelphia,Pittsburgh, Williamsport and Harrisburgand arrive there sometimes the same day,never later that the next day. Each localpost office treats 3rd class mail differentlyand we suggest if you get your Buzz afterthe 10th, contact your local postmaster.We will print at least two months of datesin each issue, but sometimes dates cometo our attention between issues. We feeleach of the dates published is importantand we are glad to know you do also..

September, 1993NATIONAL LITERACY MONTH

8: GED-GET IT! 10 p.m. PublicBroadcasting System (PBS). Show fea-tures stars who can attest to the benefitsof earning a GED diploma; viewers maycall the GED hotline (1-800-626 9433)for more information.

8: International Literacy Day9: Region 2 Staff Development pre-

sentation co-sponsored with theSusquehanna Valley Adult Literacy Co-operative: Learning Disabilities/A NewApproach; At Susquehanna University,Selingsgrove; Contact Esther Zabitz, (717)523-1155, ext 328.

13-1 4: PAACE Board Meeting;Bloomsburg University. Retreat for Stra-tegic Planning Task Forces.

17-20: Fourth National Adult Lit-eracy Congress; Washington, DC; Theme:"Leadership in Action"; each state is be-ing asked to send three new reader del-egates and 1 practitioner delegate; spon-sored by Laubach Literacy Action (LLA)and other literacy-oriented organizations;Contact LLA, Box 131, Syracuse, NY13210.

22: National Educational Telecon-ference: "Breaking the Mold: EducationPolicy"; 2-3 p.m. Featured are Secretaryof Education Richard Riley and Secretaryof Labor Robert Reich. Free C-banddownlinking available. Contact the Na-tional Center for Research in VocationalEducation, (703) 231-5847.

22-24: 13th Annual National RuralFamilies Conference; Kansas State Uni-versity, Manhattan, KS. Contact Confer-ence Office (800) 432-8222.

23-25: 3rd Annual Conference of theNational Association for Adults WithSpecial Learning Needs (NAASLN);Theme: Creating Partnerships: Maximizing Resources; Charlotte, NC; Con-

Page 12

tact Dr. Richard Cooper, conference Chair,PO Box 716, Bryn Mawr, PA 19010 (215)525-8336.

30: Deadline for presenter forms for1994 Midwinter.

October, 19936: Region 2 Staff Development pre-

sentation: "Understanding and MasteringStress." Lock Haven; contact GailLeightley, (814) 359-3069.

6: National education teleconference:"Assessment 2000: An Exhibition." Willinclude information about alternative as-sessments--performance event; studentproject/exhibit; portfolio. 1:30-3 p.m.FREE C-band downlinking available;contact the National Center for Researchin Vocational Education (703) 231-5847.

7-9: 15th International Conferenceon Learning Disabilities; Baltimore, MD;Contact Council for Learning Disabilities;PO Box 40303, Overland Park, KS 66204(913) 492-875

13-17: National Rural EducationAssociation Conference; Burlington, VT;Contact: Joseph Newlin, (303) 491-7022.

15-16: Annual Conference of theOrton Dyslexia Society, Greater Phila-delphia Branch. Bryn Mawr. Contact:The Orton Dyslexia Society, Box 251,Bryn Mawr, 19010 (215) 527-1548.

21-23: The Future of Rural and SmallLibraries; Gettysbarg; Contact BernardVavrek, (814) 226-2383.

21-23: Literacy Volunteers ofAmerica (LVA) National Conference;Louisville. Contact Connie Schwein, (315)445-8000.

22-29: 1993 Anniversary Conferenceof the Continuing Education Associationof New York and the Continuing Educa-tion Association of Pennsylvania. AtBinghamton, NY. Featured speakers willbe Malcolm Knowles and Dr. AugustaKappner, Assistant Secretary for Voca-tional and Adult Education, USDOE.Contact: Susan Kuncio, Cayuga Com-munity College, 197 Frankling St., Au-burn, NY 13021 (315) 255-1743.

29: Deadline for Success StudentsApplications.

For Future: I

November 18-20: American Asso-ciation for Adult and Continuing Educa-tion (AAACE) 1993 Adult EducationConference; Dallas, TX. "Winds ofChange: Opportunities and Challenges forAdult Education." Contact AAACE,2101 Wilson Blvd., Suite 925, Arlington,VA 22201 (703) 522-2234.

February 9-11, 1994: Adult Educa-tion Midwinter Conference, Hershey.Theme: Unity Through Diversity. Con-tact the Pennsylvania Association forAdult Continuing Education (PAACE),Box 3796, Harrisburg, PA 17105.

It's What You've BeenWaiting For! ... THEFALL WORKSHOPS.

Put these dates on your calen-dar; the fall workshops for 1993are an excellent opportunity tolearn, share and get that old pro-fessional development back in gear.

Helen Hall is coordinating theworkshops this year and is busylining up the best presentorsavailable in a number of areas ofinterest to teachers, tutors, coun-selors and administrators of adultbasic and literacy education pro-grams in Pennsylvania.

Registration forms will be sentto each Act 143 and Section 322program director and will also ap-pear in the October issue of"What's the Buzz?" All personswishing to attend MUST registerwith: Helen Hall ABLE Bureau,12th Floor, 333 Market Street,Harrisburg, PA 17126-0333 (717)787-5532.You must register NOLATER THAN ONE WEEK BE-FORE THE WORKSHOP. Youknow you'll be sorry if you missthe Fall Workshops, so make yourresolution now--set up your carpool---See you there!

DATESPittsburgh: Bidwell Training

Center October 16, 1993. ContactValerie Njie (412) 323-4000.

Erie: Erie Adult TrainingCenter October 23, 1993. ContactDaniel Tempestini (814) 871-6656.

Philadelphia, Cabrini College,October 30, 1993. Contact KathyKline (215) 971-85 18.

Harrisburg, PDE Building,November 6, 1993. Contact BethBates (717) 787-5532.

"What's the Buzz?", Pennsylvania'sAdult Basic Education DisseminationNewsletter, is prepared and distributed byAdult Education Linkage Services. Box 214,Troy, PA 16947 under funding providedthrough the Pennsylvania Department ofEducation from the Adult Education Act,Section 353. It is distributed without chargeto practitioners of adult basic and literacyeducation in Pennsylvania for the monthsSeptember through June. No endorsementof the news-letter contents by IJDE norUSDOE should be inferred. Adult EducationLinkage Services is an Equal Opportunityemployer.

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VOLUME 13, NUMBER 2 OCTOBER, 1993

Beyond Multiculturalismby Dave Manzo

A few years ago I wrote two articlesthat concerned themselves with the rela-tionship between adult education andmulticulturalism (What's the Buzz, vol.11, no. 1, 1991 and vol. 11, no. 6, 1992).The articles showed the evolution of myviews on this subject. After the passageof time, I had the opportunity to reviewthose two pieces to see if my views hadchanged since they were first written. Nk eshould try Lc review ideas and beliefs pe-riodically, for the sake of our own devel-opment. What I found, and what I want toshare with you, is that some change hasoccurred (for example, my views involvean interactionist as well as a functionalperspective), but the basic premises remainthe same.

I have reached the conclusion that Iam not satisfied with the term "multi-culturalism". Upon hearing the term, I

begin to conjure nouons of polarizationand Balkanization of individuals andgroups (racial and ethnic) demanding theirshare of the curricular pie. These enclavesexist, not to share the wealth of knowledgeof their culture with others for thc commongood of American society, but merely toforce-feed their ideas to the educationcommunity. If they do not achieve theirdesired results, they will not participate atall to the detriment of everyone involved.

My suggestion is that we move be-yond multiculturalism (the polarization,and the talking to instead of talking withmentality) to "interculturalism". By"interculturalism", I refer to the interactionamong cultures, cultures playing-off oneanother, exchanging ideas, taking thoseideas front other cultures and adaptingthem to meet their own needs. The intcr-action and exchange of ideas can only begood for these subcultures as well as for

(cont. on p. 2)

IN THIS ISSUE N N

Quality Indicators: Still a hot issuePAACE Board Emphasizes Special Interest SectionsWhat's New In the Marketplace?News from Staff Development Regions 2, 5, 7 & 8Personnel Changes In the A.B.L.E. Bureau

and more professional development information for YOU!

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PROCLAMATION

LITERACY DA YSentembor 8. 1003

Pennsylvania ProclaimsLiteracy Day

In the absence of Governor RobertCasey, Lieutenant Governor Mark Singelsigned a Proclamation on September 3,1993 designating September 8 as LiteracyDay in the Commonwealth. The Procla-mation noted the importance of readingand writing in today's society, the needfor a literate America and the fact that 1out of 5 adults lack the basic skills nec-

essary to function on a daily basis without assistance.The proclamation noted the commitment of the state administration to helping

people reach their fullest potential and presented as an example air' nearly $50 millionwhich Pennsylvania has invested in adult literacy programs over the past six years.

Our thanks to _loan Leopold, Executive Director of the Pennsylvania Association for AdultContinuing Education (PAACE), for furnishing a copy of the Proclamation.

Funding for Correctional Education a Mix, but ImprovingWith the establishment of the U.S. Office of Correctional Education in April, 1991,

has come some much needed recognition of the role of Correctional Education and, asPublic Law 101-392 which establishes the Office says: "finds and declares that (1)education is important to, and makes a significant contribution to, the readjustment ofincarcerated individuals to society; and (2) there is a growing need for immediate actionby the Federal Government to assist state. and local educational programs for criminaloffenders in correctional institutions."

The Secretary of Education, through the U.S. Office of Education, coordinates andprovides technical support to State and local educational agencies and schools involvedin correctional education including schools funded by the Bureau of Indian Affairs. TheSecretary repot ts annually to Congress as to the progress of the Office and the status ofcorrectional education in the United States and provides for cooperation and coordina-tion of correctional education programs being carried on by the various Federal agencies.

State Level: On the state level thc Secretary of Education, through the Office ofCorrectional Education, consults with and provides outreach to State and local directorsand collects from the states samples of information as to the number of individuals

(Cont. on p. 2)Page 1

Corrections Funding, cont.completing a vocational education se-quence, earning a high school degree orgeaeral equivalency diploma, earning apostsecondary degree while incarceratedand the correlation with job placement,job retention, and recidivism.

In addition to a State Department ofCorrecuons, Pennsylvania has a Bureauof Correction Education which is part ofthe Department of Education. WilliamMader is Bureau Director.

Funding: In addition to a 1% setaside from the Carl D. Perkins Vocationaland Applied Technology Act, correctionseducation is included in the 10% set asidefrom state funds from the Adult EducationAct for institutions, special educationfunding for adults with disabilities, andthe Library and Construction Act providesgrants to the States to provide improvedlibrary access to adults who are incarcer-ated.

The Pennsylvania Department ofEducation is one of eleven agencies re-ceiving funding under a $2 million pro-vision of the Perkins Act for correctionaleducation demonstration programs. Thepurpose is to improve access to qualityvocational education programs for indi-viduals in correctional institutions andeach project offers an integrated academicand vocational education program and alsoprovides life skills training, work experi-ence and post-release transition supportservices to incarcerated individuals.

The National Literacy Act signed in1991 created two new programs for theincarcerated. $5 million was appropriatedfor 1992 to fund "The Functional Literacyfor State and Local Prisoners Program"which will provide a mandatory, systemwide, functional literacy program for ev-ery inmate reading below the 8th gradelevel. Sharing in the $5 million appro-priation is 'The Life Skills fce State andLocal Prisoners Program" which began in1993.

"ELM BranchesOut" Is OUT .

Cheryl Harmon, Resource Specialistat the State Adult Literacy Resource Cen-ter in Harrisburg, tells us the only copiesof "ELM Branches Out" which are stillavailable are free loan copies. "ELMBranches Out" is an ESL resource bookrecommended by Nonie Bell ofNorthampton Community College in anarticle she wrote for the September issueof "What's the Buzz?". Free loan copiesof the publication are available througheither the Harrisburg Center (1-800-992-2283) or the Western Pennsylvania AdultLiteracy Rcsource Center (1-800-446-5607).Page 2

Flticulturalism

Information SourcesLast month's article by Dr. Margaret

Shaw titled "Tips on Teaching African-American Adults" has brought inquiriesfor sources of information. Dr. Shaw gra-ciously furnished us with the following:Asante, M.K. (1991). The Afrocentric idea

in Education, Journal of Negro Edu-cation, 60, 170-180.

Ausabel, D.P. (1963). The psychology ofmeaningful verbal learning. New York:Grune and Stratton.

Colin, S. A. J., III & Preciphs, T.K. (1991,Summer). Perceptual Patterns and thelearning environment: Confrontingwhite racism. New Directions forAdult and Continuing Education, 50,p. 61-70.

Fordharn, S., & Ogbu (1986). Black stu-dents' school success: Coping with theburden of "acting white." Urban Re-view, 18(3), 1-31.

Gadsden, V. (1992, Autumn) Literacy andthe African-American Learner. TheoryInto Practice. (Special Issue), 34(4).

Gibson, M.A. (1988). Accommodationwithout assimilation: Sikh immigrantsin an American high school and com-munity, Ithaca, NY: Cornell UniversityPress.

Gurba, C. & Briscoe, D.B. (1989). Capi-talizing on Culture, Florida: The Uni-versity of South Florida Center forCommunity Education.

Hale-Benson, J. (1987). Black children:Their roots, culture and learning. Balti-more: The Johns Hopkins UniversityPress.

Jacob, E. & Jordon, C. (Eds.). (1987).Explaining the school performance ofminority students. (Special Issue). An-thropology and Education Quarterly.18(4).

Knowles, M.S. (1980). Modern Practiceof Adult Education: From Pedagogy toAndragogy. New York: Cambridge.

Ladson-Billings, G. (1992). Culturallyrelevant teaching: The key to makingmulticultural education work. In C.Grant (Ed.). Research and multiculturaleducation (pp. 106-121). Washington,D.C.: Falmer Press.

Ladson-Billings, G. (1992). Culturalidentity of African-Americans: Impli-cations for achievement. Aurora, Co:Mid-Continent Regional EducationalLaboratory (MCREL).

Ogbu, J.U. (1992, Autumn). Adaptationto minority status and impact on schoolsuccess. Theory Into Practice, 34(4).

Shaw, M.A. (1992). African Americanstrategies of successful adaptation inresponse to diseducation: A Phenom-enological investigation. Doctoral Dis-sertation, Northern Illinois University.Leadership and Educational PolicyStudies. t)

ESL

Instruction and Technologyby Mary T. Hamilton, ESL Coordinator

Greenville Literacy CouncilESL students offer many surprises

these days. Sometimes they have videosof their homes that they are willing toshare. During the past year, some of us atthe Greenville Literacy Council have hadthe pleasure of being able to see videosbelonging to students from Georgia (for-merly in the USSR), Tunisia and Vietnam.

If this opportunity arises for yourprogram, it should not be passed by. Avideo of a student's home and countrycan provide a totally different perspectivefor the tutor. Seeing the student in his orher natural surroundings helps immenselyin providing an understanding of the cul-ture shock that ESL students always ex-perience when they leave their nativelands.

Undoubtedly other ESL tutors andstaff members have experiences whichthey can share in "What's the Buzz?".Exchanging recent accomplishments andnew developments is one of the best waysto improve the effective ;.ess of the ESLprograms.

We thank Mary Hamilton for her programsuggestion and invite each of you to write usat Box 214, Troy, PA 16947 with news ofteaching techniques you have found effective.

Beyond Multiculturalism, cont.American society. We can see where thisinteraution of cultures has impacted onAmerican society on things like food,music, clothing and language.

The adult educator has the task ofbalancing the necessity of recognizingcontributions by the representative cul-tures, with the necessity of showing thatcontribution in context and perspective. Itshould be remembered that education is asocial as well as a psychological activity.If this is accomplished, it could have theadded effect of increasing minority par-ticipation in adult education activities.

BibliographyBuck Briscoe, D. and Ross Martin, J.

(1992). Racial and ethnic minorities andadult education. In the handbook of adulteducation. S.B. Merriam and P.M.Cunningham (eds.). San Francisco: JosseyBass Publishers.

Handy, Charles B. (1976). Under-standing organizations. New York: ThePenguin Business Press.

Rubenson, Kjell. (1992). The sociol-ogy of adult education. In the handbookof adult education. S. B. Merriam andP.M. Cunningham (eds.). San Francisco:Jossey Bass Publishers.

Quality Indicators Topic ofIt started slowly, stumbled, picked up

speed and finished in thoroughbred fashion.No, that's not a horse race, but a brief de-scription of the final summer institute heldAugust 25-27 with the topic being "Indica-tors of Program Quality".

If there is one simplification which canbe made about Program Quality Indicatorsit is "There's lots of confusion out there,"and the first day of the Institute emphasizedthat point.

Program personnel came to learr onething ("what do we have to do?") and stateand federal officials came to discuss some-thing else ("Here's how to do it.").

After an afternoon of sometimes frus-trating discussion with adult educationteachers, program directors and counselorsattending the Institute, Dr. John Christopher,Director of the Bureau of Adult Basic andLiteracy Education , and his two adviserswho worked on the Institute, Helen Hall andElla Morin, literally burnt the midnight oilre-structuring, re-planning, re-writing anddoing an exemplary job of setting up guide-lines for the second day of the Institutewhich, in the words of one participant, "Gaverne an excellent opportunity to share ideasand concerns with others who came to learnwhat we need to do to meet state and fed-eral requirements."

The secret and missing ingredient in thefirst day's activities centered around a mis-conception of most persons in attendancethat their programs would be told whichquality indicators had to be put into place intheir program, how "Quality" was to bemeasured and what standards of quality eachprogram would be expected to achieve: andthat's not what the Institute was all about.Program QualityIndicators What are they?

For the past three years "What's theBuzz?" has been bringing our readers thelatest information available relating toQuality Program Indicators- - the label puton the intent of the National Literacy Act of1991. The Act, in its attempt to ensure thateducational services supported with federalfunds would provide "Quality", called forthe U. S. Secretary of Education to developINDICATORS OF PROGRAM QUALITYin adult education that could be used bystates and local programs as models bywhich to judge the effectiveness of theirservices. Note our emphases on "could"and "models" as it is from the misinterpre-tation of these terms some of the trepidationand insecurity of Adult Basic and LiteracyEducation (ABLE) programs in Pennsylva-nia has resulted.

States to Develop Indicators: TheAdult Literacy Act, in addition to requiringthe above activities of the U.S. Departmentof Education, also required states to developindicators of program quality for adult edu-cation programs by July, 1993. Pennsylva-nia progressed rapidly in this direction and,following a number of public hearings heldthroughout the state at which adult educa-,ors gave testimony, the Bureau of AdultBasic and Literacy Education developed andadopted 10 Indicators. Not unexpectedly thewording of the state-adopted indicators is

Final Summer Institutenearly verbatim from the model submittedby the USDOE, but, in addition Pennsylva-nia has added an indicator dealing withvolunteers in adult education programs (dueto the large number in our state) andmulticulturalism because of the strong in-terest in this area by a large number of state.adult educators. In the Preface to the Penn-sylvania Adult Education State PlanAmemiinents dealing with Quality Indica-tors, the critical point is made that: "Theprimary purpose of the indicators is toprovide a model by which to Judge thesuccess of the programs." Again note theuse of the term "model".

At Quality Indicators Institute: SheilaCarson, Counselor, left, and Carolyn Henry,Program Director and head teacher, bothfrom the Harrisburg School District AdultEducation Program.

The Bottom Line: We could, and havein a number of back issues of "What's theBuzz?", go into detail as to what the fedsand the ABLE Bureau say about QualityIndicators, Measures and Standards. How-ever, enough has been written which leavesit to ABLE program personnel to read it.Contact AdvancE (1-800-992-2283) or theWestern Pennsylvania Adult Literacy Re-source Center (1-800-446-5607) and ask forthe loan of a copy of the July, 1992 publica-tion from the feds, "Model Indicators ofProgram Quality for Adult Education Pro-grams"; then, from the same sources or yourlocal program director get a copy of the"Proposed Amendments to the Pennsylva-nia Adult Education State Plan" which wasdistributed in the fall of 1992.

The Indicators: Having said this, weare listing here the indicators now in placein thc State Plan. Remember these are ex-amples of what the state ABLE Bureau feelsare indicators of program quality. Althoughsome measures and standards are outlinedin the State Plan, what local programs useto assess/evaluate their program's activitiesand characteristics as they relate to theQuality Indicators IS UP TO THE LOCALPROGRAM. Programs will be required toshow how they measured local program ac-tivity and how tlis assessment relates toprogram quality, but ABLE Bureau person-nel are not going to second guess local pro-grams which have been given the autonomy(and responsibility) to determine local stan-dards and measures for these Indicators:

Educational Gains: Indicator #1:"Learners demonstrate progress toward at-

3

tainment of basic skills and competenciesthat support their educational goals" Todemonstrate what we have been saying inthis area, programs decide what measures touse in determining progress, how to determine educational goals and what qualifiesas "progress".

Indicator #2: "Learners advance in theinstructional program or complete programeducational requirements that allow them tocontinue their education or training into otherskill levels."

Program Planning: Indicator #3: "Theprogram has a planning process that is on-going and participatory, guided by evalua-tion, and based on a written plan that con-siders community demographics, needs, re-sources, and economic and technologicaltrends, and is imp;emented to its fullest ex-tent."

Accountability/Immediate past per-formance record: Indicator #3a: "Annualand fiscal reports are submitted on time andreflect progress."

Curriculum and Instruction: Indica-tor #4: "Programs have curriculum and in-struction geared to student learning stylesand levels of student needs." Indicator #4a:"Adequate instructional materials are pro-vided to enable students to become func-tionally literate."

Support Services: Indicator #5: "Co-ordination of support services to students."

Student Recruitment: Indicator #6:"Appropriate Student Recruitment Meth-ods."

Student Retention: Indicator #7:"Students remain in the program longenough to meet educational goals."

Staff Development: Indicator #8: "StaffDevelopment component is operational andongoing." Indicator #8a: "Improved TeacherEffmtiveness."

Volunteers as Tutors: Indicator #9:"Programs have an ongoing relationship withvolunteers or tutors."

Sensltivity/Multiculturallsm: Indicator#10: "Adult educators have the ability torelate to educationally disadvantaged learn-ers."

None of us appreciates the additionalpaper work, administrative and instructionalenergy which go along with new regulations.However, we do want QUALITY adulteducation programs throughout the state.Perhaps the Quality Indicators are the wayto go toward that end.

School-based adult educators hold discus-sion at the Quality Indicators Institute,

Page 3

PAACE Board sets specialinterest activities for Midwinter

In addition to the large variety ofconcurrent sessions designed to appeal toall persons who work with adults in aneducatkinal setting in Pennsylvania, thePennsylvania Association for Adult Con-tinuing Education (PAACE) Board ofDirecton at its recent meeting developeda number of Conference activities whichwill be specific to each of the five SpecialInterest Sections which were recentlyidentified as replacing the former 20-25interest sections.

Each section will hold a specialluncheon for its members with a speakerto be chosen by the section. Some sectionsmay choose to hold the luncheon withanother section, but it is hoped the lun-cheon activities will include organizationalactivities to establish a strong program forthe section members in 1994-95.

The PAACE Board also is makingavailable to each section a special awardto recognize an exemplary program in thesection. Sections are asked to send theirprogram selection to PAACE (Box 3796,Harrisburg, PA 17105) no later than Oc-tober 30, 1993. The award will be pre-sented at the Awards luncheon along with

-At the PAACE Board of Directors Meetingheld at Bloomsburg: left, PAACE PresidentVictoria Fisher and Board MemberMarlowe Froke.

other awards of the Association.Finally, the PAACE Board of Direc-

tors is expanding its membership to in-clude a representative from each of thefive special interest sections. It is hopedthe new Board members will attend asmany of the monthly Board meetings aspossible and serve as a conduit of infor-mation from the section's members to thePAACE Board and from the Board to themembers.

Appointed or elected Chairpersons ofthe Special Interest Sections are: ABE/GED, Margaret Keeley, LutheranWomen's Program, 1340 Frankford Av-enue, Philadelphia, PA 19125 (215) 426--8610; Business and Industry, JamesIm ler, Dauphin County Technical School,6001 Locust Lane, Harrisburg, PA 17109;ESL, Kathleen Pryzgoda, 475 W. GlenPage 4

Regional Staff DevelopmentPersonnel Meet, Plan

"This is the second year for ourstatewide emphasis upon Staff Develop-ment; last year was a learning year; we inPennsylvania have done an outstanding jobby providing for adult education teachersas broad-based an experience with StaffDevelopment as is possible." With thesewords Dr. John Christopher, Director ofthe Bureau of Adult Basic and LiteracyEducation (A.B.L.E.) greeted the direc-tors and coordinators of eight of the ninePennsylvania Regional Staff DevelopmentCenters at their recent meeting near Har-risburg.

Dr. Christopher noted the 30% turn-over in adult education teachers in Penn-sylvania makes it necessary each year toorient teachers coming into adult educa-tion from elementary and secondary edu-cation classrooms. One of the basic atti-tudinal changes required of most new adulteducation teachers is for them to realizeadults are not children; their learningstyles, motivations and experiences widelyvary from learners in K-12 and it is oneof the jobs of Staff Development programsto assist new adult education teachers iunderstanding this concept.

In closing, Dr. Christopher told thedirectors and coordinators, "We are goingto expect you to keep us informed as tothe activities and programs your centersare involved with and, although I ampleased with your efforts last year, we arelooking forward to improvement in oursecond year."

The nine regional centers were set uplast year as part of the new emphasis onStaff Development which resulted fromthe mandate in the National Literacy Actwhich earmarked a substantial portion ofSection 353 funds for Staff Developmentand Teacher Training projects. As a re-sult, in addition to a number of Section353 projects funded for 1992-93, an$80,000 grant was awarded to each of thenine Regional Staff Development Centersfor workshops, materials, tuition reim-bursement and other projects. The same

Rose Road, Coatesville, PA 19320 (215)

857-3274; Higher Education, CherylBoyer, Temple University - Harrisburg,223 Walnut Street, Harrisburg, PA 17101(717) 232-6400: Literacy, Monica Kindig,Midstate Literacy Council, 204 CalderWay, Suite 306, State College, PA 16801(814) 238-1809.

PAACE members wishing to suggestnominees for program awards and/orSpecial Interest Section officers shouldcontact the persons above.

A reminder: Join PAACE yourprofessional organization. Send $20 toBox 3796, Harrisburg, PA 17105.

BEST COPY AVAILABLE

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amount was awarded the nine centers for1993-94 and part of the discussions at therecent meeting centered around whatworks and what does not work in provid-ing Staff Development through the re-gional centers.

Two areas of concern were evidentin the discussions: 1. the small number ofadult education practitioners who appliedfor tuition reimbursement and 2. the rela-tive lack of participation by school dis-trict based ABLE staff in regional centeractivities.

In the case of tuition reimbursement,each of the centers felt part of the lack ofresponse was due to the late start mostcenters experienced and the responsewould pick up this year. In fact, one cen-ter noted they already have 21 requestsfor tuition reimbursement from adult edu-cators in their region.

As for the second concern, that ofschool district-based personnel not par-ticipating fully in staff development op-portunities, a number of reasons were ad-dressed and it was recommended a re-search project be initiated to identify andsuggest ways to overcome the problems.

In addition to Dr. Christopher, per-sons in attendance were addressed byHelen Hall and Ella Morin, Section 353advisers for the A.B.L.E. Bureau, EvelynWerner and Cheryl Harmon representingAdvancE, the adult education resourcecenter based in Harrisburg, Chris Kemp,resource specialist for the newly openedWestern Pennsylvania Adult Literacy

Some Regional Staff Development Centerpersonnel at their recent meeting: from left,Dr. John Christopher, Director of the Bu-reau of Adult Basic and Literacy Education(A.B.L.E.), Edie Gordon and Gail Leightley,STAR Region #2, Kathy Kline and JudithBradley, Region #8, Joyce Kerrick, Regkm#3, Diane Inverso, Region #9, Beverly Smith,Region #6, and Chris Kemp, Resource Spe-cialist for the Western Pennsylvania AdultLiteracy Resource Center.

Resource Center in Gibsonia, and DaveFluke, editor of "What's the Buzz?" whichcarries news of regional staff developmentactivities and upcoming dates.

Buzz readers are strongly encouragedto contact their regional staff developmentcenter (see listing in the September issue)and make sure they are on the centermailing list.

What's New in the Marketplace."'Our review policy: We actively solicit

sample publications from publishers for re-view. Although we cannot review everypublication received we try to bring to ourreaders' attention the new publications inAdult Basic and Literacy Education whichseem to fill a gap in what has been previ-ou.sly published or which seem to meet theneeds of our readers in term.s of quality or

We submit publications which we re-ceive to experienced adult educators in thefield and send them along to either AdvancEor the Western Pennsylvania Adult LiteracyResource Center after we review them.

Space limitations are such that we can-not go ;Pao great detail about any publica-tion. Rafher, we try ,so touch upon the pri-mary ch,-acterLstics of the publication andencourage iluzz readers to contact thepublisher for review copies (they're alwayspleased to fill such requests) or contact oneof the resource centers for a free loan. Wealso understand some of the regiGruil staffdevelopment ceaers have established li-braries of materials for adult educator pe-rusal.

GED:1We can remember when"Cambridge" was the name in GeneralEducational Developi-ent (GED) prepa-ration in Pennsylvania. What with corpo-rate buy-outs, personnel shifts, etc., how-ever, many programs drifted to Contem-pora-y, Scott-Foresman, Steck-Vaughn orother publishers for their GED materials.Cambridge Adult Education (a sectionof Regents/Prentice-Hall) is on thecomeback and their brand ncw, 1993"Revised Cambridge GED Program"brings back the familiar "Predictor Test",and either single subject GED books or a"Comprehensive Book" with two completeGED tests and test-taking skills instructionbuilt into every lesson. Both formats offerlots of practice exercises and instructionsto the adult student which will requiresome explanation by the instructor.Cambridge/Regents/Prentice-Hall salesreps will be at the upcoming fall work-shops and this should be an excellentopportunity to pick up lots of reviewcopies of Cambridge and other publishers'materials. Pennsylvania sales rep is:Jackie Hartwick (215) 275-6313.

A new GED Curriculum for HealthCare Workers uses an intriguing idea toteach GED skills in reading and math byusing printed materials built around theknowledge base that a health care workermight use on the job and in certificationcourses. For $35 it's worth a look andmight fill one of those gaps in your in-structional program. Ccatact the Consor-tium for Worker Education, 275 7th

Avenue, 18th floor, New York, NY 10011(212) 647-1900, attn. Angela Rojas.

Pre-GED? Where does preparationfor the GED test and basic skills instruc-tion end? We believe there is lots of ma-terial published for basic skills instructionwhich is just what some GED studentsneed - - now if you can just convince thestudents. The "Pre-GED" books helpovercome some of the reluctance ofwould-be GED adults to deal with non-GED specific matcrials and Contempo-rary Books (Pennsylvania sales rep isMyron Hallock, 1-800-397-2556) has anew series which fits into this category."Foundations" offers "basic" instructionin writing, social studies, science, readingand mathematics and might mwt the needsof a program looking for GED preparationmaterials on a basic level.

Steck-Vaughn (sales reps are: NE -Lisa Hasson, 1616 Morris Court, NorthWales, PA 19454; West - Frank Hartle,RD 2, Box 197-2, Lindsey Rd., Zelienople,PA 16063; remainder of state MyrnaDeaux, 220 Rochelle Ave., Philadelphia,PA 19128. All reps can be reached through800-531-5015.) still has available their"Pre-GED 2000" Software package whichis compatible with IBM or Apple systems.Instruction, interaction and user-friendlywith a management component whichpermits the instructor to keep in touch withstudent progress and to individualize in-struction. It's expensive starts aroundS2,000 - but could fill a need when yourprogram gets around to computer assistedinstruction.

(Math: We should also mention anew math review book from Contempo-rary which, as the publisher says, "is de-signed to help students brush up on basiccomputation and problem-solving skillsfrom whole numbers to beginning alge-bra." We're always looking for bookswhich more advanced students can workon individually while we're doing groupinstruction. This looks like a possibility.

'Essay Writing: Contemporary alsohas two new books pertaining to essaywriting. "Writing and Reading the Ess.ay- a process approach" is probably all youwill need to start and complete essay in-struction. From dealing with the parts ofan essay through writing skills (narrating,comparing c i contrasting, etc.) througha thorough review of grammar as it per-tains to essay writing this book seems tohave it all - or most of it. Follow upWriting and Reading with "The GED Es-say - writing skills to pass the test" andyour students will have a comprehensivecssay curriculum. .)

lEconormcsiseems to be more "stud-ied" in recent years, perhaps because ofthe emphasis upon workforce and job re-lated education. We used to deal withconsumer economics in our life skills in-struction, but the revised GED test andchanging demands on adult educationproduce the annosphere for a new publi-cation by Educational Design, Inc. (salesrep is Len Keller, (215) 752-2705) whichitranslates economic principles (marketeconomy, capitalism, Keynesian econom-ics, etc.) into everyday, understandableideas which are equally usable by workerstrying to learn more about business andGED preparation students. Them is aTeacher's Guide and Answer Key.

[Business Math:I EDI also hasavailable "Business Math andRecordkeeping" which can be valuable ina workforce/workplace education setfing,and advanced ESL class or for use withone or two students marking time beforemoving from basic skill to GED instruc-tion.

Adult Basic EducationEmployment Opportunities

The Bureau of Adult Bask andLiteracy Education, PennsylvaniaDepartment of Education, is seek-ing to fill several Adult Basic Edu-cation Advisor 1 (ABEA 1) posi-tions. These positions are head-quartered in Harrisburg, DauphinCounty, but they do require exten-sive travel throughout the state.

Minimum experience andtraining for an ABEA 1 is:

* Four years professional ex-perience in basic adult educationor adult education.

* Graduation from a four-yearcollege or university, supplementedby graduate study to the level of amaster's degree, with major coursework in education earned at eitherthe undergraduate or graduatelevel; or any equivalent experienceand training. One addiConal yearof professional education makence can be substituted for the sue:ant mattraskustssagatuni.

For more information and anapplication, contact Deb Figley,(717) 787-5134, or Barb McNicholat (717) 783-9340, Department ofEducation, Bureau of Personnel,11th Floor, 333 Market Street,Harrisburg, PA 17126-0333. Youmust be a Pennsylvania resident.

The Pennsylvania Departmentof Education is an equal opportu-nity employer and does not dis-criminate on the basis of physicalor mental disability.

/MIR

Page 5

Regional Staff Development Center NewsRegion 21

Stars for the Kid Insideby Gall Lsightley, Coordinator (814) 359-3069

The 64 attendees at Project STAR's first sponsored work-shop were delighted. They learned a lot about teaching peoplewith learning differences, they got their certificates hand-deliveredand they earned a star, all in the same day? During September,all Ow other A.B.L.E. (Adult Basic and Literacy Education) staffand volunteers on the Project's mailing list received a certificate,too. Each says "(Jane Doe) is an A.B.L.E. Star."

Project Star wants to honor people who are helping adultslearn, and they want to encourage all A.B.L.E. staff and volunteersin the Region to pursue professional development. The certificatesprovide a fun way to do both Each one has five outlined stars.Each time an A.B.L.E. person completes a training activity, heor she will get a colored star to paste on the certificate. Thosewho earn five training stars will get a new certificate declaringthem "Super Stars". The September mailing included informationon each of the many ways to pursue staff training and earn a star.Anyone in the Region who did not get a personalized certificateshould contact Project Star at (814) 359-3069. Your inner childwill want it for all those beautiful stars you're going to earn.

Focus Group Discussions Determine NeedsThe best way to find out what people want and need is to'.!:.';111. One way to do this is in focus group discussions. Gail

U. ;,...tley, Region 2's staff development coordinator, is holdingdiscussions with small representative groups of staff and tutorsat each A.B.L.E. program in the region. Attendees are asked toaddress the broad topic of training needs in terms of their owndesires. From these discussions, small, localized workshops willbe developed to meet the specific needs of each program. Gailexpects to complete all the discussions by the end of October.

Region 5by Randy Varner, Coordinator (717) 248-4942

The Tuscarora Intermediate Unit Adult EducaCon and JobTraining Center is pleased to have been awarded the grant toagain serve as the Region 5 Staff Development Center. We en-joyed working with the region's administrators, teachers, andcounselors last year. We are dedicating ourselves to being betterthan ever this year!

Plans arc underway for a second annual corrections in-serviceat SC Cresson. We are working closely with Jim Hudack toprovide four quality workshops for corrections staff. There willbe a vendor fair at the in-service. The in-service will be held onWednesday, November 17, 1993 from 8:30 a.m. to 3:00 p.m.

An "adult learning styles" workshop has been scheduled forOctober 21, 1993 at Altoona. The workshop, presented by ShirleyMattace, will be held from 6:00-9:00 p.m.

The first meeting of the South-Central Region 5 AdvisoryBoard on the new project year will be held on October 7, 1993.All aspects of the project will be discussed at this meeting.

We are working closely with Juniata College on the area ofTeacher Action Research. At least three training sessions will beheld throughout the region on this topic. Participants then willhave the opportunity to do research for credit through JuniataCollege. These credits will be eligible for the project's tuitionreimbursement.

If you have any questions about the above activities pleasecall Randy at (717) 248-4942, We are looking forward to anothergreat year!

Page 6

Region 7by Jane Dltmars, Coordinator (215) 758-6347

Tri-Valley will start the new grant year by re-assessing your needs.All adult literacy educators will soon receive copies of our revisedneeds assessment survey. We will tally all responses as soon as they arereceived, and results will be reported to you in our Region 7 newsletter.Last year we received 155 replies to the 238 surveys we sent. Ninety-eight of these were from teachers, 21 from cotmselors, 18 each fromadministrators and office staff. This year we will also include a ques-tionnaire for volunteer tutors.

Individual learning packets covering five topics were distributed inJune, 1993. We are presently asking programs in our region who usethese packets to contact us with information as to how they are beingused and how they could be improved.

In June we presented recognition certificates to 84 adult educatorswho participated in Region 7 staff development activities. We sendspecial congratulations to the following top five: Linda Martin - 20hours; Maureen Cort - 19 hours; Nancy Krause 18 hours; Sue Griffith

17 hours; Larry Lynch - 17 hours.Professional Resources: Video presentations on ESL, the AIDS

quilt, Multiculturalism, Writing for the GED, Assessment and Motiva-tion are available from our resource center. We would appreciate addi-tional suggestions as to video presentations you would like us to add toour collection.

A detailed manual called "Using the Network Server" has beencompleted and printed. A computer assistant is available for consulta-tion Ln installing a modem at your program site and connectmg to thenetwork server. Seven programs in the region presently have modems.

I Region 8by Kathy Kline, Coordinator (215) 971-8518

September is the beginning of year #2 for the Cabrini CollegeRegion 8 Adult Education Staff Development Center. We are up andrunning serving Bucks, Chester, Delaware and Montgomery Counties.Looking ahead into the upcoming year:

The staff in the Region 8 programs will be again offered tuitionreimbursement monies for college courses. If you are taking any col-lege courses, from one credit on up, related to your work in AdultEducation, please contact Kathy Kline at (215) 971-8518. Those paidfrom Act 143 and/or Section 322 funds are eligible.

Site visits to obtain individual staff needs assessment informationare being set up. The goal for the center staff is to visit 2-3 programseach month to meet with the staff. Two are set up for October, but thereis plenty of room for more, so please be prepared for a call to visit you.If your program has a staff meeting set for sometime in the next months,call and Kathy will be happy to join you.

The Advisory Board hele its first meeting on September 22 andwill meet three more times during the year. There are two positionsopen on the board. If any staff person would like to volunteer as a boardmember, call today.Staff Development Activities:

The Region 8 Staff Development Center has several activitiesplanned for the first few months. A GED Tutor Training workshop oftutors and tutor trainers is scheduled for October 21 with the NorristownLiteracy Council in Norristown, PA. This workshop will be to traintutors and tutor trainers with the new component of training added tothe NLC's course. Call the Region 8 staff for more information.

The PDE Fall Workshops will be held at Cabrini College on Octo-ber 30. The opening session will be held in Widener Center.

An ESL Teacher Sharing Day is tentatively scheduled for Decem-ber I, 1993. This day will be devoted to ESL administrators and instruc-tors throughout the region. You will have an opportunity to share thehighlights of your progams. pick your fellow ESL staff persons' brainsfor helpful ideas, brainstorm new ideas and programs, etc. There will bea keynote speaker and lunch will be provided. More information will bein upcoming newsletters. Watch your mail!

The Center staff is planning to repeat this type of sharing day inother interest areas early next year. Call the center for more inforrna-tion

The Region 8 office is open for visitors from 9 am to 4 pm eachweekday. We have many staff development materials for evaluation,video tapes of previous workshops and student/teacher materials forexamination. StoplyAnd check out the file cabinets and shelves.

.) 4

bupervisors #1 and #2We are sure Buzz readers will be

pleased to hear the two supervisor posi-tions left vacant when Gordon Jones re-tired have now been filled and both su-pervisors are firmly in place and floodedwith the usualdetails, paperwork and ad-ministrativedela inherentwith their newjobs.

Neweston board isDon Lundaywho is work-ing withHelen Hailand Ella Morin in Special Programs andProjects, most of which are funded throughSection 353 of the Adult Education Act.

We visitedwith Donrecently inhis officeon the 12thfloor of theDepartmentof Educa-tion Build-ing andfound him

literally surrounded by piles and heaps ofSection 353 final reports and productsfrom the 1992-93 program year.

Chuck Holbrook has been in hischair as supervisor of the Bureau advisorsfor some time. Most Buzz readers knowChuck from the capable job he has doneas state GED administrator and regionaladvisor.

We welcome each of the new super-visors and know ABLE practitioners willfind the two additional "inquiry answer-ers" will prove to be accessible and eagerto provide technical assistance.

Don Lunday,Special Projects

Supervisor

Chuck Holbrook,Advisor Supervisor

CondolencesTo the family of Jerry Car-

penter, 46, newly hired adviser inthe Bureau of Adult Basic andLiteracy Education, who passedaway several days after a massivecoronary attack. We talked withJerry at the Workforce LiteracySummer Institute at Erie twoweeks before he was stricken andknow he was enthusiasticallylooking forward to working withA.B.L.E. practitioners throughoutthe state.

Bureau adds twoadvisors, budget analyst

The cubicles on the 12th floor arefilling up and, through the continued ef-forts of the Burcau of Adult Basic andLiteracy Education Director Dr. JohnChristopher, staff positions (along with thecubicles) are being filled by capable adulteducation professionals who we havefound to be willing and eager to provideassistance to ABLE practitioners.

One of the first results of the newstaff members' efforts has been the com-paratively timely release of funds for1993-94 which has resulted not only fvomthe long hours spent by ABLE advisers inwading through proposals, but from thehiring of tempo-rary employees '

to assist in thewading process.Included in theseis Harry Frank(no relation toMartha) who re-tired from theBureau of Voca-tional Educationand is strugglingwith some of the Harry Frank

"creative math" perpetrated in programproposals. Harry has promised us a listingof what he has found to be the most com-mon math errors which,

Richard Stirling, Budget Analysthe notes, can slow down approval of aprogram for months.

Richard Stirling was added to theBureau as Budget Analyst some time agoand is now immersed in final reports andbudget closeouts of literally hundreds ofAct 143 and Section 322 and 353 pro-grams. He is also concerned with newbudget proposals and, when we visitedhim, was attempting to reconcile some ofthe mistakes and errors in program pro-posals.

The newest member of the ABLEBureau (as of the date of this writing) isMary Jane Cori. Mary Jane has not yetbccn assigned to an advisor job, but looksforward to working with whichever groupof adult educators she is assigned. Atpresent, Mary Jane is immersed in stacksof program proposals assigned for her re-view.

National LiteracyInstitute Has Grants

Cheryl Harmon, rource specialist forAdvancE, our adult basic and literacy edu-cation resource e.enter in Harrisburg (1-800-992-2283), has access to lots of informationconcerning grants in the literacy field, but,short of a mass mailing every time some-thing comes across her desk, Cheryl dependson "What's the Buzz?" to get the news out.

Unfortunately, this may mean ourreaders get information about grants, etc.after die due date in Washington, DC. Tooffset this, we recommend programsequipped to go after comprehensive grantswith nationwide scope, get a subscription tothe Federal Register or, if your local li-brary has a subscription, set a block of timeeach week when you can scan the Registerfor information such as this:

Student Literacy and MentoringCorps: The Education Department is solic-iting applications from colleges to operateStudent Literacy Corps and StudentMentoring programs in partnership with lo-cal community service agencies. Elevenawards of approximately $95,000 each willbe made for fiscal year 1994. To obtain ap-plications or information contact Darlene B.Collins, U.S. Department of Education, 1-202-708-6128 or 7389.

7-Eleven Literacy Grants: Awardgrants from $500 to $2,000 to community-based literacy programs. Contact TreasaGallaway-Davis (215) 672-5711.

Academy on Performance Account-ability: The National Institute on Literacywants a non-profit contractor to assist withan Academy on Performance Accountabil-ity to be held the week of December 5, 1993.The Academy will be an intensive worksession that gives State teams the opportu-nity to work with lealing national expertson performance measurement and reportingin designing a PMR1S (peqormance, rnea-surement, reporting and improvement sys-tem) for literacy and basic skills programs.Deadline is October 15, 199'3. ContactDarlene McDonald or Victor Westbrook at(202) 632-1500.

'WINO

Mary Jane Cori, ABLE AdvisorWe welcome each of the new ABLE

Bureau staff members and know our Buzzreaders will take an extra few minutes atthe fall workshops and during visits to the12th floor to say "hello" to our new col-leagues.

Page 7

Lys, A Date! I

Remember: Contact your regionalstaff development center for more infor-mation about center-sponsored evems. Forthe name and address of your regionalcenter, see the September issue of -What'sthe Buzz?".

OCTOBER, 19934: Region 7 Staff Development CenterAdvisory Board Meeting; 12 noon; PennState-Allentown in Fogelsville. ContactJane Ditrnars (215) 758-6348.6: Region 2 Staff Development presenta-tion: "Understanding and MasteringStress." Lock Haven; contact GailLeightley, (814) 359-3069.6: National education teleconference:"Assessment 2000: An Exhibition." Willinclude information about alternative as-sessmentsperformance event; studentproject/exhibit; portfolio. 1:30-3 p.m.FREE C-band downlinking available;contact the National Center for Researchin Vocational Education (703) 231-5847.6-8: Educational Technology Conferencesponsored by the Pennsylvania Depart-ment of Education and the PennsylvaniaAssociation of Federal Programs Coordi-nators. Altoona. Over 75 sessions and/ordemonstrations involving technology inthc classroom. Contact Jerry Valcri, (814)946-8366.7-9: 15th International Conference onLearning Disabilities; Baltimore, MD;Contact Council for Learning Disabilities;PO Box 40303, Overland Park, KS 66204(913) 492-8755.12: Region 2, Project STAR, staff devel-opment program. "Matching TeachingStyle.s to Learning Styles"; Enrollmentlimited to Rockvicw SCI staff and para-teachers. Contact Gail kightley, (814)359-3069.13: A Bee for the Center for Literacy; Acorporate/celebrity spelling challenge tobenefit CFL. Contact JoAnn Weinberger,(215) 474-1235.13-17: National Rural Education Asso-ciation Conference; Burlington, VT;Contact: Joseph Newlin, (303) 491-7022.15-16: Annual Conference of the OrtonDyslexia Society, Greater PhiladelphiaBranch. Bryn Mawr. Contact: The OrtonDyslexia Society, Box 251, Bryn Mawr,19010 (215) 527-1548.16: FALL WORKSHOP. BIDWELLTRAINING CENTER, PMSBURGH.20: Region 2, STAR Project staff devel-opment program; "Computer NetworkProcessing of PDE's New AttendanceForms"; Enrollment limited to CIU De-velopment Center Staff; Vo-Tech school,

Page 8

Pleasant Gap. Contact Gail Leightley,(814) 359-3069.21: Region 5 staff development program;Altoona; "Learning Styles". 6 - 9 p.m.Contact Randy Varner (717) 248-4942.21-23: The Future of Rural and SmallLibraries; Gettysburg; Contact BernardVavrek, (814) 226-2383.21-23: Literacy Volunteers of America(LVA) National Conference; Louisville.Contact Connie SchweM, (315) 445-8000.22-29: 1993 Anniversary Conference ofthe Continuing Education Association ofNew York and the Continuing EducationAssociation of Pennsylvania. At Bing-hamton, NY. Featured speakers will beMalcolm Knowles, Gordon Godbey andDr. Augusta Kappner, Assistant Secretaryfor Vocational and Adult Education,USDOE. Contact: Susan Kuncio, CayugaCommunity College, 197 Frankling St.,Auburn, NY 13021 (315) 255-1743.23: FALL WORKSHOP. ERIE ADULTTRAINING CENTER.29: Success Student Nomination formsdue to Ella Morin, ABLE Bureau, 333Market Street, 12th floor, Harrisburg, PA17126-0333.30: FALL WORKSHOP. CABRINICOLLEGE. PHILADELPHIA AREA.Park in designated spaces only or have abudget line for parking tickets. WidenerCenter (same building as last )ear).

NOVEMBER, 19933-6: 44th Annual Conference of the OrtonDyslexia Society; New Orleans. Contact:The Orton Socicty, 8600 LaSalle Rd., 382Chester Bldg., Baltimore, MD 21286 (410)296-0232.4-6: Council for Adult and ExperientialLearning International Conference, NewOrleans. Call Council at (312) 922-5909.6: FALL WORKSHOP. PDE BUILD-ING, HARRISBURG.11-12: Marketing Solutions to AttractAdult Learners; seminar presented by theOffice of Adult Learning Services(OALS), College Board Washington,DC. Contact OALS, 45 Columbus Av-enue, New York, NY 10023-6992; (212)713-8101.15-16: Building Partnerships for Work-force Edacation; Washington, DC. Semi-nar presented by OALS.16-17: Building Partnerships with Profes-qional and Trade Associations; Washing-ton, DC. Seminar presented by OALS17: Region 5 Staff Development program;Regional Corrections In-Service; Cresson.Contact Randy Varner (717) 248-4942.18: Tutors of Literacy in the Common-wealth (TLC) Meeting - Danville.18-20: American Association for Adultand Continuing Education (AAACE) 199E-.;

,. -.7141/Correction: In our September issue weincorrectly moved Dr. Meredyth (Midge)Leahy from Cabrini College to MoravianCollege. Dr. Leahy has moved toMuhlenburg College in Allentown and isserving as Dean of the Evening College.And In Another Move ...Diane Cantallops, Director of BradfordCounty ACTION which provides ABE,GED, lTPA and job training, has resignedto begin public school teaching. Diane'sreplacement will be Heather McPherson-Swank who has been a member of theACTION staff for a number of years.

Western Pennsylvania AdultLiteracy Resource Center

Is Now Open!!The Center's operating hours

are currently 8:30 am to 4:00 pm,Monday through Friday. BeginningNovember 1st, hours will be ex-tended to include Tuesday eveningsuntil 8:00 pm and Saturday morn-ings, 8:30 am to 12:00 noon.And Don't Forget About Our Fall

Open House Oct. 25th through 29th

liSdaiMon., Oct. 25 8:30 am-4:00 pmTues., Oct. 26 1:00 pm-8:00 pmWed., Ofe. 27 1:00 pm-8:00 pmThur., Oct. 28 1:00 pm-8:00 pmFri., Oct. 29 8:30 am-4:00 pm

Take this opportunity to meetthe staff, tour the building, browsethe shelves, and borrow materials.We look forward to seeing you!

Location: Route 8 just Northof the Turnpike Interchange; formore information call ResourceCenter Specialist Chris Kerap at 1-800-446-5607, ext. 216.

"What's the Buzz?", Pennsylvania's Adult BasicEdjcation Dissemination Newsletters prepared anddistributed by Adult Education Linkaf,e Services, Box214, Troy, PA 16947 under funding provided throughthe Pennsylvania Department of Education from theAdult Education Act, Section 353. It is distributedwithout charge to practitioners of adult basic and literacyeducation in Pennsylvania for the months Septemberthrough June. No endorsement of the news-lenerconton:s by PDE ncx USDOE should be inferred. AdultEducation Linkage Services is an Equal Opprtunityemployer.

Adult Education Conference; Dallas, TX."Winds of Change: Opportunities andChallenges for Adult Education." Con-tact AAACE, 2101 Wilson Blvd., Suite925, Arlington, VA 22201 (703) 522-2234.

19: Statewide Conference on the Home-less; Drexel University.19-20: 9th Penn-Ohio Adult EducationConference; Sheraton Inn, Mars, PA.Contact Bootsie Barbour (814) 454-4474.Theme: Program Quality Indicators.

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VOLUME 13, NUMBER 3

Pennsylvania NewReaders/Practitionersat 4th Literacy Congressby Sherry Spencer, Director, Bradford-

Wyoming County Literacy Proaram

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Chosen by literacy organiaations intheir states, because of leadership abilities,new readers and literacy practitioners del-egates from across the country convened inWashington, DC in mid-September to set anational literacy agenda for the improve-ment of the adult literacy movement.

Aff"=rmaimPennsylvania's New Reader Delegates to 4thNational Adult Literacy Congress attendTown Meeting at Dirksea Senate OfficeBuilding. From left: Janwi Gourley, AdamsCo. Literacy Council; Pa: %Dams, Susque-hanna Co. Volunteer Lheracy Council;Walter Long, Greater Pit...Alurgh LiteracyCouncil.

Representing Pennsylvania's newreaders at the National Adult Literacy Con-gress, the only national conference on lit-eracy issues for adult learners, were Pat

(Cont. on page 2)

NOVEMBER, 1993

IN THIS ISSUE . . .State Literacy Coalition to Survey F roviders"Systemic Reform"The Adult Eduation Buzz term for 1993.What's New In the MarketplacePeople and Programs In Pennsylva la A.B.L.E.Ella Morin Updates Us on the Horn( less Projectand much more as we all practice c ur profession.

NALS Survey Completed--Now What?The National Adult Literacy Survey (NAL S) conducted by Educational Testing

Service in Princeton for the U.S. Department of Education is now complete. More than26,000 individuals across the nation gave more tht n one hour of their time to participate inthe survey, performing a series of applied literacy asks and answering a set of backgroundquestions on their education, labor force exper ence, reading practices, demographiccharacteristics, and other topics.

The resulLs should not be a suprise to Buzz rc aders: Nearly 100 million adults (aged16 or older) performed in the two lowest levels or thc survey.

Individuals in levels I and 2 were unlikely to r :spond correctly to challenging literacytasks such as in Prose Literacy (reading and under ;Landing editorials, news stories, poems:aid fiction); Document Literacy (job applicatior s, payroll forms, transportation sched-ules); Quantitative Literacy (arithmetic, balanch ig a check book, figuring out a tip).

Level 1: Twenty-five percent of the 40 to 44 million adults scoring in Level 1 (thelowest) were immigrants who may have been just learning to speak English; nearly two-thirds (6291) had terminated their education before :ompleting high school; a third were 65years or older.

Level II: Twenty -five to twenty-eight percen (50 iiiillion adults) scored in Level II.Their skills were more varied than those perfonninE in Level I and they were generally ableto locate information in text, to make low-level inf !rences using printed materials, and tointegrate easily identifiable pieces of information. They could also perform quantitativetasks involving a single operation where the numbei s are either stated or found easilyin the

text.They could also locate a particular intersection on a street map and enter background

information on a simple form."I'm not at risk". Sixty-six to seventy-five 1,ercent in Level I and ninety-three to

ninety-seven percent of Level II felt they did not hav,.: a problem and they were able to reador write English "well" or "very well".

Other Findings: *Only 9-18% of those in the Invest two groups receive lots of helpfrom family members or friends. It is possible these xople have skills which permit themto do everyday literacy tasks to a low-level extent.

*General Educational Development Test GED) completers scored about thesame as traditional high school graduates. This helps :stablish the GED test as truly a"high

(Cont. on page )Page 1

vir

3

Literacy Congress, Cont.Williams, Susquehanna Co. Volunteer Lit-eracy Council; James Gourley, Adams Co.Literacy Council; and Walter Long,Greater Pittsburgh Literacy Council. Thestate practitioner delegate was SherrySpencer, Director of the Bradford-Wyo-ming Co. Literacy Program.

The charge to the delegates was todevelop a set of goals and action plans toachieve those goals. The goals that werepresented constitute a national literacyagenda that has been developed from 4unique and very important perspective-thatof new reader leaders and literacy practitio-ners working together. Through the Con-gress, delegates have forged a networkwhich will enable them to return home andmobilize other new readers, practitioners,and other literacy advocates to begin imple-menting the action plans to achieve thesegoals. The goals focused on topics whichwere set forth in the Proclamation from thcSecond National Adult Literacy Congress:Leadership; Literacy and Jobs; MandatoryLiteracy in Prisons, Employment, andWelfare; Literacy and the Family; Transi-tion from Basic Skills; Quality LiteracyPrograms; Moving Us Forward: PublicAwareness and Funding; Support Servicesto New Readers; Voting Rights and Citi-zenship Responsibilities; and English as aSecond Language.

As the finale of the Congress, newreader delegates read these goals at a TownMeeting held in the Dirksen Senate OfficeBuilding.

The Fourth National Adult LiteracyCongress was co-sponsored by LaubachLiteracy Action, Literacy Volimteers ofAmerica, National Coalition for Literacy,National Council of S tate Directors of Ad ul tEducation, and Prince George's CountyMemorial Library. Mrs. Barbara Bushserved as honorary chair of the Congress.

Funding for the Pennsylvania del-egates' participation in the Fourth AdultLiteracy Congress was made possiblethrough a grant to Tutors of Literacy in theCommonwealth (TLC) from Laubach Lit-eracy Action and the Coors "Literacy-PassIt On" Campaign.

NALS Survey, Cont.school equivalency" test.

*Young adults scored somewhat lowerin this literacy survey lower than they didin an earlier survey in 1985.

*Aduits with relatively few years ofeducation scored lower than those who hadcompleted high school.

