SPOKES Teachers Attend Retreat at Tygart Lake

NETWORKS 1 West Virginia’s Summer 2005 Literacy and Adult Education Newsletter Networks SPOKES teachers attend retreat at Tygart Lake

By David Hollingsworth, DHHR special services coordinator

On April 21 and 22, SPOKES (Strategic Planning in Occupational Knowledge for Employment and Success) ABE teachers from around the state met at Tygart Lake State Park outside of Grafton, WV to participate in the second annual retreat to discuss issues and plan for program improvement. Teachers from the 15 SPOKES classes in West Virginia spent nearly two full days and evenings sharing “best practices,” discussing curriculum materials and delivery styles, and reviewing proper programmatic procedures. They enjoyed learning and sharing experiences with a few invited guests. Beth Vass-Lutz, state adult education coordi- SPOKES teachers “enjoying” best practices. nator, and David Hollingsworth, RESA III coordinator for educational services specifically for DHHR, presided over the two-day retreat. Education and Workforce Development, pro- One guest speaker, Idress Gooden from RESA vided a workshop on the WorkKeys test and its VII, shared with the participants her views and correlation with the Key Train program, a insights on the culture of poverty, based upon computer-based curriculum designed for work- the Ruby Payne book and training series, A place academics. Framework for Understanding Poverty. The final activity was a panel from the Dr. Robin Asbury, also from RESA VII, Department of Health and Human Resources discussed the three levels of certification with (DHHR) — the “parent” agency that provides emphasis on requirements for awarding the top, the funding for the SPOKES program as well as work-readiness certificate. This certificate is referrals for 95 percent of the students assigned awarded to participants who have near-perfect to SPOKES classes. WV Office of Family Support attendance, prove an efficiency of 80 percent or specialist Mike Lobert, three regional program better on all curricular components, and score a managers, and two local county supervisors with minimum of level 4 on the three WorkKeys tests they take. Continued on page 20 Debbie Varner, the assistant director for Adult Glen Tacy demonstrates team-building skills Inside this issue during the retreat. From the editor 2 SPOKES 2, 14 Upcoming conferences 4, 19 Resources 11 Student writing 12-14 Teacher/tutor tips 15, 18 2 NETWORKS

Whoever said that summer was the time for rest NETWORKS is a quarterly collaborative publication prepared by: and relaxation obviously did not work in adult Literacy West Virginia education and literacy. Wow! So many things are WV Adult Education Association, Inc. in store for us as we look ahead toward the WV Department of Education summer months. Even though many of our classes take time off, our dedicated teachers and NETWORKS is funded by the WVDOE. No endorsements of the tutors stay busy by attending conferences, newsletter contents made by the WVDOE or the USDOE should be taking on new responsibilities, and planning for inferred. Please address all correspondence to the appropriate the start of the new school year. Administrators contributing editor: are busy restructuring duties and responsibili- Kathy Hollingsworth, Editor-in-Chief ties to assure continuation of quality programs RESA III • 501 22nd Street • Dunbar, WV 25064 for the coming fiscal year. So the next few [email protected] months will continue to be busy — and perhaps Contributing Editors: overwhelming — as we try to fit everything in. From the editor From But, when our enthusiasm wavers, we need Pam Bryan, Literacy West Virginia to take a break. What better time of year to do RESA III • 501 22nd Street • Dunbar, WV 25064 [email protected] this than during the summer? If you have a vacation planned, pack something small and Marie Jones, ABE Instruction special, just for you. If you have no plans for a RESA III • 501 22nd Street. • Dunbar, WV 25064 travel vacation, take one in your own backyard. [email protected] Spend an hour in your garden or sit down with Wanda Matt, Even Start and Family Literacy a good book and a glass of lemonade. These WV DOE • Capitol Complex, Bldg. 6 things are as important as working — in fact, in 1900 Kanawha Blvd., E. • Charleston, WV 25305 the long run, they can make you more produc- [email protected] tive. Making time for small pleasures is the best Melissa Aguilar, Governor’s Workforce Investment Division way to revitalize your spirit. In fact, you will Governor’s Workforce Investment Division • Capitol Complex, Bldg. return to your tasks with renewed energy and 6 • 1900 Kanawha Blvd., E. • Charleston, WV 25305 your ideas will begin to flow. [email protected] So, as the old cliché says, stop and smell the Cathy Shank, Program/Policy roses. And have a wonderful summer! RESA III • 501 22nd Street • Dunbar, WV 25064 [email protected]

Connie Moore, Governor’s Council on Literacy WV DOE • 1900 Kanawha Blvd., E. • Charleston, WV 25305 [email protected] Kathy Winter-Hollingsworth Ellen Killion, Special Programs/ESL Editor RESA III • 501 22nd Street • Dunbar, WV 25064 [email protected]

Christina Harper, DHHR Services ABE/SPOKES program to RESA III • 501 22nd Street • Dunbar, WV 25064 [email protected] expand in FY 2006!

Edie Jett, WVAEA, Inc. The West Virginia Department of Monongalia County Career Center • 1000 Mississippi Street Morgantown, WV 26506 Health and Human Resources [email protected] (DHHR) Office of Family Support, has made a commitment to the State Ed Hicks, Public Service Training Department of Education, Office of Adult WV DOE • 1900 Kanawha Blvd., E. • Charleston, WV 25305 Education and Workforce Development, to [email protected] renew the WV Works contract for the statewide SPOKES (Strategic Planning in Occupational 1-800-642-2670 Knowledge for Employment Success) job- readiness program. Copy Editing, Design, Layout • Colleen Anderson Mother Wit In fact, because of ABE’s outstanding perfor- Writing & Design mances and statistical data, DHHR has invited Printed by Color Craft Printing Continued on page 3 NETWORKS 3 Governor’s Council on Literacy announces winners of the promising practices/strategies competition

By Connie Moore, Governor’s Council contributing editor

The Governor’s Council on Literacy “Consumerism Across the Curriculum” sponsored a competition to highlight submitted by James Rumsey Technical Insti- promising practices/strategies tute. This strategy/practice is to offer encour- among adult basic education (ABE) agement to students who are returning to school and literacy service providers throughout the by participating in “mini lessons” that allow the state. These programs have created and imple- students to establish a practice of using acquired mented innovative techniques and strategies and experiential learning. These lessons help to into their curriculum that clearly indicates the get the mind/brain ready to learn. dedication of literacy providers. “Winning the Interview,” submitted by Although all of the submissions were top- RESA V. Through extensive verbal practice and notch, only six could be selected. The following writing exercises, this strategy/practice teaches are the winners of this year’s competition. students about different interview questions and “Can I Help You” submitted by Literacy how to respond to them, thereby increasing self- West Virginia. This strategy/practice is to confidence and promoting a better understand- facilitate discussion with staff at WorkForce WV ing of the interview process. Career Centers and increase sensitivity and “Self-Evaluation” submitted by RESA V. response to specific needs of customers who This strategy/practice is designed to have have low-level literacy skills. students complete a one-page self-evaluation “Activities for Diversity Module” submitted form on their own performance for the week. by Roane Jackson Technical Center (SPOKES). Each student learns responsibility and self- This strategy/practice is to promote a dialogue reliance through examination of his/her own about diversity and create an awareness of behavior and accomplishments. prejudices that can cause feelings of superiority. Each of these programs will receive $100 for “Reductions and the Real World” submitted supplies/materials. They will also be recognized by Berkeley County Schools. This strategy/ at the Salute to Lifelong Learning ceremony in practice is designed to empower ESL learners to July and asked to present their practice/strategy understand local speech styles and accents by at the West Virginia Adult Education Associa- introducing both proper grammar and pronun- tion Conference in September. ciation along with local dialect.

