Spring 2004 Vol. 16, No. 3

A publication of the Virginia Adult Learning Resource Center http://www.aelweb.vcu.edu Marketing 1 Race to GED: Introduction 3 Click: On Security 4 Reading Project Update Get on track 5 Race to GED: Perspective 6 Race to GED: Marketing with the... Strategy Guidelines 8 Letter from Dr. Thayer 10 The GED Essay Scoring Process 10 Interactive GED Curricula 11 Final Phase of GED As Project 13 VALRC Welcomes Barbara Gibson as Manager 15 Internet Marketing Sites Back Lifelong Learning in Fairfax

summer institutes 2004

information enclosed Raceby Randall Stamper to GED re you ready? Things are about to and Literacy-Virginia Department of goal of doubling the number of GED get exciting. Fast, loud, and full- Education, has developed a wide variety certificates awarded by the end of 2005. Acoverage. The Race to GED of materials focused on outfitting adult Speaking of the Race to GED recently, marketing team has met several times practitioners across the state with the Governor Warner expressed his excite- over the last three months, fleshing out a marketing tools and skills they will need ment. “The bottom line is that a better statewide campaign targeted at getting to recruit in their localities. The team educated workforce will attract better potential GED students into your class- has also developed some wonderful part- employers offering higher paying jobs. I rooms. Building on the momentum of nerships that should elevate awareness of feel so strongly about this program be- the Fast Track pilot programs, Race to the GED and its benefits. cause I know that it will improve people’s GED will also include targeted market- Race to GED is part of Governor lives, Virginia’s economy, and the future ing for traditional GED students as well Warner’s Education for a Lifetime initia- of the Commonwealth.” as ABE students. tive. As the key adult education project Dr. Yvonne Thayer, director of the The team, led by Elizabeth Hawa, in Virginia, Race to GED is envisioned Office of Adult Education and Literacy, Associate Director of Adult Education as the first step toward the Governor’s Continued on page 14 ... PROGRESS A Few Words on Progress Progress is published by: he Race to GED is on! Since last fall, when Governor Warner Virginia Adult Learning Resource Center announced his initiative to double the number of GEDs Virginia Commonwealth University awarded in Virginia by the end of 2005, the planning has been 1015 West Main Street T fast and furious to ensure that we are successful. For the Governor’s P.O. Box 842020 perspective on his initiative, see the front-page article. For more de- Richmond, VA 23284-2020 tails, see Dr. Yvonne Thayer’s letter to the field (pp. 8-9), which out- Permission is granted to reproduce articles lines the key components of the Race to GED and describes some of from this newsletter. Please credit the the resources that will be available. author and Progress.

Subscriptions are free to Virginia residents. Local adult education and literacy programs will soon have an oppor- To subscribe, contact the tunity to join the Race to GED. To help prepare them, we have asked marketing consultant and Virginia Adult Learning Resource Center former professor, Dr. William R. George, to write a user friendly guide to marketing the GED. at: As a supplement to his article, we have included a compilation of marketing resources available (800) 237-0178 on the Internet. Articles explaining Steck-Vaughn’s GED 21st Century, PBS/KET’s GED Con- (804) 828-6521 [email protected] nection and Workplace Essential Skills, as well as the final phase of GED as Project round out this GED-marketing-themed issue. Submissions and letters to the editor are welcome. Contact: So let’s start our engines, gather our resources, and get ready to Race to GED. Randall Stamper, Progress Assistant Editor, at: (804) 828-6521 or (800) 237-0178. We reserve the right to decline publication.

Director of Adult Education and Literacy Barbara E. Gibson Yvonne Thayer, Ed.D. Manager, VALRC VALRC Manager Barbara Gibson Calendar of Events http://www.pubinfo.vcu.edu/vaelc/events/calendar.asp Editorial Team June Editor 21-22 Workforce Improvement Network Summer Institute Carolyn Harding Harrisonburg, VA / http://vawin.jmu.edu Assistant Editor Randall Stamper July 19-20 Inquiry Process Institute - Christopher Newport University Designer Newport News, VA / http://www.aelweb.vcu.edu/si04/ Stephen Grainer 22-23 Reading Institute - Radford University Team Coordinator Radford, VA / http://www.aelweb.vcu.edu/si04/ Victoire Gerkens Sanborn 28-30 English Literacy Institute - Marymount University Arlington, VA / http://www.aelweb.vcu.edu/si04/ This product was paid for under the Adult Education and Family Literacy Act of 1998; however, the opinions expressed August herein do not necessarily represent the 18-19 Program Manager’s Meeting (tentative) position or policy of the U.S. Department Location TBA of Education, and no official endorse- ment by the U.S. Department should be inferred. October 7-9 ProLiteracy Worldwide Conference Oklahoma City, OK / http://www.proliteracy.org/conference/

November 3-6 AAACE Annual Conference Louisville, KY / http://www.aaace.org

2 Spring 2004 .:PROGRESS ONby Stephen SECURITGrainer Y Hello and welcome to Click, a regular technology column in Progress. As webmaster at the Resource Center, I hope to share my passion for technology, featuring tools and tips relevant to the educational field.