*Older adults were more likely todemonstrate limited literacy skills than weremiddleaged or younger adults.

*Black, American Indian/Alaskan Native, Hispanic, and Asian/

Pacific Islander adults were more likelythan white adults to perform in the lowesttwo literacy levels.

*Of ali the racial/ethnic groups, His-panic adults reported the fewest years ofschooling in the country.

The Pennsylvania specific portion ofthis report is due soon. We are told that,generally, Pennsylvanians in the survey didslightly better than the average nationally.As soon as Pennsylvania results are re-leased we will bring them to you. To orderinformation about the report call the U. S.Printing Office at 1-202-783-3238.

Career CenterHosts InternationalLiteracy Workshop

The Metropolitan CareerCenter, a non-profit educational and training agency of-fering free programs to low-income Phila-delphia residents, recently hosted partici-pants to the International Literacy and Edu-cation Program Workshop which is coor-dinated through the University ofPennsylvania's Literacy Research Center/National Center on Adult Literacy.

Participants represented a variety ofAfrican nations including Bangladesh,Botswana, Ghana, Namibia, South Africaand Tunisia.

The International Literacy and Education Program Workshop at the Metropolitan CareerCenter in Philadelphia.

C.)Page 2

PAACE SeeksNominees for Offices

Your professional statewide associa-tion has four opportunities available forpersons interested in being nominated foroffice in the Pennsylvania Association forAdult Continuing Education (PAACE). Theorganization is soliciting nominees for theoffices of 2nd vice-president, secretary,treasurer and Eastern region representa-tive.

Elections will be held prior to the mid-winter conference in February, 1994 atwhich time the newly elected officers willbe recognized.

For nomination procedures and moreinformation contact PAACE NominationsCommittee Chaiiperson Regina Brooks atThe Connelly Technical Instruction andAdult Education Center, 1501 BedfordAvenue, Pittsburgh, PA 15219 (412) 338-3711.

PAACE is planning some exciting ac-tiviiies and services for members in thenext few years and this may be an opportu-nity for you to get involved with yourprofessional organization.

Survey of State ServiceProvision Due Now

By now, all program directorsshould have received a survey onPennsylvania adult literacy/basicskills service provision. Penn State'sInstitute for the Study of AdultLiteracy is conducting the surveywith funding provided by PDE un-der Section 353. Pennsylvania 2000and the Pennsylvania State Coali-tion for Adult Literacy are col-laborating. The survey will providea summary of service delivery acrossthe state. Its results will be used tocompare service provision withPennsylvania residents' literacyneeds and to formulate a call toaction for legislators, business andindustry, and other concernedgroups.

Dr. Christopher would like toremind program directors to fillout and return this survey on behalfof their organintions as soon aspossible. If you have not receivedthe survey, please contact Dr. LoriForlizzi at the Institute for the Studyof Adult Literacy, Penn State Uni-versity, 204 Calder Way Suite 209,University Park, PA, 16801-4756(phone 814-863-3777). Completedsurveys should be returned to Dr.Forlizzi at this address.

PA DPW providesemployment and trainingto unemployed parents

Who Are "Unemployed Parents?"Unemployed parents are part of a two-parenthousehold receiving a special kind of federalAid to Families with Dependent Children.One of the parents is unemployed and mustmeet ccrtain work history requirements.

Why is servke to this client groupbeing emphasized? Unemployed parentshave always been eligible to receive employ-ment and training services through theDepartment's New Directions employmentand training programs. However, the federalFamily Support Act of 1988 requires thatindividuals in 40 percent of the unemployedparent households nationss ide must participate in work or education zctivities startingon October 1, 1993. This percentage increasesover the next three years until it reaches 75percent on October 1, 1996. The penalty fornot reaching this participation rate is the lossof as much as S14 million for programs thatmove welfare clients into gainful employ-ment.

What are work and education actiNties? Work activities include internships, on-the-job training and the Community WorkExperience Program (CWEP). In CWEP,public and private, non-profit work sites pro-vide unpaid work experience to participants.Generally, the work site must offer a mini-mum of 16 hours per week of work.

Educatioa activities can he substitutedfor wor k activities if the unemployed parent isunder the age of 25 and has no high schooldiploma or G ED. Education activities includeremediation, liter,icy, adult basic education,GED preparation arid English-as-a-secondlanguage.

Who runs this program? In Pennsyl-vania, the Department of Public Welfare'sCounty Assistance Offices arrange for workactivities, primarily through the use of CWEPwork sites. The Job Training Partnership Actservice delivery areas assist !he County As-sistance Offices by developing some of theCWEP work sites. Most unemployed parentsare served through CWEP.

The service delivery areas also provideeducation activities for unemployed parentsunder the age of 25 who have no high schooldiploma or GED. This is done through theSingle Point of Contact program.

[low can I get more information?Contact your local County Assistance Office,Job Training Partnership Act service deliveryarea, or call the Bureau of Employment andTraining Programs at 717-787-8613.

Editor's Note: Our thanks to ChuckHolbrook, Regional Advisor Section Chief ofthe Bureau of Adult Basic and Literacy Edu-cation (ABLE) for bringing this program toour attention. We know many ABLE pro-grams are assuming advocacy roles in a4dilion to ikstructional roles and this type of

DIAL-IN: ElectronicCommunication Is Here

by Cheryl Harmon, Adult LiteracyResource Speclallst

In September, the Bureau of ABLE,AdvancE and the Western Pennsylvania Lit-eracy Resource Center staff attended a meet-ing in Arlington, Virginia for administratorsand coordinators of state literacy resourcecenters (SLRC). The meeting was sponsoredby the U. S. Department of Education(USDOE) and the National Institute for Lit-eracy (NIEL).

The purpose of the meeting was to assistSLRC administrators and staff in improvingthe design and operation of the centers. Spe-curl etnphasis in the day and a half meetingwas on the centers' component functions,including information resource sharing, dis-semination, coordination and networkingamong the centers.

A general session was conducted on theDIAL-IN: Division of Adult Education andLiteracy Infprmation Network. It is an elec-tronic infophiation exchange system capableof receiving, storing and passing along dateand information among users. It is intendedto serve as a preliminary information networkthat will assist DAEL in its administrativeresponsibilities. DIAL-IN is organized by theconference areas. A conference is a desig-nated area containing information and mes-sages available to users with access to theconference. All users have access to the MainConference arid each additional conferencehas its defined group of users. Conferenceareas include a national state directors' con-ference, four regional conferences for steledirectors, a SLRC national conference and astate adult education for the homeless con-ference. DIAL-IN eventually may be avail-able to local literacy programs.

The DIAL-IN contractors front Pclavingave an enthusiastic demonstration of thecapabilities of DIAL-IN including userfriendly "chats" among multiple users, elec-tronic transmission of files (documents, suchas 353 projects and federal register), whichcan be "zipped" or downloaded, electronicmail, bulletins and news. Pennsylvania iscurrently obtaining the necessary equipmentand training to become part of the DIAL-INsystem.

Readers of the Buzz will see updates andcomments about follow up to the SLRC meet-ing in future issues. CONFERENCE AT-TENDEES: Cheryl Harmon, Chris Kemp,Ella Morin, Don Lunday and Evelyn Werner.

program is just what we should bring to ouradult students. Mr.11olbrook also makes thepoint that ABLE programs, the county De-partments of Welfare and Service DeliveryArea (SDA) offices can mutually develop pro-cedures to provide 5-hour tutoring programsand benefit from clients providing 16-hourcommunity service. For more informationcontact the three sources listed, not the A BLEBureau.

BEST COPY AVAILABLE

State Literacy CoalitionDevelops Newsletter, Survey

The Pennsylvania State Coalition forAdult Literacy (PSCAL) is an organizationof leaders from a wide variety of public-sector and private-sector entities through-out the Commonwealth with the announcedmission of fostering leadership in adultliteracy.

Bruce Hen rlckson discusses publications for.mats at recent Pennsylvania State LiteracyCoalition meeting.

It seTves as a forum for the exchange ofideas, and encourages broad-based partner-ships to ensure literacy opportunities for allPennsylvanians so as to promote self-suffi-ciency and a better quality of life among thestate's functionally illiterate population.

Because PSCAL is non-profit, non-partisan, and an independent organizationit can address serious issues in literacywithout being restricted by the regulationsand red tape o f govern mental organizations.

At its October meeting in Harrisburgthe State Literacy Coalition heard a reportfrom Bruce Henrickson, Director of Mar-keting and Public Affairs for thfs. Pennsyl-vania Cable Network. Mr. Henrickson isalso chair of the PSCAL CommunicationsCommittee and announced plans to printand distribute a newsletter designed to passinformation among PSCAL members andother Pennsylvania literacy and adult edu-cation practitioners. Mr. Henrickson indi-cates the newsletter will be available soonwith copies being sent to each Buzz reader.

Another major activity on behalf ofimproving adult literacy in Pennsylvania isa statewide survey of every individual, or-ganization and literacy/adult education ser-vice provider. One of the problems thegroup is encountering is identifying pro-grams not funded by federal funds. Datawill be collected using a survey form andusing the data from the surveys in develop-ing future activities.

Service Providers will be asked to pro-vide information about their administrativeorganization, services provided to adults,home and satellite adult education, fundingsources, etc. It is hoped all survey recipi-ents will be concerned about helping withthe work of the organization and return thecompleted surveys promptly.

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What s New in the Marketplace?Good Stories

It's logical to expect reading materialsof interest to New Readers from New Read-ers Press, the publishing arm of LaubachLiteracy Action in S yracuse and we recen tl yreceived some of their new small, inex-pensive, paperback books containing highinterest materials for "new readers".

Sports writing has a limited vocabu-lary, but is certainly an area of interest tomany adults, especially new readers whocan feel they "belong" if they keep up on thelatest scores, trades, etc. Written on the 3-5 level, New Readers Press has four newbooks (one each dealing with football: "3rdand Goal"; baseball: "Bases Loaded"; bas-ketball: "Fast Break"; and boxing: "LightsOut"). They are available with read-alongtapes and the set costs $15.

Folktales: There are feur new addi-tions to the 'Timeless Tales" stories pub-lished by New Readers Press and "re-told"by Tana Reiff in Lancaster. Tana says shefeels the appeal of folk talcs to both adultsand youngsters make them a natural forfamily literacy and she hopes the TimelessTales series of stories based upon tradi-tional folk tales will help fill the gap instorytelling materials. The four new booksare "Adventures" (Tom Thumb, Sinbad,etc.), "Tall Tales" (Paul Bunyan, PecosBill, etc.), "Tales of Wonder" (The Firebird,the Fountain of Youth, etc.), and "LoveStories" (Beauty and the Beast, Romeo andJuliet, etc.). Each book is S4.25 with anaccompanying read-along tape availablefor $10.50.

Another Pennsylvania writer for NewReaders, Ruth Yaffe Radin, has three ex-cellent publications available through NewReaders Press. We are pleased to see po-ems for the 1-3 level which reflect theemotions which poetry can stir in readerswithout depending upon advanced vocabu-lary. In "Sky Bridges and Other Poems"Ms. Radin presents everyday stories inpoetry ("The Haircut", ":The WaitingRoom": "Who are the people who sit in thewaiting room? Who arc the people wholook at magazines? Where do they comefrom and what arc they doing here?", etc.).

She also has two other poem books("From the Wooded Hill" and "MorningStreets") on the 1-3 level with wonderfulillustrations sharing each page with one ortwo lines of words. Each of Ruth Radin'sbooks has an accompanying read-along tape(book-$3-53.50, tape-$8-$9)

All of these New Readers Press bookswill help teachers meet their need for goodliterature which can be doled out on anindividualized basis to retain the interest

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level of adult students while increasingtheir reading skills and interest in learningto read better.

The number for New Readers Press is1-8()0-448-8878.

Diagnose, Prescribe,Monitor? Try "Skill Bank II"

There are lots of computer assistedinstruction (CAI) programs available andsome are useful, especially with adultlearners who need additional practice oa aparticular concept, require 24-hour accessto CAI as in a third-shift workplace literacyprogram, arc in corrections institutions orwho just seem to gain a high level of rnoti-vation when working in a high-tech class-IrOOM .

We would like to bring to your atten-tion a program which, although expensivefor a small program, (K75 for a singlesubject disk-there are 5) should be withinbudget reach of many programs, and whichreally works in a solid instructional moderather than just providing some practiceand exercises for adult students.

Skill Bank II is marketed by SkillsBank Corporation, 15 Governor's Court,Baltimore, Maryland (800) 725-8428. Ini-tially it provides a d'agnostic report in eachof 19 subject areas (Vocabulary Building,Math Computation, Punctuation, UsingDictionaries and Books, etc.). Instructorswill be pleased to know the second (pre-scription) phase requires more teacher in-put than the sales literature with the systemimplies. Because thc Diagnostic Reportprovides a great deal of flexibility and be-cause programs generally have lots ofsupplementary materials, the IEP whichthe teacher develops can be somewhat tra-ditional with considerable enhancementfrom Skills Bank II's content.

In the third phase there are sevenprogress reports generated by the com-puter. Content of the instructional packageand thus the progress measures has beendetermined by the test content of 6 nation-ally used tests including the GED, the Testof Adult Basic Education (TABE) and theAdult Basic Learning Examination (ABLE).

Documentation is becoming a realchallenge to adult education programs inPennsylvania and the type of diagnosis,prescription (IEP) and progress-testing thisprogram provides should be sufficientdocumentation to satisfy the requirementsof a number of Quality Indicators. SkillsBank II will run on MS-DOS (IBM),Macintosh or Apple II systems. Demon-stration disks arc available and, if yourprogram has access to computers, this mightbe worth a look.

Monograph HighlightsResearch in Strategiesfor Lifelong Learning

Penn State's Institute for the Study ofAdult Literacy recently completed ProjectLi felong Learning, a major i nitiative aimedat improving adult literacy and lifelonglearning. Funded by the U. S. Departmentof Education, Office of Educational Re-search and Improvement (GERI), the projectis designed to inform people about success-ful strategies that will help achieve NaionalEducation Goal 5: Adult Literacy andLifelong Learning. The research frame-work for the project and the strategies iden-tified by project staff are described in themonograph, Research Background forProject Lifelong Learning: Five Strategiesfor Achieving National Education Goal 5.

Project Lifelong Learning identifiedfive key strategies to help adults becomelifelong learners. The strategies, in brief,arc: I) meet the needs of the learner; 2)develop support for lifelong learning; 3)accommodate learner differences in theprogram; 4) develop higher order skills;and 5) enable learners to use all languageprocesses in their lives. The authors ex-plain in detail the strategiesand substnitegiesand how the strategies were chosen. Thestrategies, which can be adapted to manyprograms, are based on current researchand interviews with a 15-member advisorypanel and 25 other nationally recognizedexperts in the field of adult literacy andlifelong learning.

The monograph also includes an ex-te ihive research bibliography and describesproducts-public service announcements,documentary and staff development videosand User's Guides-developed for theproject.

Research Background for ProjectLifelong Learning: Five Strategies forAchieving Nationul Education Goal 5 byLori A. Forlizzi, Priscilla S. Carman andEunice N. Askov is available from theInstitute for the Study of Adult literacy for$30 postpaid. For more information, con-tact the Institute at (814) 863-3777 or 204Calder Way, Ste. 209, University Park, PA16801-4756.

A Successful WorkplaceLiteracy Program

by Dr. Manuel A. GonzalezDirector of Adutt Literacy,

Northampton Community CollegeThe Northampton Communi ty College

Adult Literacy Department continues toprovide successful workforce literacy pro-grams to local companies in Northamptonand Monroe counties. The monies for theseprograms are provided by PDE.

An outstanding example of a success-ful workforce literacy program was held atthe Sure Fit Company in Bethlehem, PA.The company employs many people whoseprimary language is not English. The lan-guage barrier can cause communicationhelve een supervisors and employees to bedifficult, if not impossible. Therefore, theneed for the establishment of an English asa Second Language (ESL) class was appar-ent to the company management. Enroll-ment was high and attendance was steadythroughout the fall. Enrollment fell in Janu-ary because of overtime opportunities forsome of the departments within the corn-pan), . However, eight women continued toattend class, giving up the opportunity towork overtime and to earn additional money.

Certificates were given to the eightornen who faithfully attended the six

month course. The corporate director ofhuman resources, Kenneth Guerin, ad-dressed thc employees, thanking them fortheir commitment and dedication to theprogram. Two supervisors were also presentto witness the ceremony and congratulatetheir employees for the ir accomplishmen ts.The group continued the celebration byhos ing dinner at the Portuguese Cafe. Thecompany president, Mr. Bert Shlensky, whowas not able to attend the event, invited therecipients of certificates to his office toextend his congratulations and to have hispicture taken with them.

For a program to hc as succe,:,:ftll asthis, the company management team mustdemonstrate commitment to the program.This outward demonstration ofsupport willencourage their employees to continue im-proving their educational abilities.

Thank you SureFit for your continuedsupport!

Family Literacy BooksAvailable for Latinos

The ASPIRA Association has availablea number of books designed to assist Latinoparents to help their children and take fulladvantage of the educational opportunitiesavailable to them.

Making the Most of Your Child'sEducation: A Culde for Parents; Makingthe Most a Your Child's Education: More

Ics for Parents; and Making the Mostof Your Child's Education: What AboutCollege? arc all available for $5 cach fromthe ASPIRA Association, 1112 16th Street,NW, Suite 240, Washington, DC 20036.

About People and Programs inPennsylvania Adult Education

As more and more BUZZ readerscontribute more and more informationwhich is important to our readers in ABEIGEDIESL and Literacy, we find space inour newsletter to be a problem. To keepour budget reasonable, we must limit thenumber of pages in eats issue to 8 or 10.On the other hand, we do encourage eachof you to let us know of interesting eventsand exemplary programs so we can bringthe news to our 3,000 readers in Pennsyl-vania Adult Basic and Literacy Education(ABLE).

To meet the demand of increased in-formatio from the field and our respon-sibility to keep our readers informed, weare initiating a new feature in which webring you vignettes and short write-upsabout People and Programs in Pennsylva-nia ABLE.

* in Carlisle, ESL Instructor PhoebeBookamer organized a square dance as aconcluding activity to enable her ESL stu-dents to participate in a unique U.S. activitywhich not only applies language skills, butintegrates those skills with the movementof dance. Submitted by John C. Foster,Director of Adult Education, Carlisle AreaSchool District.

* in Fishtown (eastern North Philadel-phia), Amelia Belardo-Cox has been ap-pointed the new director at the LutheranSettlement House Women's Program. Ms.Belardo-Cox has over 2 years of experi-ence in social work and human servicesadministration including serving as Assis-tant Director in settlement house manage-ment in Richmond, Virginia and Directorfor Transition Job Training Programs atHarrisburg Area Community College. Shereplaces Carol Goertze I who is now withthe Philadelphia Housing Authority.

* Daniel Cinti came to the United Statesfrom Argentina in 1989 and found commu-nication with prospective employers al-most. impossible because of his limitedEnglish proficiency. He enrolled in theLuzerne County Community College'sAdult Literacy Training Program(ALTA) and studied as an English as aSecond Language (ESL) and computer as-sisted design student. ALTA CoordinatorPeg Risch says one of the keys to Dan's

success was his motivation. Dan Cinti isnow a designer/drafter for the Strick Cor-poration in Berwick and was recently writ-ten up on the company's newsletter and thelocal newspaper.

Thanks to ALTA Director PatSantaeroce for bringing this to our atten-tion.

* The Incarnation IHM Center inPhiladelphia has enabled hundreds of im-migrants to start a productive new life in theU.S. Sister Mary Ellen Eckardt writes usof an especially successful adult studentThuhuyen Nguyen from Vietnam whoenrolled in the HIM Center in Olney (Phila-delphia) to study English and attendedclasses at the Community College of Phila-delphia. S he graduated with highest honorswith a 3.95 average and is continuing hereducation at the School of Pharmacy atTemple University.

* Goodwill Literacy Initiative (GLI) (for-merly Pittsburgh Literacy Initiative ofGoodwill Industries) offers a number ofABE/GED and vocational training pro-grams. Recently 20 adult students and twoGLI staff members visited the CarnegieMuseum to observe and learn about theearth in connection with their GED sciencepreparatory class. According to VISTAvolunteer Vicki Zeitner, who orgalized thefield trip, the adult learners appreciatedwhat they saw with a different perspectivethan when they were children visiting withschool groups. As GLI student ElviraMorris explained, "I was more interestedthis time. Being a young kid, you just wantto run around."

Our thanks to GLI Director JudithAaronson for bringing this to our attention.* 1989 Adult Basic Education SuccessStudent Inez Ortiz gave the commence-ment address at Marywood College in J une.Inez was honored by President Bush in1989 and is now a senior at CollegeMiscricordia. She is a former adult studentof the Bradford-Wyoming Counties Lit-eracy Council.

Do you have an adult student or exem-plary program development you would liketo tell our readers about? Write us at Box214,Troy, PA 16947.

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Regional Staff Development Centers 1Region 1: Bootsie Barbour, Coordinator (814) 454-4474The focus on the Region 1 Staff Development Office has been in

designing ayear Staff Training Program that takes into consideration all thedifferent levels of training needs in the arca. 1992-93 was a successful andproductive first year of the project. This office has received a lot of goodfeedback and ideas. We are using these ideas to change and grow indirections that will best serve Region #1.

A succinct needs assessment with a stamped return envelope has beensent to approximately 500 adult educators in thc Region. We hope that thisbrief convenient format will be more "user friendly" arid we will see agreater return than last year. A follow-up phone survey will also beconducted.

One of the activities planned for this year is a series of Friday seminarsdirected toward the specific needs of Program Administrators. Not onlywill the training be relevant, but the seminars will give administrators achance to meet on a regular basis. The first of these seminars will 1-,c heldon November 5 th at. the David Mead Inn in Meadville, PA. The topic of thisworking seminar is "Grant Writing for Adult Education Administrators"and will be presented by Ms. Terry B alien.

Adult educators enjoyed the "Literacy Across the Community"WorIcshop on September 17, 1993. It was presented by a cooperative effortfrom the Staff Development Project, Erie County Library System, GannonUniversity, and the Erie Times Publishing Company. All communitieshave many institutions that have an input into adult literacy, working withthese institutions has been very successful. This workshop will be anannual event.

Penn-Ohio Nine will be held November 19-20, 1993 at the SheratonInn, in Mars, PA. The focus is "Indicators of Program Qu ily An Attemptto Achieve Accountability or Jusi Another Fad ?". The Friday featuredspeaker will be Dave Speights, Editor of Report on Literacy Programs,Washington's Insider Newsletter. The Saturday Carousel sessions havealways been a highlight of the Conference.

On November 6. 1993, Mr. Bill Doan, Director of Theater at CannonUniversity will pres,..nt a lively breakfast workshop for Volunteer T u tors,"Motivating the Adult Students". This will be held at the Center for AdultEducation, Erie, PA.

November 20, 1993 "Creative Problem Solving: Active Learning inan Adult Classroom" featuring Mr. Bill Doan. This one day hands onworkshop will be for Chtssroom lr-^-uctors. This will be held at theAvalon Inn, Erie, PA.

Any questions or ideas for Region 1, please call Bootsie Barbour at814-454-4474.

Region 9: Diane inverso, Coordinetor; (215) 875-6602For 1993-'94 Region #9, the Mayor's Commission on Literacy

(MCOL) is working on some new objectives for staff development.Staff development workshops will be offered in a series forrr -hseries will provide customized work.shops to address the nee-of the five distinct areas of expertise within adult education pros...ins:administrators, intermediate to experienced educators (those withmore than three years in the field of adult edueation), beginning tointermediate educators (those with less than three years in the field ofadult education), English as a Second Language educators and volun-teer tutors. Plans for these workshops are based on the results of theneeds assessment.

In addition to the staff development series, the MCOL will overseemany other projects. Action research activities in the form of arnentoring program will give participants the opportunity to investigaterelationships between practitioner inquiey and staff development.Deadline for the participant's application is due on November 5, 1993.Tuition reimbursement will provide for professional growth and independe.nt etudy for staff members of PDE funded programs. Thetechnical assistance activities will allow for customized staff develop-ment of former 353 Project activities through technical assistanceprovided in the form of special educational materials for educators andadministrators. Applications far tuition reimbursement and technicalassistance activities have been sent to all Region #9 PDE fundedprograms.

So, this year also proves to be another exciting and busy year.More information will follow as the year progresses. If you have anyquestions give Diane C. Inverso a phone cal; (215) 873 0002.

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Region 3: Joyce P. Kerrick, Director; M. Jane Doualhy,Coordinator; Rebekah Flanagan, Technical Assistant;

Bridget Duggan, Administrative Assistant.Phone 1-800-458-2050, ext. 7864 or 961-7834 or 7864. FAX

Number 1-961-7858Hello to all "What's the Buzz?" readers. Region 3 has been working

very diligently this summer and fall to keep our programs informed of allthe excellent training activities that have taken place around the state.

Jane Douaihy represented Region 3 at the Summer Institute onEvaluation and Assessment. She has materials available for loan if youwere unable to attend. Donald Banks from the Marywood College programrepresented Region 3 at the Institute on Adult Learniag, Theory. He alsobrought back materials for Region 3 programs to share. Call the office ifyou are interested in using any of these.

Our revised Needs Assessment was sent to all people on our mailinglist recently. Please fill out your copy and return it to Jane as soon aspossible. This will help us plan training for the rest of the year.

The Region 3 Advisory Council met at LJC in August to help designthe revised needs assessment and to discuss the options available for the1993-94 program year. Tuition reimbursement money is available againthis year. Contact the office to obtain application forms.

Our first training activity was held on August 31, 1993 at UC. Ms.Lillian De Leo from IU #19 presented a workshop on portfolioassessment.She gave us many good ideas and lots of practical ways to setup an effectiveassessment program for adult learners.

Technical assistance and teacher action research are two ways that theregional center can help the local programs. Call to get more information.The counties in Region 3 are Bradford, Lackawanna, Luzeme, Sullivan,Susquehanna, Wayne and Wyoming. If your program is located in Region3 and you arc notreceiving information from us, please call and let us knowso that we can add you to our database.

Region 7: Jane Ditmars, Coordinator; (215) 758-6347Information Fair

. :nty- five educators from Region 7 gathered at Tri-Valley Literacy'sStaff selopment Center at Lehigh for the September Kickoff event.After a welcome to all participants, Board Members and Program Directorsfrom the region were introduced.

The statewide plan for staff development was reviewed, and maps andaddresses of the eight other regions were presented. There was an overviewof the 18 progra-ns within Region 7, and charts of the make-up and locationof each center. Samples of new materials were examined by die partici-pants, and new computer software was demonstrated.

A goal for this ycar is to link the remaining Region 7 programs to theStaff Development Center via modem. Richard Silvius of the ComputerCenter at Lehigh University has joined Tri-Valley Staf f as our computerassistant for the 1993-94 gram year. Last year, Rich wrote the Guide to theNetwork Server for us.

Now ... he is ready to make site s isits to install their modems and toinstruct educators in how to send and receive electronic mail.

Workforce EducationOn Wednesday, November 17, a live, interactive teleconference will

be held at Lehigh from 2-4 pm. The program, entitled "New Opportunitiesin Workforce Education" will feature representatives from the U.S. De-partment of Labor, the AFL-CIO, the National Association of Manufactur-ers, and leaders from business and postsecondary education.

This program is co-sponsored by The College Board and the PBSBusiness Channel. Registration forms for this event will be sent with theNovember Region 7 newsletter. Save the date!

Advisory BoardTri-Valley Literacy welcomes three new members to the Advisory

Board: DT. Manuel Gonzalez of Northampton Community College; MarySchmidt of Reading Area Community College; and Nancy Walters,ProJeCt of Easton. These individuals will attend monthly meetings atwhich Staff Development issues arc discussed and activities are planned.

Many thanks are extended to our pilot year Advisory Board: JoanBreiech, Wendy Bridal, Twila Evans, Lauren Giguere, Linda Martin,Pedro Medina, Dr. Linda McCrossan, who have ALL agreed to stay on theboard for another year. We thank these educators for their dedication!

4 )

Adult Education for theHomeless ConferenceReport and Project Update

by Ella Morin, Project CoordinatorThe state coordinators for the Adult

Education for the Homeless Program(AEHP) met with the United States Depart-ment of Edu-cation projectdirectors Sep-

in H o tSprings, Ar-kansas. Thismeeting pro-vided an op-portunity forthe state coor-

=her 26-28

di nators todiscuss theirprojects and to Ella Morinreceive information from the Project Offic-ers of US DOE.

The meeting opened with the USDOEofficers' presentation of the highlights ofthe Pelavin Associates report on the out-comes of the first years of the homelesseducation project. The state coordinatorsdiscussed the findings as reported and maderecommendaticas concerning the informa-tion in the report. The final report will bepublished and made available within thenext few months.

The state coordinators reported on thestatus of their projects focusing on promis-ing practices, results, curricula, collabora-tion, public relations, staff developmentand spccal populations within the home-less population. States that have developedcurricula are making them available to oth-ers free or at cost. Several states reportedcollaborating in staff developnient and shareworkshops across state lines.

A great deal of work has been done inthe months since the first suite directors'meeting in February, 1993.

The conference concluded with infor-mation about thc Interagency Council onthe Homeless (ICH) meetings that are cur-rently being conducted across the country.These forums are convened at the directionof President Clinton who signed an execu-tive order on May 19 that requires "Federalmember agencies acting through theInteragency Council on the Homeless, es-tablished under title II of the Stewart B.McKinney Homeless Assistance Act, Itoldevelop a single coordinated Federal planfor breaking the cycle of existing homeless-ness and for preventing future homeless-ness". The plan will recommend initiativesand redirection of current funding. ThcPresident's directive and its mission havedirect bearing on the education componentof the Act. We who are involved in educat-ing the homeless need to make sure thateducation does not get lost in all the othercomponenes of meeting the needs of the

PENN-JERSEY CANCELLEDWe have received word from the

Bureau of Adult Basic and LiteracyEducation (ABLE) the traditionalconference held in conjunction withadult educators from New Jersey willnot be held this year (1993-94). Thecancellation was due to the inability toarrange a mutually acceptable date.

homeless individual, but larger than ourown personal agenda is the agenda for ourstudents. Education is the tool that thehomeless can use to build themselves amore stable and productive future.

The materials I received at the confer-ence will be passed on to the state's twoadult literacy resource centers. Hopefullythose of you directly involved inPennsylvania's AEHP can make use ofthem. It is also my hope that we will be ableto compile among ourselves in the statematerials that we can adapt and use in ourown homeless educational programs. Anumber of 353 projects completed in thelast few years can also be used in the home-less education projects. Additionally,aeencies that have programs not fundeddirectly by this grant but serving the home-less can make use of these materials.

On a close-to-home note regarding ourproject, here is some information:

The fifteen agencies receiving theStewart B. McKinney funds enrolled 598students between February and August fora total of 4,972 instructional hours. Theeducators and the shelter personnel workedtogether to meet the needs and goals of theclients.Chents irwluded single adult males,reco,ering drug and alcohol abusers, andlamilieswth young children. Also, in someareas, there arc increasing numbers of refu-gees from such places as Bosnia, Somalia,and Iraq. The diversity of the populationbeing served and their differing needs man-date a learner-centered and learner-devel-oped curriculum.

Pennsylvania's AEHP will continuefor another year. During that time, the stateprojects can develop and adapt c urricula fortheir clients' individual needs and goals.Those of us involved in the project willcontinue to work together in order to pro-vide the assistance our participants need inorder to meet their goals as well as thenation's noal to end hornelessness. We edu-cators realize the power of education andwe need to inform everyone about howeducation can work to end hornelessnessbygiving people the knowledge they needabout themselves and how to work in theworld. One shelter manager noted that resi-dents who participated in an educationalprogram are less likely to return to theshelter. Let's assume that education madethe difference. We do have the opportunitythrough this program to work to break thecycle and to prevent future homelessness.

4_

Read Any Good TV Lately?by Chris Kemp, Western Pennsylvania

Adult Literacy Resource Center

Captioning turns television into an-other opportunity to read! While captioningoriginally provided access to popular pro-gramming for people with hearing impair-ments, captioning has been found useful toliteracy and ESL programs. Networks cur-rently carry more than 750 captioned hoursof programm ing per week; over 5,000 homevideos are captioned; and more captioningis promised as cable companies begin cap-tioned program production.

Until recently, a separate decoder wasneeded to open the closed caption. "TheTelevision Decoder Circuitry Act of 1990(Public Law 101-431) requires that all newTV sets measuring 13 inches or larger di-agonally that are made after July 1, 1993,for sale in the United States, have built-incomputer chips making them capable ofreceiving and displaying captions." (SHHHJournal , Sept./0c t. 1993) Sets will differ onease-of-access-to and readability-of onscreen menus and remote controls. Seesmeeting the mandated standards carry thestatement,"Th is television receiver providesdisplay of television closed captioning inaccordance with Section 15, 119 of theFCC rules."

Cemial S usquehanna I U 16 developeda 353 project entitled "Closed CaptionApplication for Adult Literacy Students".The abstract appears in the 1992 ; bstractBook and the report may be borrowed fromThe Western Pennsylvania Adult LiteracyResource Center or from AdvancE. Formore information about closed captioningcall WPALRC, 1-800-446-5607 ext. 216.

Western Pennsylvania Adult LiteracyResource Center's address is 5347 WilliamFlynn Highway (Route 8), Gibsonia, PA15044.

"What's the T3uzz?", Pennsylvania'sAdult Basic Education DisseminationNewsletter, is prepared and distributedby Adult Education Linkage Services, Box214, Troy, PA 16947 under fundingprovided through the PennsylvaniaDepartment of Education from the AdultEducation Act, Section 353. his distributedwithout charge to practitioners of adultbasic and literacy education inPennsylvania for the months Septemberthrough June. No endorsement of thenews-letter contents by PDE nor USDOEshould be ;nferred. P.dult EducationLinkage Services is an Equal Opportunityemployer.

Pave 7

It's A Date!Remember: Contact yotn regional staff development

center for more information about center-sponsored events.For the name and address of your regional center, see theSeptember issue of "What's the Buzz?".

NOVEMBER, 19931: Region 7; Staff Development Center Advisory Board meeting;

Noon - 2 p.m. Fogelsville, 215-758-6347.3: Region 9 Staff Development Basic Tutor Training; 1:30-4:30;

5:30-8:30 p.m., 215-875-6602.3-6: 44th Annual Conference of the Orton Dyslexia Society; New

Orleans. Contact: The Orton Society, 8600 LaSalle Rd., 382 ChesterBldg., Baltimore, MD 21286 (410) 296-0232.

4-6: Council for Adult and Experiential Lnarning InternationalConference, New Orleans. Call Council at (312) 922-5909.

5: Region 9 Staff Develonment Centcr; Collaborative Learning andAdult Education; 9 a.m.-4p.m. (215)-875-6602.

6: FALL WORKSHOP. PDE BUILDING, HARRISBURG.6: ESL Tutor Training; 9:30-12:30. Region 9 Staff Development;

215-875-6602.10: Region 9 Staff Development Basic Tutor Training; 1:30-4:30,

5:30-8:30, 215-875-6602.11-12: Marketing Selutions to Attract Adult Learners; seminar

presented by the Office of Adult Learning Services (OALS), CollegeBoard - Washington, DC. Contact OALS, 45 Columbus Avenue,New York, NY 10023-6992; (212) 713-8101.

13: Region 9 Staff Development Center ESL Tutor Training. 9:30-12:30 and 1:00-4:00; 215-875-6602.

15-16: Building Partnerships for Workforce Education; Washington,DC. Seminar presented by OALS. (212) 713-8101

16-17: Building Parmerships with Professional and TradeAssociations; Washington, DC. Seminar presented by OALS; 212-713-8101.

16-17: Dallas (along with AAACE Conference); Futures Planningfor Continuing Professional Education and Training.

17: Region 9 Staff Development Basic Tutor Training; 1:30-1:30.5:30-8:30; 215-875-6602.

17: Region 5 Staff Development program; Regional Corrections In-Servicn; Cresson. Contact Randy Varner (717) 248-4942.

17: New Opportunities in Workforce Education, video conference;2-4 p.m. Region 7 staff development center teleconference; 215-758-6347.

18: Tutors of Literacy in the Commonwealth (TLC) Meeting -Danville.

i 8-20: American Association for Adult and Continuing Education(A AACE) 1993 Adult Education Conference; Dallas. TX . "Winds ofChange: Opportunities and Challenges for Adult Education." ContactA AACE, 2101 Wilson Blvd., Suite 925, Arlington, VA 22201 (703)522-2234.

19: Region 9 Staff Development Center; 9 a.m. - 4 :GO p.m.Collaborative Learning and Adult Education,( 215)-875-6602.

19: Statewide Conference on the Homeless; Drexel University. CallMayor's Commission on Literacy, (215) 875 6602.

19-20: 9th ANNUAL PENN-OHIO Adult Education Corifere ;Sheraton Inn, Mars, PA. Call Bootsie Barbour (814) 454.4474.

20: Region 9 Staff Development Center; Gateway Training; 9:30-12:30; 1:00-4:00, (215) 875-6602.

20: Region 9 Staff Development Center; GED Training; 9:30-12:30, (215) 875-6602.

DECEMBER, 19931-4: National Reading Conference, 43rd Annual Meeting; Charleston,

SC. Call (312) 329-2512.3: Region 9 staf f development center; Collaborative Learning and

Adult Education; 9 a.m. to 4 p.m.; (215) 875-6602.3-7: American Vocational Association Conference; Nashville;

Contact Hiram J. Spurlin (904) 488-2730.6: Region 7 Staff Development Center advisory board meeting;

12:00-2 p.m.; Fogelsville, 215-758-6347.11: Region 9 Staff Development Center; Gateway Training; 9:30-

12:30, (215) 875-6602.11-13: American Reading Forum, Sanibel Island, FL. Con Lac t Terry

Bullock, (513) 566-1765.

Page 8

A SECTION 353 SPECIAL PROJECT REPORT

Learn Together: Activities for Parents and ChildrenThis Section 353-funded project is a re-do of an earlier project in

Family Literacy completed in 1989 by the Center for Literacy in Phila-delphia.

Tana Reiff, project director for New Educational Projects, Inc. inLancaster, has put together a set of 75 "fun, easy, and educationalactivities for adults and children to do together." Rather than spend hoursproducing worksheets and planning adult/children projects in FamilyLiteracy, we recommend a look at "Learn Together".

One of the advantages of using materials produced with AdultEducation Act funding is the availability of the material at no cost and thelack of a copyright which enables the adult educator to make as manycopies of the materials as necessary. Ms. Reiff has capitalized on thisconcept and makes available master sheets such as that below.

The worksheets in "Learn Together" are divided into four sections:Pre-reading (concepts such as sizes, shapes, colors, pencil, and paper);Reading Activities (learning the alphabet, phonics, game-like lessons);Writing Activities (family writing activities, creativity); and Math Ac-tivities (comprehensive basic math skills with game-like presentations).

The activities in this program range from pre-school to grade 3 andare introduced in the same sequence as they are taught in school. TheLeader's Guide which accompanies the worksheets suggests varyingsettings and methods for family members, tutors and teachers includinggroup and one-on-one activities.

As with all Section 353 special project materials, "Learn Together"is available on a free-loan basis from AdvancE (1-800-992-2283) andWestern Pennsylvania Adult Litcracy Resource Center (1-800-446-5607).

Sound of G-- Project # 98-1046

Why? To help your child understand the soft and hard sounds of g.

What? pencilSight Words list (#28)

How? Remember: If the tette r g is followed by e. i. or y, it has a "softsound." lithe letterg is followed by any other letter, it has a "hardsound."1. Read each word below with your child2. Beside each word there is an j (ar the soft sot ndi and a g (tor

the hard sound):3. Have your child circle the sound (j or g) that t letterg

represents.4. Use words with the letterg from the Sight Words list in Acti it

028 or usr any other g words you can find to ?dd to the 110Write them on the other side of this paper or or. ,itper

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2. gum j 9

3. cage 1 9

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6. giant 1 9

7. gentle 1 9

8. page

9. magic

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10. bridge 1 9

1 1. goat 1 9

1 2. angel j 9

13. guitar 1 9

1 4 orange 1 9

1 5. gem i 9

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Troy, PA 16947Permit 13

Pennsylvania's Adult Basic and Literacy Education Dissemination Newsletter

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VOLUME 13, NUMBER 4 DECEMBER, 1993

The 1993 FallWorkshops: "Terrific!"

"I look upon the Fall Workshops as abeginning," said Dr. John Christopher,Director of the Bureau of Adult Basic andLiteracy Education (ABLE) in his intro-ductory remarks at the Harrisburg FallWorkshop. "This is our first activity of theyear--the kickoff--and we bring you thebest in presenters and book vendors toassist each of you to begin your programson behalf of adult learners in Pennsylvania.

More and more administrators, coun-selors, teachers and tutors in adult basic andliteracy education throughout the stateevidently agree with Dr. Christopher andthis year's attendance at the fall workshopssurpassed the past few years. At the firstworkshop in Pittsburgh there were 175 at-tendees; at Eric, nearly 100; at CabriniCollege outside Philadelphia 130 and atHarrisburg 200. Considering the paymentsfor attending the workshops conic out ofeach individual program's budget, the highattendance emphasizes thc importancewhich program administrators and theirstaffs arc placing upon professional devel-opment.

As we noted in our pre-workshop issuein October, the topics dealt with covered awide range of concerns, interests and needsfor ;.he adult educators present. The idealwould be for"What's the Buzz?" to expandto a 20-pagc issue in which we could bringyou highlights of each of the 10 excellentpresentations. However, we also live withbudget constraints so we will bring youcomments and information from some se-lected workshop sessions beginning in thisissue with a presentation dealing withQuality Indicators (see p. 3). I know weecho thc positive feelings which we heard",Tressed at each of the 4 workshops when

(Cont. p. 3)

IN THIS ISSUE . . .

News From Regional Staff Development CentersNow Is the Time For the GEDA "What's The Buzz?" Reader PollDoing Action Research? How to get publishedA 1993 Fall Workshop presentation: Quality Indicators

see you next year. ....

THE SCWI,tIMRiCI

OF E C!Tyc).!piErie ADULT LEARtecattr

At the Erie Fall Workshop, from left: Dan Tempestini, Adult Education Administration, ErieSchool District, Dr. John Christopher, Director, Bureau of Adult Bask and Literacy Education

BLE), Don Lunday, Special ProjectsSupervisor, ABLE Bureau, Helen Hall, Coordinator forthe 1993 Fan Workshops and John Zhong, ABLE Bureau Regional Adviser.The Erie Adult Education Program began in 1969 and was one of the first in Pennsylvania. Itserves approximately 1,000 adult students each year.

6-074)(

At the Cabrini College/Philadelphia FailWorkshop: left, Kathy Kline, Region 8 staffdevelopment center coordinator at Cabrini,Don Lunday, and Dr. John Christopher.

A

At the Harrisburv Fall Workshop CherylHarmon, Adult Literacy Resource Specialist,discusses materials available from the stateadult literacy resource collection.

Page 1

Literacy Corps a"1 ,ea ruing Experience"by Krista Lundy, Literacy Corps Class

Member, Lock Haven University.The Literacy Corps class that I am

taking at Lock Haven University is a newlydeveloped class. I remember last springwhen I was signing up for my fall classes,I needed one more class to complete myschedule. I was beginning to panic when Icouldn't find a class that was of interest tome and that I could take at night. Then oneday, I was entering my audio-visual classand I noticed an advertisement for a newclass. It was called the Literacy Corps. Itwas going to train college students how tobe tutors for adults who are enhancing theirlearning skills. Wow! This is for me. Ithought. I always wanted to be a tutor foradults, but I couli never find the time.Well, this was my liance.

Fall quickly came and school startedup once again at Lock Haven University. Iwas excited about classes starting and es-pecially for one class in particular-TheLiteracy Corps class. The class met and theprofessor explained to us what exactly wewould be doing. The requirements werethis: to be trained as a tutor and then wewould be matched with an adult who wehad to spend 40 hours working with. Now,of course there are lots of different types ofadults with various learning styles and goalsin mind. The professor explained to us thedifferent opportunities that were availablefor us to choose from. There arc adules inprisons who arc working toward their GEDand thcn there arc adules who come to theAdult Development Center to work on skillsfor their GED, just brushing up on certainskills, and to learn life skills that are crucialfor everyday living.

Enthusiasm and excitement arc wordsthat describe what I felt when I realizedwhat a difference I would be making insomeone's life. After I met the adult that Iwould be working with, and we talkedabout what we were going to work on, Irealized how much of a learning experiencethis was going to be for mc and for mystudent. I'm sure this experience withLiteracy Corps is going to help me grow asa teacher and as a person.

The Literacy Corps can be successfulin other colleges as well. Many collegestudents arc willing to help, hut findingtime besides school is always a problem,but with Literacy Corps, college studentsare helping, gaining experience, learning,and fiuing it all into their school schedules.It really is terrific! I highly recommendimpiementing a Literacy Corps in otheicolleges and universities.

Editor's note. Coordinator of Lo( 4.

lIo n I ileracv rorfis is DO') Burnm

1 he Abstracts Are Corning!I he Abstracts Booklet with in forma

tion about the more *han 100 '.,eetior 35 ?,Spec ial Projects completed dwir421992 -93is nearly complete and, according to AdultLiteracy Resource Specialist CherylHarmon, will be distributed to all programdirectors by the end of January, 1994.

Section 353 Special Projects cover awide range of topics from curriculum de-velopment to research projects to field tri-als of new and innovative instructionaltechniques to staff development in adultbasic and literacy education. Many pro-grams throughout the state have adaptedsuccessful Section 353 projects to theirlocal needs and accomplished significantprogram improvement at minimal cost andeffort. The Abstracts Booklet gives a briefoverview of the purposes and accomplish-ments of the completed projects so localprogram personnel can select thotie projectswhich might be appropriate to their settingand request the com plete project, includingfinal report, materials produced, etc.

This year the decision was made todelay production of the Abstracts Bookletso as to permit inclusion of recommenda-tions and conclusions from the project re-ports, thus providing local programs withan even better overview of what the projectaccomplished.

Teachers, tutors and counselors inter-ested in reviewing the projects contained inthe Abstracts Booklet should contact theirlocal program administrator and requestacccss to the Booklet.

Final reports, including products fromSection 353 projects, are available fromAdvancE, the Pennsylvania State AdultL:teracy Resource Center, llth floor, 333Market Street, Harrisburg, PA 17126 0333(800) 992-2283.

Nlarian Chesney'

Retires After 33 YearsA big "Thank You" to Marian

Chesney, state GED Supervisor, for her33 years of pleasant, accommodating,efficient work on behal f of General Edu-cational Development (GED) Certificaterecipients, test administrators and otheradult educators involved in the GEDprogram in Pennsylvania.

We are told Anita Emery, who hadbeen supervising the institutional GEDtesting program, will assume Marian'sduties and that Tracy Mahck, who ispresently Dr. John Christopher's wcreWry, will move into Marian's joh.

Doing Action Research?Here's hiow to "Get Published"

One of the recent "Buz," terms in adulthasic and literacy education (ABLE) in Penn-sylvania is "Action Research". Not restrictedto teachers nor the classroom Action Re-search usually is applied when an ABLEpractitioner pursues investigative or researchprocedures to identify adult student or pro-gram characteristics or other information aboutadult basic and literacy education which isachieved using generally accepted researchmethods.

One of the problems with Action Re-search Projects, as with many section 353 andother "Special Projects" is the lack of dis-semination once the project and research arecompleted. Copies of the research proce-dures, findings and conclusions are usuallyfiled with the two state Literacy ResourceCenters and we frequently synopsize relevantresearch findings for "What's the Buzz?"

However, there is another excellentpublication available to adult education au-thors--an annual publication which is rapidlygaining a reputation throughout the state andby adult educators in other states as capablyfilling a void in professional, research-ori-ented 1 iterature.

The PAACE Journal of LifelongLearning willsoon distribute Volume 3, 1994to members of the Pennsylvania Associationfor Adult Continuing Education (PAACE).Editors Trenton Ferro and Gary Dean, both ofthe Adult Education program at the IndianaUniversity of Pennsylvania, tell us the currentissue is complete, but they invite Buzz read-ers who have contracted the "author bug" andwho have information available about signifi-cant, scholarly developments in adult educa-tion to contact them to receive informationabout the Journal's editorial policy and howto submit a work for consideration, possiblyfor 1995.

Bob Nossen, former Journal editor andnow co-editor of the PAACE Newsletter (thefall edition will be mailed soon), has volunLeered his services as a "mentor" to assistbudding authors with practical assistance inpreparing writings for publication.

PAACE is making a concerted effort toprovide professional development services toits members and this is one example of howthis is being done.

Drs. Ferro and Dean will offer a "how to"session nn Thursday of the 1994 Midwinterconference and we arc told this will deal withpractical information for prospective authors.

For more information and assistancecontact Trenton Ferro or Gary Dean at (412)157-247() or Bob Nossen at (412) 527-5834.Letters may be addrcssed to PAACE, Box37%, Harrisburg, PA 17105.

If you are not yet a PAACE member, thisan((ther example of the one of thc many

mei nlx:rsIn p benefits. For enrollmentito

infor-P A A( 'I' ahoy,.\t,r

A 1993 Fall Workshop Presentation:Quality Indicators

Although this workshop was reservedfor program directors and involvedmorning and afternoon sessions, t: eworkshop titled "How to Use the Indicatorsof Program Quality to Evaluate and Im-prove Your Adult Literacy and Basic SkillsProgram" was well attended at each of thefour fall workshop locations and generatedmuch discussion, some concern and somesatisfaction on the part of program directorslooking for assistance in documentingquality indicators presently in place anddeveloping additional administrative, sup-port and instructional procedures neces-sary to meet federal and state requirements.

Dr. Sondra Stein, Quality Indicators FallWorkshop Presenter, and Don Lunday,Special Projects Supervisor, Bureau of AdultBasic and Literacy Education (ABLE).

As with the Summer institute on Qual-ity Indicators held outside Harrisharg inAugust (see The Buzz for October, 1993one of the messages \k, hich seemed to beclear and definite was that, although thefederal guidelines stressed the importanceof working toward an ideal level of qualitNin all adult education programs, local pro-grams providing appropriate instructionaland support s;er it:Cs to adult lea Hier , andbeing able to document these services baN.elittle to he concerned about insofar as lossor cut-hack in funding is concerned.

Dr. Sondra Gayle Stein, presentk ofthe fall workshop in Pittsburgh which wattended, has more than 20 ears experi-ence in adult education. mostly lit Maa-: hus.ti here was State Adult Edo

aoon .r!.c

oriz.iiiatoi of the N'a huseti,mt!

I cjrvork 1.,)! y.sessine ;(Trintitv Cotinnunit R.;ty.:(1

11,-11e) Prograrn for '.hreiation tor Comnumit y cd k

and it v. as this publication ill}on h

based much of her presentation. At x. uk-

shop' not attended by Dr. Stein. the pre-senter Susan Rosenbluni,source Specialist for the Association forConununity Based Organizations.

The Framework provides a tool forpractitioners and program administratorsto use in evaluating and strengthening theiradult literacy programs. The 34-pagedocument identifies key elements for pro-gram success, and also suggests ways thatthese indicators or elements arc related toeach other.

Quality Varies. According to Dr. Steinwhat makes a quality program Quality willvary with the characteristics of the pro-gram. She noted that, although Pennsylva-nia has adopted 10 Indicators of PiogramQuality, it is up to local programs to de-termine which indicators arc appropriatefor and work with cach program.

Basically,quality indicators,mcasurcsand standards arc aimed toward answeringonc question: "Did you meet your programgoals?' As is expected,the keynote in pro-gram goals should be student progress and,according to Dr. Stein,"you don't get theresults you're aiming for unless the pro-gram makes sense to the students."

She recommends programs set up aprocess that addresses student needs andinject quality control systems at each stepof the process.

Continuous Improvement is the ulti-mate goal of e valuation and assessment andlocal programs should be involved in theseprocesses continually. Since part ofknowing what you achieve is knowing thecontext and process taking place, QualityIndicators should identify where you arc aswell as where you want to go. "A QualityProgram will have the components asidentified by the indicators in place."

Testing and Assessment identify thelevel of performance (achievement). Pre/post testing identifies changes over a periodof time with the changes being responses tothe intervention of program services. Asysternatie program of measures will pro-duce documentation of quality and pro-grams should involve a wide range of per-Sons in developing these measures: stat 1,students, community ,

Di. Stein also stressed the importanceI nilividual atioila; l're,sk !Alcoa

loped , ooperam els kis(' line to! insunct1011.

(+1h and asse-- Anent.FQ).1 or Tom! Quality Slana;!, mem

rH:orc ill:it pi ograms broaden their lo(,)in iooking solely at learnt:I-sand try mg to

ii!ure out what th,7 need to do differentlyif we arc unhappy with program results, toalso looking at the i ondi uons and processesthat lead to those results and try to figure outwhat the program needs to do differently.

1993 Fall Workshops, cont.

At the Erie Fall Workshop: lett, Guy Ruzzlerwho has been with the Erie Adult EducationProgram for 23 years including a cable TVprogram offering math instruction and a ra-dio show dealing with opera, and Joe Mando,program coordinator and instructor. Joe hasbeen with the program for 21 years.

we say "Thanks" to Dr. John Christopherand his Staff (especially Helen Hall for herefficient, comprehensive workshop plan-ning) for providing a really worthwhileprofessional development opportunity. Ifyou weren't there this year be sure youattend next year. You'll be glad you did.

This will require Adult Literacy andBasic Skills programs to: 1. take intoaccount the characteristics, needs and in-terests of adults the program is intended toserve; 2. whether programa elements facili-tate or impede recruitment, retention andimprovement; 3. whether what the programdoes contributes to or impedes the learningprocess.

Evaluation in many adult educationprograms is equated with the effectivenessot the program in achieving program goalsThis focus is upon the program, not thelearner and Dr. Stein notes that, althoughattainment of goals is important, a failure toachieve goals is not a sign of failure on thepart of the learner hut a signal that some-thing is not working in the program.

The Framework then goes on to sug-gest some practices and activities whidiproranis can institute to pro% ide a regulart,ngoing c ycle of planning, nnplementatiurtand e al uation which is integrated into allprogram operations. It also diseusses howprograms can use Indkators of ProgramQuality to ealuate and strengthen theproisrani, documentation systems, etc.

Copies of "Framework for AssessingProgram Quality: A Community BasedApproach to Literacy Program Evaluation'.are available from ACBE, 1805 FloridaAvenue, N. W. Washington, DC 20009 forS

Page 3

"Now is the Time toBuild Positive Perceptionsof the GEDProgram"

This was the advice delivered to Gen-eral Educational Development (GED) testadministratorsfrom through-out the coun-try at the 1993GED Admin-istrators Con-ference held inSan Francisco.Attendees atthe Confer-ence, includ-ing Pennsyl-vania State GED Administrator, ChuckHolbrook, heard Jean Lowe, Director of theGED Testing Service (GEDTS), lamentthat people are picking up a false notion thatyoung people are being misled into drop-ping out of school to take the GED testwhich is substandard. This, despite effortsof adult educators and GEDTS to bring toine public attention that the GED test is aviable method to measure "high schoolequivalency" and is accepted by highereducation admission officers and businessand industry alike.

Ms. Lowe outlined a "Cred i bil ity Plan"to be developed at the state level and to beused to inform public and state officials ofthe importance and advantages of the GEDtesting and credential program.

The plan includes involvement of em-ployers, adu lt educators, former and presentstudents to develop a legislative publicpolicy plan, media plan and an economicimpact analysis of the GED program foreach state. She quoted an example devel-oped by the GEDTS for Vermont (a statewhich recently eliminated the ('JED testfrom the state). For example, the "VermontFact Sheet" emphasizes the acceptability ofthe GED Diploma by industry and highereducation, the number of persons involvedas students in the GED program and otherrelevant information.

Ms. Lowe emphasized this is a particu-larly appropriate time to act vigorously onbehalf of the GED program in light of theNational Adult Literacy Survey (NALS)findings showing literacy skills of GEDgraduates arc virtually identical to those oftraditional high school graduates.

For more information about building alocal GED Advocacy Program, contactGEDTS at One DuPont Circle NW, Suite250, Washington, DC 20036-1163 and re-quest a copy of ged Items for September/October, 1993.

Page 4

Williamsport ProgramSupports Recovering AddictsWith Adult Education

Editor's Note: We were delighted to runinto Dr. I larry Lewis at both the QualityIndicators Institute and the Harrisburg FallWorkshop recently. Harr y, as many of youknow, was formerly with the Continuing Edu-cation program at Mansfield University andhas served Pennsylvania adult continuingeducation in various capacities over the yearsincluding working on the Adult EducationState Plan. I le is now involved with a mostinteresting, challenging program being of-fered at the Bethune Douglass CommunityCenter in Williamsport under the auspices ofLackawanna Junior College' s Career PrepCenter. We asked Harry to tell us about theprogram which works toward four student-oriented goals: I . to acclimatize students toa rural area; 2. to reduce the amount offreetime available to students; 3. to provide alter-native career choices and educational oppor-tunities to the students in the program; and -1.to acquaint students with behavior sanctionedin small communities and by employers.

"The fun of the project was that I wasable to design the program based on whateducation should be all about. The studentbody consists mostly of recovering Afro-Americans from large populatien areas. Theyneed education from GED instruction up.

At the Harrisburg Fall Workshop. Left, Dr.John Christopher, Director, Bureau of AdultBasic and Literacy Education (ABLE) andDr. Harry Lewis.

"Every adult starts with a proven readingprogram that includes management of timeand added emphasis on study skills. We haveset the time requirement for a credit hour atfifteen hours ol instruction and the programmeets from Monday at 9 a.m. to Friday atnoon. The reading course is worth 2 creditsand it is instant gratification for the students toread well. Students reach the 10th gradereading level or better with a rate of 350-5(X)words per minute with 80% or better compre-hension.

"Following reading improvement the 50-60 adults in the program enroll in 1 creditcourses in Drugs and Alcohol, Human Sexu-ality, Assertiveness Training, Stress Reduc-tion, Career Decision Making, Life Design-ing and Job Finding Skills.

