1995 Edition Lawrence Goodwin Dorothy L Hajdu

FEATUk.NG THE PENNSYLVANIA ARM LtS BY ADULT BASIC AND LITERACY EDUCATION JUDITH A ALAMPRESE RANDALL S BAUER JOE BEECH ALISA BELZER DONALD G BLOCK ROSE BRANDT ABBEI BRAWLEY BEN BURENSTEIN AMY CHAPPLE LARAINE A DEMSHOCK Sta" JANE W DITmARS TWILA S EvANS TRENTON R FERRO LORI A FORLIZZI JANICE R FRICK d MARY LOUISE GALL ha ANT.HONY GiAmPAOLO MAGGIE GIBE 1995 EDITION LAWRENCE GOODWIN DOROTHY L HAJDU

HELEN HAlt U S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Ottce ot E0,4a.pna. Fesearc, 3,3 Improvement CHERYL HARMON EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL CENTER (ERIC) TANA REIFF, EDITOR HAS BEEN GRANTED BY LINDA HERR lt) This document has been reproduced as PAMELA s HINDEN received from the person or organization originating it CHARLES H HOLBROOK 0 Minor Changes ha,,e been made 10 ELIZABETH HOUSTON improve reproduction Quality

CHERYL KEENAN P)ints of view or opinions stated in Ibis TO THE EDUCATIONAL RESOURCES CHRISTINE V KEMP dOcument do not necessarily represent INFORMATION CENTER (ERIC) IIictaI OERI position or policy JOYCt P KERRICK MONICA KINDIG JOAN Y LEOPOLD DONALD LuNDAY A guide for teachers, tutors, counselors, andothers SUSAN tLYTLE BERNA:i"T, A 'AAN ,IE working with adult learners in programs of: EiLEN F McDEVITT 0 Literacy PEGGY McC,U,RE CAROL MCEK Adult Basic Education BARBARA J mC:1/..EY ELLA M MORIN 0 GED Preparation STANLEY NOWACK JAN PERKINS EnWish as a Second Language B ALLAN QUIGLEY JUD'TH A ;%ANC E RQNEY tjEL.m. ,,JA r 4 R SHERRY wjC" E SANDRA K 'DTEvvAqT !Ecd.Es, tnYonk)

A SECTION 353 PROJECT OF THE PENNSYLVANIA DEPARTMENTOF EDUCATION, BUREAU OF ADULT BASIC AND LITERACY EDUCATION

NEW EDUCATIONAL PROJECTS, INC.

4 BEST COPY AVAILABLE THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION

1995 EDITION

TANA REIFF, EDITOR

A guide for teachers, tutors, counselors, and others working with adult learners in programs of:

1: Literacy Adult Basic Education GED Preparation English as a Second Language

A SECTION 353 PROJECT OF THE PENNSYLVANIA DEPARTMENT OF EDUCATION, BUREAU OF ADULT BASIC AND LITERACY EDUCATION

NEW EDUCATIONAL PROJECTS, INC.

Project *99-5030, 1994-95

This book is a result of a project developed by New Educational Projects, Inc., under support from the U.S. Department of Education through the Pennsylvania Department of Educadon, Bureau of Adult Basic and Literacy Education; however, the opinions expressed herein do not necesarily reflect the positions or policies of the U.S. Department of Education, the Pennsylvania Department of Education, or New Educational Projects, Inc., and no official endorsement should be inferred. The Pennsylvania Adult Basic and Literacy Education Staff Handbook 1995 Edition

Produced by New Educational Projects, Inc. P.O. Box 182 Lancaster, PA 17608-0182 under Adult Education Act, Section 353 #99-5030 1994-95 Tana Reiff, Project Director/Editor

Copies of this book, while supplies last, are available from:

AdvancE Literacy Resource Center Western PA Adult Literacy Resource Center 333 Market Street, 11th Floor 5347 William Flynn Hwy. Rt. 8 Harrisburg, PA 17126-0333 Gibsonia, PA 15044-9644 (800) 992-2283 in Pennsylvania (800) 446-5607, ext. 216 in Pennsylvania (717) 783-9192 from outside PA (412) 961-0294, ext. 216, from outside PA Fax: (717) 783-5420 Fax: (412) 443-1310

EDITORIAL BOARD

Cheryl Keenan, Director, Bureau of Adult Basic and Literacy Education, Pennsylvania Department of Education (ex-officio) Donald Lunday, Chief, Regional Programs Division, Bureau of Adult Basic and Literacy Education, Pennsylvania Department of Education (ex-officio) Helen Hall, Staff Development Advisor, Bureau of Adult Basic and Literacy Edu.:ation, Pennsylvania Department of Education (ex-officio) Cheryl M. Harmon, Resource Specialist, AdvancE Literacy Resource Center, Pennsylva- nia Department of Education (ex-officio) Twila S. Evans, Reading Specialist and Pi ogram Coordinator, Northampton County Prison, Easton, and Northampton County Community College, Bethlehem Frank J. Nardone, Director, Federal and State Programs, Luzerne Intermediate Unit #18, Kingston Valerie Njie, Program Director, Bidwell Training Center, Pittsburgh CONTENTS

Preface 5

1A BACKGROUND FOR THE ADULT EDUCATOR 6 Pennsylvania's Vision for Adult Basic and Literacy Education by Cheryl L. Keenan 6 The Functions of the Bureau of Adult Basic and Literacy Education by Donald Lunday 7 Bureau of Adult Basic and Literacy Education: Organizational Chart 8 Where and How ABLE Services are Delivered in Pennsylvania by Lori A. Forlizzi 8 Your role as an educator of adults by Tana Reiff 9

2UNDERSTANDING THE ADULT LEARNER 11 Who are our adult students? by Mna Reiff 11 Applying the Research in Adult Learning by Judith A. Rance-Roney 13 Meeting the Needs of Adult Students with Disabilities by Abbei Brawley 14 Matching Teaching Strategies to Student Learning Styles by Laraine A. Demshock 15 What Draws Them and Keeps Them? by Alisa Belzer 17 Patterns and Predictors of Instructional Attendance by Malcolm B. Young 17 Multiculturalism and the Role of Difference by Stanley Nowack 18 Addiction, Recovery, and ABE byJoyce P. Kerrick and Carol Molek 19

3INTAKE AND ASSESSMENT 20 Assessment of Adult Student Performance by Juciith A. Alamprese 20 Intake: setting the tone by Georgina Rettinger 21 Commonly Used Standardized Tests for Adults 22 Using Standardized Tests to Enhance Instructional Time by Georgina Rettinger 23 Implementing Portfolio Assessment by Susan L. Lytle and Alisa Belzer 23 Assessment in Adult ESL by Judith A. Rance-Roney 24 Classifying ESL Proficiency by Judith A. Rance-Roney 25 Designing the ESL Assessment Batter: Some Choices 26

4TEACHING ADULTS 27 In this section: something for everyone by Tana Reff 27 Working with beginning adult students by Rose Brandt 27 Basic Techniques to Promote Reading for Meaning: Chart 28 Instruction at the ABE 5-8 Level by Maly Louise Gall 29 Collaborative Learning Groups by Peggy McGuire 30 Continued THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 3 Math Instruction for the Adult Literacy Student by Ellen F. McDevitt 3.1 Tests of General Educational Development (GED) by Larry Goodwin 31 Helping students to prepare for the GED by Joyce P. Kerrick 32 The GED at a Glance 32 Lifelong Learning from Family Literacy by Maggie Gibb 33 UNIQUE CURRICULAR CONSIDERATIONS: The Homeless Adult Student by Elizabeth S. Houston 34 The Adult Student in a Public Housing Program by Amy Chapple 34 The Rural Adult Student by Monica Kindig 34 The Institutionalized Adult Student by Joan Y. Leopold 35 The Migrant Adult Student by Barbara" Mooney 35 The Incarcerated Adult Student by Twila S. Evans 35 Teaching English as a Second Language to Adults by Janice R. Frick 36 How to Survive Your Workplace Teaching Assignment by Jeffrey Woodyard 38 Family Centers in Pennsylvania by Randall S. Bauer 38 Teaching Across the Miles by Dorothy L. Hajdu 39 Curriculum Materials for ABLE: Making the Right Choices byjane W. Ditmars 40 Varieties of Computer-Assisted Instruction for Your Adult Students by Ben Burenstein 41

5SUPPLEMENTAL ACTIVITIES 42 Personal Counseling for Adult Students by Pamela S. Hinden, L.S.W. 42 When the Teacher Is the Counselor by Joe Beech 43 Planning a Career Education Program for Adult Students by Bernadette A. Mangie 43 Recognizing Student Achievement by Jan Perkins and Anthony Giampaolo 44 Outstanding Student Awards by Sherry Royce 45 How to Organize and Maintain an Alumni Association by Carol Molek 45

6PROFESSIONAL DEVELOPMENT AND SUPPORT 46 Staff Development: Professional Growth Opportunities for Adult Educators by Helen Hall and Ella Morin 46 The 9 Regional Staff Development Centers 47 Pennsylvania State Literacy Resource Centers by CheryiM. Harmon and Christine V. Kemp 48 Advice to Volunteers by Donald G. Block 48 Graduate Programs in Adult Education by Trenton R. Ferro 49 Action Research for Program Improvement by B. Allan Quigley 50 PAACE: Pennsylvania Association for Adult Continuing Education by Joan Y. Leopold 50 AAACE by Charles H. Holbrook 51 National Center on Adult Literacy (NCAL) by Sandra K. Stewart 51 TLC: Pennsylvania's Literacy Organization by Linda Herr 51

7RESOURCES AND DIRECTORIES 52 The Adult Educator's Essential Bookshelf by C'heryl M. Harmon and Sherry Royce 52 Publishers of ABLE Curriculum Resources 55 Directory of Writers 58 Glossary of Related Terms, Agencies, and Organizations 60 Glossary of Abbreviations 61 GED Testing Centers in Pennsylvania 62

Index 63 4 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK -PREFACE

Our work in adult basic and literacy education is cut out for us.

Acombination of factors has thrust adult education into a challenging crossroads positionor should. Results of the State Adult Literacy Survey (SALS) confirmed our worst suspicions: that half of all adults in Pennsylvania lack the literacy proficiency to function effectively in society, find employment, or be trained for new jobs. Of the 2.2 million adults in Pennsylvania who have not finished high school, only 23% have ever even tried to pass the GED tests and, of those, only 39% have actually received the GED certificate. U.S. Census Bureau figures indicate that the Commonwealth's ,iopulation of non-English-speaking adults is growing. Translation: more adults need to learn English as a second anguage. The Pennsylvania Department of Education reports that programs funded under the Federal Adult Educ: Lion Act, Commonwealth of Pennsylvania Act 143 of 1986, and Federal Stewart B. McKinney Homeless Assistance Act of 1987 served some 60,000 adults in 1993-94; however, our students represented only about 2% of Pennsylvania aaults without high school diplomas and only 15% of residents whose first language is not En- glish. In the meantime, federal and state funders are looking for increased accountability and program improvement. The legislative clImate in Washington is to cut spending, even as the Adult Education Act comes up for reauthorizaion in 1995. Without question, our work in adult basic and literacy education (ABLE) is cut out for us. In the midst of these social and political conditions, doing the job right demands a great deal of ABLE practitioners. To begin, there is a lot to know about our student clientele: who they are, what motivates them to attend our programs, how they differ from school children and from one another, how to assess their needs, how they learn, how to make sure we're providing the content they need, how to measure their progress, how to accommodate a varietyof special needs, how to counsel them regarding issues ranging from personal to career. There is also a lot to know about how our programs work: where the money comes from and for what purposes, how to provide accountability to our funders and the community, how to define our professional roles in local, regional, and statewide contexts, how to manage our learning environments, how to develop a commitment to continuous program improvement, how to coordinate services among providers, and how to make the most of the professional resources available to us. It all adds up to enormous staff development needs. Yet, three out of four ABLE teachers and tutors in Pennsylvania work as volunteers, 19% are paid part-timers, and only 6% are full-time contract employees. How can these 11,000 educators acquire the information and professional support they need? A variety of staff development opportunities exist (see pp. 46 on), and this, The Pennsylvania Adult Basic and Literacy Education Staff Handbook, is designed to serve as a statewide key basic resource. Using this book as a starting point and an ongoing reference, ABLE staff in Pennsylvania can read about the topics most likely to he important in their work. Further resources are listed for you to pursue on your own. For this edition of the Staff Handboc l? we went to the field to zero in on exactly what topics should be included. We formed a Field Focus Group comprised of the nine Regional Staff Development Center coordinators, along with cognizant teachers, tutors, and counselors in literacy, ABE, GED, and ESL programs within each region. They carefully reviewed the 1992 Handbook and offered suggestions for improvement. Many of their ideas are reflected in this new edition. The Field Focus Group will do a post-publication review as well. Pre-publication Field Focus Group results were analyzed, discussed, and developed by our distinguished Edito- rial Board, who provided additional ideas for topics and suggested appropriate writers. Later, the Editorial Board reviewed the entire Handbook manuscript prior to publication. Thanks to those whose names appear on page 2. The contributing writers deserve our sincere gratitude. A select body of some 50 ABLE practitioners working in Pennsylvania and beyond donated their time to share their expertise with fellow ABLE practitioners. Thanks also to ABLE Bureau people Abbei Brawley, Bill Murphy, and Larry Goodwin for their technical assistance, and to my sister, Annette Reiff, for proofreading the book at the layout stage. A word on the terminology used in this Staff Handbook. The field is variously referred to as adult education, adult basic education, ABE, adult basic and literacy education, ABLE, literacy education, adult literacy, continuing education, adult learning, community education, and, in an instructional sense, andragogy. A student is referred to as adult, adult student, learner, adult new reader, participant, and client. Staffmay also be called teacher, tutor, adult educator, practitioner, instructor,facilitator or, or, specifically, counselor, supervisor, or program coordinator. Usage in this book is based on individual authors' perspectives or is an editorial choice based on the most appropriate term for the context. Pennsylvania is fortunate to have thousands of dedicated adult educators. I hope this Staff Handbook helps to make your work more productive and more gratifying than ever. Tana Reiff Project Director/Editor April 1995

t-4 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 5 A BAXICGROUND 'FOR ED1LIC-AllOR

value beyond you and your learners. Program funders, PENNSYLVAMA'S whether public or private, need to understand a program's value in measurahle terms in order to continue their in- VISION FOR ADULT vestment. Policymakers must have information that demonstrates what happens to learners in adult education pro- BASIC AND LITERACY grams in terms of employment, family, and community outcomes. Information collected by classroom instructors EDUCATIONBY CHERYL KEENAN and other program staff can provide the basisf data Director, Bureau of Adult Basic and Literacy Education needed to demonstrate accountability at the learner/in- Pennsylvania Department of Education structor, funder, and policymaker levels. Every adult learner who enrolls in an adult COORDINATION AMONG COMMUNITY SERVICES basic or literacy education program will have High-quality services are well coordinated with other access to the highest-quality educational ser- services in the community. Linkages must occur at sev- vices. That is my vision for adult basic and literacy eral levels to support quality adult education programs. education. A high-quality system is based on several Your program must be linked to other adult education key components. Adult education programs must he ac- and training programs in your arc,a. These linkages be- countable to their learners, teachers, com:nunity, and tween education and training systems ensure learners a funders. High-quality programs need to be well coordi- smooth transition as they complete their goals and be- nated with other services within the community and place come ready to move on to another setting. The adult edu- a high value on their learners and their cultural back- cator who understands the enrollment procedures, train- grounds. A commitment to continuous program improve- ing strategies, and program philosophies of other educa- ment through a rigorous program of staff development is tion and training programs can provide valuable informa- evident in quality programs. tion that will alleviate learner anxiety about the unknown. The instructor may even choose to alter classroom strate- ACCOUNTABILITY gies to prepare learners for the next environment they One of your most important responsibilities as an will encounter. adult educator is contributing to the creation of an ac- Another level of coordination necessary for high-qual- countable system for adult education. Accountability is ity systems is between human-service providers and adult necessary at several levels. Programs must first be account- educators in the community. Important linkages must he able to its learners, who choose to spend their time in formed among agencies responsible for areas such as pursuit of educational growth. Interaction of learners and housing, transportation, child care, counseling, and health instructors must provide important feedback about how care. Adult learners often come to adult education pro- the learner is progressing. An instructor is responsible for grams with complex needs that cannot be met by the adult ongoing assessment that yields important information education program alone. Recent studies have demon- about the learner's strengths and needs and relates to the strated that programs which provide needed support ser- most appropriate instructional strategies. Information col- vices can increase the likelihood that adult learners will lected through a variety of assessment processes is useful persist in the educational program. Support services can in making important decisions about curriculum and in- be provided through well coordinated linkages 6: human- structional strategies. It is critical for the learner who needs service providers within the community. informar on to assist in making important decisions about Coordination must also extend into the private busi- future educational goals. ness and industry sector of the community. Adult educa- Assessment information, moreover, has additional tors need to understand what basic skills employers need 6 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK to equip learners for the workforce. This important linkage with the private sector will bind adult education with THE FUNCTIONS OF business and industry in a way that is consistent with other educational initiatives. liftINREAU OF

THE LEARNER'S CULTURAL BACKGROUND ADULT BASIC AND As adult education programs serve increasing numbers of learners from diverse cultural backgrounds, it is LITERACY essential that programs offer services that respect learn- EDUCATIONBY DONALD LUNDAY ers' cultural behaviors. At the very core of a "culturally competent" program is the adult education staff. Teach- ers, tutors, counselors, and all program staff must seek to The Governor and law charge the Commonwealth identify diversity and the expression of diversity by work- Secretary of Educa tion with administering Adult ing with key individuals within the cultural community. Basic Education (ABE) programs in the Common- Those community contacts can help staff to understand edu- wealth. The Secretary accomplishes this responsi- cation and literacy in the context of the given culture and to bility through the Bureau of Adult Basic and Literacy structure a program that respects ethnic background, reli- Education, one of 13 bureaus in the Pennsylvania Depart- gion, child-rearing practices, and gender customs. ment of Education (PDE). By taking time to gain knowledge about diverse cul- The basic mission of the Bureau is the effective and tures, seeking information from key individuals, and in- efficient administration of programs to ensure the provi- volving learners and their communities in program plan- sion of quality ABE services. The specific parts of this ning, adult educators can offer programs that build on mission are: individial differences as a strength and create apprecia- management of state and federal ABE grams, tion for the diversity of communities. evaluation and monitoring of ABE programs to ensure continuous program improvement and compliance DEVOTION TO CONTINUOUS IMPROVEMENT with state and federal laws and regulations, In order to offer access to high-quality programs, adult planning and coordination of ABE services with other educators must be committed to improving educational state and national agencies and organizationsinvolved practice on a continuous basis. A well-planned schedule in the ABE effort, and of staff development can keep adult educators abreast of administration of special programs related to ABE. current best practices. Participation in well-rounded staff- To accomplish this mission, the Bureau's 22 staff development activities includes attending in-service train- members are organized into three major elements which ing programs, enrolling in out-service classes through are responsible for a number of specificfunctions. These colleges and universities, participating in classroom-based elements are the Director's Office, the Regional Programs practitioner inquiry or action research projects, and pur- Division, and the Special Programs and Projects Division. suing independent opportunities, such as accessing online The Director's Office consists of the Dire..:tor's admin- resources through the National Center for Adult Literacy. istrative staff and the Bureau Fiscal Unit. In addition to The outcome of a well-rounded staff development the direction and oversight of all Bureau functions associ- program is tl.at the adult educator can continually improve ated with the administration of ABE programs from the classroom practices and improve learner outcomes. In- state level, the Director coordinates state ABE programs structors and other program staff who aggressively pur- and initiatives with his or her counterparts in other state sue continuing education and lifelong learning can make agencies and with the U.S. Department of Education. The valuable contributions to professionalizing the field of Director also serves on the various boards and commit- adult education. tees representing ABE efforts in Pennsylvania. For An accountable system for adult education, linkages ample, the Director is a member of the board of the Penn- among all types of adult education providers, respect for sylvania Association of Adult and Continuing Education cultural diversity among participants, and a devotion to (PAACE), the Pennsylvania Coalition for Adult Literacy, continuous program and professional improvementall and the Adult Literacy Task Force of Pennsylvania 2000. of us working together to develop all of these factors will The Fiscal Unit in the Director's Office maintains Bu- turn my vision into reality.+ reau accountability of state and federal grantfunds and coordinates fiscal matters with the Comptroller's office. Additionally, this unit receives, reviews, and processes fiscal reports from agencies which are providing ABE ser- Realize that just because a program May not be vices under contract with the PDE. Finally, the Fiscal Unit funded by PDE it is still 'aclult education.' maintains the Bureau's record files of all grant contracts and prepares certain required fiscal reports. , :HenryP,Wordcop The next major element of the Bureau is the Regional Speeid Projects Coordinatoi Programs Division. Included in this division are the five Lincdn Intarrnedioto Unit *12, York/Adoms/Fronklin Counties Adult Basic Education Area Advisors, the primary link

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 7 between the Bureau and ABE serviceproviders Bureau of Adult Basic and Literacy Education Bureau Director throughout the state. This Cheryl Keenan division develops guidelines (714 772 3737 (717) 772-3885 Administrative Asst.' SecretaryI and procedures for applica- Asdry Walter Tracy Malick tions for ABE grants funded Sp-sr-W-09_ Tracey Stillrvon Budget AnalystI through Section 322 of the Richard Stirling Federal Adult Education Act Regional Programs Division Special Programs & iiroiects Division 111 and the Pennsylvania Adult 1717) 787-6344 1717) 787 5532 1 Literacy Act (Act 143). Addi- Division Chief I Division Chief I Don Lunday Eto Mann tionally, the advisors review, Secretary evaluate, and process these Contract Management Unit Beth Bates Secretnry - Ann Diffendoll applications. The Area Advi- Holly Johnson Andrea Cunningham __I Staff Development Advisor Wage Grade Noma) sors also provide technical 1, Helen Hall assistance to ABE programs Northwest Advisor dSpecial Demonstration Advisor] and conduct on-site monitor- Research & Jahn Sloan Vacant Evaluation Chief ing and evaluation visits to (717) 7814333 dSouthwest Advisor Special Prolects Advisor/ Abbei Brawley ABE activities to ensure a Bill Murphy GED Administrator Southeast Advisor -1 Lorry Goodwin focus on quality delivery of SacrefOry Dim Shindledecked H.GED Manager service and compliance with COIY11Watson iNortheast Advisor Vacant -17(7) 787-674 7 I federal and state laws and Chuck Holbrook _IGED Program Technkianl regulations. Phila. & Delaware Co. Advisor I Mory Lane Cod John Zhono The Bureau Research Source &mos. of Adult Basic and Literacy Education, Unit is a part of the Regional Pennsylvania Depaitmeni of Education. March 1905 Programs Division and is responsible for development and management of the state Bureau is to assist program staff in providing quality adult ABE performance data-reporting system. This unit uses basic and literacy education in the Commonwealth to Lhose the data obtained through the system to prepare required most in need of these services.+ state and federal performance reporLs. Additionally, based on the analysis of this data, the Research Unit advises the Director and programs on research and new initiatives, policies, and procedures. The third major element of the Bureau is the Special WHEREAND HOW Programs and Projects Division. As the name implies, this division is responsible to the Director for a number of di- ABLE SERVICES ARE verse functions in support of the state's ABE efforts. Key among these is the management of programs funded DELIVERED n through Section 353, Federal Adult Education Act. These programs include "special experimental demonstration" PENNSYLVANIABY LORI A. and "staff development" projects. The division's responsibilities also include oversight and direction of the state's Pennsylvania organizations provide several major nine Regional Staff Development Centers and the two State types of adult basic and literacy education (ABLE) Adult Literacy Resource Centers, AdvancE in Harrisburg services. Basic literacy services provide beginning and the Western Pennsylvania Adult Literacy Resource reading and writing instruction to adults who typi- Center in Gibsonia (see also p. 48). Other special func- cally score at the 0-4 grade level on standardized tions, such as management of the federally funded Adult tests of reading and writing. Adult Basic Education, or ABE, Education for the Homeless Program (AEHP) and the de- services target adults with more advanced skills, who of- velopment and coordination of the Pennsylvania Adult ten score up to the eighth-grade level on standardized Education State Plan, are accomplished by this division. tests. GED (General Educational Development) services The State GED Administrator and GED Unit are a part of target students studying for high school equivalency di- the Special Programs and Projects Division. This unit ad- plomas and include the subject areas of reading, writing, ministers the State GED testing and diploma program and mathematics, science, and social studies. Often, organi- serves as the GED test records repository. zations provide all these services, offering students a con- Inherent in the responsiblities of the Director's Of- tinuous route to achieving diplomas. English as a Second fice and the two divisions of the Bureau are many other Language (ESL) services assist students who wish to learn specific tasks and functions essential for accomplishing the English language. These are the most widely offered the mission of efficient and effective administration of ABE types of services. The term ABEapplies to the whole range programs at the state level. Regardless of the details, how- of services in reference to federal funding through the Bu- ever, the key focus of all elements and individuals of the reau of Adult Basic and Literacy Education. 8 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK I0 Some organizations teach basic skills geared toward they were teachers but listed counseling and/or clerical aspects of students' lives, including the family or work. responsibilities in addition to teaching. We heard from This "customized" instruction is much less common than several program directors and administrators, but did not basic literacy, ABE, GED, or ESL instruction. Such pro- include their responses in this summary. (See the Hand- grams may teach basic skills required by a particular job book for Program Administrators.) or skills needed by a parent (such as writing a note to a Here is a compilation of what respondents told us child's teacher). Organizations often provide customized their work involves: services in conjunction with ABE, GED, and ESL classes. PROGRAM COORDINATOR A family literacy program, for example, may provide ABE classes for parents as well as instruction in literacy skills Maintain daily program operations geared for parenting. Recruit students and tutors A variety of organizations provide services, includ- Match students with tutors ing community agencies, school districts, intermediate Conduct student and tutor intake units (which provide supporting educational services to Conduct learner assessments school districts), correctional facilities, colleges and uni- Select and order instructional materials versities, corporations, and government agencies. The Supervise volunteers largest categories of providers in Pennsylvania are com- Coordinate staff development munity agencies (including literacy councils) and school Attend meetings districts. Instruction occurs in a variety of sites, including Seek out funding schools, libraries, community centers, businesses, homes, Conduct tutor-training workshops churches, prisons, hospitals, homeless shelters, and pub- Conduct fundraising activities lic housing projects. Instruction may occur one on one Work with social-service agencies on behalf of students between student and instructor, in a group setting, or both. Speak to local organizations about literacy Instructors may be full-time or part-time paid teachers or volunteer tutors. In Pennsylvania, instructors are much ABE/GED TEACHER more likely to be part-time teachers or volunteers rather Interview new and potential students than full-time teachers. Funding is likely to come from Assess student needs government sources, including Section 322 federal adult Assist students in setting realistic goals education funds and Act 143 state adult literacy funds. In Write and implement individual educational plans some programs, private funds from individuals, corpora- Develop curriculum tions, foundations, and fundraisers also contribute. Select and/or develop appropriate curriculum materials Programs offered by different types of organizations Guide/encourage students in progressing toward goals share some characteristics. However, each program is Provide instruction which prepares students to pass unique in the services it offers and the means by which it GED tests offers them. Teachers and tutors should become familiar Teach reading/math/grammar/social studies/literature/ with programs in their area in order to help guide adult ESL (many listed two or more of these and various levels) students to programs best suited to serve them.+ Teach life and employability skills Correct student essays Build students' self-esteem Evaluate student progress Counsel students when necessary Yout ROLE AS AN Serve as tutor lead teacher Liaison with labor/business clients EDUCATOR OF Maintain attendance records Complete student data records ADULTS BY TANA REIFF ESL TEACHER

Wpat are the typical roles and responsibilities of teach- Teach English to non-native speakers, at various levels ers, tutors, counselors, program coordinators, and sec- Plan curriculum retaries working in adult basic and literacy education Write and grade tcsts rograms in Pennsylvania? As we've done for previ- Teach job preparation skills/coordinate job searches ous editions of this Staff Handbook, we went to the Maintain attendance records field to find out. The responses to our unscientific survey Return shared classroom to exact state appear to draw a fair picture. COUNSELOR Many of the ABLE r !T indicated that they hold multiple roles. The same person may be teaching all levels, Register new students from the beginning reader to the adult preparing to take Administer standardized tests at intake and for assess- the GED tests. The ESL teacher is likely to be handling ment of progress intake and assessment as part of the job. Some told us Counsel students

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 9 Schedule students and staff Assist teachers with problems SAMPLE ADULT RASIC AND LITERACY EDUCATORS' EMPLOYMENT STATUS Maintain attendance records and student data forms Pay ThneWorkm1 kmfits Position Teach/tutor students $10.308 32 lirs/ski none GED teacher Attend to student retention issues $11.48/1i. 8 lis/v/k none Teocher/Couctselor $16/1r. 20 his/v/i none ABE/GED teacher UTERACY TUTOR/TEACHER'S AIDE $ 900 4 Irs/wk none GED teacher Tutor students in reading one on one $ 1,400 4 hrs/wk none GED tear.her Assist with variety of teaching responsibilities $ 1,9354 trs/v/i none ESL teacher Prepare curriculum materials $ 4,0808 ha/wk none GED teacher Maintain files, attendance records, and other office tasks $ 4,5609 Irs/wk none ABE teacher $ 9,777 app 20 hts/wk pd vocation, hohdays, sick days ABE teacher SECRETARY $11,70025 Irs/wk hehayaedsichdoys ABE teacher Phone individuals to inform them of program offerings $ 12,00021 hrs/Vi none GED teacher Assist teachers with paperwork $12,96030 his/wk none literacy field coordinator Computerize information for funding $17,000 25 hrs/wk medical, dental, vision Literocy coordinator send monthly registration forms to potential students $17,500 36.25 frs/wk mecGcal, pd vocation, personal day, sick leave ESL teacher Receive and distribute purchase orders $17,500 37.5 lis/wimdcal, dental Secretary Maintain attendance and grant records $19,000 24 hrs/wk none ABE/GED/ESL (arab( Assist in pianning annual GED graduation $22,700 40 lis/wk none literacy tutor coordinator $24,000 25 hrs/wk retkernent Program coodriator EMPLOYMENT STATUS S25,000 35 hrs/v/i medical, dental, vision, life, ix. pwtection Program assistant Pennsylvania Department of Education data indicate $ 28,000 35 his/wk none Peeing spedoist that of the 11,478 individuals working in adult basic and $29,680 35 lis/wk medical, dental GED instructor literacy educationadministrators, supervisors, teachers, $31,500 76+ Irs/wk medical ABE/GED/1SL counselor counselors, aides/paraprofessionals, clerical workers, and 532,000 40 Irs/vii medical dental, life, refirernent GED teacher tutors, only 6% are full-time, paid employees. Another 19% S35,000 40 hrs/wk medical, life, retirement Coordnator/instructor are part-time paid and 76% are volunteers. If you count paid teachers alone, 80.5% are part-time and 19.5% are The most frequently cited problem was funding and full-time. Average teacher pay is about $15 per hour. related issues, drawing comments such as: Responses to our survey covered a wide range of "Funding is always an issue." hours worked and compensation, from a low of four hours "Insufficient funds to pay teachers for their prepara- per week at $900 a year to a few full-time teachers earn- tion work, yet a lot of preparation is needed ..." ing around $60,000 a year with a full complement of fringe "Insufficient funds for books!" benefiLs. Clearly, inequities exist. This is due partly to fund- "Not enough time to do it allI'm spread too thin ..." ing levels and partly to whether or not teachers belong to "Funding to run an effective and productive program local unions. For example, ABLE teachers in community- with quality and caring staff" based programs are paid much less than those in some "Lack of access to new educational technology" school district-based programs. Even within certain Inter- "Lack of opportunity to conference nationally" mediate Units and community colleges, part-time ABLE "Lack of opportunity to attend TESOL [Teachers of En- teachers receive an hourly rate that is proportionally much glish to Speakers of Other Languages) conventions, lower than the annual salaries of contract teachers work- even at personal expense" ing in the same agency's other programsand the ABLE Teachers expressed frustration with student-related is- folks are likely to receive no fringe benefits. In some cases, sues such as inconsistent and unpredictable attendance, high lack of benefits is a negligible issue because so many ABLE drop-out rates, language barriers, cultural differences, the staff rrt_mbers hold other, full-time jobs. But for a great difficulty of dealing with a wide range of ability levels, inter- number in this field, working part time or full time, pro- ference of students' personal problems and anxieties, a con- fessional responsibilities are not supported by an employ- stant influx of new students, difficulty in measuring real im- ment situation on par with professionals in other areas of provement in reading level, lack of time to teach thoroughly education. The chart at right lists a representative sam- and indivklually, and lack of follow-up on students. pling of responses to our survey. This is not necessarily Respondents also noted management problems, such representative of Pennsylvania as a whole or adult basic as the burden of paperwork, the difficulty of communi- and literacy education in general. cating with other staff members at remote locations, and internal disagreements among staff. STRUGGLES OF THE JOB Despite the negatives, respondents' subjective com- For the first time, our survey asked respondents to ments portray a highly dedicated corps of professiorals, relate the struggles they encounter as ABLE practitioners. motivated by a sincere desire to help their adult stuclehts, Their comments reflect some serious and fundamental regardless of what it may require of them. Some of these problems. inspiring comments are scattered throughout this book...