ackers Hit New York Times. a regular tune-up. If you set aside a little document, be sure to save it immediately Microsoft Gets Slammed time each month to update the software with a name that will make sense to you By Worm. These may read you own, your computer should run bet- later. In most programs, saving a file is as H ter and longer as a result. easy as hitting Ctrl-S on your keyboard. like sports headlines, but they’re not. They’re harbingers of a coming battle, Software updates and better se- Find software updates online: stories of relatively minor skirmishes curity for your computer are just • For Microsoft Windows along the front lines of the techno- a click away. http://windowsupdate.microsoft.com logical revolution. As our work and Find virus scanners online: • For Microsoft Office our lives become more deeply en- • Norton Anti-Virus http://officeupdate.microsoft.com twined with computers and the Inter- www.symantec.com • Other software net, computer security will become • McAfee VirusScan www.versiontracker.com increasingly more important. And www.mcafee.com www.download.com while perfect security may be unat- tainable, the following easy tips can None Shall Pass So why not get into the habit of saving Your password is as important as the whenever you take a mental break? Once help safeguard your computer and key to your house. Don’t write it down you’ve acquired the habit of saving often, documents. anywhere it can be easily found. Don’t you’ll have less to worry about if some- give it to anyone you don’t trust implic- thing goes awry while you’re working. Keep Updates Up-to-Date itly. (Bank or account personnel should Backing up your files may not be as From time to time, software devel- never have to ask for your password or easy as saving them, but it’s no less im- opers discover problems in software and pin – if they do, consider switching to a portant. Frequent backups store multiple release updates (or patches) to fix those different service.) Because your password copies of a document so that the file can problems. It’s important, as a user, to is the first (and sometimes only) barrier be recreated if the original is deleted or keep current with these updates; other- between a hacker and your personal data, corrupted. While you can buy software wise, the problems they are designed to you should choose carefully. Specifically, and hardware for backups, you can ac- fix might allow a malicious hacker to don’t use the names of relatives, birth- complish just as much by copying your gain access to your computer. Most soft- dates, addresses, or plain dictionary most recent documents to a floppy disk, ware companies provide updates to their words. Instead, the best password is a Zip disk, external hard drive, or CD-R. software free of charge. For instance, you random sequence of numbers and letters How often you need to backup your files can find updates for Microsoft Windows (in upper and lower case), for example depends on how much you produce in a at http://windowsupdate.microsoft.com. 7xL3iQ4r. If you’re worried about re- given time period, but if your backups Some applications often have built-in membering it, a helpful method is to occur less than once a month, you’re updating options, whereas others still type it over and over again in a text pro- probably asking for trouble. require that you manually download gram like Notepad or Word until your updates from the web. fingers have memorized the motions. What’s Next? Virus scanning software is also up- Then, after a few days of repeatedly typ- In the next issue, we’ll discuss how dated regularly to react to new viruses ing it to log in, it should come naturally. to put spam back in the can and keep that appear. Every major virus scanner Hackers, on the other hand, will have to an eye on spyware. Until then, practice has a method for updating its software, work much harder to break down your the habits of updating your software, and many of them can do it automati- door. saving, and backing up your documents cally. Check the Help documents (or frequently. .: with tech support) if you’re not sure how Save, Backup, Repeat to configure your software to download Saving often may seem like com- Got a question or sugges- updates automatically. mon sense, but it’s hardly common tion for a future topic? Email Think of updating your computer practice. Develop the habit of saving first [email protected] with the just as you think of taking your car for and often. When you first create a new subject “Click on this.”

PROGRESS:. Spring 2004 3 The Real Scoop on the

Virginiaby Susan Holt Reading Project

AVE YOU NOTICED THE INTEREST IN PRODUCING BETTER READERS? (Workforce Improvement Network, Reading Today, April/May 2004, puts it this way, “…as a profession, 2003, 1). Improving reading skills and we find ourselves at a time when there has never been such wide- critical thinking skills will help students H to pass the test, move into better jobs, spread public and political support for increasing reading performance for all students and for erasing the pernicious and well-documented achievement and lead easier lives. The Virginia Reading Project train- gap. There is genuine public interest in improving reading outcomes for all ing modules focus on the four key areas learners” (Farstrup, 8). of reading instruction: Desiring the best instruction for a K-12 teaching background, they may • Alphabetics: includes phonics and Virginia students and recognizing inter- have received very little instruction in the phonemic awareness est at the federal level for research-based mechanics of reading. The authors went • Fluency: the ability to read with reading instruction, Dr. Yvonne Thayer, on to state that “…there is a continuing ease and speed Director of the Office of Adult Educa- mismatch between what teachers know • Vocabulary tion and Literacy in the Virginia Depart- and what research supports as effective • Comprehension ment of Education, initiated the Virginia reading instruction….somewhat more In April, Amy Trawick and Susan Reading Project. In October 2003, a surprising is the relatively low level of Holt presented the finished project to in- pilot training team of instructional spe- knowledge adult educators possess about structional specialists. The modules are cialists and program leaders was gathered vocabulary and comprehension strate- to be used as professional development together to train a small group of teach- gies” (543-544). Therefore, the experts tools in the specialists’ programs. On ers in research-based instructional strate- see a need for professional development July 22 and 23, 2004, this training will gies for teaching reading. The project would also collect data on the effective- “... though many adult educators have ness of the training and provide training materials for the ABE/GED programs in a K-12 teaching background, they may Virginia. The training modules are based have received very little instruction in the upon two research documents and research carried out by the Equipped mechanics of reading.” for the Future Reading Project. The National Institute for Literacy (NIFL) to train adult educators in the latest re- be offered to adult education practition- and the National Center for the Study of search findings. ers at the Reading Institute at Radford Adult Learning and Literacy (NCSALL) In Virginia, the Governor’s initia- University. The original pilot team will collaborated on a document that focused tive, Race to GED, has raised the bar, be on hand to facilitate the training and on adult learners, Research-Based Prin- setting a goal of 20,000 students pass- to share their insights and experiences. ciples for Adult Basic Education Reading ing the GED by the end of 2005. This Many, many thanks to the project Instruction. Where there were gaps in initiative has three components: Fast pilot team and their teachers who con- the research on adults, the authors of the Track, GED Prep, and Adult Basic tributed their time, effort, and enthu- report developed ideas and trends from Education. In order to accomplish the siasm to this project. The core team the K-12 research in the Report of the Na- goals of this initiative, programs need to members are: tional Reading Panel: Teaching Children analyze the learners’ needs and develop • Linda Allen, Russell County to Read (2000). plans to move them along through the Schools According to an article in the Jour- levels as quickly and efficiently as pos- • Karis Berry, Newport News Public nal for Adolescent & Adult Literacy (Bell, sible. As noted in the Reading volume Schools Ziegler, & McCallum, 2004), the Na- of the GED as Project series, “…reading • Susan Grymes, Richmond READ tional Reading Report (2000) found that is a thinking skill, and thinking skills are Center even though many adult educators have strongly emphasized on the GED 2002” Continued on page 13...