"Tutoring with math is also provided andthe students take the GED examination if theyhave not graduated from high school. Ourpassing rate on the GED is high as are thescores the students receive. Following thisstage they pursue college credits in I' ngl kh,Psychology, Sociology, Math, HiAory, etc. at

t)

Western PA Resource Centerby Chris Kamp, Coordinator

As 1993 draws to a close, it is a time forreflection. The Western Pennsylvania AdultLiteracy Resource Center opened in June.Summer Institutes provided opportunities tomeet many new friends, share ideas, andlearn. Autumn brought Fall Workshops, theWPALRC Open House, and the Penn-OhioWinter Conference finds WPALRC in "fullswing", looking forward to a new year, andthe PAACE Mid-Winter Conference.

Please don't let 1993 end without a visitto the center, or a call to say "hello" .

Our number is 800-446-5607 Ext. 216.As this exciting year is ending, the staff

at the Western Pennsylvania Adult LiteracyResource Center wants to thank everyonewho helped make this last year so successful,and wants to wish everyone the happiest ofholidays!

HOLIDAY HOURSWe will close. at 4:00 PM on December

23rd, 1993We will re-open at 8:30 AM on January

3rd, 1994We will also be closed on January 17th,

1994 (Martin Luther King Day)

At the Pittsburgh Fall Workshop Joe Smithand Chris Kemp, both of the Western Penn-sylvania Adult Literacy Resource Center,explain the new Center's services and prod-ucts.

the rate of 3 credits for 3 weeks" work. Sincemost of our students wish to transfer to otherinstitutions of higher education, we are verycareful to include lengthy rese.srch papers ascourse requirements.

"Our retention rate is 66% which we feelis excellent considering the background ofour population. As expected, reading is thekey and we find that once a student over-comes a reading handicap, nearly nothing canhold them down.

"Four of our staff members are recover-ing addicts themselves and we have beenfortunate to receive instructional support froma number of nearby institutions. A Psychol-ogy instructor from Lycoming College foundher experience teaching our students veryenjoyable and felt they were as bright asregular college students. Another instructorfrom Penn College was surprised that weassigned more homework, had fewer com-plaints, and, in general, demanded more frnour students.

"I must say we could not have put thisprogram together without the technical assis-tance provided by the recovering commu-nity."

Dr. Lewis may be reached throughLackawanna Junior College at (717) 961-7810.

LAbout People and Programs in Pennsylvania

In v, hkh we recogniz,e a few achieve-ments and accomplishments of the manyin our ABLE Community ....

Read-Aloud Parent Club, CarnegieLibrary of Pittsburgh, Homewood Branch.Beginning with Books is an affiliate pro-gram of the Ca iegic Library of Pitutburgh.Believing that the first five years of life arecrucial to fostering the skills and habits ofliteracy, the group has developed severalmodel programs to encourage and supportparents and caregivers so they can success-fully start young children on the road toreading. The Read-Aloud Parent Club pro-gram helps parents become more skillfuland confident in reading to their childrenand encourages daily reading aloud tostimulate children's literacy development.Parents who enroll mcct weekly or everyother week to learn about why, how andwhat to read to their children. The programprovides free, quality books; child care isprovided. Benefits mentioned by partici..pants are increased parent-child communi-cation, newfound pride in children's abili-ties, improvement in attention span andinterest and enthusiasm among all familymembers for sharing books and stories.Joan Brest Friedberg and ElizabethSegel, co-directors.

STUDENT SPOTLIGHT on NylesGray, a first-year Ed. D student in theUniversity of Pennsylvania's GraduateSchool of Education's (GSE) HigherEducation Administration Program.Nyles is president of the GSE Student As-sociation and received his Assoc iate degreefrom Delaware County Community Col-leg...% his Bachelor's from Neumann College and a dual Master's in adult educa-tion and educational administration fromCheyncy University. Nyles has been aliteracy fcllow at the National Committeeon Adult Literacy and is active in commu-nity outreach work including founding ThcNeighbor Center for Youth Developmentin Edgemont.

Marty Finsterbush, former AdultBasic Education Success Student, volun-teer staff member at the Delaware CountyLiteracy Council and an active advocate ofnew reader involvement in literacy, hasbeen elected vice-chair of thc LaubachLiteracy Action (LLA) Steering Commit-tee.

Humanities Study Helps WomenRaise Self-Esteem was one of the conclu-sions of a study completed by Irene Baird,doctoral candidate at the Penn State Uni-

versity in Harrisburg. The pilot projectinvolved 14 low income women in a seriesof meetings in which they read literarypieces by authors with whom they mightidentify by color, class, gender and expe-rience. Information about the authors wasinterwoven into discussions and the womenwere given opportunities to share personalexperiences. Ms. Baird emphasizes theimportance of developing trust and sharingamong the women and between the groupand the instructors. "We give participantsthe freedom to choose when they will read,write or simply talk about their day andeventually the women felt comfortableenough to put their thoughts on paper." Thestudy was initiated by the PennsylvaniaCommission for Women through fundingfrom the Pennsylvania Humanities Counciland has been featured in the newsletterWOMENews and the College StudentJournal.

Project REACH (Resources onEducation for the Adults of Chester) uses aMobile Home to carry information aboutadult education programs into the commu-nity. Sponsored by the Delaware CountyLitcracy Council and the J. Lewis CrozcrLibrary, the project is funded by the PewCharitable Trust, the Pennsylvania Depart-ment of Education and other foundationsand local businesses in this southeasternPennsylvania community which is rankedby the U. S. Department of Housing andUrban Development as the most depressedcity of its size in the nation. The staffconsists of a project director, two part-timeassistants and a driver and the schedule ofthe mobile home is printed in the paper.Information is provided about adult educa-tion opportunities and how to access localproizrams including ABE, Literacy, GEDand ESL instruction anti college and techni-cal school training. The program also inakesreferral to a variety of social agencies andthe project has initiated the ChesNetworkwhich brings together representatives ofmore than 75 local agencies on a regularbasis. Since it began REACH has servedmore than 2,800 people with about 60%going into some form of educational pro-gram. For more details contact Pat Gaul,Director, Delaware County Literacy Coun-cil, 225 East 24th Street, Chester, PA 19013.(215) 876-4811.

C'ongratulations to Blannie E. Bowen,professor in the Department of Agricultureand Extension Education at Penn State forbeing named to the Advisory Board of the

.1

ERIC Clearinghouse on Adult, Career, andVocational Education. The Clearinghouseis an excellent source of information foradult educators and may be reached bywriting 1900 Kenny Road, Columbus,Ohio43210.

The Adult Education Program ofthe Northwest Tri-County IntermediateUnit based in Edinboro offers a Wide vari-ety of adult education services to more than1,000 adults each year. Programs in AdultBasic Education, GED Preparation, BasicLiteracy Training and Testing and Coun-seling arc provided in 9 instructional sitesthroughout the three Northwest Pennsylva-nia counties serviced by the IU plus a num-ber of workplace literacy programs for Eriecompanies and programs at the HousingAuthority of Erie, the International Instituteand the Meadville Women's Shelter. Dr.Richard Gacka, Adult Education Direc-tor, tells us future plans call for a gradualshift to more vocationally oriented curriculaand eventual integration with the AdultEducation classes offered through the ErieCounty Vocational Technical School.

Greetings to KatherineZimmerman, new Coordinator at theJ uniata County Library Literacy office. Shereplaces Barb Inch who plans to continueto remain active in the Literacy Program.The Literacy Program recently receivedword one of their students, MadelineDonaldson, had one of her stories pub-lished in the New Readers Press publication"Emerging Voices".

Cathy Forsyth, Coordinator for theMifflin County Library Adult Literacy Pro-gram, notes hcr chagrin at the implied spon-sorship of the "Hooked on Phonics" programby TV shows such as Jeopardy and Wheelof Fortune which award "Hooked" as aprize. Cathy makes it clear in her latestissue of the Literacy Program's newsletterThe Spirit that they do not endorse thepro !, even with the shift in advertisingfit :its to chilthen.

Lattor' s Note: We spoke with the Sci-ence Research Associates sales rep at arecent meeting and he tells us he was del-uged with calls from his usual clients op-posing the new SRAIHooked relationship.It is evidently a cozyfinancial arrangementwith SRA receiving the money and Hookedan implied respectability from SRA. Wefeel neither company will benefit in the longrun.

Let us know what's happening inyour program and with your students.From recent comments our Buzz readerslike to learn what's happening "over themountain".

Page 5

Region 2

Regional Staff Development CentersProject STAR

by Gall laightley, Coordinator(814) 359-3069

Participant Action ResearchCongratulations to Camille Belo lan

from Central Susquehanna IntermediateUnit #16 for being the Region's first ap-plicant for an Action Research project. Ms.Belo lan will do a Share/Compare project inwhich she will summarize for her colleaguesthe methods and materials she uses inimplementing "The Writing Process", inhopes that the successes she has had will hereplicated many times at their teaching sites.Ms. Belolan wiil be paid a stipend of S300when Project STAR receives her writtenreport.

Others in the Region arc reminded thatthey must request approval for ParticipantAction Research projects by January 14,1994. For more information, contact Co-ordinator, Gail Leightley, at (814) 359-3069.Welcome, New Program

The Pennsylvania College of Technol-ogy in Williamsport has received fundingthis year to provide workforce literacyprogramming in Lycoming County. Thedirector is Susan K. Clark-Teisher. Shecan bc reached at (717) 327-4775.The Californians are Coming

Mark your 1994 calendar. On March28 or 29 you will want to be among thosewho participate in a special one-day sessionon 'I caching Styles for Multiple I isamingStyles.

The South San Francisco Library .

working under a Federal grant, has devel-oped a packet of materials including multi-sensory lessons and teacher strategy cardsfor working with students with differentlearning styles. Their work is based on thetheories of multiple intelligence and team-ing styles developed by Harvard Prot essorHoward Gardner.

This year, thc Library' sProjee t Read isfunded to take the program to three otherstates. Pennsylvania Region Tv, ochosen as one of these Sites. Two one-d..worLshops Ix held w ohm the Reentn.prt1 .ably in State College and Will lanivi g

program in the Regit in e ill to owplied v, nh one set ot materials. idlers may

p tire hased at S301set.In late May, the Project R,tad snit

return to talk to parocirants about the ire spenences with the methods and material s. At that time, they will also hold a-Train the Trainers" workshop for repre-sentatives from each program who can thentrain others in their individual programs.

Page 6

Self-Esteem: A RoseBy Any Other Name

Gail Leightley, Coordinator of theRegion Two Staff Development Project,has nearly completed her visits to each ofthe program sites to do focus group discus-sions on staff training needs. While thecomplete report is not yet ready, Gail notedone interesting theme that seemed to surfaceat most of the meetings. Ncw teachers/tutors wonder about their own work: "AmI doing a good joh?"; "Am I covering thcright matcrial?"; "Am I going too fast or tooslow?"; "How do I know that I'm doing theright things with my student?".

On the other hand, experienced teach-ers and tutors wonder how to raise theirstudents' self-esteem: "How do I influencethe student's negative `self-talk'?"; "Howdo I get the student to see that he/she isworthwhile?".

On reflection, it appears that the ques-tions are very similar. Only the source ofconcern changes. Project STAR will ap-preciate suggestions for workshop present-ers on this whole subject of self-esteem. Inthe meantime, however, one very experi-enced teacher's approach may be of valueto others. Say "good" to three things you dofor every single time you criticize yourself.Give your student three "goods" for everycorrection you make on his or hcr work.

Region 4Paul Weiss, Coordinator

(412) 661-7323 or 1-800-438-2011We at Region 4 Staff Development

would like to thank all staff and volunteersho took the time to send back our Needs

Assessment surveys. II you still want to sendyour survey, we welcome ;our input andsuggestions Learning Differences is onceagain the number one topic requested by adulteducators in our region. In response to this,Richard Cooper will be presenting two

orkshops this December, and we will beoffering a variety of presenters and topics onLearning Differences in the future.

Other highly requested topics IncludeWntiti. Sktlis end ARE/CED Math

it\X.' ids, on the minds si, ii ho region.

tt:cattoli Ch,ti 111),.

tive developmimi. ti, cot n d!:cd,!, hcldreccl ed 'AM!, st ii fl 11,cm

hy !he truly se omit:11M Namrc V tmds. Weare not done v t, hves. er. h iiRegion 4 St.; If Development to make ail stallemnfortable with these Indicators

Pleasc call us with any concerns or queslions about staff development The NeedsAssessment survey is just a small componentm our mission to serve your needs.

ii 0

BEST COPY AVAILABLE

Re ion 5 J South Centralby Randy Varner, Coordinator

(717) 248-4942

The month of October was very busyfor the center. Three teacher action re-search orientation workshops were held inAltoona, Johnstown and Lewistown. Dr.Donna Murphy of Juniata College con-ducted these workshops that concentratedon basic research and data collection skills.Wc arc hopeful that many of the region'sadult Jucators will take advantage of thisexciting area of the project. We arc work-ing together with Juniata College to allowteachers to take a one-credit college Collinbased on their research.

Shirley Mattace of SCI-Mercer pre-sented a workshop in Altoona on October21,1993 on "Adult Learning Styles". Thisworkshop was well attended and receivedby members of the Altoona Area SchoolDistrict's Literacy Program as well asmembers of the Blair County LiteracyCouncil. The workshop was packed withpractical and useful ways to address stu-dents with variable styles and rates oflearning. If you would like a summary ofthis workshop, please call me at (717) 248-4942.

The Sc ond Annual Regional Correc-tions In-service was held at SC I-Cresson onNovember 17. It was attended by close to1(X) teachers, administrators and otherprofessionals interested in adult education.Four break-out workshops were offeredincluding: portfolio assessment;multiculturalism; presentation of a mathworkshop, and adult educat ion theory as itrelates to corrections education. The par-ticipants also were treated ti) a quality vendorfair and woaderful lunch. Plans are alreadybeing made for the third annual RegionalCorrections In-service next year. Our thanksgo out to J im Hudack of SCI-Cresson whohad the vision to work with us on this largeventure. He is responsible for the highquality of the presenters, facilities and op-erations of this in-service. Thanks Jim!

Future plans for the center includeworking w ith Dr. Alan Quigley of Penn'state I .rio,,:r\ity to offer a 'me-credit col-

ourse on retentitm and recruitment inadult education progranK. We will con-tinue to oticr teamic;il a.;sistanc e adulteducators in the region, and help them withamm . stut l development needs

All ol us here at the South-Cenu.alRegion 5 Stuff Development Center wishall the readers of "What's the litur.?" aglorious and happy holiday season!

,Regionai Staff Dtv,..!1opirkerci Centers, cont.

Region 6

by Beverly Smith, Director(717) 232-0568

The Region 6 project has undergtmeseveml staff changes recently! The ProjeciAssistant, Donna Kenney, was promotedto ESI, Program Manager of Inuat ionand Rel ugec Serv..ces o f Cathohc Charities.Donna also got monied and is HO V Donnalosteuer. Soon al ter Donna was promoted,

the Project Coordinator, Brady Stroh, left

to pursue another job. The new programstaff. members arc: Paula Smith, ProtectCoordinator and Renee Moran, ProjectAssistant. Beverly Smith remains theProject Director.

A new needs survey was conductedduring the first months of the fiscal year.These surveys went to program adminis-trators only. Region 6 is still working witha list of training needs identified by lastyear's survey (which went to a;I adulteducators, not just administrators). Thepurpose of thc.riew needs survey war, ei st -if we were still on target with last year's list(wc found that we are) and to solicit newideas for training.

Region 6 is planning for large-scaleworkshops in the following areas: ProgramQuality Indicators, how to administer theETS Tests of Applied Literacy Skills(TALS), how to use some of SuceessMakersoftware to teach adult literacy, and how towork with adults with learning disabilities.Keep an eye open for times and location,under It's a Date! in the Buzz or call theoffice at t7171232-0568.

Welcome, Progress forLearning in Virginia

We recently received word that. theCommonwealth of Virginia is again pro-ducing an adult education newsletter. TitkdProgress for Learning in Virginia Menewsletter is edited by Jane Swing ofRadford University. For years Virginia hadthe second best ABE newsletter (you knowwho was #!), but due to a loss of fun Ling itfolded. The former newsletter was editedby Ed Jones of George Mason Universityand Jean Lowe who is now Director of theGeneral Educational Testing Service. Vtt c

at The BUZ/ look forward to bringingnesws Virginia adult education t

Progress.

Re.gion 8 IJudith Bradley, Director;

Kathy J. Kline, Cooidlnator;Belinda Dasher, Nowsletter Editor

(215) 971-8518The Region 8 staff is pleased to an-

nouace its first SHARING DAY. The ESLSharing Day will be held on Wednesday,December 1, 1993 t rom 8:30 am to 3:(X) pmat Cabrin I Col k ge in the Grace I lall Atrium.This Sharing Day wili bring ESL instruct-tor.:, tutors, and administrators together toshare information on. What ouf programsdo best; curriculum and assessment; pho-netics and speaking opportunities used inthe classroom; and re-sources we like andresources we need. These are some of thetopics to be discussed and shared. Conti-nental breakfast and lunch will be pro-vided. Call to register early.

Sharing Days for ABE/GED and AdultLiteracy will be held in March and April.Do you have topics you would like to dis-cuss? l_et the Center staff know.

The Center staff has sent agency up-date forms to all programs to ensure that allstaff is 'eceiving their monthly newsletter.Watch your mail, you should have alreadyreceived the November si)ecial edition GE Dnewsletter. This copy contained 'every-thing you always wanted to know about theGED and the test centers in and around ourregion.' Call for a copy if yours did notarrive.

Teacher action research projects arcbeing encouraged. Applications will bearriving in December. Do you have arese.arch topic you would like to work on inyour classroom, call the Center for moreinformation. Remember to submit for yourtuition reimbursement funds. Monies stillremain. Let's use it all this year!

Any questions, need more informa-tion, just want some help'? Call Kathy Klineat 215-971-8518.

KET/GED On SaleKET (Kentucky Educational Televi-

sion), a producer of quality videos for theadult education market, is currently spon-soring a free "GED on TV" promotion tonmny PBS sLitions across (he country.

In conjunction with this, they will runan fer to receive the basic GED packagewith books and support tor the reducedprice of 53000 for all 43-30 minute pro-g ratm (usual price is $5675). This specialw ill run from November 1, 1993 -August

the order g- tam( to Rod (hill,ilaar ripic ,(tolattiot, ytiti \) ill al,o rcicive1 'I frt.,: Rod (irth, PO Bo\

-haat, It,i .1(

The "11.uzz"

Word 1993-94We Yiave been encountering a tern in

the literatire pertaining to education, in-cluding acult education, which seems to bethe "Buzz Word" for this year. We're sureyou remember fondly, "Accountability","Relevance", "Multiculturalism", "Partici-patory", etc. Think about a possible defini-tion/explanation of "Systemic Reform".

We've encountered"S sten* Reform"in a number of publications including anarticle about reauthorization of the Elemen-tary arid Secondary Education Act ("Currentreform efforts that will influencereauthorization and address this laa: of co-herence stress the need for a systemic ap-proach to education with clearly articulatedgoals and assessable standards." The author,J. David Edwards, goes on to note that,"content and performance standards for LEPand language minority students must bedeveloped by those who know these stu-dents."

The July, August newsletter of theNorthwest Regional Educational Labora-tory (NWREI .) ran an article titled "BroadConsensus for Systemic Change Is Emerg-ing". The article goes on to explain their useof the term: "A consensus is emerging thatsystemic change is needed to meet effectivelythe challenges of the future. Fix the partsand fix the people approaches to changemus: give way to integrated approacheswhich concentrate on fixing the system."

USDE Research GrantsAlthough we received this information

too late for our November issue, you maystill be able to apply for field-initiated edu-cation research in 1994. These are 18-month grants to public and private organi-zations, institutions and individuals fromthe U. S. Department of Education (ContactDelores Monroe, (202-219-2223). Dead-line is December 10, 19)3.

"What's the Buzz?", Pennsylvania's AdultBasic Education Dissemination Newsletter, isprepared and disthbuted by Adult EducationLinkage Services, Box 214, Troy, PA 16947under funding provided through the PennsylvaniaDepartment of Education from the Adult EducationAct, Section 353 It is distributed without chargeto practitioners of adult basic and literacyt:ducation in Pennsylvania for the monthsSoptember through June No endorsement ofthe nowslettei contents by PDE nor USDOE-.heoid he inhrred Adult EduGation Linkage

an Equal Opnoliveity employer

Page 7

It's A Date! 25th Anniversary Celebration

Remember: Contact your regional staffdevelopment center for more informationabout center-sponsored events. For the nameand address of your regional center, see theSeptember issue of "What's the Buzz?"

December, 1993:2: Region 7 Staff Development Workshop;

"Multiculturalism in Adult Literacy",presenter: Dr. Manuel Gonzalez. 2-4 p.m.Lehigh County Community College, Hami 1 tonStreet site, Contact: Lauren Giguere (215)776-1998.

2: State Adult Literacy Coalition meeting;Harrisburg.

1-4: National Reading Conference, 43rdAnnual Meeting; Charleston, SC. Call (312)329-2512.

6: Region 7 Staff Development CenterAdvisory Board Meeting/AdministratorRetreat. Dialogue with Don Lunday, SpecialProjects Supervisor, Bureau of Adult Basicand Literacy Education; 12 noon-2; LehighUniversity; Contact: Jane Ditmars, (215)758-6347.

3-7: American Vocational AssociationConference; Nashville; Contact Hiram J.Spur lin (904) 488-2730.

8-9: 4th Annual Family LiteracyConference; Bloomington, Illinois; ContactIllinois Literacy Resource DevelopmentCenter; PO Box 4026, Urbana, IL 61801.

10: Region 7 Staff Development TutorTraining Workshop; call (215) 758-6347.

10: Region 7 Staff Development CenterTutor/Tutor Trainer Workshop; "TrainingS trategies for Teaching and Writing; presenter:Amy Wilson, 9:30 a.m.-2:30 p.m.; RauchBusiness Center, Lehigh University, ContactAnn Koefer, (215) 758-6347.

10: Region 6 Staff DevelopmentVideoconference: "Cornerstones of theLearning Organization" by Peter Senge; 1-4p.m. Downlink at Harrisburg Penn State; call(717) 232-0568

11-13: American Reading Forum, SanibelIsland, FL. Contact Terry Bullock, (513)566-1765.

14: Region 6 Staff Development ProgramQuality Indicators Workshop; 9-12 noon; PennState Harrisburg Eastgate Center, 1010 North7th St., Harrisburg, Rm_ 216. Call (71 7) 232-0568 for registration information.

14: PAACE Board Teleconference Meeting.January, 1994: HAPPY NEW YEAR!10: Region 7 Advisory Board, Administrator

Seminar; "Advances in ElectronicCommunications;" Presenters: RichardSilvi us and Judith Rance-Roney; ComputerCenter, Lehigh University; Contact JaneDltmars, (215) 758-6347.

11: PAACE Board meeting; Joan Leopold 's20-22: Educational Computer Conferences

12th Annual National Conference; SanFrancisco; Theme: Technology, Reading &Learning Difficulties. Contact Diane Frost(800) 255-2218.

Page 8

*-

At the Reading-Berks Literacy Councill (R-BLC) 25th Anniversary: Left, Dr. JohnChristopher, Director, Bureau of Adult Ba-sk and Literacy FAlucatiou, Jane Breisch,Council Executive Director and JaneRohrbach RBLC President. Photo and ar-tick by Jane Ditmars, Region 7 Staff Devel-opment Center Coordinator.

Congratulations to Joan Brcisch, Di-rector of the Literacy Council of Reading/Berks Counties! Friday, October 15, 1993marked the 25th Anniversary Celebrationof this Literacy Council. A gala dinner andan inspiring program were held at theSheraton-Berkshire Hotel in Reading, Dr.John Christopher, Director of the Bureau ofAdult Basic and Literacy Education wel-comed the guests and brought greetingsfrom the Pennsylvania Department of Edu-cation. Dr. Bob Laubach, Past President ofLaubach International and Life Member oftheir Board of Trustees, gave a presentationentitled "Birth of Each One Teach One".This was a most informative and enjoyableslide lecture which documented a lifetimedevoted to literacy throughout the world.Best wishes to Reading/Berks and to all oftheir dedicated staff for continued success!

3.-

February, 1994:4-6: 3rd North American Adult and

Adolescent Literacy Conference; sponsoredby the International Reading Association(IRA); Washington, DC Contact IRA; 8(X)Barksdale Road, Box 8139, Newark, DE19714.February 9-11: Adult Education

Midwinter Conference, Hershey.Theme: Unity Through Diversity. Contact

the Pennsylvania Association for AdultContinuing Education (PAACE) Box 3796,Harrisburg, PA 17105.

10: PAACE Board meeting; Hershey16-18: 1994 Annual Conference onLifelong

Learning; Theme: "Re-educating America:Technology and Higher Education." SriDiego. Contact: National University ResearchInstitute (619) 563-7144.

24: Teleconference: "How Schools andColleges Collaborate to Improve Learning";1 p.m to 4 p.m. Call 1-800-257-2578.

Quality Teachingor Cost Effectiveness?

At the statewide hearings on the pro-posed amendments to the State Plan forAdult Education, at the midwinter Confer-ence session on the Federal Update, atnearly every conference and workshop ofadult educators in Pennsylvania, ProgramQuality Indicators, Standards and Measuresas outlined by federal and state adult educa-tion officials are one of the buzz topics ofconcern. One of the questions heard at thehearings and last year's federal update ses-sion was "How can programs balance theneed to be cost effective with the need forquality teaching?" and this is one of thequestions dealt with in a recent edition ofNCLE Notes, the newsletter for the Na-tional Clearinghouse on Literacy Educa-tion. Because of the dilemma facing manyadult education programs in our state webring you this excerpt.

How can programs balance the need tobe cost effective with the need for qualityteaching?

In order to get funding, programs needto serve as many people as possible, for aslittle money as possible; consequently,teachers are often hired on a part-time basisor given heavy course loads. Further, thesalary range in adult education is consider-ably lower than it is in other sectors ofpublic education. The result is that teachersoften run from job to job, bum out quickly,have no time for innovation, and leave thefield after a few years. When we met otherfamily li teracy teachers at conferences, theyoften told us that they taught a few classesat night in addition to other jobs, and hadlittle time to prepare or even think aboutcurriculum issues. Their family literacyclasses were often no different from otherESL classes. They rarely met with col-leagues to discuss common concerns orshare teaching strategies. In our case, it wasprecisely because teachers had paid time toread, write, and talk about their work thatthey were able to be effective inside theclassroom and contribute to the develop-ment of the field.

The choice between quality full-timeteaching and cost effectiveness is a falsechoice. In order for instruction to be effec-tive and for the field cf adult literacy todevelop, teachers must be treated as profes-sionals, and supported in terms of salary,working conditions, and intellectual devel-opment. It is the teachers who ultimatelydetermine the quality of adult literacy, andit is only when they are recognized, givenpaid time to meet with each other, to reflecton and document their practice, that thedelivery of services will improve and thefield as a whole will move forward.Teaching cannot de divorced from profes-sional development.

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Pennsylvania's Adult Basic and Literacy Education Dissemination Newsletter

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VOLUME 13, NUMBER 5 HAPPY NEW YEAR! JANUARY, 1994

The 1993 Fall Workshops"Both sessions I attended were

great! It was well worth the two-hourdrive."

This was one of the many commentsreceived on the Overall Evaluation Formscompleted by 471 (nearly 64%) of theadult basic and literacy education practi-tioners who attended on of the four fallworkshops during October and November1993.

"What's the Butz?" asked for theopportunity to tabulate the responses fromthe evaluation sheets and, although weattended all fou.r workshops and knew thepositive responses of the persons in at-tendance with whom we talked, we wereamazed at the comments and words ofpraise from administrators, teachers, tutors.counselors and others who attended aworkshop at either Erie, Pittsburgh, thePhiladelphia arca or Harrisburg.

Wide range of attendees. Althoughnot everyone attending one of the work-shops took the time to complete the overallevaluation form, 64% did, representing awide range of adult education jobs andduties. The largest group, teachers, repre-sented 41% of those completing the reportforms with administrators (27%), tutors(12%) and counselors (3). Seventeen p,^r-cent of the respondents did not now thcirlevel of responsibility.

There was an almost equal numberof educators from Adult Basic Education(ABE) 0-8, programs (33%) and GeneralEducational Development (GED) 9-12(31%) programs. Twenty-two percentwere from literacy programs and 14%from English as a Second Language (ESL)programs. The distributions reflected byboth thc job duties and instructional levelswould seem to show percentages very

(Cont. on page 2)

IN THIS ISSUECongratulations DOCTOR Judith Rance-RoneyLots of Regional Staff Development Center News and DatesAllan Quigley and Action ResearchInformation for Adult Ed Practitioners with Special Needs StudentsBob Stayer Tells Us about Optl-ScanMartha Frank Writes about a Distinguished GED Graduate

And Lots More for A.B.L.E. Practitioners In Pennsylvania.W-Mi

The New A.B.L.E. Bureau Director PERM KEENANI"I plan on getting out, visiting programs, forging relationships between the local

and state levels so the Bureau ran support local program efforts in literacy that is oneimportant role of the state." These words from the newly appointed Director of theBureau of Adult Basic and Literacy Education (ABLE), Cheryl Keenan. We caught upwith Ms. Keenan as she attended the Board of Directors meeting of the PennsylvaniaAssociation for Adult ContinuingEducation (PAACE) and we were im-pressed with her willingness to listenand her enthusiasm toward her newchallenges in adult education.

Cheryl Keenan spent her first 14years in the field of education as ateacher (she characterizes herself as ateacher), project director, and adminis-trator of various programs conductedby a community based organization.She specialized in early childhood de-velopment of young children with dis-abilities.

"I've worked a long, long timewith adults having young children andbabies in their homes and in other set-tings. Often times when you go intohomes of families with babies at riskof developing a disability, you'reworking with very young women andmoms from disadvantaged back-grounds. Although my primary re-sponsibility was the child, I've workedwith adults in a number of settings for a long time."school-based programi, etc.

Cheryl Keenan,A.B.L.E. Bureau Director

)L.

(Cont. on page 2)

These include HeadStart settings,

Page 1

I

I

'93 Fah Workshops, cont.representative of the professionals work-ing in Pennsylvania's Adult Basic andLiteracy Education (ABLE) programsstatewide.

Overall reactions to the workshopswere positive with 64% responding "yes"and 35% "to a degree" when asked if theworkshop met expectations based on ad-vance information. As would be expectedmost of the persons attending felt theworkshop sessions were the most valu-able part of the day, but a significantnumber identified the publishers' area andthe opportunity to exchange ideas withpeers as also valuable to their professionaldevelopment.

Lack of sufficient time in workshops,with vendors and in informal discussionswere the only consistent negative com-ments received. A large groep of respon-dents from Northeastern Pennsylvania felta fifth workshop in the Scranton areawould be appropriate.

Workshop organization: Helen Hall,adviser with the Bureau of Adult Basicand Literacy Education, was coordinatorfor the workshops and she received highmarks. Eighty-nine Nrcent of the respon-dents noted positive feelings as to the or-ganization of the wodcahops. One attendeeechoed the thoughts of most persons at-tending a workshop by writing "Nice job,Helen!" on the survey form.

Participant Involvement is alwaysforemost in instructional and professionaldevelopment programs such as the fallworkshops. Presenters, like teachers, whodo not build in opportunities for partici-pation, lose their audience rapidly. Thiswas not the case with nearly all presentersat the fall workshops. Sixty-seven percentof the adult educators responded theyfound participant involvement during theday "Stimulating arid helpful".

Presenter knowledge was evidentthroughout the range of 12 workshop ses-sions at each of the four sites. Eighty-three percent of the survey respondentssaid they found the presenters "Exceed-ingly well informed". Presenters not onlyknew their stuff, but got it across to thcaudience with 98% of the evaluations in-dicating the presentations were "Clear" or"Highly clear and informative".

Workshop mCerials also received apreponderance of high responses. Ninety-five percent found the materials "Highlyinteresting" or "Interesting".

Learning new concepts for localprograms was identified by 94% of thepersons answering the survey which bodeswell for the improvement of quality inmany local programs throughout the state.

Exhibitors'/Publishers' materials arealways one of the fringe benefits of thefall workshops and midwinter conference.

Page 2

Ninety-two percent of those at the fallworkshops who responded to the surveyfound exhibitors to be "Ouostanding" or"Useful" and many comments expressedappreciation for the hundreds of reviewsamples distributed free of charge toworkshop attendees. It should also benoted the publishers provided the compli-mentary lunch at each workshop a wel-come opportunity to discuss matters ofinterest and concern with other adult edu-cators.

Suggestions for improvements forthe 1994 workshops were solicited on thesurvey form and we know that soon afterthe first workshop at Eric, Helen Hall andDon Lunday, Special Projects and StaffDevelopment Supervisor, were discussingsome of the suggestions.

Maps and better directions were sug-gested for all four sites with many requestsfor more time with the book vendors.Room arrangements were also identifiedat Erie and Harrisburg as needing someimprovement. Nearly 60 topics were sug-gested for future workshop sessions.

Typical comments: "More time perworkshop!" (although a few respondentsfelt the time was too long.)

"More sites around the state.""This year was much improved over

other PDE fall workshops! The food se-lection was goon."

"Preparation was great.""High praise for the presenters.""You are good at finding experts

whoever did that, pat yourself on theback."

Where were you? If you were oneof the nearly 700 Pennsylvania adult edu-cators attending one of the 1993 fallworkshops you know what the positivecomments arc all about. If not, you canonly imagine - not only what you missedin terms of your professional development,hut in terms of what you could havelearned to take hack to improve your lo-cal program.

Program directors are permitted tobudget at least S50 per person for expensesto attend the fall workshops. It won't betoo long now until your program directoris preparing the 1994-95 budget.

Another excellent opportunity forprofessional development and learningfrom presenters and peer discussions isthc MIDWINTER CONFERENCEcoming up on February 9-11, 1994 inHershey. Co-sponsored by the Bureau ofAdult Basic and Literacy Education andthe Pennsylvania Association for AdultContinuing Education (PAACE) the mid-winter gives you an opportunity to attendone (there is a special one-day rate) tothree days of the best in adult education.For more informatiot euntact PAACE,Box 3796, Harrisburg, PA 17105.

New Director, Ms. Keenan, cont.We asked Ms. Keenan about her

thoughts concerning Family Literacy inlight of her extensive experience in work-ing with young mothers and families:"This is very exciting to me," she said."When you get into the whole area offamily literacy you have to affect bothgenerations to impact on long-tcrmchange."

Following hcr 14 years in commu-nity-based programs, Cheryl Keenanjoined the Pennsylvania DepartmentEducation as adviser to the Bureau ofSpecial Education. She developed andpolished her management and administra-tive expertise as section and division chiefand for six months served as Acting Bu-reau Director.

"I like to let people know I'm a per-son," she said, "and I plan to get out andtalk to local program people about wheretheir challenges lie."

The appointment of Ms. Keenan asA.B.L.E. Bureau Director caps off a two-year period of personnel changes in theBureau. New regional advisers, the retire-ment of Gordon Jones as Bureau Supervi-sor, the temporary incapacitation of Dr.John Christopher whom Ms. Keenan re-places following his promotion within theDepartment of Education, the appointmentof two supervisors for the Bureau, etc.

We fccl the time is ripe to pull thingstogether and capitalize on the strengthsand dedication of the A.B.L.E. Bureaustaff and the thousands of adult educatorsin the hundreds of local programs nowunder the oversight of Cheryl Keenan.

We're sure the good wishes of everyBuzz reader are joined by those of thethousands of adult learners we serve ev-ery day in welcoming hcr to the world ofadult education in Pennsylvania. Give hera call (717) 787-5532; stop in her officeon the '21.h floor of 333 Market Street,Harrisburg; when she visits your programOr you notice her at a local or regionalprogram or the Midwinter Conference,stop and say "hello".

Welcome to Pennsylvania Adult Ba-sic and Literacy Education, CherylKeenan.

'What's the Buzz?", Pennsylvania's AdultBasic Education Dissemination Newsletter, isprepared and distributed by Adult EducationLinkage Services, Box 214, Troy, PA 16947under funding provided through thePennsylvania Department of Ed:Tation fromthe Adult Education Act, Section 353. It isdistributed without charge to practitioners ofadult basic and literacy education inPennsylvania for the months Septemberthrough June. No endorsement of thenewsletter contents by PDE nor USDOE shouldbe inferred. Adult Education Linkage Servicesis an Equal Opportunity employer.

Here Comes the 29th Annual Adult EducationMidwinter Conference

Carol Molek, Director of the Tusca-rora Intermediate Unit AduL Educationand Job Training Center in Lewistown, isfirst vice-president of the PennsylvaniaAssociation for Adult Continuing Educa-tion (PAACE). As 1994 Conferencechairperson she and other members ofPAACE have becn working diligently toarrange the 29th Annual Adult EducationMidwinter Conference to be held at theHershey Convention Center on February0- l 1, 1994.

PAACE is pulling out all the stops tomake this Midwinter Conference as at-traeto,e as possible to the various con-stitueia groups of i's membership and thcwidespread variety of speakers, presenta-tions and special events provide qualityparticipation time for anyone and everyoneconnected to Adult Education in Penn-sylvania.

Preparing for the 29th Aiinual Adult Edu-cation Midwinter Conference, from left,Carol Molek, first vice-president and con-ference e9ordinator, Victoria Fisher,PAACE president, Joan Leopold, PAACEexecutive director.

Honorary Chairperson: Dr. V:ath-ryn Towns. Dr. Towns is Professor otCommunity Psychology and women'sStudies at Penn State University in Har-risburg and has beer. an active mem:ler ofPAACE for many years. She has beno amemher of the faculty of Capital Collegcsince 1968 and has received over $3 mil-lion in grants much of which was forprojects related to re-entry women anddisplaced homemakers. Dr. Towns s

held numerous leadership positions innational, local and regional professionaland community groups and has writtennumerous articles and publications. In1093 the received the Artist of Life Awardfmm the hternational Women Writer's

iurldkeynote Speaker: Dr. Niara

Sudarkasa. Named the first womanpresident of Lincoln University in 1987,Dr, Sudarkasa has an impressive record

and we'll see you there!of "firsts" in higher education AfricanAmericans and African American Women.She has received 10 honorary degrees andis well known for her pioneering researchand publications. She also has been ap-pointed by President Clinton to the WhiteHouse Commission on PresidentialScholars.

Special Interest/Program Divisions.Last year PAACE revised its structure ofmore than 20 "special interest groups" tofive Program Divisions in an attempt togenerate more involvement from membersin the communication, sharing and dis-cussion of members within each Division.The Midwinter Conference in 1994 willstart the ball rolling for the developmentof active Program Divisions with a meet-ing the evening of February 9 for ProgramDivision chairpersons. Then, on Friday,February II, each Program Division willhave a special luncheon for Conferenceattendees with a professional interest inone of the five Divisions. A special lun-cheon rate of only $6 has been set by thePAACE Board in an attempt to encouragea large turnout at these luncheons. Buzzreaders who are interested in becominginvolved in one of the five Program Di-visions should contact the following:

Adult easic Education: Joyce Ker-rick, Lackav,anna Junior College, 901Prospect Street, Scranton, PA 18505 (1-800-458-2050).

Business and Industry: James Im ler,

Dauphin County Area Vocational-Tech-nical School, 6001 Locust Lane, Harris-burg, PA i 7109 (717-652-3170).

Continuing Higher Education:Cheryl Boyer, Temple University-Harris-burg, 223 Walnut Street, Harrisburg, PA17101 (717-232-M00).

ESL: Kathleen Pryzgoda, 475 W.Glen Rose Road, Coatesville, PA 19320(215-857-3274).

Laeracy/TLC: Monica Kindig,Midstate Literacy Council, 204 CalderWay, Suite 306, State College, PA 16801(814-238-1809).

"Part-timers" Invited: One of thelargest groups of members in PAACE isthe many adult educators (usually in ABE,GED cr ESL) why arc part-time (we callthem f 11-time part-timers) teachers,counselors and administrator:: in state andfederally funded programs. Unfortunately,part-time adult educators are notable bytheir absence at the Midwinter Conferenceand, in an attempt to permit those whocannot get three days off to attend thcmeetings, PAACE has establisl ed a one-day registration fee of $30. Name tags

0

Thanks for Your Help .We have received a number of com-

pleted green survey forms which wereincluded with the December, 1993 issueof the Buzz. We would like to print thetabulation of as many completed surveysas possible in the February issue whichwill be available to persons attending theMidwinter Conference.

S000 if you haven't mailed backyour green survey form, see if you canfind it and please take a few minutes tocomplete and mail it.

Some of what we learn from the stir.-veys will be used to determine the type ofinformation we print in the Buzz andother information will be shared with theA.B.L.E. Bureau so they are aware of yourthoughts.

Thanks for your help - we look for-ward to hearing from you.

will be color coded to identify those whoregistered for each particular clay and it ishoped school district based program per-sonnel will be able to convince their ad-ministrators to consider the midwinterconference as a professional developmentday.

Other Special Events: Recognitionof the 10 ABE "Success Students" andthe 10 Higher Education "Success Stu-dents" are always inspiring events and willfollow the Legislative Luncheon onWednesday, February 9. The Market-place will open at 6 p.m. on Wednesdayand dozens of publishers will have avail-able thousands of free publications throughFriday. An added feature to the Market-place this year will be a job opportunitiesboard. Adult education programs lookingfor staff members may wish to post va-cancy notices there. A Film Festival willbe held from 10 a.m. to 5 p.m. on Thurs-day, February 10. This will give adulteducators an opportunity to view the latestin professional films. Federal and StateUpdates from the U.S. Department ofEducation and the Pennsylvania Bureauof Aa',1t Basic and Literacy Education willbe held Thursday afternoon and SpecialSessions for Higher Education arescheduled for Wednesday (7-8 p.m.),Thursday (3:30-4:30 p.m.) and Friday(9:30-11 a.m.).

Space does not permit a listing of thedozens of concurrent sessions, presenta-tions, special meetings and speakers whichwill be available at tilis 29th MidwinterConference. Suffice it to say this is ThEadult education professional develop:nentevent of the year and .you should bethere.

For more information, including reg-istration, contact PAACE, Lox 3796,Harrisburg, PA 17105.

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From the LearningDisabilities Newsletter

A unique newsletter which is pro-duced in Pennsylvania and ava.lablc at aminimal ($10) cost is the Learaing dis-Abilities Consultants (LDC) Newsletterprepared by Dr. Richard Ccoper's organi-zation in Bryn Mawr. Pennsylvania adulteducators have grown to know Dr. Coo-per well during the past few years as. hehas served as pre senter in the area oflearning disabled adults at a number oflocal, regional and statewide programs.

Professional Devdopment Courses:In the October issue of the: Newslettermention is made of a one-credit graduatelevel course titled "Learning Disabilitiesand Numeracy" to be offered at the PennState Monroeville campus April 9 alld 23,1994. LDC will also offer a nine-hourcourse which will provide indepth in-structioa in the teaching of reading, writ-ing, spelling and math to indiaiduals withteaming differences. Funding for thiscourse is provided through the Bureau ofAdult Basic and Literacy Education(ABLE) and enrollment is open to Penn-sylvania adult educators working in aSection 322 or Act 143 funded program.We are told that, although definite dateshave not been set for these courses, therewill be two sections, probably in Febru-ary and April.

Learning Disabilities Resources(LDR) Catalog: The new LDR catalog,featuriroj instructional materials and tech-nology for individuals with learning diffi-culties, will be available from LDC inJanuary. The catalog contains a numberof new resources for adult educators.

National Conference in Philadel-phia: The Annual Conference of the Na-tional Association for Adults with SpecialLearning Needs (NAASLN) will be heldin Philadelphia on September 29, 30 andOctober 1, 1994. Dr. Cooper served asco-chair for the successful 1993 confer-ence which more than 250 persons at-tended in Charlotte, North Carolina andhe has agreed to serve as chair of the 1994conference.

To contact Learning disAbilitiesConsultants write P.O. Box 716, BrynMawr, PA 19010 (215) 525-8336. Their0;31l-free number until January 1, 1994 is1(800) 869-8336 and after that date (610)525-8336.

Action Research:An Overview

What Is Action Research?by Dr. B. Allan Quigley

According to Cameron-Jones (1983),action research is simply: "Research car-ried out by practitioners with a view toimproving their professional practice andunderstanding it better." Kernmis andMcTaggart (1982) have explained it asan on-going process: trying new ideas inpractice as a means of improvement andas a means of increasing knowledge aboutthe curriculum, teaching, and learning.The result is improvement in what hap-pens in the classroom and school, and abetter articulation and justification of theeducational rationale for what goes on.Action research provides a way of work-ing which links theory and practice intothe one whole: ideas-in-action.

Action research is considered quali-tative research. It has four distinct steps:1) Plan, 2) Act, 3) Observe, 4) Reflectit then permits the practitioner to try yetanother approach through a second cycleof Revisee Plan, Act, Observe, Reflect,and so on into yet other cycles. Actionresearch does not exactly "end." It givesus ways to test new insights and system-atically observe and document how eachnew insight affects our practice.

Action research was made famous byKurt Lewin in the industry-business set-ting through the 1950's and 60's alongwith others of his contributions such asgroup dynamics. He disagreed that a sci-entific hypothesis could be deductivelytested in the real world of business.Practitioners have "working proposi-tions," he argued, that they want to tryout. They can act inductively and under-take Action Research on the job. Theytry, adjust, and learn as they go. Typi-cally, the learners are not only aware ofthe project but participate actively.

How Can It Be Used and WhenShouldn't It Be Used?

If a teacher, program planner, ad-ministrator can identify a manageable("researchable") problem and then iden-tify -:th an intervention (workingpropeaa On) and the means for monitor-ing the effects of the new intervention,he/she can learn what works better.However, there is a difference between

ADULT EDUCATION SPELLING BEE!Mary Jendrey, Executive Director of the Alle-Kiski Literacy Council in New

Kensington and a fall workshop presenter, tells us of a plan to have a statewide adulteducation spelling bec which would be televised on cooperating cable TV outletsthroughout thl state. If this interests you (and it should!) contact Mary at 935 FourthAvenue, New Kensington, 15068 (412) 335-0707.

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trying a new math technique, or a newcounselling method to improve retention,or a different recruitment approach and,for instance, trying to resolve difficultieson the job because of insensitive em-ployers or a hostile neighborhood. The: auer are politically-charged which oftenrequire much more than a single teacher'sreaearch efforts, as described here. Im-proving ptactice means activities thepractinnner can try in his/her daily lifeto make the learning-teaching processmore effective. We need to take on onlywhat we can change by beginning withthc tare problem.

What Is Action Research's Poten-tia;? 'ilve often need to do more than just:"Do better" on the job. We often need toaccount for what we do and explain whywe do it. We often want to jUstify newapproaches or challenge old ideas butwe lack real data based on valid researchto make our case. "impressions" and an-ecdotes are rarely good enough to justify,for instance, new institution-wide ap-Foaches or large schedule changes oradded staff. Policy-makers, from localBoards to the federal government, need tobe convinced with verifiable data.

Action research is hands-on researchwhich every teacher-administrator can do.Further, if teachers/administrators wereto take common problems in enfferentpans of the state and each try a similarapproach to a common problem, con-tinually comparing their action researchalong the way, they would develop arange of answers. Taken together, the-itical mass of data would suggest that

eerhaps 3-4 new approaches are morepromising than all the old ones. A casecould be made to Boards and beyondbased on reg;onal or state-wide data.They would have new ways to talk aboutcommon problems and would not need"experts" to tell them what they are do-ing "wrong." They would have the basicresearch tools to move ahead on theirown. This would be real empowermentand real professional development forlong term impact in our state.

B. Allan Quigley is an AssociateProfessor of Adult Education and Re-gional Director of Adult Education lo-cated at the Monroeville Center forContinuing and Graduate Education,Monroeville, PA. He is a frequent pre-senter at regional staff developmentworkshops and will present a workshopon Action Research at the 1994 Mid-winter Conference on Wednesday,February 9 from 4:15-5:30 p.m.Workshop participants will enjoy a"hands-on" experience by preparingAction Research grant proposals.

Start 1994 INFORMEDThe newsletter foonat seems a viable

communication tool for busy full-time,part-time adult basic and literacy educa-tion practitioners. (You're reading theBuzz, aren't you?)

We highly recommend some othernewsletters in our field to keep you in-formed and up-to-date about our rapidlydeveloping profession. All but one are freeand their content will, along with "What'sthe Buzz?", keep you well informed aboutyour professional field.

A.L.L. Points Bulletin is publishedand disseminated bi-monthly by the Divi-sion of Adult Education and Literacy ofthe Office of Vocational and Adult Edu-cation of the U.S. Department of Educa-tion, Washington, DC 20202-7240 (202/205-8959).

GED Items is a must for any adulteducator working with General Educa-tional Development students. It is pub-lished by the General Educational Devel-opment Testing Service (GEDTS),American Council on Education, OneDupont Circle, NW, Suite 250, Washing-ton, DC 20036-1163.

The Ladder is published by PushLiteracy Action Now (PLAN), a proactiveliteracy organization based in Washing-ton, DC (1332 G Street, SE, Washington,DC 2(X)03; 202-547-8903). Subscriptionsarc S25 each and the bi-rnonthly newsletteris worth it for anyone in the business whofeels strongly about "the cause".

Mosaic is a research-oriented news-letter in adult education published by theInstitute for the Study of Adult Literacy,204 Calder Way, Suitc 209, UniversityPark, PA 16801.

The National Center for FamilyLiteracy Newsletter is a quarterly publi-cation of articles and information aboutFamily Literacy. Contact the NationalCenter at 401 South 4th Avenue, Suite610, Louisville, KY 40202-3449.

NCAL Connections is research-ori-ented and published by the National Cen-ter on Adult Literacy at the University ofPennsylvania (3910 Chestnut Street,Philadelphia, PA 19104-3111).

NCLE Notes comes from the Centerfor Applied Linguistics, National Clear-inghouse on Literacy Education and isgeared to meet the needs of English as aSecond Language (ESL) practitioners.The address is 1118 22nd Street, NW,Washington, DC 20037.

And while we're talking about beingwell informed, we hope you will send usthe names of your new adult educationstaff members so we can add them to ourmailing list of "What's the Buzz?" (Box214, Troy, PA 16947). Two other publi-cations which arc musts for both new andexperienced adult basic and literacy edu-cators are the Staff Handbook and the

National AdultLiteracy and LearningDisabilities Center Opens

We received a call recently from BillLangner who is the Education ProgramSpecialist, Adults with Disabilities/SpecialLearning Needs for the U.S. Departmentof Education's Division of Adult Educa-tion and Literacy in Washington, DC.

Bill called to alert us of the openingof a new Center in Washington, DC whichhas as its main focus the enhancement ofawareness among literacy practitioners,policymakers, researchers and adultlearners about thc nature of learning dis-abilities and their impact on the provisionof literacy services.

The Center's Director is NeilSturomski and Eve Robins is the SeniorInformation Specialist at the NationalAdult Literacy and Learning Disabilities(NALLD) Center. Ms. Robins tells us theCenter will serve as a clearinghouse ofinformation and liaison between literacypractitioners and the latest research ofwhat works for adults with learning dis-abilities. The Center will also develop a"tool kit" for literacy practitioners com-posed of a variety of inexpensive screen-ing instruments, best practices information,and training materials for identifying andteaching adults with learning disability.

Funding for the new NALLD Centeris provided by the National Institute forLiteracy under a cooperative agreementwith the Academy for Educational De-velopment in collaboration with the Uni-versity of Kansas Institute for Researchin Learning Disabilities.

The Center also provides training andtechnical assistance for screening and re-mediation of learning disabilities to lit-

eracy providers and practitioners. With theyear-by-year increase of special learningneeds adults into our adult basic and lit-eracy education programs, we need all thehelp we can get.

To contact the Center write NationalALLD Center, Academy for EducationalDevelopment, 1255 23rd Street, N.W.,Washington, DC 20037 (202) 862-1487.

Administrators Handbook produced byTana Reiff of New Educational Projects,Inc. in Lancaster. Both of these handbooksstart with the basics in adult basic andliteracy education in Pennsylvania andcarry through into what every teacher, tu-tor, counselor and administrator shouldknow. These handbooks are available fromthe two ABLE Resource Centers, Ad-vancE in Harrisburg (1-800-992-2283) andthe Western Pennsylvania Adult LiteracyCenter in G ibsonia (1-800-446-5607).

News Western PA AdultLiteracy Resource Center

by Chris Kemp,Aduit Literacy Resource Specialist

With the beginning of a new year, adulteducators begin thinking about new pro-grams and proposals. While program plan-ning and proposal writing can be almost asmuch fun as root canal work, they are nec-essary. A number of resources are availableto assist the adult educator with these awe-some tasks.

The "Pennsylvania Handbook for Pro-gram Administrators, 1993 Edition" is aninvaluable reference for both new adminis-trators and veterans. The handbook suppliesbackground information about Adult Basicand Literacy Education, outlines grant writ-ing and reporting procedures, examines staffdevelopment and adult education practices,describes delivery systems, and providesguidance to professional support services.The handbook is available throughWPALRC and AdvancE in Harrisburg (800-992-2283).

Also available is the "Adult Education353 Special Projects Project Abstract Book-let". When a project description appears tobe particularly interesting or appropriate, thefinal report and product can be borrowedfrom AdvancE or WPALRC for duplication.It is not necessary to "reinvent the wheel"!

Program planning requires balance-planning for tomorrow while meetingtoday's challenges. In Maintaining theBalance: A Guide to 50/50 Management(available at WPALRC), Anne DuPreycontends that programs often spend a largeportion of their time and financial and hu-man resources on the intake function, at theexpense of program support. She suggeststhat a program can only be successful overthe long term if the intake and the supportneeds are split 50/50. Although designed forvolunteer literacy programs, the concreteexamples are of interest to any program ad-ministrator.

When proposal writers must establishproof of need, they turn to statistics. Thefindings from the 1990 Census were pub-lished in June, 1992. The book, 1990 Cen-sus of Population and Housing: SummarySocial, Economic, and Housing Charac-teristics: Pennsylvania, is especiallyhelpful because it provides summary databy county. This data is available by callingWPALRC, 800-446-5607 ext. 216 or cop-ies of the book may be purchased from theFederal Bookstore.

When administrators, tutors, and stu-dents look into this new year, 1994, thechallenges may seem insurmountable. Thereis never enough time to do all that must bedone! In spite of that fact (or because of it),it is important to seek out and use availableresources. Take the time to call, or betteryet visit, WPALRC and/or AdvancE to seewhat materials may be available to help withyour program planning and fund raising for1994.

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New Optional Scan Studentand Staff Data Forms

By Bob Stayer,Educational Research Associate II

The new optical scan (opscan) stu-dent and staff snapset enrollment forms(PDE-4028 and PDE-5015) were distrib-uted to all programs during the fall of1993. These forms replaced the key-punched data versions used in previousyears. The new forms will simplify thebureau's data collection process and willenhance the ability of ABLE staff to meetcritical reporting deadlines by reducing theamount of time required to compile, editand consolidate the large annual studentand staff databases. If filled in carefullyand conscientiously, the new forms willenhance the capability of ABLE to pro-vide more accurate feedback to programson the extent to which enrollment goalsand objectives were met, since problemsassociated with keypunch errors will beeliminated entirely from the process.

There is no longer any distinction be-tween the color of forms used to reportstudents and staff for federally fundedprograms versus state funded programs.As long as the program number is reportedcorrectly in the appropriate space, studentenrollments and staff registrations will beauributed to the correct program. Indi-vidual students are to be enrolled no morethan once in each funded program per fis-cal year, and a considerable amount ofeffort is put forth to monitor this policyfor compliance.

A few explanatory and cautionaryinstructions must be adhered to closely inorder to report data accurately: 1. All staffinvolved in enrollment reporting shouldfirst read and understand the detailed setof instructions contained in the adminis-tration packet mailed to each provideragency; 2. Programs should ensure thatcopies are provided to field personnel atsatellite locations in order to providereasonable assurance the forms will befilled out correctly; 3. Students are not tofill out the forms without close supervi-sion and quality control being providedby program staff.

The program packet mentioned abovecontained detailed instructions and cod-ing sheets to be used when filling out thestudent forms. Instructions for filling outstaff forms are printed on the back of theactual forms as in previous years. Specialattention must be paid to the followingsix point warning printed boldly on theback of both the student and staff forms:

Use NUMBER 2 PENCIL ONLY; DONOT USE INK.

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Make no unnecessary stray marks onthe forms.Fill in circles completely; do not leavegaps in shading.Do not mark circles with x's or checkmarks.Erase all incorrect responses and/or

stray marks completely.DO NOT STAPLE, BEND, FOLD,

SPINDLE OR MUTILATE. This appliesespecially when mailing forms to ABLE.

On the student form, after bearingdown through all copies to fill in thestudent's name and address, Copies Oneand Two should be folded away fromCopies Thr, Four and Five in order tofill in the scanned items. This will avoidcarrying the carbon fill-in impressionsthrough to Copy Four. Failure to do sowill not adversely affect the scanning ofCopies Three and Five, but will make theCopy Four retained for your records diffi-cult to interpret.

The serial numbe, the bottom rightof the forms are uniq.1: numbers used toidentify individual enrollments and staffmembers. The scanner reads a lithocoatedrepresentation of this number and not thenumber itself. The lithocoated representa-tion is made up of the black squares thatappear in shaded area to the left of thenumber. While the serial number numer-als appear visibly on all the copies of bothforms, the lithocoated numeric represen-tation exists only on Copies One, Threeand Five of the student form, and on CopyOne of the staff form. These are the onlycopies that can be submitted for scanning.No changes to the numr sequence canbe made by pen or pencil, nor will any beinterpreted by the scanner. As always, theserial sequence is only good for the cur-rent program year. Forms for FY 1992-93or earlier years cannot be used to enrollstudents or register staff for the current1993-94 fiscal year. Similarly, these formscannot be used next year to report datafor FY 1994-95 programs.