for several months before moving to another site ABE/SPOKES within that region. Continued from page 2 To date, the SPOKES classes have served over 1,000 WV Works customers. In addition to the adult education unit to submit an increase in preparing all participants with job-readiness their proposal in order to expand the SPOKES skills, other measured outcomes include the program to additional counties. In a year during successes of students who have gained employ- which funding for adult basic education has ment or entered post-secondary training pro- been reduced, or at best remained at the same grams as a result of their participation in the level, the state and regional ABE staff were quite SPOKES class. relieved to hear this great news! The new proposal, which the ABE unit of the Currently, there are 13 full-time SPOKES Department of Education will submit for the 2006 classes and two regions sponsoring classes on a fiscal year, will allow the SPOKES program to “roving” basis. These roving classes are offered expand to an additional ten or eleven counties, in a county for a minimum of six to eight weeks. providing the opportunity to serve between 800 In some instances, classes remain at a location and 1,000 additional WV Works participants. 4 NETWORKS

Governor’s Council on Literacy and Literacy Foundation grant awards announced By Kathy Hollingsworth, grant committee staff liaison

Each year the Governor’s Council on their program until they have achieved their Literacy, in collaboration with the goals. A coordinator will go to identified sites Literacy Foundation, awards grants each week to talk with tutors and discuss with to local organizations to assist with students their progress and satisfaction. efforts to improve the literacy skills of adults Through these discussions and consultations, throughout West Virginia. Every project is she will attempt to make sure that student designed to initiate an innovative adult literacy motivation and interest remain high. program or expand existing successful activities. On May 18, 2005 the council’s grant commit- Rural Appalachian Improvement League tee made its decision on the 2006 grant awards. (RAIL) – Mullens, WV After carefully reviewing and discussing each The Literacy Foundation grant will help this proposal, the committee submitted its recom- program expand its services with the technical mendations to the Foundation, and the follow- capabilities to assure that tutors have the ing projects will receive funding for 2006: resources they need to adequately prepare, recruit, and maintain the adult literacy program, Additional GED Support – Literacy Volunteers and that the students have the resources and the of Harrison County, Clarksburg, WV tutor support to help them reach their goals. This grant will provide materials, training, and coordination to assure that students remain in Continued on page 5 Conference options for adult educators By Cathy Shank, WV ABE professional development coordinator

This summer the WV Technical and The fall conference theme for this year is It Adult Education Conference will takes a Village. The conference will offer a NOT be held as it usually is. In its wide variety of sessions and many opportuni- place, the first Summer West ties to relax and network with others. Regis- Virginia Adult Basic Education (WVABE) Core tration fees will vary from $60 to $120, de- Institute will be launched. Scheduled for July pending on the number of days of attendance. 28 and 29 at the Summit Center in downtown Lodging rates range from $71 to $186, with Charleston, the Summer Institute will follow opportunities for multiple occupancy. For the annual meeting for WVABE peer trainers more information see www.wvaea.org. and regional coordinators. ESL instructors should plan to skip the The Core Institute’s professional develop- summer core institute and attend the fall ment offerings will consist almost entirely of conference in September, at which a full track WVABE Core training sessions for ABE and of ESL related core and elective sessions will SPOKES instructors. Registration fees will be be available. The spring WVTESOL confer- kept to a minimum ($26 for both days to ence, to be held in the Eastern Panhandle this cover food and meeting room costs; lodging year, also promises to be an excellent oppor- rates range from $75 to $139). tunity for ESL professionals to meet and The fall Adult and Family Literacy Confer- interact. ence sponsored by WVAEA is scheduled for Another opportunity for adult educators to September 21-23 at Snowshoe Resort. It will consider is the WORKFORCE WV Conference offer a wide variety of both Core and Elective scheduled for July 19-22 at Mountaineer professional development sessions for ABE, Racetrack and Gaming Resort in Chester. For GED, ESL, SPOKES, and EvenStart/Family more information, go to www.workforcewv.org Literacy instructors and tutors, as well as for and click the button on the top for Conference other professionals serving adult populations. Information. NETWORKS 5

Continued from page 4 art project each month. These workshops will be held at the Literacy Center and will empower Digital Stories-Student Voices – LAMP (Liter- the students with skills that can be used outside ate Adults Mean Prosperity), Summers County the classroom, including problem-solving and Public Library, Hinton, WV fine motor skills. Funding will provide a chance for students to “tell their stories” — why they are enrolled in an Leadership Plan – Tri-State Literacy, Hunting- adult education program, what they have ton, WV accomplished, and what they hope to accom- West Virginia Adult Education Association, Inc., plish. These stories will be reproduced on CDs and its student affiliate, BOLT, are forming a and distributed to local and state leaders, Student Speakers’ Bureau to help raise aware- agencies, and organizations. The collection of ness of the need for and effectiveness of adult stories will be used as a recruitment tool, to education/literacy programs. This grant will educate the community about the role of adult cover the costs of registration, travel, and education programs, and to give adult education lodging for one student and tutor to attend the students a voice. fall conference at Snowshoe Mountain, The student will attend the scheduled leadership Discover Jobs in West Virginia – Randolph workshops and become a mentor for other County Literacy Volunteers, Elkins, WV student leaders. This grant will provide students with on-site exposure to jobs in WV that a low-level reader Lincoln County Literacy Action – Hamlin, WV can hope to attain and maintain. Students will This grant will provide partial funding for a participate in field trips to various job sites part-time literacy coordinator to provide within the Randolph County regional area instruction to Lincoln County adults and to where a human resource representative will coordinate literacy activities among McCorkle hold a brief and casual interview with each of Head Start children, Harts Head Start, the students. Visits will conclude with construc- Branchland Library, and Hamlin Public Library. tive suggestions to the student for enhancing The program will target adult learners in the interview and etiquette skills. rural county who are low-income, undereducated individuals who lack basic skills Family Learning Center Literacy Program – and/or a high school diploma. Friends-R-Fun Learning Center, Summersville, WV Ohio County Family Literacy Project – North- This funding will provide materials to enhance ern Panhandle Head Start, Wheeling, WV the self-esteem of parents as well as increasing This grant will support parent training sessions, their reading ability to enable them to better GED classes, job-readiness classes, computer assist their children in the areas of pre-reading, technology classes, and parent/child programs reading, and writing development. as a collaborative project between Ohio County Schools and Northern Panhandle Head Start. Integration of Laubach and CASAS – Literacy Volunteers of Putnam County, Hurricane, WV Quality Training Plan for Mason County When Literacy Volunteers of America-WV and Literacy – Mason, WV WV Laubach Literacy merged to form Literacy This grant will provide funding for the coordi- WV, the materials and techniques used by both nator to receive up-to-date training in adult groups also combined, opening a whole new education practices, learn the latest recruitment world for tutors. This grant will provide funds strategies, and attend literacy tutor training to purchase the Challenger series and Laubach workshops to enhance her knowledge and Way to Read for the Literacy Volunteers Pro- experience. gram of Putnam County to integrate into their program, and will allow them to purchase Tools to Learn – Monongalia County Literacy CASAS assessment materials used by many Volunteers, Inc., Morgantown, WV adult education programs in their region. This grant will provide needed supplies and materials to adult learners enrolled in the LAUGH Project – Literacy Volunteers of Monongalia County Literacy Volunteers Program. Upshur County, Buckhannon, WV These materials will include dictionaries, calen- Project LAUGH (Learning Art Under Guiding dars, enrichment activities, computer software, Hands) will allow students to participate in one and special learning needs accommodations. 6 NETWORKS