4 Spring 2004 .:PROGRESS A Crew Chief's Perspective on The Race to GED byStaceyWright he pace car is heading useful data, the Chamber of Commerce velopment, extraordinary communica- around the track, and the goals as they relate to workforce develop- tive abilities with all professional genres field is moving forward, ment, every scrap of data you can gather (administrative, instructional, school T about your own program’s performance, division(s), peers, and other participat- building momentum. The pit information from the mandated WIA ing agencies), and delivery of services crew teams are standing ready to partners, and the legislation (law and to internal and external customers and make adjustments. They watch code) as it pertains to adult education. you’ve got the beginnings of the race on intently as the field of cars acceler- Know what is available from the state of- championship night. Know the culture ates toward full speed. As they fice and resource center. Know business and the climate, and look for the fit. needs. Find out what has made other Toss in the research and development as roar past, it is clear which cars are teams successful, and familiarize your- the team’s commitment to stay at the top from the same team, ready to help self with your own crew’s capabilities of the field forever. each other get to the front. The and strengths. Know the other options While all of this is occurring, please noise is deafening; the desire to go for sponsors who are willing to come to note that it is imperative to communi- racing is clear. the skybox and contribute. Know what cate with the other programs that are makes them want to come to the skybox developing racing teams. Shared infor- Strategiesarebeingquicklyandcare- or even buy a ticket. Build your Race mation keeps the entire sport at peak fullyformulated–whentopit,whento community, and fill it with knowledge performance condition and spawns the refuel,whattodoifthismisclutchbreaks about the workings of the race. spin off types of services that are equally thelinkageorthatmissedgearcausesa Add to this list the components of as imperative to success. Crew confer- lossofspeed.Hoursofpracticeareput progressive, continuous staff (crew) de- Continued on page 13... tothetest.Thepacecariseverready toregroupthepackandre-establishthe Partnerships with local drivers, businesses, and schools are a great way to market your program. Don’t forget other types of racing -- bicycle, foot, swimming, and momentum.Thepressandthefansare horse races are all possible events at which you could raise awareness about your watchingintently.Yourcompetitors services. arewatching.Thegreenflag isup.GO RACING! Crewchiefs(programmanagers) mustcarefullyformulatealloftheop- tionsandanticipatethebumpsinthe road.Theymustberichindata–past, present,andprojected.Theymustbe abletospeakwithconfidence andclar- ityabouttheirwork.Thestartinglineis tobeawareofalloftherichnessofyour area.Ataminimum,eithercommitto memoryortoacomputerfile thislistof tools:censusinformation(area,state, andnation),nationalsurveysandstudies thathavegainedpopularityforquoted material,qualityimprovementmeasures, theNRSstandards,yourlocaldataasit relatestotheNRSgoals,theWorkforce InvestmentBoardmembersandcom- mittees(theirgoalsandpolicies),your area(s)povertylevels,theschoolsystem’s

PROGRESS:. Spring2004 5 Race to GED: Marketing Strategy Guidelines by William R. George, Ph.D.

OUR ASSIGNMENT: DOUBLE THE NUMBER OF PEOPLE EARNING THE GED CERTIFICATE IN YOUR COMMUNITY. Since more than a million working age Virginians do not have a GED or high school diploma, a statewide goal of doubling the number of folks earning a GED to 20,000 per year should be viewed as reasonable. In Ying terms,market- this translates into many potential buyers of literacy training. However, doubling sales in a short time frame is never easy! Thus, effective marketing may be the only way for you to reach this goal. But like everything else worth doing, it requires a lot of analysis to make it work. With the Race to GED theme as a starting point, there are two approaches to market literacy services to those most likely to benefit from GED training: mass marketing or target marketing [market segmentation]. The Race to GED theme is help- variables should be considered. be a GED learner. The place/location ful in either marketing approach. The The seven marketing mix vari- variable [#3] is one or two sites usually “accelerate your earnings by getting a ables are service offering, promotion/ convenient to the GED Program Office GED” message is clear. This promotion communications mix, place/location, or GED tutor. The price [#4] often will raise awareness of the importance price, participants, physical evidence, only focuses on the fact that the GED of getting a GED to those who are ex- and service process. These variables are learner is not charged any money for posed to it. It helps to get the attention the factors that influence buying behav- this training. The participants variable of potential GED students. However, ior. You want to design each of them to [#5] only focuses on the learner and tu- it is unlikely to cause anyone to sign attract potential GED students. For a tor. The physical evidence [#6] consists up for GED certificate training per se. mass marketing strategy the marketing only of standardized training material. You must use marketing to convert this mix is generic because all potential GED Finally, the service process [#7] is also awareness and attention into the desired students are assumed to be similar. Here, likely to be standardized – e.g., general behavior of becoming a GED student. a typical marketing mix might include orientation at a first meeting, one lesson While Race to GED may be the keystone plan for all students, etc. to a mass marketing approach, it is just “While a mass marketing While a mass marketing approach the tip of the iceberg in a targeted mar- approach costs less, takes costs less, takes less time and requires keting effort. You should consider both less analysis than targeted marketing, it marketing approaches before deciding less time, and requires usually does not work. There are sev- which one will be most appropriate in less analysis than targeted eral reasons why it does not work. One your community. reason is because it relies primarily on Mass marketing is appropriate marketing, it usually does the promotion techniques of publicity when you believe all of those without not work.” and public relations while ignoring the a GED or high school diploma have other marketing mix variables. But the similar wants, needs, characteristics, the following features. The service of- primary reason is that mass marketing and behaviors. If all potential GED fering [#1] is traditional one-on-one lit- assumes that all potential GED students students are basically the same, then the eracy training without any adjustments are alike in most aspects of their lives. marketing strategy is simply communi- for the particular students being trained. When this is not the case, target market- cating to them about getting a GED. The promotion/communications mix ing is more effective Depending primarily on publicity and [#2] focuses on a general message that is Target marketing is dividing the public relations, you “spread the good assumed to be meaningful to all poten- total market of potential GED students news about getting a GED” and wait tial GED students. The Race to GED into fairly homogeneous groups where hopefully for students to sign up for materials are ready made so that little ad- any group might be selected as a target GED training. This over-emphasis on ditional information is needed in the par- market to be reached with a distinct mar- just the communications component of ticular community beyond when, where, keting mix. Partitioning the total market the marketing mix should be avoided and how. The thinking here is that if we into various groups is a challenging task because often the response is only a few just communicate with these folks and that requires creativity -- i.e., recognizing students. Instead, all marketing mix get their attention, they will sign up to fundamental differences among the total 6 Spring 2004 .:PROGRESS group of folks who might enroll as GED Guidelines for partitioning the GED students who are in the following students. Once this task is complete, total market three groups – segments of women, labor- you have a number of potential target Analyze the most general characteris- ers, and immigrants. [As a reminder: a markets within your total market for tics of your potential GED learners. Basic mass marketing approach assumes that all GED services. Then a two-step mar- segmentation criteria such as gender, oc- three of these groups are motivated and keting strategy is developed: 1] select a cupation, job status, income, age, or last behave in a similar manner!] target market from the groups; and, 2] year of schooling, might be appropriate create a marketing mix based on that tar- for the first partitioning of your commu- Guidelines for selecting target get market’s characteristics. If you wish nity. Since these are overall community markets to attract a second group of potential criteria, there may be common segments Analyze traits more specific to your GED students, then a second marketing for GED programs across Virginia. Seg- particular community. If, for example, strategy is required with a different mar- mentation criteria not used in this step your community has a small number keting mix. Guidelines for partitioning may be helpful in the next step where of immigrants, then only women and the total market of potential GED stu- further segmentation is required. Note laborers are your relevant groups. Now dents, for selecting specific groups as tar- there is no one, or right, way to segment further segmentation is necessary. Ad- get markets, and for creating marketing a market. As an example of partitioning, ditional segmentation criteria might mixes follow. your community might have potential Continued on page 12 ...