ABLE does not maintain control onthe spread of serial numbers used by eachprogram, although it does maintain amanual log to track the numerical se-quence of forms sent to programs. Thissimplifies the process by allowing pro-viders to use any valid blank form in anyone of their programs. Therefore, it is ab-solutely essential that all copies of formssubmitted for scanning bear the CUR-RENT YEAR PROGRAM NUMBER inthe space provided.

Copy Five of the student form is usedfor corrections and changes and is to besubmitted only in the event there is up-dated or corrected information to be re-ported. Due to space limitations, the car-

'0 0

Adults with SpecialLearning Needs

Conference ... CALL forPRESENTERS

Dr. Richard Cooper, Director ofthe Center for Alternative Learning inBryn Mawr and frequent presenter atfall workshops, midwinter conferencesand regional staff development centersessions, is seeking prospective pre-senters for the upcoming 1994 Na-tional Conference of the National As-sociation for Adults with SpecialLearning Needs (NASSLN) which willbe held in Philadelphia on September29, 30 and October 1, 1994.

Dr. Cooper says, "I hope to havea wide array of presenters from Penn-sylvania at the Conference and en-courage my colleagues to submit pre-senter proposals as soon as possible.This is the first time this nationalconference is being held in Pennsyl-vania and it is a must for adult edu-cators."

For more information contact Dr.Cooper at (610) 525-8336.

bon impression of the student's name isnot carried forward to Copy Five. There-fore, care should be exercised to comparethe serial number on Copy Five with thaton the retained Copics Two and Four inorder to ensure that the updated informa-tion being supplied is for the correct per-son.

In early December 1993, ABLE is-sued an errata memorandum to all fundedprograms explaining the procedure to beused when reporting greater than 99 in-structional hours for students on CopiesThree and Five. Additional copies of thismemo are available on request. Anotherimportant note is that the test code listincluded with the instructions packet hasbeen updated this year. Since the codinglist has been rftworked, the same oldnumbers cannot be used to report pretestsand posttests. The new coding sheet mustbe referred to in order to obtain the cor-rect codes for item 22 on Copies Threeand Five.

Additional forms, instructions, cod-ing sheets, and other administrative ma-terials may be obtained by calling CarynWatson, research section clerk-typist, at(717) 783-4333. Caryn can answcr mostquestions concerning the forms, in additionto handling program, address, and directorname changes. I am available to take yourquestions concerning enrollment and %-porting policies, testing and assessment,statistical reporting, or other specifics.

Another GED Success Storyby Martha Frank, Regional Advisor

May I introduce you to F. STORYMUSGRAVE, M.D., who left high schoolin the MzEsachusetts' Berkshires to jointhe U.S. Marine Corps, did not even get ahigh school equivalency (GED) diplomauntil after he 1,ecame a doctor. Dr.Musgrave now has two bachelor's degrees,three master's (the latest in literature wasearned in 1987), and a doctorate in medi-cine. Now, in his spare time, he is study-ing humanities at the University ofHouston's Clear Lake campus.

Dr. Musgrave became a NationalAeronautics and Space Agency (NASA)Astronaut in 1967, two years before thefirst moon walk. He flew on the maidenvoyage of the Challenger, helped to de-sign both Skylab and the shuttlespacewalking gear. He made the firstspacewalk in 1983, and is a guest on theAPT Science Series.

Story helped to ensure that the HubbleSpace Telescope would be spacewalker-friendly and easy for orbiting astronautsto repair. NASA anticipated that the mag-netometers and some of the guidanceequipment would need to be replacedcry three years. No one, of course, ex-pected that the big lens would be groundincorrectly, or that the craft would developa wobble.

In December, 1993, at age 58, Dr.Story Musgrave-surgeon, mathematician,computer analyst. former-Marine, pilot,parachutist, scuba diver, with a fondnessfor soaring-in short an innovative, "can-do" person, proved he could "do it" again.This time, as payload commander of thcspace shuttle Endeavor, his mission wasto help fix the Hubble Spacc Telescope,correcting its nearsightedness and otherproblems. In completing his mission, hebecame the third person in the world tofly in space at least five times; the firstperson to fly on a space shuttle five times;and the oldest person to take a space walk-or, more accurately, three of them on thismission alone.

Dr. Musgrave, believes that there arelife forms in space that are "millions,hundreds of millions of years older thanus that are incredibly tuned to things."While acknowledging the improbability ofhis dream, Story says, "The greatest thingthat I could do is to have something comedown from out there and go take a spaceride with them."

As of this writing, December 9, 1993,all of the planned objectives of this En-deavor flight seem to have been success-fully completed; the new camera is inplace, the new mirrors and magnetometersinstalled, and the sails faultlessly deployed.

Ella Morin Named PDE Professional Employee of the YearThe Bureau of Adult Basic and Literacy Education (ABLE) has many talented,

dedicated professionals wotking to help adult educate- throughout Pennsylvania dotheir jobs better providing needed instructional and support services to low literateadults throughout the state.

Ella Morin has been with the Bureausince 1990, is presently serving as adviserfor Special Demonstration Projmts in theBureau (she is also coordinating leadershipfor the Homeless Program), and has beenrecognized by the Pennsylvania Secretaryof Education, Donald Carroll, as "ProgramProfessional Employee of the Year."

Mrs. Morin has an extensive back-ground in education and adult educationhaving taught high school English andreading in Germany which was where shebecame involved with adult educationthrough hei work in the U.S. Army's BasicSkill Education Program.

Immediately prior to joining the ABLEBureau she was a member of the staff ofthe Carlisle Opportunities IndustrializationCouncil (OIC) where Ella taught smallgroups in Adult Basic Education (ABE) andGeneral Educational Development (GED)and also worked as a tutor (One-on-One)and in the workplace literacy program.

Since being hired by the Pennsylvania Department of Education (PDE) she hasserved in a number of capacities including supervising the ROAD (Real Opportunity forAdvancement and Development) and CDL (Commercial Driver's License) programsthroughout the state.

Presently, in addition to serving as adviser for Special Projects and as HomelessEducation Adviser, Mrs. Morin is supervising the Single Point of Contact (SPOC)programs throughout the state.

Ella's husband is retired from the U.S. military and is employed by the U.S. ArmyWar College in Carlisle. Presently, they are immersed in those activities appropriate torestoring a 200 year old house in Newville. They have two children, a daughter inGermany who is working with the Military Christian Youth Ministry and a son who isattending Jefferson University Medical School.

The day we interviewed her we had the pleasure of visiting the annual ChristmasConcert presented by the PDE chorus. Mrs. Morin was featured soloist in two selec-tions.

We are sure we speak for all the Buzz readers throughout the state when we extendcongratulations to Ella Morin. In the words of the plaque presented to her by SecretaryCarroll: "For her exemplary work in special projects in adult educatio9 which ischaracterized by high levels of professionalism and inter-personal skills." Congratula-tions, Ella!

Ahab

Ella Morin, PDE ProfessionalEmployee of the Year

Western PAResource Center Articlein Missouri Newsletter

We recently received the latest copyof Missouri's Literacy Network News andwere pleased to see a reprint of an articlefrom the November, 1993 Buzz which waswritten by Chris Kemp. Adult LiteracyResource Specialist at the Western Perin-sylvania Center.

According to the news, it will be severalmonths before all systems have beenchocked out. For now, though, let us saya hearty WELL DONE!

.1

The article was titled "Read AnyGood TV Lately?' and dealt with irtfor-motion concerning the use of captioningon television with literacy and ESL stu-dents.

In addition to general informationconcerning the availability of TVcaptioning, Chris also noted the 353project dealing with the topic carried outby Central SuSquehanna IU #16.

Congratulations, Chris, and thanksfor your contributions to the world oflaiL-wledge in the Adult Basic and LiteracyEducation field.

Page 7

News from the Regional Staff Development Centers

[RegionDialogue with Don Lunday

Region 7 was pleased to host DonLunday, Section Chief of Special Pro-grams and Projects of the Bureau of AdultBasic and Literacy Education, on his visitto the Staff Development Center at Le-high on December 6. Tri-Valley Literacyboard members, program directors andcoordinators gathered to hear an updatefrom the Department of Education and toask questions about issues which impacttheir programs. A productive channel ofcommunication was opened, which shouldbring positive interactions with Harrisburgthroughout the year.

Tutors, Tutor Trainers and Coor-dinators Participants were asked: "Whathave you read in the past twenty-fourhours?" and the list grew rapidly. Afterestablishing the importance of reading, andshowing part of the Dreamgivers video,Amy Wilson of the Student Literacy Corpsdescribed characteristics of adult learners.In this workshop on December 10, par-ticipants learned how to assess learningstyles, to identify characteristics of a goodreader, and to establish rapport with thestudent. From this background, Ms. Wil-son presented a number of approaches forgoalsetting, and teaching reading. The dayincluded a working lunch in which theeducators discussed thought-provokingquestions. Each participant was providedwith a packet of materials to use in tutor-ing and training sessions.

ESL: New Ideas for the New YearCome to hear Nonie Bell, experienced

coordinator, teacher, tutor, and trainerwhen she speaks in Reading on Wednes-day, January 5, 1994. Nonie has a Mas-ters Degree in Teaching English as a For-eign Language/Intercultural Studies. Shewill share her expertise in this area with apracticsl, hands-on presentation filled withtechniques and strategies which can beused in the ESL classroom. Please callJoan Breisch at the Literacy Council ofReading/Berks at (215) 372-7876 to reg-ister for this event.

Advances in Computer NetworkingIf you have a modem, or plan to get one

soon, take advantage of a special work-shop on computer networking which willbe held in the Computer Center of LehighUniversity on Monday, January 10, 1994.Our Computer Coordinator, Rich Silvius,will explain more about America-on-Line,

Page 8

Rçgion #1.]Bo (Asia Barbour, Coordinator

Region #1 Needs Assessments have been returned. A formal analysis has not beencompleted but definite trends have ken observed. Administrators are concerned aboutfund raising, retention (both of good teachers as well as students), organizing theirprograms more efficiently (dealing with the "mountains of paperwork", delegating andsupervising stall) and the effect of Indicators of Program Quality on their programs.Full-time and part-time instructors want to know about computer usage in the class-room, new information on teaching GED, how to deal with different learning stylesand any fresh teaching hints. Volunteers express an interest in different approaches toteaching reading and motivating the difficult learner.

Region #1 will address these needs on different levels so that participants will getthe most possible out of any training. The response to the Administrative Seminars hasbeen overwhelmingly positive. Dr. Richard Gacka presented the December Seminaron Indicators of Program Quality. It was "concise," "clear" and "full of common sense".January's Seminar will be on "Program Management from a Business Point of View"presented by Dr. Chester Wolford, Penn State School of Business. Region #1 SteeringCommittee Meetings will be held after the Administrator Seminars.

Training sessions have been held throughout the region designed especially for full-time and part-time teachers and those for volunteer tutors. If you are in Region 41 andwould like us to organize a training workshop for your program please call us. BillDoan, who is the Director of Theater at Gannon College, gave a very well receivedhands-on workshop, "Creativity and the Adult Learner". This workshop will be repeatedon January 7 in Erie A listing of Region #1 trainings are in "It's A Date". Also watchfor special mailings and the Region #1 Newsletter.

Our professional resource center has many new videos that can be borrowed. Thelatest additions are from CalterTrack. They range from Self-Esteem Management toProject Management and Business Writing Skills. These videos have had good reviews,especially when used as part of a teacher inservice or small group meeting.

Don't forget that the Tuition Reimbursement prorp-am is in full swing. If you haveany questions aoout tuition reimbursement or any activities, please call Bootsie at (814)454-4474. We are looking forward to hearing from you.

MOO

TESL, LIT, TESL-L and the AppliedLinguistics conferences. He will discussuses of the newly installed Tri-ValleyLiteracy Staff Development BulletinBoard and show you how to access ourcurrent calendar of events. Director, Jud-ith Rance-Roney will discuss use of com-puters in staff development and using theASA system to search various data bases.A problem-solving session will be held toaddress your concerns. Call Tfi-Valley at(215) 758-6347 to register for this semi-nar.

Congratulations to Dr. JudithRance-Roney Judy Rance-Roney, Di-rector of ESL at Lehigh University andDirector of TH-Valley Literacy Staff De-velopment Center, has received a Doc-toral Degree from Lehigh University'sDepartment of Leadership, Instruction andTraining. Region 7 educators are proud tohave a leader with this level of expertise.We congratulate Judy on her accomplish-ments, as we continue to benefit from herexperience and her dedication to the fieldof Adult Literacy.

Region #51The South-Central Region 5 Staff

Development Center which is pan of theTuscarora Intermediate Unit's Adult Edu-cation and Job Training Center has moved,along with the IU Center, to what we hopewill be permanent quarters in Lewistown.Our new address is MCIDC Playa, OneBelle Avenue, Building #58, Lewistown,PA 17044. Our telephone number remains(717) 248-4942, FAX (717) 248-8610.

The TIU Adult Education and JobTraining Center developed a specialproject to aid in recruitment of adult stu-dents. The project uses present stu-lentsas speakers at various groups and ageocymeetings.

We have a number of training topicsin which we are prepared to present atraining session for your staff. These rangefrom Basic Science Instructional Materi-als to the Oral Histcry Approwh to LegalIssues to Family Literacy and many arm; inbetween. Please call us if you al interested.

We hope to see you all at the Febru-ary 9-11 Adult Education MidwinterConference and wish you a hea!thy andprosperous 1994!

Region #9The staff development plans for Region #9 continue to move forward. To help plan for

the vadous kinds of workshops, the Mayor's Commission on Literacy (MCOL) distributedfive different types of needs assessments. They were for administrative and support staff;intermediate to experienced educators (those with more than three years in the field ofadult education); beginning to intermediate educators (those with less than three years inthe field of adult education); English as a Second Language educators; and volunteertutors.

All PDE funded agencies were asked to send representatives to a planning meeting onOctober 29, The group reviewed the responses to the different surveys. This information(i.e., topics, times, days, locations) will be used to design the castomized workshops whichwill address the needs of the five distinct areas of expertise within adult education pro-grams. Please note that each series will he designed for the particular arca of expertise butthat does not exclude any individual who wishes to attend. Listed below arc the favoredtimes, days, lengths and the top five or six topics for each type of survey. All locationschosen were Center City.

Beginning teacher - 15 responses from 13 agencies: topics critical thinking skills,collaborative learning, gauging learner progress/self assessment, multilevel classes, multi-cultural issues, selecting materials, assessment and testing; length - half day; times - morn-ing and afternoon; days - Wednesday and Saturday.

Experienced teacher -26 responses from 18 agencies: topics - critical thinking skills,multilevel classes, collaborative learning, assessment and testing, "hot" topics; length halfday; times morning; days Friday'.

Tutors - 19 responses from 14 agencies: topics reading comprehension, selectingmaterials/planning a tutoring session, goal setting, sNlling and writing, identification oflearning disabilities; length - half day; times morning; days Friday,

ESL Teacher - 13 responses from 10 agencies: topics speaking skills, reading skills,listening skills, writing skills, multilevel classes, life skills; length - half day; timesmorning; days - Saturday.

Administrative and Support Staff - 44 responses from 25 agencies: topics - fund-ing, quality indicators, team building, staff conflict resolution. computer/office technology;length half day: times - morning; days Friday.

One workshop has been scheduled for the administrative and support staff series.Please mark January 7 on your calendar tor a working session on the topic of "qualityindicators-. Sondra Stein from the National Institute for Literacy will be the facilitator.

If you know of someone who %yould he appropriate as a presenter on any of the topicsor wants to assist in the planning for these workshops please call Diane Inverso.

The MCOL also has a number ot other staff development opportunities occurring Misyear. Action research activities in the form of a mentoring program will give participantsthe opportunity to investigate relationships between practitioner inqtary and staff develop-ment. Alisa Belzer from the University of Pennsylvania will facilitate fie mentors and ten"mentecs".

Tuition reimbursement provides for professional growth and independent study forstaff noinbers of PDE funded programs v ho attended elasses that are pertinent to their job.Each PDE funded agency has received the forms.

The technical assistance activities allows for customized staff development of former353 Project activities. This support takes the form of mini grants for teachers who needspeeial educational materials to adapt/adopt the former 351 Projeets for inclusion in theirown classes. Each PDE funded agency has received the forms.

All of d'ese activities will be evaluated for a final report by Dr. Eugene Kray, WestChester University. The data that Dr. Kray accumulates will help the MCOL make plansfor the 1994-95 staff development in Region #9.

Twenty-live Staff Development Workshops and 12 Tutor Trainings will be held be-tween January 7 and June, 1994. For specific dates, call us. More information will followas the year progresses.

Last year the MCOL put together briefing papers for eight of the Region #9 staffdevelopment workshops. These papers arc now available as long as the supply lasts. Toreceive copies of the papers contact the MCOL at 875-6602. The topics are: Assessmentand Testing; Family Literacy; Grammar Instruction; Integrating Writing with Reading;Learning Differences; Literacy and Health Issues; Multicultural Instruction; Recruitmentand Retention.

Many agencies and teachers/tutors have expressed an interest in learning how to set upand run a collaboratO.e learning group. In response to that interest the MCOL has beenworking with three loeal adult literacy iTactitioners (Rkthard Drucker, Jean Flmhute and PeggMcGuire) in designing and offering collaborative learning group training. In the fall two12-hour trainings were ..)ffered with a draft copy of a collaborative learning up manual.

REST COPY AVAILABLE

Region 3Lackawanna Junior College: Director:

Joyce Kerrick; Coordinator: M. JaneDouaihy; Thnical Assistant: RebekahFlanagan.

Happy New Year! I'm sure all of theprograms in Region 3 are busy providingexcellent educational services to our stu-dents.

A workshop on Assessment was heldin Scranton on December 10, 1993. JackTruschel and Joyce Kerrick facilitateddiscussions on what assessments are be-ing used in our programs, what kind ofinformation we need from an assessmenttool, and what suggestions adult educa-tors want to see implemented. This work-shop was tele-taught to the TowandaCenter of LGC for representatives of theBradford-Wyoming Literacy Program.

Workshops are scheduled for Janu-ary' on Quality Indicators and the newgrant proposal format. These work-shops are interactive and geared to he-ginning the proposal writing process. elleperson who w rites the grants for yourprogram should attend as well as severalother people who can provide input to thegrant writer.

The first workshop is scheduled forJanuary 10, 1994 from 9:30-11:30 a.m. atthe Bradford County Library. The secondis set for January 12, 1994 at LackawannaJunior College (LJC) from 6-8 p.m.

A workshop is also scheduled forLuzeme County and Wayne County. Datesand places will be set later.

You may attend any of these at yourconvenience. Please call 961-7834(Scranton) or 265-3449 (Towanda) toconfirm. Our office has moved to the 3rdfloor at LJC during the holidays. If youare coming to visit please call to confirmthe new location and that someone willhe around to say "hi!". Our phone num-ber has not changed 961-7834. We haveinstalled an answering machine.

Wc wish all the programs in Region3 a happy' and prosperous 1994. We hopeto see everyone at the PAACE Mid-Win-ter Conference at Hershey February 9-11.

Thc MCOL plans to incorporate thistraining into the menu of trainings that arebeing developed. Two more trainings willbe offered in the early spring at the MCOLoffices.

A mentoring program will be avail-able to six individuals who plan on startinga collaborative learning group and wouldlike to I creive added support. For more in-formation about group trainings contactDiane Inverso at 875-6602.

During the months of January andFebruary there will be a display of thenewest materials available from Heinle andHeinle Publishers.

Page 9

PENN-OHIOCONFERENCEby Boots le Barbour,

Conference Coordinator,Coordinator, Regional Staff

Development Center #1More than 125 adult educators from

Pennsylvania and Ohio met at the S:ier-awn in Mars, Pennsylvania for the NinthAnnual Penn-Ohio Conference, Novem-ber 19 and 20, 1993.

Dave Speights, Editor of the "Reporton Literacy Programs", was Friday's key-note speaker. Mr. Speights presented afascinating Washington viewpoint of theNational Literacy Act and the NationalInstitute for Literacy. He also gave con-ference participants insight into the legis-lation, funding, agencies, and resourcesinvolved in adult literacy. For those whowant to keep up on the latest develop-ments in adult literacy on a national level,this presentation was very valuable. Par-ticipants learned that, despite last-minutedelays for negotiation, Andy Hartrnan,education aide to Rep. William Good ling(R-Pa) will assume duties as the firstpermanent Director of the National Insti-tute. His Deputy Director will be CarolineStaley, a Clinton candidate.

Following Mr. Speight's address hejoined a panel to answer questions fromthe audience. Other members of the panelwere Dr. Richard Gacka, Donald Block,Donald Lunday. and Helen Jane Wilson.

Friday's Dinner Speaker was DonLunday, Section Chief of Special Pro-grams, ABLE Bureau. Those who had notmet Mr. Lunday had a chance to do soafter dinner and at the evening festivities.

The traditional Hospitality Suite wassponsored by Steck-Vaughn PublishingCompany. Representative Frank Hartelwas seen helping with the beverages. MaryGall and Patty Gall from the NorthwestTri-County I.U. 45 were responsible forhelping organize what was a fun evening.

The Saturday Carousels are alwaysvery well attended. A popular carousel wasDr. Richard Gacka's "Indicators of Pro-gram Quality". Another well attendedpresentation was Pam Lasher's "Isn'tThere Another Way? . .. Alternate Algo-rithms for the Basic Operations". Presen-tations were made by Winnie Clount ofthe Wonder lic Personnel Test, Inc.; ChrisKemp, WPALRC; Chuck Holbrook, PDE:Ellen McDevitt, South Hills Literacy Im-provement Center; Mary Lindquist andMarcia Anderson about "Models of Vol-unteer Tutor Training Programs"; and SueTackett - "Marketing The Easy Way."These were just a few of the informativecarousels people could choose to attend.

There was a very nice book vendordisplay with some familiar faces as well

Page 10

It's A Date!Remember: Ccnte,...t your regional staff

development center for more informationabout center-sponsored events. For the nameand address of your regional center, see theSeptember issue of "What's the Buzz?".JANUARY 1994: HAPPY NEW YEAR

5: Region 7 ESL Workshop; Reading, PA.Register at (215) 372-7876. Speaker Non leBell.

7: Region 9 Quality Indicators Workshop;9 a.m. 3 p rn. District Council 1199 C, 1319Locust St., Philadelphia.*

7. Deadline for submitting Mid-WinterConference sponsorship request to Region 2;Call Gall Leightley (814) 359 3069.

7: Region 1 workshop; Creativity inTeaching; Avalon Inn, Erie.

8: Region 1 Adult Education/TeacherTraining Workshop; Eric.

10: Region 3 workshop; Advances inComputer Networking; Lehigh UniversityComputer Center; Register at (215) 758-6347.

10: Region 7 Advisory Board meeting; 10a.m. 12 noon. (215) 758-6347. LehighUniversity Computer Center.

11: PAACE Board meeting; Joan Leopold's.11: Region 2 Workshop; Tutor Training for

New Recruits; Williamsport Library, 19 East4th St.; call Linda Herr (717) 326-0536.

12: Region 9 Workshop; Gauging LearningProgress; 8:45 a.m. - noon; * denotes locationat District Council 1199 C.

12: Region 9 Staff Development TutorTraining; 5:30-8:30 p.m.

13: Region 2 workshop; Indicators ofProgram Quality; Dr. Margaret Shaw,presenter; 9:30 a.m. - 3:30 p.m. at CentreCounty Vo-Tech, Pleasant Gap. Call (814) 359-3069.

14: Region 9 workshop; Planning aSuccessful Tutoring Session; 8:45 a.m. noon.*

14: Deadline for submitting PractitionerAction Research proposals to Gall Leightley(Region 2) 814-359-3069.

14: Region 1 Administrative Workshop;Edinboro Inn.

15: Region 2 workshop; Tutor Training forNew Recruits; Williamsport Library; 19 E. 4thSt. Call (717) 326-0536.

15: Region 1 GED workshop; Franklin.17: Region 2 workshop; The Teacher/Student

Connection: Matching Teaching Styles toLearning Styles" at SCI Muncy for staff atSCI Coal Twp. and Muncy.

19: Region 9 Staff Development TutorTraining; 5:30 - 8:30 p.m.

20-22: Educational Computer Conferences12th Annual National Conference; SanFrancisco; Theme: Technology, Reading &

as some new ones. Participating compa-nies were" Contemporary Books, Cur-riculum Associates, Educators PublishingService, Fearon-Jamestown, GlencoeMcGraw, Passages, SRA, Steck-Vaughn,Wonder lic Personnel Test.

Next year's Penn-Ohio #10 is sched-uled for the 3rd week in November at theAvalon Inn, Ohio. Hope to see you there!

"What's the Buzz?" is Public DomainWe have had a number of calls from

literacy councils which are printing news-ieuers for their tutors, boards and, in somecases, residents of their areas. The localnewsletter editors are requesting permissionto reprint articles which appeared in "What'sthe Buzz?" and we grant this permissiongladly.

We are flattered these newsletters re-print our information about adult basic andliteracy education in Pennsylvania and askonly that you note the source as "What'sthe Buzz?".

Learning Diffic..1ties. Contact Diane Frost(800) 255-2218.

21: Region 9 workshop; Multilevel classes;Collaborative Learning; 8:45 a.m. - 12 noon *

22: Region 9 workshop; Multilevel ESLclasses; 9:30 a.m. - 12:30 p.m. *

26: Region 9 Staff Development TutorTraining; 5:30 - 8:30 p.m.

29: Region 9 Literacy Leadership 200o SiteCoordinator Training; 9 a.m. 1 p.m.

11: Region 9 Literacy Leadership 2000 SiteCoordinator Training; 5:30 - 830 p.m.

FEBRUARY 19942: Region 9 Literacy Leadership 2000 Site

Coordinator Training; 5:30 8:30 p.m.4: Region 9 workshop; Critical Thinking

skills; 8:45 a.m. - 12 nooa *4-6: 3rd North American Adult and

Adolescent Literac) Conference: sponsored bythe International Reading Association (IRA);Washington, DC. Contact IRA, 800 BarksdaleRoad, Box 8139, Newark, DE 19714.

5: Region 9 workshop; Teaching Life Skillsin an ESL Class; 9:30 a.m. - 12:30 noon *

9: Region 9 Tutor Training; 1:30 - 4:30 p.m.9: Region 9 Gat,!way Training; 5:30 - 8:30

p.m.9: Region 9 ESL Tutor Training; 6 9 p.m.9-11: Adult Education Midwinter

Conference, Hershey. Theme: Unity throughDiversity. Contact the PennsylvaniaAssociation for Adult Continuing Education(PAACE). Box 3796, Harrisburg, PA 17105.

10: PAACE Board meeting; Hershey.16: Region 9 tutor training; 1:30 - 4:30 p.m.16: Region 9 Gateway training; 5:30 - 8:30

p.m.16: Region 9 ESL tutor training; 6 -9 p.m.16-18: 1994 Armual Conference on Lifelong

Learning; Theme: "Re-educating Armrica:Technology and Higher Education"; San Diego.Contact: National University Research Institute(619) 563-7144.

19: Region 9 GED training; 9:30 a.m. 12:30p.m. Session 2: 1:00 4:00 p.m.

23: Region 9 tutor training; 1:30 4:30 p.m.23: Region 9 Gateway training; 5:30 - 8.30

p.m.23: Region 9 ESL tutor training; 6 9 p.m.24: Teleconference: "How Schools and

Colleges Collaborate to Improve Learning"; 1p.m. to 4 p.m. Call 1-800-257-2578.

25: Region 9 workshop; Hot topics for theexperienced teacher; 8:45 a.rn. - 12 noon *

26: Region 1 workshop; Creativity inTeaching. New Castle.

PostrnasterTIME VALUE

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To: Box 214, Troy, PA 1E1447

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Pennsylvania's Adult Basic and Literacy Education Dissemination Newsletter

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EDUCATiONItr:aliTHE KEY

VOLUME 13, NUMBER 6 FEBRUARY, 1994

A Section 353Dissemination Report . . .

"I Only Fear What I Can Not See"The Visually Impaired and Adult

Ethwation Handbook"The Visually Handicapped share the

same needs as adult students with normalvision; they will seek help from the sameadult education programs."

With this introductory sentence and inthe Section 353 project report in which itappears Project Director Dr. Linda V.McCrossan of the Adult Literacy Centerof the Lehigh Vailey in Allentown sets thescene for adult education programs inPennsylvania to learn from the project howto meet the needs of the visually handi-capped with minimum disruption to theirestablished programs.

Although they desire. to offer the sameinstructional and support services to thevisually handicapped as to other adult stu-dents, most adult educators lack the train-ing and experience necessary to identifyand meet the specific needs of the isuallyhandicapped and their programs lack thefinances required to adapt the existingprogram to accommodate these specialneeds.

The handbook is divided into 2 partsand an appendix: Part I helps to bring adulteducators up to speed as to the currentlegislation affecting adult education pro-viders working with Americans with Dis-abilities and offers the adult educator someinformation concerning visually handi-capped adults who may seek out localprograms. Part I also lists terminologydescribing various visual characteristics(acuity, functional vision, residual vision,visual field, etc.) and gives the adult educa-tor an overview of eye conditions whichresult in visual loss.

Part II of the report explains how the(Cont, on page 3)

IN THIS ISSUE .The Matketplace Reviews Publications in Workforce Literacy,

E.S.L., Family Literacy and Multiculturalism.Mary Gall and Teaching GED Math for Non-Math Teachers.Section 353 Guidelines/Producers Revised: No pre-app.Results of the Buzz Reader Surveyand lots of Adult Education reading for a cold night!

OUR ADULT EDUCATIONMIDWIN'IER CONFERENCE ISSUE

For those adult educators who are reading this edition of "What's the Buzz?" duringThe 29th Annual Adult Education Midwinter Conference in Hershey we say "Welcome"and we know your experience during the next few days will be one of personal andprofessional gratification and enlightenment. For those who are reading this before theFebruary 9-11 Conference, wc, hope you will join your hundreds of colleagues who will beenjoying 3 days of presentations, workshops, discussions and comradarie.

For those who are reading this issue of The Buzz after the conference and were unableto attend: We'll see you at the 30th!

-

At 1992 Conference Pennsylvania First Lady Ellen Casey presents roses to an Adult BasicEducation Success Student.

6 3 Page 1

What's New In the MarketplaceWorkforce Literacy: A computer

program"A Day in the Life . . . wasdeveloped by the Institute for the Study ofAdult Literacy at Penn State and is pub-lished/marketed by Curriculum Associ-ates (contact Stephanie Van Gundy (800)225-0248). Basic skills in reading, writing,measurement and numerical skills are taughtalong with life skills, critical-thinking andproblem-solving via real-life job tasks infive job modules (Food Services, Retail,Health, Clerical and Maintenance). Eachmodule is $199.95, but Module I (essentialfiles, user guide, learner data disk) is re-quired with any of the 5 job modules. Thecomplete set is $999.99 and site licensing isavailable.

The program is billed as "self-paced"and designed to be used by adults with aminimal amount of assistance from in-structors. "A Day in the Life . . . is aunique approach to adult learning and wouldseem to be especially relevant and appro-priate to job-oriented instructional programs(with sufficient budget).

Contemporary Books (sales rep isMyron Hallock (800) 397-2556) has twonew books out which are also geared to-ward the job preparation prograni. "Essen-tial Skills for the Workplace" is available intwo volumesObtaining Information andUsing Resources and Using Forms andDocuments--which, although not job spe-cific deal with skills inherent to most oc-cupational training. Essentially these areworkbooks with job-oriented tasks (usingthe telephone in the office, computing salestax, shipping and receiving documents, etc.)and we do not see them as being used ingroup instruction, but rather with individualstudents who show a grasp of the basicskills and who need supplemental instruc-tion which they can pursue with minimalassistance from the instructor.

I ESL English as a Second Language]has broadened its instructional approachand responsibilities to learners over the pastfew years. As a result we are seeing morematerials which are specifically geared tothe needs of ESL students.

Unemployment: A New World Or-der is a thematic ESL lesson hook for low-level classes which deals with the moretraditional job/life skills (communities,unions, workplaces, etc.) and also relatesmany of the reading and writing exercisesin the book to the very real problems ofimmigration and unemployment in termsof professional and personal identities andexperiences of adult ESL students. Anaudio cassette is included for the $25 pur-

Page 2

chase price from Consortium for WorkerEducation, 275 7th Avenue, 18th floor,New York, NY 10011; attn: Angela Rojas(2:i 2-647-1900).

New Readers Press has a new publi-cation "Lifeprints" which is designed tohelp ESL adults develop language skillsand cultural understanding they can use inmanaging their daily lives in the UnitedStates. The book is designed for use inlarge and small groups and in one-to-oneinstruction with a Teacher's Edition pro-viding excellent orientation to ESL in-struction along with extensive supplemen-, .tivities. We know many literacy pro-

zas rely upon minimally-trained tutorsin ESL and the Teacher's Edition for"Lifeprints" should provide some first-classassistance.

IFamily Literacy: 1We had the plea-sure of participating in a panel at the NEregion Literacy .Conference in June withauthor Pamela Weinberg whose "YourHome is a Learning Place" has just beenpublished by New Readers Press (800-448-8878). The book is designed for use byparents to teach children basic skills athome through reading, writing and mathactivities which are on three levels of dif-ficulty. The activities center around at-home activities (making out a shopping list.copying a name and telephone number,etc.) and using at-home materials (a cal-endar, a measuring spoon, a plant, etc.).The author makes an excellent suggestionof use of "Your Home is a Learning Place"by at-home care givers as well as parents.

More and more Pennsylvania adulteducators are having their books publishedand we are always pleased to see the suc-cessful efforts of authors such as Ms.Weinberg.

We recently receive° some intriguinginformation from Steck-Vaughn (PA salesreps may be reached at 1-800-531-5015)concerning three pre-packaged curricula infamily literacy consisting of publishedmaterials selected by Steck-Vaughn andoffered at a package price for programswanted to set up a materials center in Fam-ily Literacy.

There arc 3 different packages avail-able and all are expensive, but contain lotsof books. ''Sct Up A Family-CenteredReading Collection for the Parent and theChild!" costs $1,708.94 and contains over200 books and cassette tapes ranging from"Ready-Se .-Read" through "The HighgateCollection" through "Folk Tales Around theWorld" and many topics in-between.

The other two packaged curricula,"Literacy Curriculum for the Parent" iffici

,

"Literacy Curriculum for the Child" are$5,251.45 and $1,860.23, respectively, andas with the first package offer a wide vari-ety of family literacy materials. We wouldimagine most established Family Literacyprograms have a number of these materialsavailable, but a new program might inves-tigate this "pre-packaged" approach as thebest way to cover all the bases in selectingmaterials.

Finally, in this Family Literacy mate-rials review we must mention a brochurewe picked up ata conference recently whichrelates to Kidsnet. It is put out by a non-profit organization in Washington, DC (POBox 56642, zip-20011) and this particularbrochure suggests ways in which TV andvideo can serve as a companion to readingby encouraging family literacy and bring-ing books to life. Parent-created "listeninglogs", writing reviews and researching fa-vorite shows with preparation of a scrap-book, writing letters to favorite TV per-sonalities, using flashcards for youngerchildren, etc. are all activities suggested tohelp parents use the good parts of televisionviewing. Kidsnet also has a number ofother family literacy publications ("Fami-lies Learning Together,""Fam ily Viewing:an NEA Guide to Watching TV with yourChildren", etc.

Multiculturalism: This is the firsttime we have reviewed published materialsdealing with multiculturalism in adulteducation, not because the topic is unin-teresting, but because, with some notableexceptions, most publishers left the prob-lem of dealing with varying cultural back-grounds among adult learners as somethingthe instructors could deal with and whichdid not have enough of a broad-based de-mand to warrant the publication of multi-cultural materials (one exception we arcfamiliar with is the stories contained in thePLAN family literacy kit).

Educational Design, Inc. (EDI) has a4- volume set of books as their"MulticulturalReading Series" which is designed to pro-vide students with high-interest, low-readability level reading selections aboutevents and people from different traditionsand to help develop skills in major criticalreading areas.

Each book has a mix of biographies,historical essays and fiction about suchvaried persons as sculptor Isamu Noguchi,Jaime Escalente, Reggie Jackson anddealing withcultural awareness stories suchas a Korean short story, Mohawk iron-workers, rap music, etc.

We are sure some "Multicultural pur-ists" will suggest EDI should have stressedmore the cultural emotions and uniquecharacteristcs of various cultural groupsrather than dealing with well-known, sig-

(Cont. on Page 3)

Marketplace, Cont.niFcant persons r im various culturalbackgounds. We must remember, how-ever, the imponance of developing basicreading skilLs as primary to Our instruc-tional effen.s. The stories in this readingseries are nteresting and well-told.

EDI's sales rep is Len Keller (215-752-2705).

I Wanna Be The Kinda Father MyMother Was is the intriguing title of a newcollection of poems by Omanii Abdullahfrom New Readers Press (800-448-8878)in which the author attempte to counter-balance some of the negative stereotypingof black males. It is a small, think paper-back with poems dealing with black males,black pride, relationships and love. Assuch, it is profound at times and not easilyinterpreted/understood by adult learners justbeginning to develop critical thinking skills.Lots of good discussion meat here.

Famous Women starts with AnneFrank, goes through Rosa Parks, EleanorRoosevelt and Georgia O'Keef re with somestops between to tell short stories of sig-nificant women and their significiant ac-complishmenes. We are noting it under our"Multicultural" section because it, just asdo books with stories about the accom-plishments of persons from different eth-nic , religious, roc ial, etc. backgrounds, tellsof "the inner strength found to wage per-sonal and public battles."

The book is part of a series publishedby Essential Learning Products. PO Box2607, Columbus, Ohio 43216-2607.

Parents' Education LevelAffects Children's Reading Level

We't-e sure it's more than a directcausal-effect relationship, but the A.L.L.Points Bulletin put out by the U.S. Divisionof Adult Education and Literacy makes thepoint that in the National Adult LiteracySurvey adults with a high school diploma:I. had an average prose score of 255 if theirparents completed 0-8 years of education;2. had an average score of 267 if theirparents completed high school but did notreive a diploma; 3. had a score of 275 iftheir parents were high school graduates; 4.had an average score of 286 if their parentsearned a four-year degree. It would seemfamily litericy programs which focus onparents and children simultaneously pro-vide both adult basic skills training, earlychildhood education and, insofar as paren-tal education level is concerned, a provableimpact on the lessening of illiteracy in t.henext generation.

The A.L.L. Bulletin is free from theDivision of Adult Education and Literacy,Office of Vocational and Adult Education,U.S. Department of Education, Washing-ton DC 20202-7240 (202) 205-8959.

Dissemination Report, Cont,visually handicapped adult with usable vi-sion can be served in the existing adulteducation programs. These include: 1.adaptation which can easily be made toteaching materials and methods to accom-modate the student's vision loss; 2. whichassessment materials can be used to deter-mine the needs of the visually impairedstudents aware of their handicap; and 3.increase the teacher's ability to detect pos-sible vision problems in other students.

Such inexpensive accommodations asusing yellow chalk, a felt-tip marker in-stead of a pencil, non-glare room light, etc.will all be considered by an instructor wish-ing to improve visual conditions fur allstudents.

The Handbook continue-s with someinformation concerning visual handicapswhich instructors can use to discuss thestudent's life skills problems with theteacher or counselor.

We feel this report is worth reading byevery adult educator-not only to possiblyidentify visual problems of which they mightnot be aware, but to deal with these poob-lems realistically with a minimum amountof program interpretation.

As with every Section 353 SpecialDemonstration Project, the final report of"I Only Fear What I Can Not See" is avail-able on a free loan basis from the WesternPennsylvania or Harrisburg Adult LiteracyResource Centers (800-992-2283 and 800-446-5607 respectively). Ask for AE 3025-940, project #99-3026 for 1992-93.

Technology and ESLWe recently became aware of a num-

ber of new products and developments re-lating to the use of technology in English asa Second Language (ESL) instruction. TheSeptember, 1993 issue of NCBE Forum,the newsletter of the National Clearing-house for Bilingual Education, notes thatApple Computer, Inc. is producing a seriesof videotapes to introduce educators to theworld of education technology. The video-tapes are designed to familiarize educatorswith instructional software and to providestrategies for incorporating technology intothe classroom.

Software featured in the videos in-cludes programs developed by Apple andother software developers.

For more information contact AppleComputer, Inc; 20525 Mariani Avenue,Cupertino, CA 95024

Other ESL Technology AidsTESLOL CALL (Computer Assisted

Language Learning Interest Section) 1600Cameron Suite, Suite 300, Alexandria, VA22314 has an interest section software list,an annotated list of language learning soft-ware.

The list features hardware requirementsand the specific language skill each pro-gram is designed to build.

Section 353 Guidelines/Procedures Revised

According to Den Luriday,Bureauof Adult Basic andLiteracy Education(A.B.L.E.) Supervisor for SpecialProjects,theGuicielinesandPmceduresfor Section 353 projects are undergo-ing a review arid revision for 1993-94.

One of the biggest changes will bethe elimination of the pre-application.In its place persons wishing to developa special demonstration or le de-velopment project win send a "Leflerof Intent" to the Bureau and, on thebasis of this letter they will be invitedto submit a full proposal which willprobably be due near the end of March.

Because of the ongoing revisionprocess dates and deadlines are notavailable at this time, but it is hopednotification of the revisions will beavailable sometime in early February.As soon as other clati-v become avail-able we will publish them in our "It's aDate!" section.

COABE SeeksNominees for Awards

The Commission on Adult Basic Edu-cation (COABE) has released informationand nomination forms for five awards givenby the Commission in the field of AdultBasic Education.

Award winners will be honored at theCOABE Conference in Phoenix on June I .1994 and include the following areas: 1.

Outstanding Teacher of the Year; 2. ABEAdministrator of the Year, 3. Partner inAdult Learning Services (to someone notemployed in adult education who has madea significant contribution to adult basicand/or literacy education as a communityleader); 4. An award to an individual whohas a distinguished record of promotingliteracy on the national or internationallevel; and 5. Outstanding ABE/GED AdultLearner Award.

Nominations must be made on formsavailable from COABE (they are exten-sive, 7 pages) and must be received by theCommittee no later than Monday, April 4,1994. For nomination forms and/or addi-tional information contact: William L.Ingwersen, Awards Chair, Peoria AdultContinuing Education Center, 839 MossAvenue, Peoria, EL 61606 (309) 672-6704.

Pennsylvania has had its share ofCOABE award winners in the past. Givesome serious thought to helping recognizeindividual accomplishments in our profes-sion.

Page

Teaching GED Math for Non-math TeachersThe fall workshop with thia title was developed and presented by Mary Gall, an adult

educator with the Northwest IU #5 pro gram based in Edinboro. Although the workshop waspresented in 1991, both Ms. Gall and The Buzz have had a number of requests for infor-mation contained in the presentation. Because of space limitations we have excerptedfromMs. Gall' s complete presentation which includes information from the General Educa-tional Development Testing Service (GEDTS), 14 pages of mathematical exercises,numerous examples and a bibliography, Mary Gall may be reached at the Northwest Tri-County Intermediate Unit, 252 Watelford Street, Edinboro, PA 16412 (814)734-5610.

Problem Solving: Problem-solving is the single most important and challenging basicskill in mathematics. Problem-solving strategies provide a flexibility that is needed for thestudents to be better problem-solvers. Teachers should be careful therefore, not to viewstrategies as rigidly as algorithms, and not to teach strategies as absolute techniques to befollowed exactly each time they are used. Strategies should allow students to experiment,discover, and explore a variety of ways to solve a given problem.

Special Learning Needs are encountered in a wide range in most adult educationclassrooms. The reasons for the learning needs will vary widely and mathematicalinstruction must include provisions for different language groups, ability levels, andlearning styles.

Confidence is the key word in teaching mathematics for the GED test. Many studentscome to GED classes with little or no math confidence. Teachers can show the studentsalternate methods and lead them to the use of the skills that they already possess. Earlysuccess will produce students who are more receptive and confident when they encounterthe mathematics sections of the test.

Adult students who have been taught the alternative methods to problem solving whichare outlined in this presentation are many times eager to reason through a problem beforeattempting to solve for the answer. We must alsc be able to assist the student to realize thecorrelation between educational tasks and the use of the skills involved in these tasks withreal life in the workplace.

EXAMPLE 2: In a right triangle, find thelength of the hypotenuse if the lengths of

the legs are 9 and 12 inches.

(1) 11 (2) 12 (3) 15 (4) 17 (5) 18

The at,: .e statements are the same exceptthe answer is not as obvious. AC<21 andAC>I2, but now we are left with choicesof 15, 17, and 18. We have nariowed theodds of guessing the right answer to 1:3.What is the way to solve this problem?

A long time ago, a Greek mathematicianmade an interesting observation. If youmultiply the length of one side of a righttriangle by iiself(square the length of theside) and add it to the length of the otherside multiplied by itself(square the lengthof the side), you will arrive at a number

that is the hypotenuse multiplied by itself(the hypotenuse squared).

9x9=81 12x12=144 81+144=225

What number multiplied by itself is 225?(What is the square root of 225?) Usingthe answers in the above problem, it must

be 15, 17 or 18.

Page 4

15x15=225 17x17=289 18x18=324

Again, the answer is 15. The processused in this caleulation is the

Pythagorean Theorem which states thatthe sum of the squares of the sides of a

right triangle is equal to the square of thehypotenuse.

a2 + b2 (-2

92 + 122= 152

When given the lengths of the legs of aright triangle, you add the squares of thesides and take the square root of that sum

to find the length of the hypotenuse.

We added to find the longest that thehypotenuse could be, and we added thesums of the squares in the Pythagorean

Theorem.

When given the lengths of the legs of aright triangle and asked to find the

hypotenuse--THINK ADD.

0

BEST COPY AVAILABLE

Goodwill Industries ofPittsburgh Awarded PrestigiousBarbara Bush Foundation Grant

Goodwill Industries of Pittsburgh'sGoodwill Literacy Initiative (GLI) wasawarded an $8,000 grant from the BarbaraBush Foundation to fund the on-going de-velopment of FAMILY LITERACY INBRIDGE HOUSING. Goodwill Industriesof Pittsburgh was one of twelve grant re-cipients chosen from among 500 applica-tions nationwide.

Goodwill Literacy Initiative offerscomprehensive literacy services to severaldiverse adult student groups including:general adult basic education classes withcomputer assisted instruction, adult basiceducation for institutionalized adults resid-ing in the Allegheny County Jail and insubstance abuse treatment centers, basiceducation classes for learning disabledadults, family literacy programming forAllegheny County HeadStart families andworkplace education for two local hospi-tals. "This money will enable GLI to ensurestability in a program well designed tocontinue its efforts to fight illiteracy", saidJudith Aaronson, Director of EducationalTraining for the program.

Aaronson adds, "Even though the B ushadministration is no longer in office, thisgrant is a prestigious award to GLI."

The FAMILY LITERACY INBRIDGE HOUSING program will servehomeless mothers residing in four transi-tional/bridge housing sites and one women'sshelter in Allegheny County. The overallpurpose of this project is to increase theamount of time that homeless mothers liv-ing in transitional housing spend in inde-pendent reading activities with theirchild(ren) thereby enhancing the emergentliteracy skills in the children and improvingtheir own reading and critical thinking skills.

Other GLI staff members working onthe project are Rochelle Glauz who hassupervised GLI Family Literacy programsfor the past two years and who helpeddevelop the Bridge Housing program andPenny Lang who is an instructor in theprogram. Ms. Lang is completing herMaster's Degree work at the Indiana Uni-versity of Pennsylvania Adult EducationProgram.

Editor' s Note: When we spoke withJudith Aaronson about this award she toldus the roots of the project began 3 years agowhen she participated in a Section 353project which trained Family Literacytrainers using the PLAN Laying the Foun-dations kit of materials. The Trainingproject, carried out by Adult EducationLinkage Services of Troy, PA, trained 8Family Literacy Trainers, including Ms.Aaronson, to start programs in their com-munities. "Plant the seed and it will bearfruit."

[Regional Staff Development NewsREGION 2

Project STAREd le Gordon, Director

Gall Lelghtley, Coordinator(814) 359-3069

Get a Star for the PAACE MeetingThe passionate pink and gregarious

green ones are the most popular, so if youwant one of these, be sure to pick it up assoon as you arrive! Pick up what? A star,of course.

Staff and volunteers from Region Twowho attend the PAACE Mid-Winter Con-ference, earn "stars" to be put on theircertificates of appreciation. To get yours,look for the fluorescent yellow/green STARbox on or near the registration table. Pleasesign the sheet, so we can record your at-tendance. This will bring you one stepcloser to being acknowledged as an"A.B.LE. Super Star."

Tuition Money Still AvailableProject STAR has six $600 awards left

for tuition reimbursement. If you are em-ployed full or part-time under a "322" or"143" grant, you qualify for reimburse-ment for ABLE-related college courses.The course must be completed by June 30,1994, so call Project STAR now for anapplication form.

Library Resources AvailableProject STAR has purchased some

books for its newly formed library. Direc-tors and administrators may wish to borrowthese "Indicators" books from Jossey-BassPublishers: The Race Without A FinishLine: America's Quest for Total Qualityand TQ Manager: A Practical Guide forManaging in a Total Quality Organiza-tion, both by Warren H. Schmidt and JeromeP. Finnigan; and (from thc Peter F. DruckerFoundation for Nonprofit Management)How to Assess Your Nonprofit Organi-zation, User's Guide and 10 ParticipantWorkbooks for Boards, Staff, Volun tee rs& Facilitators.

For ESL instructors, we have availablefor long-term loan, copies of ELM, En-glish Language Matrix; An IntegratedLanguage and Life Skill CompetencyBased Curriculum and ELM BranchesOutl A Language and Life Skills Com-petency Based Curriculum Integratedwith MELT Competencies. Both are 353Projects developed by Elcanora S. Bell andTwila S. Evans.

Basic reading instructors can borrowthe VCR Video Connected Reading Series:Visualization in Reading from Educa-tional Activities, Inc. We have both the"Beginning" and "Intermediate" sets, whicheach include a good quality video of guidedinstruction for the student, a Teacher's

Guide and a Student's Workbook.Project STAR may be able to purchase

some of the resources you recommend, andwe'd love to hear from you about possiblegood additions to our library.

Tips for TeachersTo help you experience what it's really

like to be a learning differences person, trythese experiential learning techniques. 1.For an approximation of the d yslex ic' s viewof the world, put a piece of paper on a tablein front of a mirror. Stand a big book orcereal box between you and the paper/mirror. Now, looking into the mirror, try towrite something ... 2. To get a feel for whatit's like to be a new reader/writer, first thinkabout how you would complete this sen-tence: "I like to teach adult learners be-cause ." Now, use yournon-writing hand to print your completesentence.

REGION 6by Paula Smith, Coordinator

(717) 232-0568

Region 6 is off and running with aWinter-Spring schedule that is beginningto fill up with lots of activity! Our firstworkshop of the year was held in Decemberon Quality Program Indicators. "Out-standing . . . makes sense . . . understandhow quality ;ndicators should be incorpo-rated into program . " These were a fewcomments made concerning the workshop.Our second workshop on Tests of AppliedLiteracy Skills (TALS) Training andSuccessMaker Software will be history bythe time What's the Buzz is published.There are several workshops in the plan-ning stages on such issnesas student/teacherretention, integrating critical and problem-sol ving techniques in teaching, and stressand time management for program manag-ers. Look in It's a Date for information onour "Teaching Techniques for LearningDisabled Adults" and information on thcupcoming advisory board meeting.

Also on the agenda is the developmentof a booklet of video and written materialsavailable for loan through the Region 6office. The program has acquired a numberof videos on a variety of topics and isanxioas to get the material organized andout to all our program directors. Discus-sions are on-going with Pcnn State-Har-risburg faculty regarding Teacher ActionResearch projects. Guidelines for TeacherAction Research are available at the Region6 office.

If you are in Region 6 (Adams,Cumberland, Dauphin, Franklin, Lancaster,Lebanon, Perry, and York counties) andare not on the Region 6 mailing list, please

6

call (717) 232-0568 or fax (717) 234-7142your name and address, and it will be addedimmediately.

Until next time--may the snow be goneand the crocus be blooming! See you atMid-Winter Conference in Hershey!

REGION 8Judith BraJley, Director; Kathy J.

Kline, Coordinator; Belinda Dasher,Newsletter Edttor

Phone: (610) 971-8518Fax: (610) 971-8522

The Region 8 Center has started theNew Year in full swing with a new areacode and a renewed dedication to servingour programs' staff. We welcome our newprograms: Catholic Social Services; BucksCounty Community College; Upper BucksCounty AVTS; and Delaware Valley SD.

The Center staff is scheduling severalnew and interesting workshops and op-portunities for Teacher AcLon Research.The ESL Sharing Day was a success.Practitioners from throughout Region 8shared curriculum, assessment information,problems and successes.

Training sessions/workshops on Pro-gram Quality Indicators are being sched-uled for February, 1994. Watch your mailfor registration information. A workshopsession will be held in each of the fourcounties for administrators, directors andcoordinators. These training sessions willinclude: the process for establishing yourown measures and standards; incorporat-ing the indicators into your FY95 proposalsfor PDE; and questions and answer ses-sions regarding this whole new process.

During March, the corrections educa-tion staff persons in Region 8 will be in-vited to a day of training geared to theirspecial needs. Check with your programdirectors for needs assessment materials toidentify your topic choices and date andtime preferences.

On March 24,1994, VITA, Bristol, PA(Bucks County) will host a video presen-tation of the Learning Styles-Pan I work-shop. Shirley Mattace's workshop fromJanuary 1992 will be viewed and discussed.This video presentation will be moderatedby Kathy Kline. Registration forms will bein the next newsletter or call the Center staffto register by phone.

The Region 8 Center staff is workingwith the Region. 7 staff to plan a jointtraining day in April or May. Do you haveany requests? Call the center today.

Tuition reim bursement applications arearriving. Have you submitted yours? It isnot too late. There are still monies availableand many courses to choose from at the arcaeducational institutions. If you can not takea class this spring, how about the first

(Cont. on page 8) page 5

B uzz Reader Poll Shows Quality Standards Top Concern'"

Returns from the Reader Poll which was included with the December issue of"What's theBuzz?" have been tabulated and, as would be expected, adult educators throughout Pennsylvaniaare still concerned about the Program Quality Standards put into place by the U.S. Departmentof Education and the Pennsylvania Bureau of Adult Basic and Literacy Education (ABLE) .

As was noted on the introductioo to the poll the purpose of surveying the 3,000+Pennsylvania readers of "What's the Buzz?" was to identify professional concerns of adulteducators. The information from the survey will be used to generate information concerning theareas of priority concern in future issues of the Buzz. In addition, a tabulation of the surveyresults has been sent to the ABLE Bureau and to each of the 9 Regional Staff DevelopmentCenters with regional-specific information from the survey.

724 Readers Responded. Although not as large a number receiving the survey respondedas had been hoped, 724 or 24% of the readers of "What's the Bozo?" in Pennsylvania comoletedthe two-page survey form. The type of program and regions where respondents are locatedproduced a reasonably equal spread of information.

Region 6 Top Responders. Adult educators working in the Region 6 Staff DevelopmentCenter area topped the other 8 regions with 131 survey responses; next were Regions 2 and 4with 94 each, region 5 with 91, region 9-75, region 1-73, region 3-66, region 8-53, and region7-47. We are tabulating the responses relating to the Regional Staff Development Centerservices and will share these with the appropriate center.

Important Concerns. Part of the survey asked readers to rate 8 important areas of adultbasic and literacy education in Pennsylvania. They were asked to use "5" to indicate the areawhich was of great importance and a decreasing scale to "1" as least important. As would beexpected the new "Quality Standards" continue to concern adult educators with 72% indicatingeither "5" or "4". Other concerns, in decreasing importance, receiving combined percentagesof "5" and "4" were: A statewide network of assistance and referrals for "special needs" ad ults-71%; More information about special projects-65%; Receivzng training and assistance inadult student testing/assessment-61%; Receiving training and free materials in family literacy -57%; -Ile Regional Staff Development Centers 53%; Staff turnover in adult educationprograms-47%; The adult education summer institutes held the past two summers-34%.

What Do You Need? When asked to identify other priority concerns, information,training, materials, etc. the readers feit would improve the quality of their instruction, commentsranged from "More money" to "More equipment" to "More ideas for LD students", etc. We wereespecially interested in a number of pleas for more opportunities to share ideas with other adulteducators. The complete listing of requests has been tabulated and forwarded to the ABLEBureau and each of the regional staff development centers for use in setting up future inservice/professional development/workshop agenda. The Bureau and each of the staff developmentcenter coordinators are available to receive suggestions from Buzz readers.

Professional/Staff Development Activities. In addition to asking readers to respond toquestions relating to their professional concerns, our reader poll surveyed the activities ofreaders concerning professional and staff development_ We were interested to see what impactthe marked emphasis upon this type of activity is having across the state.

79% of the responders indicated they had attended a staff development activity sponsoredeither locally or by their regional staff development center during 1992-93. Of those attendingcenter-sponsored activities 19% attended for 0-4 hours, 39% for 5-10 hours and 24% 11 hoursor more. Locally-sponsored staff development activities involved 12% for 1-4 hours, 27% for5-10 hours and 27% for 11 or more hours.

Regional Center Services. We asked our readers to rate the quality and usefulness ofservices provided by their Regional Staff Development Center. On a scale from "5" highest to"1" lowest for the Quality of services provided bytheir regional center, 67% rated a "5" or "4".18% "3" and 15% a "2" or "1". As to the Usefulness to their work of the services provided bythe center, 61% rated a "5" or "4", 18% a "3", and 22% a "2" or "1". The ratio of most responseswas about the same from region to region.

"What's the Buzz?" We are always interested in the comments of our readers and ineerteda question in the survey pertaining to our newsletter's usefulness to readers in their adulteducation work. 78% rated a "5" or "4", 18% a "3" and 5% a "2" or "1".