10 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 12 ND Ell:ST A N1D IN G 1r'E ADI.1.141r.: LEARNER

in Level 1 but still quite limited. WHOARE OUR ADULT Individuals in both Levels 1 and 2 had difficulty with tasks requiring them to integrate or synthesize infor- STUDENTS? BY TANA REIFF mation from complex or lengthy texts or to perform quantitative tasks involving setting up a problem and What is the state of adult literacy in Pennsylvania? then carrying out two or more sequential operations Who is attending programs of adult basic and lit- to solve it. eracy education in this Commonwealthand why? About one-third of the adults performed in Level 3 on And of those adults who do enroll in an ABLE each literacy scale, 17% in Level 4, and 2-4% in Level 5. program, what goals are they achieving? Figures Average scores were approximately the same as adults derived from the 1992 State Adult Literacy Survey, admin- in the national study. istered by Educational Testing Service, and data collected Pennsylvania residents who were born in the United annually by the Pennsylvania Department of Education States had higher prose and quantitative proficiencies answer those questions, at least statistically. than foreign born. The State Adult Literacy Survey (SALS) studied 1,600 Men's and women's average prose and document pro- randomly selected adults representing the 9.25 million ficiencies did not differ, hut men's average quantita- adults in Pennsylvania. It was based on the National Adult tive proficiencies were 15 points higher than women's. Literacy Survey (NALS), which studied 26,000 adults rep- The SALS showed unequivocably that a serious lit- resenting 191,000,000 adults nationwide. The NALS and eracy problem exists in Pennsylvania, as the NALSshowed 12 SALS measured adults' proficiencies in three literacy on a nationwide basis. However, according to PDE esti- scales, on five levels within each scale: mates, only about 2% of adults without high school di- Prose literacythe knowledge and skills needed to un- plomas and 15% of residents whose first language is not derstand and use information from texts that include edi- English actually present themselves in programs funded torials, news stories, poems, and fiction. under the Federal Adult Education Act, Commonwealth Document literacythe knowledge and skills required of Pennsylvania Act 143 of 1986, and Federal Stewart B. to locate and use information contained in materials that McKinney Homeless Assistance Act of 1987the programs include job applications, payroll forms, transportation which comprise the recipients of servicesadministei ed schedules, maps, tables, and graphs. by the Pennsylvania Department of Education, Bureau of Quantitative literacythe knowledge and skills required Adult Basic and Literacy Education. to apply arithmetic operations, either alone or sequentially, The Bureau's more specific demographic figures draw using numbers embedded in printed materials. a statistical profile of ABLE students. For the 1993-94 pro- A very brief profile of adult literacy in Pennsylvania, gram year (the most recent for which statistics areavailable as derived from this state's SALS, is as follows: at this writing), students described their primary Reasons 18-22% of adults demonstrated skills in the lowest of for participation in ABE/GED/Literacy programs as: five levels of prose, document, and quantitative Miimbar % To get a diploma or certificate 19,750 33 proficiencies. To learn the English language 12,175 21 36% of adults who performed in the lowest quantita- To improve fob prospects 9,096 15 To improve basic skills 6,657 11 tive proficiency level had completed high school or a To improve competency in areas other than basic skills 5,234 9 GED certificate. 50% in this group were age 65 or older To qualify for ollege, business sthool, or other training 4,279 7 and 40% had physical or mental conditions that kept To help children with homework 1,1305 2 Parttopat,on mandated fa AFDC, parole 613 1 them from work, school, housework, etc. To obtain citizenship 155 0.5 25-28% of respondents performed in Level 2 on each To obtain drive's license 266 0.4 literacy scale. Their skills were more varied than those TONI (excluding most SPOO 59,230 100

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 11 To meet their goals, ourstudents participate in the following types of programs,in order of frequency: Member Community-based ABE 21,275 35.9 Act 143/Adult literacy 19,435 32.8 Community-based GED 7,356 12.4 MM. ESL Institutional ABE 5,261 8.9 Institutional GED 1,813 3.1 o0-4 Hovol Section 372/ESL 1,769 3.0 64 14vol Homeless 1,474 2.5 Section 353/Demonstration 814 1.4 O1.12 Novel Section 353/Staff Development 33 0.1 tr..u..- CD1 Total 59,230 100.0 22.2% MA% = 42.6% Taken as a whole, other aspects of the data, such as Graph 3: Service/level of participating students race, age, anc sex statistics, say little about each individual student but draw generalizations about the population we paring to enier vocational training or military service and ESL are serving. students spend, on average, the mast time in our programs. For instance, Graph 1 compares adult students' race to Major reason for partidpation Avg. # of program hours that of Pennsylvania's general oopulation, according to the To qualify for training or military 59.5 1990 Census. You will note that minorities account for a much To learn better English (ESL) 58.7 To improve social position/self-esteem 50.8 higher portion of our clientele than the population at large. To improve competence in reading 50.7 To get a better job 50.4 To qualify for college, business school 49.0 07.0% 011 To get o diploma or certificate 45.8 To obtain citizenship 44.5 00 To help children with homework 38.7 Ye To improve competence in math skills 36.1

00 To obtain a driver's license 34.6 : l3.014 Otiow Other reasons 32.2 00 Mack *I o Finally, how successful are our students in meeting

1111 11spank 110 their educational goals? The numbers below show pre- 10 13 Again cisely how many persons achieved each of several typi- Cali OS% II ANatlyde cal outcomes during 1993-94. The total is more than the i% .11. 59,230 students served because many students achieved ABLE 199344 PA Population 1990 more than one outcome. Program impacts Number of students Graph 1: Race breakdown compared to Pennsylva- Passed the GED test 3,699 nia general population GED test taken/results not received 2,148 Obtained u high school diploma 749 3.7% Most years, Improved basic skills 41,507 Was grade 0-8 or ESL and learned reading, math, writing skills 25,576 more than half of Completed on ESL level 4,098 our students are fe- Completed ESL Level 1 2,236 male (54.4% fe- Completed ESL Level 2 1,576 Completed ESL Level 3 732 male/45.6% male learned English language 6,942 in 1993-94). The Obtained a job 2,976 Obtained a better job or salary increase 1,774 majority of our stu- Removed from public assistance 422 dents perennially Entered another education/training program 4,786 fall into the 25-44 Obtained citizenship 109 Obmined driver's license 439 age group. Met personal objective 25,995 Voted for the first time 183 Referred to another agency far services 10,737 Graph 2: Enrollment percentages by age Now that you've read the numbers, read the remain- Most adult students enroll to gain an educational cre- der of this section to learn about dealing with the real dential. However, many are not ready for 9-12 level GED people who are your adult students. instruction at the outset. Graph 3 shows the breakdown of actual levels/services in which students participate. FOR MORE INFORMATION: Adult Basic and Literacy Education Programs in the Com- WHAT FOR, HOW MUCH? monwealth of Penns_ylvania: Annual &port. (Issued During 1993-94, 62,798(3,919SPOC; 58,879 other) annually). Pennsylvania Department of Education. adults attended ABLE programs for at least 12 hours of Jenkins, Lynn B. and Irwin S. Kirsch. (1994). Adult Lit- instruction. Below is list of various participation reasons eracy in Pennsylvania: Results of the State Adult Lit- and the average amount of time students spent in each. eracy Survey. Educational Testing Service and Penn- As you will note in the following table. persons pre- sylvania Department of Education.i.

1 2 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDSOOK

1 .1 other institutions. Also, in the past two decades, the chang- APPLYAG THE ing status of women and their increasedinvolvement in the workplace has added one-third more workers in com- RESEARCH IN ADULT petition for a decreasing number of job slots. To cope with job mobility and career change. LEARNING BY JUDITH A. RANCE-RONEY One in three adults move to a different occupation each year. A 20-year-old man will make six to sevenjob changes The hardiest and most adventuresome pioneers moved in the course of his working life. westward across vast America, meeting physical chal- To better cope with life transitions. Developmen- lenges, intellectual transitions, emotional hardship. tal adult educators have identified life markers which sig- They learned to do through imitation of one another. nal significant changes for adults. Education at these criti- They learned to learn by reading the Book of Psalms: cal junctures provides both the knowledge to resolve cur- men, women, children together using the samematerial. In rent issues and a sense of control as adults face newand 1797, Benjamin Franklin formed an adult discussion group, difficult challenges. Aslanian and Brickell (1980) helieve the Junta, and the adult education movement was thus born. that the need to cope with life transitionsjob loss, par- The education of adults in America has many labels: enthood, divorce, retirement, etc.account for most adult education, conunumg education, adult learning, com- adults motivation to begin learning. Havinghurst 1972) munity education, and, as proposed by Knowles(1970), labeled these life junctures -teachable moments- because andragogy. Andragogy, the study of adult learning as op- at these stages adults experience high anx1etywhich may posed to pedagogy, the study of child learning, recog- create motivation to do something about theproblem. nizes that -adult education is a process whereby persons For personal fulfillment and self-esteem, whether who no longer attend school on a regular and fulltime learning for learning's sake or to increase socialization Al- basis ... undertake sequential and organized activities with opportunities in an increasingly isolationist society. the conscious intention of bringing about changes in in- though personal satisfaction in mastering a new skill is formation, knowledge. understanding, skills, appreciation. often immeasurable, researchers have long felt that "just and attitudes.' (Knowles & Kleyins in Klevins. 1978). feeling good" about oneself during educational engage- From the earliest writings of Knowles to the view of ment is a critical factor in adults' choosing to enterand adult basic education as a more specific area of concern, stay in learning opportunities. it is apparent that the education of adults, while sharing some common ground with pedagogy, demonstrates per- 2. What is so different about teaching an adult vs. vasive differences and challenges. teaching a child? Many characteristics set apart the adult learner. First, 1. Why do adults seek education, despite significant adult learners are a heterogeneous hunch, much more so only barriers? than a group of children at a certain grade level. Not In general, the reasons why adult participate in learn- do ability factors set adults apart, but their psychological ing are remarkably predictable based on their particular and social profiles have been shaped by differing life ex- needs at different life stages. Houle ( The Inquiring Mind. periences and influences. 1961) classifies adult learners according to three rypes of Secondly, adults come to literacy programs with emo- motivation: 1) goal-oriented learners seek education in tional baggage. Psychological studies suggest that adults order to learn to do a job or learn a specific skill; 2) activ- who seek literacy education often have low self-esteem, ity-oriented learners engage in learning for the social in- negative attitudes towards education, and a fear offail- teraction it provides. to escape boredom or socialisola- ure; they seek to avoid social disapprovalfor their partici- tion, or to meet societal expectations of learning level; pation (Hayes, 1988). and 3) learning-onented learners pursue learning for its Research validates common sense: that adults have own sake to expand horizons or keep mentallyfit significant daily responsibilities which must he considered According to various surveys, the most often cited in deciding whether or not to continue education. Fam- motives for seeking adult education are: ily, job, and social activities leave little time for "extra" 'I o increase technical competence. Adults are scur- pursuits. The adult must decide where and when tospend rying to keep up with the demands of learning at work the valuable currency of spare timein increasing literacy and for everyday technical demands such as programming skills or in leisure activities. The adults in our literacy pro- again, that instruc- a VCR or maintaining the household budget.Although grams have asserted, time and time Paulo Friere, a famous literacy educator, viewed educational quality and the relevance of the learning are im- tion as thiving the ability to transform society, so society portant factors in the decision to continue in aliteracy has the ability to transform the individual. Paradoxically, program or to drop out. it is those individuals who heed the call of technology that will have the ability to transform society 3. Who participates in adult learning andwhy? To respond to competition. Jobs are increasingly Much of the research which asks the question "How higher skilled, and many Pennsylvania adults are choos- many adults participate in continuing educationand why?" asserted ing to further their education at communiwcolleges and has focused on the white, majoriw learner. Tough 1 3 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFFHANDBOOK that 90% of adult.s participated in at least one educational Why do the adults whodoenter ow programs drop enterprise each year, although the learning was not nec- out in such great numbers? "On:: of the field's greatest essarily institution based. Further studies by Tough and mysteries is why more adnicsespecially those who might Penland (1979) found that almost 80% considered them- benefit the mostare not involved in adult education" selves continuing learners. Other studies with more rig- (Merriam & Caffareila, 1901, p. 87). orous definitions of learning found participation rates as As high as ,40% of ABE students quit before complet- low as 14%. ing one-year programs. citing psychological, sociological. Cross (1981) acknowledges that adults at the lower and educational factors besides the barriers inherent in end of the socioeconomic scale are probably more lim- daily life. Cross1981) and others categorize the reasons ited and pragmatic in their reasons and motivation for for nonparticipation as situational ( no time to attend, no education, for example to prepare for a better job. I lunter transportation. etc.), dispositional (the psychological bar- and Harmon ( 1979) estimate that only 2-3"/0 of adults in riers: fear of inadequacy. memories of priorfailure, etc.), need of literacy services enroll in formal programs and informational ( unawareness of educational opportunities. over 30% of that number drop out before making any sig- class schedules. etc.). and institutional (lack of course rel- nificant gains. In fact. Diekhoff estimated that in one typi- evance, unclear registration procedues. etc.). cal ABE program. only 12% persisted in reading instruc- Darkenwald and Valentine (1985) found that ABE stu- tion long enough to make significant progress as mea- dents choose nonparticipation because of low-quality sured by grade levels. reaching and lack of relevance of the learning (institutional factors). They also cited situational deterrents such 4. What are the barriers to participation ill adult ,IN inconvenient times and location, aswell as time con- ba.sic education? straints. The adult's perception of the value of education. be- liefs about the educational system, and self-evaluation 01 their abilities as learners all interact either to motivate the Meeting the Needs of Adult adult to enroll or to discourage enrollment and retention. Some researchers in adult basic education now believe Students with Disabilities that there exists a group of nonparticipants, labeled as BY ABBEI BRAWLEY -resisters," who view themselves as "different" in school. feel rebellious in their attitude towards authority, and of- Under the Americans with Disabilities Act of 1990 . ten see education as irrelevant. Evenwhen all institutional (ADA), any form of discrimination toward indi- and situational barriers are removed, itis unlikely that viduals with disabilities is unlawful.As instruc- these adults will persevere in ABE (Beder & Quigley, tors, we sometimes discover that individuals with dis- 1990). abilities enroll in our classes. Accessibility for these students is crucial, and responsibility for a barrier-free 5. What is self-directed learning and how canI classroom that is conducive to the learning process encourage it? becomes our responsibility Physical access to the class- Knowles inMe Selt:Directed Learner (1975)asserts room as well as within it must be considered. that the adult must be regarded as self and goaldirected. Within the classroom, teachers need to remove any The educators' role, then, is diagnostician, clarifier oflearn- barriers which may present obstacles to learners with ing goals, counselor in appropriate learning strategies,and disabilities. For instance, a wheelchair-bound student assistant in identifying materials and resourcesthrough must have access to the computer, chalkboard, and which learning can occur. Thereafter, the educator helps other available materials. A hearing-impaired learner the adult to evaluate learning outcomes. In a sense,the must have access to alternative materials, such asvid- educator is in a procedural role, not a purveyor of con- eocassettes, an overhead projector, and transparencies, tent. while the visually impaired learner will benefit from Although this model set the stage tor andragogy and large-print textbooks and audiocassettes. These auxil- represented one step in the evolution of adult learning iary aids provide learners with disabilities access to a theory, it has been modified in the realizationthat adult barrier-free learning environment. learning is not a step-by-step system. Rather, adultlearn- Just as teachers discuss academic needs with any ing is nonlinear: it is more likely to occur inclusters of learner, we should also communicate with learners related activities. The adult judges the relevance ofinfor- with disabilities about their needs to a barrier-free learn- mation from all activity clusters, then formulates concepts ing environment. Once barriers are removed, these in- and makes decisions based on the whole of information dividuals can embark on their educational journey. (Spear in Merriam & Caffarella. 1991). Adultlearning of- The end result lies in an individual's active partici- ten progresses in tits and starts, often ininformal settings, pation in and enjoyment of thc benefits of the educa- at umes without premeditation andwithout a conscious tional system. A learner's self-acceptance, motivation. decision to begin learning and without a definitebegin- and dedication are rewarding when a comfortable class- ning, end, and evaluation. room is ensured.+ Adult-learning theorists like Brookfiekl, Merriam, and

J STAFF HANDBOOK 14 THEPENNSYLVANIA ADULT BASIC AND LITERACY EDUCAT) lb Tough view tl-e adult educator's role as that of preparing the adult for f3elf-directed learning by 1) heipirg the adult ITCHING TEACIMG recognize the role of education in guiding through life's transitions, 2) helping the learner recognize strengths, STRATEGIES TO weaknesses, and preferred learning strategies, 3) assisting the adult in identifying sources of information or for- STUDENT LEARNING mal learning settings, and 4) forming learning groups in STYLESBY LARAINE A. DEMSHOCK recognition that self-directed learning is not an isolationist activity. Finally, Brookfield (1988) cautions that Knowles may The concept of individual learning styles holds con- have overestimated some adult learners' readiness for self- tinued interest in the educational community. directing and motivated behavior; the reaction to a self- Simply defined, a learning style is a preference for directing approach is often resistance, confusion, anxi- receiving or processing information through one sen- ety, and anger. Merriam and Cunr:lngham (1990) concur sory modality over another. While researchers inthe with Brookfield that the concept of self-directed learning fields of education and psychology cannot seem to agree is better described as a goal of the curriculum, not an as- on the definition or the number and types ofcharacteris- sumption about the learner. Knowles (1980) adds that, tics that constitute one's learning style, they do validate even though each adult has a strong need for self-direct- the importance of considering an individual's learning style edness and a self-directed learning environment, this is an when implementing instructional strategies to meet the advanced step in the evolutionary nature of adult learning. needs of the adult learner. In summary, it is now recognized that self-directed Determining adult students' learning-style preferences learning occurs in a continuum; that the role of the edu- through the administration of a learning-styles inventory cator with inexperienced adult learners may include a can enhance the quality of the educational experiencein greater instructor-directed role, with increasing movement two ways. First, by enabling students to discover their in- toward more self-direction as the learning progresses. dividual learning style, we as educators will be better able Further, self-directedness can be a learned process. It can to provide students with information on how they pro- occur both in an institutional setting, such as an ABE or cess information and help them as theydevelop strate- GED class, or -..otally without assistance from an estab- gies to meet academic needs. This ultimately gives the lished learning institution. Finally, it can occur either by student ownership in the learning process. Second, each design or chance, and that we as educators need to open teacher will be better able to structure lessons to meet the our adults to opportunities for learning and therealiza- learning-style needs of a class, thus providing a multi-motion of the power of learning as a tool to solve some of dality instructional approach which best affords our stu- life's transitions and problems. We must also provide the dents solid opportunities for learning. knowledge of resources which will support any future self- LEARNING-STYLE PREFERENCES directed learning. To successfully design and implement instructional strat- FOR MORE INFORMATION: egies to meet studenLs' learning-style needs, we must first Beder, H. & Quigley, A. (1990). "Beyond the classroom." develop a basic understanding of learning styles, or prefer- Adult Learning, 1, 19-21, 30. ences. For the purpose of this discussion, learningstyles will Cross, K. P. (1981). Adults as Learners: Increasing Par- be briefly presented in terms of sensory modalities. ticipation and Facilitating Learning. San Francisco: One learning style, visualization, indicates the impor- Jossey-Bass. tance to the learner of actually seeing objects and activi- Darkenwald, G. G. & Merriam, S. B. (1982). Adult Educa- ties in order to acquire information. This learner may need tion: Foundations of Practice. New York: Harper & to study and learn using techniques that provide avisual Row, Publishers. representation of the information to be mastered, such as Darkenwald, G. G., & Valentine, R. (1985). "Factor struc- charts, graphs, videotapes, or drawings. Similar to the vi- ture of deterrents to participation in adult education." sualization type learner is the "written word" learning-style Adult Education Quarterly, 35, 177-193. preference, which describes a learner who relies on the Klevins, C. (1978). Materials & Methods in Continuing written word. What distinguishes the two categories is Education. Los Angeles: Klevins Publications. whether a person gets more details by seeing an event Knowles, M. S. (1970). The Modern Practice of Adult Edu- occur (visualization) or by reading adescription of the cation: Androgogy versus Pedagogy. New York: Asso- event (written word). Both are types of visuallearners ciation Press. Merriam, S. B. & Caffarella, R. S. (1991). Learning in Adult- and, combined, represent 65% of the population. hood. San Francisco: Jossey-Bass. The auditory, or listening, learning-style preference Merriam, S. B. & Cunningham, P. M. (1990). Handbook of indicates a need to hear spoken language or auditory adult and continuing education. San Francisco: Jossey- stimuli, This group, representing 15% of the population, Bass.+ gains the most from what they hear, often loves to talk, and generally listens attentively. The other learning-style preference is the feeling/ac-

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 15 ;

tivity, or kinesthetic, category. describing the person for preferred modality. Ultimately, we can hold them respon- whom some manner of physical activity is extremely criti- sible for the application of these techniques. Through this cal in the learning process. Repiesenting 10% of the popu- process of self-discovery, students and educators can de- lation, this individu21 will require some form of physical velop a partnership in the learning process, a sense of shared involvement to facilitate learning. For some, this will responsibility and therefore of ownership. clearly mean "hands-on," or experiential, learning, while for others, any physical activity, such as walking, stirnu- LEARNING SlYLES AND TEACHING STRATEGIES lates the acquisition of new information. Clearly, the first step in the implementation of learn- It is important to realize that even though one or two ing styles-based instruction is to administer a learning- modalities may be preferred, successful students often use styles inventory. Many are commercially available and other sensory modalities effectively. It is logical to assume, should he selected on the basis of ease of administration however, that many students in adult literacy classes show and quality of information generated. deficits in one or more input channels or rely entirely on Based upon the information obtained, an individual one learning modality. Some may not know how to use profile of a student's learning-style strengths and weak- different learning modalities to acquire new information, nesses can used to develop effective strategies. The have not developed a repertoire of strategies from which teacher should also develop a class profile of learning- to draw, or just get "stuck" trying to learn as they did when style preferences as a guide in developing and implement- they were children. Unfortunately, they may not realize ing teaching strategies to meet the group's diverse needs. that a particular strategy did not work for them years ago In a one-to-one teaching situation such as tutoring, and will not work for them now. They may not naturally the most effective instruction is achieved when lessons realize what they need to do to learn effectively. are designed with the student's primary learning modal- As educators, we have an obligation not only to teach ity in mind. In a class situation, the most effective learn- information and develop academic skills but also to teach ing takes place when lessons are designed to meet the students how to learn effectively. We also have an obliga- learning-style needs of that particular group. This may tion to teach in such a way that all students have the op- mean that instructional techniques would need to utilize portunity to master information. the visual, auditory, and kinesthetic modalities. Obviously, instruction that combines many modalities delivered to a LEARNING STYLES AND THE ADULT LEARNER group will benefit the most learners. It is critical for stu- When we consider the principles of adult learning in dents to receive new information in a way that enables conjunction with learning-style preferences, we can make them to utilize their primary learning preference. It is also a connection that provides a more holistic view of the beneficial to reinforce information through secondary teaching and learning process. First, let us consider that preferences, both to master the information and to de- learning is a lifelong process in which adults need to feel velop alternate learning modalities. that previous and current learning experiences have rel- Regardless of how one defines or characterizes learn- evance to their present and future lives. By helping stu- ing styles, the following fact holds true: knowing a dents discover their learning-style preferences and de- student's learning-style preference, teaching learners tech- velop techniques to meet their own learning-style needs, niques to enhance the mastery of information via their we are helping them develop lifelong survival tools. learning preferences, and adjusting teaching strategies to We also know that adults learn best when they are meet students' learning-style needs will enhance the qual- personally involved in the process of planning, assess- ity of education for adults. ment, and implementation in an environment that is not threatening to their self-esteem. To involve students in FOR MORE INFORMATION: the learning process, we need to help them discover how Crux, Sandra C. Learning Strategies for Adults. Toronto: they learn hest and what they things need to do to facili- Wall and Emerson, Inc., 1991. tate this learning. Because there is no "right or wrong" Glasgow, Jacqueline N. "Accommodating Learning Styles way to learn but rather a way that is hest for them, a in Prison Writing Classes." Journal of Reading 38:3 student's self-esteem is enhanced rather than threatened. (1994): 188-195. Furthermore, we know that adults prefer and need Guild, Pat. "The Culture/Learning Style Connection." Edu- to learn how to learn so that they can generalize that abil- cational Leadership, April/May 1993: 16-21. ity to all situations. This empowers learners because the Harwell, Joan M. Learning Disabilities Handbook. New learning techniques they develop based upon knowledge York: Simon and Schuster, 1989. of their learning style can and will be generalized to fur- Klavas, Angela. "Learning Style Program Boosts Achievement ther educational experiences, employment situations, and a ndTest Scores."The Clearing liaise, Jan ./Feb. 1994:149-151. even social or familial interactions. Reynolds, Jim and Martin Gerstein. "Learning Style Char- Finally, we know that adults learn best when they are acteristics: An Introductory Workshop." The Clearing motivated to change, undertake a process of self-discovery, House, Nov./Dec. 1992: 122-126. or acquire a set of specific skills and strategies. Administer- Reynolds, Jim and Stuart C. Werner. "An Alternative Para- ing a learning-styles inventory can help our students discover digm for College Reading and Study Skills Courses." how they learn best and develop strategies that utilize this journal of Reading 37:4 (1993): 272-278.4 16 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK which seem to he successful in recruiting learners. WHAT DRAWS HEM Recommendations for successful recruitment which emerge from research on which adults are (or arenot ) AND KEEPS most likely to seek out literacy instruction arebased on the finding that the potential pool is extremely diverse THEM? BY ALISA BELZER both demographically and in terms of attitudestoward education and learning, harriers to participation,and Student recruitment and retention are two frequently motivation. For this reason, research suggeststhat recruit- discussed (and researched) challenges faced by adult ment, as well as program offerings, shouldtake a "market educators. Statistics show that only a small percent- segmentation" approach. Many programs attempt to meet high school actu- the needs of all learners but lack detailed knowledgeabout age of adults who do not complete It is ally seek adult basic education services. Those who the diversity of the population they seek to serve. they do attend programs leave before completing theirgoals important for programs to determine who exactly in disappointingly high numbers. Therefore, practices are trying to serve and then to tailorboth their program which aim at encouraging learners to attend and remain and their recruitment strategies to this segment of poten- in programs are of critical importance. tial learners. Other kinds of research on recruitment suggest par- BRINGING THEM IN ticular strategies for attracting learners. Althougheligible Research on recruitment has primarily addressed two adults are diverse, they often seem to share at least two and negative attitudes questions. The first has focused onunderstanding why common concernslack of time these adults do not seek out programs which could helpthem. toward school. Marketing efforts .should address recruitment materials Studies have identified both individual characteristicsof common concerns. For example, flexibil- participators and nonparticipators as well asstructural could make clear that a program has scheduling of day, harriers which inhibit participation. A second areaof study ity built in (e.g., (-lasses offered at different times should has been to identify specific techniques and stratel,ies self-pacing, distance learning opportunities), and Patterns and Predictorsof Instructional Attendance BY MALCOLM B. YOUNG and others cannot. The recently compieted National Evaluationof can sustain their participation Adult Education Programs (NEAEP) foundthat The type instructional setting: ESL students were instruction included most participants in adult education programsstay more likely to persist if their obtain independent study or participation in a learning lab only a very short time. Mth-Jugh some students based. their GED after only a few hours of instruction,and oth- than if their instruction was only classroom specific employment- ASE clients who participated in a learninglab were ers are able to meet their needs for whose related skills in a short period of time, generally,adult also more likely to persist. But, ABE clients class- students would benefit by staying in the programlonger. instruction was provided only in a teacher-based than those whose After foZowing a nationally representative sampleof room were morc likely to persist more than 20,000 adults whoenrolled in local programs instruction included independent study. over several years, the studyconcluded that abOut 15 Having at le-st one full-time administrator and one percent of the adults who enroll neverattend their first full-time instructional staff member was also strongly as- enrolled class, and that of those who do begin: sociated with persistence, particularly for those least students in adult secondary education (A SE,often in ASE or ESL. Probably this is because having at quality of teacher train- called "GED" group) receive an average (median)of some full-time staff increases the ing, supervision, and support. 28 hours of instruction; than students in adult basic education (ABE) receive 35 The national study also included contacting more 6,000 former students, about six months afterthey had hours; and 40 percent students in English as a second language (ESL) receive stopped receiving instruction. Overall, about said they left because they felt they hadcompleted the 113 instructional hours. for (over half in ASE, The crucial time for programs to work with clients to program or gotten what they went sustain attendance is during the clients' first monthof about 40 percent in ABE, and 30 percent in ESL).About15 problems with child instruction.Th e national study identified several variables percent said they left because they had within the control of local programs that arc important care or transportation, which perhapstheir local program left predictors of the number of instructional hours adults could have helped them address. Another 30 percent receive. Overall, the strongest predictors arc: because of family, health, or employment-related reasons. The presence of scriCcs such as child care, trans- Less than ten percent said they left becausethey were un- portation, and counseling explains why somcadults happy with the program or instruction they received.i. 17 THE PENNSYLVANIA ADULT BASIC AND LITERACYEDUCATION STAFF HANDBOOK highlight program features which are distinctive from tra- will suffice. ditional schools (e.g. small learning groups, student-di- While programs should strive to provide educational rected learning, real-life materials). Recruitment efforts opportunities and support that address the diverse needs must serve the dual purpose of helping adults see ways and expectations of learners, they should also take ac- to overcome barriers to participation while promoting a tions which account for the reality that many students will positive image of the program not stay in programs for long periods of time. For example, Recruitment is a combination ol effectively spread- to encourage learners to return, programs should develop ing the word about the specific services your program and implement unilorm procedures for use when students offers and helping learners overcome negative attitudes stop attending ( how many times to call an abseiit student, and perceived barriers. Traditional promotional strategies how many absences constitute a drop-out). Programs include use of print and broadcast media. direct mail. should also ensure that learners know their options when personal contact. telemarketing, and publicity events. they have dilficulty attending. Perhaps most importantly, Adults ignore all of these efforts, however, until the time programs should help adults learn to learn on their own, is right. Therefore, intense timedimited media campaigns stressing that the best way to get better at reading is to will have only limited impact. Many researchers feel that read lots of high-interest material, listen to books on tape, one of the most important recruitment tools is the use of and actively question the text. Learners tend to come, go, networks. Literacy professionals can encourage referrals and come again, possibly not only to one program. I lelp- via their professional networks (but or-1h; lw creating and ing adults develop strategies for lifelong learning can make maintaining links with other social-service agencies). these transitions smoother and more productive. 4. Learners can recruit others through their social networks. Personal recommendations"word-of-mouth"----can be far more important than media campaigns. -,iiccessful students make su,vessful recruiters. MULTICULTURALISM KEEPING THEM ATTENDING Although no program can realistically attempt to AND Tiff ROLE OF achieve 100% attendance or completion rates. n 3st would STANLE,NowAcK like to improve their performance in this area. Not only is DIFFERENCEBY there a strong connection between regular attendance and achievement. but many programs evaluate their success. An intense and seemingly unending stream of voices at least in part, on student retention. is addressing multiculturalism. intercultural issues. As with the work on recruitment, retention research and diversity in a multitude of arenas. including age, has followed several different lines of inquiry. Some re- gender, race. ethnicity, religion, sexual orientation, searchers have focused on identifying adults who are likely class, literacy, level of education, country of origin, to have difficulty persisting so that they can receive addi- etc., etc. The list is endless, as are the suggestions as to tional support. Much of the work here has been to deter- what to do to address these issues. This in part is due to mine the characteristics of adults who persist (or do not) the symptomatic compartmentalization of the issues and in programs. An alternative approach has been to iden- the recommendations. It somehow seems more manage- tify program features that help learners remain in pro- able to address a particular symptom in endless detail grams. For example, research that accurately identifies because it is definable, can be compartmentalized, and is barriers to participation can provide programs with infor- often something with which we are familiar. Like the vic- mation about noneducational supports (e.g. child care, tim of stress who takes massive amounts of "pain killers," bus fare) and counseling that may help learners stay in in one form or another, to combat a headache without programs. Another important focus has been to determine addressing the cause of the stress, much of the diversity- which program attributes seem to promote student reten- intercultural-multicultural struggle is characterized by ad- tion. The approach here is to help programs best meet dressing symptoms and not causes. the needs of learners as a way to improve satisfaction with Causes are harder to define specifically or to corn- the learning experience. panmentahze; we may not have the training or back- Unfortunately, almost no research has accounted for ground to negotiate them confidently, and they trigger all the complex interaction among individual characteristics of the complex issues which characterize the myriad or of learners, program offerings, and the ongoing challenges symptoms. To avoid the stniggle, however, is to perpetu- of adult life. Many studies simplify retention by studying ate the problem. For example, how much diversity train- just one of these dimensions. In fact, adults come to lit- ing is merely the presentation of a list of the differences eracy programs with many layers of needs and expecta- between the clienustudent and the target group? "If you tions, and many competing demands on their time. Simi- memorize these characteristics you will be more effective larly. educational opportunities can be extremely diverse in dealing with the target person." Sadly, much like the even within one program. Given this complexity, pro- preoccupation with secondary soluces, critics, and read- grams should operate on the assumption that retaining ing prefaces to original works of literature inschools, we students is problematic and that no single set of solutions often sacrifice the rich potential ol our own immediate 18 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFFHANDBOOK Addiction, Recovery, and ABE BY JOYCE P. KERR1CK AND CAROL MOLEK