Different backgrounds and lifestyles demand different marketing approaches. Here, we have an example of how marketing mixes will vary depending on the demographics of the target market. Marketing Mix Women: 21-30 years old, with 1-2 children, Laborers: 35-50 years old, $20,000 to part-time employment $30,000 income, worked in same factory for 10 years; employer must downsize to remain competitive Service Offering GED certification “to get steady work to GED certification “to keep my job and maybe support my family” [All of the specifics of the get a raise later on” [All of the specifics of the other marketing mix variables comprise the other marketing mix variables comprise the total service offering.] total service offering.] Place teach small groups in the training room of a training room at the factory with the employ- hospital which is co-sponsoring this program; er as a co-sponsor of this program; offer the this hospital is on several major bus routes; classes one or two nights a week after work; a offer the classes on Saturdays to allow the van to provide transportation home since the students to keep their part-time jobs; offer to buses have stopped running by the end of the give “scholarships” toward day care; etc. class session; etc. Price provide bus fare and lunches, etc. provide a quick meal before class begins, etc. Participants GED student; tutor; co-sponsor personnel GED student-workers; tutor; employer per- who interact with the students during the sonnel to arrange for the class and/or interact training day; involve family members especially with the students during the training; etc. at the graduation ceremony. Physical Evidence hospital training room; training manual de- company training room; training manual illus- veloped around health care industry; framed trated with company rule books, order forms, diploma; etc. product specifications, etc.; framed diploma Process double sessions on Saturdays [rather than just an extension of the work day; etc. weekly 2 hour sessions]; etc. Promotion/ develop a brochure with the slogan “accelerate hand out a leaflet in the pay envelope with the Communication your earnings by getting a GED” and pictures “accelerate your earnings by getting a GED” of local GED graduates in the work setting and “help us beat the foreign competitors by of a hotel or nursing home; hold an informa- getting a GED”; illustrate with employees at tional open house for potential students every another company in town who have gotten quarter with GED alumni and business people their GED and kept their job; etc. as speakers; enlist alumni to recommend two or three potential students every time a new program is offered, etc. PROGRESS:. Spring 2004 7 Dear Adult Education Colleagues, in workforce development has been rec- This is an exciting time for adult education. Our role as a major provider services and employers to enhance adult secondary education ognized, and we are partnering with numerous agencies as t of his Education for a Lifetime M cr across the commonwealth. Governor ark Warner eated the Race to GED par getting a GED by December 31, initiative. Governor Warner has challenged us to double the number of Virginians wing has asked the Department of Education to implement the follo 2005. To accomplish this goal, the Governor initiatives:

•C reation of pilot “Fast Track” GED programs in at least five regions of the state by 2004 ealth aimed at educating adults about the financial and per- • Targeted marketing efforts across the commonw sonal benefits of getting a GED

Beach. Fast Track Pilots ampton, William, Russell, and Virginia rack programs in Danville, PrinceH dult Currently, there are Fast T the number of Fast Track sites in 2004-05. A eady positive, and we look forward to expanding to The results are alr uctured, quickly moving instructional program learners are telling staff in these programs that they prefer a str prepare for the GED.

Marketing Committee last three months been organized and has met several times in the us A Race to GED Marketing Committee has This is for all of you who have told plan and implement a widestate mar keting program. a dream come true op- to in adult education programs. We are elated to have this over the years that marketing was a missing element our steps that have been taken and I would like to provide a status report on portunity supported yb Governor,the and plans for the future.

Partnership with NASCAR wide partnership with NAS- keting e, the Governor said that he would form a state GED. In announcing the mar initiativ kers can increase their earnings by getting a CAR and NASCAR racing teams to convey the message that wor nternational Raceway news conference and special event at Richmond I On May 13, 2004, there was a Race to GED ers Elliott and Hermie Sadler, and President of RIR, with Governor Warner, racecar driv (RIR) hosted by Doug Fritz, randon, who has Race to GED painted attendance. During race weekend, Dale Temple’s son, B e other dignitaries in announcement was made promoting the GED. We ar Legends racecar, circled the track while an on the hood of his e hope to have a presence at smaller racetracks planning to be present at the September RIR race, and in the future, w around the state.

Marketing Toolkit keting Toolkit to be distributed at the program Marketing Committee is developing a Race to GED Mar a The toolkit will include a GED brochure for adult learners, managers’ meeting on August 18th and 19th, 2004. The

8 Spring 2004 .:PROGRESS general informational brochure, a brochure for employers, a Race to GED flyer, a literacy video, public service announcements fact sheet with hard data, a family for radio and television, sample and instructions on how to giveaway items, sample press releases, use the toolkit with various markets. On August 18, there will be a on using the materials in the Toolkit for promoting GED, adult education, and family literacyspecial training session . Partnership with the Virginia Lottery At the Governor’s request, we are working with the Virginia ter Lottery to partner Race to y activities as possible. The Lottery graphics GED with as many Lot- staff is developing a backdrop that will be Lottery has a presence, with our display used at events where the beside the Lottery table. We will hire staff to work with the at these events that include the following in 2004: Lottery on site

• S ummer Concert Program, Richmond, May – August • Virginia Pork Festival, Emporia, June 9 • H arborfest, Norfolk, June 11-13 • S alem Fair, Salem, June 30 – July 4 • G alax Fiddler’s Convention, Galax, August 12-14 • NASCAR/B ristol Fan Appreciation, Bristol, August 26 • S oul Music Beachfest, Virginia Beach, August 28-29 • H illsville Gun Show, Hillsville, September 3-6 • H ampton Bay Days, Hampton, September 10-12 • Virginia State Fair, Richmond, September 23 October 3

I invite you to volunteer to work at events located in your county on your program or city. No one can provide better and GED testing than you and your colleagues. P information in atty Shortt, specialist for the Office of Adult Education and Literacy, workforce development can provide information on these the Lottery include displays in events. Other possibilities with retail stores that sell Lottery tickets and a GED spot as a part of the televised Lotter drawings. y