Day Reporting Center system working in Mercer County

By Marcia Ware, learning center coordinator

Carol Tiller, a 24-year-old mother of a candidates and plan a program for each indi- three-year old, was referred to Mercer vidual. Components of the program include County Academy of Adult Learning community service, finding employment or because she was court-ordered to retaining a current job, life skills, job skills, obtain a GED. Carol arrived with uncertainty, substance abuse classes, and education. really not too eager to be in class. She had so The adult education program in Mercer much to do and was somewhat overwhelmed County was included in the planning for the with the demands of the new program at the Day Report Center. A workable plan was Mercer County Day Report Center. developed in order to meet the educational She served a brief time at the Beckley Regional requirements for these adults. Jail and returned to meet her goals. Carol has five If the adult is in need of an educational months remaining with the Day Report Center, component (sometimes court-ordered by the but she has accomplished so much in a short judge), an appointment is made for an educa- period of time. She passed her GED test, contin- tional assessment. Following the assessment, ues her classes with the substance abuse program, scores are given to the counselor, and the adult and performs her community service. In addition, is placed with a tutor or in an ABE classroom. she has enrolled at Valley College for classes so Some are placed in night class because they are that she might find a job in an office. Her long- employed during the day. Schedules will vary term goal is still to obtain a college degree. according to the other components of the Carol is quick to attribute her success to the program. Time sheets are forwarded to the Day Report Center. From the first, she found it counselors at the end of the month. very helpful that the center kept her busy at all Counselors and teachers meet frequently to times. She said she is still sometimes over- make sure that the student remains on track whelmed, but has the support of her family and Therefore, good relationships between the the counselors at the center. counselors and the ABE program are essential. She is glad that she was referred to get her To date, we have never had a problem incorpo- GED, as this was something that she had always rating these adults into our program. The students wanted. Thanks to the Day Report Center, know that they will be reported to the center if Carol’s life has been turned around, and she has they create any problems or discontinue their a GED that will benefit her in many ways. Carol studies at the learning center. Some are very believes she will continue to be successful, and bright and got sidetracked due to alcohol, drugs, she knows the worst is behind her. and bad choices. Others struggled during their Steve Collins is the director of the newly school years, were unemployed, used drugs or developed Day Report Center. This new concept alcohol, and ended up committing crimes. for cutting costs for offenders officially began in Despite all the help that is available to these Mercer County in 2003, with the first clients adults, some do not comply with the rules of the arriving in November of that year. To date, Day Report Center and return to the prison approximately 230 adults have been referred to system. But, hopefully, there will be many more the Day Report Center. success stories than failures. We are implement- Mercer was the second county to begin ing a tracking system to determine what these serving non-violent offenders in the county individuals are doing a year or so later, when rather than placing them in the regional jail their time is at the center is finished. system. Under this plan, individual costs are In conclusion, I strongly encourage county $5.53 per day, compared to the cost of $48.50 per ABE directors to contact their local judicial day at the regional jail. Other counties are now systems and work out plans to meet the educa- beginning to follow this concept. tional goals of adult offenders via Day Report Some offenders have been convicted of petty Centers. These adults need our help. My hope in larceny, DUI, shoplifting, possession of drugs, the future for Mercer County is to establish an breaking and entering, etc. They have been on-site classroom at the Day Report Center with referred to the Day Report Center by judges or a part-time teacher. Until we are able to do that, magistrates. Day Report Center counselors Jim we will welcome those who need our assistance Beckner, Lora Helton, and Bill Jesse meet with in our regular classrooms. NETWORKS 7 Legislative round-up and lobbying rules By Shalom Tazewell, WVAEA, Inc. and Literacy West Virginia legislative chair

Thanks to COABE (the Commission on Adult Basic Education) and the Center for Lobbying in the Public Interest for providing material and information used in this article. West Virginia Legislature The budget resolution passed both the Senate and the House without restoration of funds to A bill was introduced that proposed making ABE and literacy. English the official language of the state. This This resolution established a ceiling for measure was opposed by WVAEA, Inc. (the spending by appropriations. That means that the West Virginia Adult Education Association, Inc.), current level of funding for ABE and literacy WVTESOL (West Virginia Teachers of English to programs could still be maintained and will now Speakers of Other Languages), and Literacy be determined by House and Senate appropria- West Virginia. tions committee sometime between now and The bill passed the Senate, but was not September 2005. Senator Robert Byrd (D-WV) is expected to pass the House of Delegates. How- the ranking member on the full Senate Appro- ever, on the last day of the session, an English priations Committee. official language amendment was inserted into a bill relating to parks. Most members were not aware of the amendment, and they passed the bill. The Dos and Don’ts Quite a few delegates contacted the governor If you or your program receives federal funds and asked him to veto the bill because of its (and all ABE programs do), you absolutely “dual purpose.” Governor Manchin subse- cannot communicate with members of the West quently vetoed the legislation. It is expected that Virginia Congressional delegation for the the legislation will be re-introduced next session. purpose of attempting to influence legislation Concurrent resolutions were introduced unless you do so on your own time using your asking the legislators to maintain funding for personal resources. If you contact your adult basic education (ABE), Even Start, literacy, Congressperson or Senators, you must use your and vocational technical programs. Although home phone, your own computer, and your own they received considerable support, they did not time. pass. Some Literacy West Virginia councils and House Bill 2509 proposed establishing the WVAEA, Inc. are 501(c)3 organizations; if yours West Virginia Literacy Council. This Council is one, you are still permitted to lobby with already exists and its members are appointed by certain limitations. the Governor; the bill would have provided that The standard established by the 1976 lobby the Council is established by law. It did not pass. law states that “no substantial part” of your House Bill 2415 proposed a voluntary check- activities may be “that of attempting to influence off on state income tax returns to donate refunds legislation.” Whether your lobbying activities to family literacy programs. This legislation did are “substantial” is based upon expenditures. not pass. “Lobbying only occurs when there is an expen- A bill was introduced to provide funds for diture of funds” by the organization for the GED fees. This bill also did not pass. lobbying activity. The spending ceiling for lobbying activities is based on a percentage of Federal Legislation your budget, beginning at 20 percent and excluding federal or other prohibited funds. The president’s budget proposes massive cuts A personal contact to a legislator is generally in federal funds for adult education (ABE) and more effective than one that is made on behalf of literacy programs. The cuts will affect programs an organization. If you choose to express your beginning in October 2006. opinion about specific legislation through a In West Virginia, funding would be reduced letter, keep it short, be clear, and cover only one by 71 percent. Senator Kennedy introduced an issue per letter. Remember that there is generally amendment to restore the funds to the budget, a lag time of two to three weeks for letters and Congressman Miller circulated a “Dear because of security concerns. Colleague” letter for the same purpose. Con- gressman Rahall (D-WV) signed on to the letter. Continued on page 20 8 NETWORKS St. Marys Correctional Center instructor receives top teacher award