Workshop Attendance. Insofar as statewide, ABLE Bureau-sponsored professionaldevelopment activities were concerned for the year 1992-93, 63% of our survey respondentsindicated they had attended a fall workshop, 67% had attended the midwinter conference, 57%had attended a summer institute. Also 59% attended a fall workshop in 1991

Our thanks to those of you who took the time and effort to complete our survey form. Tothose of you who still have the forms and wish to send them to us, please do so. If a suffkientnumber is received we will do a supplemental tabulation and will certainly send on to "thepowers that be" your comments for the improvment of program quality and services.

Page 6

February: Washington,Lincoln, and Today!by Chris Kemp, Resource Spsclallst,Wostsrn Psnnsylvanis Adult Literacy

Resource Center (WPALRC)Classrooms across the nation focus

on history in February. Children eatcherry pie and cut out stove-pipe hats inhonor of Washington and Lincoln. Whileaduhs may like cherry pie, they often feelthat hit.tory is as boring and useless as thepaper cut-outs they were forced to make.It is important to present history fromnew and different perspectives. Historicevents can be tied to today's headlinesand after all, today's news is tomorrow'shistory.

History and social studies materialscan be used to improve reading compre-hension, develop writing sk:lls or addcultural understanding to any tutorial ex-perience or ESL program. Two specialprojects encouraged studenta to exploreand share their personal histories, pub-lishing the finished remembrances inbooklets. "Exploring the Past" wasproduced by the Greater Erie CommunityAction Committee Training Institute. ThePlalinum Historical Literacy Class,sponsored by the Schuylkill Intermedi-ate Unit 29, produced "A Remembranceof Times Past in Schuylkill County".Both projects used personal histories as ameans for improving reading and writingskills. The outcomes of the projects areassessed in the final reports and the stu-dents' writings provide access to an oftenoverlooked resource, student experience.

We are all part of history, either asparticipants or spectators. Two specialprojects sought to encourage student par-ticipation in the political process. "ProjectLearn to Vote" and "EmpoweringLearners through Education in theDemocratic Process" provided inf.- ana-tion necessary for active participation inthe political processes of the UnitedStates. With political involvement, stu-dents extend their personal power to in-fluence the history of the community andthe nation.

History is not boring and useless, itis a path to enlightenment and empower-ment! Different perspectives bring his-tory tc life. The Steck-Vaughn Con-nections series has an excellent SocialStudies component. Contemporary'sAmazing Century series is a highly in-teresting look at the highlights of the1900's. A variety of published materialsand audio visuals deal with citizenshipand government. These materials, aswell as the special projects, may be bor-rowed from the Western PennsylvaniaAdult Literacy Resource Center by call-ing 800-446-5607 ext. 216.

A.B.L.E. People and Programs in Pennsylvania

Congratulations to adult educationprofessional Carol Molek, Director of theTuscarora Intermediate Unit's AdultEducation and Job Training Center inLewistown. A proliferate grant proposal\ n ter, overseer of dozens of 353 Specialprojects, 1st vice-president of Pennsylvan iaAssociation for Adult Continuing Educa-tion PAACE), Midw interConference Pro-gram Chairperson etc. etc.

One of Carol's Section 353 projects isteatured this month in the A.L.L. PoinesBulletin of the U.S. Department ofEducation's Division of Adult Educationand Literacy and was selected from thehundreds of Section 353 projects beingcarried on throughout the country.

The project, "Ready, Set, Read" is afamily literacy curriculum with sugges-tions for family reading activities and ma-terials. According to the newsletter the 353Showcase in which Ms. Molek's projecty, as featured "reflects the most progressivethinking in the field and features a 353projeet in an effort to share promisingpractices."

It was only 3 years ago that JudithRance-Roney and the Northampton Com-munity College Adult Education Programrecei ed the U.S. Secretary of Education'sAward for Excellence and this year twoprograms were nominated for this honor ofthi.i hundreds of programs throughout themirtheast region.

The Center for Literacy in Philadel-phia and the Development Center forAdults in Pleasant Gap were both nomi-nated as exemplary programs in theiret fortsto meet the needs of adult learners in theirarCa_s.

Congratulations to Jo Anneinherger, CFL Director, ami Edie

(;ordon, Director at the Intermediate UnitH) Center tor being recognized as quality

ughnils, repiesentative of Exeellence inAdult Education.

As we loported in the card insert withDecember copies of "What's the Buzz?",Dr. John Christopher, former Director ofthe Bureau of Adult Basic and LiteracyEducation, has been promoted to the posi-non of Special Assistant to the Pennsylva-nia Secretary of Education. Donald M.Carroll, Jr.

In discussing the promotion SeeretaeyCarroll said,"John's years of experience innein!, aspec ts of education and his record 01

.01.success as ABLE Bureau Direc to, will makehim extremely valuable to mc in his role asmy assistant."

John asks the Buzz to pass on to hismany friends and professional colleaguesin Pennsylvania Adult Basic and LiteracyEducation his sincere thanks and appre-ciation for the many years of mutual effortsto benefit educationally disadvantagedadults of the Commonwealth. "In all of my30-1- years in education," said Dr. Christo-pher, "I have always had some type ofresponsibility relating to adult learners. I

will miss adult education."Dr. Christopher may now be reached

on the 10th floor, 333 Market Street, Har-risburg, PA 17126-0333. .

Dr. Roger Axford, former Director ofthe Community University Studies andProfelsor of Adult Education at IndianaUniversity of Pennsylvania, writes to re-mind us of two books he has edited whichmay be of interest to adult educators."Spanish Speaking Heroes" and "NativeAmerican Heroes" are available for S12each, including postage. Write to Dr. RogerAxford, 2351 E. Pebble Beach, Tempe,Arizona 85282 (602) 839-3255.1=LINI=MIMMINNI.

Trainer Touchstone, the trainingnewsletter for Laubach Literacy Action(LLA), showcases a tutor training hand-book titled "Deaf Adult Literacy TutorHandbook" developed by Gail Bober,Directorof the Center for Community andProfessional Services for the Pennsylva-nia School for the Deaf in Philadelphia.Ms. Bober and her staff developed thehandbook to meet the needs of tutorsworking with deaf and hearing-impairedadult literacy studenes with its goal king tomake community based literacy programsaccessible to members of the deaf commu-nity. For copies Pall Rober nt (2 1 S)951-4718 (voice and TDD).

Mosaic Has -Zesearch Information.One of the more persistent requests fromour Buzz Reader Survey was that for morehard information concerning research inadult basic and literacy education. Ourformat does not always lend itself to ex-tensive reports of research projects (maybe

should add some pages), hut there is apublication from The Institute for theStudy of Adult Literacy at Penn Statewhich deals solely in reporting research

6 1

results and publications in adult literacy.Mosaic is published 3 times a year and isfree. You may reach the Institute aridstaffer Kitty Long at (814) 863-6108.

Thanks to Tom Staszewski of PennState/Monroeville's Adult Program inBraddock who sends us a copy of an articlefrom the Education Section of the January5, 1994 New York Times giving an ob-jective, well-balanced look at the GeneralEducational Development (GED) test andideas relating to the test and the GED di-ploma from pro and con points of view.

Reading Today is the newsletter ofthe International Reading Assoc iation (IRA)and in the Decemberllanuary issue featuresstories under the heading "Books ChangeLives." One story is writtrm byJudy Grumetof Pitesburgh who says her life changedwhen, as a second-grade child, she entereda small public library at Norristown aridwas "hooked" Ms. Grumet is now "anardent reader, a reading teacher, a readingmom, and a graduate student in reading.",

We hear from Kathy Kline, capankcoordinator of the Region 8 Staff Devel-opment Center at Cabrini College outsidePhiladelphia that she is now slipping andsliding (at least during the latest !ce storms)between her job as Region 8 Coordinatorand a new part-time position as Director ofthe Chester County Opportunities In-dustrialimtkm Council (OIC). Talk aboutbusy!

Faced with a long waiting list for lit-eracy services, Diana Statsman, Directorof the Scranton Council for Literacy Ad-vance (SCOLA), has come up with an ideafor a Small Group Instruction Programwhich will Ix, funded by a local industry.The program will otter instruction to from3-5 adult learners for 50 hours over a sixmonth period. This might be an idea to tapyour local businesses for financial support:present to them a segment of your programor a new instructional approach which theycan underwrite. Sometimes the thoug:n offinancing an entire program, even partially,is too abstract an idea to sell. In the case ofSCOLA the Small Group Instruction Pre-gram helps solve a pioblem for the programand gives the business (in this case AK2,0Salt) an identifiable program segment withwhich they can identify.

Page 7

It's a Date!Remember: Contact your regional staff

development center for more informationabout center sponsored events. For the nameand address of your regional center, see theSeptember issue of "What's the Buzz?"

February, 1994:Region 7 Quality Indicator Workshops; Timesand Dates to be announe4d; Call Tri-Valley(610) 758-6347 for details.2: R tgion 9 Literacy Leadership 2000 SiteCoordinator training; 5:30-8:30 p.m.4: Rei. ion 9 workshop; Critical Thinking skills;8:45 a.m.-12 noon * All asterisk locations atDistric! Council 1199C, 1319 Locust St.Philadelphia.4-6: 3rd North American Adult and AdolescentLiteracy Conference; sponsored by theInternational Ri-ading Association (IRA);Washington, DC. Contact IRA, 800 ri arks& !Road, Box 8139, Newark, DE 19714.5: Region 9 workshop; Teaching Life Skills inan ESL 9:30 a.m.-12:30 noon*6-12: LITERACY VOLUNTEERS OFAMERICA WEEK.9: Region 9 Tutor Training; 1:30-4:30 p.m.9: Region 9 Gateway Training; 5:30-8:30 p.m.9: Region 9 ESL tutor training; 6-9 p.m.9-11: Adult Education MidwinterConference, Hershey. Theme: Unity ThroughDiversity.10: PAACE Board meeting; Hershey16: Kegion 9 tutor training; 1:30-4:30 p.m.16: Region 9 Gateway training; 5:30-8:30 p.m.16: Region 9 ESL tutor training; 6-9 p.m.16-18: 1994 Annthd Conference LifelongLearning; Theme: "Re-educating on America:Technology and Higher Education." San Diego.Contact: National University Research Institute(619) 563-7144.15: Region 6 Staff Development CenterAdvisory Board meeting; Catholic DiocesanCenter; Bishop Daley Hall; 4800 Union DepositRd., Harrisburg; 8:30-9:30 executive committee;9:30-12 regular meeting. C:11(717) 232-056g.19: Region 9 GED training; 9:30 a.m.-12:30p.m. Session 2: 1:004:00 p.m.23: Region 9 tutor training; 1:304:30 p.m.23: Region 9 Gateway training; 5:30-8:30 p.m.23: Region 9 ESL tutor training; 6-9 p.m.24: Teleconference: "How Schools and CollegesCollaborate to Improve Learning"; 1 p.m. to 4p.m. Call 1-800-257-2578.25: Region 9 workshop; I lot topics foi theexperienced teacher; 8:45 a.m.- i2 noon*26: Region 1 workshop: Creativity in Teaching& Tutoring; New Castle Public Library;presenter-Bill Doan; Contact Marcia Andt..rson(412) 654-1500.

February 28, March 1, 2 and 3: Tentativedates for Section 322 and Act 143 ProposalWorkshops. Definite times, dates andlocatkms will be se nt to each program airectoror call the A.B.L.E. Bureau (717) 787-5532.

March, 1994:3: Teleconference: "Models for WorkplaceLiteracy"; 2 p.m. to 4 p.m. Region 7 downlink,Maginnes Hall, Lehigh University or call 1 -80°-257-2578.3: State Adult Literacy Coalition Meeting.

Page 8

Staff Development News, Cont.Region 8, Cont. from page 5summer session? Several of the local col-leges offer a six week May-June class thatwill complete before the end of the fiscalyear.

In spite of the weather, Kathy Kline isvisiting as many programs as possible. Theresults are great. Several staff persons aredoing prograin exchanges and peer obser-vations. Hopefully these may result insome action research projects.

Any questions, need more informa-tion, or just want some help? Call KathyKline at (610) 971-8518.

NOTE THE NEW 610 AREA CODE!

4: Region 9 workshop; Funding; 8:45 a.m.-noon:*4: Region 2 workshops; "Overcoming LearningDisabilities"-presenter Barbara Morgan;"Teacher Burnout"-presentr Dr. Van Igou;"Financial Aid for Higher Eaucation"; "OpenEntry/Open Exit" presenters Carol Duff andCarol Flanigan; 9:30-a.m. 3 p.m. CIU #10Development Center for Adults; 110 E. BaldEagle St., Lock Haven. call (717) 893-4038.5: Region 9 Collaborative Learning TutorTraining, 9:30 a.m.4:30 p.m.5: Region 9 workshop; ESL Teacher; 9:30 a.m.-12:30 pm.*8-12: Teachers of English to Speakers of OtherLanguages (-1 ESOL) Annual Convention;Baltimore; Theme-Sharing Our S tories; ContactTESOL, 1600 Cameron St., Suite 300,Alexandria, VA 22314.7: Region 7 Advisory Board meeting; 12 noon-2 p.m. Penn State-Allentown Campus atFogelsville.9: Region 9 tutor training; 5:30-8:30 p.m.10: Tutors of Literacy in the Commonwealthmeeting; State College.11: Region I "Learning Styles"; Presenter-Shirley Mattace; Belaire North, Erie 9 a.m.-12.Contact Bootsie Barbour (814) 454-4474.12: Region 9 Collaborative tutor u.aining; 9:30a.m.-4:30 p.m.13-18: National Migrant Education Conference;Kansas City, MO; contact: Cynthia Adcock,(913) 826-4718.16: Region 9 tutor training; 5:30-8:30 p.m.16-19: 9th International Conference onTechnology and Persons with Disabilities; LosAngeles; Contact Harry Murphy, Voice/TDD:818/885-2578.16-19: 31st Annual International Conference,Learning Disabilities Association of America;Washington, DC; Contact: Jean Peterson (412)341-1515.18: Region 9 workshop; Readingcomprehension; 8:45 a.m.-noon*18: Region 1 "Tutor Training"; Presenter-MaryLindquist; New Castle public library; 1-4 p.m.Contact Marcia Anderson (412) 654-1500.19: Region 9 workshop; Multicultural class;9:30 a.m.-12:30 p.m.*21-23: State adult education d irectors, northeast,annual ;egional workshop; Dewey Beach,Delaware.13: Videoconference; "Engaging the DistanceLearner; PBS Adult Learning S atelli Service;2:30-4:30 p.m. Call l800-257-2578.

South-Cent al Region5 Staff Development News

by Randy Varner, CoordinatorThe new year promises to be a great

one at the South-Central Region 5 StaffDevelopment Center. Along with provid-ing our usual services and technical assis-tance to the region's educators, we havescheduled seven special training opportu-nities for Region 5's adult educators.

On March 19, 25 and 26, Dr. AlanQuigley of Penn State University willpresent a one-credit course on "StudentRetention in Adult Education Programs."This course will be held at Penn State-Altoona Campus. If you would like toregister for this course, please call Randyimmediately at (717) 248-4942.

Priscilla Carmen of the Institute for theStudy of Adult Literacy at Penn State willpresent workshops in Altoona (May 5) andLewistown (May 6) on "Theory andMethods in Adult Education." You won'twant to miss this workshop!

Choosing software to use in adulteducation classrooms is always a difficulttask. It is for this reason that we are goingto compile a small booklet of software thatis being used successfully in classrooms. Ifyou are particularly pleased with a softwarepackage you are using and would like toshare some information on it, please callRandy at (717) 248-4942.

A reminder to "Buzz" readers: wehave a new permanent address here at theTIU Adult Education and Job TrainingCenter:

South-Central Region 5 Staff Devel-opment Center

TI1.J Adult Euucation and Job TrainingCenter

MCIDC PlazaOne Belle Avenue Building #58Lewistown, PA 17044(717) 248-4942

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"What's the Buzz?", Pennsylvania'sAdult Basic Education DisseminationNewsletter, is prepared and distributed byAdult Education Linkage Services, Box 214,Troy, PA 16947 under funding providedthrough the Pennsylvania Department ofEducation from the Adult Education Act,Section 353. tt is distributed without chargeto practitioners of adult basic and literacyeducation in Pennsylvania for the monthsSeptember through June. Nn endorsementof the newsletter contents by PDE norUSDOE should be inferred. Adult Edc.ationLinkage Services is an Equal Opportunityemployer.

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tallVOLUME 13, NUMBER 7 MARCH, 1994

Outstanding Adult Educator of 1994 Dr. B.Allan Quigley, left, receives PAACE recog-nition plaque from Don Block, PAACEAwards co-chair and 1992 OutstandingEducator Award winner.

1994 OutstandingAdult EducatorDr. B. Allan Quigley* An outstanding contributor to adult

education.

* An experienced and effectiveclassroom teacher who encouragesindependent, self-directed learning.

* An ESL teacher in India in 1967.

* Founder of a community college.

* Holder of a doctorate in adulteducation.

* Author of more than 90 articles,books, etc. in adult education.

* Regional Director of Adult Educationfor Penn State - Monroeville.

* Recently appointed to the AmericanCouncil on Education's GEDAdvisory Committee as a researcher.

IN THIS ISSUE . . .Information and photos from the 1994 MidwinterA survey dealing with attendance/retention makes senseA special feature on Pennsylvania's Even Start programsSome new products for the A.B.L.E. teacherForty professional development dates for March - - 35 for April ...

and much more you can use In Pennsylvania Adult Education.

Bureau Director Praises Diversity;Stresses Need for "Systematic Program"

"Pennsylvania is certainly canvassed witha vast number and a wide variety of types ofadult education programs. With this vastnesscomes diversity in terms of sophistication andcomprehensiveness of programs." These ob-servations opened thc presentation by AdultBasic and Litcracy Education (A.B.L.E.) Bu-reau Director Cheryl Keenan as she addressedthe opening session of the Pennsylvania StatePlan Task Force at the 29th Adult EducationMidwinter Conference in Hershey last month.

Ms. Keenan stressed the importance offlexibility in adult education programs sincediversity and flexibility permit local programsto best meet the unique needs of their commu-nities.

"But on the other hand," she said, "I be-lieve services should be systematic. Theyshould not be hit and miss, dependent uponthe expertise which happens to be in place in aparticular area. It is the role of the state tomake sure there is a system in place whichwill build expertise in areas where it may notbe present. Some of the levels of sophistication that we have across the Commonwealthcan he improveti and we have the tools which can help improve thc services, theprograms and the system of adult education and training in Pennsylvania."

QUALM( PROGRAM INDICATORS STRESSED: Director Keenan used as one example oftools of improvment the Indicators of Program Quality which havc been introducedto Pennsylvania adult educators over the past few years. She noted the necessity ofmeeting programs at their present level of quality and, through an evaluation process,provide technical assistance to deal with deficiencies identified in the evaluation ofprogram quality

At 1994 Midwinter Adult EducationConference Cheryl Keenan, Bureauor Adult Basic and Literacy Educa-tion (A.B.L.E.) Director and GordonJones, former Bureau Supervisor andrecipient of the 1994 PAACE Out-standing Service to Adult EducationAward.

71(Cont. page 2)

1 a Ve I

"Systematic Program", Cont.For adult basic and literacy educa-

tion practitioners attending the AdultEducation Conference, there was littledoubt the use of Quality Program Indica-tors (Q.P.I.) by local programs is rapidlyprogressing beyond the stage where, in1991, they were presented as g:aelinesto assist local programs to improk:. Verysoon they will be used to evaluate indi-vidual programs and determine the fund-ing level for local program services basedupon this evaluation.

One announcement which emphasizedthe importance the A.B.L.E. Bureau isplacing upon Q.P.I. was made by DonLunday, Chief of the Special Projects andPrograms Section of the Bureau, whostated local programs applying for fund-ing for 1994-95 must provide local mea-sures and standards as part of their appli-cation. He indicated programs would noteven be considered for funding unless thisrequirement was met.

In another session, Harry Frank, whois responsible for the development ofBureau procedures dealing with localQuality Program Indicators, told programdirectors, teachers, tutors, and counselorsthat we are presently in a transition pe-riod which in 3 to 5 years will see over-all improved performance of adult basicand literacy education programs,smoother/more timely contract awards, thepossibility of a "fill in the blanks" type offunding application, increased perfor-mance monitoring by advisers and pro-gram/student performance determiningaward and funding levels of local pro-grams.

Mr. Frank noted some of the actionspresently being initiated or under consid-eration by the Bureau: revised guidelinesand application procedures; increased at-tention to performance in funding awards:some form of multi-year funding; and re-alistic performance goals that are judgedon the measures and standards of the In-dicators of Program Quality. "The pri-mary job of program administrators mustbe more than just gathering datait mustbe the systematic gathering of informa-tion showing how well your program isdoing.

PROGRAMS NOT UNIQUE:"Uniqueness of a program is a myth.Programs are more similar to each otherthan they are unique. By and large themajority of programs are very similar,"says Mr. Frank. "Every program," hestated,"recruits students, offers them in-struction and has them leave the programwhen they have met their goalsthis isnot unique."

THE KEY FACTOR IN MEA-

Page 2

Dr. Eugene Kray, left, of West Chester Uni-versity receives PAACE Continuing HigherEducation Program Division Award fromScott Selkowitz of Elwyn Institute and co-chair of the Division. Dr. Kray was recog-nized for his work in administering theChester County Cooperative Training Pro-gram for government employees.

SURES AND STANDARDS IS NUM-BERS: "Up to this time the only concernof the Burcau has been whether programsget their reports in on time," said Mr.Frank. Under the new system the !cc),factors in measures and standards will bethe numbers. The measure will be anumber and the level or quantity of thatnumber will be the standard. "The truetest for every measure and every standardis that it has to be quantified. How manystudcnts are retained; how many pass theGED; these are examples of quantifiedgoals and this is what we wi 'Y lookingfor," he added.

IT'S NEW, IT'S DI1-1-ERENT: Fromthe development of quality indicators,measures and standards; to increasedevaluative monitoring by A.B.L.E. advis-ers; to the eventual determination of pro-gram funding based upon the evaluation.This is quite different from anything localprograms have been working with andsome will look upon the new A.B.L.E.Bureau activities as threateningothers aschallengingothers as an opportunity tojustify additional funding requests withobjective data showing thc additionalmonies would be appropriately spent.Whatever your point of view or that ofyour program, Buzz readers would be welladvised to get as much technical assistanceas is available as they carefully thread theirways through the maze of IPQ, M/S,MBO, QC, TM (all terms referred to inMr. Franks' presentation). Contact yourA.B.L.E. Bureau regional adviser and yourregional staff development center. Talkthe problem over with other adult educa-tors. Attend the training sessions dealingwith Quality Program Indicators. Lookupon this transition as an opportunity toimprove the services you provide to youradu I t students.

Another Survey? ThisOne Deals with Retention

And it makes sense .. .

First it was the National Adult Lit-eracy Survey (NALS) with few surprises,but some data which could have beenuseful for gaining public support for adultbasic and literacy education; next camethe State Adult Literacy Survey (SALS)the results of which we still have not re-ceived, but SALS preliminary data tellsus as much, or as little, as did the NALS.Now comes the National Evaluation ofAdult Education Programs and at lastsome data collected is being related toproblems facing Ault education--in thecase of the third interim report: "ClientAttendance".

Few adult basic and literacy educa-tion programs will argue that attendanceis not a problem, from one-on-one tutor-ing to small and large group instruction.Some excellent Scction 353 projectsdealing with retention have been com-pleted in Pennsylvania (contact AdvancE1-800-992-2283 or the Western PA AdultLiteracy Resource Center 1-800-446-5607,ext. 216) and groups of adult educators atnearly every workshop/conference discussthe retention and attendance problems.

Unfortunately, too few programs domuch more about attendance other thanmoan and groan about Sally M. or JackR. who "just don't seem to want to attendour program."

The National Evaluation of AdultEducation Programs, in addition to sur-veying a significant number (more than100,000) of adult education clients, hasestablished a data base of information onclient attendance based upon the numberof hours of instruction received, by week,for up to 18 months after enrolling in alocal program. The study found markeddifferences in attendance among Englishas a Second Language (ESL), Adult Ba-sic Education (ABE) and Adult Second-ary Education (ASE/GED).

Large Programs vs. Small Pro-grams: ABE clients enrolled in smallprograms are more likely to persist thanclients in large programs; but in ESL andASE clients enrolled in very large pro-grams arc more likely to persist than cli-ents in small programs.

Full-time vs. Part-time: In ASE andESL programs clients enrolled in programswith at least some full timc instructionaland administrative staff arc more likely topersist than clients in programs with onlypart time staff.

Independent Study vs. Teacher: InABF. clients with only a teacher and aideare more likely to persist than clients with

(Cont. page 3)

TEN ABLE SUCCESS STUDENTS RECOGNIZEDRepresenting thousands of one's peers is not an easy task, but the ten adult basic

and literacy education (ABLE) students honored at the 29th annual Midwinter AdultEducation Conference last month are all different; with unique accomplishments and bytheir uniqueness they are all the more typical of the adults who attend our classes everyday and night in an attempt to better themselves. Although their stories were different,the message each Success Student left behind was loud and clear: if it hadn't been forthe ABLE programs, the teachers and other support personnel, the successes would nothave happened.

Receiving recognition at theConference were: Julie Bermudez,a GED diploma recipient and now a

.1

nursing student at Reading AreaCommunity College sponsored byMary Schmidt of EACC: DavidWolfe, a GED diploma recipient, agraduate of Slippery Rock Universityand now an ABE/GED instructorsponsored by Angelo Pezzuolo andElaine Nagel of Midwintern IU #4;Mary Rogers, a GED diploma re-cipient who became socially/politi-cally active and helped fight legisla-tion permitting liens on property ofwelfare recipients. Sponsored byBarbara Mooney, Community Ac-tion Southwest; Helena JimenizMojica, a GED diploma recipientwho attcnds the Luzerne CountyCommunity College, sponsored byFrank Nardone, Luzerne IU #18;Shun Mei Nemet, earned her di-ploma at the Mercer County Vo-Techprogram and is now a member ofthe advisory committee of her lit-eracy program and a member of theboard of directors of her GED alumnicouncil. Sponsored by the Mercer County Vocational-Technical School; BernadetteOsborn, a former substance-abuser, single mother, GED diploma recipient and now anursing student; sponsored by Kathy Marks, Eagleville Hospital; Amy Uhler, attended

GED classes at the Bangor-Pen ArgylSchool District, literacy corps mem-ber and tutor at Northampton Com-munity College, graduate of .EastStroudsburg University, now a sub-stitute teacher. Sponsored by LindaMartin and Janet Herr, Bangor-PcnArgyl School District; LillianMetzcher, a learning disabled adultt,student at the Lutheran SettlementHouse's Women's Program, receivedan award as one of the two mostdedicated tutors in the program.Sponsored by Alice Redman,Lutheran Settlement House Women'sProgram; Ruth Salters, a mother oftwo and a GED diploma recipient whois active in community and school af-fairs. Sponsored by Marie Knibbe,Germantown Women's Educational

Project; Harold Speelman, a hearing-disabled, hp-reading student in the Adams CountyLiteracy Program where he serves on the Advisory Board, attends the New ReaderBook Club and was recognized by the Council as an Outstanding Student. Sponsoredby Henry Wardrop, Lincoln, Ill #12.

-----c==u13f-M1171s.1111111

!.]1994 A.B.L.E. Success Students; From left,top: Amy Uhler, Ruth Salters, LillianMetzcher, David Wolfe; second row: JulieBermudez, Harold Speelman, Shun MelNemet; bottom row: Mary Rogers,Bernadette Osborn, Helena Jimeniz Mojica.

Success Student Amy Uhler and her familyat the Success Storks Awards at the 1994Nlidwinter Conference.

Survey, Cont.a teacher plus an independent study orlearning lab component in the program.However, in ASE and ESL progxams cli-ents with a learning lab component as partof the instructional program are morelikely to persist than clients with only ateacher or a teacher and an aide.

Use of Support Services StronglyAssociated with Persistent Attendance:Although not an original finding, theSurvey found that clients enrolled in pro-grams providing a large number of sup-port services logged the most instructionalhours and attended more regularly. Al-though ABE clients were more likely touse support services, clients in all threecategories are more likely to persist if theyuse support services.

Important Program Variables: Thesurvey found the availability of day classesand support services, the type of curriculaused (workplace and lifeskills instructionare especially effective with ASE clients),and full-time staff are important programcharacteristics positively affecting atten-dance.

Other findings: There is no appre-ciable difference between people who at-tend between 1 and 11 hours and thosewho attend 12 or more hours (the federalpoint at which attendance counts).

Most newly enrolled students attendclasses during the day (49%); 14% dayand night.

Spending more per client is notpositively related to attendance.

For more information about the Na-tional Evaluation of Adult EducationPrograms including the first two interimreports call 1-800-348-7323.

From left, Joseph Lapp, top GED scorer inPennsylvania for 1993, receives monetaryaward and plaque from Chuck Holbrook,ABLE Bureau State GED Administratorand George (Whitey) Pew, GED tcst ad-ministrator for 27 years at McKaskeyHighSchool In Lancaster where Joseph took thetest.

Page 3

News From The Regional Staff Development CentersBe sure to check "It's A Date" on page 8 for Regional Workshops

TR-Tgion #1]Boots lo Barbour, CoordinatorPractitioner Action Research is a Staff

Development option available to all ABE/GED providers. This is an area of StaffDevelopment that has not been fully uti-lized in Region #1. Practitioner Actionprojects can be many different things. Thecommon thread is that a practitioner iden-tifies a particular arca of program/profes-sional need and initiates and implementsa plan to explore the question. All appli-cations for Practitioner Action ResearchProjects must be approved by the StaffDevelopment Director. Upon acceptanceof the final product (paper, report, etc.) astipend of up to $300 will be paid. Formore detailed information contact Bootsieat (814) 454-4474.

Region #1 has scheduled a variety oftraining sessions and v.orkshops for Marchand April. For information about any ofthe following dates, call Bootsie at (814)454-4474. March 4 is the date of themonthly Administrator's Roundtable. Dr.Chester Wolford will discuss ways thatbusy administrators can make their lifemore organized and cost efficient. In theafternoon, Dr. Richard Gacka will answerquestions about the Indicators of ProgramQuality and incorporating the indicatorsinto FY95 proposals for PDE.

The second annual Region #1 andRegion #4 Workshop will be held atTroggios in New Castle, Pa.

This workshop was a great successlast year and we look forward to anothersuccessful day. This is a good time tomeet and talk to other adult educators inWestern Pa. Flyers n'th details are in themail. Paul Weiss and Bootsie Barbourwill be glad to answer any questions.

TLC Tutor Trainer Amy Wilson willgive a two day tutor training at The Cen-ter for Adult Education, Erie, Pa. or, March4 and 5. Registration is limited so aprompt reply is necessary.

"Learning Styles" is the title of theworkshop that Shirley Mattace will presentin Erie on March 11 and at the CrawfordCounty Library on April 12. Ms. Mattacewill eover such information as ascertain-ing and observing preferred learningstyles, language processes of dominantright or left brain learning, and determin-ing proven strategies for student success.

Mary Lindquist, Project Director ofthe Crawford County Read Program, willpresent a Tutor Training Workshop at theNew Castle Public Library on March 18.On May 6, Ms. Lindquist will return tothe New Castle Public Library to dkcuss"Educational Enabling".

Page 4

Cheryl Lossie will discuss "Personal-ity and Learning Styles" at The Centerfor Adult Education on March 19. Ms.Lossie is particularly interested in theGregorc Style Delineators. She will dis-cuss the Gregorc Self-Assessment Instru-ment for Adults.

This office has had many calls abouthaving Mary Gall present the workshopshe did for the I'AACE Conference.Common Sense GED Math wili be thetopic of the workshop to be held in Ericon April 8, at the Avalon Inn.

Another very informative workshopwill be repeated on April 23. PatriciaWimms will present "Life Self-Esteem"in Franklin, Pa. Call Maloy Beach formorc information.

The Staff Development Office is al-ways happy to hear from you. If you arenot getting Region #1 mailings or yourmailing address is incorrect, contact us at814-454-4474.

Region #5by Randy Varner, CoordinatorThe South-Central Region 5 Staff

Develcpment Center's schedule of activi-ties for the remainder of tne project yearis rapidly filling up. Along with the usualassortment of workshops given by qualitypresenters, we are offering some otherunique training opportunities.

Dr. Allan Quigley of Penn State Uni-versity will present a one-credit course on"Recruitment and Retention in AdultEducation Programs". We arc excited andhonored to have Dr. Quigley, who wasnamed the 1994 PAACE OutstandingAdult Educator at PAACE's Midwir terConference, as instructor for this course.Course dates arc March 19, 25. and 26.

We are. currently planning a work-shop on "Total Quality Management."This topic tics directly in with the Indica-tors of Program Quality, and promises tobe a much discussed topic in the future.

Other training on the schedule in-cludes "Conflict Resolution," a seminarpresented by Brian Frey of the AdultEducation and Job Training Center."Computer Show and Tell," a technologyworkshop presented by Dr. BarbaraWoodruff and "Adult Education Theoryand Methods," presented by PriscillaCarmen of Penn State's Institute for theStudy of Adult Literacy.

Wall the new policies handed (1(iwntrom the Department of Education we areable to more effectively serve adult edu-cators in our region. Call the Center in(717) 248-4942d you hiive any questiomregarding the project.

t

[Region 6:1Paula Smith, Coordinator

Cheryl Keenan, Director of the Bu-reau of Adult Basic and Literacy Educa-tion (A.B.L.E.), recently met with the di-rectors and coordinators of the nine re-gional staff development center and,among other topics, shared her ideas andvision for the Bureau and for adult educa-tion in Pennsylvania. Ms. Keenan statedshe does not want the Bureau to be a hin-drance, but to support programs in the fieldthrough policy/practice changes such asinitiating one contract per agency forSection 322 (instead of separate contractsfor workplace, institutional, etc.), fundingstaff development centers for two years ata time, etc. We welcome Ms. Keenanand applaud her work.

Dale Mace is the new advisor for allof Region 6. Class attendance reportsshould be mailed to him at the ABLEBureau, 12th floor, 333 Market Street,Harrisburg, PA 17126-0333.

Indicators of Program Quality: TheRegion 6 director and coordinator havereceived extensive training in this subjectand stand ready to assist local programsas they develop their indicators, measuresand standards.

Changes in Tuition Reimburse-ment: These changes have been made inthe use of tuition awards from the regionalstaff development centers: I. Reimburse-ment may now be spent for credit or non-credit courses; 2. Reimbursement isavailable for tuition for Act 143 and Sec-tion 322 staff; 3. Reimbursement maynow be available for volunteers who havea long-range commitment and potential forwork in adult basic and literacy educa-tion. Volunteer reimbursement must beapproved in advance by the ABLE Bureau.

Region 7Jane Ditmars, Coordinator

Opportunities to join us:Workforce Teleconference:A live, interactive teleconference,

entitled "Model Partnerships in WorkforceEducation" will he presented in partner-ship with the Iacocca Institute. AdultEducators are invited to come to R,:.gion7 on Thursday, March 3, from 2:00-4:00pm when the program will be downlinkedto the main campus of Lehigh University.Multicultural Learning Styles:

Dr. Stan Nowack of Penn Stateversity will present a workshop onN1ulticultural Learning Styles on Friday,March 25, from 8:30-12 noon. This pre-

(Cont. page 5)

Staff Dev., Cont.sentation will he held at NorthamptonCommunity College, in Bethlehem. Savethe date!Advances in Computer Networking:

Are you involved in computer net-working? If so, please write and tell ushow your program uses e-mail to com-municate with other educators. Computerconsultant, Richard Silvius, presented aseminar on Using the Network Server atLehigh University on Monday. January10th. After giving an overview of thesystem, participants logged on and prac-ticed sending and receiving messages vialectronic mail, creating nicknames and

changing passwords. Participants werealso shown how to access the LehighUniversity Library System via modem.

Please write to the Tfi-Valley accountat Uscrid:1001@Lehigh, EDU. We lookforward to hearing from you! Watch fordetails of a follow-up seminar coming thisSpring.We would like to share:

GED Writing Packet: Do you needideas for preparing your\students for theessay portion of the CED exam'? If so,call Tri-Valley to request a copy of ourpacket of sug;;estions for improving writ-ing skills. This document was created byESL instructor, Ruth Munilla, who hascompiled over 50 pages of techniques andstrategies for teaching students to write aGED essay. The booklet includes user-friendly worksheets which can be dupli-cated by the instructor.ESL Tape

Despite the snow arid bitter coldweather, 28 adult literacy educators at-tended an interactive ESL Workshop pre-sented by Nonie Bell. Special thanks areextended to Joan Breisch for hosting thisevent at the Reading/Berks LiteracyCouncil. Thanks also to Joan's son, Ron,who video-taped this event. Please callTri-Valley at (6101 75g-6347 to ia'quest acopy of the tape if you wish to share itwith your staff.

All hest wishes to dedicated educa-tor, Nonie Bell, v, ho has recently relo-cated to Florence, Italy, where she willteach ESI..Congratulations!

to Julie Bermudez of Reading, andto Amy Uhler of Nazareth, who have beennamed statewide winners in the 19)4Adult Basic Education Student SuccessStories. Julie attends the Reading AreaCommunity College, where she s a\nominated by Mary Schmidt and ElaineMoyer. Amy was sponsored by I. indaMartin of the Bangor/Pen Args I AdultEducation Program.

Winter, Taxes, andConflict: The Facts of Life

by Chrls Kemp, Adult LiteracyResource Specialist, Western PA

Resource Center, GlbsonlaThe northern hemisphere looks for-

ward to the vernal equinox and the com-ing of spring. When "March comes inlike a lion", however, winter seemsunending! Tempers grow short, childrenargue incessantly and loving spouses canturn on each other like wild beasts (espe-cially if one is oserwhelmed by incometax forms). Life has its unpleasant mo-ments.

Many of life's unpleasant momentsinvolve conflict. In itself, conflict is nei-ther good nor bad. It just is. Conflictarises from personality clashes, competi-tion for limited resources, difficulty causedby the rate of change, and even social andcultural diversity. It is not the conflict,

but the way it is managed that hasconstructive or destructive outcomes. Weseldom think of conflict as opportunity,but constructive conflict management canproduce creative problem solving and canopen channels of communication.

Most people don't naturally dealconstructively with conflict. They canbecome aggressive or avoid conflict at allcosts "giving away thc store" or internal-izing the problem. Most people can use alittle help when facing Conflict at home orat work. A variety of excellent conflictmanagement materials are available forloan through WPALRC. Texts, video, andaudio tapes address the issues of findingcommon ground. confronting the fear offighting, and conflict resolution. A 1993Special Project produced by the Centerfor Literacy in Philadelphia developedmaterials to provide conflict resolutiontheory and techniques to adults with lim-ited literacy and English skills. Copies ofthe projeet report, learner 's handhook, andmanual (AE3025-854) are available forloan from WPALRC and AdvancE.

Not all of life's unpleasant momentsmust he managed, however. Spring willeventnally cornr The snn w ill shine.gentle breezes will caress emerging blos-soms, and the world will awaken. All wehave to do is hang on a little longer.WPAI.RC w ill celebrate the return ofspring with an Open House. Watch fordetails in April.

Deadline ChangeBeCallM.' of our vacation schedule

the copy deadline for the April But/is Mara 10. Copy rem s eel alter thatdate sk II appear in the May is,tie.

Family Literacyby Denise Caldwell, GPLC

What do Family Literacy andPittsburgh's black infant mortality ratehave in common?

The Greater Pittsburgh LiteracyCouncil (GPLC).

Since June of this year, the GreaterPittsburgh Literacy Council has beenconducting Baby Basics classes as part ofHEALTHY START, a federal programdesigned to combat this problem.

Baby Basics combines family literacywith information about the importance ofearly pre-natal care; what happens duringpregnancy, labor and delivery; positiverelationships and parenting skills; how toplan for the future and the rewards ofcontinued education, as learning is a life-long process.

To date, more than sixty participantsbetween the ages of 12 and 25 have ben-efited from the classes and fifteen babies(14 girls and 1 boy) have been born.Moms and babies are at home and doing

Participants meet tv.ice a week for10 to 12 weeks, in two inner-city neigh-borhoods. They share their thoughts andfeelings ahout their relationships, preg-nancies, and parenting skills. They alsolearn how to cope with these issues in asuppora.,..e, non-threatening and enlight-ened manner.

If you would like more informationon this program, call Denise Caldwell atGPLC. (412) 661-7323.

GPLC Receives GrantsTotaling $710,000

The Greater Pittsburgh LiteracyCouncil (GPLC) has announe:ed Mat it hasreached the S710,000 funding mark in asone million dollar capital campaign.

Th e. purpose of the campaign is toimprove the Council's present services to1,5()0 adult learners and to establish newprograms throughout Allegheny County.

Grants have been received from anumber of Foundations in the Pittsburgharea incle.ding a Richard King MellonFoundation grant to the Council ofSI50.000.

Know of a House to Rent???Ahhie Brawley the new regional ad-

viser for the Southwest region is lookingfor a 2-3 bedroom house to rent in theIlarrishurg Area. Here's a chance to help(out a colleague who has just moved toPennsylvania. Call Abbie at the ABLEBureau 1717) 787_5532,

Page 5

Pennsylvania's EvenStart Literacy Program:Serving the Whole Family

by Donald Paquette, PennsylvaniaDepartment of Education Even Start

Coordinator and Adult BasicEducation Advisor

The shocking incidence of inter-gen-erational illiteracy in American society hasfueled the need for programs like Even Start,which assists families in breaking prevailingsocial and economic cycles of poverty,undereducation, inactivity, welfare depen-dency and scholastic underachievement.

Unemployment, indigence, crime,homelessness and low self-esteem are fre-quently attributed to low-functioning literacylevels in adults. Faced with the daily pres-sures and struggles of trying to survive andsupport their families, illiterate adults oftenhave difficulty assuming responsibility forthe educational and social development oftheir children.

The Even Start Family Literacy Pro-gram is a national response to the problemof family illiteracy. The intention of theEven Start Program is to provide family-centered educational programs that involveparents and children in a cooperative effort;thus enabling parents to become partners intheir children's education, and to assist theirchildren in reaching their full learning po-tential. Even Start is the focal point forintegrating a community family literacyprogram. Through collaboration with localagencies, it provides the linkage for ex-panding local literacy services.

Even Start encourages parents andchildren to become "learning teams" throughspecial activities designed for both genera-tions to be worked on together. Teampartners are important to the success of theplan, as a holistic approach to education mustbe adopted by the children, parents, EvenStart support staff and personnel.

Pennsylvania has 18 Even Start stationsscattered throughout the State. Urban sitesencompass large cities like Philadelphia,Pittsburgh and Erie, but also include smallercities like York, Washington and Easton.Fifteen of Pennsylvania's grantees are localeducation agencies (LEAs), and three arecommunity-based organizations (CB0s).Two of the projects (Arin Intermediate Unitand Meyersdale Area School District) servean extensive geographical area, thus neces-sitating the need for mobile classrooms(recreational vehicles) to bring Even Startto local families. Some projects (i.e., MonValley Collaboration Project and RiverviewIntermediate Uri° serve as many as four orfive school discricts, while others likeLancaster a id Philadelphia focus on oneschool district with a relatively high rate of

Page 6

undereducation.Pennsylvania's Even Start Program

prides itself on meeting the particular needsof each community it serves. For instance,although all projects offer both center-basedand home-based services, most urbanprojects are center-based or in sites locateddowntown and along major bus routes,therefore, affording g:eater access to othercommunity services. Conversely, ruralprojects are primarily home-based in defer-ence to the problems of accessible trans-portation and the proximity to human sevicesrural clients frequently encounter.

The Commonwealth's Even StartProjects are composed of innovative anddiverse social and instructional packageswhich can serve members of non-Englishspeaking families (such as those operatingin Reading, Chester and *, ork); promote andnurture collaborative relationships withschool districts, 1-1,:ad Start and/or FamilyCenters (i.e., Pittsburgh. Mon Valley andErie); and extend their influence to morethan one counn: Ann, Riverview andCentral IU's).

Despite the relatively short implemen-tation time of Even Start projects in Penn-sylvania, the program is thriving and makingsignificant progress. This upswing can bedirectly traced to the enthusiasm and dedi-cation of participants and staff supportingthe Even Start ideal, as well as theunflagging commitment of local cornmuni-ties in their collaborative efforts with EvenStart to eradicate illiteracy. These jointpartnerships are creating an integrated ser-vice-delivery system which is not only moreefficient, but has made strides in meetingboth family and societal problems and con-cerns. Some of the service providers are:Head Start, local school districts, JTPA,WIC, ABE/GED, Literacy Councils, JobCenters and County Assistance Offices.Many projects have even formed Even StartAdvisory Councils consisting of local busi-ness, community and philanthropic leadersand volunteers who share a vision of lit-eracy for all. Family activities, centered onagendas including socials, trips and meetingsare dynamic ways Even Start has unifiedfamilies and communities.

Various local projects have reportedimpressive results regarding the impact ofthe Even Start Family Literacy Program intte:. lives of their participants. A higher lit-eracy level in adults and an increase in GEDgraduates have been noted, as well as im-proved parent-child interactions. ThePennsylvania Even Start office is pleased toreport that many adults with limited Englishproficiency hava made significant strides inacquiring every day language skills neededto function more effectively in our society.Children have exhibited growth patterns inlanguage, affective, cognitive, and social

0

skills. After earning a GED, many gradu-ates embark on further education, trainingand/or employment. Due to the impact ofEven Start proigams, many families haveexpressed a keen interest in learning, andtheir enthusiasm ie. being transferred to theirchildren. Teachers have observed that EvenStart parents are reading more to their chil-dren, and that the children involved in theseprograms are better prepared to start school.

Families say the principles stressed inEven Start contribute to an enhanced senseof self esteem; hence a more rewardingquality of life. The integration of socialsupport services into the family literacyprogram has enabled families-in-crisis toreach stabilization and self-sufficiency fasterand more efficiently. Even Start partici-pants are more confident and goal-orientedbecause emphasis is strongly placed on fos-tering family, parenting and life skillsthrough role-modeling, personal example,life experiences and instruction. BecauseEven Start furnishes the necessary tools todirect educational and social development,Even Start families are proving to be pro-ductive citizens in society.

Pennsylvania's Even Start Program ismaking impressive inroads in eradicating il-literacy and expanding social, economic andeducational opportunities for all parents andtheir children. As the Commonwealth ex-pands and adapts to federal policies and lo-cal needs, Even Start will seek even betterways to serve our families and, ultimately,our communities. It is vital, therefore, torecognize and applaud the tireless leaderswithin our communities, counties andschools who are taking charge in shapingand improving the future for all people.

LIST OF PA EVEN START SITESARIN Intermediate Unit, Shelocta;

Central Intermediate Unit, West Decatur,Chester Co. Intermediate Unit, Exton;Community Action Southwest, Waynesburg;Delaware Co. Intermediate Unit, Media;Greater Erie Community Action Commit-tee, Erie; Lancaster City School District,Lancaster; McKeesport Area School District,McKeesport; Meyersdale Area School Dis-t.fict, Mcy Cr adalc; Philadelphia C...ity SchoolDistrict, Philadelphia; Pittsburgh City SchoolDistrict, Pittsburgh; ProJeCt of Easton,Inc.,Easton; Reading School District, Reading;Riverview Intermediate Unit, Shippenville;South Allegheny School Dictrict/Mon Val-ley Collaboration Project Pittsburgh; Sto-Rox School District/Even Start Collabora-tive Project Pittsburgh; Washington SchoolDistrict, Washington; York City SchoolDistrict, Ynrk.

Editor's Note: Ilere's an opportunityfor local programs to take a step towardneeded coordination of services. ContactMr. Paquette (717-772-2813) or one of theEven Start sites.

Some "One-Liners"from the Midwinter

The weather was the top topic; soniccancelled, but attendance was slightly bet-ter than last year.

It was good to be back at Hershey..It was good to see some of our former

colleagues: Gordon Jones, Bill Murphy., KipBollinger, Clair Troy, Torn Wertz, JackSittman, (fill in the blanks).

Cheryl Keenan takes honors for themost "Greetings". Overheard from two adulteducators after her comments at the StateUpdate Session: "What do you think?" "Elike her."

"The feds" didn't show up; weather wasbad and what could they say about a 52million funding cut to Pennsylvania for 94-95-

State Legislators and their representa-tives made an impressive show:ng at theLegislative Luncheon; with the quality ofadult students that local programs pmducein Pennsylvania legislators can justify theS7.75 million in funding for 1994-95. (Nov.ak)ut that additional S2 mill . . .) Was itour imagination or did the smaller-attendedsessions result in more "sharing" amongpeers?

Congratulations to PAACE and theHershey Convention Center management forrolling with the punches, flexibility andmaking the hest of an inconvenient situa-tion.

See you in 1995!

Science for theSpecial Needs Student

This is the title of an article in thclatest issue of GED Items published bythe General Educational DevelopmentTesting Service (GEDTS). The articlemakes the point the GED teacher has amandate to teach all students, regardlessof their individual differences and thattoday's technology permits increasingnumbers of special need.s adult studentsto participate in a wide variety of science-related activities including a number ofactivities outlined in the article. Thereare also 6 techniques for teachers of thedeaf to use in teaching science.

To get your free subscription to thisexcellent publication w rite GEDTS,American Council on Education, OneDupont Circle, NW, Suite 250, Washing-ton, DC 20036-1163.-

°What's the Buzz9". Pennsylvania's AdultBasic Education Dissemination Newsletter. ,sprepared and distributed by Adolt EducationLinkage Services, Box 214, Troy, PA 16947under funding provided through the PennsylvaniaDepartment of Education from the Adult EducationAct, Section 353 It is distributed without chargeto practitioners of adult basic arid literar4education in Pennsylvania for the monthsSeptember through June No endorsement ofthe newsletter contents by PDE nor USDOEshould be inferred Adult Education LinkageServices is an Equal Opportunity employer

llow ESL Students DealWith Unfamiliar Words

by Charles J. Kovach,San Diego City College

Many ESL students interrupt theirreading to look up words in a dictionarybecause such students may feel insecurenot knowing the meanings of some of thewords they read. To help them avoid theseinterruptions, the teacher can give thesesuggest ions:

I. Tell the students to underline un-familiar words as they read material andcontinue reading the material withoutlooking up those words.

2. After they read the material, havethem look up the underlined words aridwrite delinkions of those words in themargins of their reading material.

3. Have the students read the samematerial again.

Corrections: From theFebruary, 1994 issue:

The Family Literacy supervi-sor for Goodwill Literacy Initiativein Pittsburgh which was awardeda Barbara Bush Family Literacygrant is Rochelle Glanz.

Wc inadvertently transposedthe 800 numbers for the two stareadult literacy resource centers:The AdvancE number in Harris-burg is 1-800-992-2283. TheWestern PA Center in Gibsonia is1-800-446-5607, ext. 216.

PAACE Awards Presented at

.4:ammo: 11111111Wik

Steck-Vaughn ChangesSales Staff Members/Increases PA Reps

The Sieck-Vaughn publishing com-pany has announced a change in salesrepresentatives for Pennsylvania.

Dr. Myrna Deaux, who has repre-sented the adi It education publications ofthe company for a number of yezrs, hasmoved to the elementary education divi-sion of the company. In her place twosales representatives have been hired: LisaHasson, 1616 Morris Court, N. Wales, PA19454 (215) 855-6854 will cover thePhiladelphia arca and Ron Ray, RD #11,Box 622, Greensburg, PA 15601 (412)925-7717 will represent the publisherthroughout the rest of the state.

Steck-Vaughn has available the newfull-length GED practice test, Form FA,which offers thc same number of ques-tions, the same testing time, and the samequestion types and content as the actualGeneral Educational Development Test.

The publisher also has available therevision of Reading for Today with newhooks, new stories, integration of six skillareas in reading selections and compre-hension strands to prepare for standard-ized tests like the TABE and the GED.

On behalf of our 3,000 adult educa-tion readers in Pennsylvania "What's theBuzz?" welcomes Lisa and Ron to a statewhere adult basic and literacy educationis the keystone to adult improvement.

the Midwinter

"ciwr " r:

Nevdy elected president of the Pennsylvania Association for Adult Continuing Education(MACE), Carol Molek (left), presents Recognition Plaque for her many years of exemplaryservice to PAACE to outgoing president Dr. victoria Fisher. Ms. Molek Is director of theTuscarora It. PI I Adult Education and ,Job Training Center in Less istown, Fisher isDirector of Continuing Education for Neumann College in iferSyn.

.) Page 7

It's A Date!Remember: Contact your regional staffdevelopment center for more informationabout center-sponsored events. For thename and address of your regional center,see the September issue of "What's theBuzz?"

March, 19941: Applications and Guidelines mailed toSection 353 applicants.3: Teleconference: "Model Partnerships inWorkforce Education"; 2 pm to 4 pm. Re-gion 7 downlink, Maginnes Hall, LehighUniversity; Contact Ann Koefer (610) 758-6347 or call 1-800-257-2578.3: S:ate Adult Literacy Coalition Meeting.4: Region 1 Administrator's Workshop; Dr.Chester Wolford; Edinboro Inn, Edinboro, 9a.m. to noon.4: Region 9 workshop; Funding; 8:45 a.m.-noon4 & 5: Region 1 TLC Tutor Training; AmyWilson, Erie CAE, 6-9 p.m. Friday, 9 a.m.-3p.m. Saturday.4: Region 2 workshops; "OvercomingLearning Disabilities"-presenter Barbara Mor-gan; "Teacher Burnout"-presenter Dr. VanIgou; "Financial Aid for Higher Education";"Open Entry/Open Exit" presenters Carol Duffand Carol Flanigan; 9:30 a.m.-3p.m. CIU #10Development center for Adults; 110 E. BaldEagle St. Lock Haven. Call (717) 893-4038.5: Region 9 Collaborative Learning TutorTraining; 9:30 a.m.-4:30 p.m. Call (717) 893-4038.5: Region 9 workshop; ESL Teacher; 9:30a.m.-12:30 p.m.8-12: Teachers of English to Speakers of OtherLanguages (TESOL) Annual Convention;Baltimore; Theme-Sharing Our Stories; Con-tact TESOL, 1600 Cameron St., Suite 300,Alexandria, VA 22314.6: Region 6 Workshop; "Training on Tests ofApplied Literacy Skills (TALS)" and "Intro-duction to 'Successmaker' Software"; YorkCounty Vo-Tech School, 2179 South QueenSt., York; 9 a.m.-3:30 p.m. Call Paula Smith,(717) 232-0568.7: Region 7 Advisory Board meeting; 12noon-2 p.m. Penn State-Allentown Campus atFogelsville.9: Region 9 tutor training; 5:30-8:30 p.rn.10: Tutors of Literacy in the Commonwealthmeeting; State College.II: Final guidelines for funding applicationsmailed to agencies by ABLE Bureau.11: Region 1 "Learning Styles"; Presenter-Shirley Mattace; Bela ire North, Erie 9 a.m.-2p in. Contact Bootsie Barbour (814) 454-4474.12: Region 9 Collaborative tutor training; 9:30a.m.-4:30 p.m.13-18: National Migrant Education Confer-ence; Kansas City, MO; contact: CynthiaAdcock, (913) 826-4718.16: Region 9 tutor training; 5:30-8:30 p.m.16-19: 9th International Conference onTechnology and Persons with Disabilities; LosAngeles; Contact Harry Murphy, Voice/TDD:818/885-2578.16-19: 31st Annual International Conference,Learning Disabilities Association of America;Washington, DC. Contact: Jean Peterson(412) 341-1515.18: Region 9 workshop; Reading coniprehension; 8:45 a.m.-noon

Page 8

18: Region 1 "Tutor Training"; Presenter-Mary Lindquist; New Castle public library; 1-4 p.m. Contact Marcia Anderson (412) 654-1500.19: Region 9 workshop; Multicultural class;9:30 a.m.-12:30 p.m.19: Region 1 workshop: Personality &Learning Styles; Cheryl Lossie; Center forAdult Education; 9 a.m.-noon.21: Region 7 workshop; Psycho-Social As-pects of the Adult Learner; Presenter-CherylAshcroft 4-6 p.m. Lifelong Learning Center,Frackville.21-23: State adult education directors, north-east, annual regional workshop; Dewey Beach,Delaware.22: Region 5 workshop; Learning Disabili-ties; Presenter: Dr. Jovita Ross; Juniata ValleyHigh School.23: Videoconference: "Engaging the Dis-tance Learner; PBS Adult Learning SatelliteService: 2:30-4:30 p.m. Call 1-800-257-2578.23: Region 9 tutor training; 5:30-8:30 p.m.24-26: 2nd Annual National Research Con-ference on Human Resource Development;Theme: "Creatively Exploring the Future";College Station, TX; Contact: National HRDConference, EHRD Mail Stop 3256, TexasA&M University, College Station, TX 77843-3256.25: Region 9 workshop; Team Building; 8:45a.m.-noon25: Region 7 wcrkshop; "MulticulturalLearning Styles"; Presenter Dr. StanleyNowack, Jr. 8:30 a.m.-I 2 noon; NorthamptonCommunity College. Contact Jane Ditmars,(610) 758-6347.25: 2nd Annual Inter-Regional Workshop;Regions 1 and 4; Troggios, New Castle. 9a.m.-3 p.m. Topics include "Motivating Stu-dents", "ABE/GED Teaching Strategies,""Teaching Through Storytelling for ABE/GED/ESL Students," "Grant Proposal Writing", and"Employability Skills for ABE/GED/ESLStudents": Contact Paul Weiss (412) 661-7323or (800) 438-2011.26: Regien 9 workshop; Teaching SpeakingSkills in an ESL class; 9:30 a.m.-12:30 p.m.2£1: Region 2 workshop. "Focus on Strength:Multisensory Learning Strategies That Work;Presenters-Project READ staff; Leslie Sheltonand Holly-Fulgham Nutters from the South SanFrancisco, California Library. 9:30-3:30.Centre County Vo-Tech School.29: Region 2 workshop; Same topic and pre-senters as March.28: 9:30-3:30-Montoursville EpiscopalChurch. These workshops will deal with howthe Most iCCet icanting leseaR,h has beentranslated into easy, innovative, and fun waysto teach adult learners using all of their ca-pacities. Copies of the presenters' book willbe furnished to each program in the Region.Call Project STAR at (814) 359-3069 for moreinformation.