Partnership with the Richmond Reading Ambassador We have established a partnership with Angie Miles, Richmond R for the Richmond CBS eading Ambassador and former affiliate station. Angie begins a new radio pr news anchor she will ogram on April 26 in air a 30-second Race to GED adv the Richmond area, and ertisement and a two-minute GED success success story interviews will be conducted story segment each week. The by telephone and will take appr Patty Shortt with suggestions for GED graduates fr oximately 15-30 minutes. Please contact om any locality who have a success stor with Angie and her radio audience. Also, we y they are willing to share plan to have the audio tapes that Angie dev with radio stations in your locality. elops available for your use This is only the beginning, and we anticipate many more par ber of tnerships that will contribute GEDs awarded in Virginia. It would to doubling the num- be impossible to discuss every aspect program, but I hope this has of the Race to GED marketing provided useful information on the major components. leadership role at the state lev We are delighted to have this el, and we hope you will respond to our challenge at the local and r cess with the Governor’s initiative will egional lev require a concer els. Suc- Virginians who do not hav ted effort among all agencies and organizations e a high school credential. that serve adult

Yvonne Thayer, EdD - Director Office of Adult Education and Literacy

PROGRESS:. Spring 2004 9 booklet, which also provides two pages comma splice, a sentence fragment, or The GED Essay of scratch paper for drafting and notes. a misplaced modifier carries no indepen- Scoring Process Each essay will be scored holistically dent weight in such a scoring model. The on a four-point scale by two trained read- candidate is writing in a tense, timed Part II of the Language Arts Writing ers, and by the Chief Reader if the two situation without recourse to a diction- Test presents the candidate with a single scores differ by more than one point. Es- ary, and without the customary time for topic based on general knowledge on say readers will evaluate each essay based deliberation. which the candidate must offer an opin- upon its overall effectiveness using the If the writing contains some mis- ion or explanation. The GED Testing GEDTS essay scoring scale, which draws takes, the reader will judge the general Service (GEDTS) chooses topics based readers’ attention to elements of support, quality of the paper most effectively by on their potential to interest and engage elaboration, organization, and control of reading it as a whole. Similarly, if the the writers. No specialized knowledge is grammatical conventions. writing is poor, that will be part of the required to respond to a topic. Writers reader’s first impression. .: are encouraged to draw on their own The GED Essay: Holistic observations and experiences. Scoring Process Reprinted from the September/October Candidates will have 45 minutes to The holistic scoring process rests 2000 issue of GED Items, the newsletter write about the assigned topic. The direc- on two assumptions: (1) that each of of the GED Testing Service. The authors tions encourage candidates to plan their the factors involved in writing skill is are Arthur M. Halbrook, Writing Test Spe- essays, to make notes before writing, and related to all the others, and (2) that no cialist, and Marion M. Mohr, a member of to revise and edit their final products. one factor can be separated from the oth- the GEDTS Writing Committee. Candidates will write their final essays ers. Thus, readers must judge each GED on two ruled pages in the answer sheet essay as a whole. A misspelled word, a

Interactive Curricula Can Help Students Finish Fast Track by Jason Guard or those who are on the verge of these programs allow enough freedom ing, activities for specific lessons in GED GED readiness, Virginia’s new to vary the subject material and to de- skill development, test taking tips, and a FFast Track programs are offering termine how much time one spends in post test. Each step may be evaluated innovative resources for success. As ev- any area. and responded to by an online tutor. ery adult educator knows, our learners With GED 21st Century, learners Ideally, a learner will go through each of come to us exhibiting a wide array of have access to a series of computerized these exercises in order, taking the time aptitudes, abilities, and attitudes. Often, practice tests that give diagnostic feed- to experience the imaginative, real-life each individual needs a different tool for back about areas of deficiency. This will scenarios that PBS/KET offers through study, practice, or instruction, from suit those who lack an exposure to the internet links. However, GED Connec- hands-on tutoring to self-guided exercis- GED test’s specific style of questioning tion also includes thirty-nine television es. Understanding our learners’ differ- one’s critical thinking skills. After the episodes that are broadcast by PBS sta- ences allows us to direct some to prepare first round of practice tests, learners tions and some local educational access and test quickly while we make more can either retake practice tests in each stations throughout the state, as well as a time for the intensive instruction others GED section, hoping that their scores set of colorful workbooks. Each element require. Three products currently avail- will improve until they are prepared for stands on its own, but only to the extent able could provide teachers and tutors the full-battery, or the learner may take that the learner will dedicate the time to with that extra time they need. quizzes called “Skill Builders” in each carefully follow the detailed explanations There are three programs that can content area suggested by the 21st Cen- and activities. help accelerated learners prepare for both tury program according to the practice Workplace Essential Skills (WES), the GED and employment at a rapid test results. a sister program to GED Connection, pace – Steck-Vaughn’s GED 21st Century The technological centerpiece of has been aired on local PBS stations and the multi-faceted PBS Literacy Link GED Connection is its online learning around the state for several years. The offerings of GED Connection and Work- environment. This sophisticated and TV shows, workbooks, and online les- place Essential Skills. These programs comprehensive resource is available to sons offer realistic scenarios that convey offer the gambit of practice, diagnostic anyone with web access. The core of constructive advice for career advance- assessment, instructional activities, com- this tool is a series of exercises begin- ment. This program helps the user find munication skills, and critical thinking ning with a 25-question practice test, a suitable job, plan for upward mobility, development. For the Fast Track learner, module assignments for holistic learn- communicate successfully in challenging 10 Spring 2004 .:PROGRESS Final Phase of GED as Project Tested and Ready to Debut by Marcia Phillips he final phase ofGED as Proj- Rather than being organized around Studies. These were Mt. Rogers Re- ect: Pathways to Passing the the massive content areas, this phase is gional Adult Education Program, Prince GED features the two remain- organized directly around the PA tests. William County Public Schools Adult T It has served as a reality check in many Education Program (for the third time), ing content areas: Science and Social Studies. The task of organizing these cases, a reminder to learners and instruc- and Pruden Learning Center in Suffolk. tors alike about what the test actually Each of the Inquiry Activities was tested two massive subjects, consisting of sev- contains. With the changes in the test at least once, making this field test the eral separate areas of study – biology, and its focus on higher order thinking most thorough of the three phases. earth science, chemistry, physics, history, skills, identifying facts is no longer suf- From the onset of the field test- geography, government, and civics – was ficient. This is markedly true in the Sci- ing, the teachers were enthusiastic and daunting. This was compounded by the ence and Social Studies PAs. Very few of shared some excellent insights that reality that these areas get significantly the questions can be answered by identi- helped us to fine tune the final product. less attention than math and reading in fying supporting details. Consequently, The teachers liked having an approach the GED classroom. But we believe test takers have to apply what they know for the visuals, especially since these are that this phase is an integral part of the from other situations and draw conclu- so important on the test. They were whole project and can be used to rein- sions from material they read. particularly pleased by having a way to force other content areas. The most noticeable change in the approach test-taking skills within the new science and socials studies tests is content areas. Responding to their feed- that about half of them feature charts, back, we developed a logo that identifies graphs, maps, or pictures. This reflects test taking skills. These logos appear the increased usage of such visuals in our in both the teacher notes and student everyday lives. But graphs and charts direction. We have also adjusted the ap- situations, and tackle the mathematical are not studied in quite the same way pendices based on comments from the and analytical problems that are com- that general reading material is. With field, including in them a wide range of mon in the workplace. WES also pro- visuals, some context is established from links, documents, graphic organizers, vides instruction in the pre-GED skills the type of graph used or the organiza- maps, and some inexpensive, hands-on necessary for advancement into GED tion of the chart, but that is not enough science activities that can be conducted Connection. to understand the visual on its own. in any classroom Using this trio of programs, Vir- One must also draw from the surround- As we observed the sites, we were ginia’s Fast Track learners can enter the ing material that the visuals illustrate all taken with the ease and effectiveness workforce as self-starting, technologically or complement. Understanding this is with which the learner groups worked competent, clear communicators who critical to success on the GED 2002. together. In one case, the instructor will shape our society for years to come. Therefore, the first three Learning Proj- worked one-on-one with learners still If you would like to hear more about ects in the new book consider graphs, following the IA and the process. Sev- the Fast Track program, please contact charts, maps, and pictures. eral of the Prince William instructors the adult education offices in Hampton, All of the new Inquiry Activities have thoroughly adopted the process, Virginia Beach, Prince William County, (IAs) offer excellent opportunities for making it their own. In several cases, as Russell County, and Danville/Martins- integrating other content areas into the they worked with the process, instruc- ville. If you would like to find out more inquiry process. Graphs of all kinds can tors modified an IA to work more effec- about any of the programs mentioned in work back to math. Social studies and tively with their particular classes. We’re this story, please contact me at the GED science topics are great sources for essay excited by the success and anxious to de- Helpline 877-376-9433 M-F between writing; in fact, writing up a science ex- but the final phase to the field at large. 8:30 a.m.– 4:30 p.m. .: periment provides an excellent organiz- Phase 3 will be introduced this summer ing principle for clear focus and effective at the Inquiry Institute, July 19 and 20 Jason Guard is currently the GED topic development. Enhancing reading at Christopher Newport University in Assistant at the Resource Center operating skills and understanding of the types of Newport News. .: the Virginia GED Helpline, specializing questions can be effectively done in any in distance learning, and coordinating a content area. Marcia Phillips is the Project Coordi- Literacy Link virtual classroom. Three sites again provided field test- nator for Phase III of GED as Project and ing for GED as Project, Science and Social served as the Lead Specialist for Phase II. PROGRESS:. Spring 2004 11 Marketing Strategy Guidelines (continued from page 7)