By Judy Burkle, St. Marys Correctional Center lead teacher

St. Marys Correctional Center special needs instructor Jeff Richard was named the 2005 Teacher of the Year by the Correctional Education Association Region II. Richard supports a vital component of the educational programming at St. Marys Correc- tional Center (SMCC). He came to the SMCC Education Department in 2000 with 19 years of institutional education experience and the following permanent certifications: Health Education K-12 Physical Education K-12 Severe/Profoundly Handicapped Jeff Richard, left, receives his award from Richard developed and implemented a very successful, age-appropriate adult Special Needs Frank Andrews. curriculum at St, Marys. The curriculum consists of diagnostics, adult basic education Content Richard also introduced Map Reading, which Standard activities and Office of Institutional provides students opportunities to learn about the Education Programs (OIEP) recommended geographical areas of our country as well as computer-assisted instruction such as Destina- promoting charting/graphing and directional tions, Aztec Learning, KeyTrain, Ultimate Phonics, skills. Milliken Math and Rogers Reading. Special Needs classroom technology used by Richard saw a need for age-appropriate Richards includes two large screen televisions to curricula to assist his extremely low-functioning enhance learning for visually impaired students. and non-reading students. Drawing on his years Page and pocket magnifiers, Erlin overlays, tape of experience in Special Education and technologi- recorders, and Franklin speaking dictionaries are cal creativity, he developed and successfully also incorporated into the learning scheme. implemented a unique basic skill PowerPoint The success of Richard’s Special Needs curricu- program to assure a measure of success for his lum innovations is evident through student students. Richard’s “Reading Readiness” learning/progress: PowerPoint program comprises the following 2001-2002: 100 percent mastery of three components: essential Content Standards; in addition, 53 Phonics: (letter sound identification) Provides percent of students completed entry Federal practice opportunities to learn individual and Functioning Level (FFL) and moved to higher combined letter sounds. FFL; Sight Words: Provides phonemic sounds and 2002-2003: Average grade level increase in spelling for 300 of the most commonly used words in the English language. reading was +1.9; in math, the increase was Survival Signs: Includes 106 of the most +2.9. 100% mastery of three essential Content commonly seen signs in the community. Standards; SRA Reading: Age-appropriate, interactive 2003-2004: Increase of 1.0 grade equivalency short stories. or more for 83 percent of the Special Needs Additional curriculum developments authored Students; in addition, 73 percent moved to the and implemented by Richard. Among them is a next Federal Functioning Level. 95 percent Short Story Reading Program that makes it mastery of three essential Content Standards; possible for all students to improve their reading and skills, build vocabulary, and improve retention/ Eight special needs students have earned their recall skills while reading for pleasure. Criteria GED since Richard’s arrival at SMCC. were developed to honor student achievement through the “Reading Hall of Fame.” Continued on page 20 NETWORKS 9 Lifelong Learning: The third core value for WV ABE

By Cathy Shank, WV ABE professional development coordinator

The key words chosen to represent the community colleges and career technical centers core values of the West Virginia Adult for post-secondary education. Basic Education (WVABE) program Even as accountability systems narrow the spell out the word QUILTS: definition of progress and achievement, our programs need to widen opportunities for Quality student’s personal goals to be met — not simply Integrity focus on “federal core indicators.” Lifelong Learning While primary and secondary schools mandate Teamwork what all children must study and learn, ABE can Service be successful only if the adult learners choose what is important to them. For most ABE students Lifelong Learning is the third WVABE core traditional public school settings were unsuccess- value — the ‘L’ in QUILTS: ful. Therefore, for our ABE learning centers to “We cherish Lifelong Learning by recogniz- succeed, we must shift from the paradigm in ing every adult’s inherent ability to learn, which students meet the demands of the curricu- inspiring a quest for knowledge, ensuring access lum and the teacher to one in which instructors for all who desire to learn, fostering a positive accommodate the needs of the learners by provid- learning environment, helping adults achieve ing resources and adapting educational activities their personal learning goals, acknowledging to the preferred or mandatory learning styles of different learning styles, embracing diversity, the students and the content that will help meet and championing individual worth.” their goals. Adult basic education (ABE) is distinct because In a funding atmosphere that seems to value inherent in our program definition is the premise only rapid progress and success in narrow areas, that education is not only for children, and that WVABE personnel must still find ways to wel- individuals do not necessarily learn in Kindergar- come those learners who require extra time and ten all they need to know to be good workers, assistance because of special needs. We must parents, and community members. continue to embrace diversity and champion Adult educators firmly believe that it is never activities that build self-worth, even when funders too late to complete a high school equivalency do not reward such activities and achievements. program or to enter post-secondary education The WVABE program must also look for and training. We also need to remember that accessible lifelong learning opportunities for our beginning to read for the first time, learning to employees. Professional development opportu- communicate in English (when it is not your nities need to push each of us to continue to native language), or surfing the Internet and learn and grow. Our system needs to expand using IM (sending instant messages) are also not beyond one-shot workshops and conferences to just for the young. include online opportunities and other alterna- ABE programs need to open the door to tives that nurture ongoing progress toward local educational opportunities for all adults who want program goals. to improve their lives by learning basic skills. Our More WVABE personnel need to take advan- statewide program needs to ensure access to tage of existing alternative elective opportunities. services even in small isolated communities and This year, a new option for WVABE instructors for those with special needs. We need to look at allowed them to receive three hours of elective ways to connect students to online study through professional development credit for visiting our distance education program (for more informa- another WV ABE class. Practitioners may also tion, contact Ellen Killion, [email protected], choose to attend workshops, conferences, or 1-800-257-3723, ext. 202). We can also connect college courses offered by other organizations students to individualized instruction through the such as county boards of education (content area, Literacy WV program (for information, contact teaching strategies, etc.), RESAs (technology, etc.), Pam Bryan, [email protected], 1-800-257- Literacy WV Basic Tutor Training, WV State 3723, ext. 212). We also need to maintain and Treasurer’s Office Financial Literacy and Money strengthen connections with WorkFORCEWV one-stop centers for job placement and with Continued on page 16 10 NETWORKS Southern West Virginia community and technical college hosts GED graduation ceremony

By Robin Carr, Southern West Virginia Community and Technical College ABE instructor

The Logan Campus of Southern West the flow of an education . . . Due to your efforts, Virginia Community and Technical you are back on track again and you are on that College recently hosted the regional level playing field again.” Perry concluded by 2005 GED commencement. Partners challenging the graduates to keep their minds in this annual event included the Boone, Logan, sharp and to continue their education. and Mingo County Boards of Education; Bea Orr, director of student services for Logan Southern’s Four to Get Ready Literacy program, County Board of Education, introduced the and P.R.I.D.E. of Logan County, Inc. Thirty-three guest speaker, David Godby, superintendent of graduates participated in the ceremony. Ap- Logan County Schools. proximately 110 students from these counties John Peyton was the student speaker for the passed the GED exam this year. According to graduation ceremony. He mentioned feeling state statistics for the past fiscal year, West disappointed in himself as his friends were Virginia had a 73-percent passing rate on the already graduating from high school, and GED exam, which is above the national average. wanting to do more in preparing for his future. This led him to attend adult education classes. He attended Paul Meade’s class in Chapmanville. John said that he would highly recommend this program to anyone wanting to further their education. He went on to add that each of his fellow students had a different motivation for obtaining their GED, and that they have now proved that they have the ability to succeed. Whether their plans are to go into the military, attend vocational school, or go to a college such as Southern, they have now opened many doors of opportunity. Patsy Cutlip, accountant for the Southern Foundation, presented Eddie Canterbury Scholarships on behalf of the foundation. The scholarships were awarded to graduates Sherry Smiles show the feelings of these Southern graduates. Belcher, Bonnie Jones, and Sasha Sparks. These students were selected on the basis of their A large crowd of parents, friends, and well- outstanding academic achievement. wishers stood as the graduates marched to the Ed Adkins, Logan County adult education front of the Savas-Kostas Theater. Southern instructor, formally accepted the GED class of student Robbie Hall provided music for the 2005. , Also present to honor their graduates ceremony. were Brenda Lusk, chief GED examiner for Randy Skeens, Logan campus manager, Logan County; Mr. Booth, Boone County GED served as emcee for the evening and delivered examiner; and Mr. Robert Boberra, Mingo the invocation and benediction. Veteran affairs County GED examiner. Tyann Douglas, adult officer Charles Puckett led graduates and guests education coordinator for Boone County, was in the Pledge of Allegiance. present to honor her county graduates. Phyllis Southern board of governors ceremonial Adkins, with the Logan County Board of representative Rory Perry addressed the gradu- Education, passed out souvenir graduation ates. “You and your families have a lot to mugs to the graduates. celebrate,” he told them. “When every student Debbie Kimbler, West Virginia Department of enters the first grade they arrive at a level Education GED administrator, gave a special playing field. But there is no way of knowing or predicting the things that happen that change Continued on page 11 NETWORKS 11