April 1994:4: Region 9 workshop: Self assessment; 8:45a.m.-noon4; Region 5 workshop; Portfolio As ;essmcnt;Presenter: Barbara Van Horn; Altoona.6, 13 and 20: Learning Differences; Instruc-tor: Richard Cooper, Ph.D. 9 hour courseVs ednesday afternoons from 2:00-5. ContactCenter for Alternative Learning, Bryn Mawr(610-825-8 1161

7: Videoconference; "Newspapers in Cor-rectional Education"; 12 p.m. Call PBS AdultLearning Satellite Service 1-800-257-2578.8: ACT 143 APPLICATIONS DUE.8: Region 1 Workshop; Common Sense GED,Mary Gall. Avalon Inn, Erie, 9 a.m.-2 p.m.11: Region 6 Staff Development Center"Teaching Techniques for the Learning Dis-abled Adult" presented by Dr. John Harvey;Catholic Diocesan Center, Bishop Daley Hall,4800 Union Deposit Road, Harrisburg; 9-12.Call (717) 232-0568 for registlation informa-tion.11: Region 7 Advisory Board Meeting; 12noon-2 p.m. Penn State-Allentown Campusin Fogelsville.12: Region 1 "Learning Styles", presenterShirley Mattace; Crawford County Library; 1-3 and 6-9 p.m.13: Region 9 tutor training; 5:30-8:30 p.m.13: Region 9 Gateway training; 1:30-4:10 p.m.13: Region 9 ESL tutor training; 6-9 p.m.13-16: National Head Start Association;Louisville; Contact Marlene Watkins (703)739-0875.14: Region 3 Audio conferencing workshop;Teacher Action Research; 6-9 p.m. Sites atScranton, Hazleton, Honesdale, and Towanda.15: Region 9 workshop; Computer Technol-ogy; 8:45 a.m.-noon15-17: Educational Computer Conferences12th Annual National Conference; Baltimore;Theme 'Technology, Reading & Learning";Contact Diane Frost (800) 255-2218.16: Region 9 GED training; 9:30a.m.-4:00p.m.16-18: 1994 Annual Conference on LifelongLearning; "Reeducating Amcrica: Technologyand Higher Education." San Diego; Contact:National University Research Lnstitute, 4025Camino Del Rio South, Sari Diego, CA 92108-4110.18-24: National Library Week; Theme:Libraries Change Lives.20: Region 9 tutor training; 5:30-8:30 p.m.20: Region 9 Gateway training; 1:30-4:30P-m-20: Region 9 ESL tutor training; 6-9 p.m.22: Region 9 workshop; Teaching Spellingand Reading; 1-3:30 p.m.22: Region 3 workshop Audio conference;Hazleton, Honesdale, Towanda. Live inScranton. Teacher Action Research; 6-9 p.m.22: Region 4 workshop. Building Self-Es-teem; Patricia Weems; Monroeville.23: Region 9 Collaborative Learning TutorTraining; 9:30-a.m.-4:30 p.m.23: Region 3 workshop Audioconference;Teacher Action Kesearch; 9:30 a.m.-5 p.m.Same sites as on the 22nd.23: Region 1 Self-esteem workshop; PatriciaWimms; Franklin Club, Franklin. 9 a.m.-2p.m., Contact Maloy Beach (814) 432-7323.27: Region 9 tutor training; 5:30-8:30 p.m.27: Region 9 Gateway training; 1:30-4:30 p.m.27: Region 9 ESL tutor training; 6-9 p.m.28: Videoconference; "Technology: NewTools for Adult Literacy;" Implications of theresearch on the use of technology for practi-tioners; types of technology and applicationsto adult literacy; 1-3 p.m. Region 7 downlinkat Maginnes Hall, Lehigh University, ContactAnn Koefer (610) 758-6347 or call PBS AdultLearning Satellite Service 1-800.257-2578.

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Pent* #3

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ILAVOLUME 13, NUMBER 7 APRIL, 1994

ABLE Bureau addsregional advisors

The Bureau of Adult Basic and Lit-eracy Education recently hired two addi-tional regional advisors and a new specialprojects advisor. The new regional advi-sors are John (Sonny) Sloan who will ser-vice the Northwest Region and AbbieBrawley who is assigned to the South-west Region. Although this still leaves theRegional Programs Section of the Bureauone regional advisor short, the personnelof the Section are:

C Keenan. Bureau Director

Audrey Walter,Administrative Asst.

Richard Stirling,Budget Analyst

Mary Jane Cori,Secretary

lInuck Holbrook, Regional ProgramsSection Chief

John Sloan, Northwest AdvisorBrawley, Southwest Advisor

Dale Mace, Central AdvisorMartha Frank, Southeast AdvisorJohn Zhong,

Philadelphia & Delaware Co.

11111111

From left: Don Lunday, ABLE BureauSpecial Programs and Projects SectionChief; John (Sonny) Sloan, Northwest Re-gional Advisor; and Larry Goodwin, Spe-cial Projects Advisor.

(Coot. on page 2)

IN THIS ISSUE .Virginia adopts adult ed lieensureDistance education consortium issues reportAdult student performance and Portfolio assessmentAn ESL puzzle

and lots of news for ABLE professionals.

A Section 353 Project Dissemination Report . . .

Catch Them, Calm Them, Keep ThemAlthough purists might object to referring to prospective adult learners as "them"

and to recruitment as "Catch Them," the purpose of this project was well defined andsuggests some interesting techniques and activities for improved recruitment and reten-tion in adult basic and literacy education (ABLE) programs.

The problems of recruitment and retention are still the greatest inhibitors ofquality instruction in most adult education programs. A number of successful SpecialProjects have been funded in Pennsylvania and other states which address those prob-lems either together or separately, but continued, sustained successes in either re-cruitrnent or retention are rare.

Many adult educators, with whom we agree, identify the instructor as the keyperson and point to community involvement in the program as fundamental to success-ful recruitment and retention. In programs where teachers or tutors are visible members;.-1 the community and involve the community in the adult education program, theprogram becomes highly visible and aressible; adult students develop a co-relation-ship between what happens to them in the adult education program and their everydaylives.

Catch Them, Calm Them, Keep Them developed a professional developmentprogram for adult basic and literacy education personnel in rural Central Pennsylvania.Mthough many of the principles relating to recruitment and retention identified by theproject are relevant in most settings, the project identified and worked with techniquesand awarenesses unique to a rural setting. For example, lack of transportation is signifi-cant in ru.ral areas without mass transit, but is usually not a serious problem in urbanareas.

Four topics were identified as professional development workshop titles: "Enroll-ment Enhancers," "Overcoming Anxiety," "Curbing the Dropout Rate," and "Dealingwith Uncomfortable Classroom Situations"..Each topic was dealt with in a separateworkshop for adult educators fi;)ni a ten cclunty area.

The first workshop, Enrollment Enhancers, stressed the importance of network-ing in a rural setting as being the keystone to successful recruitment. Representatives ofthe Clinton County Board of Assistance related the successes they had with clients whowere required to attend adult education classes. Other public awareness/networkingtechniques that were discussed included: public service mnouricements; flyers distrib-uted at banks, grocery stores, doctors' offices, libraries, community meetings; presenta-tions to community groups; and newspaper articles dealing with human interest-orientedsuccess student stories.

(Cont. on page 2)

Page 1

Catch, Calm, Keep Them, cont. from page 1Project Director Carol A. Duff and Project Teacher Carol J. Flanigan, both em-

ployed in the Central Intermediate Unit #10 Development Center for Adults in PleasantGap, served as presenters for Topic II, Overcoming Anxiety. Participants were pro-vided with anxiety reducing activities and systematic relaxation techniques that can beutilized with students to improve performance, especially during the initial stages of theadult education program and during those times when student anxiety is highest such asduring testing. Participants felt techniques involving a minimum amount of time wouldbe most effective in a classroom setting. These include a one-minute stress manager,deep breathing techniques and positive self-talk.

Topic III, Curbing the Dropout Rate, was presented by Dr. B. Allan Quigley,Regional Adult Education Director for the Penn State/Monroeville Campus. Dr. Quigleyhas done extensive research in retention in adult education programs and suggests twocategories of adult students who can be identified as possible/probable program-leavers:Resistant Learners and Reluctant Learners.

Resistant learners are usually motivated toward achieving more education, but donot want to attend formal classes. Reluctant learners attend school, but may be hostile,shy, skeptical, distant, etc. The most frequently identified problems with both resistantlearners and reluctant learners are usually: transportation problems; child care arrange-ments; personal and/or family health problems; conflicts with times when classes arescheduled; lack of family support; and fear of failure. In nearly all cases one or more ofthese problems is used as an excuse for the real reason for leaving a program: lack ofpersonal motivation. According to Dr. Quigley, a personal, genuine desire to achievewill go a long way in overcoming each of these problems.

The final presentation, Topic IV Dealing with Uncomfortable Classroom Situa-tions, was presented by Barbara Copenhaver, R.N. who stressed the importance ofadult educators being sensitive to the root cause of behavioral and learning problemsmanifested in the classroom. Adult students with substance abuse problems, personalhygiene problems, etc. may act out frustrations in the classroom.

Unfortunately too few adult educators are trained in identifying these problems andeven fewer with how they should be handled. Ms. Copenhaver suggested some behav-ioral characteristics and changes which might provide clues to various types of personalproblems weighing on the adult student. She also identified some community referralsources which are available to assist.

Free loan copies of the final report of Catch Them, Calm Them, keep Them areavailable from either of the State Adult Literacy Resource Centers which serve asrepositories for all Section 353 project reports: AdvancE 1-800-992-2283 and the West-ern Resource Center 1-800-446-5607, ext. 216.

A Difficult LanguageEnglish is a difficult language to learn, as exemplified by the following poem,

various versions of which have been attributed to "an anonymous source" and "a brightyoung student from Kenya."

We'll begin with a box, and the plural is boxes.But the plural of ox should be oxen, not oxes.One fowl is a goose, but two are called geese,Yet the plural of mouse should never be meese.You may find a lone mouse or a whole set of mice,Yet the plural of house is houses not hice.If the plural of man is always called men,Why shouldn't the plural of pan be called pen?If I speak of a foot and you show me your feet,And I give you a boot, would a pair be called beet?If one is a tooth and a whole set are teeth,Why should not the plural of booth be called beeth?One may be that, and three would be those,Yet hat in the plural wouldn't be hose.And the plural of cat is cats and not cose.We speak of a brother and also of brethren,But though we say mother, we never say methren.The masculine pronouns are he, his, and him,But imagine the feminine she, shis, and shim.So English, I fancy, you all will agree,Is the funniest language you ever did see.

From Reading Today,Newsletter of the International Reading Association

Page 2

REGIONAL ADVISORS, cont.

Although the Northeast Region posi-tion is vacant, Martha Frank, formerNortheast Advisor, tells us she will main-tain close contact with the programs inthat region.

Effective March 24, 1994 the GEDProgram will became part of the SpecialPrograms and Projects Section. We willbring you a personnel chart of that sec-tion in our May issue.

Instructional PacketsAvailable Free

Two new instructional packets deal-ing with adult learners are available fromthe U.S. Department of Education Clear-inghouse and they're FREE. Producedby the well-known (or infamous) PelavinAssociates (the people who brought youthe Quality Indicators materials) thepackets are:

"Improving Thinking Skills for AdultLearners" - an instructional packet devel-oped as part of a study of ABE/ESL in-structor training approaches. Examinescritical thinking and problem-solving skillsand factors affecting an individual's abil-ity to think. It also provides strategies forcreating an environment that fosters thedevelopment cf thinking skills; approxi-mately 130 pages.

The other packet is "Learning Dis-abilities", an instructional packet whichexamines indicators of learning disabilityand strategies for teaching learning dis-abled adults.

Both are available from the Clearing-house, Division of Adult Education and

ueracy, U.S. Department of Education,Washington, DC 20202-7240 (please en-close a self-addressed mailing label). Re-quests by FAX should be sent to 202-205-8973.

reTanputerized Literacy IProgram Management

Literacy Volunteers of America(LVA) is marketing a new software pack-age specifically designed for literacy pro-gram management. Verse 1.0 helps trackmailing information, demographics, tutor/student matches, hours, data for volun-teers, tutors and learners and 15 predefmedreports with the capability of creating newones.

Verse is available for IBM-PC com-patibles and comes in 3-1/2" or 5-1/4"formats.

For more information call LVA at(315) 445-8000.

DISTANCE EDUCATION

Consortium Holds Meeting;Prepares Report

The first annual meeting of the Pennsyl-vania Distance Education Consortium (PDEC)was held in February at Harrisburg Area Com-munity College and attendees heard Represen-tative David R. Wright, Cnainnan of the Boardof the Center for Rural Pennsylvania, say"Distanoa education can provide our ruralschools with quality instruction at a reasonableCOSL"

Repiesentative Wright also announced therelease of a new Center for Rural Pennsylvaniareport., Teleteaching Distance Education,which examines distance learning needs, cur-rent use and the availability of distance learn-ing in the Commonwealth.

Although directly relating to rural schoolsK-12, the report has a number of ramificatiorsfor distance learning as it relates to adult edu-cation in rural areas. For example, rural schooladministrators indicated a need for assistancein five major areas if thcy were to participatefully in distance learning: 1. financial aid; 2.training for faculty; 3. technical assistarce; 4.vaining for administrators; and 5. facility =o-vations.

On the other hand some factors inhibitingdistance etheation in elementary and second-ary schools such as certification, graduationcredits, and scheduling problems usually arcnot present with adult basic and literacy educa-tion (ABLE).

The report which was drawn from researchwork conducted by the Rural Services Instituteof Mansfield University and Epler Enterprises,Inc submitted six objectives necessary for thefuture development of distance learning: 1. Todetermine the need of Pennsylvania's rural dis-tricts for distance learning programs in specificsubject areas; 2. To inventory and describeprograms presently available and the technol-ogy and cost needed to weess these; 3. Toinventory distance learning programs presentlybeing used in Pennsylvania schools; 4. Todocument position held by educational agen-cies and organizations on distance learning; 5.To determine how state policy can help satisfyrural school districts' need for distanc learn-ing 6. Identify sources of funding and/or re-sources that may assist rural schools in imple-menting distance learning programs.

The report concluded with five recom-mendations for state gosernment, seven for thePennsylvania Department of Education, andfour for organizations including higher educa-tion and an excellent Appendix on distanmlearning Program Resources (includingPENN*LINK) and Funding Resoure.

Copies of the report are available fromthe Center for Rural Pennsylvania, 212 LocustStreet, Suite 604, Harrisburg, PA ' /101 (717)787-9555.

.-71=11.1.11111

COMPETENCY BASED A.B.L.E.In 1971 when the Adult Performance

Level (APL) assessment identified a criticallack of "life skills" on the part of low-literateand other adults: adult education programsbegan to revise their curricula and programstrictures to help adult learners achieve someof the skills necessary to take advantage oftheir personal and societal resources. At thattime and for some years after, it was fash-ionable in adult basic education (literacy, asan organized movement, was just beginningto make itself known in the world of adultbasic education) to add the teaching of life skillsto the basic instruction in reading and math.

Eventually however, the teaching of lifeskills (i.e. functional literacy, dealing withlife's problems, etc.) began to be absorbedinto the instructional curricula in adult basicand literacy education and many programschose to teach life skills through basic skillsinstruction rather than as a separate discipline.

Those adult educators involved withCompetency Based Adult Basic and LiteracyEducation (A.B.L.E.) would say Compe-tency-Based Education (CBE) is the naturalconsequence of blending life skills educationwith adult basic education and the increasoiemphasis on workforce education is one ofthe ultimate goals of this combination.

Whatever the androgical (adult learning)history of CBE, many adult basic and lit-eracy educators have incorporated some ofCBE's fundamentals into their instructionalprograms and are, especially with the demandfor increased assessment accountability,looking to Competency-Based Adult Educa-tion to provide the combinations of educa-tional goals, learning experiences, the attain-ment of desired competencies and evaluat-ing the results as providing measures of theoverall worth of their programs.

What Is Competency-Based AdultEducation? The U.S. Department of Edu-cation advances one of many definitions ofCBE: "A performance-bas process lead-ing to demonstrated mastery of basic and lifeskills necessary for the individual to functionproficiently in society."

The Department goes on further to "de-fine the definition" by explaining "Perfor-mance-based Process" (requires some be-havior on the part of the learner); "Demon-strated Mastery" (the assessment function forperformance); "Basic and Life Skills" (read-ing and math skills and the ability to copesuccessfully with personal, social, and workrelated problems and difficulties); "FunctionProficiently in Society" (progress in accom-modating to changes in societal demands;society means association with others).

In the Sourcebook for America 2000 inwhich President Bush sets forth the famous(or infamous) "Six American EducationalGoals", the oft-quoted Goal *5 is usually not

BEST COPY AVAILABLE

dealt with in its entirety. The first phrase ofGoal #5, "Every adult ArnoN-ican will be lit-erate (by the year 2000) ..." is followed bya statement of purpose which is relevant toCompetency-Based Adult Education: ". . .

and will possess the knowledge and skillsnecessary to compete in a global economyand exercise the rights and responsibilities ofcitizenship."

Curriculum Development. In 1978 aSpecial 309 (now 353) Demonstration Projectwas completed by Penny Sebring of PennState's College of Education. The project,titled "How to Develop and Evaluate an AdultCorrletency Curriculum", prepared a hand-book designed as a guide and a resource forcurriculum development in the area of adultcompetencies and coping skills. In additionto outlining steps and important consider-ations in developing a CBE curriculum for

tilt learners, the final report of the projectcontains an annotated set of resources, out-lines step-by-step the processes of identify-ing and organizing competencies, writing in-structional objectives, evaluating the cur-riculum, training instntctors and evaluationtechniques for teachers to maintain oversightas the Competency-Based Adult Program isimplemented.

Another source for information is "TheSteck-Vaughn Guide to Competency-BasedEducation" released in 1988. This Guideuses the APL competencies as its base andworks through the enrollment process, for-mal and informal, assessment for placement,the curriculum, assessment of mastery and,naairally, a section relating competencies toSteck-Vaughn materials. It is interesting tonote one of the resources referred to in theGuide is the California Adult Student As-sessment System (CASAS) which, in its mostrecently modified ' arm, is gaining some at-tention in Penns; Ivania workforce literacyprograms.

For some ABE,IGED-ASE/FSL/Literacyprograms the jump to Competency-BasedAdult Education will be a large one. Forothers, especially Job Training PartnershipAct (JTPA) and English as a Second Lan-allaap MCI 1 rrnarame thp drvPInnment nfrpo- r- -o -ra CBE curriculum will not be much of astretch. At any rate, we recommend all adultbasic and literacy programs re-look at Com-petency-Based Adult Education as a possiblemethod of improving the quality of instruc-tion while providing programs with betterdefined measures of accountability.

AdvansE in Harrisburg (1-800-992-2283) and the Western Pennsylvania AdultResource Center (1-800-446-5607, ext. 216)can provide Buzz readers with more infor-mation concerning Competency-lAsed AdultBasic and Literacy Education. Give them acall!

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41110110111111-

TESTING AND ASSESSMENTAdult Student Performance and Portfolio Assessment

One of the areas in which requestsfor more information were noted on therecent Buzz Reader Survey was that ofPortfolio Assessment. Although we havefeatured alternative assessments includingthe use of portfolios in various issues, theuse of portfolios, especially in English asa Second Language and lower-level ABEclasses, is receiving more interest as adultbasic and literacy education programs de-velop local assessment programs appro-priate to as many of their adult studentsas possible. Therefore, we note the fol-lowing sources which you might want tocontact

From Northwest Report, newsletterof the Northwest Regional EducationalLaboratory:

Characteristics of Student Perfor-mance as Factors in Portfolio Assess-ment. Individual pieces of work withinstudent portfolios shouldn't be evaluatedby themselves, but should be used as partof getting a big picture of studentachievement, says a report by RoseanneDeFabio. To describe this broad view ofstudent performance, DeFabio suggeststhat literature teachers consider five fac-tors when reviewing portfolios: range,flexibility, connections, conventions, andindependence. To order, send $4 to: Na-tional Research Center on LiteratureTeaching and Learning, University at Al-bany, State University of New York, 1400Washington Avenue, Albany, NY 12222.(Cite report number 3.8)Ili Use of Portfolios in Assessment ofLiterature Learning. A report by KarenKolanowski identifies trends on howportfolios are used in language arts classesin the United States, Puerto Rico, andCanada and profiles how three teachersare using portfolios to assess literaturelearning. To order, send $3 to: NationalResearch Center on Literature Teachingand Learning, University of Albany, StateUniversity of 1"Iew York, 14,00 Washing-ton Avenue. Albany, NY 12222. (Citereport number 3.7)II Knowledge Brief: Using Portfoliosto Assess Student Performance. A briefby Joan Mc Robbie of thc Far West Labo-ratory discusses how to score portfolioassessments. Mc Robbie notes that port-folio designers must identify their scoringcriteria, which should be as complex asthe problem-solving and higher-orderthinking skills the portfolios arc designedto measure. The criteria, called "scoringrubrics", usually include a scale of pos-sible poims and the major traits v2orers

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should look for. To order, send $4 to:Far West Laboratory, 730 Harrison Street,San Francisco, CA 94107. (Cite ordernumber FW-1192-NW)

We also recommend a second look atAddenda page I of the Testing and As-sessment Handbook developed as a Sec-tion 353 project in 1990-91. One sourcenoted in the Handbook is Susan Lytle ofthe Literacy Research Center at the Uni-versity of Pennsylvania. Other sugges-tions in the Handbook include usingportfolio assessment with specific targetgroup (displaced homemakers, lowei levelreaders, etc.). One recommendation madeby the Testing and Assessment panelwhich developed the Handbook was thata Common Portfolio be developed whichwould assist the assessment process whenadult learners move from one program toanother.

As with so many topics of concern toadult educators it would seem the researchhas been done in the field of portfolioassessment, but little attempt has beenmade to translate the research results intoapplication in the classroom.

Perhaps you are using portfolio as-sessment to some degree. If so, pleasedrop us a line tellig us what you're doingand what your experiences have been.We, in turn, will share your commentswith our readers. Write to Box 214, Troy,PA 16947 or FAX to (717) 596-4222.

Association offersresearch awards, grantsThe International Reading Association

offers a number of awards and grants de-signed to support research activities relat-ing to reading education_ Here are thedeadlines for applying for specific awardsand grants.

Helen i. Robinson Award, June 15,1994. This US$500 award is designed tosupport a doctoral student who is at the earlystages of dissertation research in the areasof reading and literacy.

Outstanding Dissertation of the YearAward, October 1, 1994. This US$1,000award honors an outstanding dissertationdealing with die fields of reading and lit-eracy.

Albert j. Harris Award, October 15,1994. This monetary award honors an out-standing published article that contributesto the diagnosis or instruction of learnersexperiencing problems developing as read-ers and writers.

Tests/MeasurementsClearinghouse moves

Although we probably never will re-enough funding to do everything we

know should be done to produce a Qual-ity adult education program, a number ofcreative program directors have pluggedinto alternative funding sources and"freebies" which can enhance their pro-gram delivery.

One source of free material is theEducational Resources Information Cen-ter (ERIC) funded by the U-.S. Depart-ment of Education. ERIC has a compre-hensive data-base of materials and infor-mation including research project reports,bibliographies of various topics and cop-ies of articles from professional journalsand nearly every other source. ERICClearinghouses are divided into interestareas including the Clearinghouse onAdult, Career and Vocational Educa-tion (1900 Kenny Road, Columbus, OH43210) and the ERIC Clearinghouse onTests, Measurements and Evaluation.The latter Clearinghouse has a new loca-tion and name. We note them here as anexcellent resource for programs in theprocess of developing testing/evaluationprograms.

The new name is the ERIC Clear-inghouse on Assessment and Evaluationlocated at The Catholic University ofAmerica, Department of Education,O'Boyle Hall, Washington, DC 20064,(202) 319-5120.

The Clearinghouse on Assessmentand Evaluation has expanded its servicesto become a comprehensive informationservice and encourages Buzz readers totake advantage of the many services itprovides. We strongly recommend youcontact both Clearinghouses and have yourname included on their mailing lists.

We should also note that many ERICmaterials, including information searches,are available from AdvancE, our adultbasic and literacy education (ABLE) re-source center located in Harrisburg (1-800-992-2283) and the Adult Literacy Re-source Center located in the western partof the state (1-800-446-5607).

Nila Banton Smith Research Dis-semination Support Grant, October 31,1994. This grant of up to US$5,000 is de-signed to help an IRA member spend fromtwo to 10 months working on a researchdissemination activity.

For further information and specificguidelines on subm'ating proposals for anyof these grants or awards, contact: GailKeating, Research Division, IRA, 800Barksdale Rd., PO Box 8139, Newark, DE19714-8139, USA. Telephone: 302-731-1600, ext. 226; fax: 302-731-1057. Appli-cants must be IRA members.

ALCOHOL, DRUGS, AND - READING?By Chris Kemp, Western Pennsylvania Adult LiteracyResource Center (WPALRC) (800) 446-5607, ext. 216

Drug and alcohol addiction remain a serious problemfor society, business, and education. Many adult educationstudents have suffered the devastating effects of addiction.Some students are, themselves, recovering from drug oralcohol abuse. Others may be spouses or adults whosechildhoods were shattered by a parent's disease. Feelingsof hopelessness, helplessness, and low self-esteem makelearning difficult.

A variety of professional and instructional materialsare available to help tutors and teachers address the prob-lems caused by addiction. Videos provide discussion. startersfor staff development or classroom settings. Families, Al-coholism and Recovery includes case studies illustratjngdifferent approaches to issues confronting families affectedby alcoholism. Tne Everything Yon Need to Know seriespresents Information about drugs, alc3hol, and the alco-holic parent in an easy-to-read formal. Informational ma-terials designed for e:nall children arc being developed andadded to library collections. Materials focusing on self-esteem development counteract the destructive effects ofadd ict ion .

While learning problems are aggravated by the effectsof addiction, recovery from addiction can be hinder& .0/literacy problems. Twelve step recovery programs -eb,-heavily on the ability to read. The Twelve Steps am.: Tra-ditions are re.A aloud at meetings. Members are encour-aged to read program literature daily. Writing skills arerequired to take the fourth step inventory. Substance abus-ers who arc self-conscious about reading problems maywithdraw from the recovery process. The Special 353Project, A.A. - N.A. Student Tutor Training (availablethrough WPALRC and AdvancE), sought to answer thisproblem by providing literacy training using program ma-terials. The project produced a final report and trainrogmanual including workshop handouts and trainer guide-lines. It deals effectively with the issue of anonymity,crucial to any twelve step program or counseling situation.This project would be of raterest to anyone tutoring amember of any twelve step program.

These aod additional materials dealing with alcohol,drugs, and other life crifes arc available for loan throughWPALRC. Take time to examine these materials at ourSpring Open House May 5 and 6. Browse the shelves,search the ERIC database network with colleagues, tourthe building, or reserve a room for your next staff meetingwhen you attend. Mask your calendar and watch the. mailfor details! Or course, there is no need to wait until OpenHouse to preview materials come today, or call 800-446-5607, ext. 716.

ACITY11011111111MMIMINNAMMa

"What's ihe Buzz?", Pennsylvania's AdultBasic EiucationDissemination Newsletter, is prepared and distributed byAdult Education Linkage Services, Box 214, Troy, PA 16947under funding provided tirough the Pennsylva da Departmentof Education from the Adult Education Act, Section 353. It isdistributed without charge to practitioners :)f adult basic andbteracy education in Pennsylvania for the months Septemberthrough June. No endorsement of the news-letter contents 'DyPDE nor CIS I X )F, should he mt.( rred. Adult Education linkageServices is an Fa4wd Oppormity

IIMMIN 1111Ill

I LICENSUREVirginia Adopts Licensure for Adult Education

For years the Pennsylvania Adult Education State Plan TaskForce has researched and discussed the topic of certification orlicensure for teachers and others involved in adult basic andliteracy education in Pennsylvania.

Proponents of adult education certification say it opens up atrack of professional recognition and preparation which willeventually result in a better educated and tained group of adulteducation professionals.

Opponents of certification point to the considerable successesof part-time adult education teachers in Pennsylvania adult edu-cation and especially the significant involvement of thousands ofvolunteer tutor/teachers which would be negatively impacted bydegree and/or college course requirements leading to mandatorycertification.

The Commonwealth of Virginia recently passed a licensurerequirement for adult education and adult English as a SecondLanguage personnel.

To lessen the impact upon volunteers, etc. the new regula-tions permit persons holding a bachelor's degree from an accred-ited university to receive a provisional license for three years ifthey also meet the requirements of the new licensures. Theindividual then has three years to correct any deficiencies. Thereis also a "grandfather" procedure for adult educators with experi-ence.

What do you think about licensure or certification of adulteducation teachers, counselors, progam directors, etc. in Penn-sylvania? Write Box 214, Troy, PA 16947 and let us know.

The Pcnnsylvania Assodation for Adult Continuing Education;PAACE) at Its Midwinter Conference consolidated the Special In-terest Section into five Program Divisions. Pictured here are DivisionChairpersons, from left: Continuing Higher Education - Cheryl Boyei.,Temple University/Harrisburg; Business and Industry - Margaret1,:neeley, Keytec Consultants, Inc., Bensalem; Adult Basic Edurcurd GED - Joyce Kerrick, Lackawanna Junior College, Scra-Iton;Tutor:. of Literacy the Commonwealth (7LC) - Monica KIMidstate Literacy Council, State Co:lege. Not pictured are SandyStrunk, English as a Second Languagr Cilitirperson and Jame^. Imler,Business and krdustry co-chairperson The consolidation will pro-vide PA ACE members with more opportunities to ;Itrtklpate In or-ganlutional and Program Division activities. Each Progrur; Divi-sion Chairperson w!ll he a member of tl-ie PAACE litard of Directorsprovkling ck r contact between the Board and the membersnip.

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News from the Regional Staff Development CentersREGION 4

(412) 661-READby Paul Weiss, Coordinator

Region 4 and Region 1 are sponsoringthe Western PA Family Literacy Conferenceon Wednesday, May 25, 1994 at GoodwillLiteracy Initiative on Pittsburgh's South Side.The conference will be from 9:00 - 2:30. Avariety of speakers will be presenting in acarousel format on family literacy topics.There will also be tables offering informationon resources available in this field. Mostimportantly, it will be a chance for provid-ers to get together and share ideas. This isa great opportuni.iy for anyone interested inlearning more about family literacy and forthose already working in the field! For moreinformation, call Paul Weiss at (412) 661-7323 or 800-438-2011.

Region 4 is offering many workshops thisspring (whenever it gets hcre!!). Please takea look at It's a Date for staff developmentofferings in Region 4. If you or your programhas any staff development needs, please callPaul Weiss at the numbers listed above.

REGION 3Joy:. Kerrick, Director; Jane Douaihy,

Coordinator; Rebekah Flanagan,Technical Assistant (717) 961-7834

I hope everyone has been able to dig outfrom all the snow. Many of our trainingactivities have had to be rescheduled as youknow.

Dr. Allan Quigley from Penn StateMonroeville Campus will be in our area toteach a one credit course on Action Research.This course may be taken for graduate orundergraduate credit. April 14 will be thefirst night of class (6-9 p.m.). This sessionwill be an audio conference. On April 29 (6-9 p.m.) and April 30 (9 a.m. to 4 p.m.), Dr.Quigley will be in Scranton for the comple-tion of this course. Please call the Center formore information.

We will be having a training workshopon Saturday, April 9, at Shafer's Pink Applein Tunkhannock. This workshop will have avariety of sessions including Process Writ-ing, Counseling Techniques for Adult Stu-dents, ESL Methods and Math for ABE/GEDclasses.

Registration and gathering will be at8:30. Sessions will start at 9:00 a.m. and endat noon. Soup and sandwich buffet luncheonwill be served after. Come and enjoy.

Don't forget the National Tutoring Con-ference at Mt. Laurel Resort on April 17-20.

PBS Video Teleconference on "Technology in Adult Literacy" wili be availableat WV1A in Pittston, PA on April 28. If youwill be attenclini, call the office or call ReginaVance at WVIA (344-124-1) to confirm.

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REGION TWOProject STAR

Edie Gordon, Director; Gail Lelghtley, Coordinator (814) 359-3069Spring is corning. It says so right on the Mi rch page of the calendar. As Region Two

begins to thaw out, and the snow slowly disappears, we are planning for the final work-shops for this fiscal year.

TECHNOLOGY TELECONFERENCEOne big event for April is the teleconference, "Technology. New Tools for Adult

Literacy". On Thursday, April 28th, this progam will be presented by the Federal Depart-ment of Education/Office of Vocational and Adult Education in partnership with theNational Center on Adult Literacy (NCAL) and the PBS Adult Learning Service. Thesubjects coveied include implications of the research on the use of technology for practi-tioners, different types of technology appropriate for use in adult literacy programs, imio-vative applications of technology for adult literacy programs, how to get started and/ortake the ner steps in utilizing technology. The program should be especially valuable forthe staff in our region because rural distances are often a handicap for our students, and wekeep telling each other that there ought to be some way to use technology to overcome thathandicap. Now, we have the opportunity to use the downlinking technology to find outhow to use technology to help adults learn.

We'll be downlinking the program at five different sites so that staff throughout theRegion will have easy access to it: The Central Intelitiediate Unit #10 at West Decatur;Penn State University at the Mitchell Building; Penn Tech College in Williamsport; Cen-tral Susquehanna Intermediate Unit #16 in Lewisburg; and Mansfield University.

Most of the sites will have at least one person available to talk about his/hei use oftechnology in a local ABLE program. The down-linked program is from 1:00 to 3:00 p.m.The entire program at each site will run about three hours. For specific times at each siteor for othee :nformation, call Project STAR.

TEACHING TUTORS TO TEACH MATHOn May 6th, we will again co-sponsor a tutor training program with the Susquehanna

Valley Adult Literacy Cooperative. Mary Louise Gall will spend the day teaching thetutors some common sense approaches to teaching math skills. The all day workshop willbe held at the Central Susquehanna Intermediate Unit #16 building in Montandon from9:00 a.m. to 3:00 p.m. Tutors and staff from other programs are welcome to attend, butmust register in advance. Please call Project STAR or Esther Zabitz at (717) 523-1155,ext. 328.

REGION 6Beverly Smith, Director; Paula Smith, Coordinator;

Phone: (717) 232-0568; Fax: (717) 234-7142During the month of February, Region 6 held one Advisory Committee and two

Executive Committee meetings. The Executive Committee worked on changes in thetuition Reimbursement Guidelines and die Action Research Guidelines. These revisedguidelines arc now available for regicnal distribution.

In March, Region 6 held two training workshops. One was on the Tests of AppliedLiteracy Skills (TALS), and the other was an introduction to the "Success Maker" softwarepackage. Those attending the workshops received important information regarding theTALS test, the "Success Maker" software, and their application to adult education students.Other Region 6 workshops scheduled for Apiil and May are noted in the "It's a Date"section.

The Region 6 office previously compiled a list of all ABE, GED, and ESL classesoperating in the region. Region 6 is now in the process of updating these class lists for thesummer. If any program in Region 6 wants to add classes to this list or receive a copy ofthe updated list, please call the Region 6 off ice at 717-232-0568. The class lists arc sent toemployees, potential students, and social service agencies upon request.

The Region 6 staff is available Lo provide technical assistance to adult educationprograms in the region. Some examples of technical assistance could include assistancewith wnting grant proposal budgets, asaistance writing measures and standards for QualityProgeam Indicators, assistance writing grant proposal narratives, assistance with computers,and other related help. If your program is in Region 6 and you need such assistance,please call the Region 6 office at 717-232 0568.

If you are not on the Region 6's mailing list and want to bc, please call the office, andyou will 5c added immediately.

(staff, cont. from

REGION 8Judith Bradley, Director;

Kathy J. Kline, Coordinator;Belinda Desher, Newsktter Editor. Phone:

(610) 971-8318 Fax: (610) 971-8522

Region 8 has moved from "slippingand sliding" through the ice and snow toswimming through the flooded roads. TheCcnter staff congratulates all the profes-sionals that have braved the elements toattend Region 8 activities. Many thingshave been scheduled, rescheduled and re-scheduled again. Thanks for understanding.

Training for the measures and stan-dards for the Indicators of Program Qual-ity was a great success. If you missedyour session, don't hesitate to call andsee if Kathy or Carol Klauss can come toyour program and help.

The CORRECTIONS EDUCATIONDAY has been rescheduled for April 9,1994. It wi'e. from 8:30 am - 3:00 pmat the Bucks ounty Correction Facility,1730 Easton Road, Doylestown, PA. Ifyou have not received your flier for regis-tration, call Kathy at the Center today.Topics will include: Multiculturalism,Writing portfolios, Math - pre-GED andGED math relating to vocational skills,and Family Literacy.

The month of March saw many pro-grams contacting the center for specialsessions to meet their individual programneeds. These information/in-service ses-sions can be set up in very short time andstructured to meet your specific goals andneeds. Some examples include: work-place literacy; motivation; general GEDinformation for tutors, as well as, specifictutor training for GED tutors; learningstyles video workshops; and learning clis-abilities video workshops. Each topic isto be presented at the program site, buteach is open to persons from any programwho would like to attend. Check out yourMarch and April newsletters for dates, lo-cations and times.

With the hope that Spring will come,Kathy Kline is scheduling program sitevisits for April and May. Why not calltoday to become a part of program ex-ckanges and peer observations? Remem-ber - there is still tuition money availabhand the guidelines have changed. Checkout your local IU and colleges and take aclass to welcome the Spring.

Kathy is in the office on Tuesday,Thursday and Friday, so don't hesitate tocall if you need any information or assis-tance.

ESSAY PUZZLEby Charles Kovaoh,

San Dlogo Vats CollegeEnglish as a Second Language (ESL)

students often have trouble understandingthe form of a five-paragraph essay.Therefore, I made an essay puzzle. Itconsists of five boards, one for each para-graph in a five-paragraph essay.

I show the students the three support-ing paragraphs first and then the intro-ductory and concluding paragraphs. I mayeven show them introductory and con-cluding paragraphs that are inappropriatefor the three supporting paragraphs andask them to tell me why these iniroduc-tory and concluding paragraphs are inap-propriate.

The essay puzzle allows me to usethe time I would have spent writing theessay on the board to work individuallywith students.

New parentguide publishedCoationation of sogetuful series

The ASPIRA Associa6on, 1112 16thSi NW, Suite 340, Washington DC 20036,is pleased to announce the second bookletin the series, Making the Most of YourChild's Education.

Making the Most of Your Child' sEducation: More Topics for Parents,published by ASPIRA's Hispanic Com-munity Mobilization for Dropout Preven-tiori Project, gives information to Hispanicparents on how they can be more effec-tive advocates for their children's educa-tion at home and in schools.

'me booklet is a fellow-up to lastyeai's highly suceee ful Making the Mostof Your Child' s Education: A Guide forParents. The new guide is written in thesame friendly, readable format, with groupdiscussion questions and exercises at theend of each chapter. While A Guide forParen..; focused on how parents can be-come involved with their children's edu-cation at home, More Topics looks at howparents can get involved with the school,and with other parents to improve theschool.

Both A Guide for Parents and MoreTopics for Parents arc published in Spaal-ich or English. One to live copies can bepurchased for $5.00 each through the Na-tional Committee for Citizens in Educa-tion (check; payable to NCCE), 10840Little Patuxent Parkway, Suite 301, Co-lumbia, MD 21044.

People and Programs. . . in PA ABLE

* Peggy McGuire, Executive Director ofthe Germantown Women's EducationalProject in Philadelphia, will be a presenterat a pre-conference workshop on Assess-ing Learning Progress to be held as partof the Laubaeh Literacy Action (LLA)1994 Biennial Conference in Little RockJune 1-5.

* The Juniata County Library LiteracyProgram is involved in a special projectdesigned to help tutors learn and teachtheir students one or more of four com-puter applications commonly used a theworkplace. Titled "Keysuokes", the tu-tors will learn the philosophy and tech-niques for using computers to reinforceliteracy concepts. They will choose thoseapplications appropriate to each of theirstudents (word processing, data base,spreadsheets, graphics) and design com-puter lassons geared to their students' lit-eracy skills arid real-life goals. Hardware,software and coordinator's salary for thisproject are financed through a Title VIgrant of the Library Services and Con-struction Act. A good example of an al-ternative funding source!* Esther Zabitz of the SusquehannaValley Adult Literacy Cooperative tellsus their program has received fundingfrom a number of alternative fundingsources including: the Magee Founda-tion; Soroptomist groups in four commu-nities; a church; a writing class in a highschool; a Chapter of the DAR; seven Li-ons Clubs; and two Rotary Clubs. Somegroups contributed money, some books,others glasses for adult students. This istruly an example of "coordinated, com-munity-involved" services. Use these ex-amples to get you and your staff "out onthe streets" making useful, valuable com-munity contacts.

Tana Reiff's BooksTops on IRA List

Pennsylvania adult educator TanaReiff of Lancaster has had two low-read-ing level series of books which sheauthored carried on the InternationalReading Association (LRA) "Top Titles forNew Readers".

Included were Timeless Tales, a se-ftes of illustrated anthologies of well-known folktales, myths and fables pub-lished by New Readers Press andWorktal2s, a set of ten stories aboutproblems encountered in the workplace.Our congratulations to this writer for adultlearners.

Page 7

It's A Date!Remember: Contact your regional staff de-velopment center for more Information aboutcenter-gponsored events. For the name andaddress of your regional codes, see the Sep-tember issue of "What's the Buzz?"

APRIL 19944: Region 9 workshop; Self assessment; 8:45

a.m.-noon. District Council 1199 C, 1319 LocustSt., Philadelphia

4: Region 7 Advisory Board Meeting; 12 noon2 p.m.; at Penn State-Allentown in Fogelsville;

2ontact: Jane Ditmars (610) 758-6347.4: Region 5 workshop; Portfolio Assessment;

Pmsenter: Barbara Van Horn; Altoona.6, 13 and 20: Learning Differences; Instructor

Richard Cooper, Ph.D. Nine-hour courseWednesday afternoons from 2:00-5:00. ContactCenter for Alternative Learning, Bryn Mawr (610-825-8336).7: VIdeoconference; "Newspapers in Correc-

tional Education"; 1 - 3 p.m. Call PBS AdultLearning Satellite Service 1-800-257-2578.

8: Region 4 workshop; Presenter: Dr. RichardCcoper, "LD Spelling"; Community College ofAllegheny County, Homewood; 3 - 5 p.m. CallPaul Weiss at (800) 438-2011 or (412) 661-7323.

8: ACT 143 APPLICATIONS DUE.8: Region 1 Workshop; Common Sense GED,

Mary Gall. Avalon Inn, Erie, 9 a.m.-2 p.m.9: Region 3 ABE/GED Workshop, Tunkhan-

nock; call (717) 961-7834.9: Region 8 Correc6ons Education Day; 8:30

a.m. - 3:00 p.m. Bucks County Correction Facil-ity, 1730 Esston Rd., Doylestown. Call KathyKline (610) 971-8518.11: Region 6 Staff Development Center"Teaching Techniques for the Learning DisabledAdult" presented by Dr. John Harvey; CatholicDiocesan Center, Bishop Daley Hall, #800 Un-ion Deposit Road, Harrisburg; 9-12. Call (717)232-0568 for registration information.11: Teleconference; "ESL in Adult Education"Part II. Downlink by Region 6. 4 p.m. - 5:30p.m. Catholic Diocesan Center, CommunicaonsConference Room, Harrisburg; Call Region 6(717) 232-0568 for details.11: Region 7 Advisory Board Meeting,: 12 noon-2 p.m. Penn State-Allentown Campus inFogelsville.12: Region 1 "Learning Styles", yeesenter ShirleyMattace; Crawford County Librery; 1-3, 6-9 p.m.13: Region 9 twor training; 5:30.8:30 p.m.13: Region 9 Gateway training; 1:30-4:30 p.m.13: Region 9 ESL tutor training; 6-9 p.m.13: Region 4 workshop; Presenter: KhalidRaheem; "Gangs"; East Liberty PresbyterianChurch; 9-12 neon; Call Paul Weiss (800) ,138-2011 cr (412) 441-7323.13: Region 7 workshop; "Critical Thinking andReading"; Presenter: JesSe Moore; 1-3 p.m.at Lehigh County C..irr tunity College, Allen-town; Contact Lauren :eguere (610) 776-1998.13-16: National Head Start Association; Louis-ville: Contact Marlene Watkins (703) 739-0875.14: Region 3 Audio conferencing workshop;Teacher Action Research; 6-9 p.m. Sites atScranton, Hazleton, Honesdale, and Towanda.15: Region 9 workshop; Computer Technology;8:45 a.m.-noon; District Council 1199 C, 1319Locust St., Philadelphia.15-17. Educational Computer Conferences 12thAnnual National Conference; Baltimore; Theme"Technology, Reading & Learning"; Contact Di-ane Frost (800) 255-2218.16: Region 9 GED training; 9:30 arn.-4:00 p.m.16-18: 1994 Annual Conference on LifelongLearning; "Re-educating America: Technologyand Higher Education." San Diego; Contact:

Page 8

National University Research Institute, 4025Camino Del Rio South, San Diego, CA 92108-4110.17-19: National Tutoring Conference; Mt. LaurelResort call Region 3 at (717) 961-7834.17-24: National Library Week; Theme: Li-braries Change Lives.17-23: National Volunteer Week.20: Region 9 tutor training; 5:30-8:30 p.m.2o: Region 9 Gateway training; 1:30-4:30 p.m.20: Region 9 ESL tutor training; 6-° p.m.22: Reg!on 9 workshop; Teaching Spelling andReading; 1-3:30 p.m. District Council 1199 C,1319 Locust St., Philadelphia.22: Region 4 workshop. Building Self-Esteem;Pat-icia Weems; Bidwell Training Center, 9:30 -3:00; Call Paul Weiss at (800) 438-2011 or (412)661-7323.22: Region 4 workshop; CCAC-South Campus;6-8 p.m. Presenter: Dr. Richard Cooper "LDSpelling"; Call Paul Weiss at (800) 438-2011 or(412) 661-7323.23: Region 9 Collaborative Learning TutorTraining; 9:30-a.rn.-4:30 p.m.23: Region 3 workshop Audioconference;Teacher Action Research; 9:30 a.m.-5 p.m. Samesites as on the 22nd.23: Region 1 Self-esteem workshop; PatriciaWimms, Franklin Club, Franklin. 9 a.m.-2 p.m.;Contact Maloy Beach (814) 432-7323.2`: Annual Adult Literacy Dinner, Adult LiteracyAction, Monaca Turners on Brodhead Road. Call(412) 773-7814.27: Region 9 tutor training; 5:30-8:30 p.m.27: Region 9 Gateway training; I:30-4:30 p.m.27: Region 9 ESL tutor training; 6-9 p.m.28: Videoconferenoe; 'Technology: New Toolsfor Adult Literacy:" implications of the re-search on the use of technology for practitioners;types of technology and applications to adult lit-eracy.

R e g i o n 7 downlink; 1 - 3 p.m. at Maginnes Hall,Lehigh University, Contact Arn Koefer (610) 758-6347.Region 6 downlink; 1 - 3 p.m.; Catholic DiocesanCenter, Bishop Daley Hall, Harrisburg; Call Re-gion 6 (717) 233-0568 fcr details.Region 4 downlink; 1 - 3 p.m.; site to be an-nounced; call Psuil Weiss (800) 438-2011 cr (412)661-7323.Region 2 downlink; 1230 - 4:30 p.m. Locationsat Mansfield University, Penn Tech in Williams-port, Central Hi 410 in West Decease Penn Statein University Park, Central Susquehhanna RJ #16in Montandon. Some sites will have speakers totalk about their experiences in using technology asan aid to teaching. Call Project STAR (814) 359-3069 for mat information.

28: Region 5 workshop; Conflict Resolution;Presenter: Brian Frey; Somerset Vo-Tech,28: 60 minute program; "Reaching LearnersThrough Telecommunications; 11 a.m. to 12noon; WVIA, Pittston; PBS Adult Learning Sat-ellite Service; 1-800-257-257828.22: Region 4 workshop; Presenter: Mary Peterson,"GED"; Western Pennsylvania Adult LiteracyResource Center, 930 - Call Paul Weiss at(800) 438-2011 or (412) 661-7323.29: Region 2 workshop; "Teams Need Training -TNT"; 9:30 a.m - 3 p.m. CIU #10 DevelopmentCenter fcr Adults, 110 East Bald Eagle St., LockHaven; call (717) 893-4038.29: Region 3: Action Research Class; Presenter:Dr. B. Allan Quigley; 6 9 p.m. Call (717) 961-7834.29: Region 9 workshop; Selecting materials; 8:45a.m.-noon; District Council 1199 C, 1319 LocustSt., Philadelphia29: Section 322 APPUCATIONS DUE30: Region 6 workshop; "Teacher Sharing Day";

REST COPY AVAIIABLE

6

9 am. to 2:30 p.m. Lincoln 111 412, New Ox-ford; call Region 6 (717) 232-0568 for details.30: Region 9 Collaborative Learning TutorTraining; 9:30-a.m.-4:30 p.m. District Council1199 C, 1319 Locust St., Philadelphia.30: Region 3; Action Research Class; 9 Lm. - 4p.m.; Presenter: Dr. B. Allan Quigley.

MAY, 19941-3: 3rd Annual National Conference cn Family

Literacy; National Center for Adult Literacy; Louis-ville; Contact Sally Jessee, (502) 584-1133.2: Region 7 Advisory Board; 12 noon - 2 p.m. Penn

State-Allentown in Foge!sville; Contact Jane Dit-mars (610) 758-6347.3: Region 6 Advisory Committee Meeting; 9:30

am. - 12 noon; Catholic Dioxsan Center, 2nd floorconference room, Harrisburg; call Region 6 (717)232-0568 for details.5: Seventh Annual Computers and Adult Lit-

eracy Conferene Drexel University, Philadelphia.Free. Contact Mayor's Commission on literacy,(215) 875-6602.5: Region 5 workshcp; Theory and Method; Pre-

senter: Priscilla Carmen; Altoona Library.6: Regksa 1 "Educational Enabling"; Preaenter

Mary Lindquist; New Castle Public Library; 9 am.- 3 p.m. Contact Marcia Anderson (412) 654-1500.6: Region 2 workshop; 9 a.m. - 3 p.m. at the

Central Susquehanna Intermediate Unit, Lewistang;topic "Teaching Man- to Adults"; Basic &rad GF.Dmath, using a commou seise approach; Call ProjectSTAR (814) 359-3069 or Esther Zabitz at CSIU 416(717) 523-1155, ext. 328.6: Region 4 workshop; ARIN m 428, Shelocta;

Presenter Dr. Richard Cooper, "Tic Tac Toe Frac-Liens" Call Noima Ewing (412) 545-2324.6: Region 5 workshop; Theory and Method; Pre-

seoter: Priscilla Carmen; Lewistown.6: Region 7 workshop; "GED Math"; Presenter

Amy Wilson; iG cm. - 2 p.m.; Lehigh University/Mountaintop Campus; Contaa Ann Keefer (610)758.6347.6: Region 9 wortshop; Identification of a Learning

Disabled Learner; 8:45 a.m. - noon; District Couocil1199 C, 1319 Locust St., Philadelphia.7-8: Adult Education Fonan sponsored by AAACE8-12: 39th Annual Convention of the Intemational

Reading Association (IRA); Toronto, Canada.Theme: "Connections, Collaboration, Leadership andLiteracy." Contact IRA, 800 Barksdale Rd., PO Box8139, Newark, DE 19714-8139.9: Teleconference: "New Demographic.: - Our

Changing Society"; 4-5:30 p.m. Contact KentuckyEducational Television (KET), 1-800-354-9067.11, 12, 13: LITERACY CONFFRENCE; Theme:"Preparing Literacy Programs for a Statewide. Lit-eracy Awareness Campaign." Contact Nancy Woods(412) 773-7810.13: Region 5 Computer Wolkshop; Johnstown;hese-Ater Dr. Barbara Woodruff.14: Region 9 wnrkshop; Teaching Reading Skills inan ESL Class; 9:30 am. - 12:30 p.m. District Coun-cil 1199 C, 1319 Locust St., Philadelphia.15-21: NATIONAL ADULT AND CON7INUINGEDUCATION WEEK.16, 17: Federal Conference on Volunteers; Wuh-ington, DC. Sponsored by the U.S. Deptitment ofEducation. Contact Mary Seibles, (2(72) 205-9403.18: Region 5 Computer Workshop; Somerset; Pre-senter: Dr. Barbara Woodridl.18: Region 6 workshop; "Administrators and Pro-gram Directors Workshop on Stress and Time Man-egeinent"; 10 am. - 2 p.m.; Site to be announced;call Region 6 (717) 232-0568 for details.19: Region 7 workshop; "Read TV"; Presented byProJeCt of Easton and "When Bonds Am Brcken"by Northampton County Prison; Contact TriValleyLiteracy for details (610) 758-6147.20: Region 9 workshop; Staff Conflict Resolution;8:45 a.m. - noon; District Council 1199 C, 1319Locust St., Philadelphia.25: Region I and Region 4 Western PennsylvaniaFamily Literacy Conference; 9 - 3:30; Pittsburgh;Call Paul Weiss (800) 438-2011 or (412) 661-7323.

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VOLUME 13, NUMBER 8 MAY, 1994..$84 Million Availablefor PA ABLE in 1993-94

PA 2000 releasesinventory of ABLE Funding

Pennsylvania 2000 is a coalition ofbusiness, education and state governmentleaders committed to education rcform. Itwas established by Governor Casey to helpPennsylvania move aggressively towardthe achievement of Goal 5 of the NationalEducation Goals: "By the year 2000 ev-ery adult American will be literate . ..".

In addition to a statewide inventoryof current adult basic and literacy educa-tion (ABLE) services in the state, Penn-sylvania 2000 will sponsor astatewide corference on mar-keting and marshaling re-sources (May 11-13,1994) andis presently developing a "callfor action" which will be par-tially implemented with aconcerted media campaign tobegin in September.

The latest publicationfrom the organization is an in-ventory of funding presentlyavailable (1993-94) in Penn-sylvania for adult basic andliteracy education programsand affiliated activities.

DedicatA Funds arefunds which must be used forABLE programs. The total ofthese funds in 1993-94 is$30,866,713 which includesthe State Adult Literacy Edu-cation Grant ($7,750,000), theFederal Adult Education ActGrant ($11,617,329), the Fed-eral McKinney Homeless ActGrant ($376,121), a grant forthe State Literacy ResourceCenter ($358,745), and the

(cont. on p. 2)

IN THIS ISSUE . . .A Program Profile Illiteracy: Whose Problem is It?A Section 353 Report: Special Techniques for LD AdultsA Reader Writes about Adult Ed CertificationCollaborative Learning In Adult EducationNews from Your Regional Staff Development CentersAnd much more adult education news from Pennsylvania.

Literacy Must Meet NeedsThe National Education Goals established by the nation's governors in 1989 call

for universal adult literacy by 2000. Yet only a fraction of adults who lack literacyskills participate in literacy programs, and an even smaller number stay longenough to benefit. Clearly, if universal literacy is to be achieved by the next decade,new ways of perceiving and presenting adult literacy are needed.

A new mport from theNational Center on Adult

The ABLE Bureau Special Programs and Projects SectionIn last month's Buzz we bruught you the "Table of Organization" of the

Regional Programs Section of the Bureau of Adult Basic and Literacy Edu-caticn (ABLE). We are happy to report the Bureau is nearly up to strengthafter a long period of understaffing and list for you here the members of theother section: THE SPECIAL PROGRAMS AND PROJECTS SECTION.

ABLE Bureau Director: Cheryl Keenan

Regional Programs

Section Chief:

Chuck Holbrook

Special Programs and ProjertsSection Chief: Don Lunday

Secretary: Beth Bates

Helen Hall - Director of Staff Development

Ella Morin Special Demonstration Projects

Bob Stayer - Research & Evaluation Chief

Secretary: Caryn Watson

Larry Goodwin - State GED Administrator

Anita Emery - GED Program Manager

Mary Jane CoriGED Program Technician

Literacy at the Universityof Pennsylvania reviewsthe literature and cites agrowing body of rest. Jchsuggesting that literacyprograms will be most ef-fective if they look to in-novative approaches to in-tegrating instruction intoeveryday experiences.

"We have coined thephrase 'giving literacyaway' for the strategy oftrying to situate literacyeducation within the logis-tic and cultural contexts oflearners' everyday aktivi-ties rather than within theschool-like institutionalcontexts characteristic ofmany providers," the au-thors write.

Before more innova-tive programs can be de-signed, the authors say,more clues are needed onwhy 30= people partici-

(cont. on p. 2)

Page 1

Literacy must meet needs, cont.pate and persist in literacy programs whileothers resist or drop out. What researchersdo know is that the reasons people em-brace or reject literacy programs aredeeply complex and uniquely personal.

"Adult participation in literacy edu-cadon is a multi-faceted phenomenon in-fluenced by numerous inter-related forcesin individuals' personal makeup, theirfamilies, their lives, and the environmentand society in which they grow, learn,work and live," the authors say.

"To improve access to and interest inprograms and activities that encourageliteracy development, we must understandthe various roles literacy plays in indi-viduals' lives, how it is perceived thesocial meanings attached to its develop-ment and use - and how it is actuallyused," the authors conclude.

To order the report, ExpandingTheories of Adult Literacy Participation:A Literature Review, send $5 to: NationalCenter on Adult Literacy, Dissemination/Publications, 3910 Chestnut Street, Uni-versity of Pennsylvania, Philadelphia, PA19104-3111.

Excerpted from the Northwest Re-gional Educational Laboratory (NWREL)newsletter. Contact NWREL at 101 S.W.Main Street, Suite 500, Portland, OR97204.