include community characteristics such Guidelines for creating unique barrass the students [psychic costs] and as age – 21-30, 31-45, etc.; family size marketing mixes cause many of them to turn around and – single, 1-2 children, 3 or more chil- Formulate the seven marketing mix go home. dren; job status – unemployed, part- variables based on the specific charac- Participants are defined as all those time employment, full-time low wage teristics of the target market selected. involved in the service delivery – e.g., job, etc.; community needs – a local em- The starting point is always the service GED student [and family members], ployer with job opportunities for manual offering variable. It should be based on tutor, other GED personnel, other GED laborers, etc.; size – a larger group means “benefits sought” by the target market students, co-sponsors, GED certificate more students; etc. Relevant segmenta- and the basic GED certification features. holders, etc. tion criteria depend on the needs of your Marketing research about the target mar- The physical evidence acts as a sur- rogate for the intangible GED service of- “It is more likely potential GED students will fered by the organization. The environ- ment where the GED training is offered, respond when they experience the marketing the training manual, and the GED cer- tificate are examples of how this service is mix that meets their particular wants, needs, made tangible in the market place. characteristics, and behaviors.” The service process variable is the flow of activities and actual procedures community [i.e., citizens and employers] ket is very helpful in determining what by which the service is delivered. GED and your organization’s resources. offering will appeal to them. Nonprofit training via the Internet is a very differ- Going back to the two relevant organizations have to be especially care- ent service process than that experienced groups of women and laborers, one ful to not create a service that the target by a small group of five GED students in example of a selected target market market “should want because we know a class room. might be: women who are 21-30 years best” and then trying to impose it on the Once you have an understanding of old, with 1-2 children, and part-time target market. the first six marketing mix variables, then employment. This target market might The place variable focuses on how promotion techniques are developed be selected because they are your largest the organization facilitates the service using advertising, personal contact [sell- group of women and your community offering and makes it accessible for the ing], and sales promotions such as public has job opportunities in hospitality and target market. Issues here might include: relations and publicity. Your goal is to health care industries. While both wom- location, transportation, training days persuade the target market that your ser- en and laborers may have the basic need and hours, day care, etc. vice offering will meet their needs based of getting a job or keeping-or-getting a The price variable includes the on this unique marketing mix. It is also better job, your marketing strategy must be vastly different for each selected target While both women and laborers may have the market to get it to enroll in GED train- ing. These differences require creating a basic need of getting a job or keeping-or-getting a unique marketing mix for each selected target market. better job, your marketing strategy must be vastly Another example of a marketing different for each selected target market to get it to strategy using laborers as the target market with a very different marketing enroll in GED training. mix illustrates why target marketing is so powerful. This time the selected traditional charges for any service, plus important to manage actively positive target might be: laborers who are 35-50 energy, opportunity, and psychic costs. word-of-mouth for your program by years old, earning between $20,000 to “Free” GED training sessions that re- developing an involved alumni group $30,0000, working in the same factory quire a two hour bus ride with three of GED graduates and a group of em- for at least 10 years where the employer transfers [energy costs] and time off from ployers who have hired your graduates. must downsize to remain competitive. work every week [opportunity costs] are These folks can speak for your organiza- probably far too expensive for many tion in ways that are perceived by the GED candidates. A big sign on the door community as being more relevant and that says “GED TRAINING” may em- reliable than any other promotion tech- 12 Spring 2004 .:PROGRESS byB Rarbaraandall Stamper Gibson Accepts Leadership of VALRC The Virginia Adult Learning Re- eracy Foundation and Vice President Associate Director of the Virginia Lit- source Center is pleased and proud to of Virginia Blood Services. She brings eracy Institute. Her dedication to adult announce that Barbara Gibson has ac- nearly fifteen years of experience in the literacy and exceptional leadership skills cepted the position of manager of the adult education field to the Resource are known to many in our field. Those Center. Barbara served as the interim Center, as well her expertise in fund who have worked with her attest to her manager for approximately six months development, marketing, community acumen. Please join us in welcoming following Susan Joyner’s retirement. Her relations, and strategic planning. Barbara to the Resource Center. .: impressive resume includes positions as In addition to managing the Cen- Associate Director of the Virginia Lit- ter, Barbara will retain her position as niques you may use. (continued from page 4) Marketing mixes for the selected Virginia Reading Project target markets of women and of laborers • Jenny Leadbetter-Bolte, New River based reading instruction. Journal are illustrated on page 7. Note that the Community College of Adolescent & Adult Literacy, 46, marketing mix for laborers would be ir- • Betsy Mathias, Spotsylvania 542-563 Vocational/Technical Center relevant to the women in the first target Farstrup, A. (2004, April/May). Read- • Lynda Waldenville, New River market selected and vice versa. ing is hot, and so is the IRA. Read- Community College It is more likely potential GED ing Today, 21, 8. students will respond when they experi- Our appreciation also to the staff of ence the marketing mix that meets their the Virginia Adult Learning Resource Workforce Improvement Network. particular wants, needs, characteristics, Center, who coordinated, supported, (2003). GED as project: Volume 3, and behaviors. This is the reason tar- and will now be the conduit for this language arts, reading. Richmond, geted marketing to enroll GED students training to reach adult educators in VA: Virginia Department of Educa- is more effective than mass marketing. Virginia. .: tion. Clearly it requires more analysis, takes more time and costs more. However, it References Susan Holt coordinates communica- is far more likely to get you to your goal Bell, S., Ziegler, M., & McCallum, S. tions with the regional specialists and of twice as many GED graduates. (2004). What adult educators know oversees a variety of other projects for the The marketing strategy guidelines compared with what they say they VALRC. provide the structure to repeat this know about providing research- analysis with other target markets – e.g., immigrants, etc. You don’t have to rein- (continued from page 5) vent the wheel. Just follow the guidelines Crew Chief’s Perspective carefully. Make thoughtful decisions ences should be routinely scheduled to must be inventive, spontaneous, adap- when selecting your target markets and enhance performance and secure the tive, and progressive. Built from good encourage creative ideas when designing progress of each and every team. Ev- research, best practices, and knowledge unique marketing mixes. eryone has a role, and it takes everyone’s skill sets, the chassis of the Race to GED A final note: if someone who is not hard work to even get to the track in the machine offers a sleek and speedy ride to specifically defined to be in the target first place. The entire sport excels when get to the GED finish line and continue market is motivated to sign up as a GED all of the teams succeed. to the next level of competition. student because of this marketing effort, Managers can take Race to GED to Find your team a champion, a spon- you will most likely want to enroll them extreme sports, to bike road rallies, to sor. If one is not obvious, then grow one in a community-wide program. .: Olympic tryouts, to the winner’s circles, or sponsor your own team. Mix the spe- to victory lane, or to the local store. cial octane, prepare your car and your William R. George, Ph.D., taught Managers may find that they need to team, and take a deep seat. The pace is services marketing and management for fine tune or begin with a shorter race definitely going to accelerate. .: thirty-five years, including six years at to build the local fan base. The work is Virginia Commonwealth University, fuel injected, and once the systems are Stacey Wright is the Program Manager 1973-1979. He retired from Villanova in place, the events can re-occur in the and Planner for the Danville/Martinsville University in 1999. Bill has worked with locality as well as in new complexes. area. Her program is one of the five Fast literacy groups since the early 1990s. Program managers (crew chiefs) Track pilot programs.