Continued from page 10 County; and Denise White, Boone County. Robin Carr is working on developing more of award to one of our Logan County teachers who a regional graduation concept. Several members is retiring this year after 30 years in Logan of the State Department of Education suggested County. He has taught classes at the Ralph R. this concept at an advisory council meeting. We Willis Vocational School and assisted hundreds believe that it would get counties within the of students in achieving their GED certificates region working together. The counties already over the years. participating are Boone, Logan, and Mingo. We Robin Carr, Four for Literacy coordinator and would like to invite Lincoln and Wyoming ABE instructor, presented a savings bond from Counties to join us next year. This would save BB&T in Logan to Arnulfo Garcia, a graduate each county a little money and provide a larger from Boone County with the highest GED score. graduation ceremony for the students. He will be attending West Virginia State Univer- For six years southern has been hosting the sity this fall and plans to major in engineering. GED graduation. It is like a real high school Carr also mentioned that over half of the gradu- graduation. The college provides the caps and ates in attendance were honor students, as the gowns and honor cords. Participating county audience could see by the color cords worn by boards of education also donate funds for the students. Twelve of the graduates had scores diplomas, congratulatory gifts, and a very nice above 2500 and five had scores above 3000. Most reception for the graduates and their guests. Our of these graduates are either enrolled in or goal is to have a bigger response from the GED planning to enroll in higher education or graduates in regards to the grant application vocational training in the fall. process for Southern so that a scholarship can be Additional commencement officials included awarded to a student from each county. In Cathy Smith-Cox, vice-president of academic addition to the scholarship, we hope to obtain affairs at Southern WV Community and Techni- the donation of a savings bond from a bank in cal College; Calisa Pierce, director of transitional each of the participating counties for the student studies; and Ernest Amburgy, Jr., vocational with the highest score. director of Ralph r. Willis Career and Technical It will take a lot of planning, but with all of us Center. working together, we can do it. We all have The GED teachers who made this commence- common goals for our graduates. Ultimately, ment possible include Ed Adkins, Logan County; their success benefits our state by providing a Kelly Bennett, Southern; Robin Carr, Southern; more educated, qualified workforce, which will Tyann Douglas, Boone County; Mary Hager, eventually lead to more jobs being developed in Logan County; Patricia Maynard, Mingo County; our region. For more information, please contact Paul Meade, Logan County; Nicole Vint, Boone Robin Carr at 304-792-7098, ext. 206. Good books for teachers and tutors Compiled by Pamela Makricosta, literacy coordinator, Mary H. Weir Public Library, Weirton, WV

201 Ready-to-Use Word Games for the English How the Brain Learns: A Classroom Teacher’s Classroom Guide Jack Umstatter, 1994 David Sousa, 2nd Edition, 2001 The Center for Applied Research in Education, Corwin Press, Inc., Thousand Oaks, CA West Nyack, NT 10094

Resources How to Reach & Teach Children & Teens With The ESL Teacher’s Book of Lists Dyslexia: A Parent and Teacher Guide to Help- Jacqueline E. Kress, Ed.D., 1993 ing Students of All Ages, Academically, So- The Center for Applied Research in Education, cially, and Emotionally West Nyack, NT 10094 Cynthia M. Stow, M. ED., 2000 Hossey-Bass, 989 Market Street, San Francisco, The Gift of Dyslexia: Why Some of the Smartest CA 94103-1741 People Can’t Read . . . and How They Can Learn Ronald D. Davis with Eldon M. Braun, 1994 A Perigee Book, Berkley Publishing Group, 375 Hudson Street, New York, NY 10014 Continued on page 19 12 NETWORKS

All of the student writing on these two pages is the original work of students and has not been edited. Even Start offers parent a second chance and a successful future By Meranda Lilly, Raleigh County Even Start student

My name is Meranda Lilly and I “What do I need to graduate school for?” have been attending an Adult There are a lot of teenagers who think this Education class for the past three way. If we only knew what life had waiting months. I was asked to write a around the corner for us years later. testimonial by my ABE teacher. I am a 26 year We were married for 7 years and had the old single mother of three small boys. Their three children, but it seemed like every year

Student writing ages are 6, 5, and 3. things got a little worse. I was so young when When I was 17 I met my husband. I was I met him that I didn’t realize that the way he ready to quit school shortly after meeting treated me was not the way that a woman him. I quit my senior year in high school on should be treated. Finally, in April of 2003, I April 11, 1996, only 4-5 weeks from graduat- decided to leave and try to make it on my ing. I took all my business classes in high own. I found it to be very difficult to make it school and was going to also receive a busi- on my own without my husband. I couldn’t ness diploma. The only thing is, none of this find a good job without a diploma or GED mattered to me once I met him. I thought, and the state wasn’t working as fast as I needed them to. I ended up living with my best friend and trying to work to support me and my children. Several months later I met someone else and then several months after If I could change... that we moved in together. I then started thinking about getting my GED, but I wasn’t sure how I could go about doing it with three By Taylor Cook, student at Mercer County kids, one in school, and working. Academy of Adult Learning One day this past year my son brought home a flyer from school. On the flyer it Note: This article was written as the result of a class talked about a program at my son’s grade assignment. school called the Even Start Program. I decided to give them a call and see what it If I could be any age that I wanted to be, it would was all about. I was told that as soon as my be between twelve and seventeen years old. youngest son turned three that I could come up and enroll. My children could go to This first reason is when I was twelve I tried my headstart right there in the school at the same first joint, and then all of my trouble started. That’s time I was working on getting my GED. All of the only drug I used for three years. this was right there in the same school where The second reason is from fifteen years old to my oldest son goes! I was very excited about sixteen years old I tried different drugs and found this new found opportunity to further educate the one that I got addicted. myself and my children at the same time. Last of all when I got addicted to this one drug I I have now been here since October 6, 2004. stole from friends and family. After all the bad stuff I I attended class every day and ended up did I got sent to Salem, a juvenile prison. From there obtaining my GED diploma December 27, the judge put me on probation, and I failed seven 2004. I am now working with my ABE teacher to go further on in my education. She is drug tests. I went back to court and got sent to a helping me to find an online college to attend group home for boys. so I can get a degree and a great job to sup- The reason I would want to be the age between port me and my children. I now hope that twelve and seventeen is because I could change the someone who reads this testimonial can get stuff I did and not smoke that first joint. some true inspiration from it. I now know that I can do anything that I want as long as I put my mind to it. NETWORKS 13 Nicholas County parent succeeds in Even Start program

By Sherri Lafever, Friends-R-Fun Learning Center Even Start student

My name is Sherri Lafever. I live in a little community called Birch River, WV. I have two children. Their names are Amber and Wesley. Amber is 13 years old and Wesley is 4 years old. I am married and have been for 7 years. My family was