PA 2000, cont. from page 1Corrections Education Program Grant($6,600,000). All of these grants are ad-ministered by the Department of Educationwith an additional amount of dedicatedfunding of more than $4 million admin-istered by the state Department of Com-munity Affairs, the Department of Laborand Industry and the Department of Pub-lic Welfare.

Other Avlilable Funds which maybe used for ABLE programs total$53,207,621 including the Department ofEducation administration; EvenStart pro-gram; Job Training Pcrtnership Act StateEducation Grant for 1993 (JTPASEG);and grants from the Library Services and2onstruction Act. Slightly more than $44million in this category is also availablefrom the state Departments of Commerce,Community Affairs, Labor and Industryand Public Welfare.

Grant Totals for the state are$30,866,713 in Dedicated Funds and$53,207,621 in additional available funds.

For copies of this newest Pennsylva-nia 2000 brochure dealing with funding,contact JoAnn Weinberger, Task ForceStaff Director and Executive Director ofthe Center for Literacy in Philadelphia(215) 474-1235.

Page 2

Spring at Last!By Chris Kemp, Western PA Adult

Literacy Resource Center (WPALRC)When Punxsutawney Phil saw his

shadow, February 2nd, he promised us sixmore weeks of winter .. . AND WE GOTIT!!! At last, it's over! The signs of springare all around us: birds singing, flowersblooming, and program directors emergingfrom April's proposal writing marathon.WPALRC celebrates the season with OpenHouse, that wonderful time where wedisplay new materials, see old friends animeet new ones, and share informationabout Adult Education. Cheryl Keenan,Director of the Bureau of Adult Basic andLiteracy Education, is joining us at twoinformal receptions to meet WesternPennsylvania literacy providers and dis-cuss a variety of issues facing adult edu-cation. Please come and share the vision,either Thursday evening, May 5 or Fridaymorning, May 6. Call 800-446-5607 ext.216 for details.

If you can't come to the receptions(the staff will cry a little), WPALRC isstill ready to serve. Hold a staff meetingat the Center, or have a workshop brought'to you. If you were forced to miss work-shops over the last year, you may want tolook at their project reports. An especiallygood report and video series came fromthe Tutor Training Workshops sponsoredby Tutors of Literacy in the Common-wealth (TLC), Sherry Spencer, Chair-perron, and facilitated by Mary Lindquistand Marcia Anderson (AE 3025-933).Materials may be borrowed for fourweeks.

Call WPALRC at 800-446-5607 ext.216 to let us know how we can serve you,now that Spring is really here.

'94 Midwinter ConferenceNot a SnowOut . . .

At least this was the eenclusion ofthose persons in attendance who took thetime to complete the Conference Evalua-tion Forms. Although none of the ninecategories assessed in the evaluation wererated as "excellent", none were "marginal"or "poor" (the two lowest ratings) and inthe 26 subtopica ranging from "distancetraveled" through "adequacy of the loca-tion/schedule/general sessions/publishedprogram/overall evaluation/specificworkshop evaluation" only three wererated less than "good" (the next to highestrating). Distance traveled, Meals andConcurrent Schedules of Meetings wererated lowest.

Comments on the evaluation formscovered a wide range with some respoi-dents noting their pleasure in the arrange-

e- 1/43

Our Readers Write . . .

Dear Adult Educators:I am writing in response to an article

in "What's the Buzz?" on licensure foradult educators (April, 1994). I am an AreaField Supervisor for the Mid-State Lit-eracy Council. With my coworkers, I workto recruit and train volunteers who meetone-on-one with adult learners who arereading at the fourth grade level or below.Our program serves over 500 adults eachyear, and we see many learners progaessto new jobs, greater independence, ob-taining the GED, and increased self con-fidence. Without our volunteers, however,this would not be possible.

The idea of requiring volunteers towork toward a college degree wouldweaken our program and exclude almostfifty percent of our volunteers. Thosevolunteers who do not have college de-grees are often senior citizens, and itwould be absurd to expect them to pursuea degree in order to maintain their wo;I:with a literacy council. In addition, manyliteracy programs offer services in areasthat do not have easy access to institutionsof higher education. These dedicatedpeople give their own time to help astruggling adult learn survival and jobskills. They are an integral part of lifelongeducation in Pennsylvania.

Although I realize the importance ofprofessionalizing the field of adult edu-cation, it should not be done at the adultlearners' expense. Losing the services ofthe many volunteers who would not fulfillthe proposed requirements would devas-tate programs all over the state. I suggestthat the professional requirements only beapplied to paid adult education staff. Thiswould allow an .ncrease in recognition andtraining for the full or part time adulteducator without devastating the volunteerbased literacy councils across the state. Ihope that you will consider this for thesake of all of the adults in ow state whohave learned to read with the help of avolunteer - regardless of that volunteer'seducational background.

Sincerely,Shelby McClintock, Mid-StateLiteracy Council, Clearfield

111.

ments and presentadons while others feltpresentation quality and arrangements suchas the continental breakfast and coffeebreaks should be improved.

Perhaps the favorite comment toPAACE Board members reviewing theevaluafion forms came from a hardy sou:who said, "1 loved the conference - - hada great time! The weather was great! Haveit again next February, and do the snowthing."

A PROGRAM PROF11-11

This was the intriguingtitle of a workshop offered aspart of the fall workshops for1993-94 and as soon as weshared in the opening remarksof presenter Mary J. Jendrey,Executive Director of the Alle-Kiski Literacy Council in NewKensington, we knew that, aswith so many fall workshopsand midwinter sessions, theworkshop title had little rel-evance to the content.

However, we were notdisappointed as we listenedfor nearly two hours to Ms.Jendrey trace step-by-step theestablishment of her programand how it has become an in-tegral part of her communityin Western Pennsylvania.

As Ms. Jendrey puts it:"Think about it. As

program leaders we oftenfeel we must take on theproblems of illiteracy by ourselves. Wesee so many needs and so many prob-lems. We strive to meet all of them, of-ten times by ourselves. 1 know in myown experience that I sometimes had tolook in the mirror to see just what hat Iwas wearing! In spite of all my good in-tentions I kept hitting my head againsta bt4ck wall!

"I recognized that I lived in awealthy community. Oh, I don't meanfinancially. I mean with people who hadtalent and expertise that the program sodesperately needed. My challenge thenwas, 'how do I get them involved?'.

"It all began inhalf of a small roomin the basement of alibrary. The pro-gram was a projectof the library andfunded by one smallgrant from the PDE.The grant allowed for very little and theprogram reflected thki. There was onevery part time coordinator; 10 students;10 tutors; few books; and no new ideas.The advisory board was made up ofother non-profit agency directors. Allreally nice people, but let's face it, theywere looking for the same things thi,!the literacy council was looking for. ItwaE first week of work and I had tofire the Board!"

Ms. Jendrey goes on to emphasize heractions in "firing" her Board of Directors

11.Afbm--

F

ILLITERACY: WHOSE PROBLEM IS IT?most of the established Board mem-bers graciously stepped down; manymade suggestions for replacements totake their places which met the criteriaestablished by Ms. Jendrey.

For programs faced with this sameBoard of Lirectors problem, she says,

"One of the most importanisets to any non-profit organizationis a strong Board of Directors. Theoriginal advisory committee thatmanaged our program was made upof directors of other non-profitagencies. They were all great peoplebut carried very little clout with anyof the major funding sources at thelocal level. Besides that they did nothave the skills we needed in specificareas such as accounting, legal andeducational. After careful planninga profile was put together of whattype of Board member could makethings happen for the program."

As for the eight points whichserved as the basis for not only select-ing members of the Board, but for de-

terminers of program activities as well, welist them here as a reference to establishedand new adult basic and literacy programswishing to set up a plan of action for pro-gram improvement:

1. Establish a plan, mission, goal ofhow you want the program to develop in1, 2, 3, 4, 5 years; 2. List what you willneed to fulfill this plan; 3. Take inventoryof what is presently available (staff, funds,other assets, community resources, etc.);4. Compile a statistical report appropriateto literacy needs in your area; 5. Developa mark,2ting plan -- communications, pub-lic awareness; 6. Carefully review themembers of your Board of Directors todetermine how each individual 'fits in' inlight of your program goals; 7. Look atyour community and attempt to identifyindividuals who can help reach your goals;8. List the characteristics of what you wantyour program to be - - however, be realis-tic in determining your role, responsibili-ties, etc.

"Now that you have a vision, a planof action, facts to back you up, and youare committed to the task," says Ms.Jendrey, "it is time to put your plan intomotion. Remember, never lose sight of thereason you want a better program. Thereason must always be to provide a qualityprogram that will teach adults so that theyare better able to function in their livesand in the community. If your reason is togain self praise or personal financial in-

(cont. on p. 7)

At Erie Fall Workshop from left, Bill Jendrey, Alle-Kiski Lit-eracy Council Volunteer, Susan Hays, Director of the ClarionCounty Literacy Council, and Mary Jendrey, workshop presentorand Director of the Alle-Kiski Council in New Kensington.

was neither to place blame for thepro.,-m's problems on the Board mem-bers.. to take out her frustrations whenfaced with problems of budget, commu-nity involvement, progam improvement,etc.

Rather, she presents an eight-pointchecklist which she has developed andemphasizes the importance of working hardto put each of the points into place. In thisregard she notes:

"How did I fire my Board - - I

didn't; they did it themselves. I ap-proached them with my dream about thewonderful program we could develop tohelp the entire community. With visual

aides and handouts I pres-ntedvery clearly what it would take tomake something happen. What didwe have and what did we need?"

After presenting her "vision" tothe Board, Ms. Jendrey asked forhelp from the members to locate

persons in the community who could per-form the roles she envisioned for the Boardof Directors representatives of business,local newspaper and television outlets, li-braries and schools and most segments ofthe community including a tutor and adultstudent - - persons who could bring theirexpertise to the Board of Directors and helpthe literacy program become part of thecommunity.

When faced with the reality of howmembers of the Board should be able toenhance the program's various acivities,

"It was my firstweek of work

and I had to firethe Board!"

PaRe 3

Collaborative Learningby Susan Imel

excerpted from ERIC Digest #113One of the most frequently mentioned

characteristics of adult education is thefact that it should be collaborative or par-ticipatory in nature. Support for collabo-ration and participation in adult learningis based upon a philosophical approach toadult education emerging from the pro-gressive education movement, one ofseveral movements upon which adulteducation's philosophical foundations arebased. Although the need for coilabora-tion and participation is emphasized inmuch of theadult educationliterature, thereis little empiri-cal support forcollaborativelearning (CL)as the best wayto educateadults; there isalso little dis-cussion of col-laborativelearning itself,that is, what itis, how it is implemented, and its strengthsand weaknesses. This Eric Digest pro-vides an overview of collaborative learn-ing and describes how the process ofcollaborative learning can become a partof formal or institutionalized adult educa-tion activities (as opposed to autonomousor independent adult learning groups).

What Is Collaborative Learning?The following form the basis for CL:

Both facilitators and learners becomoactive participants in the educationalprocess.The hierarchy between facilitatorslearners is eliminated.A sense of community is created.

lo Knowledge is created, not transferred.Knowledge is considered to be locatedin the community rather than in the in-dividual (Whipple 1987).

CL has its origins in a number ofmovements ..ind philosophies, most ofwhich have influenced progressive adulteducation. It draws heavily from theschools of experiential learning and stu-dent-centered learning that are based onthe work of the philosopher, Dewey, andthe social psychologists, Piaget andVygonsky. It also uses information fromthe field of social psychology, particularlysmall group theory advanced by Lewin.Critical thinking, as a form of education,and problem-centered learning have alsocontributed to CL.

in Adun EducationCollaborative learning assumes that

knowledge is socially, rather than indi-vidually, consh-ucted by communities ofindividusls and that the shaping and test-ing of ideas is a process in which anyonecan participate. Furthermore, it stresses theimportance of common inquiry in learn-ing, a process through which learners be-gin to expeeience knowledge as somethingthat is created rather than something thatis transmitted from the facilitator orteacher to the learner.

CL addresses the issue of how au-thority is distributed and experienced inthe learning setting. The pre-eminent idea

behind CL is that learningis significantly enhancedwhen knowledge that iscreated and transmitted isshaped by the activities andperspectives of the group,so the facilitator's role asan authority and source ofknowledge is reduced.How Can Collaborative

Learning BeFacilitated?

Adult learning in for-mal or structured settings,

however collaborative, differs from theautonomous learning that adults chooseto do bxause the facilitator usually de-signs and strnctures activities to ensurethat maximum learning occurs. Thus, itbecomes the responsibility of the in-siiructor to create a climate in which CLcan occur. Three important elements tofoster CL in formal settings are the envi-ronment, the role of the facilitator, andthe role of the learners. Although the threeare intertwined, they are discussed sepa-rately.

The CollaborativeLearning Environment

CL can take place only in an envi-ronment in which participants feel free toexchange idea.; and share experiences inorder to create knowledge. Therefore, theenvironment should be unthreatening anddemocratic, discouraging hostile compe-tition as well as encouraging mutual re-spect for the ideas and opinions of others.To create this environment, learners mustbe willing to listen to and respect differ-ent points of view as well as tolerate di-vergent opinions, engage in discussion andconversation rather than speech makingand dcbatc, take on and exercise the au-thority relinquished by the facilitator, anddevelop a sense of commitment and re-sponsibility to the group. In turn, facilita-tors must be willinp to surrender com-plete authority for the learning process and

Call it participatorylearning, functionalcontext literacy orcollaborative learning themove toward greaterinvolvement of adult learners indeveloping and maintainingwhat happens in the classroomis gaining increasedacceptance.

and

Page 4

I

become co-learners with other participants.Although in adult learning activities

facilitators and learners are jointly re-sponsible for establishing the environment.,however, it is the responsibility of the fa-cilitator to take the lead.

In addition to taking the lead in es-tablishing an appropriate environment forCL, the facilitator has other responsibili-ties, two of which are preparing learnersfor collaborative work and planning forCL. Learners will need to become famil-iar with the process of CL, develop skillsin collaboration and acquire enough con-tent background to permit them to workin a collaborative learning situation. Notall adults are accustomed to collabora-tive learning situations, 2nd facilitatorshave a responsibility to describe CL andprovide a rationale for its use as well asany training needed to engage in it effec-tively. Facilitators also need to preparelearners in terms of the content by pro-viding them with a common frameworkand background from which to begin.

In planning for CL, the facilitatormust consider where and in how much ofthe learning activity collaboration is ap-propriate; establish and communicate clearobjectives; use suitable techniques; pre-pare content materials, including devel-oping meaningful questions or problemsfor group work; structure groups; andprovide a clear sense of expected outcomesof group work.

The Role of LearnersCL also calls for significant role shifts

for the student: from listener, observer,and note taker to problem solver, con-tributor, and discussant: from low ormoderate to high expectations for classpreparation; from a private to a publicclassroom presence; from attendance dic-tated by personal choice to that having todo with the expectations of the collabora-tive learning group; from competition tocollaboration with peers; from responsi-bilities associated with learning indepen-dently to those associated with learninginterdependently; and from viewingteachers and texts as the sole sources ofauthority and knowledge to viewing peers,oneself, and the thinking of the group asadditional, important sources of authorityand knowledge. Facilitators can preparelearners for these shifts in their roles, in-cluding the need to assume greater re-sponsibility for their own learning.

What Lssues Are Affilirted withCollaborative Learning?

CL is not without protqems and is-sues. Those most frequently mentioned inthe literature include cultural biases to-ward competition and individualism thatmilitate against collaboration, the wadi-

(cont. on p. 7)

[-A- Section 3s3, Project Report . . . I

RACC Develops Special Techniques for LD AdultsThe Adult Education Program at

Reading Area Community College(RACC) has been involved with adult ba-sic and literacy education (ABLE) formany years. As is the case with otherABLE programs, the RACC program hasenjoyed an increase in the number of en-tering adult students who have speciallearning needs because of differences intheir learning patterns.

Pieter Miller, Dean of Student Ser-vices and Continuing Education at theCollege, has addressed the challenge in anumber of ways. He and Mary Schmidtwho caordinates ESL, ABE and GEDprograms at RACC completed a projecttitled "Practical Applications of Alterna-tive Teaching Methods" a few years agoand last year (1992-93) received a Sec-tion 353 grant to expand this project. Theresult was a series of three staff develop-ment workshops conducted by Dr. Rich-ard Cooper of the Center for AlternativeLearning in Bryn Mawr in which paidinstructors and volunteer tutors were in-troduced to information relevant to help-ing special learning needs adults by "Spe-cial" techniques.

The report of the project titled"Helping Learning Disabled Adultsthrough Special Tutorial Techniques"gives in detail the workshop content, howthe teachers and tutors used what theylearned with individual adult learners andhow, in most cases, a nearly phenomenalimprovement in achievement resulted.

As with most programs dealing withspecial needs adults the first workshopcentered around an explanation of somebasic qualities and learning/cognitivecharacteristics of a learning disabled adult.

In the reception/perception of infor-mation and the subsequent processing andcommunicating of the results, the learn-ing disabled adult may utilize what Dr.Cooper identifies as four major and threeminor situations or activities which mayinhibit learning in the "traditional" pat-tern:Major

1. Visual can be wide field or narrowfield.

2. Auditory Mis-hear, can stick on firstsound or syllables and not hear the rest,have ambiguous vocabulary, mispro-nunciation comes out because don'thear correc tl y .

3. Right/left discrimination > reversals,these students can't make decisions,have memory difficulty, directionality,

if choices aren't clear, the student can'tdecide.

4. Racing mind or attention deficit dis-order, students skip letters, skip steps,have tangential thinkting, faster it goes> more trouble, are always in a hurry,won't check or proofread.

Minor1. Motor coordination: a) gross motor orb) fine motor: eye/hand > handwritingtracking, lips and tongue.

2. Sequencing: can't put in logical or-der, show non-sequential logic.

3. Organizational: can't categorize.It was in the second and third work-

shops that teachers and tutors began toget some practical, relevant suggestionsfrom Dr. Cooper as to how to adjust theirinstructional methods and curricula toremedialize specific disabilities. There arecertain patterns which are typical oflearning disabled adults and the instructormust develop techniques appropriate to theidentification of individual languageproblems. Nearly all successful instruc-tors of special needs adults agree the keyto success is experimentation and tryingvarious teaching/learning techniques untilsomething that works is achieved. Dr.Cooper presented some learning patternsand characteristics which could bescreened by instructors and some appro-priate instructional techniques for handlinglearning problems.

1. The instructor should determine ifthe student knows the alphabet, can readit and identify all of the letters. This isimportant and, although the tutor shouldnot spend all the instructional time teach-ing the alphabet, emphasis should be puton recognition of those letters the studentdocs not recognize. Dr. Cooper suggestsusing various sizes and types of print todemonstrate the letters.

2. The student knows the basic soundsof letters. A problem in this area may in-dicate an auditory processing difficulty.Use environmental words dealing withfamily, neighborhood, job, etc. and de-velop basic sounds in this context. Somcstudents must see. and hear a word many,many times before it is in the memory.Sometimes starting with base words andadding prefixes and suffixes to producecompound words will be effective (e.g.football; ballgame, etc.). Other teachingstrategies suggested in (he workshopswere:

1. Decoding skillsa. phoenetics may workb. word part decoding

I. prefixes2. suffixes3. root words4. small words in words

c. reverse word attackance

dance > gotendance backwards

d. word comparisons/differences- board - broad- compete complete

e. stopping reversalsexample: saw - waswas is more common, so learn"w".= weighted learning

example: on - nosay "n", say "o" = no

2. Leaving off endingshave students just read the ends r)iwords from selected paragraphs sethey will become accustomed tocommon ones - ly, ing, s, ies, ed, tion.ment, ance, ence, etc.

3. Triggerswatch for places in oral reading wherea student may see a worn such asprofit, but say cash

4. Comprehensioncheck for weak vocabular.' mavne.can't understand the. nehinousabstractchcek basic, common word meaningsexperiential help student integratevocabulary into their own life':experience rather than that of theauthor's

5. Writing and Spelling- have student write using hicriinterest words- have student write everyday- have student write short notespeople using words he/she neeos

knoorwWkshop #3 dealt with using .

Cooper's very effective method whichdeveloped as an alternative insinictioreamethod in mathematics. "Tic 7.1c F,

Math" has been used throughout the st..a.with great success and the comments olthe RACC project teachers who usedTac Toe Math with their student iitrits effectiveness. Space limitation,' .

pe us to print all the s,cnr:.techniques and practicei fe.i

ing tips which Dr. Cooper covered Hi tv..:three workshops involved in Lhe prdiviaHowever, the final report, complete wniioutlines of each workshop, is available ona free loan basis from either of the AdultLiteracy Resource Centers in Pennsylva-nia; Harrisburg (8(X)) 992-2283: (iihsonia(800) 446-5607, ext. 216.

I NEWS FROM YOUR REGIONAL STAFF DEVELOPMENT CENTETlilTM

Region 1

With the end of another school year so close, we are spending time evaluating this pastyear's many training opportuniti. Time has also been spent thinking about the different ways wecan continue to provide quality staff training next year. It would be greatly appreciated if Region#1 educators would take a few moments to write or call this office with ideas or thoughts aboutstaff training in the region. It would be very helpful to know the kinds of staff training you andyour program feel are most worthwhile when planning for next year. The staff development officeaddress and phone number are at the end of the article.

Mary Lindquist, who has been the program director for the Crawford County READ Programfor the past ten years, will be presenting a workshop in New Castle on May 6. The topic is"Educational Enabling". Enabling, in psychology, happens anytime one. person does somethingfor another which that person can and should do for themselves. In adult education and literacy, itkeeps a learner from progressing if too much "help" is given. By understanding this concept"ik.bilitating held" versus genuine "facilitating help", remedies can be learned to reverse thenegative impact.

On May 20, Dr. Kenneth Garrison will be presenting A one day workshop entitled "Multi-Cultureism" at the Riverside Inn in Cambridge Springs, PA.

The Western Pennsylvania Family Literacy Conference will be held at the Goodwill LiteracyInitiative in Pittsburgh on May 25. This is being supported by Region #1 and Region #4.Through demonstrations, discussion, and hands-on participation, attendees will obtain valuableinformation which can be easily transferred to family literacy projects.

For more information concerning these training sessions look for flyers in your mail or callthe Region #1 Staff Development Office, 814-454-4474. Write: 2922 State Street, Erie, PA16508.

Rtgion 3: Joyce P. Kerrick, Director, Jane Dona lily,Courdinator, Rebekah Flanagan, Assistant, 717-961-7834 or 7864

Region 3 Staff Development Center at Lackawanna Junior College is happy to announce thatCheryl Harmon, from the AdvancE Resource Center in Harrisburg will 1:n presenting her "RoadShow" on May 25, 1994 from 1 - 4 pm at LJC for anyone interested in seeing some of theresources available from AdvaneP She will also highlight the many services that she can providefor your programs. Please RSVP by May 20 so that we can plan effectively for this program.

Some of the Region 3 staff will be attending the Pennsylvania 2000 conference on May 11 inCarlisle. If you need any information about this program for your own staff, call the office.

We are planning an all day training called "Computer Skills for the Adult Literacy Office."This will be offered for six CEU's from LJC. The date. is Wednesday, June 1, 1994 from 9 am to4 pm at LIC in the computer lab. This class will be eligible for Tuition Reimbursement funds.The cost will be $400 and will include disks with the PDE forms for individual program use.Anyone that is interested in this class should call the office to reserve a space and also to let usknow the computer software packages that you use so that we can customize the training.

Tuition Reimbursement money is still available for personnel from Region 3. If anyene fromyour program is taking, or has taken, a class that may be eligible, call for information. TechnicalAssistance is also available for programs in our Region.

Region 7Region 7 Welcomes Spring with Math in May! Amy Wilson will present a program which

promises to bring both innovative ideas for the experienced mash instructor . . . and new confi-dence for the insecure math teacher. So, bring your questions and come to Lehigh on May 2. Thisprogram will run from 10:00 am until 2:00 pm with a working lunch in which to meet yourcolleagues and share ideas. Following this presentation, Tfi-Valley Literacy will publish a bookletof Amy's ideas on GED Math, so watch lb: this learning packet which will be available in June.

Motivation1Self-Esteem and the Adult Learner will provide the educator with a review of theliterature as it applies to these topics. Presenter Dr. Judith Rance-Roney will give concreteexamples of models to build increased self-esteem. Various approaches to motivation will bediscussed and participants will be guided in recognizing implications for their own teachingsituat)ons. This is an "Evening for Educators" program, which will be presented on May 9 from7:00 - 9:00 pm.

Just in case you were stuck in the snow last February. . . . here is an opportunity to sec twoexcellent presentations which were prepared for the 94 l'AACE Midwinter Conference. Come toRead TV to learn how Helen Patterson and Nancy Walters used teleeision as a positive force inone-to-one tutoring. When Bonds Art Broken will be presented by Twila Evans, Rae Co-mors,Emily Bradbury and Jennifer Cole of Northampton County Pilson. This project is based upon aBarbara Bush grant which focuses on fathers in family literacy. Both presentations will be givenon May 19 from 12:30 to 3:30 pm in Bethlehem.

Commencement 94 is geared to the tin te R's: Recognition, Reflection and Revitalization.All administrators, counselors, teaehers, tutors and office staff of Region 7 are invited to theTower of Iacocca Hall on June 6. Here we will gather to recognize the grow 111 of our staffmembers over the past year. We will reflect upon our progress towards personal goals and ob-jectives. And, we will revitalize our efforts with opportunities for summer courses, independentstudy and action research in hopes of coming back with new strengths in the Fall. Mark yourcalendar now and plan to join us for this celebration of ongoing staff development. ;

IPage 6

Eggton .2: Donna Cooper, Director;Diane C. Inverto, Coordktator(215) 875-6602

The Mayor's Commission on Literacy willsponsor the following tutor training workshops:Ba..sic Tutor Training (9-12i/ours): May 11,18 and 25 from 5:30-8:30 p.mn May 14, 9:30-4 p.m. and May 21, 9:30-12 noon; June 8, 15and 22 fi-orn 1:30-4:30 p.m.; June 8, 15 and 22from 5:30-8:30 p.m. GED: May 14, 9:30-4p.m. English as a Second Langr,age (9-12hours): June 8, 15 and 22, 6-9 p.m. To registerfor these sessions call (215) 875-6602.

The Resource Room will be open onWednesday evenings until 6:30 p.m. Betweennow and the end of the fiscal yeae Region 9(Philadelphia County) will offer six more staffdevelopment workshops. The locations of theseworkshops will be in the Ballroom at 1319Locust Street, Philadelphia. Call (215) 875-6602 to register.

5/6/94 (8:45-12:00 noon) IdentifyingLearning Disabilities -Neil Sturomski, Direc-tor of the National Adult & Learning Disabili-ties Center

5/7/94 (9:30 am - 12:30 pm) TeachingReading Skills in an ESL Class Christa Snow,Nationalities Service Center

5/20/94 (8:45 am - 4:00 pm) Staff Con-flict Resolution - Lorraine Marino, Senior Or-ganizational and Manegement DevelopmentConsultant, CIGNA Systems, CIGNA Corpo-ration

6/1/94 (Beginning Level) & 6/3/94 (Ex-perienced Level) (8:45 am - 12 noon) As-sessment and Testing Participants from theAdult Literacy Practitioner Inquiry Project,National Center en Adult Literacy

6/4/94 (9:30 am - 12:30 pm) TeachingWriting Ski.vs in an ESL Class Christa Snow,Nationalities Service Center

Plans for a Retreat Day (6/17/94, 12:30pm -3:00 pm) are still being resolved. Every-one is invited from Region 9 to participate inthis retreat day activity which will take placeat the MCOL offices at 1500 Walnut St., 18thFloor. I: is important that we come togetherand share our ideas and thoughts about thestaff development activities in Region 9.

This month the applications for tuitionreimbursement, adult continuing education, andtechnical assistance mini-grants will be re-viewed for the last time. If you are planning tosubmit any of these aPplications please do sosoon. Call 215/875-6602 if you need more in-for,nation.

The Adult Literacy Mentoring Practi-tioner Inquiry Project (ALMPIP) will havetheir final meetings on May 13th (9 am-11am) and June 17th (9 am - 12 noon). ALMPIPhas provided nine partieipants with five men-tors the opportunity to read, to write, andlotalk about practice and about research andtheory on topics related to participant's par-ticular interests and needs. Final project re-ports will be presented at the June 171h meet-ing.

If you arc not on the Region 9 mailinglist and want to be, please call the Mayor'sCommission on Literacy (215/875-6602).

Region 5Happy Spring! The birth of a new season

brings with it a full training schedule at theSouth-Central Region 5 Staff DevelopmentCenter. If you would like to get on our mail-ing list or receive monthly copies of our news-letter, please call the Center. We will be happyto add your name to our data base.

Several recent trainings the Center spon-sored were very exciting and worthwEle. Ontwo weekends in March Dr. Allen Quigley ofPenn State-Monroeville instructed a one-creditcourse on "Recruitment and Retention in AdultEducation Programs." This course was anendedby 10 of Region 5's adult education staff, whoall left with art action research plan on retain-ing learners to apply to their own programs.The evaluations of the class were very posi-tive. A side benefit of this class was the op-portunity for class participants to network andsocialize with other adult ,xlucators from acrossthe region.

Barbara Van Horn of the Institute for theStudy of Adult Literacy at Penn State presenteda workshop on "Portfolio Assessment" to over20 tutors in the Altoona area on April 14. Shetied this idea in with the Indicators of ProgramQuality and gave specific strategies for imple-menting such an assessment method. Thisworkshop was planned as a direct result of itrequest from a Region 5 educator. Please beaware that the Center has the funds availableto present training that is requested by the re-gion. Please tell us what you would like tosee.

Marty workshops are plumed for the re-mainder of the program year. Workshops oncomputer applications, conflict resolution, To-tal Quality Management, and adult theory andmethods highlight the schedule. For more in-formation on these workshops please call theCenter at (717) 248-4942.

As always, we value the cooperation andsupport of the programs in Region 5. We es-pecially want to thank Vince Nedimyer andDonna Moyer of the Altoona Area SchoolDistrict, Jack Demuth of the Hiram G. An-drews Center, Terri Gil lam of the Juniata Val-ley School District, Jim Hudack of SC1-Cresson, Carole Holes of the Blair CountyLiteracy Council, Tom Wojcicki of the Som-erset Area Vo-Tech, Tony Crimarki and TonyPiro of the Johnstown Vo-Tech and Lois Heartof Huntingdon County Employment and train-ing for hosting training sessions the past twoyears.

Again, for more information on our up-coming Spring schedule of events, please callthe Center at (717) 248-4942.

"What's the Buzz?", Pennsylvania'sAdult Basic Education DisseminationNewslettet, is prepared and distributed byAduht Education Linkage Services, Box 214,Troy, PA 16947 under funding providedthrough the Pennsylvania Department ofEducation from the Adult Education Act,Section 353. it is distributed without chargeto practitioners of adult basic and literacyeducation in Pennsylvania for the monthsSeptember throughJune. No endorsementof the newsletter contents by PDE norUSDOE should be inferred. Adult EducationLinkage Services is an Equal Opportunityemployer.

CL, cont. from p. 4Lionel class structure that frequently doesnot allow sufficient time for true collabo-ration to occur or for group members toestablish trust and a sense of group secu-rity, the difficulty in providing feedbackthat accommodates the needs of both thegroup and the individual, the reluctance oflearners to accept their peers as legi".natesources of knowledge, the inability oi fa-cilitators to relinquish their traditional role,and the development of appropriate andmeaningful collaborative learning taaks.Because they did not give sufficient timeand attention to this last issue, some adulteducators have been accused of providing"warm and fuzzy" learning experiences thatdid not necessarily result in any real learn-ing.

What Are the Key Benefitsof Collaborative Learning?

Collaborative learning - -provides an environmem for democraticplanning, decision making, and risk tak-ing

allows participants to acquire insightsinto the potential and power of groupsas well as develop their independence aslearners

is helps individuals develop better judg-ment through the exposure and resolu-tion of previously unshared biases

in enables adults to draw on their previousexperiences by tapping their reservoir ofaccumulated wisdom and knowledge

As yet, there is little empirical evi-dence on the effectiveness of CL as it re-lates to learning outcomes in adult educa-tion. However, research at the primary andsecondary levels reveals that students learnbetter through noncompetitive, corrobom-tive group work than in classrooms thatare highly individualized and competitive.Whether or not this is true with adults isstill largely untested.

Buzz readers wishing to research thetopic Collaborative Learning in AdultEducation further should contact the ERICClearinghouse on Adult, Career and Voca-tional Education, 1900 Kenny Road, Co-lumbus, Ohio 4.3210 and request Digest#I13. The Digest also contains an exten-

Whose Problem?, cont. from p. 3dependence you are doomed from the be-ginning."

The proof that Mary JerKlrey knowcwhat she is talking about? Look at herprogram's accomplishments during herfirst four years:* a growth in students served from 10 thefirst year to more than 300.* a managing Board of Directors made upof local community leaders and represen-tatives of local corporations including atutor representative and a student repre-sentative.* grants of support from a variety ofsources including local businesses, foun-dations and civic groups.* use of volunteers in program manage-ment ranging from tutors to clerical assis-tants to public relations workers tofundraisers, el-c.* an executive director and program co-ordinators for each level and category ofinstruction and administration.* a 5,000 square foot facility renovatedand furnished with 100% gifts and com-munity donations totaling $175,000.* a wide range of instructional and sup-port programs including all levels of adultbasic and literacy education, ESL, prisonliteracy, homeless programs, family lit-eracy, computer assisted instruction in-cluding individual learning labs, studentsupport groups, a speakers' bureau and abroad referral network including humanservice organizations and schools in theprogram's service area.* a quality program with a 95% successrate.

In sharing her success with otherprograms, Ms Jendrey says,

"It will take a lot of time and efforton your part. Getting everything to-gether before you go out to sell it is avery time consuming process. I will passon to you some very true advice from afriend and co-worker when I first be-gan this process: 'If you really want ityou can have it. It will mean endlesshours of hard work on your part, hoursthat you will give for free.' She wasright! But what a difference they havemade!"

sive bibliography.

CFL Publishes New Adult Literacy HandbookThe Center for Literacy in Philadelphia has just released an updated, expanded edition

of their Adult Literacy Handbook for Students and Tutors. This fourth edition is basedupon the whole language approach (reading and writing are best taught as meaningfulcommunication) and Collaborative Learning is a key element which is stressed in theHandbook. This, because the author Dr. Anita Pomerance of CFL feels "adult learningtakes place best in partnership, with students and thcir tutors learning together and fromeach other."

The revised Handbook is $9.50 and may be ordered from CFL at 636 S. 48th Street,Philadelphia, PA 19143.

For more about Collaborative Learning, see our article on p. 4.

BEST COPY AVAILABLEPage 7

L It's A Date! Remember: Keep in touch with your regional staff development center foz. moreinformation about center-sponsored events.

MAY, 19941-3- 3rd Annual National Conference on Family Literacy; National Center

for Adult Literacy; Louisville; Contact Sally lessee, (502) 584-1133.2: Region 7 Advisory Board; 12 noon - 2 p.m. Penn State-Allentown in

Fogelsville; Contact Jane Ditmars (610) 758-6347.3: Region 6 Executive Committee Meeting (8:30), Advisory Committee

Meeting; 9:30 am. - 12 noon; Catholic Diocesan Center, 4800 Union DepositRoad, 2nd floor conference room, Harrisburg; call Region 6 (717) 232-0568for details.

5 and 6: WESTERN PENNSYLVANIA ADULT LITERACY RESOURCECENTER OPEN HOUSE; Gibsonia. Call 800-446-5607, ext. 216.

5: Seventh Annual Computers and Adult Literacy Conference; DrexelUniversity, Philadelphia. Free. Contact Mayor's Commission on Literacy, (215)875-6602.5: Region 5 workshop; Adult Ee Methods; Presenter: Priscilla Carmen;

Altoona Library. 12:30-3:00.6: Region 1 "Educational Enabling"; Presenter: Mary Lindquist; New Castle

Public Library; 9 am. - 3 p.m. Contact Marcia Anderson (412) 654-1500.6: Region 2 workshop; 9 a.m. - 3 p.m. at the Central Susquehanna Intermediate

Unit, Lewisburg; topic "Mathaphobia"; Basic and GED math, using a commonsense approach; Presenter Mary Louise Gall; Call Project STAR (814) 339-3069 or Esther Zabitz at CSIU #16 (717) 523-1155, ext. 328.6: Region 4 workshop; ARIN IU #28, Shelocta; Presenter: Dr. Richard

Cooper; "Tic Tac Toc Fractions"; Call Norma Ewing (412) 545-2324.6: Region 5 workshop; Adult Ed. Methods; Presenter: Priscilla Carmen;

Lewistown. 12:30-3:00.6: Region 7 workshop; "GED Math"; Presenter: Amy Wilson; 10 am. - 2

p.m.; Lehigh University/Mountaintop Campus; Contact Atm Koefer (610) 758-6347.6: Region 9 workshop; Identification of a Learning Disabled Learner, 8:45

am. noon; District Council 1199 C, 1319 Locust St., Philadelphia.7-8: Adult Education Forum sponsored by AAACE.8-12: 39th Annual Convention of the International Reading Association (IRA);

Toronto, Canada. Theme: "Connections, Collaboration, Leadership andLiteracy." Contact IRA, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139.9: Region 7 workshop: Motivation/Self-esteem and the Adult Learner, Pre-

senter: Dr. Judith Rance-Roney; 7-9 p.m. Lehigh University; Contact JaneDitrnars: (610) 758-6347.9: Teleconference: "New Demographics - Our Changing Society"; 4-5:30

p.m. Downlink at Region 6 SD Center 4-5:30 p.m. Catholic Diocesan Center,Communications Conference Room, 4800 Union Dcposit Road, Presenter: Dr.Harold Hodgkinson. Call (717) 232-0568 or contact Kentucky EducationalTelevision (KET), 1-800-354-9067.12: Region 8 workshop; "Ask the GED Teacher"; 7-9 p.m.; Indian ValleyPublic Library, Telford; Presenter Carol Brane, Chester County IU.10. PAACE Board Meeting; Harrisburg Hospital; 10:00-2:00.11: PENNSYLVANIA Mk Conference: "Call to Action: Mobilizing for AdultLiteracy and Learning Invitational conference for leaders from business, edu-cation, media and government. Carlisle. 8-3:30.11, 12, 13: LITERACY MARKETING CONFERENCE FOR TLC DIREC-TORS. By invitation; Theme: "Preparing Literacy Programs for a StatewideLiteracy Awareness Campaign." Contact Nancy Woods (412) 773-7810.13: Region 5 Computer Applications Workshop; Johnstown; Presenter: Dr.Barbara Woodruff. 10:00-1:00.

13: First Annaul Benefit Dinner for the Perry County Literacy Council; 6:30p.m. at the Penn National Race Course, Grantville. Call (717) 567-7323 forinformation.14: Region 9 workshop; Teaching Reading Skills in an ESL Class; 9:30 am.- 12:30 p.m. District Council 1199 C, 1319 Locust St., Philadelphia.15-21: NATIONAL ADULT AND CONTINUING EDUCATION WEEK.16, 17: Federal Conference on Volunteers; Washington, DC. Sponsored bythe U.S. Department of Education. Contact Mary Seibles, (202) 205-9403.17: Regions 1 and 2 Cooperative Workshop; 1-4 and repeat at 5:30-8:30;Topic: Nurturing Students; Old Plymptonville Elem. School, Clearfield;Speaker: Kathy Kalinosky. Call (814) 359-3069 or (814) 454-447418: Region 5 Computer Applications Workshop; Somerset; Presenter: Dr.Barbara Woodruff. 6-8:30 p.m.18: Region 6 workshop; "Administrators Workshop on Stress and Time Man-agemen:"; 9:30 am. 2 p.m.; Radisson-Penn Harris Hotel and ConventionCenter, Camp Hill; Presenter: Sue Ellen Lewis, Lackawanna Junior College;call Region 6 (717) 232-0568 for details.19: Region 8 workshop; Learning Styles IL Video Workshop; 6:30-9:30 p.m.Indian Valley Public Library, Telford; Presenter: Shirley Mattace; Moderator:Kathy Kline.19: Region 7 workshop; "Read TV"; Presented by ProJeCt of Easton and"When Bonds Are Broken" by Northampton County Prison; Iacocca Hall,Lehigh University; Contact TriValley Literacy for details (610) 758-6347.20: Region 2 Staff Development Advisory Council meeting; 9:30-3:30; Cen-tre County Vo-Tech, Pleasant Gap; call (814) 359-3069.20: Region 1 workshop; Multi-Culturalism; Presenter: Dr. Kenneth Garrison;Riverside Inn; Cambridge Springs; 9 am. -2:30 p.m.20: Region 5 workshop; Conflict Resolution. 12:30-3 p.m. Presenter: BrianFrey; Call (717) 248-4942.20: Region 9 workshop; Staff Conflict Resolution; 8:45 am. - noon; DistrictCouncil 1199 C, 1319 Locust St., Philadelphia.20: THIRD ANNUAL ADULT EDUCATION EXPO '94: USX TowerLobby; 8-5; 11 colleges and universities in the Pittsburgh arca discuss pro-grams available.21: THIRD ANNUAL ADULT EDUCATION EXPO '94; Monroeville Mall; 10-5.23: Region 6 Workshop-Teaching to Cross-Cultural Learning Styles; 6:30-8:30 p.m. Lincoln IU #12, 65 Billerbeck St., New Oxford, Presenters JaclynFrey and Joe Morales, Lancaster-Lebanon IU #13.23: Region 6 follow-up to "Effective Teaching Techniques with the LearningDisabled Adult"; Presenter: Dr. John Harvey; time and place to be announced.Call Region 6 at (717) 232-0568 for details.25: Region 8 workshop presenting hands-on activities and materials alongwith student/tutor pairs to show how to teach to a student's specific learningstyle needs; at Bucks County IU, Room A, 6:30-9:30 p.m.; Call (610) 971-8518.25: Region 1 and Region 4 Western Pennsylvania Family Literacy Confer-ence; 9 - 3:30; Pittsburgh; Call Paul Weiss (800) 438-2011 or (412) 661-7323.25: Region 6 workshop; Teaching to Cross-Cultural Learning Styles; CatholicDiocesan Center, Bishop Daley Hall, 4800 Union Deposit Road, Harrisburg;Presenters: Jaclyn Frey and Joe Morales, 1U #13.25: Region 3 Workshop; Cheryl Harmon talks about the AdvancE ResourceCenter, at Lackawanna Junior College; Call (717) 961-7834.

JUNE, 19941: Region 3 worlohop; Computer Training Class; Cell (717) 961-78:14.

1: Region 9 workshop; Assessment and Testing; 8:45 arn.-12 noon; DistrictCouncil 1199 C. 1319 Locust St., Philadelphia.

1-4: Commission on Adult Basic Education (COABE) National Conference;Phoenix. Outstanding Adult Learner Awards to be presented. Contact KarenMills (602) 223-4280.

2-5: 1994 LLA Biennial Conference; Little Rock. Theme: "The Challengeof Change." Contact yotr local literacy council or Laubach Literacy Action.Box 131, Syracuse, NY 13210.

3: Region 9 workshop; Assessment and Testing; 8:45 a.m.-noon; DistrictCooncil 1199 C, 1319 Locust St., Philadelphia.

4: Region 9 workshop; Teaching Writing Skills in an ESL Class. 9:30a.m.-12:30 p.m. District Council 1199 C, 1319 Locust St., Philadelphia.6: Region 5 workshop; 3:30-5:30 p.m. Applied Experiences; Presenters:

Dr. Shirley Woika, ionya Hoffman, Helen Guisler, Vicky Henry; at the TIUAdult Education and Job Training Center; 1 Belle Avenue, Lewistown. CallHelen Guiskr (717) 248-4942.

Page 8

6: Reg'on 7 Advisory Board meeting; 12 noon-2 p.m. Followed by "What'sNew at AdvancE?" Presenter: Cheryl Harmon, Adult Education ResourceSpecialist 2-3:30 p.m.; Iacocca Hall, Lehigh University Mountaintop Campus;Context: Jane Ditmars (610) 758-6347.8: Region 6 Staff Development Workshop on "Alternatives to the GED:

How to Earn a Regular High School Diploma"; 9-12 noon. Site to bedetermined. Call Region 6 at (717) 232-0568 for details.20-21: Region 2 follow-up workshops for Project READ at various locations;Speakers: Leslie Shelton and Holly Eulghum-Nutters; Call Project STAR(814) 359-3069.

20: Region 2 Project READ Train the Trainers; Spcakers: Leslie Sheltonand Holly Fulghum-Nutters; Centre County Vo-Tech; 5:30-8:30; call (814)359-3069.

27-28: PAACE Board Strategic Planning Retreat; Elizabethtown.

AND THIS SUMMER . . .

July 17-20, 1994: State GED and Adult Education Administrators; Louisville; Contact Fred Edwards, (202) 939-9400.

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iiMaNtVOLUME 13, NUMBER 10

A Call to Action . .

Mobilizing for Adult Literacy and Learning in Pennsylvania

JUNE, 1994

And mobilize they did. The 200+leaders of Pennsylvania business, educa-tion (including adult basic and literacyeducation [ABLEI providers and repre-sentatives of the ABLE Bureau), govern-ment and news organizations met on May1 1 in a concerted, no time out, head-to-head discussion of what's wrong with lit-eracy in Pennsylvania and how, throughthe combined efforts of those present, itcould be fixed.

Financial support for the conferencewas provided by Mellon Bank Corpora-tion as part of their extensive efforts tocounteract illiteracy in Pennsylvania. Ri-chard Torbert, Mellon PSFS vice presi-dent for Corporate Affairs and chairmanof the Pennsylvania 2000 Adult LiteracyTask Force said: "Mellon Bank and itspartner sponsors believe solvingPennsylvania's illiteracy problem is a toppriority. The goal of this milestone eventis to incrcase substantially the number ofliterate adults in Pennsylvania by sharinginformation that will spur legislative andmarketing initiatives."

In addition to introductory commentsby Edward Don-ley, Co-chair(with GovernorCasey) of Penn-sylvania 2000,Andrew Hartman,Director of theNational Institutefor Literacy,Helen Wise,Deputy Chief ofStaff for Guyer-

On the dais at the Mobilizing for Adult Lit-eracy and Learning Conference, from left,Edward Donley, Co-chair of Pennsylvania2000 and a member of the State Board ofEducation, Helen Wise, Deputy Chief ofStaff for Governor Casey, and AndrewHartman, Director of the National Institutefor Literacy.in Philadelphia, ga'.e a brief analysis ofthe long-awaited results of the State Lit-eracy Survey (see page 3).

Those at the conference attended twoof four workshop/discussion sessions:"Financing Workforce Education";

"Technology Oppo. -tunnies and Invest-ment"; "The StateAdult Literacy Act:Next Steps"; and"Building Coordi-nated Systems forLiteracy". Each groupprepared resolutionsfor action which weresubmitted to the en-tire body in i he after-

noon session'. To make sure speakers keptto the point and persons voting for resolu-tions had an opportunity for questions andcomments, the afternoon session v. as

"The goal of this milestoneevent is to increasesubstantially the number ofliterate adults in Pennsylvaniaby sharing information that willspur legislative and marketingInitiatives."

Richard TorbertMellon PSF S Corporation

nor Casey, aim ,athIcm Fulton of theOffice of Techi, -gy Assessment for the

Congre,,s, .loAnn Weinberger, Ex-ecutive Director of the iter fil Literacy

chaired by K. I eroy Irvis, former Speakerof thc Pennsylvania House. Dr. Irvis is aformer English teacher and a stem task-master who led the House for a total ofeight years - a record. The Conferenceclosed with a wrap-up and charge to ac-tion by Theodore Hershberg of the Uni-versity of Pennsylvania.

The State Adult Literacy Act:Cheryl Keenan, Dircct,I of the Pennsyl-vania Bureau of Adult Basic and LiteracyEducation, acted as facilitator for the ses-sion dealing with the STATE ADULTLITERACY ACT: Next Steps. This groupstarted their discussion with the fundingissue that adult literacy is a chronic pub-lic problem that demands publicly fundedsolutions.

THE STATE ADULT LITERACY ACT:

Adopted in 1986 to provide state fundsto support adult literacy.

111 Presently 5-6 million adults in Pennsyl-vania (1/2 of the state's population)cannot use the printed word for dailyrequirements of living and working.Programs supervised by the Bureau ofAdult Basic and Literacy Education(including programs funded with $11.6million in federal and S7.75 in statefunds) serve 53,800 adults or only 2.3%of the population.There has been no increase. in StateAdult Literacy Act funding in 5 years.

Among other solutions, the confer-ence adoptcd a resolution submitted bythe group calling for an increase in stateAdult Literacy Act funding to SIO mil-lion with federal and state funding of lit-eracy in Pennsylvania to reach at least10% of those in need (as contrasted to thc

(Cont. on p. 2)

Page 1

MOBILIZING, cont. from p. 1

Cheryl Keenan, Director, Pennsylvania'sBureau of Adult Basic and Literacy Educa-tion (ABLE), serves as facilitator for the PA2000 discussion group dealing with the StateLiteracy Act.

2.3% presently beingserved). This wouldrequire about $60 mil-lion in new funds an-nually.) The otherresolutions of the StateAdult Literacy Actgroup and the otherthree groups will beprinted and dissemi-nated to programs andinfluential individualsthroughout the state.

Coordination.One of the loudest,clearest messagescoming from all of thediscussion groups andreflected in many ofthe adopted resolutionspertained to the criticalneed for increased co-ordination of resourcesand services amongthose organizations,programs and indi-viduals presently pro-viding literacy andadult education ser-vices in Pennsylvania.

Discussion in-cluded "horror" storiesabout needy adults"falling through thecracks", being deniedeligibdity for services, being dropped fromprograms before thcir learning goals hadbeen met these and other situations re-sult every day from the fragmented,unarticulated programs of adti;t literacyservices in our state.

The establishment of one fundingstream administered by onc office or orga-

Page 2

IN THIS ISSUE . .The 1994 Summer InstitutesPeople and Programs in PA ABLEAdult Education for the HomelessClifton Edwards and Adult Ed Certification

and lots of News You Can UseIn Adult Basic and Literacy Education in Pennsylvania.

Have a good summer We'll be back In September!.11fixation charged with oversight responsi-bilities for all literacy services was only oneof the many action items adopted whichwould impact upon coordination of literacyserb ices.

There is little doubt that, arguably nextto funding, coordination of services is ourbiggest problem in Pennsylvania adulteducation. More than one corporatc repre-sentative made the statement that umil lit-eracy providers get their acts together they

will find great dif-ficulty in tappingprivate sources offunding.

Accountabil-ity was mentionedin conjunction withnearly every rec-ommendation forincreased funding.Reducing yourprogram's servicesto a statistical rep-re,.entation will notbe easy, nor per-haps consistentwith yourprogram 's objec-tives, but eachprogram would bewell advised to tryand quantify whatthey arc duilig itthey are going toask for additionalfunding from pub-lic or privatesources.

Our congratu-lations to JoAnnWeinberger of theCenter for Lit-eracy, MellonBank, and themembers of Penn-sylvania 2000 forthe hours and hours

of time and energies spent in setting upthis conference. From our perception justs.,ming the various husiness, media, edu-cation and community group representa-tives together to discuss action solutions tothe problems we face every day canto it helpbut impact positively on the cause of lit-era's), in Pennsylvania.

t 4

A statewide coalition for education re-form. Created by Governor Casey in1992.PURPOSE: to exert joint leadership andsupport of business, education, and stategovernment in a way that achieves theNational Education Goals in order to en-sure a world class work force and citi-zenry by the year 2000.MEMBERSHIP: 35 members 19 fromthe private sector (business, industry,etc.), eight. from statewide organizationsrepresenting education officials and par-ents (State Board of Education, Pennsyl-vania Department of Education, Penn-sylvania School Boards Association,Pennsylvania Federation of Teachers,Pennsylvania State Education Associa-tion, etc.), and eight from state govern-ment (four from the Legislature and fourfrom the Executive branch).RELEVANCE TO ADULT EDUCA-TION: Goal 5 of the original NationalEducation Goals states: "Every adultAmerican will be literate and will pos-sess the knowledge and skills necessaryto compete in a global economy and cx-ercise the rights and responsibilities ofcitizenship" (this is now National Goal/16).

Professional Development

Penn State-Monroeville OffersSummer Adult Ed Courses

The Monroeville Center (suburban Pitts-burgh) of Penn State University has releasedits listing of summer MIMS and six adulteducation courses will be available: Intro-duction to Adult Education; Program Plan-ning; Research and Evaluation in DistanceEducation; Adult Literacy in Theory andPractice; Critical Perspectives f Adult andContinuing Education; and Examining theResearch: Meta-Analysis of Research forAdult Education Practitioners; Ethics an Is-sues in Adult and Continuing Education.

In addition eight other summer courseswith relevance to adult education will beoffered. These range from assessment tocounseling to computer courses.

Tne Monroeville Center for ContinuingEducation and Graduate Education may bereached at (412) 372-4095.

Indiana University of Pennsylvania isoffering two 3-credit courses and a work-shop in Pittsburgh all of which are of inter-est to adult educators.

On the 1UP campus AC 620, "Introduc-tion to Adult and Community Education,"will be offered by Dr. Gary Dean Tuesdayand Thursday evenings. This course is anoverview of the philosophical and historicalbases of adult education and proceeds to astudy of current programs and processes.AC 625, "Teaching and Learning in Adultand Community Education," is taught by Dr.Trenton Ferro on Mondays and Wednesdaysfrom 5:30-9:30 p.m. and examines learningtheories, instructional methods and tech-niques and evaluation methods.

"Enhancing Participation and Retentionin Adult Education" has been offered inPittsburgh since 1981 as a workshop inwhich students identify a "research site"(agency, program, etc.) and develop a planto improve, increase and enhance the in-volvement of adults in the programs of thcirresearch site.

For more information about any of theseprograms call IUP's School of ContinuingEducation at 1 -800-845-0131.

Bemembet: Your regional staff devel-opment center may still have some fundsavailable for reinibursement for thesecourses.

Adva,;;;-7)by Cheryl Harmon

Adult Literacy Resource SpecialistThe AdvancE Literacy Resource

Center has had a busy year in a lot of"behind the scenes" work to support adultliteracy efforts of local providers, the Bu-reau of ABLE and national literacy agen-cies. While most may be aware that Sec-tion 353 resources are regularly dissemi-nated to local program tutors, teachers andadministrators for adaption, many mightnot be aware of how others know aboutgood work in Pennsylvania adult educa-tion.

The State Literacy Resource Centersarc responsible for the dissemination ofSection 353 projects into the field of adultliteracy. Within the state, such dissemi-nation takes place through reviews ofcompleted projects by individuals andgroups. The resource specialist visitedRegional Staff Development Centers andlo-:al programs and selected new 353 re-sources to answer search requests. Infor-mation about projects was also providedin the, 1992-93 Project Abstracts booklet.The booklet provides a succinct look atthe name of funded projects and of theirresults.

Production of the abstract bookletenabled Pennsylvariia to dissemnate in-formation about the projects to variousnational agencies. Of course, the U.S.Department of Education receives allprojects for announcement in its periodi-cUs, "A.L.L. Points Bulletin" and the"Special Answers for Special Needs". TheEducational Resources InformationClearinghouse (ERIC) will process almostall demonstration projects for inclusion ina national database and in several otherclearinghouses, such as those for ESL andfor literacy education. Pennsylvaniaproject directors whose projects arc in-cluded are notified by AdvancE.

In addition, several other nationalagencies were notified about Pennsylva-nia Section 353 projects. Abstract book-lets were mailed to the National Institutefor Literacy (NIEL), the National AdultLiteracy and Learning Disabilities(NALLD) Center, and the National Cen-ter or. Adult Literacy (NCAL). Thebooklet was mailed also to all other stateliteracy resource centers and to state di-rectors of adult education.

This kind of extensive coverage ofSection 353 projects does several thingson behalf of Pennsylvania providers. Itprovides the Bureau of ABLE with a ve-hicle for promoting the adoption/adaptionof projects. It helps give project directorsa way to attain recognition for new lit-eracy activities. It also keeps a Penns, I-vania presence in national agencies which

Project Applications Processing Going SmoothlyBUT STILL SOME ADJUSTMENTS REQUIRED

by Chuck Holbrook, Regional Programs Section Chief andDon Lunday, Special Programs and Projects Section Chief, ABLE BureauWe in the Bureau of Adult Basic and Literacy Education (ABLE) would like to

offer our sincere thanks to all the agencies for their timely response to the 1994-95application for funding process and for their continued program support and advocacythroughout the coming year. Your rapid response and attention to budget constraintsand guideline details :aye a great deal of processing time with this high volume ofcomplex work.

The framework for receiving, reviewing, and rating your Act 143 and Section 322proposal(s) has been renovated to better serve your arca. Our information system fortracking and monitoring has been upgraded from the "stubby pencil" method to a data-base management system. Positive controls are in place to accomplish budget repairwhen needed to bring providers into compliance with guidelines. A number of steps areunderway to increase our responsiveness and efficiency to your inquiries.

Now for the bad news. Approximately 70% of all submitted budget sheets arebeing returned to agencies for correction. In a few cases, the guidelines were not clearon some details with the application. In most cases, however, failure to read the guide-lines lies at the root of the problem. This highlights the need once again for attention tothe guidelines, administrative workshop attendance, and the value of calling your regionaladvisor when you are in doubt.

New correction procedures were initiated in order to enhance recovery time on therepair of proposals. If your proposals or budget form needs to be adjusted so that itcomplies with comptroller/guidelines, then a letter will be sent to your chief administra-tive officer with a copy furnished to the project director. Attached to the letter is achecklist which recommends the needed correction(s). A due date of ten working daysis used to make the change and get the required response back to the Bureau.