PROGRESS:. Spring 2004 13 Race to GED (continued from page 1) The Race to GED marketing team, from points out that the Governor’s support of to GED message. left to right: Sue O’Connor, George Bai- Race to GED indicates that adult educa- “Recruitment is the first step toward ley, Dot Preston, Randall Stamper, Dale tion professionals have been recognized the success of Race to GED,” Governor Temple, Stephen Grainer, Dr. Yvonne Thayer, Barbara Gibson, Elizabeth Hawa, as a crucial part of workforce develop- Warner said. “To that end, the team is Beth Coakley, Kathy Anderson, and She- ment (see letter pp. 8-9). As such, our working hard to put together a com- lia Harper. Not pictured are Susan Utt, responsibilities are great. The marketing prehensive marketing toolkit that local Patty Shortt, Victoire Gerkens Sanborn, Charmayne Vincent, Eric Weiss, and team has focused on supporting local programs will be able to rely upon when Darlene Johnson. programs as they strive to live up to recruiting in their regions.” those responsibilities. In August, at the The support and excitement sur- program manager’s meeting, a toolkit rounding this initiative is overwhelming, will be debuted. The toolkit will include and the next year should be very busy. a wealth of materials such as a marketing Are you ready? .: manual, sample public service announce- ments, flyers, brochures, speaking points, Randall Stamper is the publications and press releases that all feature the Race manager for the VALRC. Worforce Improvement Network to hold Summer Institute