Student writing very supportive of me while I was attending GED classes. The last grade that I completed was the 11th grade but I had 2 credits to go before I gradu- ated. The reason I dropped out of school was because I was pregnant with my daughter. I regret dropping out because I was so close to graduation. When I started attending classes I thought to myself, “Is this all worth it? I’ll never Sherri Lafever presents flowers to the staff be able to pass the test.” I took the exam 5 times. at the Family Learning Center Even Start But, what made me stay with it was the staff at Program for their help and support. Left to the Family Learning Center and my family. They right: Renee Blankenship, Even Start encouraged me to keep going and told me that I Coordinator; Sherri Lafever, student; could do it. My husband really encouraged me Michelle Moore, Even Start Instructor; and to attend to get my GED. Susan Leggett, ABE Instructor. The Even Start program is a wonderful thing for children and parents. This program has thing if I set my mind to it. The fondest memory helped my son with his schooling. Even Start that I have from GED class and Even Start are has also helped us to become closer as a family the interesting conversations. Just being there, and enjoy our time together. I would recom- though was a wonderful memory. mend this program to any parent who has small When I finally got the results that I passed my children because it brings you closer and your GED exam, I was so excited. I will now be able children learn more. to go through graduation with my head held high. Two years ago, I sang “One Moment In Time” for the 2003 graduating class. I knew at The Family Learning Center encouraged that time, I would be walking across that stage. Two years later, with much persistence, I have me to never give up and never stop trying achieved my goal. I am honored and proud to be to achieve my goals. able to sing, “I Believe” at my own graduation. After that, I’m planning on going into nursing. I would like to say some encouraging words to the high school students who are considering dropping out. I would like to say that it’s not My favorite part of the Even Start program is worth it to quit and to stay in school because the both PACT time and Parenting. I like PACT time GED test is not easy. The thing that I could say because you get to spend time with your child to the students attending GED class is to never and in Parenting you get to learn how to interact give up because you can do it. with your child. The activities I do with my child are reading to him and helping him write his name and alphabet. The Family Learning Center encouraged me I learned that I can do anything if I set my to never give up and never stop trying to achieve my goals. I learned that I can do any- mind to it. 14 NETWORKS

All of the student writing on this page is the original work of students and has not been edited. Two students speak out for SPOKES

By Margaret R. Kerns, Mineral County helpful. The teachers, Mrs. Cheryl Vrcich and SPOKES class Ms. Rebecca E. Fitzwater, are both kind and understanding. They are willing to help you My name is Margaret R. Kerns. I am a succeed. I raised my math by three grade levels. single mother of a nine-year-old son. I also learned much from the Soft Skills mod- Before moving to Keyser, WV, I home ules. I enjoyed learning to balance my check- schooled my son, volunteered at the book, and how to write a resume. The Augusta Elementary School and the Romney assertiveness and self-esteem modules helped Seventh-day Adventist Church. We left our me the most. It feels good to have the confidence Student writing home in January and stayed at the family crisis to get a job. I was hired at a bakery in Maryland center. I signed up for help at the DHHR and just this week. I am so thankful for the opportu- enrolled in the West Virginia Works program. I nity to take the SPOKES class. had not worked at a paying job for over five years and was not sure I had the skills I would By Leanne Nightingale, Mineral County need to get a job. I was placed in the SPOKES SPOKES class program at the Mineral County Tech. School. The SPOKES program is a job readiness and My name is Leanne Nightingale. I am refresher class. It is divided into two parts: Key a single mother of two young daugh- Train and Soft Skills. The Key Train reviews ters. I am going through DHHR and applied math, locating information and reading receiving West Virginia Works. My for information. The Soft Skills modules in- caseworker for the West Virginia Works program cluded skills such as self-esteem, time manage- asked me to take a class called SPOKES. It is a ment, stress management, money management, job readiness and refresher class. There are assertiveness, job seeking, resume building, etc. several parts to SPOKES, first there is Work Keys I recommend this class to anyone who has that include applied math, locating information been out of work or school for a long time. A lot and reading for information. Then there are Soft of businesses look at the Work Keys Assessment Skills that has different modules, some of which test before they hire you. This class will help you are time management, stress management, recognize and improve your work skills. money management, assertiveness, self-esteem, I found the SPOKES programs to be so job seeking and resume building, just to name a few. I found them all to be very helpful. Not Below: Cheryl Vrcich, Margaret Kerns, Rebecca Fitzwater, and only did it refresh me on things I had forgotten Leanne Nightingale. since I have been out of school it also helped me with my social anxiety and self-confidence. I also have to mention our wonderful teachers, Cheryl Vrcich and Rebecca Fitzwater. If it wasn’t for them I don’t think I would have made it. They are very kind, understanding and willing to help when there is a problem. I would definitely recommend this class to any one who has been out of school or work for awhile. It helps put things into perspective and make you realize that there is more to it than just going into a place and asking for an application. Through this class we even took the Work Keys Assessment test that a lot of businesses look at before they hire you. I am happy to say that this class has helped me in many ways and I am confident and ready to go out and work. I am very grateful for the opportunity and for the ones that took the time for us. NETWORKS 15

Parenting by Design By Bobbi Rannenberg, WVDOE/OIEP Regional Jail instructor

RESA VIII’s Regional Head Start “perks,” which included an extra contact visit for director approached me in the spring a whole hour with books, crayons and colored of 2004 about the feasibility of paper, finger painting, and children’s games. requiring parenting class for inmates Initial materials were developed (there is still in all state institutions. She told me that Head ongoing development) and the class was begun Start and the Department of Health and Human on November 17, 2004. The class was about 11 Resources (DHHR) were serving a high percent- weeks long. We began with 12 male participants, age of children whose parents were incarcerated including four fathers who had children in Head in the Jefferson, Morgan, and Berkeley County Start. This class was led by the Department of area. Staff from both organizations reported that Education and assisted by one of ERJ’s counsel- these children, at a very early age, showed ing staff. eacher/tutor tips evidence of extreme behavioral and emotional On December 15, we had our first activity, a T problems. They felt that a required parenting finger-painting class. This is one of the activities class would greatly benefit the children as well Head Start does with parents on the outside. as spouses and/or caregivers. Participants had to paint a picture for their child I told her I couldn’t make parenting classes a and send it home. A few of the men did not requirement for inmates in all state correctional want to do this, considering it too “childish.” Of institutions; however, I could get one started at course, refusing was not an option. All com- Eastern Regional Jail (ERJ). The target popula- pleted their pictures; the jail provided the tion became parents with children in Head Start envelopes and postage. We then reminded them and parents with children between the ages of that it was important to hang children’s draw- two and six. ings and pictures in a prominent place in the Summer came, and many teachers and house to celebrate the beginnings of literacy. We DHHR employees had vacation, so we didn’t used their pictures as examples, asking them get back together again until October of 2004. how they would feel if their children threw We then held a meeting with representatives away the pictures when they received them. from Head Start, DHHR, the Department of This showed them how important such draw- Education, the ERJ administrator, the director of ings are to children and to the beginning of Counseling Services, and the ERJ Counseling literacy. staff. Parole officers were invited to attend as In addition, we talked about the cost of the well, but declined. activity (very cheap) and about how much fun it Head Start and DHHR shared many ideas on is for children. This also reinforced the idea that what they wanted to be taught in the parenting there are plenty of inexpensive things to do with class. They desired a curriculum that included: children; you don’t need lots of money to do Participants’ self esteem healthy things with your child. Child’s self esteem (how to improve it) Some of the comments the men wrote in their Family values journals were very poignant and telling. One of Child’s Dreams and Goals the participants said his child’s mother cried Child Development Stages when she got it. Another said their child cried Boundaries on the phone when he called. They really got to Behavior Expectations see how important it is to their child. Because there seemed to be no “off-the-shelf” We started our next class this past month. curriculum to accommodate this wish list, I took Participants had already heard how much fun the lead in developing and writing the curricu- the class is and what the perks are, so this time lum. The Department of Education has paid for we had a waiting list. For this class, Head Start other associated activity materials. is sending in a teacher to do an activity with the In addition, Head Start staff desired discus- fathers. This is also a good way to let the partici- sions and activities about how to read to chil- pants know that the community wants them to dren, activities to share with children, and have this opportunity. It is a win for everyone! communication tips to help children understand To share the success of this idea, I presented and deal with their parents’ incarceration. They course overview/materials at the Region II also had suggestions for the “perks” for taking Correctional Education Association Conference the class. The ERJ agreed to the suggested in Annapolis, Maryland, March 2005. 16 NETWORKS Literacy West Virginia elects new officers