Every adult educator must face the reality that covering up the abuse or addiction. Relationships of- many of our learners are addicts. The addiction ten break down during recovery because theenabling may be environmental/social, mental,physical, or codependent party has lost control overthe addict. emotional, or compulsive.The types of addiction we see Such couples need to go through recovery together. in adult education programs include welfare; relation- Signs and symptoms to identify substance abusers ship; and substance, including caffeine, food, cigarettes, include: twitchiness (calmer after breaks), disruptive- tardiness, lack drugs, and alcohol. ness, silly or giddy behavior, absenteeism, Adult educators need to know about the "12-step of concentration or too-narrow focus, many explanations recovery process." The first step is admitting andrecogniz- or excuses, sudden negative change inperformance,and ing the addiction. Part of the recovery process is to con- inability to get along well with managers or supervisors. front those whom the addict Lis hurt and to make amends. The adult education program needs to have a policy Addicts have a commitment to attend &lily meetings.They on handling this situation. Think through thesafety is- need the support of a group of people who are also living sues of all the class members. Enliststudent help. En- through recovery. If the person is in an abusive relation- force the policydo not become an enabler. Let stu- ship and chooses to stay, then they need a strong support dents know about the options and choices available in system within the extended family or community the community. Build self-esteem. Many adult educators are "caretakers." They feel they Learn to see these people as people and not as dam- can change the "weak and downtrodden";they can show aged goods. They need to believe they can change, and them how to change their lives. We often have an atti- to see that someone else believes they canchange. tude of "Sec how 1 liveyou should do this, too." This How do addicts beat their addiction? They must have is enabling behavior for the addict. Instead, addicts need a strong personal vision and aneveryday commitment. to recognize their own strengths and abilitiesif they are They need to recognize that "once an addict, always an to succeed in recovery. addict" Is true. They need to replace negative self-talk What is enabling, or codependency? It is making ex- with positive ideas.They need a strong support system cuscs for someone's behavior or providing ways or means of others in recovery and family or friends who are sup- for the person to continue the inappropriate behavior, portive but not enabling.+

experience in the face of another human being andend individual level; we have to decide what we stand for and up reducing people to a checklist ofcharacteristicslike struggle with the Oialogue that addresses the underlying sacrificing our own interpretation of literature in order to values we want to represent individi:ally and collectively. verify or challenge the preface writer's or the teacher's Helping our learners negotiate dif,erence, which lies at the interpretation. the heart of most of the issues cited above, and own The problem appears to stem from the tradition of responsibility for their personal development is a primary cognitive imperialism, which characterizes so muchof task we cannot avoid without contributing to theprob- what we call education. Our preoccupation with devel- lems we hope to address. At the value level, this process oping cognitive intelligence to the exclusion of develop- needs to he integrated into every learning context, regarding emotional maturity in our learners is a primary issue. less of subject or skill being addressed. Recognizing how This is especially evident as we continually ask our learn- we respond to difference, bothcognitively anu emotion- ers to change their behavior beforeaddressing the feel- ally, is critical to all learning but may have particular ap- suffer ings that cause the behavior. When confronting someone plication to literacy contexts. These learners often who is different, someone with whom we cannot predict treatment from "less emotionally mature"individuals and the appropriateness of our actions or the effect we might may need help in understandingthat it is not their fault have on the other, we often feel uncomfortable. The emo- but rather the shortcoming of the "other." tionally mature person can identify the feeling with the As we struggle to clarify where we stand in this pro- stimulus and appreciate the opportunity to expand aware- cess, it is important to acknowledgethat there is no such ness and understanding of another, to growand develop. thing as "value-free" learning, which in itself is a value The less emotionally mature person will experience the term defined by avoidance. To avoidthe struggle to de- same discomfort and avoid the opportunity,often hlam- cide what valuessuch as a "tolerance for difference" ing the other for their feeling of discomfort. The conse- we want to stand for and promote in ourlearning envi- quence of this process on a collective level isalarming. It ronments is to become part of the problem.To advance ability means that when groups of similar individualsshare this the dialogue at this causal level is to improve our and to experi- perception of others who are different, they can create an to more effectively address all symptoms be- unwelcoming, inhospitable climateor worse. entially model what we value. We ultimately need to Addressing this struggle starts for each of us on an come the message, not just talkabout it+ 19 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFFHANDBOOK 3 INTAKE AND ASSESSMENT

hog thai matches learners goals. skills, and learning styles. ASSESSMENT OF From a programmatic perspective, staff can use the data to determine the extem to which the program is recruit- ADM STUDENT ing its target population The second point for conducting assessment is shortly PERFORMANCE alter learners are placed in instruction. At this time a stan- BY JUDITH A. ALAMPRESE dardized pre-test usually is administered to collect baseline information about learners' skills and knowledge. This as- jearner assessment increasingly is becoming an sessment then will be compared to a post-test that is admin- essential component of adult education programs. istered to learners at the completion of instruction. Periodi- There are many reasons for this attention to assess- cally during the instructional process. information can be ment. In response to the national call for account- collected about learners' progress toward achieving their ability in education, the adult education federal goals. Instructors and learners can work together to deter- legislation requires that states assess a sample of the adults mine the types of information that would be helpful for participating in federally supported adult basic education monitoring learners' progress and the ways in which this instruction. State legislatures also are asking for informa- information can be gathered. AssessmenLs such as those in- tion about the impact of the adult education programs cluded in ins. -uctional materials and those developed by that are funded with state monies. Similarly, state instructors and learners are appropriate for determining policymakers are interested in collecting assessment in- whether learners are improving their skilts and knowledge formation that can he used to improve the quality of a and meeting their goals. Instructors can use this interim as- state's adult education services, as is the case with Penn- sessment information to adjust the content and methodsof sylvania's Project Educational Quality for Adult Literacy their instruction and learners can refocus their goals based (EQuAL). At the local level, adult education programs pro- on the progress that they are making. At the programlevel, viding adult basic education (ABE), English as a second adult education managers can review these assessment re- language (ESL), and adult secondary education services sults along with attendance data to determine the extent to need assessment data to serve learners better and to meet which the program is meeting learners' needs. state and federal reporting requirements. Most importantly, The final point at which assessment is conducted is This may however, learners receiving services from adult education at. the completion of an instructional component. want to know Wihat they need to learn to meet their goals occur at a specific period of time, such as a semester, orat and how they are making progress toward achieving these the end of an instructional unit or module. The post-test administered goals. version of the pre-test instrument previously is given to learners at this time. The difference between USES OF ADULT LEARNER ASSESSMENT learners' scores on the pre- and post-tesLs can be corn- While there are many audiences for learner assess- pared to determine the overall effectiveness of the instruc- ment information, the way in which these data areused tional program as well as the success of individual classes. col- depends on the reasons for the assessment. There are lour In addition to assessment data, information usually is points at which assessment usually is carried out in an lected from learners concerning their achievement of their adult education program. When a learner first enters a goals and their satisfaction with instruction. This informa- de- program, a diagnostic or placement assessment is con- tion along with the assessment results can he used to ducted to determine learners strengths and areas of need. termine changes that might need to be made in the types In addition to providing information about learners skills of classes that are being offered or in the staff develop- and knowledge, the initial assessment usually involves ment that is being provided to instructors. collecting information about learners' goals for parucipat- State policymakers also have an interest in the results ing in an adult education , rogram; their demographic achieved by local adult education programs in assisting characteristics; the learning strategies that adults have learners in meeting their goals and enhancing their skills found to be most helpful in the past; and their attitudes and knowledge. This information can be used to evaluate about learning. Instructors and learners can use this in- the overall sticcess of a state*s adult education program assis- formation to determine the appropriate instructional set- and the types of staff development and technical 20 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATIONSTAFF HANDBOOK tance that might need to be prrwided to program staff to ods to measure learners' progress. These include teacher- increase the quality of instruction and services offered to developed assessments that measure subsets of informa- learners. At the federal level, assessment results can he tion taught in the learning setting. Other forms of mea- analyzed across states to determine the progress that is surement are self-assessment instruments and instructor made in serving adults who have been participating in or tutor ratings. The formats used for these assessments ABE and ESL programs. consist of checklists, interviews, and observation. These instruments often assess learners' perceptions of the TYPES OF ASSESSMENT INSTRUMENTS AND PROCESSES achievement of their goals, the learning strategies that they Adult educators' views about learner assessment are in use, and their enhancement of their skills and knowledge. a state of flux, as they express increasing concern about hav- Increasingly, learner portfolios are being used as a method ing assessment instruments that measure the broad range of for assessing learners' progress. In conjunction with their skills, knowledge, and abilities that learners bring to the in- instructors, learners assemble portfolios that contain rep- structional setting. While the state of the art of adult learner resentative pieces of their work. assessment may be less than is optimal for accurate assess- In selecting an assessment instrument or process for ment of learners, there are a variety of assessment instru- measuring learners' performance, it is important to con- ments and processes that can be used together to provide sider the type of assessment and its purpose. It is likely, useful information to learners and instructors. however, that no one instrument will meet the multiple In determining the types of assessment to use, there are needs of learners, instructors, and program managers. two factors to consider. The first is whether the assessment Rather, a range of assessment instruments will be needed is standardized, and the second is the purpose and method to gather information about learners' skills upon entering of the assessment. Standardized tests or assessments are ad- a program, their progress during instruction, and their skills ministered and scored under conditions uniform to all learn- at the ?nd of the instructional component. ers. Standardization is needed to make test scores compa- THE ROLE OF ASSESSMENT IN PROJECT EQUAL rable and to assure as much as possible that test takers have the same chance to demonstrate what they know. While most As the federal and state governments continue to educators associate standardized tests with the multiple- emphasize the use of adult learner assessment in adult choice format, standardization is a generic concept that can education programs, Pennsylvania's Bureau of Adult Ba- apply to any testing format, including applied performance sic and Literacy Education has undertaken a three-year assessment. Commonly used standardized assessments for project during 1994-97 to develop the capacity of local measuring literacy and basic skills include the Test of Adult adult education providers to implement systems for col- Basic Skills (TABE), the Adult Basic Learning Examination lecting and using data about learner and program perfor- (ABLE), the Comprehensive Adult Student Assessment In- mance. Through Project EQuAL, literacy and basic skills stmment (CASAS), the Test of Applied Literacy Skills (TALS), providers are strengthening their skills in selecting and and the GED and GED Official Practice Test. Standardized administering appropriate learner assessment instruments tests for measuring ESL skills include the CASAS Listening and in interpreting assessment results for guiding learn- test, the Basic English Skills Test (BEST), and the Structure ers and managing programs. The assessment data col- Tests of English Language. In adult secondary education, the lected thought Project EQuAL also will be used to estab- External Diploma Program is an example of a standardized lish statewide standards of program quality in the area of applied performance assessment that measu .es learners' adult learner assessment. By having a statewide initiative application of life skills, interpretation of materials, and that includes a focus on learner assessment, it is intended higher-order thinking skills. that assessment will become an integral part of the provi- Tests may be designed for different purposes. A survey sion of quality adult education services. achievement test, such as the CASAS Pre and Post Test, is FOR MORE INFORMATION: intended to estimate what a group of learners know and can do as a result of specific instruction. This type of test is used Herman, Joan et al, (1992). A Practical Guide ,o Alterna- to estimate the performance of learners as a population tive Assessment. Alexandria, VA: Association for Super- group, rather than individually. The CASAS Level Exit Test, vision and Curriculum Development. in contrast, provides information about an individual learner's Jackson, Gregg B. (1988). Measures for Adult Literacy Pro- readiness to move to the next level of instruction. grams. Washington, DC: American Institutes for Research. The methods used in assessment also may vary. Mul- Lytle, Susan L. and Marcie Wolfe. (1988). Adult Literacy tiple-choice tests, for example, require learners to select Education: Program Evaluation and Learner Assessment, from an array of possible answers. In performance assess- Columbus, OH: Center on Education and Training. ments, learners are required to create an answer or prod- Office of Educational Research and Improvement (0E111). uct that demonstrates their knowledge or skills. Perfor- (1994). "Performance-Based Assessment." The ERIC Re- mance assessments can take many forms, including writ- view, Vol. 3, Iss. 1. Washington, DC: U.S. Dept. of Educ2tion. ing letters, short answers, or essays; providing informa- Office of Technology Assessment. (1992). Testing in Ameri- tion in an oral interview; completing a simulated life-skills can Schools: Asking the Right Questions. Washington,DC: task; or performing a skill. U.S. Dept. of Education. Adult educators also are using a variety of other meth- Sticht, T.G. (1990). Testing and Assessment in Adult Ba-

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 21 sic Education and English as a Second Language Pro- They will also respond warmly if you share information about grams. San Diego, CA: Applied Behavioral & Cogni- yourself as you talk together. tive Sciences, Inc.+ By this time, you already know many answers to the questions on the intake sheet through your conversation with the client(s). Show that you were listening carefully as you go through the questions on the sheet. Offer what INTAKE:SETTING you know about a client as answers to relevant questions. But each time you do, invite the clients to expand upon THE TONE BY GEORGINA RETTINGER the information by telling more about themselves. Now, it's time to find out why the clients have come to One of the most frightening moments in adult students' your program. Ask them what led them to begin the class or lives occurs when they walk through the door and the one-on-one program at this point in their lives. Then use into your program. That moment can be pretty fright- those responses as starting points to help them identify their ening for you, too, particularly if you are new to long-term goals: entering a particular trade, training for a adult education. What if you aren't friendly enough? particular career, helping their children achieve success in What if you're too friendly? What if you say something wrong? school. These long-tern oals determine a few short-term Relax! You've already done the hard part: you've got- goalsgoals clients can ,miize within the next month or ten the client to walk through the door. For that to hap- two. List those goals on sheets of paper that the clients can pen you have clone many things right. Somehowthrough take home. Give out the sheets and tell each person indi- advertising, a speech at the Rotary Club, the word of an- vidually that you will gladly help them meet those goals. other studentyou havt sent out the signal that new stu- At this point, talk about the program. How will your dents are welcome. Now, all you need to do is provide program help the clients achieve the long-term goals? What the kind of welcome your new students are expecting. should they expect to happen as they achieve each short- Why don't you start by greeting the client the way you term goal? What other kinds of information do you need would greet a guest in your home. One instructor I know in order to plan an appropriate program? Do you need to always says, "I'm honored that you've chosen to come to my know the client's achievement level in math? Do you need class." That statement alone sets a lovely tone for your first to know more about the person's reading skills? Do you class or meeting. Another program director always has the need to know the client's preferred learning style? This is class (or an individual student) help themselves to soft drinks the place in your introduction to talk about any standard- or coffee. Then, the instructors continue with the kinds of ized or informal testing you need to do. But avoid using questions they would ask any guest in their home: Are you the word "test." Your students are in your program be- new in the area? Do you and your family enjoy living here? cause they were seldom successful in school. Most often, How many children do you have? If you maintain a conver- tests mean school to your clients and school means an- sational tone, the :lents won't feel you are interrogating them. other failure. Most of us have much greater success dur- t

Adapted from Selected Academic Skills Tests for Adults (ETS, 1992)

Adult Basic Learning Examination-Second Edition General Educational Development Official Practice (ABLE-2) Tests (GED OPT) The Psychological Corporation, 555 Academic Court, San Steck-Vaughn Company, P.O. Box 26015, Austin, TX Antonio, TX 78203-2498, (800) 228-0752 78755, (800) 531-5015 Suitable for: Adults with at least 1-8 years of formal edumtion Suitable for: Students preparing for GED with at least a Instrument content: Vocabulary, reading comprehension, grade 8 reading level spelling, language, number operations, problem solv- Instrument content: Writing, social studies, science, inter- ing, applied grammer, capitalization/punctuation preting listerature/arts, mathematics Beder Reading and Language Inventory (Beder), Pas- Tests of Adult Basic Education (TABE) sage Sets for Chiklren/Adults & Adults CTB Macmillan/McGraw-Hill, P.O. Box 150, Monterey, CA Macmillan Publishing Company, 866 Third Ave., New 93940, (800) 538-9547 York, NY 10022, (800) 257-5755 Suitable for: Adults with skills commonly taught in grades Suitable for: Individual adult reading on preprimer-12th- 2-12 grade level Instrument content: Vocabulary, reading comprehension, Instrument content: Word recognition, reading comprehension language mechanics/expression, math computation, mathematical concepts/application CASAS Life Skills Survey Achievement Series-Read- ing, Math, Listening (CASAS Life Skills-R,M,L) Tests of Applied Literacy Skills (TALS) Comprehensive Adult Student Asses.sment System, 2725 Con- Simon & Schuster Workplace Resources, P.O. Box 1230, gress St., Ste. 1-M, San Diego, CA 92110, (619) 298-4681 Westwood, NI 07675-9895, (800) 223-2348 Suitable for: Adults with basic skilLs at or below high school level Suitable for: Adults who can use printed materials Instrument content: Reading comprehension, mathernat- Instrument content: Prose literacy, document literacy, ics, listening comprehension quantitative literacy+

22 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 2 4 ing the intake inter ,iew if we refer to tests as "screening tools,- -assessment.- or "brief exercises to help us get USING STANDARDIZED the information we need to help vou achieve your goals.- Display some oC the materials you will be using with TESTS TO ENHANCE your clients. Then, if possible, have a practice lessonavail- able so that your clients receive concrete proof that they INSTRUCTIONAL

can he successful in an academic program. BY GEORGINA RETTINGER Finally, tell your new clients about any provisions you 'FEU or the community may offer: child care, transportation, in- expensive food or clothing outlets. Then set a date for '.our Currently, many educators balk at the idea of using next meeting or class, pass out cards with the date written standardized tests to measure adult performance. on them, and give the clients a brochure with information They fault standardized tests for not measuring all about your program. Walk your clients to the door, shake the facets of such a complex skill as reading. They hands, and give yourself a pat on the back for having con- also fault the tests for being unable to use irrelevan- ducted the intake intemew in a very masterful manner.4 cies like -grade level" to discuss adult performance in read-

Implementing Portfolio Assessment BY SUSAN L. LYTLE AND AUSA BELZER

The use of portfolios as an approach to authentic Student writing ("best" work, work in progress, work assessment and to learner-centered literacy edu- that reflects learning challenges), letters, essa, cation is based on several assumptions about poems, summaries of readings, learning log, journi.. teaching and learning: that learners actively shape their entries, notes, other writing own learning, that teachers and learners together assess Curricular materials the processes and products of learning, and that mean- Formal Inventories and tests ingful assessment is embedded in instruction and in the Audiotapes and photos uses of literacy in everyday life. In adult literacycduca- Observations and discussions recorded in field notes tion, portfolio assessment is congruent with the view l.aerview and group discussion audio tapes, tran- that literacy has multiple definitions and purposes in vari- scripts, or field notes ous social contexts.The systematic assessmentof read- When and where will materials be collected/analyzed? ing and writing enables participants in literacy programs Beginning of program to engage, individually and collectively, in purposeful Ongoing and critical reflection on their work over time. End of cycle Based on the concept of an artist's portfolio, portfolios in adult literacy and basic education arc both a prod- The process of designing and implementing portfo- ucta collection of student work and reflections onthat lio assessment is a type of inquiry activityit raises ques- workand a processa system for gathcring and ana- tions (How can a student's ongoing work be uscd to as- lyzing assessment data.Assessment portfolios involve a sess progress? What does literacy growth anddevelop- cyclical process of both collection and reflection.They ment look like for this student?), generates data relevant provide learners, teachers/tutors and programs with to those questions (collection of portfolio materials),and evidence of literacy growth and development while si- suggests the need for periodic reflection as a way to multaneously suggesting next stcps in instruction. address those questions (What stands out about this body Many programs and practitioners have begun to use of work? What are its outstanding features? What evi- portfolio assessment with learners. However, because dences of growth and development are visible? What portfolios are unique reflections of program and learner next steps are suggested?).These inquiry processes arc goals and assumptions, they vary along several impor- richest and most informative when they are constructed tant dimensions. In planning and implementing portfo- as collaborative activities(teacher/tutor-learner,learner- lio processes in particular contexts, the following aspects learner, practitioner-practitioner). would need to be taken into consideration: There is a great deal of excitement and Literest developing around the use of portfolio assessment. Practi- Who will select/collect and use portfolio materials? tioners and programs need to experiment with portfo- Learner lio assessment processes and then build in ongoing op- Teacher/tutor portunities for reflect:on and revision such that the pro- Other program staff cess of developing and refining portfolioprocedures Other learners mirrors the process of creating a portfoliocollecting, Family, friends analyzing, and assessing developmentin a cyclical What should go into a portfolio? rather than a linear way....

THE PENNSYLVANIA ADULT SASIC AND LITERACY EDUCATION STAFFHANDSOOK ing, and conclude that using standardized tests Is a waste the 1 estAll else 1)eing equal. you should choose a test of instnictional tune. that makes the best use of instructional ifine. In other The staff of Project EQuAL is presently studying these words, the shorter the test, the better. k.oncerns. But. until they have completed development You can get all this information lw reading the test's of an assessment and evaluation system that will address technical manual (available from the publisher, usually at them, throwing standardized tests out of ,.our program is no extra cost). t 'nfortunatelv, many educatorsbecome like throwing the baby out with the bath water. Judicious discouraged when they first begin to examine the techni- use of standardized tests is not a waste of time: rather. it cal manuals. The writing is dry, the terms are confusing, can save time because the tests car. help you develop more and few tests meet all five criteria. Nevertheless, the more efficient instnictional programs and enable learners to be you know about a test's strengths and weaknesses,the part of the process of idenuf ying strengths on which to build. better you can interpret the results The better You inter- Naturally, the key to judicious use is selecting tests pret the results, the better decisions you can make about carefully. To do so, you need to apply hve criteria to each Your clients ne,',1 for instructionand You can provide test y(it: examine: that instruction inure efficiently.+ 1. (...onsider your ptirpose /Or testing What kind of information do you need? If you need information aluitit a student's general level of functioning in a skill or content area. you can use a ASSESSMENT IN standardized surrey test. BY JUDITH A. RANCE-RONEY If You need information about a student's mastery of ADIJLT ESL specific areas within a skill or content area, vou may want to select a standardized diagnostic test. the first meeting of a community FCT...... c.assI several No test can serve all purposes. Therefore, it is impor- years ago. I was approached by an articulate,well- tant for you to know the kind of information that is essen- dressed woman from Eastern Europe who spoke with tial for you to run your program. a mere trace of an accent. Convinced that she was a 2. Consider the test 's tydidity. Does the test actually A,volunteer aide. I handed her a set of teacher's books. measure what the publisher says it measures? You can She looked at me quizzically. Soon 1 realized she was here decide whether it test is valid by looking at the theory to join the class, not teach it. During the group testing. I behind the test. Do you agree with it? For example, some quickly noted that, indeed. Anna's writing proficiency was tests measure reading ability by asking a student to read a low, even though her speaking was grammatically cor- list of words, under the assumption that word calling is a rect and fluent. valid gauge of the student's general reading ability. If you Even experienced ESL educators can underestimate don't agree with that philosophy, find another test. the complexity of assessing an ESL student. Even more 3. Consider the test's reliability. Will the test give you complex is the task of assessing adult ESL learners whose consistent results? Without consistency, a test can give N,;ou English skills have been developed over time and through wildly wavering score: the same person can score 8.2 in multiple learning experiences, thereby resulting in a mul- reading one 'day and 3.2 the next. Tests with low reliabil- tiplicity of proficiency levels in each of the language skills. ity ratings cannot measure the actual progress of your stu- Alderson. Krahnke, and Stansfield (1987) found that dents. Therefore, any test You select should have a mini- "Nlany ESL/EFL teachers seem to believe that one or more mum reliability correlation of .85. tests exist that will solve all their administrative and in- 4. Consider the way the test was standardized. To structional problems ...-( iii) But this is not so. Tests, at attach meaning to the raw scores, test publishers invite best, provide a small window into the individual's lan- groups of people to take a newly developed test. Thoir guage competence. Further, tests foradult ESL learners scores on these trials are then used as benchmarks to con- tend to focus only on one or two skill areas. Therefore. vert raw scores into more meaningful comparisons (which the best course of action is to create an Assessment Plan are often grade levels). The more these groups of people and design your program's own customized ESL test bat- resemble all levels of society, the more certainty you have tery. The following steps will guide you. that the score will reflect actual performance on a task. Therefore, you should look for a test that is standardized REASONS FOR ASSESSMENT on a normally distributed population Your Assessment Plan must begin with a concrete S. Consider the amount of time it takes to administer understanding of the reasons for assessment, the practical considerations surrounding the time and location of i 99 assessment, and a method for assessing the broad range of language skillsthe levels which may vary consider- Allow the student as much leewar as possible in ably within one adult learner. planning his own educational goa s and strategies. The reasons for assessinent frequently determine your 4. Assessment Plan. The reasons are diverse and may include: Patricia Flora GED Instructor 11 to assess proficiency for preliminary classroom place- Penn State Adult literacy Action, Beaver ment and choice of instructional materials: 2) to measure THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFFHANDBOOK 24 4) L .c,, t ) differences in proficiency levels of listening. speaking. has learned English in a formal language program. a struc- reading, writing, grammar knowledge, and vocabulary tured knowledge-based test might he appropriate: however, comprehension, as discrete proficiency areas; 31 to assess if the student has learned informally through community readiness for mainstreaming into ABE. GED, or an aca- exposure to English. then choose a task-based assessment. demic ESL program: and q ) to assess learner gains both Finally, the aspirations (if the learner are critical since anaca- for checking on instructional effectiveness and to prove demically focused student must be assessed on grammatical proficiency gains for assessment of program quality. ,Iccuracy. for example, while a student who chooses aless Attention to these reasons will help you choose the cor- formal education may require an assessment that focuses on rect combination of assessments in yourcustomized bauerv. lie ability to function on real-life tasks.

THE PRE-ASSESSMENT INTERVIEW MULTIPLEPROFICIENCIES During the critical pre-assessment interview ( translator- Each ESL adult begins class with a multiplicity of pro- assisted if necessary) the ESL educator should discover lit- iciency levels in the various language skills, not just one. eracy achievement in the first language, Including exposure This reality makes the assessor's job mi.ch more challeng- to print materials and level of education completed.Second, ing as you attempt to set benchmarks in all areas: the type of exposure to English language instruction is im- receptuv language. aural (listening) skill and reading portant in the choice of tests in your AssessmentPlan and comprehension (vocabulary and sentence meaning) subsequent teaching methods and materials. If the student productive language: speaking skill and writing skill Classifying ESL Proficiency

BY JUDITH A. RANCE-RONEY (Adapted from A Resource Listing for ESL Practitioners,Sherry Royce, Ed.) and short compositions, albeit replete with grammati- vv-hat is a beginner? Intermediate? How do ESL adult educators labci their students' levels, cal crrors and using only simple grammatical structures. and what do those labels mean? In the 19705, language educators turned the focus to language learn- INTERMEDIATE ers'profteiency: levels were established based on what The full intermediate will be able to converse with students can do with the language, not what they know native speakers and be understood when discussing fa- about the language.The following brief descriptors can miliar topics. Listening may be selective, and the listener serve as a guidc to understanding classification,place- can identify mood and the attitude of thespeaker.Politc ment, and materials selection based on proficiency. expressions arc mastered at this level. In reading, thc use of context clues and the skills of skimmingand scan- BEGINNER ning arc possible.Writers arc able to take notes in class A learner at this level may have little or no ability to and to write using common terms and vocabulary which speak, read, or write English and would be unable to arc comprehensible to the native speaker,but would be function independently using the language. In listening, labeled simplistic. only short utterances, simple courtesy expressions, and ADVANCED main themes art comprehended. In writing, this studcnt can copy, list, and label concrete terms and maybe able This learner can communicate well at work and can to fill in simple autobiographical information onforms. adequately satisfy the social demands of conversation with some sensitivity to both inforMal and formal lan- ADVANCED BEGINNER guage. Listening comprehension now caninclude ab- This learner will have some ability to satisfy immedi- stract discussion and the details of everydaynontechni- ate and common needs using English. Inlistening, this cal conversation. Abstract material can be compre- learner will be able to decipher the main idea of adia- hended in reading as well. Academic reading in history, logue.This level writer will be able to producc simple cultural and moral issues, and politics is within this abil- paragraphs using familiar material and may read short ity range.This writer can use both informal and formal complex passages with general comprchcnsion. prose, paraphrase and summarize, and produce sentence structures with adequate accuracy. BEGINNING INTERMEDIATE A learner atthis levelwill be able to satisfy survival It is important to note that movement from one pro- needs and "minimum courtesy requirements." The ficiency level to the next is not linear; in othcr words, learner can understand simple questions and answers the time necessary to achieve the Advanced Beginner and hold simple face-to-face conversations. In reading, level may take one to several months. In contrast, the the learner will be able to identify supporting details jump from Intermediate to Advanced may take several and read for information. The writer can write letters yearsor may never occur at alL+ 25 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFFHANDBOOK (grammar, sentence structure, and composing patterns) nally, 5) writing competence. Otherwise. you will have an linguistic knowledge:abstract knowledge of grammar incomplete picture of the student's language development. and vocabulary and the sociolinguistic conlpetence in- This combination of the pre-assessment interview and volving culture and personal communication. the mix of ESL tests (see chart, below) into a customized ESL battery will show a pattern of language knowledge THE ESL BATTERY and language needs which are most likely to address the Unfortunately, no one test adequately measures all reasons for your assessment. the major skills areas: therefore, a good ESL assessment FOR MORE INFORMATION: must consist of a battery of tests which will be interpreted holistically. Minimally, it must include measures of1) Aiderson. J. C . Krahnke, K I. & Stansfiekl, C. VC. (1987). grammatical knowdge, 2) oral proficiency. (3) listening Reviews of English Language Proficiency Thsts.Wash- proficiency, 1) literacy/reading comprehensEm, and Ii- ington, DC: TESOL.4.