WIN will hold its Summer Institute rector of Adult Education and Literacy, before May 15, and $95 for those who for adult and workforce educators on Virginia Department of Education. Af- register between May 16 and June 1. June 21 and 22, 2004. We’ll gather at ter Dr. Thayer’s address, we will break No registrations will be accepted after James Madison University in Harrison- into focus groups. June 1. Fees include a catered lunch burg for two days of intensive study, to This year’s Institute will have two on Monday and Tuesday and a buffet catch up on what’s happening in the areas of focus: GED Training in the breakfast on Tuesday. Lodging is extra. adult and workforce education fields, Workplace with Carol Coffey and Build- For a downloadable registration form, and to just catch up with each other. ing Websites for ESOL Students with complete schedule of events, and more The Institute begins on Monday John Vaughan and Pamela Brown. Par- information, please visit the WIN web- with registration from 12 noon to 1 p.m. ticipants will choose between these two site at: http://vawin.jmu.edu. .: Then, we’ll enjoy a catered lunch and a workshops. welcome from Dr. Yvonne Thayer, Di- Fees are $85 for those who register 14 Spring 2004 .:PROGRESS Internet Marketing Resources by Victoire Gerkens Sanborn want to share a secret: Marketing www.nald.ca/fulltext/hudson/market/ ment Assistance Program. Type and public relations are different cover.htm. www.managementhelp.org and click Iconcepts. The first requires research This practical, 50-page manual takes on “Marketing” in the third column. and a broad strategic plan. The second is you step-by-step through the process of This comprehensive resource covers about promotion. Most people I en- identifying market segments, develop- major marketing subjects for non-profit counter, even those who are well in- ing a theme, choosing promotional ac- and for-profit organizations and also of- formed, use these terms interchangeably. tivities, packaging, identifying resources, fers self-guided training modules. In order to help you use the resources and completing your marketing plan. described in this article for their intended With this guide, an experienced fa- • Marketing, Publicity, and Public purposes, I offer some descriptions from cilitator can help program staff develop Relations: The Literacy Sup- “Basic Definitions: Advertising, Market- a comprehensive marketing strategy for port Center, Virginia Adult ing, Promotion, Public Relations and their organization. Learning Resource Center. Type Publicity, and Sales” found on the online www.aelweb.vcu.edu, scroll down to Free Management Library (www.manage • Public Relations and Marketing “Projects” and click on Literacy Sup- menthelp.org): for Family Literacy Programs, by port Center. Click on “Marketing “Marketing is the wide range of Diane Pitz Hesseman, The Family & Public Relations” in the center activities involved in making sure that Literacy Resource Notebook, Ohio column under Program Develop- you’re continuing to meet the needs of Literacy Resource Center, 1998. ment. your customers and getting value in Download this PDF document This site will link you to other re- return. These activities include market at: http://literacy.kent.edu/Oasis/ sources for planning, designing publicity research to find out, for example, what famlitnotebook/toc.html, and click on materials, facts and statistics, marketing, groups of potential customers exist, what “Chapter 10.” media relations, public relations, and their needs are, which of those needs you This valuable resource focuses more national marketing and public relations can meet, how you should meet them, on public relations than marketing, organizations. etc. Marketing also includes analyzing covering such essential components of the competition, positioning your new media relations as press releases, public Still want more resources? Here product or service (finding your market service announcements, and publicity are a few suggestions, but without niche), pricing your products and services, materials. Be aware that Ohio Resource annotations. Enjoy! and promoting them through continued Center materials are heavily promoted advertising, promotions, public relations (many are available for loan at VALRC • Marketing Survival Kit on Optimal and sales.” as well), and that the media contacts are Marketing “Public Relations activities in- based in Ohio. (This summer, the VAL- www.marketingsurvivalkit.com clude helping the public to understand RC will provide a comprehensive list of • FAQs: Marketing, Georgia Center the company and its products. Often, statewide and regional media contacts on for Nonprofits public relations are conducted through its website.) www.nonprofitgeorgia.org/faq- the media, that is, newspapers, television, marketing.html magazines, etc. …Public relations is often • The Nonprofit FAQ: Marketing, • Marketing: NonProfit Library, Help considered as one of the primary activities Internet Nonprofit Center, a pro- 4 NonProfits & Tribes included in promotions.” gram of The Evergreen Society. www.help4nonprofits.com/H4NP.htm The following Internet marketing www.nonprofits.org/npofaq/ (Scroll down to “Marketing”) sites will help you develop or refine your This excellent site provides info • The NonProfit Times: The Leading program’s message and communicate it about all facets of program management Business Publication for Nonprofit effectively to all your stakeholders: in a frequently-asked-question format. Management, Click on “Marketing” in the third col- www.nptimes.com (Scroll down to • Marketing Your Adult Literacy umn of the matrix, where you will find e-Newsletter links, click “Past Tips,” Program: A “How To” Manual, answers to questions on recruitment and and scroll to “Marketing”) .: Revised 1996 by Barbara E. Smith, marketing ideas, strategies, and research. EdD, with special contributions Victoire Gerkens Sanborn is Director from Kay S. Peavey, Hudson River • Free Management Library, de- of the Literacy Support Center at the Vir- Center for Program Development. veloped by Carter MacNamara, ginia Adult Learning Resource Center at Download this PDF document at: PhD and hosted by the Manage- Virginia Commonwealth University.

PROGRESS:. Spring 2004 15 Virginia Commonwealth University Virginia Adult Learning Resource Center 1015 West Main Street PO Box 842020 Richmond, VA 23284-2020

summerinstitutes2004 information enclosed

Lifelong Learning in Fairfax ESOL by Carolyn Kulisheck dult Education teachers always admire their students for the time and the sponsorship of the Make-A-Wish effort they make to come to class and learn. However, occasionally Foundation. He was referred to the unique students come along and amaze everyone who meets them. This foundation when he was seventeen and A under treatment for leukemia. Instead year the Fairfax County Adult ESOL program has been fortunate to enroll of choosing to go to Disney World or three exceptionally motivated learners who are overcoming physical disabilities to meet Michael Jordan, he chose to to attend English classes. take English classes! The Make-a-Wish Mohamud Jama is deaf, yet he Pledge of Allegiance. Mohamud even- Foundation drove him to register for attends a Beginning ESOL class at tually wants to attend Galludet College class in a stretch limousine, much to Willston School. In his homeland, So- and become a hairdresser. his amazement and to the wonder of malia, he was unable to go to school, Yasin Ahmed, also from Somalia, has the registration staff. His daily bus ride but he and his mother developed their cerebral palsy but attends a Beginning to class is much less exciting and takes own home sign language. When the ESOL class at Woodson High School. him 90 minutes each way. Raul came U.S. sponsored his family, Mohamud After spending a year in a Kenyan refu- to the U.S. from Mexico hoping to find began to take advantage of opportuni- gee camp, Yasin received U.S. sponsor- employment. After some more English ties to learn. First, a cousin who is also ship. He was given his first wheelchair, classes, he aims to get his GED and to deaf began to teach him American Sign received medical care, and began to at- find a better job. Language. Then, Mohamud appeared tend school. The wheelchair has given The determination of these students, at Willston by himself with only a note him the freedom and independence to for whom studying is neither easy nor stating that he was deaf and asking if he travel on the Metro, including taking the convenient, has redoubled the efforts of could take the placement test. Once in bus to English class. Yasin wants to go their teachers to give all students the very class, with the help of a signer, he has to college to study math and science. He best instruction. .: worked hard to make progress. For the says he wants to study forever. graduation ceremony at Willston, he Raul Romero attends a Literacy class Carolyn Kulisheck is an ESOL Spe- taught his classmates how to sign the at Holy Cross Lutheran Church under cialist with Fairfax County Adult ESOL.