By Pam Bryan, regional technical assistant, Literacy West Virginia

On May 7 the board of councils of tutors. It takes a great deal of flexibility to house Literacy West Virginia met at Hawks this large a program in “my” library, since our Nest State Park. New officers, who space is so limited, but it is well worth the extra terms begin July 1, were elected as effort. I like to think that the two percent drop in follows: Myra Ziegler, director of Summers the level one literacy rate in Summers County County Public Library, chairman; Margaret since we started the program is at least partially Smith, director of Hamlin Public Library, vice- due to the efforts of LAMP.” chairman. We are looking forward to the new program Beverly Baccala, regional adult education year with great plans for Literacy West Virginia. coordinator for RESA VIII, was nominated to Many of our literacy affiliates will be attending serve as an at-large member of the board of the WVAEA conference at Snowshoe in Septem- directors. ber. Several literacy students will also be attend- Myra has been the director of the Summers ing the student track to prepare to become County Public Library since 1982. In 1991, speakers for Literacy West Virginia. Shalom realizing the need for literacy within her county Tazewell will be offering an ESL track at the (Summers County has the second-highest level conference. one literacy rate in the state) she applied for a Across the state, many volunteers have been LSCA grant and received $35,000 to start a trained to become certified ProLiteracy tutors. family literacy program. LAMP (Literate Adults CASAS training has been offered in Martinsburg Mean Prosperity) has been in operation since and Morgantown, West Virginia. then. Currently the program is funded through a grant from the WV Department of Education. Shalom Tazewell, the program’s half-time coordinator, reported that over 80 students were served in 2003-2004. Thank you, David “Of all the programs I have underway in the library, this is the program I am most proud of Prior to the merger with Literacy Volun- fostering. Libraries have traditionally been teers West Virginia, David Coccari served involved in literacy. They are perfect sites for as chair of West Virginia Laubach Literacy literacy programs, offering both resources and a for almost a decade. Because of his hands- neutral and inspiring space for students and on style, most of the people involved in literacy in the state, from students to tutors to councils, know David and are aware of Lifelong Learning his contributions and the level of his Continued from page 9 dedication. Literacy organizations depend on the conferences, state and national conferences, commitment of hundreds college-credit coursework related to adult of volunteers who spent countless hours education. Another option would be to set up a working with students, attending self-directed learning project (independent trainings, recruiting other volunteers, study; book, software, or curriculum review; establishing links with other agencies and Internet research and review; teacher exchange community organizations, and the like. As or sharing group; or teacher research project. For chair of Laubach, David volunteered some more information on professional development of his time to attend meetings, visit coun- requirements, check the most recent Teacher cils, assist with grants, or see to the admin- Handbook, Section 11 online at http:// istrative details of a growing organization. wvabe.org/tcher_handbook_pdf/section11.pdf. Although we understand and support WVABE personnel should always feel free to David’s resignation, we hope he knows make suggestions to the WVABE professional how much we will miss his friendship. development coordinator, Cathy Shank, Literacy West Virginia wishes David and cshank@ access.k12.wv.us, 1-800-257-3723 ext. his family the best. 112. NETWORKS 17 Nearly 130 earn GED, high school diplomas from James Rumsey By Diana Bell, staff writer, Martinsburg Journal

State Senator John Unger, D-Berkeley, those who earned scholarships from Verizon, compared the struggle of more than and those who persevered through the program 60 adults who earned a General they chose. More than 60 people out of 129 listed Educational Development (GED) in the program took part in the ceremony that certificate or regular high school diploma recognized GED and External Diploma Program through James Rumsey Technical Institute to the graduates. current boxing movie Cinderella Man. Several students were chosen to give testimo- “It comes down to a second chance,” he said, nials during the ceremony. adding that each one dealt with struggles, trials, After quitting high school at the age of 16, and tribulations to get to the Monday night Connie Stickley, now 44, returned to the books ceremony held before a packed audience in to earn her high school diploma. She said she Hedgesville High School’s auditorium. learned that having a diploma was “very, very “Maybe you’ve made good decisions, maybe important.” you didn’t.” I’m very proud that I did what I did at my Unger said each person being recognized had age,” Stickley said. the idea that they wanted to make something of John Kithcart called the ceremony an “impor- themselves. tant time” for all of the graduates and thanked “Whatever inspired you gives all of us people who believed in him and even those who inspiration,” he said. didn’t. “You are the Jimmy Braddocks to a lot of Delilah Schmidt received a standing ovation people,” Unger added, referring to the main for her testimonial, in which she referred to a character portrayed by Russell Crowe. famous Robert Frost poem. She congratulated Unger also offered advice given to him when the graduates for taking the road less traveled. he worked with Mother Teresa in Calcutta, India “You accomplished something wonderful,” in 1990. On a day when he was feeling over- Schmidt said. whelmed and doubted that he could make a Wilbur Fisher said he will display his di- difference, she told him that God didn’t call ploma with pride and thanked all those who people to do great things, but to do things with supported him. great love. Gary Johnson, wheelchair-bound, also gave a He encouraged the graduates to “go forth and testimony. serve” and “bring forth inspiration to your GED state administrator Debra Kimbler community.” offered her congratulations to the students. “I know what you went through to get that degree,” she said. Kimbler also thanked the friends and families Mother Teresa told him that God didn’t call for supporting their loved ones while they worked to obtain their high school diploma. people to do great things, but to do things “It really was hard,” she said, noting that with great love. research shows that 40 percent of high school graduates cannot pass the test. Kimbler encouraged the students to keep striving for success. “Nothing can stop you from succeeding, Other local politicians participated in the nothing,” she said. “You are a success.” distribution of diplomas, including state del- “When you leave tonight, you will succeed in egates John Overington, Walther Duke, and being anything you want to be,” she said. Craig Blair. “Nothing is going to stop you.” The nearly one-and-a-half-hour ceremony also included special awards given to students This article was reprinted with permission from the who scored 2500 or higher on the GED test, Martinsburg Journal. 18 NETWORKS Research shows adults with dyslexia can improve with phonics-based instruction

New research shows that phonics- “This verified our finds and those of others based instruction can actually change and confirms that dyslexia is biologically brain activity in adults with dyslexia, based,” said Flowers. resulting in significant improvements The researchers then tested to see if instruc- in reading. The findings from a collaborative tion in phonics would improve reading ability study by Wake Forest University Baptist Medi- and produce changes in brain activation. Half of cal Center and Georgetown University Medical the participants with dyslexia received phonics- Center were reported in October in the journal, based instruction 15 hours a week for eight Neuron. weeks. Before the instruction began, they

eacher/tutor tips “With about 112 hours of phonic-based completed pen-and-paper tests to measure their