A MENT ATTERSOME CHOICES by Judith A. Rance-Roney

MULTIPLE SKILLS ASSESSMENTS. TO ASSESS SPOKEN PROFICIENCY: The BEST Test(Basic English Skills Test) The John/Fred Test The Psychological Corporation. SSS Academic Court, sari 1. inguage Innovations. Inc. (LINC), 2112 Broadway, Rm Antonio, TX 7820.i, ( 512) 299-1061 or Center lor Ap- 515, New York, NY 10023, ( 212) 873-9.1-6 plied Linguistics, 1118 22nd St NW. Washington, DC 20037, (202) 129-9292 Suitable for: ESL adults in a nonacademic setting Suitable for: Adult ESL students: beginning, intermediate Instrument content: Oral proficiency assessment of both Instrument content: Listening comprehension. speaking, questions and connected discourse reading, writing The Ilyin Oral Interview (101/TheBill/Tom Tests) ELSA(English Language Skills Assessment) Iarper & Row Publishers (see above) Harper & Row Publishers, Keystone Industrial Park. S:iitable for: Secondary and adult ESL learners Scranton, PA 18512, (800) 212-7737 In:arument content: Direct assessment of oral proficiency Suitable for: Adult ESL students: beginning. intermediate, adult ILR ;TheInteragency Language Roundtable) Instrument content: Reading ability in a doze foimat Educational Testing Service. CN 6158, Princeton, NJ 08511- HELp (Henderson-Moriarty ESL Placement Test) 6158, (609) 731-5264 Alemanv Press. 2501 Industrial Parkway West, HaA.,.ward. Suitable for: Adolescents and educated adults CA 91515, (115) 887-7070 Instrument content: Assessment of oral language based Suitable for. Adult low-literate/ nonliterate A.sian ESL students on ACTFL :tandards Skills assessed: Native language reading. spoken social English, vocabulary TO ASSESS LISTENING: TheCELT(Comprehensive English Language Test) The Listening Comprehension Written Test McGraw-Hill Book Company, 1221 Ave. of the Americas. lleinle & lleinle. 20 Park Plaza. Boston. MA 02116. (800) New York. NY 10020, (212) 512-4327 237-0053 Suitable for: Intermediate and advanced secondary and Suitable for: Intermediateandadvanced ESL adolescents adult ESL learners who are academically focused and academically oriented ESL adults Instrurnent content. Listening comprehension, language Instrument content: Listening comprehension with re- grammar and stmcture. and vocabulary sponses in writing The G-TELP (General Tests of English Language Proficiency) The Listening Comprehension Picture Test TENEC International, 1665 Lampson Ave., Los Alamitos. Ieinle & Ilemle (see above) CA 90720-C199, flli ) 891-6308 Suitable for: Beginning and intermediate adults in a non- Suitable for All levels of adult ESL learners academic setting Instrument content: Proficiency in task performance in lis- Instrument content Listening comprehension with pic- tening, reacting, speaking, grammar, and vocabulary Illre prompts

The SLEP(Secondary Level English Proficiency) TO ASSESS WRITING AND COMPOSITION: Educational Testing Service. CN 6158, Princeton, NJ 08541- 6158, (609) 73-(-52( Timed writing sample/essay: native language and Suitable for: Designed for high school ESL students, may English be used with young adults Suitable for: All ESL adolescents and adults Instrument content: Reading and listet..ng comprehension . Instrument content: Ask students to write about a com- The MTELP(Michigan Test of English Language Profit, iency ) mon topic, such as their family, first in the nativelan- English Language installtC, resting and Certification Di- guage and then in the English language. Allow 20-30 vision, The University ol Michigan. Ann Arbor. MI minutesforeach language essay, depending on lan- countor, 18109, (313) 717-0.156 guage level. Level may be assessed by word suitable for. Academit ally oriented, pre-collegiate ad- for advanced students, use the TWE (Test of Written vanced 1.`.11. adults English ) guidelines ( ETS: T)EFL program) Design yollr Instrument content ( ir,munar and structure, vot abularv. own program benchmarks based on these two reading comprehensi( in criteria 4. 26 THE PENNSYLVANIA ADULT SASIC AND LITERACY EDUCATION STAFF HANDSOOK , 4 -TEACHING ADULT'S

INTHIS SECTION: WORKING WITH SOMEEENG FOR BEGINNEN6 ADULT EVERYONE BY TANA REIFF STUDENTS BY ROSE BRANDT

providing and improving educational services to adult Ileginning adult students often have histories of nega- learners is why we're here. Presumably, getting more tive school experiences which may have led them information on how to do that is the reason you're to believe that they are not able to learn. As a result, reading this Handbook. In Section 2, "Understand- students might be reluctant to participate in or quick ing the Adult Learner," you read about the charac- to drop out of educational programs. There are sev- teristics and needs of our students in general. Section 3, eral things that instructors can do to create a learning en- "Intake and Assessment," examined accepted methods of vironment that begins to change students' perceptions of registering, orienting, and assessing the needs and learning and of themselves as learners. progress of adult learners. In this, the largest section, Discuss things students have learned in their "Teaching Adults," experienced teachers, counselors, and lives and that they do well. Encourage students to think other educators offer insights into improving the educa- about how they learned these things. Suggest that they tional services we provide. use some of the same strategies in thelearning activities The section begins by discussing curriculum and in- ahead of them. struction in four broad categories: adult literacy, the 0-4 This will help students begin to change their percep- level encompassing both verbal and math areas; adult tions of themselves as learners. It will validate the idea basic education, or ABE, roughly at the 5-8 level; GED, that different people learn in different ways. It will start the 9-12 level; and ESL, English as a second language. We students thinking about how they learn. also zero in on more specific areas: math, family literacy, Discuss things students have taught to others. and workplace education, as well as unique curricular At first, some students might be surprised at the notion of considerations for special populations, including incar- themselves as teachers. However, most will find they have cerated, migrant, homeless, institutionalized, public-hous- some experience, for example teaching a child to tieshoes, ing, and rural adult students. a friend to make a favorite recipe, a newemployee to Still, the structure of adult education takes many forms perform a job task, or a stranger to find an address. En- within those main categories. At the literacy level, a typi- courage students to look at what works anddoesn't work cal situation is one-on-one tutoring, while at more ad- for them when they are teaching something. Compare vanced levels and in ESL programs, group instruction may learning and teaching styles and how the two sides work be more common. But as Peggy McGuire explains on page together. 30, "collaborative learning groups" can be a productive This will begin to break down the mystique of teach- approach at any level. ing for students. It will prepare them to participate in plan- This section also looks at selecting and creating cur- ning their instructional programs. It will open the door riculum materials, how computers can be used effectively for them to provide feedback to their instructors. to enhance learning, and how distance education is alter- Talk about early learning experiences. Past ex- ing the way our delivery systems consider time and space. periences are more of an issue for some students than for The practice of teaching adult basic and literacy edu- others. Also, not all students want to discuss these experi- cation is moving in promising new directions. This sec- ences with others. However, some sharing of experiences tion briefly tells how these changes may affect your can provide information on what got in the wayof stu- practice.4. dents' learning. This can provide students with information on what

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 27

'3 4.4 1. t needs to be different if they are to be successful this time stacles that inevitably occur. It will help them identify what around. counts as success for them and to recognize success when Break away from traditional educational mod- they see it. els. Establish an adult atmosphere in the instructional set- Make activities ongoing through discussion, ting. Discuss mutual expectations. Agree on procedures journal writing, and use of portfolios. Establish rou- such as use of first names or last names with titles, ways tines that incorporate these activities into the program to express agreement or disagreement with ideas, and rather than making them an afterthought. ways to support each others' efforts in learning. Share in- This will help students to develop patterns that will structional planning and evaluation. Encourage coopera- lead to success as learners. It will also validate these active work among students. Help students to develop skills tivities as integral parts of learning. in self-assessment. This will help students to see themselves assuccess- MAKING LEARNING REAL fullearners. It will help them to make sense of what they Reading, writing, and math activities should be inte- are learning. It will provide them with a strategy that will grated as much as possible. This is important because most support their ongoing learning activities. real-life activities require a combination of reading, writ- Bring in students' background knowledge. Stu- ing, and math. Also, research indicates that reading and dents often have a wealth of information based on their writing activities reinforce each other. Math can also be life experiences. This information can be the basis of be- enhanced when it is taught in ways that connect it with fore, during, and after reading, writing, or math activi- other learning activities. ties. Build on this information whenever possible. Class time should he used to do actual reading, writ- Sharing information can establish students as knowl- ing, and math. As obvious as this might sound, it is not edgeable adults. It also establishes a pattern of consider- uncommon for a great deal of time to be spent on devel- ing what we know in order to lay the groundwork for oping skills to support reading, writing, and math, leav- learning something new. It helps students to make con- ing little time for the real thing. When the emphasis of nections. This is all part of an active learning process. instruction is on skills, students do not experience what Encourage students to see learning as an ongo- reading, writing, and math are really about. They may not ing process. Have honest discussions about the time and realize that the purpose of reading, writing, and math ac- energy that learning requires. Discuss obstacles to learn- tivities is to make meaning and to communicate ideas. ing and how these can be overcome. Set goals, both short- They might develop learning habits that do not include term and long-term. Look back at these goals frequently, analysis and application. reevaluate, and set new goals. Instruction should include before, during, and after This will help students to set realistic expectations reading, writing, or math activities. Activities before learn- for their learning. It will keep them from becoming dis- ing should identify what students already know, what they couraged or from underestimating the work they need to would like to learn, and what they expect to get out of do. It will encourage them to plan ways to address oh- the material about to be used. Discussions, brainstorming, and identifying questions on a topic work well for before learning activities. Basic Techniques to Promote Reading for Meaning These prepare students for participating insk.Ucancil Technique Prereading Reading Postroading in an active learning process. During learning activities should be brief. They Directed Reading gather prior read all or discuss should help determine if the process is knowledge section making sense to the learner and whether preview it is taking them in the direction in which set purpose they want to go. This quick check-in during an activity models the self-monitor- predict check ing process that effective learners use. prediction After learning activities vary greatly de- Modeling Reading think aloud read and discuss and pending on the material used and the think aloud review purpose for the activity. These should Auisied Reading teacher and determine how the activity went, whether student briefly it was diflicult or easy, strategies that were read aloud helpful in performing the task, whether difficult section the purpose of the activity was met, and wordRocogookoo use context and what the next steps might be. The more word-part clues that after learning activities engage students, the more likely they are to lead to Suitained Silent select read silently comment further learning activities. Reading material informally A range of activities can be used with From Whoie language lor Adults. A Guide to Instruction. copyright 1994, New Readers Press. Used by permission. beginning adult students. Materials

28 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK should be selected based on the goals and interests of the Skills that are sometimes considered higher level, for students. Whenever possihle, use real-world materials, for example critical thinking skills, should he taught at all lev- example a bus schedule or electric bill, rather than models. Adults may have well-developed analytical skills that els. Using real-world materials that address students' needs can support their growth in reading, writing, andmath. and interests Increases students motivation and assures Incorporating these skills in instruction with beginning that what is learned will be relevant to them and will be students reinforces the point that reading, writing, and math used. It also teaches some important aspects of learning, are about making and communicating meaning. such as that learning is done for a purpose. that prior When instruction emphasizes making and communi- knowledge is important, and that active learning involves cating meaning, then reading, writing, and math make bringing interests and questions to the process. sense. Students see the big picture. They hegin to useread- To use high-interest and relevant materials with heing, writing, and math in their lives. As a result, their per- ginning adult students, the instructor should use tech- ceptions of learning and about themselves as learners niques that are appropriate to the students' skills. For ex- begin to change.+ ample, in reading with beginning students, the instructor can read the material to the student. In writing, the language experience approach provides the necessary support for students to get their ideas on paper. Beginning INSTRUCTION AT math instruction might involve taiking the problem through together and using a calculator for performing THE ABE 5-8

operations. In using all of these techniques, the instructor BY MARY LOUISE GALL gets involved in the process as much as is necessary to LEVEL support understanding of the activity. This is not to say that skills are not important, only Instruction at the 5-8 level, like at all levels of adult that teaching them in the middle of a reading, writing, or education, needs to be relevant and meaningful to the math activity interferes with learning. When learning is student. As a teacher or tutor in an adult education pro- continually interrupted to focus on skills, students get the gram, it is important to relate to students' variouslearn- idea that learning is about developing5kills rather than ing styles. Each learner presents a unique mixture of about making and communicating meaning. skills, experiences, and cultural backgrounds. This diversity challenges the adult educator to identify skills that STRATEGIES FOR INDEPENDENT LEARNING need improvement, appropriate methods of instruction. The strategies and skills that support effective read- and specific services needed by each individual student. ing, writing, and math should be taught as the need arises. What an adult student learns depends in large measure As much as possible, they should he taught in context. on what he or she already knows and can bring to a new For example, beginning students need to develop sight situation. Relying on information and skills students vocabulary. Much of this development happens through already possess helps them gain confidence and estab- reading text, especially when rereading is built into in- lishes a positive learning environment. struction. Students need to develop strategies for figuring Traditional methods of teaching in the classroom may out unknown words. Using context while readinghelps not be the best methods to use with the returningadult students to develop use of context as a strategy and it sup- student. Most adult students are accustomed to failure and ports the idea that reading is a meaning-making process. need positive reinforcement if they are to achieve. They For skills that need to be addressed in isolation, such do not profit from a negative review of basic skills but as distinguishing between similar words ordeveloping usually react well to positive criticism. Use testing to di- some understanding of word patterns or lettersounds, agnose strengths on which students can buildand move short lessons after the actual reading, writing, or math forward. Encourage active student participation in both activity work best. This opportunistic teaching provides planning the learning activities and carrying them out. Pro- students with information when they need it. Also, the vide remedial instruction for those who need it and for- information is in the context of an activity on which the stu- mal or informal evaluation when needed to measure per- dent is working so its relevance is immediately apparent. formance. It is important that, regardless of the technique used, One of the most important considerations in teach- the learning activity be experienced in a way that helps ing ABE is to allow students to experience firsthand as students to understand and use what they are learning. In many events as possible so that they candevelop their reading, for example, discussion of material should occur own creativity. Teachers must find interestingand moti- whether the material was read to the students or read in- vating ways to present material. When curriculum materi- dependently by them. In writing, planning should occur als are relevant to the students' needs, students have little through brainstorming or mind mapping, whether the trouble remembering what they want and need to know. words will he recorded on the page, language experience The returning adult student may have been away from style, or independently. In math, students should under- the traditional classroom for several years. The student stand the process, whether or not they can perform all of will need to adjust to the rigors of trying to study along the operations independently. with the necessary time for family and job commitments.

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFFHANDBOOK 29 Lessons should be short and conciseand again. ays Collaborative relevant to the student s needs. LEARNING IN CONTEXT Learning Groups Reading, writing. listening, and mathematical skills BY PEGGY McGUIRE are accomplished not independently of each otherImt rather 111 conjunction with each (idler. Achieving compe- Collaborative learning groups in adult basic and tency in one area t.ontributes to competency in idler ar- literacy education are formed when one instruc- eas. iii k-arn and improve basic skills. students must en- tor engages a small group of learners (ideally, gage in ;R. tiVitieS that use all of these skills.The teacher four to six) in educational activities that all members imist help the student develop and apply critical-thinking of the group help to plan, implement. and evaluate. skills to theft everyday lives. Collaborative learning assumes that knowledge is Give frequent and varied writing assignments using constructed and shared by communities of individuals topics that will ht-l) `ItidculN grow familiar with Putting and that anyone can participate in the development i.k-as into written torm. 'lake time to relieve a student s and testing of ideas. Learning is social and interactive, anxieties about writing. Exercises could involve writing and through cooperative inquiry learners begin to ex- an excuse lor a child s absence I rom school, invitations to perience knowledge as something that they create a party. thank-yi PI mites, personal letters. oraddressing rather than something that is transmitted from all-know- envelopes. Start with CM," writing assignments and ening external sources. Learning is enhanced when par- courage the student to write in/more compk-x form each ticipants believe that their activities and perspectives time. Emourage the student to read the writingsaloud. constitute significant knowledge that ought to be !fearing the written word helps the student to sell-edit sharedthat their own lives and experiences are Later on. use writing exercise:, to teach spec the skills such sources of knowledge. as punctuation, spelling, and grammar.Each succeeding Characteristics of collaborative learning include a new lesson should show improvement in each of these areas. and more equal relationship between instructor and learn- Let the students do the correct ng ers, as well as democratic planning, decision making, risk Presenting the student with materials at a predeter- taking, and responsibility among all participants. It allows mined comfortable reading and interest level will encour- people to gain insight into the power and potential of age more reading. Help the studentavoid reaching the group activity whi.e developing individual independence frustration level as much as is possible: remember that as learners. On the most pragmatic level, it allows one the adult student may he used to quitting at the first sign instructor to work with more than one learner at a time of distress. When progress is evident, use it to motivate and increases learners' expectations of their own respon- the student to tackle more challenging materials. sibility to prepare for and participate in instructional ac- Encourage the student to find more materials mde- tivities. Furthermore, a growing concern within private pendently. A trip to the library will help alleviate the fear industry that workers should be able to work in small of something new or dif ferentIlte pubhc-library staff can groups, to think critically, and to solve problems together explain the various workings of the library, such as the through clear communication adds another strong ra- card catalog and Dewey Decimal system. computer NVS. tionalization to the argument for collaborative learning in 1cm, reference materials. periodicals. andlibrary layout. adult education. To successfully implement collaborative learning LEARNING TO LEARN groups in an ABLE program, staff must engage in train- Many adults do not know how to learn. Adult educa- ing which helps them to: understand the complex is- tors must do everything they eon to helppeople become sues of group dynamics; practice group facilitation;and competent students Encourage self-esteem1)y recogniz- reflect on the evolving roles of learners, teachers/tu- ing signs of progress. Assign practicalexercises that re- tors/facilitators, support staff, and others. Then, par- quire the use of basic skills and thatlean heavily on rep- ticipants must practice the most important components etition and review. Do not rely on fill-in-the-blank ques- of any adult education program as they would appear tions, but use questions that require somethinking skills in the context of collaborative learning: initial and on- and writing longer answers. Teach good study habits. going assessment; developing curriculum based on Try to remove doubt and uncertainty from the learn- group-identified "themes"; stimulating critical reflec- ing situation. Promote interactionbetween You and the tion and discussion; evaluation; recordkeeping; group student and among other students, if you have a whole management; and conflict resolution. classroom. Seeing other students with the sante ties or circumstances can he encouraging.Peer interac- FOR MORE INFORMATION: tion helps support and strengthen studentsattitudes and The Mayor's Commission on Literacy in Philadelphia helps them progress toward their individual goals. (215) 1375-6602has developed a 12-hour professional As an adult educator you can help thelearning pro- development training prograrn,with accompanying hand- cess by klentilying what is to belearned, motivating the book, on facilitating collaborative learning groups.+ student with appropriate materials, and monitoring

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATIONSTAFF HANDBOOK 3 Math Instruction for the Adult LiteracyStudent BY ELLEN F. McDEVITT

Thc typical math classroom focuses on computa- to cooperate and collaborateskills that employers value tion, memorization of rules and facts, pencil-and- highly. paper exercises, drills, and work in isolation. But Real-life applications. Students need to learn to ap- the National Adult Literacy Survey found that nearly half ply reasoning, problem-solving, and mathematical skills of American adufts are able to perform only at the two when they 1111 out forms, apply tax rates, double reci- lowest levels of quantitative literacy. Students do not pes, plan trips, compare mortgage rates, and do hun- seem able to transfer what they learn in the typical math dreds of other practical things. classroom to real-life situations. Math educators have had Activity-based, hands-on materials. We want stu- to conclude that traditional math instruction just wasn't dents to do it, not just read about doing it. Get them out doing what it was supposed to do. of their chairs and actually manipulating materialsmea- While reform efforts have focused on K-12 math instruc- suring cups, tape measures, building blocks, paper clips, tion, pari:-.ip-nts at the 1994 Conference on Adult Math- candy bars, and anything else that will help students see ematical Literacy agreed that change is needed in the adult the abstract in a concrete way. classroom as well. Adult math instruction needs to be more Integrating content areas within math. We need to useful to students by focusing on skills that have relevance teach students to apply concepts of algebra, geometry, and to adult lives. Instruction should emphasize: the equation at the most basic leyels.The idea of solving Mathematical rather than arithmetical skills. We for the unknown, for example, can be taught at the same want students to apply reasoning and problem-solving time as single-digit whole-number calculations. skills in a math context. We want them to be able to Involving learners in their own instruction. We figure it out if they don't actually know it.Then we want want students to articulate their own goals for learning them to be able to apply what they figured out to other math and to develop problems and instruction for their situations. own learning. The instructor then becomes"Guide on Mental math and estimating. Students must learn the Side" rather than the traditional"Sage on the Stage." to think their way to a solution before they pick up a Improving training for teachers and tutors. We pencil. Reasoning and estimating are life skills that have need to be trained to teach math to adults.As it stands daily applications and we need to use them more in class- now, most instructors are literacy tutors who alsohave room problem-solving activities. to teach math, frequently with little understandingof Communication/collaboration/cooperation. We what they arc to accomplish or how to accomplish it. want students to talk about math problems and experi- Adult math instruction should evolve into a labora- ence many ways to solve them. In learning to work with tory where adults can shed their fear of math and learn others to solve problems, students develop the ability the applicability of math concepts to their daily lives.+

progress with encouragement and positive comments. The tary personnel who had interrupted their education to teacher's enthusiasm, preparation, and understanding of serve during World War II. At presentthe GED tests are the goals and methods makes or breaks the success of the administered in 50 states, most Canadian provinces, many adult education program.+ U.S. territories, and military bases throughout the world. The GED battery consists of five tests given over a 7.58- hour time period. In Pennsylvania the test fees range from $15 to $45 for the battery, with a single test charge of $5 to TESTS OF GENERAL $7. The GED has been updated periodically. The latest revision, in 1988, introduced the requirement for a short essay. EDUCATIONAL Upon successful completion of the GED test, a Com- monwealth Secondary School Diploma is awarded. This DEVELOPMENT diploma may also be awarded to an applicant who com- pletes 30 hours of instruction or one full year at an ac- (GED) BY LARRY GOODWIN credited institution of postsecondary education.

FOR MORE INFORMATION: The purpose of the General Education Development (GED) testing program, developed by the American Direct questions concerning testing, scoring, retesting, Council on Education (ACE), is to offer a second age requirements, and other aspects ofthe program to chance to adults to demonstrate that they i)ossess the Commonwealth Diploma Program, (717) 787-6747. many of the skills they would have acquired had they Direct questions .:oncerntng test dates, fees, and regis- been able to complete their education at a high school. tration requirements to the GED test center in your area. The GED testing program began in 1942 to test mili- The complete list of centers is on page 62.+

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 31 scribe what has happened or what the results might be. HELPING STUDENTS Whole language teaching is a wonderf,il way to develop both reading and writing skills within one lesson TO PREPARE plan or scheduled meeting. Each student can then work on the individual grammar, composition, or reading skills FORTIM GED BY JOYCE P. KERRICK that need attention. The class can produce projects such as newsletters or books. Think of it! Your students are going to sit down and take an eight-hour exam to demonstrate that they TEACHING ESSAY WRITING have acquired the knowledge and skills that high One effective technique for teaching writing is con- school graduates have. Passing this test allows adults cept mapping. This involves taking a central idea and to pursue a college education, to seek a new or bet- brainstorming all related thoughts on paper. Using the map ter job, to take a more active role as a parent and a citi- as a guide, the student then combines these thoughts to zen, and to feel really good about themselvesmaybe write a draft of an essay. This can be expanded into prac- for the first time. tice writing sessions: give the student a topic and 45 min- How do you, the instructor, help students achieve this utes to develop an essay. Optionally, the result can be critical goal? The most important help you can give is co evaluated holistically, as the GED essay is scored. facilitate the learner's own growth and confidence in his Another effective technique is "Reading and Writing or her ability to learn and take risks. Time." The student reads a brief passage, then writes a short Many adults enter GED programs with the idea that summary and reaction paper. This activity reinforcesthe "If I memorize this list of dates and people, I will pass the whole language concept and demonstrates the importance test." The GED exam is much more than a fill-in-the-blank of writing. Requiring a daily writing sample provides many exam. It measures the ability to read and thinkcritically opportunities to practice writing. It also enables the instruc- about many topics in three broad categories: social stud- tor to show how writing skills improve over time. ies, science, and literature. It measures the ability to write TEACHING GED MATH coherently and precisely on a topic of general interest. And it measures the ability to solve mathematical problems, Keep GED math instruction application oriented; for using a basic knowledge of computation, algebra, and geometry. The instructor's challenge is to provide opportunities for growth and learning in these main areas. The GEl) at a Glance One instructional model for GED preparation is to use a 100-hour class to provide roughly 20hours of in- Test Content Areas # of ItemsTime (min.) struction in each of the five general test areas: writing skills, Writing Skills PART ONE 55 75 social studies, science, literature, and math. This model Sentence Structure

works well with learners who have a good general knowl- Usoge edge base and have had some previous instruction in al- 45 gebra and essay writing. PART TWO Many of the adult students we see, however, do not Essay have the background knowledge to succeed in a program Social StudiesU.S. History 64 85

structured in such a manner. The model I prefer focuses GeographY on reading comprehension, essay writing,and math skills. Economic Typical adult students lack expertise in these three areas PoliticalScience because they lack formal schooling. Behavioral Science 66 95 TEACHING READING COMPREHENSION Science Biology Earth Science Teaching inferential reading and critical thinking is Physics central to developing the reading comprehension skills Chemistry necessary for success on the GED. Manyadult students are literal readers. They read each word in its contextwith- Interpreting Popular literature 45 65 out seeing a broader picture. Their vocabulary maybe Literature Classical Literature limited, and this may not allow them to make conceptual and the Arts Commentary jumps. Mathematics Arithmetic Memurement 56 90 Some comprehension-building skills include asking Number Relationships the student to finish a story, making up new endings for Data Analysis stories they have read, and using puzzles and word games Algebra to build their vocabulary and broadentheir horizons. Geometry Use content-area selections in science, social stud- TOTAL 286 455 minutes ies, and literature to provide experience reading these (7.58hours) genres. Show charts or graphs and askstudents to de- STAFF HANDBOOK 32 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION example, use word problems and everyday life examples. family support. The following considerations will help you Teach problem-solving strategies. Teach whole math, not plan a family literacy in the appropriate form: compartmentalized subjects (fractions, then decimals, Consideration #1: Program goaL If your aim is mainly etc.). Include basic relaxation techniques for the many adult education, your curriculum will follow this lead. Look adult students who are math phobic. for supplementary approaches to students' parental concerns: Most adult students will say they don't know how to invite speakers on family topics and start a class library of do algebra. But ask them what to add to 6 to get 8 they'll quality children's books and parenting materials. tell you 2. Then write the simple equation x + 6 = 8. You If your primary focus is to serve the educational needs can use algebraic formats for all math problems. of both parents and their children, you need a staff expe- If a student comes to you with a real budgeting prob- rienced and educated in child development and adult lem, use that situation to develop math problems with real- education. Your materials need to satisfy these specific life applications. Use as many manipulatives as possible areas and integrate concepts relative to both. for teaching math. Use cake mix boxes and other recipes Consideration #2: Staff expertise. Most teachers to demonstrate fractions. Cereal boxes and RDAs (Rec- are not ready to embrace a combination of adult and early ommended Daily Amounts) can provide lessons on per- childhood education. Training in family literacy and contin- cents. Newspapers are excellent sources of graphs and ued reading of current articles Ls essential. To see existing charts to interpret. Money is probably the best manipula- integrated approaches, visit an Even Start program, Family tive for teaching decimals. This can also lead to problems Center (see p. 38), or Family Support Center. about discounts, sales tax, and percents. Continuing education in family literacy can also in- Teaching whole math means using realistic application clude attending workshops or arranging for speakers at problems about which students discuss what they know your staff meetings. Involve parents in these programs so or see in the problem, what are they looking for, what op- that their point of view is represented. erations will they use, and other general information. Stu- Consideration #3: Materials selection. Too often, dents then solve the problem independently or cooperatively. poorly chosen materials serve as the focus of family lit- If the problem involves fractions or percents, you may eracy efforts: children's books that are the teacher'sfa- need to rev:ew the necessary skills, but keep the focus on vorite regardless of cultural appropriateness, books that solving the problem, not doing 50 repetitive exercises. are worn and outdated, or books that pound asocially Focusing on reading in the content areas, essay writing, acceptable message into the reader. and math skill development gives adult students the oppor- We may have only one chance to turn on a nonreading tunity to apportion their limited time to the most critical ar- family to sharing books together, so we'd better get the very eas for passing the GED test. This will lead to success fur best available. Children's literature is some of the finest lit- your student and a great feeling of accomplishment for you.+ erature publLshed and it's available in public libraries. It's not difficult to find books that are engaging in text and illus- tration, culturally sensitive, and emotionally compelling books which elicit "Read it again" from children on their LIFELONG LEARNING way to becoming lifelong learners with their parents. Consideration #4: After your program. Parenls Him FAIIIILY share a positive concern for their children's education, development, and future. So think of how adaptable your pro- LITERACY BY MAGGIE GIBB gram content will be once students move on. Howflexible is it in terms of parents' lifestyles, housing conditions, and years before family literacy became a familiar topic, I community resources? How well are you equipping people noticed adult students talking with each other before for lifelong learning? Are the issues you plan to address gen- class about concerns for their children. None of these erated by the staff, by the parenLs, or only by the published discussions were planned, funded, or framed around materials on hand? Have you tapped into community re- a curriculum; program goals did not even mention sources to assure continued support for your work? the family. Yet, adult educators over the years got to know FOR MORE INFORMATION: our students in terms of their personal goals, and their children's well-being was central. In addition we're see- Family Literacy in Action: A Survey of Successful Pro- ing research findings that support family literacy initia- grams (1990). New Readers Press. tives. But what exactly is family literacy?Is there a "right First Teachers (1989). The Barbara Bush Foundation for way" to implement it? Family Literacy. Family literacy takes many forms. Traditionally sepa- Kimmel, M. M. & Segel, E. (1991). For Reading Out Loud! rate fields of studychild development and adult educa- New York: Dell Trade. tionnow come together, and their marriage is a tricky Powell, D. R. (1989). Families and early Childhood Pro- one. Models include direct services to parents, with indi- grams. NAEYC, Research Monograph, Washington, DC. rect services to their childrenor the other way around, Quezada, S. & Nickse, R. S. (1993). Community Collabo- or direct or indirect services to both parents and chil ten. rations for Family Literacy Handbook. New York: Neal- Some family literacy models are based on parenting or Schu man Publishers,+

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 33 t) lb

A look at common characteristics of special populations in adult education with correlating instructional ideas.

Develop curriculum around family literacy or The Homeless Adult Student parenting. 'rake field trips. BY ELIZABETH S. HOUSTON 0 Encourage support groups. Personal safety can be threatened by substance or do- Many adults are homeless as a result of poor life skills mestic abuse, street crime, and interpersonal conflicts. and Madequate education. They may come to instructional programs with issues such as child care, poor health, or Teach communication and interpersonal skills. substance abuse. I Invite speakers to discuss legal rights, domestic violence, etc. 0 Determine which issues are beyond the scope of an educational program. perhaps requiring a referral, and Individuals often feel frustrated by "the system" and which can become the focus of learning. personal circumstances. An apparent lack of motivation Use reading, writing, and math instruction to address might well be rooted in frustration. students everyday needs and issues. In fact, some Clarify the relationship between what is being taught needs and issues should be recognized as opportuni- and its benefits to the student. ties for learning; for example, math instruction might 0 Relate curriculum to the student's next step, such as address budgeting skills, personal issues might be ad- job preparedness, training, or higher education... dressed through journal writing, and reading might involve obtaining information on housing programs or tenants' rights. The Rural Adult Student Homeless adults may feel powerless to control their BY MONICA KINDIG circumstances, set goals, or keep commitments. 0 Involve students in setting goals and planning the 1 Rural students, not unlike students from any other lo- overall instructional agenda to meet these goals. cale, have yaried goals. Attendance among homeless students is often unpre- 0 Design content-specific instruction based on indi- dictable. vidual student goals. 11 Plan individual lessons so that the content can be 0 Write an Individual Education Plan (IEP) that reflects covered in one session. Still, however, be prepared to the specific needs and interests of each student. set aside planned activities to deal with students' needs Many rural students may be poor or near poverty. Their and issues as they arise. immediate needs may include getting a job, obtaining a Make lessons and materials transportable.. driver's license to get to a job or school, or learning to live within a budget. Integrate basic academic instruction with competency-based education. The Adult Student in a I Use real-life curricula such as reading and writing for an employment search, studying a driver's license Public Housing Program manual, interpreting monthly bills, and creating a BY AMY CHAPPLE household budget. I Computer-assisted instruction tends to be popular with As you are planning curriculum, consider the influence rural students. of location on student needs. Although not entirely unique 0 If possible, offer computer-assisted instruction as part to ABE programs in public housing, the following reali- of the overall curriculum. Investigate the growing body ties are often associated with and exacerbated by this set- of literacy software available at low levels. ting: isolation, personal safety, and frustration. These might 0 Set up computer-learning labs at various remote lo- sound like counseling issues, but since they will impact cations. student participation, motivation, and success, the adult I Schedule time in the computer labs that may already educator needs to address them in some way. Incorporat- exist at many public library branches. ing specific topics and activities into the curriculum is one avenue of approach. III Most rural families have televisions, radios, and occa- sionally VCRs at home. Life in public housing is often transient, and individu- 0 Take advantage of the most accessible types of dis- als can find themselves in an unfamiliar area without sup- tance education: educational videos and public televi- port systems. sion programs with accompanying workbooks enable 0 Teach students how to find information and access self-instruction between class sessions.. support services. 34 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 3 6 UNIQUE CURRICULAR .IONSIDERATIONS A look at common characteristics of special populations in adult education with correlating instructional ideas.