The long awaited standard state and Federal Contracts have been mailed to agencieswhich have applied for funding under Act 143 or Section 322. These contracts will bejoined with proposals as soon as they are completed and returned to the Bureau. Programdirectors should pay close attention to both the instruction sheet mailed with thesestandard contracts and the pages 12-14 of the Section 322/Act 143 Application Guide-lines. Failure to complete the standard contract properly will result in further delay inprocessing the application.

The new Section 353 application process appears to have workcd well; a "Letter ofIntent" was used this year in place of the old pre-application. We received approxi-mately 200 Section 353 applications. The 353 Task Force, Bureau advisors, and selectedguest readers completed their evaluation of the applications in April; they are now underfinal review to determine which proposal will be funded. Applicants will be informed ofthe results of this review in the near future. Standard Federal contracts for approvedSection 353 projects will he provided to agencies for execution. Again, please paycareful attention to the Section 353 guidelines and the instructions accompanying thestandard contract.

A Freebie:The Women's Program of Coors

"Literacy. Pass It On" has published a se-ries of pamphlets that communicate im-porumt infommtion for women and theyare written on the 4th-6th grade readinglevel. Coors is distributing the pamphletsto literacy programs along with a Tutor'sGuide. For more information contact:Coors "Literacy. Pass It On," 311 TenthSt., NH 420, Golden, CO 80401.

Literacy Network Montgomery Co.

Adult Basic and Literacy Education(ABLE) programs in Montgomery Countyare encouraged to join The Literacy Net-work of Montgomery County which willhold its next meeting on June 13, 1994 atthc ncw Wissahickon Valley Public Li-brary, 650 Skippack Pike in Blue Bell.Time of the meeting is 1:30-4:00 p.m.This is a "grass roots" effort to share, learnand help others in the ABLE field. Formore information contact Janis Glusman(215) 834-1040.

Advance, cont. from col. 1recognize the consistency of our dissemination efforts. To learn more about Section353 projects, contact either of the state literacy resource centers for reprints of projectssuch as "Changes", or for new projects such as "Research Distilled" and "Taking theLanguage Home", or for many other of your literacy resource needs. AdvancE is 1-800-992-2283; WPALRC is I-800-446-5607.

Page 3

ADULT EDUCATION CERTIFICATION

I'm for Waitingby Clifton Edwards

(Former ABLE staffer)PA Department of Education, Bureau ofTeacher Certification and Preparation

Here's a teaser for those readers whoare predisposed to finding logic in seem-ingly unrelated patterns of lettersQGBMGKWWLL. This configuration onlyhas meaning to those shrewd adult educa-tion crekees that follow the PAACE. Letme break the suspense. The letters arc thefirst consonants of the last names of the lastten Outstanding Adult Educators.

They come to mind as I read the"Licensure" article in the April '94 BUZZ.I figured what better starting place for adiscussion on certification than an exami-nation of those recognized as outstandingin the field. The awardees come from verydiverse backgrounds, places of employmentand occupations. This diversity is charac-teristic of much of what goes on in the broadfield of "Adult Education". And it shouldcause even the most ardent proponents ofcertification a littie reluctance.

The Department of Education issuesthree broad categories of certificates - ad-ministrative, support services, and instruc-tional. These certificates regulate publicschool personnel. Exactly where the adulteducation certificate would fall needs to bearticulated. Interestingly, none of the "Out-standing" educators arc ABE/GED instruc-tors. (Hopefully, this won't always be thecase.)

I'd be in favor of requiring all of theadult education administrators, coordina-tors, and directors to complete about 24credits, preferably at the graduate level, atselected colleges, and having their tran-scripts reviewed by the department prior tosubmitting an application. However, I'm notsure of the contents of the adult educationcurriculum that they should be studying.Then too, I'd be afraid that this regulationwould only govern applicants employed inthe public schools. Of course we couldsimply implement a policy to only fundABE/GED programs in public schools likemany other states.

Adult Education certification forcounselors makes a lot of sense too. There'dbe elementary, secondary, and adult coun-selors. The certificate could also includeanyone paid to do outreach, assessment, re-cruitment and/or placement. The reserva-tions about public school employees onlystill apply but at least it restricts the oppor-tunities of a smaller number of people andthe curriculum would be easier to develop.

Thc third category, instructional cer-tificates, may prove to be the most difficultto define. It could be a general certificate,like the Elementary Education certificate.

Page 4

The candidate would have to take coursesin special education, diagnostic reading, el-ementary math; then some methodologycourses in math, reading, social studics,English, the sciences, alget.:a and geom-etry, and maybe a few foundations and psy-chology cwrses. We might be better servedby makin: this a degree rather than a cer-tificate.

On the other hand, it might be a sub-ject arca certificate along the lines of theGED tests. Or maybe we could reconstructthe standard secondary education subjectarca certificates with some remediation andcounseling courses that focus on adultlearning theory.

To be perfectly candid this whole adulteducation certification thing is a mystery tome. Like trying to make sense out of thoseletters, if given the time and desire I couldmake sense out of it. But, more often thannot I find myself stuck on the old question"Where's the beer?". The cynic in me be-lieves that "If we build it, they will come."But that doesn't justify building it.

The one thing that I'm sure of is thatwhether a certificate is developed or notvolunteers will always do what they do.They're free to offer their services on thebasis of what they know and can do.

So for now, I'm for waiting until a bodyof knowledge is assembled to enhance theefforts of the diversity of people that callthemselves adult educators. Once that is inplace the logic and implications for makingit a certificate will be clearer and the appre-hension and anxiety will be replaced bygreat expectations because the future won'tlook like it used to look.

Promote the Healirg!

InserviceImproves Instruction

by Carol Duff, Project Director

Development Center for Adults, Lock Haven

On Friday, April 29, 1994, the Clin-ton County Development Center forAdults held a staff development day foradult educators from eight counties in thecentral Pennsylvania area. The staff de-velopment day combined the 353 specialprojects entitled 31, Inservice ImprovesInstruction and TNT, Teams Need Train-ing and was organized by 31 project di-rector Carol Duff, project teacher CarolFlanigan and TNT project directorKay Lynn Hamilton.

Barbara Morgan, Learning DisabilitiesSpecialist at the Midwest School District,Middleburg, PA discusses ways adult edu-cators can help adult students achieve suc-cess. (photo by Carol Duff)

Guest speakers were brought in toinform and lead discussions on topics ofinterest to adult educators today. BarbaraMorgan, Learning Disabilities Specialist

(Cont. on p. 10)

1994 Pennsylvania Literacy Campaign Activities Timeline*Time Activities

Present-June 5 Form support tegnis; develop marketing plan; assignresponsibilities.Develop a "wish list" to identify priorities.Plan strategies to deal with influx of new adult students andvolunteers.

June 10-30 Send letters to local media; follow-up with personal contact.July 1-30 Develop plan for fundraising campaign; send PSA's to local

commerc!al stationf.; order necessary materials; contact localbusinesses to ask for support for campaign.

August 1-3(1 Mobilize support teams; re-contact outdoor companies andmedia (camera-ready ads, video, posters, and brochures willbe sent to each participating literacy organization).

September I Billboards going up, ads published in newspapers, PSA's air,posters up, etc.

September 6 Hold open houses; develop promotional programs, distributegive-aways.

F)llow-up: send thank you letters to campaign participant.s.* - excerpted and revised from Literacy Campaign Timeline

1

A ARWill YOU Be Ready?

Here it comes! Call it a blitz, a mediacampaign, a public awareness effort it'scoming in September and NEVER,NEVER THINK YOU CAN'T MAKE ADIFFERENCE.

In addition to being the "theme slo-gan" behind the Statewide Literacy Aware-ness Campaign, the thought behind thesewords pertains to each of us who wants toimprove our local adult basic and literacyeducation programs. Included with thecampaign is a timeline for activities fromthis month through September so programscan participate at a local level in the state-wide "Pennsylvania Campaign for AdultLiteracy" toenhance solici-tation andpublic aware-ness efforts.

More than30 members ofthe Pennsylva-nia Associa-tion for AdultContinuingEducation(PAACE) Pro-gram Division,Tutors of Literacy in the Commonwealth(TLC), met for two days recently with pro-fessionals in the marketing and media fieldsto develop their expertise in basic market-ing skills. The Marketing Literacy Confer-ence was designed to help litera.., person-nel present, develop and deliver effectivemarketing campaigns in their local commu-nities, prepare their local program andcommunity to integrate their skills into thestatewide marketing campaign taking placein September in Pennsylvania, and knowhow to approach local leaders to solicitsupport for their local literacy efforts.

The campaign and conference were theresult of the vision of Nancy Woods, Di-rector of Adult Literacy Advance at theBeaver County Campus of Penn State.Nancy was successful in getting the coop-eration of Mellon PSFS Corporation whichcontributed financial support and sent theirmarketing representatives to meet with theliteracy professionals. Other contributingsponsors included 14 Pennsylvania cable,television, newspaper and training organi-zations, including the Pennsylvania News-paper Publishers Association (PNPA), thatwill support the free placement of adver-tisements during Literacy Month (Septem-ber, 1994). The advertising campaign wasdeveloped free-of-charge by Pittsburgh-based Werner Chepelsky Partners, Inc.

Speakers for the marketing conferencewere Ricki Wertz of WQED-TV in Pitts-

A A

burgh, JoAnn Weinberger, Executive Di-rector of the Center for Literacy in Phila-delphia, Cheryl Keenan, Director of thePennsylvania Bureau for Adult Basic andLiteracy Education (ABLE), Thomas 0.McKenna, Vice-President for Marketing ofMellon Bank and Nancy Woods.

Presenters included Dee Jay Oshry ofThe Pittsburgh Cultural Trust ("think ofdevelopment, not fundraising; fundraisingsuggests a bandaid approach to raisingmoney"); Richard Torbert, Mellon PSFSVice-President ("Keep it simple - Timingcounts, build on other helpful circumstances,e.g. Valentine's Day, Mothcr's Day, etc. -plan a series of activities such as spellingbees with corporate teams, a rcad-a-thon

with celebri-ties, a blockparty forbook power,etc."); SusanMorgan ofthe Pennsyl-vania News-paper Pub-lishers' As-sociation("Becomefamiliarwith the

newspaper staff - who covers literacy andeducational issues?; provide commentariesfrom tutors, students, etc., enlist their helpin producing ads and running them.");George Merovich of the Outdoor Advertis-ing Association of Pennsylvania ("contactyour local outdoor !billboard] company anddiscuss sizes of boards available for publicservice, when they are available. Contactthe printer for the billboard company.");Marlowe Froke, professor emeritus of PennState University formerly with the telecom-munications program there ("Education andcommunications arc closely related in theirsocial roles - a literate society is in the bestinterests of tha institution of communica-tions tell the truth, treat media personneiwith respect, be available to them"); NancyAponick and Bernice Sheaffer of the Penn-sylvania Public Television Network andWPSX-TV ("find out who is the public re-lations person with television stationscontact the station Program Director - - workwith station personnel to see what they arewilling to do to promote literacy"); BillCoogie of the Pennsylvania Cable Televi-sion Association ("Contact the local cablecompany general manager, give dates, dis-cuss public service announcements (PSAs),discuss production options. When asking forfree advertising avoid the busy seasons -Christmas, etc.").

Bradford Hammer of the PennsylvaniaCable Network suggested ways adult cdu-

9

A

cators could use information from the StateAdult Literacy Survey to make the problemof literacy meaningful to viewers. RichWycoff of the Pennsylvania Association forBroadcasters indicated how local programscan contact network affiliates in their areasto run PSAs. Nancy Woods discussed com-munity involvement in the campaign.

In addition to a 2-inch thick handbookwith campaign information, other materialsgiven to conference participants dealt withthe legal requirements of 501-c charitableorganizations (solicitation of funds, tax-ex-empt status, substantiation to donors forcontributions, etc.).

Challenge Grants: Mellon Bank hasmade available $10,000 to be awarded inamounts of $500 and $1,000 to literacyprograms having a staff member at the May11-13 Conference. These awards are in theform of Challenge Grants to support costsassociated with the marketing campaign.Deadline for challenge grant proposals isJune 30. 1994.---//ammigammiianw

MOBILIZINGFor Adult Litorac

Nancy Woods, Director of Adult LiteracyAction at Penn State-Beaver, opens theStatewide Literacy Awareness MarketingTraining Conference.

ATTENTION ADULT BASICEDUCATION, ENGLISH AS ASECOND LANGUAGE, ANDGENERAL EDUCATIONALDEVELOPMENT PROGRAMS:Although this campaign is gener-ated by the Literacy Community(TLC, etc.) we strongly suggestothev types of adult educationprograms get together with theirlocal literacy councils and developa coordinated program of publicawareness to take advantage ofthe television, radio, newspaper,billboard, etc. coverage which theStatewide Literacy Campaign willgenerate. We are sure literacyprograms planning local cam-paigns will be grateful for anyassistance other adult educationprograms can provide.

Page 5

ADULT EDUCATION FOR THE HOMELESS

Finding a Way Homeby Ella M. Morin, Adviser, Bureau ofAdult Basic and Literacy Education

Marcia's baby was born while shewas in Jail. It was the last place to whichshe wanted to bring a baby. And whenher sentence was up, she had no home,no family to go to with her baby.

The 4th Annual National Conferenceon Education for Homeless Adults was heldin Columbus, Ohio, from April 24-26, 1994.The conferencetheme, "EmpoweringThrough Leadership,"encouraged partici-pants to develop skillsthat would empowerthem as adult educa-tors in creating aneducation environment in which the home-less adult learner would learn to bring aboutappropriate change and transformation in hisor her own life.

At the conference, Marsha Martin, di-rector of the Interagency Council on Home-lessness (ICH), presented a summary of theactivities and findings of the ICH hearingsthat have been held this past year across theUnited States. She assured the audience thatthe education component would not be lostin the directions that the plan to end home-lessness will take in the future. This federalplan is due to be released in May and willinclude a detailed analysi7 of the problemand recommendations by which the prob-lem will be solved. The federal governmentsecs the priority as "home"; the homelessand thc at-risk-of homelessness must haveaccess to the "mainstream". In the past fiveyears, seven million Americans have beenhomeless; 37 million live in poverty and areat risk of becoming homeless. HUD is seenas the appropriate agency through which tomove the homeless into stability in thecommunity. Ms. Martin stated ',hat thatmeans that everything to address homeless-ness must be in place in the community;through HUD the continuum would be de-veloped, but that the people would accessthe local community for the services theyneed. Ms. Martin assured the audience thatthe McKinney Act would be reauthorized.Additionally, the Council is requesting thatHUD's budget be doubled so that the "con-tinuum of care" through services within thecommunities, as well as housing, would beprovided. The aim is to integrate the servicesthat currently come through other depart-ments such as Labor, Health and HumanServices, Education and the Veterans Ad-ministration into one program. The problemis perceived as residential instability; thereis not enough housing and what there is isnot affordable to some of the population.

Educational Program: The stateproject coordinators in their meetings dis-cussed Ms. Martin's report in terms of whatit means for the educational program cur-rently being conducted and for the future ofthe educational component. It is the coordi-nators' earnest hope that education will bewritten into any plan for a continuum ofcare. The adult education for the homelessprogram is unique in that "transition", theability to move from homelessness to sta-

bility, is the bottomline goal of theprogram. Educationis client-centeredand very muchneeds-oriented. Theprogram aims toassfst the homelessadult in becoming a

participatory and stabilized member of thecommunity.

In Pennsylvania: The news from theICH report is not dissimilar to the news fromPennsylvania. The Commonwealth is re-quired to submit to the United States De-partment of Housing and Urban Develop-ment a Comprehensive HousingAffordability Strategy (CHAS) under theNational Affordable Housing Act of 1990.This plan was developed and submitted bythe PA Department of Community Affairsin December, 1993, for federal fiscal years1994-98. A section of this report deals withhomelessness in Pennsylvania and containsan "Inventory of Facilities and Services forHomeless Persons and Persons Threatenedwith Homelessness". Since January 1987,the Casey administration has created oi. ex-panded programs in the arca of homeless-ness. One hundred eighty million dollars infederal and state funds have been expendedto serve the homeless and those at risk ofhomelessness. Thirty-eight programs arcadministered by eight different state agen-cies. The 38 programs and services arc meantto assist and strengthen local and privateassistance efforts to the homeless and in-clude "prevention, emergency services,transitional housing, supportive services,stabilization services, and permanent hous-ing".

Thc document contains data and infor-mation concerning Pennsylvania's homelessand at-risk-of-homelessness population. TheBureau of the Census counted 8,237 per-sons in emergency shelters in Pennsylvaniaon March 20, 1990. The Commonwealthdoes not feel it has good data on homelesswho are not sheltered but is attempting toundertake a survey of all homeless facilitiesthat provide services to homeless people inthe near future. In FY 1993, the State as-sisted 11,988 households with housing sup-

"The homeless need thetools by which they cancontrol and manage their

own lives."

Page 6

ported by federal funds. (The number doesnot include federal homeless assistance andweatherization programs or state funds.) Fivethousand four hundred seventeen homelessindividuals and 1,419 families were assistedwith transitional or permanent housing.

Housing: The 1989 Coalition onHomelessness study determined that thesingle greatest cause of homelessness is theinability of families and individuals to af-ford available housing. Affordable housingis defined gimerally as "housing where theoccupant is paying no more than 30% ofgross income for gross housing costs, in-cluding utility costs". The CHAS reportcontains information on the dicparity be-tween available and affordable housing. Onecan see, therefore, why the ICH is suggest-ing that HUD receive an appropriations in-crease when housing is seen as the greatestneed.

Other Factors: The CHAS report alsorecognizes that homelessness is complicatedby other factors such as unemployment,poverty, substance abuse, mental illness, andlack of needed social services. Although theCHAS is a planning document for housing,the plan acknowledges that human serviceprograms can help the homeless individual.We educators who recognize the need foreducation as a fact must become advocatesfor our programs and see that education isintegrated into the human services programsin our communities. Perhaps that integra-tion and the necessary collaboration amongservice providers will be the keystone inmeeting the needs of this special popula-tion, thereby ending homelessness in ourcommunities.

All these studies, reports, comprehen-sive plans read in a very objective, practi-cal, clinical way. Those of us who deal one-on-one, face-to-face with real people whoare really homeless know that people need aroof over their heads but that they also needto know how to keep it there. If a roof leakson us, we can move our chair to anotherplace in the room, or we can fix the leak.The homeless need the tools by which theycan control and manage their own lives.Education gives people the tools by whichthey can do for themselves that is wherereal power lies - when people can take careof themselves, not when government agen-cies take care of them.

Conferences and reports do provide anarena in which we can learn from otherswho are working at the same tasks we are.It is important that the adult educators forthe homeless maintain an awareness of thecurrent and future issues and plans for end-ing homelessness since we must remain animportant part of the plan. The Marcia's andpeople like her that we meet daily arc thepeople we need to think about when we reador hear a federal or state report because theyare the ones who need our services. Theyare why we do what we do in adult educa-tion.

PeoPie and Programs. in PA ABLE

* Congratulations to Anita Pomerance,Tutor Training Coordinator for the Centerfor Literacy in Philadelphia, for recogni-tion of her Section 353 project, "An Ex-periential Whole-Language InserviceWorkshop for Adult Literacy Tutors andLearners". The project was featured ir353 Showcase in the April, 1994 issue ofthe U.S. Department of Education's Divi-sion of Adult Education and Literacywhich features one 353 project each monthfor its exemplary and promising practices.* Selected as Volunteer of the Year byLaubach Literacy Action (LLA) is DickPratt, a senior volunteer with the dynamicRSVP (Retired and Senior Volunteer)Program of Montgomery County. Theorganization's Literacy Coordinator, JanisGlusman, tells us Dick will be honoredat the LLA Conference in Little Rock June2-5. Mi. Pratt has been with RSVP for sixyears as a literacy tutor and has been ap-pointed to a number of community orga-nizations including Norristown 2000, alocal committee implementing America2000 goals. Congratulations to Dick Pratt,LLA Volunteer of the Year.* Don Block, Executive Director of theGreater Piusburgh Literau Council andDirector of the Region 4 Staff Develop-ment Center, tells us the Region SD Cen-ter Coordinator, Paul Weiss, has left theCenter and has been replaced by RachelZilcosky formerly of the Mental HealthAgency in Pittsburgh. Paul, we wish youwell and Rachel, welcome!* Congratulations to the GermantownWomen's Educational Project (GWEP) inPhiladelphia for being selected as one offive pilot projects in Laubach LiteracyAction's (LLA) "Women in Literacy/USA" Project.The goal of the project is to reach women,primarily in low-income communities,who arc not served well by traditionalprograms. During the project LLA willpartner with GWEP to start women'ssupport groups for students ready to makethc transition to other programs.It will also help GWEP increase volun-teer participation in its three educationalprograms: "Family Life and Learning","Career Ready", and "GED Preparation"

- all of which integrate adult basic andliteracy skills instruction with a focar; oncritical life issues.* Joan Leopold, Executive Secretary ofthe Pennsylvania Association for AdolfContinuing Education (PAACE), has hadmore than 15 inquiries about copies of anarticle by former PAACE President Vic-

Section 353 ResearchProject Summaries Available

"Research Distilled" is a 30-pagepublication just released which givessummaries of forty+ Section 353 projectsand information concerning research inadult education in Pennsylvania and otherstates. Tana Reiff, project director for NewEducational Projects, Inc. in Lancaster,compiled the research-oriented informa-tion as a Section 353-funded project anddeals with Section 353 projects between1989 and 1993 that employed an "experi-mental design".

Included arc synopses of Pennsylva-nia Section 353 projects and those com-pleted in other states dealing with topicsin the areas of Assessment and Testing,Curriculum and Instruction, Participationand Retention and Surveys and Evalua-tions. Copies of the publication are avail-able from either of the state Adult Lit-eracy Resource Centers: Harrisburg I

800-992-2283 and Gibsonia 1-800-446-5607, ext. 216.

toria Fisher. The article appeared inVolume 2, 1993 of the PAACE Journalof Lifelong Learning and is titled "AnInstitutional Evaluation of Perceptions andExpectations for a Portfolio AssessmentProgram". It studies the use and assess-ment of the portfolio option in an acceler-ated degree program.The Journal is one of the membership"perks" of PAACE (write Box 3796, Har-risburg, PA 17105).* We hear that Nancy Frazier of the YorkCounty Literacy Council and her organi-zation are working on a clever marketingidea tying together literacy and citizen-ship. The Council is soliciting pledges ofSI7.76 cach and persons contributing willreceive a copy of the Declaration of Inde-pendence. On July 4 the Declaration willbe read on the Courthouse steps. Thegroup has set a goal of 1776 contribu-tions. Last year the same group receivedcontributions over $60,000 in an "Adopta Book" campaign. It can be done!D:c Diana Statsman Director of ScrantonCouncil for Literacy Advance (SCOLA),tells us she dreams of being able to pur-chase a comprehensive learning, assess-inent computerized program marketed byJosten's. She tells us the INVEST pro-gram does it all. If you are using this pro-gram, let us know. Write Box 214, Troy,PA 16947.SCOLA's student newsletter PEP Talk

'eople Educating People) has been se-lected to receive an award at the LLAConference in Little Rock June 2-5. Theaward will be for original written materi-als written specifically for New Readers.

BEST COPY AVAILABLE

A Year in Review for WPALRCby Chris Kemp, Adult Literacy

R mource Specialist, Western PAt.dult Literacy Resource CenterThe past year has been a period of ex-

citing growth for the Western PennsylvaniaAdult Literacy Resource Center. Spring1993 witnessed the fiist meeting of theWPALRC Advisory Council, Center con-struction, and shelf collection development.Evely i Werner, Cheryl Harmon, and thestaff at AdvancE provided mateTials forworkshops, 353 Project Reports for the shelfcollec:ion, and guidance to lead WPALRCinto the world of adult education. It is withdeepeit gratitude that the WPALRC staffsay, "Thank you for your support through-out this first year!"

Summer Institutes and Fall Workshopsgave WPALRC staff the opponunity to meettutors, teachers, and administrators fromacross the state. A week-long Open House,in October, marked the grand opening ofthe Center and materials circulation services.During the year, approximately 500 clientsvisited the Center and 2,000 materiais werecirculated. The shelf collection grew to in-clude approximately 7,000 titles, with newmaterials being added each month. Monthlyarticles in "What's the Buzz?" highlightedCenter materials and borrowing procedures.

In spite of treacherous weather, theResource Specialist was able to provide adisplay for the PAACE Mid-Winter Con-ference and continue collaborative work-shops with western regional staff develop-ment coordinators. Spring, however, pro-vided welcome relief to travel and schedul-ing nightmares.

WPALRC celebrated the arrival ofspring and its first anniversary with an OpenHouse. Cheryl Keenan, Director of theBureau of Adult Basic and Literacy Educa-tion, led two discussions, sharing the visionfor ..the future of adult education in theCommonwealth. Evelyn Werner and CherylHarmon, as well as many advisory councilmembers, had the opportunity to participatein the discussions and to tour the Center tosee what their hard work had accomplished.At the same time, tutors, teachers, and ad-ministrators who had been unable to visitduring the icy weather used the extendedOpen House hours to become acquaintedwith WPALRC.

Indeed, 1993-1994 has been a year ofexciting growth. None of it would havebeen possible, of course, without the con-tinued support of PDE staff and adult edu-cation and literacy providers across the state.Thank you, one and all, for everything youhave done to make WPALRC what it is to-day, but please don't stop now. Your con-stant input will help to make WPALRC theresource center you want it to be. Comeand visit, borrow materials, or schedule astaff meeting at the Center. For more infor-mation, call 800446-5607, ext. 216.

Page 7

Technology: New Tools in Adult Literacy"I've viewed a number of telecon-

ferences and most of them have beenblah'," said onu of the Pennsylvaniaadult educators we contacted followingthe Adult Literacy Technology Tele-conference on April 28, "But this Onewas really good!"

Videoconferencing is becoming a"tool" that is being used more and moreby national agencies and organizationsto complement staff/professional activi-ties in adult basic and literacy education(ABLE) throughout the country.Videoconferences have the obvious ad-vantage of permitting persoms of nationalstature and broad experience to beviewed, and heard, by thousands of adulteducators with the only cost being the

videoconference production and the fee paidto "downlink" (via satellite receiver ontelevision) at local sites. The "interactive''concept characterized by many when de-scribing videoconferencing is usually notwhat most of us expect interact:vity to be,usually consisting of a few questions tele-phoned iti from variouslocations and answered,to a limited degree. bythe persons serving aspresenters in the video-conference.

The latest Teleciiii-feren,:e on Technologyin Adult Literacy brokethrough the usually dullpattern of other adulteducation videoconferences and brought toa number of viewing sites in Pennsylvaniasome good, solid, usable information whichshould affect the use of Technology in anumber of ABLE programs.

The "use fee" for this Teleconferencev, as paid by the Pennsylvania Departmentof Education through the ABLE Bureau andat least four of the regional staff develop-ment centers throughout the state establishedviewing stations. Region #2 for example,had multiple sites at live locations and othercenters tell us the numbcrs of adult educatorsviewing the teleconference, although notoverwhelming. v. as "encouraging".

Technology: Despite the comment ofone of the preseiders at the teleconferencethat. "Most adult literacy programs makeuse of technology for literacy," the use oftechnology in Pennsylvania Adult Basic andLiteracy Education has not been widespread.Some programs have taken the initiative andare using a number of technology-orientedsystems in their instructional programsmostly computer assisted instruction (CAI),hut other uses are limited. Therefore, theintroductory section of the TechnologyTeleconference was appreciated by manyPennsylvania viewers who were hoping forsome information as to what Technology is,

how it can be used in Adult Literacy and ifit really makes a difference as an effectiveteaching tool.

The Teleconference answered theseconcerns and impressed us with a numberof uses and benefits to adult learners whichwe had not considered:* Research and the use of technology invarious adult education settings show itcan Improve the quality of adult learnerInstruction.

* Some of the benefits to adult studentsusing technology are an enhanced self-image; learner controlled Instruction;the learning of real-world skills (not onlyin literacy, but In awareness of and op-eration of the equipment).

* Increased access to instruction (CAIcan be available 24 hours a day).

* Technology empowers adults to decidew hat they want to learn; they can learnw hat is important to them.

Obstacles: The presenters at the tele-conference s ere experienced adult educa-

tors and, as such, have en-countered the same problemsas most of us in learningabout and instituting the useof technology in adult basicand literacy education pro-grams. The lack of financialresources was, of course,given as the primary ob-stacle, but one panel mem-ber commented the hardware

is available if adult educators would usesome creativity, networking and linkages totap mio the resources of the schools adcommunity businesses which have comput-ers. One obstacle commented upon in thisregard, and re-emphasized by Pennsylvaniaadult educators with whom we spoke, is theapparent protection of "turf" by K-12 ad-ministrators and educators. Most schoolshave large numbers of computers sitting idleat night when most adult education classescould use them; however, many K-12 edu-cators are reluctant to make computersavailable to adult education programs. Astatewide survey of Pennsylvania businessescompleted as a Section 353 project showedmany companies arc willing to make com-puters available to adult education programs,but adult educators must make the initialcontact.

Other obstacles include:* lack of trained staff* inadequate knowledge about technol-

ogy

* difficulty in decision-making* staff resistance ("people who are used

to being in control In the classroom feelchallenged"),

Needs: In addition to overcoming the

"Turf problems andadministrative

concerns seriouslyinhibit adult

education access toK-12 schoolcomputers.

Page 3 111 7),

obstacles to the uses of technology in adultliteracy, there are some snecifi z. needs ex-pressed by adult educators if the full ben-efits of technology arc to be felt:* staff development on the use of com-

puters and other technology tools* research on the effectiveness of tech-

nology for literacy Instruction* software evaluations. Software is the

programs which are run by the hardware(computers, VCR's, calculators, etc.).Much software being marketed for adulteducation was originally developed for K-12 and has varying applicability to adultinstruction. "There is much good literacysoftware available," said one presenter.

In addition to staff development in theuse of technology, there seems to be gen-eral agreement that adult educators need helpin deciding what works and what doesn't.

What did Pennsylvanians Think?:We talked with some adult educatorsthroughout the state who viewed the tele-conference;

Deb Burrows of the Clinton CountyCoalition for Literacy in Lock Haven: "Thereis certainly a problem with getting fundingfor the use of technology. The other prob-lem we encounter which was identified bythe presenters is the unwillingness of K-12to share. The presenters during the first halfof the Teleconference had a good handle onwhat is going on and what our problemsarc, but the Teleconference was too long.

Ann Koefer at the Region 7 staff de-velopment center at Lehigh University notedthe Teleconference started on the grassrootslevel telling what a computer does andmaking the point that it is OK if you don'tknow computers as long as you're willingto learn. She complimented the Pennsylva-nia Department of Education for paying thelicensing fee to receive the Teleconferenceand felt this made it more accessible at avariety of sites. Ms. Koefer was disappointedthe presenters did not address the essentialissue of funding, but was glad to see thetopic of technology in literacy being dis-cussed in the Teleconference.

Beverly Smith, director of the Region6 staff development center in Harrisburg,indicated approximately 20-25 peopleviewed the Teleconference at her center in-cluding a number of staff from the ABLEBureau including Director Cheryl KeenanMs. Smith thought the teleconference was"terrific" and agreed with Ms. Koefer thatthe explanati.ms of technology met the needsof the andi'-nce. She felt the handout avail-able at viewing sites was well done and anexcellent reso.wrce. "From a programdirector's point of view I came away fromthe Teleconference with a lot of ideas formy program."

How About You? If you are interestedin viewing a videotape of the Adult Literacy

(Cont. on p. 9)

FLiteracy Co7171

Lock HavenLiteracy Corps studenttutors write impressions

We recently received three lettersfrom students of Lock Haven Universitywho are also members of the University'sLiteracy Corps class. Each member of theclass, taught by Dcb Burrows of the Cen-tral Intermediate Unit #10's DevelopmentCenter for Adults in Lock Haven, is re-quired to tutor one-on-one with an adultas part of the course work. We thank CarolFlanigan, Tutor Coordinator for the Cen-ter and the Literacy Corps students fortheir letters from which we have excerptedbelow:

"I am a student at Lock Haven Uni-versity, and I am volunteering through aclass to tutor under the Pennsylvania Lit-eracy Corps. My experience so far hasbeen tremendous. I learn more and moreevery day while making a difference inanother person's life.

"Beginning my tutoring was challengein itself. Whcn met my student, we dis-cussed his goals. My tutee was a man whowas working on attaining his G.E.D.

"My tutee and I have made progressthroughout our time together. We haveaccomplished many things together as ateam, and that is very important when tu-toring. Every session was a new day anda whole new learning experience that weboth gained from. I feel that I accom-plished a challenging task, and I am happyI made a difference in my tutee's life,because he made a big difference in mine."

Nicole Scerho"Being a member of the Literacy

Corps Class is an experience well worthone's time and effort. You may feel hesi-tant and frightened at first, but gke it achance, and you'll never regret gettinginvolved.

Teleconference, cont. from p. 8Technology Teleconference and/or review-ing the excellent resource materials used atthe viewing sites, contact your regional staff'development center. Not all centers estab-lished viewing sites, but we are sure yourregional center coordinator can contact Oneof the sites to get you the tape and guide.

As for the future there is no doubt thatother Teleconferences on this and other top-ics of concern to adult basic and literacyeducators in Pennsylvania will he availablein the future.

Read our "It's a Date!" column care-fully and keep in touch with Your regionalstaff development center.

"I have to admit that I was very ner-vous going to meet my tutee. I knewnothing about his life, as he knew nothingabout mine. In my mind, I wasn't reallysure if I wanted a tutee who was outspo-ken and talkative or someone who wasshy and quiet. He turned out to be afriendly, talkative young man who imme-diately mace me feel comfortable.

"Leaving the Center after the first day,I felt a little more relaxed and confidentabout this challenge I had taken on. Basi-cally I kept telling myself, 'I can't reallydo anything wrong as long as I try, andmy tutce tries to achieve his goals'.

"My experience as a tutor has been avery positive one. Luckily for me, I waspaired with a self-motivated tutce. Thishas been as much of a learning experi-ence for me Os it has been for my tutee.Helping and encouraging someone to bet-ter himself educationally is an unbeatablefeeling that I urge everyon s. to try."

Corina Wells"Being a last semester student at Lock

Haven University, I have found that vol-unteering my time and service to the LockHaven Development Center for Adults isa rewarding learning experience. Volun-teering to assist as a tutor has made mereflect on the many positive outcomeswhich outweigh the negatives.

"Of the positives, the first thing I

think of is how I am helping another per-son attain a goal everyone has in com-mon. This goal is succeeding, to accom-plish a higher level of education and to bethe best one can be..

"Another lesson I have learned is thatcommunication and caring are two quali-ties any educator should have. Withoutthese two factors, the education process isbroken down, and students of any age areturned off to learning. Become a friend toyour students, and don't just be a teacherto them. Share your experiences and sto-ries with them during breaks and you'llsec that their attitudes will change, andthey'll want to learn more.

"I graduated this May with a majorin Health and Physical Education and thetime I spent with three people during thisspring has shown me there is always morethan one v, ay to teach. Our goals aresimilar, but we all learn in different waysthrough various methods of our educators.Everyone is educated every day whetherit be from famiiy, friends, tutors, teach-ers, a new experience, television, etc. Eachof us touches another through educationevery day. Make a difference and volun-teer some time to help a persor. in need.Everyone will be happier.

Cameron Reider

13

Materials forProfessional Development

Penn State's Institute for the Studyof Adult Literacy and the Tri-County Op-portunities Industrialization Corporation((1C) have developed a "Job Linked SkillsProgram" which has been used with about270 employees of Pennsylvania BlueShield in Camp Hill. The program iscomputer-based and teaches basic skillsneeded in insurance claims preparation andprocessing. It enhances workers' reading,comprehension, and writing skills in ad-dition to teaching medical technology,problem solving and decision making.

Software and the instructor's manualare available from the Institute (814-863-3777) at cost.

LVA/IRA training materialsLiteracy Volunteers of America

(LVA) and the International Reading As-socialion (IRA) have published some newmaterials which may be of interest to pro-grams involved in tutor training.

LVA has announced the publicationof the seventh edition of TUTOR; ACollaborative Approach to LiteracyInstruction which deals with the learner-centered approach to adult basic and lit-eracy education along with step-by-stepinstruction for tutoring basic literacy on aone-to-one or small group setting. LVA'saddress is 5795 Widewaters Parkway,Syracuse, NY 13214-1846; (315) 445-8000. Price of the new TUTOR is $12.50.

IRA's publication The VolunteerTutor's Toolbox is an easy-to-readhandbook written for literacy tutorsteaching learners of all ages. It containspractical tips for volunteer tutors, help withliteracy instruction, and information abouteffective literacy assessment along withother topics. Price is $12.00 from BethAnn Ilerrmann, Editor, IRA PublicationNo. 394, IRA, 800 Barksdale Road, POBox 8139, Newark, Delaware 19714.

National ALLD CenterMoves, Publishes Guide

The National Adult Literacy andLearning Disabilities (ALLD) Centerwhich we noted in our January, 1994 is-sues as having been established to "focuson the enhancement of awareness amongliteracy practitioners and others as to thenature of learning disabilities and theirimpact upon the provision of literacy ser-vices," has moved. Its new address is:National ALLD Center, Academy forEducational Development, 1875 Con-necticut Avenue, NW, Washington, DC2(XX)9- 1 202; (202) 884-8185.

Thc Center has collaborated with theI lEATH Resource Center on a new guidetitled National Resources for Adults withLearning Disabilities.

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SummerInstitutes

TECHNOLOGY! TECHNOLOGY! TECH-NOLoGy! is the name of the summer insti-'utes being sponsored by the Central In-termediate Unit Development Center forAdults on August 2-4, 1994. Designed toprovide adult education teachers, admin-istrators, counselors, clerical support per-sonnel, tutors and volunteers with a widevariety of technology training opportuni-ties, the three day institute will offerworkshops, hands-on activities, seminars,and classes geared to varying levels ofpractitioner expertise. Presenters will ad-dress the wide range of technology issuesnow confronting adult educators both inthe classroom and business office. A ten-tative list of topics includes:a. Introduction to Technology for Adult

Educatorsb. Introduction to the Macintosh

Environmentc. Introduction to the IBM Environmentd. Incorporating Technology into the

ABE/GED Curriculume. Technology Applications for Literacy

Programsf. Multimedia application in ABE/GED/

Literacy Classroomsg. Funding Strategies for Technology

Purchasesh. Hardware UpdateI. Using Technology to Facilitate

Recordkeeping and Reportingj. Utilizing Spreadsheets for Attendance

Reportingk. NetworksI. Internet Resourcesm. Software/CD-ROM Overviewn. E-mail/User Groups/ Bulletin Boardso. Accessing Teacher Pagesp. Other Topics Upon Request

The institute will be conducted on thccampus of Lock Haven University and willmake use of the university's computer labsand technology resources. The Lock Ha-ven University Literacy Corps Programhas cooperated with the Central Interme-diate Unit to provide facilities and iden-tify prospective presenters. The summerinstitute was developed by Central Inter-mediate Unit #10 Project Director, DebraBurrows. Ms. Burrows considers tech-nology one of the most important issuesfacing adult education today. "New tech-nologies", she says, "hold significantpromise for the fields of adult educationand literacy and practitioners .;ced tech-nology training in order to realize the fullbenefits that those new technologies haveto offer."

In addition to the three day summerinstitute, project staff will provide follow-

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Inservice !rnproves instructiion, cont. from p. 4at the Midwnt School District inMiddleburg, PA, spoke On OvercomingLearning Disabilities. Ms. Morgan ad-dressed ways to make adult educatorsaware of the existence of learning disabili-ties in their students and ways that teach-ers can help adult students to overcometheir learning disabilities in order to achievesuccess in their current educational en-deavors.

Mary McManus, Speech LanguagePathologist, spoke to participants on Strat-egies for Your Students with LearningDifficulties. Her presentation providedparticipants with suggestions for easing thelearning process for some students by pro-viding additional educational resources,changing the environment or simplychanging the color of paper on which les-sons are printed. These changes, although

At the site of this summer's Institute"Technology! Technology! Technology!"st; ff members of the Central 112 #I0 Devel-opment Center for Adults in Lock Havensay, "We're surrounded by it!". From left.Carol Duff, Linda Hinman and project di-rector Debra Burrows. (photo by LindaHinman)

up services on technology issues as neededthrough project year 94/95.

The institute will he held in LockHaven, Pennsylvania which is located inthe geographic center of Pennsylvania inClinton County. Lock Haven is easilyaccesible via Interstate 80 and U.S. 220.Complete directions to Lock Haven willbe proviJed with conference registrationmaterials.

Tentative plans call for the summerinstitute to pro\ ide a S100 stipend to par-ticipants who attend the entire conference.Attendees will also he provided with mealsand up to two nit;hts lodging. Transpor-tation costs will not be reimbursed by theinstitute. A conference brochure and reg-istration information should be availableby June 1st. Summer institute questionscan be directed to the Central Intermedi-ate Unit Development Center for Adultsat (717) 893-4038.

1iL

simple and often inexpensive, make tre-mendous differences in how effectivelyadult students learn.

Dr. Van Igou, psychologist, presenteda workshop on Teacher Burnout. Partici-pants wcrc instructed in how to identifythe signs of burnout, determine the causes,and through discussion, formulate ways toavoid burnout.

KayLynn Hamilton, staff member ofthc Clinton County Development Centerfor Adults and project director for TNT,presented a workshop entitled Teams NeedTraining. Her presentation was an activ-ity-based workshop which introduced par-ticipants to the concept and value of team-work in the workplace.

Staff assistants for the Central Inter-mediate Unit #10 met for training to im-prove the communication among the Cen-tre, Clearfield and Clinton county offices.The three counties are now working on anew Macintosh computer system to man-age uniform attendance records and bookand supply orders and to meet state re-porting requirements and increase servicesto students. The staff assistants also ex-plored ways of using the communicationscapabilities of the computer system throughthe use of the modem for morc immediatefeedback.

Each ycar the Pennsylvania Depart-ment of Education's Division of AdultBasic and Literacy Education Programsawards grants to public and private educa-tional agencies and organizations for thedevelopment of special projects. The grantsare funded through Scction 353 of theFederal Adult Education Act of 1988.These grants are used in Pennsylvania tostrengthen the adult education programthrough experimentation with new meth-ods, programs, and techniques. In addition,funds arc used to provide staff develop-ment for adult educators.

The staff development day held inApril was the fourth in a series of staffdevelopment workshops held at the Devel-opment Center for Adults over the past twoyears. As the title states, inservice improvesinstruction. Staff development workshopsprovide a valuable tool for adult educatorsas they continue to strive to become betterdEiehers.

"What's the Buzz?", Pennsylvania's AdultBasic Education Dissemination Newsletter, isprepared and distributed by Adult EducationLinkage Sery'res, Box 214, Troy, PA 16947under funding provided through thePennsylvania Department of Education fromthe Adult Education Act, Section 353. It iscikaibuted without charge to practitioners ofadult basic and literacy education inPennsylvania for the months Septemberthrough June. No endorsement of thenewsletter contents by PDE nor USDOE shouldbe inferred. Adult Education Linkage Servicesis an Equal Opportunity employer.

News from the Regional Staff Development CentersREGION 2 - Project STAR: Honoring Super StarsEdie Gordon, Director; Gall Leightley, Coordinator; (814)359-3069

As the program year ends we relied on the many happy, fun, worthwhile staff development workshops we have had and on the help of the

wonderful people who made them possible.We particularly want to tecognize the following presenters for the great contributions they made to staff development in our Region this

past year: Barbara Morgan who gave us a new approach to dealing with learning disabilities; Susan Antram, who taught us in the "Stress"workshop that on a scale of one to ten, we are all always "10s" and so are our students; Shirley Mattace who visited SCI Rockview and SCIMuncy to teach the inmate tutors how to match their teaching styles to the student's learning style; Debra Burrows, who taught the secretarialstaff in three offices how to use computers to network and save time on record keeping activities; Rev. George Bailey -- multiculturalism,

Janet Shaffer portfolios, Kathy Kline math for the GED, and Priscilla Carman adult education theory, who all did valuablepresentations at SCI Cresson for the in-service correction educators; Linda Herr and Rosy Fry for a special demonstration workshop at theLycoming County Literacy Project; Dr. Margaret Shaw, who helped us understand and begin using program quality indicators; Leslie Sheltonand Holly Fulghum-Nutters, from California's Project READ, who showed us many ways to teach different kinds of learners; Mary LouiseGall, who took the fear out of teaching math; and Kathy Kalinosky, who provided great insights into helping students develop self-esteem.We are also grateful to the Region Five Staff Development Center for taping a workshop on "Motivation" with presenter Susanne Fisher andto Cheryl Harmon at AdvancE for bringing it to our attention so we could use it in our Region. Thanks, too, to all the downlink site providersfor the PBS teleconference on technology.

Without the fantastic cooperation, assistance and hospitality of the Program Directors in theRegion, the Center's staff development activities could not have occurred. \Ve appreciate theirencouragement and continuous support.

We also want to note the great support we got from the people at the Bureau of Adult Basic

and Literacy Education: former Director Dr. Christopher, present Director Cheryl Keenan, DonLundy and Helen Hall.

Of course, it would not have worked nearly as well without the communication links pro-vided by Wha s the Buzz. Thanks, Editor Dave Fluke, for keeping our Region informed every

month.Finally, we want to extend our appreciation and admiration to the hundreds of people who

participated in Project STAR activities. We know from your feedback that you gained some-thing that helped you be better teachers and tutors.

We arc now planning staff development activities for the next program year and we'reexcited about the many opportunities that will be provided in the Region. We look forward toworking with all of you to make staff development even more successful in the future.

llEgION 6Beverly Smith, Director; Paula Smith, Coordinator; Phone (717) 232-0568; Fax 234-7142

May was a very busy month for the staff and educators of Region 6. May began with anadvisory committee meeting, at which material was distributed regarding planning for the 1994-

95 fiscal year. Region 6 downlinked an excellent teleconference from KET on "The NewDernograr.hics: Oar Changing Society." A videotape of this teleconference is available for loanto Region 6 programs. The Director and Coordinator attended the "Marketing Literacy Confer-ence" held in Carlisle May 11 13. The three-day conference contained some very valuablemarketing techniques literacy providers may want to use when promoting the PennsylvaniaLiteracy Campaign in September, 1994. Call the Region 6 office if your program would likemore information.

A day-long "Stress Management Workshop" Mr program administrators and directors washeld at the Radisson-Penn Harris Hotel and Convention Center on May IS. Two eveningworkshops on "Teaching to Cross-Cultural Learning Styles" were held at the Lincoln Intermediate Unit 812 in New Oxford and at theCatholic Diocesan Center in Harrisburg on May 23 and 25, raspecovely.

The date for Part II of Dr. John Harvey's learning disabilities presentation, "Dimension of Effective Educational Practice with LearningDisabled Adults," was changed to June 6. Also scheduled is a June 8 workshop to provide information to ABE/GED teachers on how theirstudents can turn GED certificates into regular high school diplomas. A workplace literacy workshop is being planned for June 20. It will

consist of two distinct workshops; setting up a workplace literacy program and methods of obtaining funding for a program through theemployers. Check "It's a Date.' for more details.

REULOA3,Judith Bradley, Director; Kathy J. Kline, Coordinator; Belinda Desher, Newsletter Editor, Phone (610) 971-8518, Fax (610) 971-8522

Now that your proposals are completed and filM, why not take a few minutes to meet with your staff or volunteers to determine your

programs' needs and desires. Programs using volunteer tutors have been asked to send the center a piece of blank letterhead and mailing

labels for 10% of your tutors. These items will be used to send the tutor assessment survey to a representative sampling of the volunteer

tutors in Region 8. Tutors watch your mail; if you receive a survey, please complete it and return in the enclosed envelope. Thanks.The first Corrections Education Day was a grcat success. The overwhelming consensus was to have this day repeated next year and to

have this day combined with the corrections education staff from Region 6. This will be held in April again next year and we look forwardto increased attendance. See you there!

Several programs have contacted the Center to set up video workshops using video tapes of previous workshops staff missed the first time.

This can be set up very easily. Directors, why not check your bibliography for videos of interest? Also, check the "It's A Date!" section ofWhat's the Buzz? for upcoming workshops. Hope to see you there.

Kathy is in the office on Tuesday, Thursday and Friday, so don't hesitate to call if you need any information or assistance.

PAACE Sets Theme,Dates for 1995 Midwinter

The Pennsylvania Associa-tkm for Adult Continuing Edu-cation (PAACE) has adoptedthe theme "The Question ofQuality: Looking to the Fu-ture" for the 30th Annual AdultEducation Midwinter Confer-ence to be held at the HersheyMotor Lodge and ConventionCenter on February 8, 9, and10, 1995.

CALL FOR PRESENT-ERS: Persons wishing to beconsidered as a presenter at theConference should contactConference chair Debra Shaferat (814) 865-7679 or writePAACE at Box 3796, Harris-burg, PA 17105.

103Page 11

IT'S A DATE! JUNE, 1994

I: Region 3 workshop; POSTPONED TO JUNE 8. Computer TrainingClass; Call (717) 961-7834.

1: Region 9 workshop; Assessment and Testing; 8:45 a.m.-12 noon; DistrictCouncil 1,199 C; 1319 Locust St., Philadelphia.

1: Region 8 Workshop: How to Spark Your ESL and Adult LiteracyStudents; at La Comunidad Hispana, Kennett Square; 3:30-5:30 p.m_ Presenter- Torn Staszewski, Adult Education Director, Braddock Campus, AlleghenyCounty Community College; Call (610) 971-8522.

1-4: Commission on Adult Basic Education (COAI3E) National Conference;Phoenix. Outstanding Adult Learner Awards to be presented. Contact KarenMills (602) 223-4280.2-5: 1994 LLA Biennial Conference; Little Rock. Theme: "The Challenge

of Change." Contact your local literacy council or Laubach Literacy Action,Box 131, Syracuse, NY 13210.3: Region 9 workshop; Assessment and Testing; 8:45 a.m.-noon; District

Council 1199 C; 1319 Locust St., Philadelphia.3: Region I Administrator's Roundtable; Center for Adult Education, Erie;

12:00 noon. Contact Bootsie Barbour (814) 454-4474.4: Region 9 workshop; Teaching Writing Skills in an ESL Class. 9:30

a.m.-12:30 p.m. District Council 1199 C; 1319 Locust St., Philadelphia.4: Region 1 Workshop "Discover the Western PA Adult Literacy Resource

Center"; presenter - Chris Kemp, WPALRC adult resource specialist; ContactJudith Elkin (814) 938-7081.6: Region 5 workshop; 3:30-5:30 p.m. Applied Experiences; Presenters:

Dr. Shirley Woika, Tonya I loffman, llelen Guisler, Vicky Henry; at the TIUAdult Education and Job Training Center; 1 Belle Avenue, Lewistown. CallHelen Guisler (717) 248-4942.6: Reglpn 7 Advisory Board meeting; Dialogue with Cheryl Keenan. 12

noon-2 p.m.; Governor's Suite, Iacocca Hall, Lehigh University, MountaintopCampus. Followed by "What's New at AdvancE? Presenter: Cheryl I larmon,Adult Education Resource Specialist; 2-3:30 p.m. 'I he Tower, Iacocca Ilan,Lehigh University Mountaintop Campus; Contact: Ann Koefer (610) 758-6347.6: Region 6 Workshop (note date change); "Dimensions of Effective

Educational Practice with Learning Disabled Adults", Bishop Daley Ilall,Catholic Diocesan Center, 4800 Union Deposit Road, Harrisburg; Presenter:Dr. John I larvey. Call Region 6 at (717) 232-0568 for details.

JULY AND FOR THE

7: Region 8 workshop: "Understanding Learning Disabilities: How DifficultCan This Be?" Wissahickon High School, 121 Houston Road, Ambler; 7 9p.m. Presenter - Mary Kay Peterson, ABE Director for Elwyn Institute, SEPennsylvania Rehabilitation Center. Call (610) 971-8522.8: Region 3 Computer Class (date moved from June 1). Call (717) 961-

7834.8: Region 6 workshop:" How to Turn Your GED into a Regular High

School Diploma," Carlisle Area OIC, 30 South Hanover St., Carlisle. 9 a.m.- 12 noon; Presenter: Sam Gruber. Call Region 6 at (717) 232-0568 fordetails13: Meeting of the Literacy Network of Montgomery County; 1:30-4:30p.m. Wissahickon Valley Public Library, 650 Skippack Pike, Blue Bell.Contact: Janis Glusman, (215) 834-1040.16: Region 3 workshop: Nurturing Self-esteem in the Classroom At thePink Apple, Tunkhannock, 6-9 p.m. Presenter: Kathy Kalinosicy, LuzerneCounty Community College. Call (717) 961-7834.18-19: 4th Annual Symposium on Literacy and DevelopmentalDisabilities; Durham, SC. Contact Amy Staples (919) 966-7486.20: Region 6 workshop: "Employer Funding for Workplace LiteracyPrograms"; 9:30-11:30 a.m. Presenter: Robin Darr. Site to be announced;Call Region 6 at (717) 232-0568.20: Region 6 workshop: "How to Start a Workplace Literacy Program",12:30 p.m. - 2:30 p.m. Presenter: Jeff Woodyard; Site to be announced. CallRegion 6 at (717) 232-0568.20-24: Region 7; a 5-day, 3-credit course: Intercultural Community Building;Presenter: Dr. Stan Nowak; 8 a.m. - 5 p.m. Penn State-Allentown inFogelsville; Contact Ann Koefer: (610) 758-6347.22: Region 2 workshop; Note date change. Project READ Train the Trainers.Speakers: Leslie Shelton and Holly Fulghum-Nutters; Centre County Vo-Tech; 5:30-8:30; Call Project STAR (814) 359-3069 for details.22-23: (Note date change) Region 2 follow-up workshops for Project READat various locations; Srxaikers: Leslie Shelton and Holly Fulghum-Nutters;Call Project STAR (814) 359-3069.28-30: National Center for Research on Cultural Diversity and SecondLanguage Learning Summer Institute; University of Connecticut, Storrs.Theme: "Teaching Linguistically and Culturally Diverse Learners: EffectivePrograms and Practices." Contact: Center for Professional Developriant, U-561), 1 Bishop Circle, University of Connecticut, Storrs, CT 0:3269 (203)486-3231.

SUMMER OF '94 . . . AUGUST

17-20: State GED and Adult Education Administrators; Louisville; ContactFred Edwards, (202) 939-9400.

17-20: 26th Annual Conference, National Council of La RUM'S; Theme:Hispanic Mosaic Unity in Diversity; Miami: Call (202) 414-4270,

19-22: International Reading Association World Congress; Buenos Aires;Call Lynn Pyle, (800) 336-7323, ext. 219.

20, 21, 22: SUMMER INSTITUTE: "Adult Development and Learning:Implications for Practice"; At Penn State-I larrishurg. Contact Margaret Shaw(717) 948-6505.

27, 28, 29: SUMMER INSTITUTE: "Leadership Training"; At Penn State-Beaver Adult Literacy Action; Contact Nancy Woods (412) 773-7810.

2-4: SUMMER INSTITUTE - TECHNOLOGY! TECIINOLOGY!TECIINOLOGY! Lock I laven University. Contact Deb Butrows (717) 893-4038.10, 11, 12: SUMMER INSTITUTE: "ESL"; at Northampton CommunityCollege; Contact Manual A. Gonzalez (215) 861-5427.17, 18, 19: SUMMER INSTITUTE: "Correction Education"; at MillersvilleUniversity; Contact PDE, Wendy Mongold (717) 783-9203.24, 25, 26: SUMMER INSTITUTE: "Counselling Issues: For Teachers,Counselors and Support Staff." Site to be announced; Contact Carol Molek(17) 248-4942.24-27: Adult Literacy and Technology Conference; Atlanta MarriottMarquis, Atlanta, GA. Focus: The technology of the present and the futureas it impacts on adult literacy efforts across the nation. Contact: Georgia'Fech Continuing Education, PO Box 93686, Atlanta, GA 30377 (404) 894-2547.

SEPTEMBER: LITERACY MONTH IN PENNSYLVANIA!

AND NEXT FALL AND WINTER, 1994-1995 . . .

September 21-23: 14th Annual National Rural Families Conference; Kansas State University, Manhattan, KS.Contact Kansas State University. 241 College Court Bldg., Manhattan, KS 66506.September 23, 30, October 1, 1994: 1994 National Association for Adults with Special Learning NethisConference; Philadelphia. Contact Dr. Richard Cooper, P.O. Box 716, Bryn Mawr, PA 19010.October 6, 7: 25th Anniversary Symposium of the Coalition of Adult Education Organizations (CAEO), Roslyn,VA. Contact AAACE, 1200 19th St., NW, Washinton, DC 20036.October 20-21: The Portfolio Process in Assessment and instruction Institute; Atlantic City, NJ. Designing andimplementing a portfolio assessment and instruction program. Contact Ruth Culham or Vicki Spandel (80)1 547-6339, ext. 564.October 8: Pennsylvania Adult and Continuing Education Research Conference; ckasponsored by Penn Stateand Indiana University of Pennsylvania; To be held at the Penn State Center for Continuing and GraduateEducation, Monroeville. Purpose: To promote the development and use of research in adult and continuingeducation in Pennsylvania_ Contact Anne Rockwell or Drum. Weiraua (412) 372-4095.November 1-4: AAACE 1994 Allult Education Conference: Nashville, TN; Contact AAACE at 1200 19th Street,NW, Suite 300. Washington, DC 20036. (202) 429-5131.February 8-10, 1995: 30th Annual Adult Education Midwinter Conference, Hershey. Contact PA ACE, Box3796, Harrisburg, PA 17105.

Page 12

ABOUT THE '94 SUMMER INSTITUTES

In the "It's A Date!" section we havenoted the dates and places for thesix summer institutes to be held inJuly and August. These are excellentOpportunities to improve your pro-fessional knowledge in a pleasant,relaxed, but educational atmosphere.Persons selected to attend (atten-dance is limited) will be paid a sti-pend and their room and meals willbe provided without charge. Contactnames and addresses are given so ifyou are interested call the contactperson today!