T instruction, adults with dyslexia had significant reading ability and underwent fMRI. After the improvements in reading and changes in brain instruction, they completed a second round of activity while reading,” said Lynn Flowers, written and fMRI testing. Ph.D., senior researcher, from Wake Forest The written tests show that participants who Baptist. “We know that dyslexia is not some- received instruction made gains of between 6 thing children outgrow, and our findings and 23 percent in text reading, phonetic aware- suggest that it’s never too late for instruction to ness and the ability to decode the written word. overcome this disability.” fMRI testing revealed that the improvements in This was the first independent research study reading corresponded to increased activity in of whether phonics-based instruction is effective areas of the brain associated with phonetic in adults with dyslexia and the first to measure processing, being able to associate a symbol with whether the instruction would result in changes a sound, and being able to recognize whether a in brain activation. Dyslexia, or difficulty string of letters represents a word. learning to read, has been associated with Flowers said the gains in reading ability were underactivity in areas of the brain that process significant enough to make a difference in the language and decode words into groups of everyday lives of participants. “One woman letters that are associated with meaningful who had never read a book now sets her alarm sound patterns. clock early to get up and read before going to The research involved 19 adults with dyslexia work,” she said. and 19 typical readers without dyslexia. The Flowers said phonics-based instruction was mean age of participants, who were mostly from chosen for the research because it has proven the Winston-Salem area, was 42.5. successful in children. She said the researchers Dyslexia is the most common learning are currently working to see if a less intensive disability and affects about 10 percent of the program will have the same benefits. population. “A huge number of adults have this She recommends that adult dyslexics who problem, so it’s important to know whether want to get reading instruction select a phonics- something can be done to treat it,” said Flowers, based program that focuses on the structure of an assistant professor of neurology. “Adults language and how language works. It should with dyslexia can suffer significant financial and also involve multiple senses, including how a emotional consequences.” letter looks, sounds, and feels. The researchers used functional magnetic Dr. Flowers’ co-authors were Guinevere resonance imaging (fMRI) — which shows brain Eden, D. Phil., Karen Jones, Katherine Cappell, activation during a task — to verify whether Lynn Gareau, Thomas Zeffiro, M.D., Ph.D., adults with dyslexia process language differ- Nichole Dietz, Ph.D., and John Agnew, Ph. D., ently from typical readers. The testing — from Georgetown, and Frank B. Wood, Ph.D., performed while participants completed a from Wake Forest Baptist. phonics task — showed that several areas of the brain, predominantly on the left side, were less This article has been taken from Newsbriefs, active in participants with dyslexia. These areas Volume 40, No. 6, Nov./Dec. 2004. It is reprinted are associated with processing phonetic sounds with permission from LDA, 4156 Library Road, and recognizing familiar objects. Pittsburgh, PA 15234. NETWORKS 19 West Virginia Money Conferences set for 2005

The State Treasurer’s Office will a copy of either The Money Book or Women & again sponsor the West Virginia Money, both written by Lee. Private sponsor- Money Conference series, with an ships are raised to cover expenses for the events. offering of conferences that ex- This year’s conference dates and the pands on the office’s successful “Women & audiences for which they are intended: Money” events. Once again, Boston-based June 10, Oglebay Park, Wheeling – women financial advisor Dee Lee returns to lead the July 15, West Virginia Wesleyan College, conferences, which are offered free of charge. Buckhannon – women In the past, some adult education instruc- September 16, Charleston Civic Center, tors have taken their adult students on field Charleston – adult men and women trips to the conference; they found it to be a October 21, Chief Logan State Park Confer- very beneficial activity. Others have encour- ence Center, Logan – women aged their students to attend or attended “We are delighted to be gearing up for themselves. another round of conferences and are excited In addition to the events aimed at women, about expanding the scope of our mission,” one conference is a mixed-gender offering for Perdue said. “Our past efforts have been met adult men and women. Lee covers a gamut of with nice turnouts and a great deal of positive financial topics, from personal financial feedback. We expect more of the same as we organization to investments and retirement deliver our product to a wider audience.” To planning. Those attending will receive a register, call 341-0742 or go to continental breakfast, free lunch, travel bag, and www.wvtreasury.com.

Good books Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Continued from page 11 Any Level Sally Shaywitz, M.D., 2003 How Well Does Your Child Read, Write, and Do Alfred A. Knopf Math? Step-by-Step Methods for Parents to New York, NY 10016 Assess and Develop Their Child’s Skills Ann Cook, 1999 Practical Math: Success in 20 Minutes a Day Galahad Books, 386 Park Avenue South, New Judith Robinovitz, 1998 York, NY 10016 Learning Express, LLC, 900 Broadway, Suite #604, New York, NY 10013 Litstart: Strategies for Adult Literacy and ESL Tutors Reading By the Colors Patricia Frey and Evey Renner, 1999 Helen Irlen Michigan Literacy, Inc., 2157 University Park A Pedigree Book, Penguin Putnam, Inc., 375 Drive, Suite #4, Okemos, MI 48864 Hudson Street, New York, NY 10014

Making Words: Multilevel, Hands-On, Develop- The Reading Teacher’s Book of Lists mentally Appropriate Spelling and Phonics Edward Bernard Fry, Ph.D., Jacqueline E. Kress, Activities for Grades 1-3 Ed.D.., Donna Lee Fountoukidis, EdD, 4th Patricia M. Cunningham and Dorothy P. Hall, Edition, 2000 1994 Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741 Math Sense: Skills, Problem Solving, Tools, and Applications Strategies That Work: Teaching Comprehen- Ellen Carley Frechette, 2003 sion to Enhance Understanding New Readers Press, 1320 Jamesville Avenue, Stephanie Harvey and Anne Doudvis Syracuse, NY 13210 Stenhouse Publishers, Portland, Maine 20 NETWORKS

The SMCC student intake/orientation process SPOKES retreat is also one of Mr. Richard’s creations. He devel- Continued from page 1 oped an intake packet and assumed responsibility the WV Works unit discussed various concerns for all new student TABE testing, Learning Style and issues regarding the students who are Inventories and the education department assigned to the SPOKES program in order to orientation. maintain the subsidy they receive in the WV Richard is currently pursuing a Special Learn- Works program of the DHHR. ing Disability Certification K-12 through West All of the panel members had good things to Virginia University and Marshall University. say about the SPOKES classes in their area. Richard’s GED Prep/Special Needs curriculum Likewise, the ABE SPOKES instructors were was honored as the 2003 West Virginia Adult appreciative of the local support and collaboration Basic Education Program of the Year for his between their classes and the local DHHR offices innovative integration of technology in the and particularly the WV Works (TANF) units. classroom. The key to the success of this two-day work- Judy Burkle, SMCC Lead Teacher, praised shop was the commitment to share ideas and the Richard’s accomplishments, saying, “Richard is willingness to make the SPOKES program truly an educator. He is consistently exploring successful for those students assigned to this job- creative methods of instruction to challenge readiness activity. One “module” or curricular student learning and increase his professional activity of the program addresses self-esteem, and field of expertise.” many SPOKES instructors felt that once a student perceives him or herself as a worthwhile person Legislative roundup and one who CAN DO, the remaining self- Continued from page 7 improvement and job-readiness activities seem to fall into place. If you decide to telephone, be sure to tell the staff member where you live in West Virginia. Information for the West Virginia Congres- Jeff Richard sional Delegation: Continued from page 8 U.S. House of Representatives – Richard is very pro-active with his specific www.house.gov/writerep curriculum and SMCC programming as a whole. U.S. Senate – www.senate.gov/general_ He developed a database that tracks his student contact_information/senators_cfm.cfm Test of Adult Basic Education (TABE) results and Note: If you would like further information progress along with individual movement to the about any of this information, please call (304) community or other facilities. This information is 466-6431 or email [email protected]. then compiled and forwarded to other OIEP Or you can visit the WVAEA, Inc. website at education departments as needed. www.wvaea.org.

Networks Deadline for spring newsletter: August 5, 2005 Nonprofit Org. 501 22nd Street U.S. Postage Dunbar, WV 25064 PAID Permit #2925 Charleston, WV 25301