ciency as you INursue any ESL activity. The Institutionalized N Migrant-worker students tend to represent a wide range of ages, family roles, and experiences. Adult Student 0 Take advantage of the diversity as you teach com- parison words and concepts. BY JOAN Y. LEOPOLD Migrant workers have a work day that is generally very Education programs for institutionalized adults focus on long and physically demanding. upgrading basic academic skills. This helps the patient to 0 Ilse participatory exercises to keep interest high. function in the institution and he able to integrate more Use music and games to keep class time lively. successfully into the community upon discharge. Students are typically at the learning site for a brief The three main diagnoses of patients in a mental in- portion of the school year. stitution are: schizophrenia, mood or affective disorders, I Design curriculum in small units to provide closure and dementia. Specific curriculum choices address each in given areas of study.+ type of patient's special needs. 111 Characteristics of schizophrenia are a withdrawal from reality, with highly variable accompanying affective be- The Incarcerated havior and intellectual disturbances. A successful method for teaching the schizophrenic Adult Student student is to use materials that target real-life skills, such BY TWILA S. EVANS as use of leisure time and career development. Mood or affective disorder is characterized by a pri- The majority of adult students in prisons have histories mary disturbance of moods such as depression and ela- of failures in meeting the requirements of the systems of tion. family relationships, education, employment, and com- II Using materials that focus on academic skills pin- munity standards with generally 80% presenting addic- pointed to specific goals works well with patients di- tive abuse patterns. Learning "differences" and under- agnosed with mood or affective disorders. For instance, achievement patterns are frequent. Low self-esteem is understanding basic math skills helps in managing demonstrated in manipulative and/ or aggressive behav- money. ior. Trust is seldom a demonstrated characteristic and can Characteristics of dementia are the irreversible dete- be displayed as mistrust of the tools of the s-ystem, such rioration of intellectual faculties with accompanying emo- as tests, as well as in relationships with others, particu- tional disturhances resulting from organic brain disorder. larly those in authority. To allow your curriculum to cre- 1/ Use the newspaper as an educational tool to help the ate a paradigm for change: student with dementia understand current events and Observe your learning partner for nonverbal as well at the same time develop reading skills.+ as verbal behavior. 0Assesstheir learning styles to enable their planning for learning. Share information from standardized tests so that The Migrant Adult Student they can start setting learning goals. BY BARBARI ,. MOONEY I Identify clearly your expectations of performance in positive terms. Typically, the English language proficiency of migrant Individualize learning curriculum from test workers in adult education classes is varied. Some stu- strengths. dents know only a few words of English, while some are 0 Use multi-modality materials in cooperative learning able to read and write in English. groups. 0 Have multilevel materials available for each class ses- I Recognize in tangible manner short-term accom- sion. plishments. N Students who are literate in their native language have Build trust hy designing curriculum to facilitate their a basis for transferring skills to English. Students who are needs. unable to read and write in their native language do not I Encourage learners to take positive risks. have this advantage. 0 Listen to learners' suggestions for el irriculum. I Identify native-language literacy skills when the stu- I Empower learners to recognize strengths to change dent enters the program. their lives.+ I Keep in mind each student's native-language profi- THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 35 jor revolution. TEACHENGENGLISH The Affective-Humanistic Approach, including Sug- gestopedia and Community Language Learning, stresses AS A SECOND the importance of the individual and his or her feelings, atmosphere, meaningful communication, and interaction LANGUAGE TO with other students. The teacher as facilitator or counselor may be required to speak the students' native language, ADULTS BY JANICE R. FRICK and translation may be essential. The Comprehension Approach, including The Natu- Although many may think of English as a Second Lan- ral Approach and Total Physical Response (TPR), puts guage (ESL) as a new field, a rich history dates hack great emphasis on listening to meaningful language. Mean- to 17th-century Britain. From the early 19th century, ing is illustrated and reinforced by student as well as reformers, including the naturalist and American im- teacher action. Speaking follows listening and, as in all of migrant Maximilian D. Berlitz, attempted to replace the more recent approaches, errors are to be expected the traditional rationalistic Grammar-Translation Method and tolerated, or even analyzed and used constructively. with communicative language teaching methods. At the The Communicative Approach views language as only English Language Institute at the University of Michigan one part of communication. Focus is on functions of au- several years after its founding in 1941, Charles Fries main- thentic language in situational and social context. Dis- tained that students should not "learn about the language" course involving unverbalized feelings, intentions, and but rather "learn the language." choices takes place in role- and game-playing classroom During World War II, linguists were called upon to activities. Fluency rather than error-free language produc- develop methods and materials to enable Americans to tion is the major goal. Students are encouraged to develop speak various other languages quickly and practically. their own strategies for comprehension. Their high-profile successes and the post-war emergence of English as the undisputed international language, as LEP ADULTS well as the increased interest of language teachers and Current general principles of adult education are, of psychologists in the new methodologies, furthered the course, applicable to the Limited English Proficiency (LEP) development of ESL as an academic and professional field. adult who is a refugee or immigrant in an English-speak- Today Teachers of English to Speakers of Other Lan- ing country. These learners bring a wealth of experience guages, Inc. (founded in 1966) lists 171 institutions, seven and expertise to the classroom. On the other hand, they in Pennsylvania, offering professional preparation pro- have demanding responsibilities to fulfill. LEP adults, how- grams in TESOL in the United States. ever, find themselves in a child-like position, unable to easily communicate their needs and desires, nor to ex- CURRENT APPROACHES press their knowledge, views, and feelings. Their respon- Itis generally agreed that the Grammar-Translation sibilities are doubly onerous because of communication Method, by which many of us learned languages in school, deficiencies. While they may be suffering from culture has very little to offer the current practitioner, whose goal shock and/or physical debility, they are faced with the is to foster the ability to communicate in everyday life. formidable task of acquiring a new language as an adult. This is not to say it has nothing to offer, and most ascribe These factors place special demands on an ESL program to the eclectic "whatever works" approach, drawing from and particularly on the classroom teacher, who will also all possible sources for methodology, techniques, and reap special rewards for skill, patience, empathy, and cul- materials. tural respect. Other early approaches, such as the Direct, Audio- Within the uniqueness of ESL and LEP students lies a lingual, and Situational methods, share several basic prin- multiplicity of cultures, backgrounds, and individuals. ciples: primacy of and emphasis on oral-aural skills; ex- Each program must be geared to the particular popula- clusive use of the target language; use of situational dia- tions comprising its student body. Broad-based multicul- logues in conversational style; action, realia, and pictures tural sensitivity is an essential ingredient for successful as teaching tools; and inductive, controlled (from simple education. to complex) presentation and learning of grammar and culture. CURRICULUM AND MATERIALS More recent approaches not only have been reactions Let's consider for a moment two individuals who may to and/or expansions of earlier approaches (including appear on the same day seeking to register for ESL classes those based on behavioral psychology) but have also been in an adult education program. The first, whom I label a heavily influenced by cognitive and humanistic psychol- "Complete Beginner" cannot respond appropriately to ogy by research on Second Language Acquisition "Hello", "May I help you?" or "What's your name?", but is (SLA) from the developing fields of applied linguistics, likely to shake his head and/or wave his ha nds if ap- psycholinguistics, and sociolinguistics. The early work of proached with any such questions. This person mostly Chomsky (1957), recognizing deep, or abstract, structure likely will not know the English alphabet, numbers, or beneath mechanical surface grammar, constituted a ma- basic vocabulary words. He is probably a recent arrival to 36 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK the United States, having had little or no exposure to the Picture dictionaries: English language, and may be literate or illiterate in his The New aybrd Picture Dictionary(Oxiordt'niversity Press) primary language. Hopefully, a translator will be avail- Picture stories/activities: able, or at least the registrant will he able to produce some Action English Pictures (Prentice I fall Regents) identification and referral papers. Look Again Pictures (Prentice IlallRegents) The second individual is at an advanced level. She Listening: has mastered the "survival skills" necessary to function in Before Book One Prentice Hall Regents) the English-speaking environment. She is fluent and has Speak / p (l lemle &Ifeinle) an extensive vocabulary and a practical knowledge of En- glish grammatical stmcture, which she may or may not Dialogues: apply consistently in actual situations. She may have mini- Survival English - Rooks 1.2 (Prentice I lall Regents) mal to severe pronunciation problems which hindereasy Idioms: successful communication with native speakers. Writing Idioms in American Lik (Prentice I fall Regents) skills may he significantly inferior to oral communication and reading skills. Conversation: The adult ESL program is called upon to have a cor- A Conversation Book (Prentice I tall Regents) riculum and materials to serve not only these two mdi- Adventures in C(mtvrsation (PrenticeHall Regents) viduals but those whose abilities lie betweenat two ad- Pronunciation: ditional Beginning Levels,three orfour Intermediate pdS tin depth I( Prentice I tall Regents) Levels, and at least one other Advanced Level. Within each Phrase Iry Phrase( Prentice I tall Regents ) of these eight or nine levels are the various skill areas Rhythm/intonation: listening,speaking, reading, and writingwith the spe- Jazz Chants (Oxiord University Pres.) cial components of vocabulary and idioms,grammar, pronunciation, and survival (life) skills/funcuonal competen- Music (Grammar): cies. (See pp.24-26 for more on ESL assessment.) Musically ,Speaking(353project, available from SUCs) Before designing or redesigning a curriculum and Reading: choosing materials, one must be aware of the necessity of True Stories in the News series (Addison-Wesley) balancing grammar teaching (of course, of the direct Hopes and Dreams and LifeTimes series (Globe Fearon) method/guided conversation/situational type, not the tra- News for You (New Readers Press) ditional one) with a functional competency/topical Stories 'Folktales from around the world (Dominic Press) communicative approach. My own experience and back- Grammar exercises: ground lead me to favor a grammar-based curriculum with GrammarWork- 1.2.3,4 (Prentice Hall Regents) a srrong situational/competency component. I retain great appreciation of theSide hy Side basal series (Prentice I fall Writing: Regents) and await with anticipation the Grammar Di- Basic Onnposition jhr ESL (Scott Foresman) mensions Series(Heinle & Heinle). However, as an edu- Games: cational coordinator working with a teaching staff con- 101WordGames (Oxford University Press) sisting almost entirely of volunteers, I have come to be- Activities: lieve that a topical, competencv-hased curriculum with a Purple Cows & Potato Chips(Prentice Ilan Regents) grammar component works best in our program. Materi- als suchas Basic Adult Survival Engksh and Lifelines(both Pre-vocational: Prentice Hall Regents) and the Real-Lye English series Englih Mat tVbrks (Glencoe/McGraw-I till) (Steck-Vaughn), are some of our recent materials of choice. Citizenship: Some other programs recommend LilePrints(New Read- Voices of Freedom (Prentice Hall Regents) ers Press)and Crossroads(Oxford University Press),both American culture: offering reproducible worksheets. Holidays in the U.S.A. (Glencoe McGraw-Hill), Other than basal series, many other types of materi- The (.S.A. Customs & Institutions( Prentice Hall Regents) als (supplemental, resource, reference)are necessary an d available. I will briefly mention some of these types and Multicultural: at least one example of each. The Culture Puzzle(Prentice I fall Regents) The Multicultural Workshop ( I leinle) iG 99 Teacher/tutor training: Enjoy your students! Each has a wealth of experience Adult ESL Instruction ( Glencoe:McGraw-i and knowledge from.their diverse lives. They can Teach(ng English to Speakers cf Other languages (New teach their classmates and teacher much. Readers Press) Newsletters: Eleanor Gard Hands-on English(-1(2.) 826-5.126 ESLInstructor Continued Connelley Technical Institute & Adult Learning Center, Pittsburgh

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 37 The publishers noted in the preceding list and the materials mentioned therein represent a larger number of Family Centers publishers and a plethora of materials. While we ESL educational coordinators and teachersfrom the degreed to in Pennsylvania the newly volunteeringmust be grateful to our col- BY RANDALL S. BAUER leagues for the work entailed in creating and publishing these materials, each of us must continue to select from pennsylvania has become a national leader in scrv- the materials and to create our own lessons on a daily ing and empowering communities, families, and basis according to the abilities, needs. and characteristics their children through Family Centers, a collabo- of our students. A request for catalogs can display a much ration among the Departments of Education, Health, greater array of materials. For complete contact informa- and Public Welfare. Family Centers integrate and pro- tion. including toll-free numbers, see the publishers list- vide effective community services to help families and ing on pp. i5-57. their children become healthy, well-educated, and eco- nomically independent. This is not simply a ncw pro- FOR MORE INFORMATION: gram; it is a way of doing business. See the "Intake and Assessment" section ol th,-; Staff Hand- Family Centers enable families to choose from a va- book for information on ESL assessment and proficiency riety of services to meet their needs.Typically, services levels. include: Larsen-Freeman, D. (1986). Techniques and Principles in Parent support and education programs. Language Teaching. Oxford University Press. Home-based early childhood education. Celce-Murcia. M. (1991). Teaching English as a Second or Health care information and assistance in accessing Foreign Language. 2nd Ed. Newbury House. health care services. Beebe, L. M. (1988). Issues in Second Language Acquisi- Child development activities. tion-Multiple Perspectives. Newbury House.+ Toy and resource libraries. Comprehensive Information about and support to access services available in the community. Family Center services are provided onsite to fami- HowTO SURVIVE lies in their homes and through referral to other agencies in the community. Forty-eight centers arelocated YOUR WORKPLACE in 30 Pennsylvania counties, reaching out to over 5,000 participating families. TEACHING The success of Family Centers requires community planning, collab,),ation, and commitment from key ASSIGNY1ENT8,,woo. community members, including parents, local government representatives, educators, health providers,and you have just been asked to teach a classof w, rkers social-service directors. on site at Johnson's Upholstery andRefinishing Com- Pennsylvania Family Centers place a priority on chil- pany. Fifteen workers have signed up to Improvetheir dren and their families.When families are strengthened basic workplace literacy skills. You're an experienced through effective use of community resources, so arc adult education teacher, but this is your first work- their communities.+ place experience. If you plan ahead, this venture can be exciting and rewarding. Preparing for workplace instruction is mainly com- along with the instruc- mon sense. Always keep in mind that yourinstructional a workplace setting, management, delivery and course content must be appropriate and tional team, will decide which literacy skills workersneed. meaningful for the workers. Curricula, methods, and ma- Be sure you have talked with management to narrow terials should be content-specific. They should have di- down the scope of the instruction. need to rect application to the tasks that the workersperform. What What do the upholsterers and refinishers you do in class should help the workersbetter perform know about reading, writing, math, and communicating? Calculate the literacy tasks that they do on their job. Do they read work orders? Fill out reports? lengths of material? Talk to customers over the telephone? DEVELOPING CURRICULA, A good workplace instructor knows whatliteracy skills Before your first day of class there are several things the workers need to use to make their jobs easier. you want to make sure that you havedone. Most impor- After you have klentifieci the literacy skills needed . tant is to know what literacy skills the workersperform. A through a tasl analysis, you have to decide on a curricu- literacy task analysis will help you to identity the most lum. You also have to decide what types of materials you important reading, writing, math, and communication will use. Don't use generic, off-the-shelf materials unless skills needed by the workers to do their lobs well. These . you are teaching generic skills. Usematerials that are con- are the skills that will make up yourcurriculum. Often in tent-specific. HANDBOOK 38 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF TAILORING MATERIALS are eager to gam the skills that will lead to greaterconfi- dence in doing their robs. opportunities for advancement In a workplace setting, the teacher is ()hen respon- ur further training, and increased self-esteem. If you gather sible for designing materialsII you are not «antortable your resources ahead of time, plan lor varier; in your in- making your own curricula materials, start by looking at structional delivery, identify the skills that workers want commercial materials (or materials from the mate Literacy to know, and use materials that the worker can relate u), Resource Centers) and try to adapt them. For example, ii ,.(mr slice ess is guaranteed... a math problem speaks about workers measuring cloth in a dress factory, use the same kind of problem hut have the workers he upholsterers who are measuring fabric to refinish a chair. Better vet, gather all the written material Teaching Across the Mks that the workers use on the rob reports. forms. c orrespon- BY DOROTHY L. HAJDU dence, checklists, instructions. manuals, and handbooks These will give you a better idea of what terminology is oday's technologies have changed the way we appropriate for the curriculum, what types of math prob- think about distance. It is no longer miles pei lems workers come :lc ross daily. what t\ pesit c, linnium hour but bits per sccond.The digital revolution cation skills they need to do a good rob id what level of is transforming the way we do business, the way we reading is required on the robt 'N(' the materials , nil hive diagnose and treat pat ic nts, and thc way we learn. Doc- gathered to help identify and develop your own tors can read X-rays of patients who are in hospitals The people in Your workplace class may he tt-r rut vari- hundreds of mile. away. Companies hold training ses- ous departments. They Imlay not all have the same degree sions and meetings in the comfort of their own offices. of experience. And. they inav Mt( he at the same academic And students are learning math, sciet ice, and languages level Knowing the workers academic ie els 1)chore the from teachers they have never met. first day of class makes It easier to develop or chclom,ur- The concept of distance learning is enlarging thc defi- riculum materials. This also helps vou to decide on your nitions of how students learn, where they learn, and who instructional delivery methods A formal assessment con- teaches them. Global competitiveness is increasing the ducted prior to the beginning or class will give %.oti the need for the timely access to and delivery of information. time you need to gather or construct content-specific At the 1994 Technology Summit for Adult Basic and materials at levels that art appropriate tor your learners. Literacy Education in Harrisburg, participants discussed In addition to the formal assessment, use the first day a range of unique program needs. Many expressed frus- of class to ask each student to write down what his her trati:ql at not having the same offerings as their counter- expectations are in attending the workplace class. This parts in basic cducation.A partial solution has been the will help you understand their motivation for attendmg use of distance learning applications. Distancelearning class. You can also use this activity to help structure the technologies vary in price, hardware, and configuration. content and delivery method for the class. For example, if Systems range from computer conferencing to full-mo- the learners expect to communicate better by the end of tion interactive video. AT&T has documented millions the session, you might want to incorporate more role play- of dollars of savings by using thc system most appropri- ing and group activities in your delivery method I he ate to a company's desired instructional outcomes. workers want to he better writers by the end ol the session. Adult education in Pennsylvania might employ dis- you can use this exercise as their first weung issignnient tance learning 'applications adult learners and staff and compare- it against a later tinal writing assignment development. An ESL program io the eastern part of thc state might be delivered to rural learners in the DELIVERING THE GOODS north, while educatorr in Pittsburgh might offer staff Belore your class begins, give some thought lo Your develop=nt opportunities to teachers throughout the delivery method. l 'se as mut h diversity in your mstruc state.This need not be expensive if statewide reseurces (tonal delivery as You can If you have access to comput. arc identified and shared among locations. ers, use them. Mix mdivklualized instruction with go rup If distance education is considered an important tool Instruction. Try to hay.. an academic plan for the class as for service delivery, the adult educator could "keep an well as individual plans for the workers. IN) group activi eye out" for resources in area businesses andschools ties that address the group plan and indivIclual activities that could expand the use of computer technology to that address individual workers needs thc adult education community. Local program admin- I 'se the diversity ol your gum') to enhance your in istrators mightc receptive to proposals incorporat- struct R in As you get to know the workers you can pair ing distance learning, if s'.4f can offer concrete ideas. them according to their experience. rob knowledge, aca This is possible. It can be affordable.And it can hap- demic skills, computer knowledge, or lob tune tions, tl pen expediently. Think of the benefits: new opportu- example, pair a worker who is good at tilling out forms nities for students and teachers, the Incorporation of wal one who is having (Wirt ultv filling out forms k technology Into the learning process, and interaction pLice student., arc generally willing itshare their knowl- among diverse populations across the state, the coun- edge with each other try, and even the world.+ Yntlr rule at, thC C's.t,t'rt 1`, Ina ortant THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STATE HANDBOOK 39 ety. which may keep the adult studentwho is bored by a CURRICUILDI strictly textbook approach attending your program longer. W'hen evaluating real-life materials. use the same crite- MATERIALS FOR ABLE: ria you would use to evaluate commerciallypublished texts: Goal orientation: Correlate these materiids with ar- MAKING THE RIGHT ticulated needs and goals. Think especially about Unprov- ing coping skills. For example. you may want tosupple- CHOICES8,,,ANEwDir. Rs ment a textbook unit on letter writingwith activities such as making a personal addressbook or card file, corre- In preparing to teach adults, youbegin to look at what sponding with pen pals (on paper or via e-mail), com- materials are on hand and what is available commer- posing actual business letters, writing thank-youcards. cially. How will you select the most effective published and drafting letters to a child's teacher or daycare pro- tens, and how will you enrich yourcurriculum with vider Make sure the activity iN personalized to include teacher-made and real-life materials? meaningful proects for each student. Content: If vou are working with bus schedules or START WITH THE STUDENTS local maps, be sure to check they are current.When us- make sure they are Idenufy students immediate needs ing fire safety or car seat instructions, sales slips are those Help them to list realistic short-term goals. accurate. Verify that the utility hills and Articulate attainable long-term goals. which your students will actually encounter. Appropriateness: Include circulars from stores in COMMERCIAL MATERIALS which your students might actually shop. When review- choose those which Talk with your coordinator and other teachers.asking menus and entertainment options. ing: What materials have you usedsuccessfully? What ma- fit the students possible price range and transportation population and avoid terials are on hand now? What is the budget for new ma- options Be sensitive to your student terials? Evaluate published texts lw consideringthe fol- using materials which are biased in any way. Packaging: Consider the presentation of anything lowing. Goal orientation: Decide if the materials meetthe you create. If you have madecharts or tables for your goals and objectives you have articulated. students to complete, be sure they are clear and well or- Content: Examine the content of each text by check- ganized. Is there adequate space for student responses? medical ing the topics and the ways in which they arepresented When using realm. keep it simple! Look at one Are the concepts developed logically and at an appropri- support group pamphlet at a time ...do not inundate the ate pace? Is there a clear introduction?Aresubjects treated student with too much literature. Focus on examining one thoroughly, with enough options for repetition? How is page of merchandise, not an entirecatalog. Ensure stu- form or material reviewed before a new concept is introduced' dent success by filling out just one UPS mailing Appropriateness: Is this material too childi h, or is one hank statement work- it definitely geared to adults? Dues itoffer sufficient chal- Evaluation: Never, never use teacher-made If you take the ume to make your lenge as well as opportunity to achieve success"Should ! sheets as "busywork' ! them meaningful you he looking fur somethingspecifically designed for own materials, take the time to make family literacy set- Avoid brinpng in excessive amounts of real-lifematerials use in a prison, homeless shelter, or Keep ting? A'css your level of «m-ifort in using this t?xt that collId contuse studeuts or clutter your approach. Packaging: How does the product look? Itis pre- real-life materials simple. and relate them to yourgoals sented in an organized format? Do you like the size ofthe and ()hie( Elves book, or is it too thick and unv. eklv? Avoid giving sea- END WITH THE STUDENTS dents texts which are so lengthy that they arediscour- the materials you use aged before they begin. Reflect on the usefulness ofcal which materials Evaluation: Examine the guides and manuals which by evaluating every lesson. Keep track of their usefulness are most effective for whichindividual students. And re- acccmpany the material and judge bring Review ail the comments and decide if these materi- member to always be creatwe!Encourage students to Guide them in als would be effective for helping to meet the needs ot in the actual materials they wish to master. understandins4 the print materials that are mostrelevant your studentt in their environments. Success iswhen you are using ap- TEACHER-MADE AND REAL-LIFE MATERIALS propriate combinations ot materials atthe right times. fe create.a. Once you have chosen your published FORMORE INFORMATION: materi als. pLin to integrate a variety ofsupplemental--; materials hrst. consider tt by you might need to supple- ot c oinmercial materials. see pp Sec- ment the basic textbook curriculum Toaccommodate For sources of free or teacher-made materials, request different learning s vles' T.J provide enrichment te tion 3c3 pr-lem, from a State LiteracyResource Cen reinediation' To teach Tecilic life skill, u'Ang tralip ter. including Ahold Guide/4 literacy and Frcebws mg dr, er,e materials in original wayswill provideYoe- ,r AMY + !IDUCATION STAFF HANDBOOK 40 TUE PEILMSYLVANIA ADULT BASIL: AND LITERACY 7 varying quality and scope. Some are well-designed hut VARIETIESOF others are not. Some focus on one specific skill and explore it deeply, for instance money word problems. Oth- COMPUTER-ASSISTED ers attempt to teach a whole subject, such as algebra. Pro- grams range in price from $3 to $10,000. Some of them INSTRUCTION FOR allow teachers to add their own exercises, while others are restricted to the exercises on the disk. Some present ques- YOlit ADULT tions in a strict order; others provide them in random order. Coordinated sets of CAI programs, called Integrated STUDENTS BY BEN BURENSTEIN Learning Systems (ILS), are made to bring learners through the equivalent of several years of school, or an entire GED There are many reasons for incorporating computer- program. ILSs typically have elaborate tracking mecha- assisted instruction (CAI) into adult basic and literacy nisms for evaluating students and correlating their scores education, ncluding enhanced student recruitment to standardized tesLs such as the TABE. Some of these pro- and retention; accelerated, relevant, and individual grams have exciting multimedia components, such as full- ized learning; and improved levels of self-esteem motion video or extensive audio. These features can be among participants. especially valuable for entry-level learners, and the pro- Software is available to: grams are designed to let them progress independently. assess learners' abilities and needs in areas such as basic Simulations, another type of CAI, encourage learners number concepts or grammar. to explore and test assumptions in various "real-life" situ- teach and reinforce specific skills from typing to check- ations, such as starting a business or making a political writing. choice. Some of these programs are designed for mul- let students express themselves in desktop-published tiple players and aim to improve decision making, group newsletters. process activities, and problem solving. prompt students through the writing process from A nonstereotypical form of CAI emphasizes the use of brainstorming through final editing. computer tools to augment the classroom curriculum. For let students "blast" the correct solution with a mouse click. instance, if learners are taught and allowed to use word-pro- "talk" and accept voice input from teachers and learners. cessing programs to write their GED essays, they are accom- encourage group decision making and problem solving, plishing at least three things simultaneously: 1) They are able sometimes over systems that span the telephone lines. to focus more on their uniquely human ability to think about The best software and systems are designed by mas- what they want to write and how they want to write it. They ter tetchers and reflect a distillation of what is most effec- have a great deal of control over how their text look.s on a tive and rewarding about their styles. And a wide array of page, and they spend less time recopying it by hand to make hardware, such as CD-ROM, videodisk, and modems, is it perfect. 2) They learn to see text as flexible, editable, and becoming easier to use and afford, adding visual and au- related to speech when they print out copies and hand them ditory dimensions to whatever material is being presented. around. Instead of seeing writing as a sacred and untouch- On the other hand, there is relatively little software able proposition, belonging to others who have command tailored specifically for ABE students, and some of what of writing, they become authors, editors, and publishers. 3) is available is overpriced, marginally useful, and buggy. They learn at least two highly marketable skillstyping and The theoretical ground :ork behind many of the programs word processing. seems a little questionable. a little simplistic, perhaps There are other advantages to the tool use of com- Skin nerian. Because of this variable quality, it is vital that puters. Learners can compile budgets on spreadsheets, adult literacy educators maintain an actively critical per- learning the meaning of charts and graphs in the process. spective in analyzing software to determine whether it is They can keep lists of recipes or addresses on databases, appropriate for their classes. It is also important for prac- use graphics programs to express themselves visually, and titioners to let software designers know what they need. put it all together by engaging in a desktop pt.Hishing In this society, computers are involved in almost ev- project such as a newsletter. This is as relevant as h gets, ery job setting and in many personal settings. It is Valu- and the learning directly transfers to the workplace and able for tutors and teachers to help provide learners with to being active citizens in a democratic society. ai.i.ess to these power! ul tools, tools that can both increase Adult literacy practitioners can provide a valuable ser- t hei r workplace skills and enhance their self-esteem. vice by becoming familiar with the available software, both The stereotypical CAI is drill-and-practice software, CM and tool uses, and then utilizing the best they find. where learners receive pre- and post-testing, instmction, Several agencies in Pennsylvania, such as the Insti- and practice with the subject matter, using some form of tute for the Study of Adult Literacy at Penn State (814-863- t toze or multiple-choice testing to evaluate learning:11w 3777 ), the Technology Project of the Nation:A Center on best of these allow for a relatively wide variation in learner Adult Literacy (21-898-1925), and the Office of Comput- responses. Some have entertaining and meaningful graph- ing Services at Drexel University (215-89S-1282) provide ics and animation to help reinforce or illustrate concepts, various levels of support for adult basic educators inter- anti tise gaim's as exercises Many stich prf Trams exist, ot ested in utilizing computers in their programs...

THE PENNSYLVANIA ADULT BASIC AND LITEPACY EDUCATION STAFF HANDBOOK 4 1 -SUPPLEMENTAL 'A CTINI TTE.S,

as a concern over how old they are getting, is a critical PERSONAL element of counseling to ensure the student's commitment COMSELING FOR to learning as a long-termand even lifelongprocess. CORE OF THE MATTER ADULT Adult learners sometimes imagine that academic or career success will change all the things they are unhappy STUDENTSBY PAMELA S. HINDEN, L.S.W. about in their lives and that coming to your program will make them feel much better about themselves. While there Adult students bring to the classroom a lifetime of ex- is some truth to this, it is often the case that problems the periences that shape their lives and their leaming. student had before coming to your program persist even Most adult educators recognize the importance of after some academic success. These problems may even bringing out students' life experiences to enrich and worsen as the student tries to integrate time for learning make relevant the teaching environment. In doing into an already stressful life. so, however, many personal issues may become appar- One way to address this would be to help learners ent that educators feel unprepared to resolve. Having a identify both positive and difficult aspects of their lives counselor on staff to handle these issues is an ideal solu- and begin to explore not only what they want for the fu- tion, particularly becaus.2 it allows for a holistic approach ture but what they can do to get there. This process can which avoids separating personal from academic con- integrate language and math skills, as well as career ex- cerns. Unfortunately, many programs do not have the fi- ploration, while they work on tangible issues such as nancial resources to have a counselor on staff (see box, making a time-management plan, establishing a budget, next page). As such, all adult educators need to be aware and considering salary levels of potential jobs. Learners of the kinds of personal issues that may arise and ways to can build critical thinking skills and develop self-aware- respond to them effectively. ness by looking at emotionally based issues such as if they Most common is the problem of low self-esteem and feel safe in their neighborhood or their relationship with self-confidence. Many adult learners have a history of aca- their children. Frequently, this process reveals that learn- demic failure, which may cause them to be easily frus- ers have many sources of negativity in their lives, including trated and critical of themselves. There may be a tendency nonsupportive family members, a history of or current to give up on assignments or on the entire program. Build- addiction, difficult economic situations, community safety ing confidence by providing positive feedback is one im- issues, and feelings of being overwhelmed by problems. portant way to counter these issues hut is often not enough. Dis -,issions of options to deal with the issues learn- Integrating a support group or a weekly community meet- ers have in their lives can include both the personal and ing, where books are closed and time is available for stu- the politicalconsideration of both intrinsic and extrin- dents to talk about how they are feeling, is an excellent sic factors that lead to problems and individual and com- way to build self-confidence and support among learn- munity action that can help resolve them. Setting personal ers. Knowing you are "in the same boat" as others and goals (e.g., I want to be more confident, I want to he able having a chance to express fears and frustrations can be a to speak out more), not just academic ones, can help stu- key factor for academic persistence and personal success. dents recognize the relevance of personal issues to aca- A critical issue that must he raised with some learn- demic and career success and the fact that academic ef- ers is their unrealistic view of the time it will take to forts alone may not resolve the range of problems in their progress to the level that is desired. It is not uncommon lives. for a student who dropped out in the ninth grade to feel Paying attention to community issues reflects an aware- that just a year of work on their GED should bring them ness that it is impossible to separate our students from the to the point where they can do college-level work. The lives they lead. Encouraging students to verbalize these is- learner's anxiety over the time factor, usually expressed sues, then act upon them, (e.g., I'm worried about how dan- 42 THE PENNSYLVANIA ADULT SASIC AND LITEPACY EDUCATION STAFF HANDSOOK 4,1 gerous a is for my children in the schoolyard, so I'm going to talk to other parents, and maybe even the police) can result PLANNING A CAREER in positive growth for the individual as well as positive change for the community. Real, sustainable self-esteem comes as EDUCATION PROGRAM the result of developing a sense ofpersonal elkclireness. Making changes in personal, academic, or community FOR ADULT matters can serve as a baseline for further success. STUDENTSBY BERNADETTE A. MANGIE Familiarity with community resources and referral processes is the other critical skill the adult educator must have. Adult students need a range of services, including Alarge percentage of adult students come to our pro- health care; energy assistance; emergency food and hous- grams with employment goals in mind. Many times, ing; help for addictions, domestic-violence, and child-care however, those goals are vague and undefined. In- issues; and sources tor lob and career counseling. I laving deed, employment is an underlying goal of adult a resource guide with telephone numbers of agenciesthat basic and literacy education. For these reasons. a ca- can help with these problems is a quick yeteffective way reer education and counseling component is anintegral to provide this information. Your students will he grateful part of many ABLE programs. for the help, and you will feel greater confidence about A number of worthwhile program-planning and man- responding to the personal issues that are certain to arise.i. agement activities can help ABLE practitioners improve

When the Teacher Is the Counselor BY JOE BEECH

Teachers of adults must often put on the coun- Explain specifically how the test results will be used selor's hat. Here's a quick look at how teachers (level placement, book assignments,class placement). can handle three general areas: Tell students who will sec the results and why. Stress that there is no passing or failing. PERSONAL COUNSEUNG Post-test counseling should be more individualized. "Ijust can't concentrate today. I'm having problems These are the guidelines I use: with my husband/wife/children/police/neighbors ..." Never return the test during class time. Make indi- Sound familiar? Personal counseling could consume vidual appointments. educator. Never give a numerical grade. It can imply a pass-or- a lot of class time, but our primary role is as an , Also, counseling one person may distract from the class fail score. The best test results explain specifically process and cause other students to leave. Then, too, what the learner needs to study to improve weak ar- teaching cannot be done in a void, and academic and eas. vocational education may be severely hampered by learn- Focus on positive test results, then explain how your ers' problems. When confronted by students' personal program can help. issues, consider the following: Have specific assignments ready that learners take Never trivialize any personal issues that learners bring with them after you've explained test results. to class. Focus on the day's work. Bc available after class to EMPLOYMENT COUNSEUNG discuss personal problems. Many learners come to our programs looking for a Have resources available: pamphlets from social-ser- job or trying to improve skills for a promotion (sec ca- vice agencies, printcd materials, a list of phone num- reer article, above). People can be extremelydisap- bers. pointed if they believed the GED would gct them a job, only to realize later that it did not fulfill their expecta- ACADEMIC COUNSELING tions. Also, many students enroll based on rumors that Standardized tests are often required, but starting a they will be given a job upon graduation. class with a test can be frightening and can discourage In a nutshell: learners before they start. It's important to do pre- and At thc first class have everyone identify their goals. post-test counseling. Make clear exactly bow your program can help. Most of the pre-test counseling I do is in a group, Provide an outline explaining course times and top- usually right before the test. I ask learners to share their ics. fears. If not addressed, fear can manifest itself in un- If your program offers an employment component, healthy ways and cause problems for your program. Be- provide specific terms. If you do not offer one, say fore testing: so. Stress thc importance of proper placement for get- From time to time, review goals and make sure the ting the most out of the educational experience. curriculum is addressing them+

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 43 career education and counseling services. The following uonal tools that present excellent opportunities for career activities can be useful. counselors (and their clients) to learn how to effectively use communication skills. Such creative activities canhe STAFF DEVELOPMENT ACTIVITIES easily integrated into group and individualized counsel- Schedule a discussion meeting about your career de- ing sessions. For example. ask students to act as employ- velopment program's mission, vision, philosophy, and ers or potential job candidates in practice interviewing goals. If your organization has not already defined and sessions. Videotaping these practice interviews encour- described these elements, take ample time to address them ages career counselors and students to evaluate the per- in great detail. If they have been established, take the time formances (Who did most of the talking? Was effective to review and clarify them, especially if new members have listening being used? What types of questions were heing joined your organization. Examples of mission and goal asked?). Giving students an assignment that requires them statements from comparable organizations can provide to record and report their observations of an event isalso useful models; however, use other programs examples a good counseling and instructional tool. Such activities for ideas and inspiration only Your objective at this point help to develop the counselors' and students' abilities to is to develop customized descriptions and guidelines that communicate more effectively and openly. As a result, reflect your organization's unique culture and identity. career-development counselors and students will begin This activity provides your staff with a personalized to use their critical-thinking and problem-solvingskills organizational understanding of how, why. when, and to more effectively and more often.+ what extent you will be involved in the career-development process. You will he using teamwork and consen- sus decision-making skills to develop and:orunderstand important program-management concepts and practices. RECOGNIZING

CAREER EDUCATION NETWORKS STUDENT Establishing career education networks helps your staff address many of your students' interests and needs. ACITIEVEMENT The purpose of networking is to build interagency and BY JAN PERKINS AND ANTHONY GIAMPAOLO intracommunity partnerships with key individuals who welcome the opportunity to provide supportive services Recognition of student achievement is important to for adults seeking career guidance and counseling. both the adult student and the adult educator. It can How these networks form and operate is interesting. go a long way toward instillingself-confidence and Suppose your program is the "lead organization"the self-esteem in the successful student and can serve organization that understands the benefits of cooperation as additional motivation and inspiration tothe cur- and teamwork and initiates the networking effort. You first rently striving adult learner, as well as provide an impetus thing to do. schedule internal meetings of those staff members who . to look to further goals. It is also a darned nice will be involved in the career program to discuss and list The recognition need not be formal in nature or grand your students' support needs (child care,financial plan- . in scope. It can range from a simple handshake and con- ning, job shadowing, etc.). Next, through extensive re- gratulatory smile to the applause of a gathered assemblage. search and personal contacts, you as the lead organiza- The important thing is that the successful completion of a tion begin to build mutually beneficial relationships with task be recognized and demonstrably appreciated. Education a network of support-service providers inthe community. At Connelley Technical Institute and Adult Many organizations and businesses are citing practical Center in Pittsburgh, recognition of student achievement reasons why the trend to share resources and responsi- is provided in several ways. The first method is an attempt bilities through networking is receiving growing support to formally recognize GED graduateswho missed a tradi- and why career development is rapidly becoming a com- tional high school commencement. On commencement class- munity-based responsibility. night a staff member accompanies the student to the room of an ABE/GED teacher of the student'schoice. Two CAREER-COUNSELING TECHNIQUES group photographs are taken; one isplaced in a mat and the occa- If you are involved in the career-development pro- gi% en to the GED recipient as a remembrance of student gram you will want to develop and expand yourcounsel- sion. We keep the other for public display (if the GED gradu- ing and instructional skills continuously. The topicof how grants permission), which publicly recognizes ates' achievements and inspires others to obtaintheir di- to enhance communications betweencareer-development clients and ABLE staff acts as a catalyst for selecting the plomas. As an option, we make available a cap and gown most effective career-counseling techniques. for the graduate to don for the photograph. Most often, the practices of active listening, observa- - Another form of formal recognition is implemented tion, and asking open-ended questions surface as primary with the cooperation of the local chapter of Rotary. In evalua- examples of techniques that improve communications May each year, staff members submit essays and achieve- between ABLE practitioners and students. Role-playing . tions of any student whose performance and . ments, in their opinions, make him or her aworthy candi- and role-reversal exercises are counseling and instruc- . 44 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATIONSTAFF HANDSOOK date for a Rotary Award. Teachers evaluate students on classroom performance, leadership, attendance, achieve- HowTO ORGANIZE ment, and school/community service. A committee of several staff members and one AND MAINTAIN AN Rotarian screens the applications and selects one outstanding student to receive a $200 Savings Bond and a hand- AIflflI some plaque. Five other students are selected to receive a $100 U.S. Savings Bond and a plaque. The bonds and the ASSOCIATIONBY CAROL MOLEK plaque are presented at a Rotary luncheon held for hon- orees and their guests. An association ol individuals who have attended your Student recognition may also he as informal as ask- adult education program can bring many positive ing a GED graduate to return to discuss with other stu- changes to its members, the agency, and the com- dents his or her resolve and perseverance in preparing munity. Alumni can recruit tor vou, tutor for vou, and lor the test. This gives the successful student a feeling for sponsor events. Most importantly. alumni can get out the importance of the achievement and inspires those the word about adult education preparing tor the test An even more basic form of recog- Getting started may he the most difficult task. You nition can occur simply between the student and the need only a few key participants to make the group a teacher. When a student achieves a goal, such as passing success These people can generate the involvement 01 the GED test or being accepted into a postsecondary pro- others by providing an example. Some alumni groups in- gram, the teacher should seek out that person. offer per- clude current students. The group's role then becomes sonal congratulations, and express an Interest in the supportive and an aid to transition. student's future goals.+ Membership drives can be carried out by mail and phone calls to graduates of your program. Follow-up communication is critical. Newspaper, radio, and TV ads, as Outstanding Student Anards well as word-of-mouth, are effective. Your staff can encourage alumni to use networking techniques to increase BY SHERRY ROYCE membership. Each year, the Pennsylvania Dep:.rtment of Still, maintenance of an Alumni group relies on inter- Education's Bureau of Adult Basic and Literacy esting meetings and activities such as: Agency support: Association members support the Education honors ten outstanding adult studcnts. Finalists are selected from some 63,000 adult learners agency's programs and activities. Akimni recruit students participating in the Department's literacy tutoring, and discuss the program with their network of contacts Alumni participate in graduation ceremonies. They con- ABE, ESL, and GED classes. The awards ceremony honoring the winners has become an annual feature at the duct fundraising activities to support program needs. They also work as tutors and operate a speakers' bureau. Mid-Winter Conference on Adult Education. In October, program directors are urged to nominate Community service: Many alumni projects are of a a program participant who, despite academic deficien- communiw-service nature. This gives many members their cies and difficult life situations, has achieved extraordi- first experience in contributing to community events. It can also enhance the stature of GED graduates in our area nary success.These selections are considered in Decem- ber by a panel drawn from ABLE tutors, teachers, counse- and serve to promote Adult Education Center programs. lors, administrators, and state advisors. Ten outstanding Personal development: Alumni personally benefit students are honored at the conference. Pennsylvania's from workshops, speakers, and mutual support. Seeing their development enhances current students' self-esteem winners have represented ABE/GED students at state, re- and vision of their own future achievements. Alumni par- gionaLand national conferences and have served as members of the Commonwealth'sAdult EducationTask Force. ticipate in counseling groups. as well as writing, job- search, and craft workshops. Success Stories, a booklet honoring these winners, is published each year. It celebrates thc achievements Remember that alumni's needs and interests are in a of adult students, who, through education and empow- state of flux. Often, the Association's role in a member's erment provided by ABLE programs and practitioners, life is to provide a transition to new areas of involvement, so active membership is not necessarily long term. There have triumphed over adversity to become an inspiration to their families, their classmates, and leaders in comes a time for most alumni when they move on to other their community and our Commonwealth. things. Continuity can be maintained by transferring lead- Following the model set by Pennsylvania, the Ameri- ership from one key group to another. can Association for Adult and Continuing Education FOR MORE INFORMATION: (AAACE) coordinates a national search to identify and Adult Education and job Training Center, MCIDC Plaza, 1 honor outstanding adult learners. To nominate a stu- Belle Ave., Bldg. 58, Lewistown, PA 17044 dent for the national award, contact AAACE, 1200 19th St., NW, Stc. 300, Washington, DC 20036.4 Several Section 353 projects. available from State Literacy Resource Centers+ THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 45 PROFESSIONAL DEVELOPMENT AND SUPPORT

provides the main source of funding for training andde- STAFF DEVELOPMENT: velopment activities. Through this funding, the Bureau of Adult Basic and PROFESSIONAL Literacy Education has designed a regional approach to statewide staff development through nine RegionalStaff GROWTH Development Centers t RSDCs; see list, next page). Assess- ing adult educators needs to determine training content, OPPORTUMTES FOR the regional centers develop a training programthat allows for flexibility in planning and scheduling andmakes ADULT EDUCATORS training accessible to adult educators in eachregion. The provides BY HELEN HALL AND ELLA MORIN regional approach promotes camaraderie and adult educators who may feel professionallyisolated with similar roles. Training is pro- In Pennsylvania, the focus ofstaff development efforts a connection to others in within the is on providing positive outcomes for studentsthrough vided at a central location or at a program site provide techni- the delivery of quality services, the identificationof on- region. The RSDCs are also equipped to exemplary going improvement efforts, and the provisionof well- cal assistance in adapting and implementing planned training and development activities. projects and practices. the re- Because most ABLE staff are volunteers or part-time Staff development activities coordinated at educators, professional development has been achallenge gional level take the form of workshops based on a pro- usually a needs assessment, to provide, at both local and statelevels. Traditionally, cess established by the RSDC, from colleges or universities. the Pennsylvania Department of Education,Bureau of or academic course work col- Adult Basic and Literacy Education. supports anumber of Tuition reimbursement is provided for work-related professional development activities, such as attendance lege courses, continuing education units,and other center's advi- at the annual Mid-winter Conference onAdult Education, propriate training approved by the regional cosponsored by the Pennsylvania Associationfor Adult sory committee. conferences with Continuing Education, and interstate PRACTITIONER-BASED APPROACHES Ohio and New Jersey. Other training anddevelopment work- Practitioner-directed learning is an alternative to the opportunities are provided through needs-based available to all shops, summer institutes, university courses, andconfer- traditional training session, and support is ABE/GED/ESL/literacy educators who work inABLE- ences, as well as classroom-basedpractitioner inquiry, activities. sponsored programs. Practitioner-directedlearning activi- action research, and other practitioner-directed in which practi- At the local level, adult educatorsidentify their own ties include inquiry-centered projects, field-based perspective needs and plan their own staff development. Becausethe tioners explore questions from a with criti- professional development of adult educators is the respon- concerning their own practices in conjunction programs' prac- sibility not only of the Bureau but also of the agencyand cal readings of current theory and other led by a quali- the individual, educators are encouraged to cooperateand tices. A group of two or more practitioners, collaborate with agencies in their area to enhance train- fied mentor/facilitator, workscollaboratively through ob- learners reflect the shared reading/research, group discussions, program ing opportunities. Pennsylvania's adult knowledge base and im- state's diversity, and the challenges that servingthem cre- servations, etc., to expand the approach to staff devel- prove practice. The inquiry groupsubmits a jointly pre- ates can best he met through an findings, and opment that reflects the diversity. pared summary of inquiry topics, activities, Recognizing that staff development is an integral part resulting impact. practitioners iden- of serving learners' basic education needs, a portionof In action research projects (see p. 50), intervention the federal funds allocated to the states is designatedfor tify a work-related, "researchable" problem, an the effects of the inter- staff development. Section 353 of the AdultEducation Act strategy, and a means for monitoring EDUCATION STAFF HANDBOOK 46 THE PENNSYLVANIA ADULT BASIC AND LITERACY vention. This approach can be utilized either independently ment. They contribute to stall development efforts state- or as a follow-through on a credit-hearing university course. wide. Practitioners can work together in groups or alone Another practitioner-directed approach is the Focus and then share their expertise, having learned skills Group. which utilizes the practitioner inquiry-centered through research and actual practice. model with one variation in procedure: instead of being There are numerous opportunities for staff develop- led by a -qualified mentor/facilitator. the group selects a ment: itis not a "frill." It is essential that quality training peer leader iron, within it who guides the group in select- he provided to all new and inexperienced adult educa- ing topics and I. ads the discussions. tors, but stat f development is also important for those who Independent Study Projects permit a practitioner to have been working in the classroom for years. From the identify a particular area of program:professional need workshop approach to action research, adult educators' or interest and to work either independently or in con- needs for honing their skills are being met at their indi- junction with a qualified nlentor to produce a journal- vidual levels. And just as adult educators take pride in the quality paper, sharing the research, and outlining its pro- growth and learning of their students, so too can they take fessional application. pride in their own growth and learning. With the provi- These individualized staff development approaches sion of staff development at local, regional, and state lev- are new to most adult educators and at ford the opportu- els, adult educators can assure positive outcomes for their nity to gain information on all aspects of program improve- adult students.+

The 9 Regional Staff Development Centers*

Region 1 (Crawford, Clarion, Elk, Erie, Forrest, Region 5 (Bedford, Blair, Cambria, Fulton, Jefferson, Lawrence, McKean, Mercer, Warren, Huntingdon, Juniata, Mifflin, Somerset): Venango): Director:Carol Molek Director:RichardGacka Coordinator:Brian Frey Coordinator:Bootsie Barbour Tuscarora 1U MCIDC Plaza Northwest Tri-County IU 1 Belle Ave. Bldg. 58 2922 State St. Lewistown, PA 17044 Erie, PA 16509 Phone:(717)248-4942 Phone:(814) 454-4474 Fax: (717) 248-8610 Fax:(814) 734-5806 Region 6 (Adams, Cumberland, Dauphin, Franklin, Region 2 (Cameron, Centre, Clearfield, Clinton, Lancaster, Lebanon, Perry, York): Columbia, Lycoming, Montour, Northumberland, Director:Beverly Smith Potter, Snyder, Tioga, Union): Coordinator:Paula Smith Director:Edie Gordon Imm. & Refugee Svcs., Cath. Charities, Diocese of Hbg. Coordinator:Gail Leightley 900 N. 17th St. C1U 10 Development Center for Adults Harrisburg, PA 17103 Centre Co. Vo-Tech Phone: (717)232-0568 Pleasant Gap, PA 16823 Fax:(717) 234-7142 Phone:(814) 359-3069 Region 7 (Berks, Carbon, Lehigh, Monroe, Fax:(814) 359-2344 Northampton, Schuylkill): Director:Jane Ditmars Region 3 (Bradford, Lackawanna, Luzerne, Sullivan, Coordinator:Ann Koefer Susquehanna, Wayne, Wyoming): Lehigh University Director:Joyce Kerrick 33 Coppee Drive Coordinator:Jane Douiahy Bethlehem, PA 18015 Lackawanna Junior College Phone: (610) 758-6347 901 Prospect Ave. Fax:(610) 882-9443 Scranton, PA 18505 Phone:(717) 961-7834 Region 8 (Bucks, Chester, Montgomery; Delaware): Fax(717) 961-7858 Director:Judith Bradley Coordinator:Elizabeth Mitchell Region 4 (Arrnstrong,Allegheny, Beaver, Butler, Fayette, Cabrini College Greene, Indiana, Washington, Westmoreland): 610 King of Prussia Rd. Director: Donald Block Radnor, PA 19087-3699 Coonlinator:Rachel Zilcosky Phone: (610)902-8518 Greater Pittsburgh Literacy Council Fax:(610) 902-8309 100 Sheridan Square, 4th Floor Region 9 (Philadelphia): Pittsburgh, PA 15206 Director:Rose Brandt Phone:(412) 661-READ Coordinator:Diane Inverso Fax (412) 661-3040 Mayor's Commission on Literacy 1500 Walnut St., 18th Floor Philadelphia, PA 19102 As in effect March 1995. Two-year contracts will expire June Phone:(215) 875-6602 30, 1996. Fax: (215) 735-6586

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 47 The centers support the activities of the regionalstaff de- PENNSYLVANIA velopment centers by assembling resources for selected workshops, making onsite visits, and providing research STATE LITERACY information for special staff development projects. WPALRC, through the Western Instructional Support RESOURCE CENTERS Center and the Distance Learning Center, offerstelecon- BY CHERYL M. HARMON AND CHRISTINE V.KEMP ferencing uplinking and downlinking, graphic design, printing, and high-speed copying to all stateand local pennsylvania's State Literacy Resource Centers arelo- programs and services. cated at two sites: AdvancE at the Departmentof Edu- AdvancE annually produces the Adult Education Sec- hook, submits cation, Harrisburg, and the Western Iennsylvania tion 353 Special Demonstration Projects Department of Adult Literacy Resource Center (WPALRC) atthe project reports and products to the U. S. down- Western Instnictional Support Center, Gibsonia.The Education and to ERIC, and offers teleconference two centers work together to provide accessCOinformation linking facilities. and state adult In addition, the SLRCs serve as reciprocallinks between and resources that support local, regional, for education programs. Clientele include administrators, coor- the U. S. Depanment of Education, the National Institute and service dinators of volunteer literacy councils, teachers, tutors, coun- Literacy, the National Center on Adult Literacy, networks selors, researchers, and others involved inadult education. providers. The centers also access computer funds admin- through the Internet to secure information and resources. Funding for the centers is provided by federal of istered through the Pennsylvania Departmentof Education, All of these effortsstimulating the coordination literacy services; enhancing the capacity of stateand lo- Bureau oi- Adult Basic and Literacy Education. and promot- Each SLRC manages a specialized collectionof au- cal organizations to provide literacy services; materials; con- ing the use of state-of-the-artteaching and assessment dio, video, software, CD-ROM, and print de- ducts online database searches of ERIC(Educational Re- methods, technologies, and program evaluationare signed to support the work of the adult basicand literacy sources and Information Center);and disseminates information statewide and nationally aboutSection 353 spe- education teacher and administrator. cial demonstration projects. Technical assistancealso is devel- FOR MORE INFORMATION: provided to local program personnel for program 216+ opment, special-project development,and product use. AdvancE (800)992-2283 or WPALRC (800)446-5607, ext. Advie to Volunteers BY DONALD G. BLOCK should be heard VyItuitecrs play a crucial role in adult basicand that fits you best.Your needs and skills performance re- literacy education programs in Pennsylvania. If and matched wiih the organization's fit with ou are one of the thousandsof volunteers who quirements. Don't be afraid to discuss the right welcome you and thank your program administrator. arc active in adult education, we Volunteering is you for your participation. Here aretips, or bits of ad- 5. Be flexible and expect to grow. not a one-way process in whichthe benefit flows from vice, for volunteers In adult education: be ashamed or 1, Learn the system. Try to learn about allthe activities thc volunteer to the organization. Don't just your uncomfortable if you end up receiving a greaterbenefit of thc program in which you arc participating,not do not have niche in that program.Volunteers sometimes assumethat than you ever thought possible.Volunteers like the first one they to be completely altruistic andself-denying. every student in a literacy program is need. mect.Try to understand the diversity of thestudents and 6. Ask for the training and resources that you into more chal- Do not expect administrators to knowwhen you arc the programs. This will allow you to move you lenging volunteer assignments later on. struggling in your work and need assistance.When solve all of the feel you need further training orinformation, ask for it. 2. Know your limits. Volunteers cannot written de- serious life problems that literacy students mayhave, such 7. Ask for a job description. Request a scription of your volunteer job so you'llknow exactly as poverty, family problems, andmental health issues. Do beyond your control. what your duties arc and to whom you report. not blame yourself for things that are evaluated. You deserve 3. Be an adult learner. If you arc going tobe a model of 8. Expect to be supervised and Ask for a performance adult learning for literacy students, be alifelong learner to know if your work is effective. attend training review if your administrator has not alreadyrequested one. yourself This means that you continue to in the continually strive Volunteers can make a tremendous difference when your program offers it and that you and nonteach- and your effectiveness. lives of literacy students, both in teaching to improve your teaching methods building a high- 4. Find the right fit. To be effective in yourvolunteer- ing roles.You are an important player in Pennsylvania,+ ing, you and your program need tofind the assignment quality adult education system in

EDUCATION STAFF HAMAR:MK 48 THE PENNSYLVANIA ADULT BASIC AND LITERACY

k.! What special areas of expertise do you want to develop? GRADUATE Are you interested more in theory, in practice, or in a combination of the two? Requesting information from PROGRAMS n ADULT several graduate programs will reveal the emphases of each. Might you be interested in pursuing a doctorate fol- EDUCATIONBY TRENTON R. FERRO lowing the completion of a master's degree? Attending one school for work at the master's level and another for So you woke up one morning and discovered that the doctorate provides a broader background of under- you were an educator of adults! Up to now you may standing and an increased depth of preparation. have been an elementary or secondary school There are certainly other concerns, but this initial teacher, a nurse, a salesperson, a personnel officer, a checklist highlights the value of investigating the oppor- social worker, a homemaker, a community organizer, tunities available within the Commonwealth of Pennsyl- a trainer, a corrections officerthe list goes on.You're not vania. The list below provides the basic information you alone! Rarely do people go through childhood saying, "I need to make contact with the program(s) of your choice. want to he an adult educator when I grow up." We arrive Individual programs can then provide you with specific at the realization that we are, or want to he, educators of descriptions, requirements, and application criteria. Each adults through a series of life tasks and experiences. entry lists the name of the sponsoring institution; the Your self-discovery, no doubt, has also prompted degree(s) available and program sites (if the program is questions such as: What is an "adult educator"? What do offered at more than one location); and the name, ad- they do? What do we mean by "adult education"? How dress, phone number(s), and e-mail address of the con- can I prepare myself for these new tasks for which I have tact person/coordinator for the degree program(s) listed. received little or no previous preparation or training? Many Cheyney University of Pennsylvania. Master of Sci- avenues are open to you which will allow you to grow ence in Adult and Continuing Education and develop as an educator of adults, several of which Contact: Dr. Velma Mitchell, 865 Oak Lane, Glenolden, are discussed in this Handbook. The capstone of these PA 19036, (215) 399-2387 various learning efforts and opportunities is earning an advanced degree in adult education. Indiana University of Pennsylvania. Master of Arts in However, is the pursuit of such a degree for you? Adult and Community Education (Indiana, Pittsburgh) Reflect upon, and respond to, the following questions: Contact: Dr. Trenton R. Ferro, 231 Stouffer Hall, Indiana Do I already possess at least a bachelor's degree in some University of Pennsylvania, Indiana, PA 15705, (412) subject/content or professional area? 357-2470, fax (412) 357-7821, [email protected] Am I planning to work, or am I already working, with The Pennsylvania State University. Master of Educa- adults as an educator, trainer, or service provider in such tion (University Park, Monroeville) and Doctor of Edu- locales as a school or college; extension service; healthcare cation (University Park, Harrisburg) in Adult Education. institution; business or industry; social service, commu- contact: Dr. Peter S. Cookson, The Adult Education Pro- nity, religious, or other organization; prison; or the military? gram, The Pennsylvania State University, 403 S. Allen, Do I intend to continue working with adults as a career? #206, State College, PA 16801-5202, (814)863-3781, fax Am I interested both in improving my skills as a practi- (814) 865-5878, [email protected] tioner and in developing a greater understanding of the theory and research base undergirding professional prac- Temple University. Master of Education and Doctor of tice in adult education? Education in Adult/Continuing Education (Philadel- If your responses to these questions are positive, you phia, Harrisburg) should consider seeking an advanced degree in adult edu- Contact : Dr. Edmund Amklon, 454 Ritter Annex (004-00), cation. This endeavor will allow you to bring together into Temple University, Philadelphia, PA 19122, (215) 204--6236 a new and meaningful context your previous area(s) of or Dr. Cheryl Boyer, Temple University-Harrisburg, 223 content specialization, your life experiences, and your new Walnut St., Harrisburg, PA 17101, (717) 232-6400 role as an educator of adults. Earning a graduate degree University of Pennsylvania. Master of Education in will enhance your sense of self-worth, provide extensive Reading/Writing/Literacy (with a specialization in adult professional development, help you better understand the literacy) unique characteristics and requirements of adults, and Contact: Dr. Susan Lytle, University of Pennsylvania, prepare you to handle the various responsibilities related Graduate School of Education, 3700 Walnut St., Phila- to working with adults. delphia , PA 19104, (215) 898-8398 or 898-8434, Once you've decided that earning an advanced de- [email protected] gree might be for you, you will need to consider several other factors: Widener University. Master of Education (with a concen- If you are unable to move (as a majority of adult stu- tration in adult education) dents are), which programs can you access? Consult the Contact: Dr. Patricia A. Lawler, Widener University, Center list below, Most adults in Pennsylvania live within a one- for Education, One University Place, Chester, PA 19013, to two-hour drive of a program site. (610) 499-4252, ofpalawler@cyberwidenenedu+

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 49 AMONRESEARCH FOR PROGRAM rPAACE: 1111PROVEMENTB,B PENNSYLVANIA

One indicator of a field's maturity is its ability to ASSOCIATION FOR create, validate, and be informed by its own knowledge. Action research, widely used throughout the AlWLT CONTIMING K-12 system, is a way for practitioners to identify their problems, directly benefit their students, and EDUCATIONBY JOAN Y. LEOPOLD be the experts in creating, validating, and owning their own knowledge. The mission of the Pennsylvania Association for Adult According to Cameron-Jones (1983), action research Continuing Education (PAACE) is to serve the needs is simply: "Research carried out by practitioners with a of adult learners through basic and higher education. view to improving their professional practice and under- The organization's members are teachers, professors, standing it better." Kemmis and Mc Taggart (1982) explain tutors, administrators, counselors, students, librar- that the outcome is "improvement in what happens in the ians, and volunteers. They work in a variety of settings in classroom .., a better articulation and justification of the the basic and higher education arenas. The common bond educational rationale for what goes on ... ideas-in-action." is working with and for the adult learner. Action research has four distinct steps: 1) Plan, 2) Act, 3) PAACE is governed by a Board of Directors comprised Observe, 4) Reflect. It then permits the practitioner/re- of elected officers and representatives of the eastern, cen- searcher to try another cycle: Revised Plan, Act, Observe, tral, and western portions of the Commonwealth; advi- Reflect, and so on. If the practitioner can identify a "re- sory members; and representatives of the Pennsylvania searchable" problem for one's Plan, develop a baseline Department of Education. Any individual who has been a of where he or she is now, and then Act with both an PAACE member for at least one year is qualified to hold intervention and the means to Observe the effects of the any office in the association. PAACE is affiliated with the new intervention, one can ultimately Reflect on the data American Association for Adult and Continuing Educa- collected and see if the new approach is better than the tion (AAACE). beginning baseline. However, there is a difference be- The goals of PAACE are to: 1) unite the profession, tween trying a new math technique01involving a coun- 2) advocate adult and continuing education, 3) share in- selor to improve retention and, for instance, trying to im- formation with each other and the public we serve, and prove recruitment by researching problems in a hostile 4) share information about adult and continuing educa- community. "Unresearchable" questions can require much tion with the membership, general public, and legislature, more than a single teacher's or even a group of teachers' through the Mid-winter Conference, PAACE News, The combined research efforts. Action research means add- MACE Journal of Lifelong Learning, The Membership Di- ing and observing interventions in one's daily worktak- rectoq, and awards to outstanding students and educators. ing only research topics which we can contain and manage. DIVISIONS We often need to do more than just "do our best" on the SPECIAL-INTEREST job. We often need to account for what we do and explain PAACE's special-interest divisions enable members why we do it. We often want to justify new approaches or with common interests to join together to strengthen and challenge old ideas. We typically want to know if something promote those interests. Because these divisions are an new actually pays off. But, we lack data based on systematic important part of PAACE, the Mid-winter Conference pro- inquiry to make our case. In the '90s anecdotes are rarely gram includes sessions reflecting the activities and con- sufficient. Government, governing boards, administrators, cerns of the groups. The program divisions in which you employers, and even the media need to be convinced. Data may want to participate are listed on the membership can make a difference. Action research lets us collect it. application. For administrative purposes they are divided Is action research valid research? If practitioners can into the following five divisions: Adult Basic Education/ repeat their ou tcomes time after time, and/or if practi- GED, inducing corrections, special needs, and armed ser- tioners can repeat outcomes across an institution or a state, vices/veterans; Higher Education, including noncredit and the critical mass of data gives heightened validity. Through continuing education; Literacy/TLC (see p. 51); English as a "repeatability" and shared outcomes on common prob- Second Language (ESL); and Business and Industry. lems, we build validity. Here is real empowerment and real professional development for our field. Here is a MEMBERSHIP CATEGORIES chance for the practitioners to be the experts. Individual-$25/year Organizationa l-$60/year Stu- dent-$20/yearAssociate-$10/yearLife Membership- FOR MORE 1NFORMATON: $ 150. For more information or a membership application, Contact your Regional Staff Development Center. + write tO: PAACE, P.O. Box 3796, Harrisburg, PA 17105.+ 50 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK

5 I.; sistance for the delivery and management of literacy in- BY CHARLES H. HOLBROOK stniction. The Center is exploring the use of technology for adult education in those areas where major advantages The American Association for Adult and Continuing might be realized. Through the Literacy Technology Labo- Education ( AAACE) is the largest organization for ratory (LTL), NCAL is exploring a range of uses for tech- individuals and institutions involved in adult and nology in die total scope of adult literacy activities, in- continuing education. This national association cluding new instructional methods, online assessment. sponsors an annual conference and exhibition and management information systems, and dissemination. publishes .. magazine. Adult Learning; a research and Litera;:y practitioners can access NCAL on the Internet theory !ou rnal, Adult Education Quarterly: and aI1C NN'ti- through America Online. Delphi Internet Services, or directly letter, Online with Adult and Cwituzning Educators through an institution with a direct connection to the Internet. AAACE's mission l:, to promote adult learning by pro- To retrieve documents via NCAL's Internet Gopher, point viding leadership in unifying individual adult education prac- your client at laserver.literacy.upenn.edu. port 70. For gen- titioners. lOstering the development and sharing ol informa- eral queries and to be ackled to NCALs mailing list, make tion, theory. research, and best practices. promoting profes- request.s to NCALAliteracy.upenn edu. sional identity and growth: and advocating policy initiatives. FOR MORE INFORMAIION: BENEFITS OF MEMBERSHIP NCAL, Univ. of Pennsylvania. 3910 Chestnut St.. Philadel- AAACE's annual national adult education conference phia, PA 19104-3111. (215) 898-2100. Fax: (215) 898-9804,4 enables participants to choose I rom inure than 200 pre- senters. workshops. and general sessions. ItIsattended by teachers, professors, consultants, administrators, and TLC: Pennsylvania's volunteers from public and pnvate institutions. The con- ! erence is a unique opportunity for participants to increase Literacy Organization their expertise regarding the hill snectrum of activities in BY LINDA HERR adult and continuing education. Tutors of Litcracy in the Commonwealth (TLC), a FOR MORE INFORMATION: program division of PAACE, is Pennsylvania's AAACE, 1200 19th St. NW. Suite 300. Washingum. DC state adult literacy organization. Its member or- 20036. ( 202) 429-5131. Fax: ( 202) 223-45-9.4 ganizations have the common mission of providing one- on-one :-..td small-group basic literacy instruction.At the heart of this instruction are trained volunteer tutors who work with adults lacking basic reading, writ- NATIONAL CENTER ing, and math skills.TLC's statewide support network not only provides services to tutors but also to pro- ON ADtLT LITERACY gram administrators and adult new readers. TLC endeavors to strengthen a variety of alterna- BY SANDRA K. STEWART (NCAL) tive approaches to teaching basic literacy skills and to facilitate and promote the de ,:elopment of quality ba- The National Center on Adult Literacy (NCAL) at the sic education services. In addition,TLC promotes leg- University of Pennsylvania. established in 1990, islation, encourages advocacy, and disseminates infor- focuses on three basic goals: to enhance the knowl- mation on the Commonwealth's literacy movement. edge base on adult literacy. to improve the quality Act 143, State Adult Literacy Grant, has enabledTLC of research and development in the field, and to to strengthen program support, including consultations ensure a strong, two-way relationship between research by phone or on-site, in-servicing in specific content and practice. Three main program areas constitute NCAL's areas, and basic tutor training. Four RegionalTraining approach to achieving its first goal. participation and ser- Representatives counsel fledgling or reorganizing pro- vice delivery, learning and instruction, and impact and policy. grams. New Reader Representatives networkwith stu- Part of NCAL's research strategy toward the second dent support groups statewide, encourage advocacy, goal is to form partnerships with organizations, agencies. and represent Pennsylvania at thc National Adult Lit- and individuals who do research in adult literacy and re- eracy Congress. lated areas and who collaborate in joint research and de- TLC publishes a quarterly newsletter, The Literacy velopment proiects with the Center. Among NCAL's part- Connection, andadirectory listing member organiza- ners are major federally funded research and development tions. TLC has sponsored the biennial Northeast Re- I,tbora tones, university-based resexchers. independent gional Adult Literacy Conference since 1987. researc h and policy organizations, service delivery orga- TLC welcomes volunteer-based ABE/GED/ESL/Lit- nization.:. and community organizations for research and eracy providers and supporters to participate inthe development. organization. Contact PAACE for information... A variety of new technologies represent potential as- THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDROOK 51

; RESOURCES AND DIRECTORIES

area, plus additional annotatedlistings. These selections, THE ADULT recommended by a nationwide panel of literacy special- ists, include classics, compilations ofliteracy research, EDUCATOR'S timely topics, and the latest instructional strategies. Adult Education Staff Development Resource Bibliography ESSENTIAL BOOKSIELF (September 1994; National Adult Education StaffDevelop- BY CHERYL M. HARMON AND SHERRY ROYCE rnent Consortium, published by the AmericanCouncil of Education). While many of the 309 items in this compilation To be equipped to provide appropriatelearning ex- are annotated to reflect the commentsof the authors or pub- periences, the adult basic and literacy professional lisher, no attempt has been made to rate or evaluate thelist- must be committed to continuing educationabout ings. The 47-page booklet is divided into four sections:1) the constantly evolving body of theory related to An Alphabetical Listing; 2) Staff DevelopmentApproaches adult learning, to pursuing professional develop- (peer coaching, reflective practice, action research);3) Staff ment, and to knowing where to find the best resources. Development Categories (ABE, assessment/evaluation, This bookshelf cites many resources which are avail- multicultural, learning styles); and 4) Teaching Adults (adult able to the educator at low or no cost. Although ABLE development, learning, motivation). programs should have a resource libraryfor the use of Staff development resources cited include issuesof staff, volunteers, and interested students, the individual Adult Learning (AAACE) and Educational Leadership(Phi educator is encouraged to build up a personal professional Delta Kappa), as well as books, journals, ERICDigests, collection. Most of the references are available for pre- Occasional Papers, and Document Reproductions,and view from either State Literacy Resource Center: final reports of Adult Basic Education 353 projects. AdvancE: (840) 992-2283 in PA or (717) 783-9192; fax Project Abstracts for the Fiscal Year 19xx-19xx,AdvancE (717) 783-5420 Pennsylvania Western PA. Adult Literacy Resource Center (WPALRC): State Literacy Resource Center and Western Commonwealth of Penn- (800) 446-5607, ext. 216 in PA or (412) 961-0294, ext. Adult Literacy Resource 216; fax (412) 443-1310 sylvania, Bureau of Adult Basic and Literacy Education. For the purposes of this listing, we cite title first. This annual publication provides abstracts of Section 353 adult education grant projects. Using the ERICdescriptor ANNOTATEDBIBLIOGRAPHIES thesaurus, the booklet indexes completed projectsby sub- The following bibliographies provide reliable refer- ject, such as curriculum, research, familyand workplace ences from which to choose resourcesabout professional literacy, ESL and tutoring, and special learning needs. Any either Resource development, research, and adult learners. Section 353 project may be borrowed from Center and copied for staff/program use. Professional Development bulletin The ABLE Sampler: A Professional Development Guidefor FOCUS on Literacy. Accumulating this periodic cho- Literacy Practitioners (1991, PDE 353 Project *99-1008). provides a bibliography of the Section 353 projects exemplary. An anno- This guide is divided into nine chapters providing an over- sen by a panel of practitioners as with all view of 103 literacy resources in the areas of 1) Adminis- tated, bound publication is periodically updated 54, tration; 2) Adulis as Learners; 3) DiversePopulations; 4) exemplary projects. See Journals and Newsletters, p. Evaluation; 5) History, Philosophy and Politics; 6) Instruc- for source. tional Strategies; 7) Social Context; 8) Workplace Literacy; Research and 9) Resources such as clearinghouses, journals, news- Expanding Theories of Adult Literacy Participation: A letters, and publishers. Literature Review. Karen Reed Wikelund, StephenReder, Each chapter contains an introduction by a leading & Sylvia P-7'-Landsberg, National Center onAdult Literacy, authority, followed by a review of core resources for the 1992, Ti,2-01. This review of the research onadult lit- 52 THE PENNSYLVANIA ADULT BASIC AND LITERACYEDUCATION STAFF HANDBOOK eracy participation indicates tlaia there are many deter- Reumann. National Center on Adult Literacy, 1993. This rents to the widespread and sustained participation brief identifies policy issues in adult education staff de- needed to attain the national goal of universal adult lit- velopment and introduces inquiry-based staff develop- eracy. The concept of "participation" in literacy development as a promising approach for rethinking both prac- ment must he expanded both theoretically and practically tice and research on practice in adult literacy. to he situated in the context of adults' lives as they per- Literacy Policy, Issues, and Research ceive them. (from NCAL's "Current Publications") Adult Literacy in Amerka: A First Look at the Results of Research Distilled. Tana Reiff. PDE 353 I-roject *99-4024, the National Adult Literacy Survey. National Center for 1994. Tiis is a 32-page compilation of the qualitative and Education Statistics, 1993. The aim of this survey was to quantitative research produced in Pennsylvania and nation- profile the English literacy of adults in the United States wide from 1989-93 under 353 special project funding. The based on performance in a wide array of tasks that reflect 48 projects featured are classified as: asaessment and testing, the types of materials and demands encountered in daily curriculum and instruction, participation and retention, and life. The report describes types and levels of literacy skills surveys and evaluations. Each review includes a description demonstrated in document, prose, and quantitative literacy of the purpose, procedures, a summary of findings, contact and analyzes the variation in skills across major social, person, and !,ource for a copy of the full report or product. economic, and earnings subgroups in the population. ESL Adult Literacy Education: Current and Future Directions: Adult ESL Literacy. State of the Art. Aguirre International, An (Mate. Hanna Arlene Fingeret, Inforrnation Series No. 1992. Available from the ERIC Document Reproduction Ser- 355, ERIC Clearinghouse on Adult, Career, and Vocational vice, 7420 Fullerton Road, Suite 110, Springfield. V.A. 22153, Education, 1992. This paper explores the issues found in 1-800-443-ERIC. This literature review provides an overview the adult literacy literature today. Basic questions explored of key ESL issues as they are reflected in literature. include the definition of literacy, the location of power in literacy education, and the purpose of literacy education. Family Literacy It is intended to provide a framework for thinking about Children, Parents, and Families: An Annotated Bibliog- issues and some guidance about where to begin investi- raphy on Literacy Development In and Out of Program gating aspects of the field. Settings. Vivian L. Gadsden, Ludo C. P. Scheffer & Joel Ilardman, National Center on Adult Literacy, 1994. The Adult Learners and Resources works cited here represent an et fort to clarify the interdis- Freebies for ABLE ( 1993, PDE 353 Project *99-3012). This ciplinary nature of family literar-. which includes the fields small catalog is a guide 'o some of the materials that are of reading, developmental psychology, and sociology. a% ilable at no charge through the State Literacy Resource describes selected studies and reports on a range of issues. Cemers am I private sources. Workplace Literacy The / 994 /1/3/./.: nirriculum Gt,ule ( 199 i, POE 353 Project Workplace Literacy: A Guide tb the Literature and Re- 099-40 ia Iwo volume, sources. Susan Imel and Sandra Kerka. Information Series A Resource Listing fOr 4I3L1' Practitioners features 92 ma- No. 352, ERIC Clearinghouse on Adult, Career, and Voca- terials selected as exemplary for ABLE learners. These tional Education, 1992. This publication is a guide to lo- resources are classified under the headings of LifeSkills, cating resources about workplace literacy. It ins all Family Literac v, Vocational Skills, Math, Readine, Pre -GED overview of current workplace literacy issues, an anno- and (1E1), social Studies, and Writing tated bibliography, and descriptions of many programs. A Resource Listing for EV. Practitioners coma im 62 selections in the areas of Integrated Basic Series, Dictionaries, SUBJECT MATTER REFERENCES Listening, Speaking, Vocabulary Development, Reading, Following is a sampling of easily accessible resources Grammar, and N.Vriting Both guides provide a brief de- for the adult educator to consider for an essential book- scription of each title's content and strengths along with shelf. There are many broad headings in adult basic and its publisher. components, fc)rmat, appr ipriate instruc- literacy education; the nuances of emerging issues can be tional level, skills addressed, price as of July 1994, and explored further by starting with some basic refereri -s assigned rating. Professional Development Crcating Ent ninunenk; Iffivtirvelelult Lnitamisf Roger Handbook of Adult and Continuing Education, S.B liciastra, Roger Ed )Ncts' Directions for Adult and Con- Merriam & P M. Cunningham .los,ay-lia .s, San Francis«), CA, 1990. Collection of 48 chapters by 69 authors Orl: adult Gi education as a field of professional practice, adult learners and the educational process, major providers of edu- Everyone has a different style of learning and the cational programs for adults, and adult education program teacher must fry to find out what is compatible to the areas and special c ienteles. student ics opun the c'oors of theMind, Doti,ne Smoot Derckplits; the Professional It brkforce lin. Adult lacy Secrokuy Education. Susan 1,lytIc, Alka Belzer & Rehm, lieudiflq Ana Commonittcollaut

THE PENNSYLVANIA ADULT IASIC AND LITERACY EDUCATION STAFF HANDROOK 53

BEST COPY AVAILABLE tinuing Education, No. 50 San Francisco: Jossey-Bass, swers. Write for copies to U. S. Equal Employment Op- (Summer) 1991. Anthology of writings by ten authors on portunity Commission, 1801 L. Street NW, Washington, DC developing hospitable learning environments for adults. 20507; also available in alternate formats including elec- Includes space/facilities/equipment considerations, atti- tronic bulletin board via (202) 514-6193. tudes, etc. JOURNALS AND NEWSLETTERS EnglishaSA Second Language and Limited English Adult Learning. Source: American Association of Adult Proficient and Continuing Education (AAACE), 1200 19th St. NW, Bringing Literacy to Life. Heide Spruck Wfigley and Gloria Ste. 300, Washington, DC 20036, (202) 428-5131. J. A. Guth. Aguirre International, 1992. This text describes practices and approaches to several aspects of literacy ERIC Digests and Occasional Papers. Source: List of no- Including: native language in ESL literacy, technology in cost resources and single copies available at no cost. Send ESL literacy, and assorted curriculum modules. self-addressed, stamped (554) *10 envelope to User Ser- vices Coordinator, ERIC/AGVE, 1900 Kenny Road, Colum- Family literacy bus, OH 43210-1090. Parenting Resource Book (1994, Project ir98-4007) offers a comprehensive collection of parenting materials listed FOCUS on Literacy. Free bulletin featuring Pennsylvania's under the following topics: child development, commu- exemplary 353 projects. Source: Royce and Royce, 1938 nication, discipline, formal education, healthadults, Crooked Oak Drive, Lancaster, PA 17601 healthchildren, informal learning, parenting, safety, and Linkages. Free newsletter of the National Adult Literacy & values. Sources for the 134 brief materials have been iden- Learning Disabilities Center. Source: Academy for Educa- tified and permission to reprint can be obtained. tional Development, National ALLD Center, 1875 Connecti- Workplace literacy cut Ave. NW, Floor 9, Washington, DC 20009. WorVorce Basics (1991, Project *98-4008) contains seven The Math Practitioner The Newsletter for the Adult student books and accompanying teacher's guides that pro- Numeracy Practitioners Netuork. Source: Ellen McDevitt, vide instruction in the following basic and higher order skills Office of Community Education, Carlow College, 3333 using workplace-related materials: critical reading, effective Fifth Ave., Pittsburgh, PA 15213, fax (412) 578-6684. writing, oral communication, problem solving, study skills, work-related math, and word proceming. Easily replicated, Mosaic. Free newsletter featuring research notes on lit- these well-organized, easy-to-read booklets provide space eracy. Source: PSU Institute for the Study of Adult Literacy, to complete exercises and writing activities. College of Education, 204 Calder Way, Ste. 209, Univer- sity Park, PA 16801. Also available as a text file via America Tutoring Online's Adult Literacy forum; keyword: react or literacy. Adult Literacy Handbook for Students and Thtors, 411.1 Or download as a Microsoft WORD file from AOL's Adult ed. Anita Pome:ance. Center for Literacy, 1993. CEL's hand- Literacy Forum libraries: Technology section. book is a companton to CFL training workshops and a resource for adult literacy tutors and students in any pro- National Center for Family Literacy. Free newsletter. gram. Many sobject areas are covered with specific in- Source: Nal. Waterlront Phza, Ste. 200,325 W. Main St., structional strategies to meet students needs. Louisville, KY 40202-4251. More /bait the )um Q/ the Penh cif ',up NC:1!. Connections Ere, nuo, slettei of the Nehunal ing in Adult Basic and Literacy Education. Susan !mei, Center on Adult Literacy, University of Pennsylvania, Sandra Kerka & Sandra Pritz. Center on Education and 3910 Chestnut st., Philadelphia. PA 19104-3,11, (215) 898- Training for Employment, Ohio State t fniversity, 1994 This 2100, fax (215) 898-9804, or request via e-mail: Section 353 project is a manual on the advantages of Milan mailbox 4literacy.upenn.edu. Also available to download group learning and a compilation of specific techniques from NCAL's Internet Gophersae. for preparing for and faciliteting small group learning. PAACE News. Free with membership in the Pennsylvania Technology Association for Adult Cor.tinuing Edocation, Box 3796. Adult Literacy and Neu. Trchnologiec Thols pr a life- larrisburg, PA 17105-379a time. Linda Roberts, Kathleen Fulton et al. Office of Tech- Pacsagr. Free newsletter featuring workplace zind job skills nology Assessment, U S Cnn;ress, 119 ?. This study c oie information (PA 353 poleca). Source: BCABIC, 100 Lintli siders why technology coukl make a difference in adult , Ste. A, Conway, PA15027, (800) 345-5443. literacy, how it Is currently used, and what should be done for potential use. The diverse web of adult literacy pro- Mccd. Quarterly Free with membership in Teachers of grams, unique instructional needs of adnits, and require- English to speakers of Other Languages 1600 Cameron ments of literacy are discussed in light of current and de- St., Ste. 300, Alexandria, VA 22314-2751, (703) 836-0775. veloping technology rook ghat 's Ow Buzz? Pennsylvania's Adidt Basic and Literacy Special Learning Need% Education professional development newsletter. Suurcc The Americans with Act Quesn n dud Art- Adult Ldur ation Linkage Service:i, Box 214, Troy, PA 16947 4.

54 ME PENNSYLVANIA ADULI- SIASIC AND LITEPIACY EDUCATION STAP0 HANUISOOK 4`14 49GI, PUBLISHERSOF 14, cl Cambridge Adult Education 4 V V NI ABLE CURRICULUM 4350 Equity Dr. a v v Columbus, OH 43272-4611 swsw (800) ADULTED (238-5833) RESOURCES Fax: (614) 771-7361

The following chart lists publishers who offer adult Centec Learning q V V V \I a sw education instructional materials in print, audio, 310Airport Rd. a a sw P.O. Box 54366 v sw v video, and electronic form. It is based on a survey of Jackson, MS 39288-4366 sw sw publishers' marketing departments, conducted be- (800) 626-8235 or (601)936-3231 tween November 1994 and March 1995, which asked Fax: (601) 939-7969 for information on offerings within five areas: The Conover Company ,1 NI 4 q 0-4= Adult Literacv/0-4 level PO. Box 155 swswswsw 5-8= ABE/5-8 level Omro,W1 54963 9-12 = GED/9-1 2 level (800) 933-1933 ESL = Adult ESL Fax: (800) 933-1943 SD = ABLE Staff Development Only those publishers who responded to the survey are Condrey Software V V Box 6067 sw sw included in this listing. Irvine, CA 92716 Materials available in formats other than print are in- (714) 854-3096 dicated as follows: Fax: (714) 725-0448 a = audiocassette v Conduit Educational Software =videocassette sw sw The University of Iowa = computer software 100 Oakdale Campus M306 OH The editors of this Staff Handbook have not reviewed Iowa City, IA 52242-5000 the materials these publishers offer and no endorsement (800) 365-9774 or (319) 335-4100 ,liciu Id he inferred. For further information or to receive a Fax: (319) 335-4077 catalog, pk-ase contact the publishers or their repiesenta- Contemporary Books, Inc. V V NI q t ives directly. Two Prudential Plaza, Ste. 1200 sw a 180 N. Stetson Ave. Chicago, IL 60601-6790 ., (;i00) 621-1918 or (312) 540-4500 .cademic Therapy Pub./ V r' Fax: (800) 998-3103 or (312) 540-4687 Ann Arbor/High Noon Books 20 Commercial Blvd. Continental Press, Inc. V V lovato, CA 94949 520 IL Bainbridge St. a a 0ROO) 422-7240 Elizabethtown. PA 17022 swsw a.x: (415) 883-3720 (800) '$3-0759 i---- Fax: (717) 367-5660 .ctive Learning (orporation ,/ NI N: Curriculum Associates, inc. 4 4 4 P.0. Box 254 lew Paltz, NY 12561 5 Esquire Rd, Sy/ sw SW (I)14) 255-0844 V( ) Box 2001 ax: (914) 255-3202 North Billerica, MA 01862-0901 (800) 225-0248 Many EducationalTelcvision V V Fax: (508) 667-5706 :ay School District of Albany a a a 7 Wectern Ave. v v Dcha Systems Co., Inc. 4 ibarn; NY 12203 1400 Miller Parkway a S18)465-4741 MclIenry, II 60050-7030 v ax: (518) 462-7104 (800) 323-8270 or (815) 363-3582 sW Fax: (8(X)) 909-9901 or (815) 363-2948 ILSTutorsystenis)9 I V 153 W.Woothnill Dr., Ste 18 swsw sw Dominic Press, Inc. 4 4 4 Vilirdngton. DL I 94u)41 Icy. 5945 Pacific Center Blvit, Ste. 505 a *X4)545-7766 or (302) 633-1616 3-4) San Diego, CA 92121 ax: (302) 633-1619 (800) 232-4570 F.Lx: ((i19) 546-8822

THE PENNSYLVANIA ADULT RASIC AVID LITERACY EDUCATION STAFF HANDSOOK 55 Publisbers, Continued

44' 44 69 4 94 . e 1- 1 ° EDL (Educational Developmental 4 4 4 4 Interactive Knowledge, Inc. 4 4 Laboratories, Inc.) a a a a 1100 S. Mint St., Ste. 209 swsw P.O. Box 210726 v SW SW SW Charlotte, NC 28203 Columbia, SC 29221 SW (800) 344-1502 or (704) 344-0055 (800) 227-1606 Fax: (704) 344-1505 Fax: (803) 781-3627 International Linguistics Corp. 4 4 4 4 Educational Activities, Inc. 4 4 4 4 3505 East Red Bridge Rd. a a a a 1937 Grand Ave. aa a a Kansas City, MO 64137 Baldwin, NY 11510 v v v v (816) 765-8855 (800) 645-3739 or (516) 223-4666swswswsw Fax: (516) 623-9282 Krieger Publishing Co. 4 P. O. Box 9542 Educational Design, Inc. 4 4 Ni q Melbourne, FL 32902 345 Hudson St. V V V V (407) 724-9542 New York, NY 10014-4502 Fax: (407) 951-3671 (800) 221-9372 Fax: (212) 675-6922 Lake Education 4 4 500 Harbor Blvd. a a a Educational Press 4 4 Belmont, CA 94002 111 Kane St. SW a (415) 592-1606 Baltimore, MD 21224 v Fax: (415) 592-2217 (800) 638-6470 SW Fax: (800) 638-6499 Lakeshore's Basic & Beyond 4 4 4 4 2695 E. Dominguez St. a a a a

Educators Publishing Service, Inc. NI Ni NI Ni Carson, CA 90749 V V V V 31 Smith Place v (800) 421-5354 or (310) 537-8600 Cambridge, MA 02138-1000 Fax: (310) 537-5403 (800) 225-5750 or (617) 547-6706 Fax: (617) 547-0412 Learning disAbilities Resources NI q 4 4 P.O. Box 716 v a a a EMC Publishing 4 4 4 Bryn Mawr, PA 19010 V V v 300 York Ave. a a a (800) 869-8336 or (610) 525-8336 St. Paul, MN 55101 v v v Fax: (610) 525-8337 (800) 328-1452 SW SW sw Fax: (800) 328-4564 Learning Research, Inc. 4 4 PO. Box 209 v v Glencoe/McGraw-Hill 4 4 4 4 4 420 NW 5th St. 936 Eastwind Dr. SW SW SW SW Evansville, IN 47702 Westerville, OH 43081 (800) 500-1234 (800) 848-1567, x4990 Fax: (812) 421-3270 Fax: (614) 899-4999 Literacy Council of Alaska q Globe Fearon 4 4 4 4 823 3rd Ave. One Lake Ave. a v v Fairbanks,AK 99701 Upper Saddle River, NJ 07458 SW SW (907) 456-6212 (800) 848-9500 Fax: (907) 456-4302 Fax: (201) 236-5892 McGraw-Hill, Inc. Heinle & Heinle Publishers Ni 4 4 1750 S. Brentwood, Ste. 280 a (including Newbury House) a a a St. Louis, MO 63144 SW 20 P2I1C P1272 V V Boston, MA 02116 sw Merit Audio Visual Ni 4 4 (800) 237-0053 or (617) 451-1940 132W 21 St. SW SW SW Fax: (617) 348-8177 New York, NY 10011 (800) 753-6488 Inst. for the Study or Adult Literacyq 4 4 Fax: (212) 675-8607 Penn State University SW v College of Education Milliken Publishing NI 4 4 204 Calder Way, Stc. 209 1100 Research Blvd. SW SW SW University Park, PA 168014756 P.O. Box 21579 (814) 863-3777 St. Louis, MO 63132-0579 Fax: (814) 863-6106 (800) 325-4136 or (314) 991-4220 Fax: (800)538-1319, (314)991-4807

56 THE PENNSYLVANIA ADULT RASIC AND LITERACY EDUCATION STAFF HANDROOK Publishers, Continued

I / , Ai National Textbook Co. -,1 V 4 Sonday Publications 4255 WTouhy Ave. a 404 Omhard Line v Lincolnwood, IL 60646-1975 So. St. Paul, MiN 55075 (800) 323-4900 or (708) 679-5500 (612) 455-9361 Fax: (708) 679-2494 Fax: (612) 455-9361

V V V New Readers Press NI 4 V 4 Steck-Vaughn Vg 1320 Jarnesville Ave. a a a v P.O. Box 26015 swsw a v P.O. Box 131 v v v Austin,TX 78755 Syracuse, NY 13210-0131 sw (800) 531-5015 (800) 448-8878 Fax: (512) 343-6854 Fax: (315) 422-5561 Sunburst Communications, Inc. NI NI sw NTC Publishing Group 4 NI J ,I 101 Castleton St. sw 4255 WTouhy Ave. a a a a Pleasantville, NY 10570 Lincolnwood, IL 60646 v (800) 321-7511 (708) 679-5500 Fax: (914) 747-4109 Fax: (708) 679-2494 Texas Scottish Rite Hospital g Oxford University Press J 2222 Welborn St. v c/o Phyllis Reilly a Dallas,TX 75219 799 Franklin Ave., #132 v (214) 559-7800 Franklin Lakes, NJ 07417 4 4 ,1 (201) 405-1033 TMR Associates swswsw Fax: (201) 405-1034 111 S. Olive St. S-547 Media, PA 19063 PACE Learning Systems, Inc. NI 4 V (800) 245-8504 3710 Resource Dr. a swsw Fax: (610) 891-0490 Tuscaloosa,AL 35401-7059 4 NI (800) 826-7223 or (205) 758-2823 TRO Learning, Inc. 4 V swswsw Fax: (205) 758-3222 57 E. Main St. sw Newville, PA 17241-1122 Pendergrass Publishing Co., Inc. g g 4 (717) 776-6023 P.O. Box 52 Fax: (717) 776-6023 Phoenix, NY 13135-0052 4 4 (315) 695-7261 Ventura Educational Systems 910 Ramona Ave., Ste. E sw sw

Phillip Roy NI V 4 Grover Beach, CA 93433 P.O. Box 130 sw a a (800) 336-1022 Indian Rocks Beach, FL 34635 sw sw Fax: (805) 473-7382 (800) 255-9085 or (813) 593-2700 4 4 NI Fax: (813) 595-2685 Video-based Training and Education One Foundation Circle v v v g 4 swsw Phoenix Learning Resources 4 NI Waunakee,W1 53597 sw 12 W.31st St. v v (800) 821-6313 New York, NY 10001 Fax: (608) 849-2468 (800) 526-6581 Prod. info/catalog 4 4 4 Fax: (212) 629-5648 J. Weston Walch, Publisher (800) 221-1274 Orders Distributor: Glazebrook & Assoc. Fax: (314) 569-2834 P.O. Box 138299 Chicago, IL 6061: Prentice Hall Regents 4 NI 4 4 (312) 525-5977 One Lake St. a a a a 4 ,I 4 V Upper Saddle River, NJ 07458 v v v v Wieser Educational, Inc. a a v v (800) ESL-2ESL swsw sw 30085 Comercio Rancho Santa Margarita, CA 92688v v swsw Scott Forcsman .I 4 (714) 858-4920 swsw 1900 E. Lake Ave. Fax: (714) 8580209 Glenview IL 60025-9881 (800) 628-4480 Fax: (708) 729-3065

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 57 5 1 Twila S. Evans is coordinator of education services at DIRECTORYOF Northampton County Prison, Easton, PA 18042, (610) 559-3000. She presented at the 1994 National Family Literacy Confer- WRITERS ence and at a variety of inservice programs on assessment. Trenton Ferro, Ed.D., is Assistant Professor in, and Coordi- Judith A. Alamprese is Director of the Education & Training nator of, the Master of Arts in Adult and Community Educa- Group at COSMOS Corporation, Bethesda, MD, 20814, (301) tion program at Indiana University of Pennsylvania. His re- 215-9100. She currently is directing Project EQuAL and a num- search, writing, and presentations include such topics as pro- ber of research and evaluation projects in workplace literacy, gram planning and evaluation, volunteerism, professional family literacy, and interagency staff development. She co- development, adult development and learning, adult religious developed the External Diploma Program, one of the initial education, and educational gerontology. applied performance assessment systems in adult education. Lori A. Forlizzi, Ph.D., formerly a Research Associate at Penn Randall S. Bauer is Chief of the Division of Early Child- State's Institute for the Study of Adult Literacy, L; currently a hood and Family Education in the Pennsylvania Department Research Project Associate in the Office of Program Plan- of Education, Harrisburg, PA 17126-0333, (717) 772-2813. His ning, Continuing and Distance Education, Penn State. She division administers Family Center grants. was co-principal investigator on a 353 project that identified and surveyed Pennsylvania's ABLE service providers. She Joseph Taylor Beech, Ed.M. in adult education, is director of may be reached at 2766 W. College Ave., University Park, PA adult education programs for the Norristown Area School Dis- 16801-2547, (814) 865-7679. trict Adult Evening School and for Genesis II Inc., 1414 N. Broak! St., Philadelphia 19121, (215) 763-2650, a drug treatmeiii facil Janice R. Frick is founder and Director of Partners for En- ity. He received the Ruth Yudoff Award from the City of Phila- glish As A Second Language, Inc., 1580 Carr Way, Warminster, delphia for his work in improving adult education programs. PA 18974, (215) 674-3793. She began her career in ESL in Lisboa, Portugal, in 1970. PESL provides educational services Alisa Bdzer is a doctoral student in reading/writing/literacy at in Philadelphia. the University of Pennsylvania. She has worked as a volunteer coordinator, trainer, tutor, teacher, and facilitator for practitio- Mary Louise Gall is an instructor of adult education for the ner research groups. Her research work includes a 353-funded Northwest Tri-County Intermediate Unit at the Corry Adult qualitative study on student retention. She may be reached at Education Center, Cony, PA 16407, (814) 663-0303. She has also 4953 McKean Ave., Philadelphia, PA 19144, (215) 849-6224. presented workshops for other adult education practitioners. Donald G. Block, M.A., is Executive Director of Greater Pitts- Anthony Giampaolo is a math instructor at the Connelley burgh Literacy Council, 100 Sheridan Square, Pittsburgh, PA Technical Institute and Adult Education Center, 1501 Bedford 15206, (412) 661-7323. He has been an administrator of adult Ave., Pittsburgh, PA 15219, (412) 338-3700. literacy programs since 1980 and has presented training on Maggie Gibb, M.Ed., Reading Specialist, is Parent Educa- volunteer management and fundraising. He received the 1992 tion Coordinator at Beginning with Books, The Carnegie Li- Outstanding Adult Educator award from the Pennsylvania brary of Pittsburgh, 7101 Hamilton Ave., Pittsburgh, PA 15208, Association for Adult Continuing Education. (412) 731-1717. During her 15-year commitment to adult and Rose Brandt is Executive Director of the Mayor's Commis- family literacy she has presented and consulted for many sion on Literacy and Director of the Region 9 Staff Develop- workshops and conferences. She is a doctoral candidate at ment Center, 1500 Walnut Street, 18th Floor, Philadelphia, the University of Pittsburgh. PA 19102, (215) 685-6602. She wrote her article for this book Lawrence (Larry) B. Goodwin, Jr., is Administrator of while working at the Center for Literacy, Inc. Pennsylvania's GED Test Center and thc Commonwealth Abbel Brawley is Southwest Area Advisor in the Bureau of Diploma Program, Bureau of Adult Basic and Literacy Edu- Adult Basic and Literacy Education, Pennsylvania Department cation, Pennsylvania Department of Education, 333 Market of Education, 333 Market St., 12th Floor, Harrisburg, PA 17126- St., 12th Floor, Harrisburg, PA 17126-0333, (717) 787-6344. 0333, (717) 787-5532. She previously taught for 11 years in Dorothy L Hajdu is Distance Learning Technology Advi- an urban high school outside of Washington, DC. sor at the Pennsylvania Department of Education, 333 Mar Ben Burenstein, M.S. in curriculum and instruction, with ket St., Harrisburg, PA 17126, (717) 783-4414. Previously she an emphasis on computers in education, works in the Office was Director of the Pennsylvania Teleteaching Project. She of Computing Services, Drexel University, Philadelphia, PA has facilitated distance learning classes throughout the state 19104, (215) 895-1282, fax (215) 895-6777, providing techni- and in Nebraska, South Dakota, Mexico, and Japan. cal and curricular support to ABE in four counties. He also Cheryl M. Harmon has been Resource Specialist for the teaches in Drexel's Teacher Preparation Program and pre- AdvancE Literacy Resource Center since 1992. An educator sents workshops at state and national conferences. and librarian, she specializes in information retrieval. Amy Chapple, M.Ed., is program director at the FOR Learn- AdvancE is located in the Educational Resources and Learn- ing Center, 710 Thompson Ave., McKees Rocks, PA 15136, ing Technologies Office, PDE, 333 Market St., Harrisburg, PA (412) 331-2400. The center offers programs in adult and family 17126-0333, (800) 992-2283. literacy, ABE/GED and ESL classes, a nd Even Start. Linda Herr, Williamsport, is TLC Director and Lycoming Laraine A. Demshock, M.Ed., is an Associate Professor and County Literacy Project Coordinator. She has presented at the Coordinator of Disability Services at Northampton Com- the Mid-Winter Conference on Adult Education and PDE- munity College, 3835 Green Pond Rd., Bethlehem, PA 18017, sponsored workshops. She may he reached at (717) 326-0536. (610) 861-5342, where she is a consultant to the Adult Lit- Pamela S. Hinden, L.S.W., is the Coordinator of Student eracy department. She presents on the topic of learning styles Services at the Community Women's Education Project, 2801 at various conferences and PDE-sponsored workshops. Frankford Ave., Philadelphia, l'A 19134, (215) 426-2200. She

58 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK is a licensed social worker who has worked with adult stu- Collaboratite Learning Groups: An Innovative Approach to dents as both a teacher and a counselor. Adult Literacy Instruction. Her writing on this subject has also been publLshed in Community-Based Education Report. Charles H. Holbrook is an advisor with the Bureau of Adult Basic and Literacy Education, Pennsylvania Department of Carol Molek, M.Ed., is Adult Educaion Director for the Ethication, 333 Market St., 12th Floor, Harrisburg, PA 17126- Tuscarora Intermediate Unit's Adult Education and Job Train- 0333, (717) 787-6344. ing Center, MCIDC Plaza, 1 Belle Ave., Lewistown, PA 17044, (717) 248-4942, fax (717) 248-8610. She served as the 1994- Elizabeth Houston, M.Ed., is an adult educator at the Center 95 president of PAACE. for Literacy, Philadelphia, 19143, (215)474-1235. She is involved in developing curriculum and educational programs for home- Barbara J. Mooney, Ed.D., is Director of the Adult Educa- less adults in shelters throughout the Philadelphia area. tion Department of Community Action Southwest, 22 W. High St., Waynesburg, PA 15370, (412) 852-2893. She has provided Cheryl Keenan is the Director of the Bureau of Adult Basic training through Region 4, developed numerous 353 projects, and Literacy Education in the Pennsylvania Department of and presented at Mid-winter Conferences. Education. Ella M. Morin is Chief of the Special Programs and Projects Christine V. Kemp is the Resource Specialist at the West- Division in the Bureau of Adult Basic and Literacy Educa- ern Pennsylvania Adult Literacy Resource Center (WP LRC), tion, Pennsylvania Department of Education. She is point of 5347 William Flynn Hwy., Gibsonia, PA 15044-9644, (800) contact in the Bureau for workplace literacy and adult edu- 446-5607, ext. 216. cation for the homeless projects, as well as oversees Section Joyce P. Kerrick, M.Ed., is Director of Adult Literacy Pro- 353 projects. grams at Lackawanna Junior College, 901 Prospect Ave., Jan Perkins is retired from the Connelley Technical Insti- Scranton, PA 18505, (717) 265-3449, and Director of the Re- tute and Adult Education Center, Pittsburgh, PA. He worked gion 3 Staff Development Center, (717) 961-7834. She serves for 35 years as a language arts instructor. as the Al3E/GED Division Director of PAACE. Previously she taught GED, ABE, and workplace education classes. B. Allan Quigiey, Ed.D., is Associate Professor and Regional Director of Adult Education, Penn State University, Center Joan Y. Leopold is Director of Patient Education at the for Continuing and Graduate Education, Monroeville, PA Harrisburg State Hospital, Pouch A. Harrisburg, PA 17105- 15146, (412) 372-4095. He has taught credit and noncredit 1300, (717) 772-7561. An adult educator for over 20 years, courses in action research and has been published inthe she has taught mentally retarded adults, directed special area of action research. projects for institutionalized populations, is the curator of the Dorothea Dix Museum, and is Executive Director of Judith A. Rance-Roney, Ed.D., is ESL Director at Lehigh Uni- PAACE. versiry, 33 Coppee Drive, Bethlehem, PA 18015, (610)758-6099. She is currently working at Lehigh University both on interna- Donald Lunday is the Chief, Regional Programs Division, tional issues and as the supervisor of Region 7, Tri-Valley Staff Bureau of Adult Basic and Literacy Education, Pennsylvania Development Center. Tlie dissertation for her doctorate in read- Department of Education, 333 Market St., 12th Floor, Harris- ing education was on adult literacy student motivation. burg, PA 17126-0333, (717) 787-5532. He previously was the Chief of Special Programs and Projects in the Bureau.System Tana Reiff, M.Ed., has been involved in teaching and developing materials for staff and students in adult basic and lit- Susan L Lytle is Assistant Professor of Education, Graduate eracy education since 1973. She may be reached at P.O.Box School of Education, University of Pennsylvania, (215) 898- 182, Lancaster, PA 17608-0182, (717) 299-8912. 8398. She is also Director of the Literacy Practitioner Inquiry Project (NCAL), The Philadelphia Writing Project, and the Georgina S. Rettinger, Ph.D., is Director of the Greenville Lit- master's and doctoral program in Reading/Writing/Literacy. eracy Council, 12 N. Diamond St., Greenville, PA 16125,(412) She is the coauthor of Inside/Outside Teacher Research and 588-6141, as well as Professor of Education and Chairperson of Knowledge(Teachers College Press), The Pennsyltania Frame- the Education Department at Thiel College, Greenville. work Reading, Writing, and flaking Across the Curriculum Sherry Royce, Ed.D., is President of Royce & Royce, 1938 (PDE), Adult Litetacy Education: Program Evaluation and Cmoked Oak Drive, Lancaster, PA 17601, (717) 569-1663. The Learner Assessment (ERIC), and many articles on literacy, as- author of 11 skillstexts in adult literacy, CBAE, and ESL, she sessment, practitioner inquiry, and teacher education. was Director of a two-county adult education programfor Bernadette A. Mangie Ls Director of Rducational Services for 17 years and has directed numerous 353 projects. the Beaver County Area Labor-Management Committee, a pri- Jeffrey Woodyard is the Executive Director for Tri-County vate nonprofit organization. Since 1987 she has been a contrib- Opportunities Industrialization Center, Inc. (OIC), Harrisburg, uting writer/editor for PASSAGE Your Workplace andJoh Skills PA 17110, (717) 238-7318, a program that works with adults Information Newsletter a Section 353 staff-development project. in literacy, skills training, GED test preparation, vocational Ellen F. McDevitt is Associate Director of the Office of Corn- skills training, and workplace literacy. He has been a staff rnunity Education at Carlow College in Pittsburgh, (412) 578- development presenter on workplace literacy, distance edu- 6683. She is the editor of The Math Practitioner, a newsletter cation, and other topics. for adult educators across the U.S. who are involved in teach- Malcolm B. Young, Ph.D., is Vice President for Research, ing math. She presented her video, "What Does That Mean? Evaluation and Survey Services at Development Associates, An Introduction to American Idioms" at the Mid-Winter Con- Inc., Arlington, VA 22209, (703) 276-0677. He was the direc- ference on Adult Education last year. tor of the National Evaluation of Adult Education Programs Peggy McGuire, M.A., is the Executive Director of the carried out by Development Associates for the U.S. Depart- Germantown Women's Educational Project, Philadelphia, PA ment of Education (1990-94). 19144, (215) 843-2148. She trains tutors to facilitate collaborative learning groups and last year cowrote the training manual

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 59 BEST COPY AVAILABLE 61 community education The procesS by which individuals; GLOSSARYOF community groups; organizations; and local, private, and governmental agencies cooperate to provide educational, recreational, vocational, cultural, social, health, and other RELATED TERMS, related services to meet community needs through the use of educational and other facilities. AGENCIES, AND community-based adult education Basic educational programs offered through or at community agencies and loca- ORGANIZATIONS tions other than public schools. community-based organization Organization such as community action agencies and literacy councils who receive Act 143 of 1986 Pennsylvania's state adult literacy educa- at least part of their funding from the municipal community tion program designed to provide basic educational skills and/or private or corporate donations. training in reading, English (including English as a second language), and mathematics. competency-based adult education (CBAE) A performance-based process leading to mastery of basic and life Adult Basic Education (ABE) Federally funded programs skills necessary to function proficiently in society. designed for adults who have not attained functional competency in basic skills at the eighth-grade level. Also, the Contact Literacy Center Box 81826, Lincoln, NE 68501, (402) general designation for programs of instruction for adults at 464-0602. Organization promoting communications in the field the basic skills/literacy level (also called ABE), English as a of functional literacy. Publishes monthly newsletter, The Writ- Second Language for adult immigrants and refugees (ESL), ten Word, and provides a literacy hotline, (800) 228-8813. and General Educational Development (GED), or prepara- distance education Delivery of instruction or educational tion for the GED tests. Limited English Proficient (LEP) is di- information through media in order to circumvent the sepa- rected to adults who have had ESL but are not yet proficient ration of teacher and learner by distance and/or time. in the use of English. Educational Resources Information Center (ERIC) Adult Education Act Act of Congress providing for ABE National information system which obtains and makes avail- programs administered through each state with active local able hard-to-find, often unpublished, information in educa- sponsorship, amended by the National Literacy Act of 1991. tion. Access through the State Literacy Resource Centers. Adult literacy & Technology Project Group studying the English as a Second Language (ESL) Program to teach applications of computers in teaching adult literacy students. those whose primary language is not English. PCC, Inc., 2682 Bishop Drive, Suite 107, San Ramon, CA 94583, (415) 830-4200. family literacy A holistic approach to short- and long-term eradication of illiteracy by seeking to address tne educational AdvancE One of Pennsylvania's two State Literacy Resource needs of the "whole family," as defined by its members. Centers (SLRC), at PDE Resource Center, 333 Market St., 11th Floor, Harrisburg, PA 17126-0333, (800) 992-2283 or (717) GED Testing Service The division of the American Council 783-9192; fax (717) 783-5420. on Education that develops and distributes the Tests of Gen- eral Educational Development (see below). One DuPont adult learning center A place where adults voluntarily Circle, Washington, DC 20036, (202) 939-9490. congregate to learn in a structured learning environment. It is open full time and includes counseling services. General Educational Development, Tests of (GED) A series of tests (Writing Skills. Social Studies, Science, Inter- Adult Performance Level (APL) A landmark study com- preting Literature and the Arts, Mathematics) to demonstrate pleted in 1975 by the University of Texas at Austin under a competency level equivalent to that of a high school di- contract with the U.S. Office (now Department) of Educa- ploma; preparatory programs for the tests. tion to assess functional competencies of American adults. indicators of program quality Definable characteristics American Association for Adult and Continuing Edu- of programs used to measure whether programs are success- cation (AAACE) National and international association to fully recruiting, retaining, and improving the literacy skills promote learning opportunities for adults. Formed in 1982 of the individuals they serve. as a consolidation of the Adult Education Association (AEA) and the National Association for Public Continuing and Adult Institute for the Study of Adult Literacy (ISAL) Action Education (NAPCAE). 2101 Wilson Blvd., Suite *925, Arling- research unit at the College of Education, The Pennsylvania ton, VA 22201, (703) 522-2234. State University, 248 Calder Way, Rm. 307, University Park, PA 16801. Its goals are 1) research and development, 2) staff andragogy The art and science of teaching adults. development, and 3) leadership in adult literacy. It publishes Bureau of Adult Basic and Literacy Education (ABLE) the free newsletter, Mosaic: Research Notes on Literacy for Office of Pennsylvania Department of Education that funds, Practitioners, Researchers, and Policy Makers. monitors, and reports on ABE/Literacy/ESL/GED programs Jobs Opportunities and Basic Skills Program (JOBS) using federal and state funds. Pennsylvania Department of The work/education/training program for recipients of Aid Education, Bureau of Adult Basic and Literacy Education, 333 to Families with Dependent Children (AFDC) as mandated Market St., Harrisburg, PA 17126-0333, (717) 787-5532. for each state under the Family Support Act of 1988. Bureau of State Library The Commonwealth office that is Job Training Partnership Act (JTPA) Federal law of 1982, legally mandated to develop, improve, and coordinate library replacing the Comprehensive Employment and Training Act services and systems to meet the educational, informational, (CETA), that provides basic education and job-training op- and research needs of citizens of all ages. It administers the portunities for disadvantaged youth and adults. AdvancE State Literacy Resource Center. Laubach Literacy International Literacy organization Commission on Adult Basic Education The national orga- whose affiliate literacy programs employ the Laubach meth- nization for staff of ABE/GED/ESL/Literacy programs, a divi- odology. 1320 Jamesville Ave., Box 131, Syracuse, NY 13210, sion of AAACE. Holds annual conference specific to these areas (315) 422-9121. and publishes Adult Literacy and Basic Education journal, in- dexed in ERIC. Contact AAACE for membership information. Limited English Proficient See Adult Basic Education. literacy The ability to use information to function in soci-

60 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 6 ety, to achieve one's goals, and to develop one's knowledge and potential. This was the definition used as the basis of Glossary of Abbreviations the National and State Adult Literacy Surveys. Within it were the areas of prose literacy, document literacy, and quantita- "143" referring to programs funded under Pennsylva- tive literacy (see p. 11). nia's Act 143 Literacy Volunteers of America (LVA) A national organi- "322" referring to programs funded under the federal zation offering tutor training and instructional materials for Adult Education Act, Section 322 volunteer literacy affiliates. 404 Oak St., Syracuse, NY 13210, "353" referring to special adult education projects funded (315) 422-9121. under the federal Adult Education Act, Section 353 National ABE Staff Development Consortium A unit of AAACE American Association for Adult and Continuing AAACE. For information contact Jean Lowe, GED Testing Education Service, One DuPont Circle, Washington, DC 20036-1163, ABE Adult Basic Education ABLE Adult Basic and Literacy Education; Adult Basic (202) 939-9475. Learning Examination National Affiliation for Literacy Advance (NALA) An APL Adult Performance Level association which provides training in the Laubach method ASE Adult Secondary Education of teaching reading to combat illiteracy. CAA/CAP Community Action Agency/Program National Center on Adult Literacy (NCAL) A research- CAI computer-assisted instruction and-development project for enhancing the knowledge base CBAE competency-based adult education on adult literacy, established in 1990 at the University of Penn- CBO community-based organization sylvania, 3910 Chestnut St., Philadelphia, PA 19104-3111, COABE Commission on Adult Basic Education (215) 898-2100, fax (215) 898-9804. DAEL Division of Adult Education and Literacy (U.S. National Clearinghouse on Literacy Education for Lim- Department of Education) ited English Proficient Adults A USDE-funded clearing- ERIC Educational Resources Information Center house. Contact Center for Applied Linguistics, 1118 22nd ESL English as a Se,ond Language Street, NW, Washington, DC 20037, (202) 429-9292, ext. 200. ETS Educational Testing Service National Institute for Literacy (NIEL) Base for a national FY Fiscal Year literacy network as authorized by the National Literacy Act GED General Educational Development (Tests of) of 1991. 800 Connecticut Ave., NW, Washington, DC 20006- GEDTS GED Testing Service 2021, (202) 632-1500. IEP Individualized Education Plan National Literacy Act Passed in 1991, the 1992-93 amend- INS Immigration and Naturalization Service ments to the Federal Adult Education Act. IRA International Reading Association ISAL Institute for the Study of Adult Literacy (at Penn Opportunities Industrialization Centers (OICs) Orga- State University) nizations dedicated to the reduction of unemployment and JOBS Jobs Opportunities and Basic Skills Program poverty for youth and adults. JTPA Job Training Partnership Act Pennsylvania Association for Adult Continuing Educa- LEA local education agency; language experknce approach tion (PAACE) The state professional organization repre- LEP Limited English Proficiency senting adult educators and service providers of programs LLI Laubach Literacy International in a variety of settings such as public schools, learning cen- LSCA Library Services and Construction Act ters, community-based programs, state hospitals, state cor- LVA Literacy Volunteers of America rectional institutions, county prisons, community colleges, NAEP National Assessment of Educational Progress universities, government agencies, and businesses and in- NAIA National Affiliation for Literacy Advancement dustries. P.O. Box 3796, Harrisburg, PA 17105. NALS National Adult Literacy Survey Private Industry Council (PIC) Local group of community NCAL National Center on Adult Literacy representatives responsible for planning and funding skills train- NCLE National Clearinghouse on Literacy Education ing with education monies from the U.S. Department of 12lx)r. NEAEP National Evaluation of Adult Education Programs quality indicators See indicators of program quality. NIEL National Institute for Literacy Service Delivery Area (SDA) Region, usually a group of NWLP National Workplace Literacy Program counties, serviced by a Private Industry Council. OIC Opportunities Industrialization Centers PAACE Pennsylvania Association for Adult Continuing Single Point of Contact (SPOC) Mandated by the Family Education Act of 1988, a joint initiative of the Departments of Welfare, PDE Pennsylvania Department of Education Labor and Industry, and Education by which welfare recipi- PIC Private Industry Council ents who have barriers to employment receive the educa- PLUS Project Literacy United States tion, training, job placement, and support services they need RSDC Regional Staff Development Centers to become gainfully employed. SALS State Adult Literacy Survey State Plan A federal-state agreement for carrying out the SCI State Correctional Institution Adult Education Act. SDA Service Delivery Area Western Pennsylvania Adult Literacy Resource Center SEA State Education Agency (WPALRC) One of Pennsylvania's two state literacy resource SLRC State Literacy Resource Center centers (SLRC). WPALRC, 5347 William Flynn Hwy. Rt. 8, SPOC Single Point of Contact Gibsonia, PA 15044-9644, (800) 446-5607, ext. 216, or (412) TABE Tests of Adult Basic Education 961-0294, fax (412) 443-1310. TALS Tests of Applied Literacy Skills workforce literacy General term referring to upgrading of TESOL Teachers of English to Speakers of Other Languages basic skills or job-specific skills of the labor force as a whole. TLC Tutors of Literacy in the Commonwealth United States Department of Education workplace literacy (or education) Job-specific basic skills USDOE traiiiing programs designed to provide employees with aca- VISTA Volunteers in Service to America demic ard interpersonal skills at the work site. VIPALRC Western Pennsylvania Adult literacy Resource Center WRAT Wide Range Achievement Test THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 61 GED TESTING CENFERS IN PENNSYLVANIA For more information, call PDE at (717) 787-6747. NO. County LOCatiOn AddreSs City Director Phone No. 0255 Adams Uncea IU 12 Billerlsock Rd., kr 70 New Oxford, PA 17350 Korm Werner (717)624-4616 0475 Allogheey YWCA of McKftsport 410 Ninth Ave. McKeesport, PA 15132 Den Stettin (412)664-7146 0630 Allegheey Come thy Tech. & Molt Or. 1501 heed Ave. Pitishigh, PA 15219 Alfred Fascetti (412)338-3740 0640 Alight:1y North Hills H.S. 53 Rod:ester Rd. Pittsburgh, PA 15229 Ernest Froess (412)367-6061 0430 Armstreag Annstreng School Dist. 410 Me. St., Adm. 1141. Ford City, PA 16226 Charles Pepper (412)763-7151 0500 Ihilver Comm. Cell. of Beaver Co. (diem Dr. Morisco, PA 15061 Frain H8finger (412)775-8561,x125 0225 Bedford Evorett Aree Sr. H.S. North River Lem Everett, PA 15537 Fronk Shaffer (814)652-9114,x230 0660 Leda Ruding Ares Comm. Coll. 10 S. Second St. Refill:I, PA 19603 Pieter V. Miller (215)3724721,x210 0020 OM AltISINI Saul Hi 1415 6th Ave. Alto..., PA 16602 Thomas Smith (814)946-8278 0750 trailed Towsmk Arm H.S. High Scheel Dr. Towaada, PA 18848 Seth B. Johnston (717)265-2101 0160 Braiford Wysirsing Volky Jr./Sr. H.S. RD 2 Wyslesing, PA 18853 Seth B. Jemston (717)746-1498 0510 Bucks Bucks Cs. Cam. Coil. Swsstp Rd. Newtown, PA 18940 Patride Shine (215)9684466 0595 Bucks Upper locks Co. AVTS 3115 Ridge Rd. Perkesk, PA 13944 Joan Melostowski (215)795-2911 0710 lucks Wm. Tomei! H.S. Street & liewtew. Rds. Wermiestor, PA 11974 Tomliesoe (215)4414230 0060 Ilitkr Ruth( Arm Sr. H.S. I65 New Castle Rd. teller, PA 16001 Robwt Kenneily (412)287-1721,x256 0350 Cumbria Greater Johoutow. 220 Messenger St. Joh.stown, PA 15902 Samna Sperms. (814)533-5520 0210 (memo Cosecs. CountyHs. %Mimi Ave. Emporia., PA 15834 Sham V. Malizia (814)486-3774 0340 Gahm Cerbrin Ce. Ares Ve-Tech 13th St. Jim Therm, PA 11229 (husks Derby (717)325-3682 0030 Crattre Meisel* Arm Sr. H.S. E. Bishop St. kilefe.te, PA 16123 Alan Crafts (814)355-4833 0125 Chester Chester.Co. Job Dev. Ctr. 150 lases Hence Cowl Exton, PA 19341 Jill %der (610)524-5014 0722 Chem Chaim Co. AVTS RD 2, Box 1976 Shippenvile, PA 16254 hrbara Witkowski (814)226-4391 0110 Gewfied (1.4r-field Sr. H.S. RD I, P.O. lex 910 Chorfield, PA 16830 John !limes (814)765-2401 0420 Croton Lock Harm H.S. W. Church St. Lock Heves, PA 17745 Midwel S. Rendes (717)748-5592 0410 Crawford Criwford Ce. AVIS 860 Thirsts. Rd. Meadville, PA 16335 Timothy Rankin (814)724-6024 0070 Cumberlend Carlisle Area Sch. Dist. 723 W. Pew St. Carlisle, PA 17013 J. Wesley James (717)2404807 0720 Cimberlend Shipp:tubers Arm H.S. RD 4 Shippessbarg, PA 17257 Lloyd Heller (717)530-1118 0280 Deiphin Hbg. Area Comm. Coil. 3300 Comma St. Rd. Henri:berg,PA 17110 Vera Woods (717)780-2480 0285 Dauphin Pear Stile Harrishvg 1010 M. 7th St. Horrishuig, PA 17102 Patricia White (717)772-3590 0290 Dimple. Dept. of Edwation 333 Market St. Horrisbwg, PA 17126-0333 Lorry Goodwin (717)787-6747 0090 Delaware Sh.weltor Middle School 1100 W. 10th St. Closter, PA 19103 Deno Rose. (610)4474650 0490 Delmar. Deaware Cs. Comm. Coll. Rte. 252 & Noes Une Rd. Media, PA 19063 Linda Long (215)359-5322 0610 Ek Riggwoy Arm Cwt. Schml 300 Caner St. Ridgway, PA 15151 Robert Wright (814)7764934 0220 Erie School Dist. of Erie 2931 )(wandRd.. Erie, PA 1650A Rosetta MOM (814)171-6252 0775 Fiyone Aiult lisrilhi (Alder 23 Connellsville St. Unieetown, PA 15401 Robert Heidi*. (412)931-3241 0810 Franklin Waynesbers Arm Sr. H.S. E. Seceed St. Wayaishars, PA 17268 Willies. Withrow (717)762-1191 0460 Fulton McColieellsburg H.S. E. Cherry St. McComellsburg, PA 17233 J. Faye Elvey (717)485-3195 0320 Hvntingios Huntingdon Area Sr. H.S. 24th & Cossedy Ave. Huntingio., PA 16652 Joseph Joreslok (814)643-2900 0330 [Mims !Wiwi. kin Jr. H.S. 245 N. Fifth St. below, PA 15701 Timothy Petro (412)4634568 0670 Jeffense Jeffers*. Co./Dubols AVTS 100 Jeff Tech Dr. Reyneldsville, PA 15851 John Impede (814)653-8265 0445 Neat. Fermasegh-Mifflien Elem. S. Sevelth St. Miffiktom, PA 17039 Marsha Soilt (717)436-2111 0700 Lecksweene Scranton Technical 11.5. 723 Adams Ave. Scranton, PA 11510 Robert McHugh (717)348-3487 0175 booster Elizobetitow. Awe H.S. 600 E. High St. Elizabethtow., PA 17022 Phyllis Schaeffer (717)367-1521,x204 0360 Leicester McCuskey H.S. Reservoir & Franklin St. lawaster, PA 17604 George Pew (717)397-6408 0550 Lowrorke Lemma Cs. AVTS 750 %el St. New Castle, PA 16101 Angelo Peznilo (412)458-6700 0390 Lamm Lebanon H.S. 1000 $. lth St. Lebanon, PA 17042 Jerome E. Chepulis (717)273-9391,x61 0010 Lehigh Dievii H.S. 115 N. Irving St. All.etown, PA 11013 Ridrard Perks (610)820-2205 00110 Lehigh Catessuive H.S. 850 Pim St. Catasevrata, PA 18032 Christi.* Mmdschein (215)264-0506 0690 Lehigh Lehigh Cs. AVIS 4500 Era:retie* Park Dr. Schmcluville,PA 18078 Joseph G. Rotiramtsch (610)799-1357 0830 Lvierne Jiffies M. Cmgein 11.5. 80 N. Washington St. Wilkes-lene, PA 11701 Michoel Koury (717)826-7276 0850 Lycoming Williostspert Arm Sch. Dist. 201 W. Thkd St. Williamsport, PA 17701 Roger Compbeil (717)327-5506,x3506 0050 McKean Breiford Area S.D. 81 kterstate Porkway Ireiferd, PA 16701 Cheri O'Mara (i14)3614076 0650 McKeon Sews Hightails IU 9 119 Mairank SI. Smothpert, PA 16743 Michael Opium (i14)642-2544 0496 Mercer MOVIC Co. AVTS P.O. ter 152, Rte. 58 Mercer, PA 16137 Ralph Irwin (412)662-3000 0405 Mifflin Moms I.U. 11 maix Pink WI. SS Lewistew., PA 17044 Carol Meek (717)241-4942 0740 MO/Ifet Mown Co. Vo-Toch P.O. Box 66 Bertonsville, PA 18321 Joh. %swath (717)629-2001 0370 Montgomery North Peim H.S. 1340 Valley Firm Rd. Letudale, PA 19446 Donk K. Huber (215)368-0400.217 0590 Meatmetery Narristewn Arm H.S. 1900 Eagle Dr. Newish" PA 19403 C.W. Liner/41a, Jr. (610)630-5066 0040 herthemptc. Liberty H.S. 1115 Linde. St. Bethlehem, PA 180111 Theodor* Lewes (215)691-7200 0160 Northemptoe Easton Area H.S. 2601 W. Penn Hwy. Eisten, PA 18042 Stoplos. (215)250-2496 0530 Northimberieed Mt. Come( Area Jr.-Sr.11.5. W. Fifth St. Mt. Central, PA 17851 Richerd hisrschmitt (717)339-1500 0600 PhReielphis Comm. Coll. of Phil.. 1700 Spring Gide* St. Phheelphle, PA 19130 Sharon Rese-Imd (215)7514234 0605 Phileielphie LISA. Ueiv.-Urbm Studios 20th & Olmy Ave. Phileielphie PA 19141 Miiiiceet Corvallis (215)951-1187 0610 Philedelphi. Schee Dist. of Phil.. Irrid & Grimy Sts. Pleeielpitia, PA 19130 Joh. Swiraney (215)299-3384 0620 Pkiledelphis Temple Univ. (MARC) Irma 1. Araks Sts. Philadelphia, PA 19122 hoes Demon (215)2044613 0450 Pike Delaware Valky H.S. Rte. 6 & 209 Milford, PA 11337 him Tucker (717296-6496 0130 Potter (*whisper:Area ICS. 691I Dwight St. Cmiersmrt, PA 16915 Russell Crishall (8142744500 0440 Schsylltel Lifeheg Learning Caster Schrilkill Mall Rt.. 61 Frockv4 PA 17931 Desmis Meyer (717)3854711 0730 Somerset Somerset Ce. AVIS RD 5, Ve-Tech Rd. Samorset, PA 15501 Mich..' Erwin (814)443-3651 0355 Stramelsonie Maintain Taw k.-Sr.11.5. RD 1 Rosh 106 Kingsley, PA 111126 Ristdd Miller (7)7)434-2 /11) 0435 Tiam Maisfield U.Imrsity ?lemma! Office Measfield, PA 16933 Fronk Kahn (717662-4133 0400 UM. Cietral Sesmolomme IU 16 P.O. lex 213 lewisheg, PA 17837 Mike %see (717)523-1155,x325 0240 Vomage Ciatrel Elmeestery Scheel 1276 Otter St. Freeklis, PA 16323 Mery Petwsse (814)4374991 0790 Warfel Worms Co. AVTS 347 E. Fifth Ave. Werra% PA 16365 E. Demo ?Ismer* (814)7234900 0800 %sheltie Trinity H.S. Park Ave. Washinglia, PA 15301 he Upasiskls (412)225-5380 0310 Wayne Way*. Highlands S.D. 474 Greys St. /howdah, PA 18431 Deed J. O'Neal (717)253-4661 0380 Westmerelesed F. %stmorolond Ver. 849 Hillview Ave. Latrobe, PA 17042 Meray (412)539-9781 0510 %straitened MOIMISOSI Jr. H.S. 531 S. Mak St. Ave. &Hosiery PA 15601 Gail Campbell ($OO) 458-31411 0560 Weitraereked Volloy H.S. Steve:ram Ilvd. New Kombsitim PA 15068 Dmes Pressar (412)337-4536 0190 Westmoreland Westmitehad Ce.Comm.Col. (Age Statiee-Ambres1 Rd.Tmegweed, PA 15617 Pawl J. Lea*. (412)925-4105 0760 Wysahog Tunkhaaneck Area S.Dist. 200 hanklia Ave. Tinkkoneck PA 11657 Ames Steele (717)836-3111,x213 0870 York Wm. Peen Sr. H.S. 101 W. College Ave. York, PA 17403 Lew. Mook (717755-2654 01180 York York AYTS 2179 S. awe. St. York, PA 17402 Soo Hoffman (717)741-0820,x293

62 THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK BEST COPY AVAILABLE INDEX,

A collaborative learning AAACE See American Association for at any level 27 Family Centers 33, 38 Adult and Continuing Education for adult students 30 family literacy9, 33, 34, 40 ABE. See Adult Basic Education for staff development 46 resources for programs in 52, 53-54 ABE/GED teacher, roles of 9-10 in math instruction 31 Ferro, Trenton R., article by 49 accountability 6, 6-7, 7, 20 computers in adult education Forlizzi, Lori A., article by 8 achievement, recognizing student 44-45 computer-assisted instruction 41 Frick, Janice R., article by 36-38 Act 143 (Pennsylvania Adult Literacy Act) for disabled learners 14 8,9,11, 51 for rural students 34 action research 7, 46, 50 in workplace education 39 Gall, Mary Louise, article by 29-31 addiction and recovery 19 conferencing 39 GED (General Educational Development), Adult Basic Education (ABE) 8-9, 27, 29 online networks 48 Tests of 8-9, 31-33 computer-assisted instruction in Adult Education Act 5, 8,11 conferences Adult Education State Plan 8 AAACE education conference 51 preparation for 41 Adult Literacy Task Force of Pennsylvania Conference on Adult Mathematical content of tests 32 2000 7 Literacy 31 recognizing graduates 44 reiention of students 17 AdvancE interstate conferences with Ohio and Alamprese, Judith, article by 20 New Jersey 46 GED Testing Centers in Pennsylvania 62 alumni associations 45 Regional Adult Literacy Conference 51 GED Unit, Special Programs and Projects 8 American Association for Adult and coordination of services 6-7, 7, 48 General Educational Development Continuing Education 51 counseling 42-44 Official Practice Test 22 student awards sponsored by 45 alumni groups 45 Giampaolo, Anthony, article by 44 Americans with Disabilities Act of 1990 career 43-44 Gib6, Maggie, article by 33 (ADA) 14 personal 42-43 glossaries 60-61 andragogy 13 roles of counselor 9-10 Goodwin, Larry, article '..)y31 assessment 6, 20-26, 30 services and student retention77, 18 graduate programs in adult education 49 ESL 24-26 teacher as 9,14, 43 instruments curriculum materials Hajdu, Dorothy L., article by 39 ABE/GED 21, 22 publishers of 55-37 Hall, Helen, article by 46 ESL 21, 26 selecting 40 Harmon, Cheryl M., articles by 48, 52 portfolio 21, 23 Herr, Linda, article by 51 prior to workplace class 39 demographics, student 11-12 Hinden, Pamela S., article by 42 attendance. See participation Demshock, Laraine A., article by 15 Holbrook, Charles H., article by 51 difference between teaching adults and homeless adult students Bauer, Randall S., article by 38 children13 curricular considerations 34 selecting materials for 40 Beech, Joe, article by 43 Directory of Writers 58 Belzer, Aliso, articles by 17, 23 disabilities, serving students with 14 Homeless Program (AEHP) 8 Block, Donald G., article by 48 distance education 39 Houston, Elizabeth S., article by 34 Brandt, Rose, article by 27 Ditmars, Jane W., article by 40 Brawley, Abbei, article by 14 document literacy 11 impacts, program 12 Bureau of Adult Basic and Literacy Education 6, 8, 11, 45, 48, 52 incarcerated adult students 35 employment status of ABLE staff 10 institutionalized adult students 35 as supporter of staff development instruction activities 46 English as a second language. See ESL at ABE, 5-8 level 29 functions of 7-8 EQuAL 20-22, 24 computer-assisted 41 Burenstein, Ben, article by 41 ERIC 48, 54 for beginning adult learners 27 business and industry 6 ESL 8-9, 36-37 for GED preparation 32 program division of PAACE 50 assessment 24-26 for special populations 34 sharing resources with 39, 44 assessment instruments 26 in the workplace 38 teaching in 38-39 classifying proficiency 25 for migrant workers 35 mathematics 31 instruction for 36-37 resources for 53-54 CAI. See computers in adult education staff development resources for 52-54 through distance education 39 Chapple, Amy, article by 34 sludent retention data 17 whole language 28-29, 32 collaboration teacher, roles of 9-10 intake and assessment 20-26 in portfolio assessment 23 Evans, Twila S., article by 35 intake procedures 22-23

THE PENNSYLVANIA ADULT BASIC AND LITERACY EDUCATION STAFF HANDBOOK 63 6,) patterns and predictors of 17 State Literacy Resource Centers 48 Keenan, Cheryl, article by 6 reasons for 11-12, 17 Research Unit, of Regional Programs Kemp, Christine V., article by 48 Pennsylvania Association for Adult Division 8 Kerrick, Joyce P., articles by 19, 32 Continuing Education. See PAACE resources for ABLE staff 52-54 Kindig, Monica, article by 34 Pennsylvania Coalition for Adult Literacy 7 retention. See participation Pennsylvania Department of Education Rettinger, Georgina, articles by 22, 23 (PDE) 6-7, 7-8 roles and responsibilities of staff 9-10 language experience 29 and staff development 46-47 Royce, Sherry, articles by 45, 52 learner, understanding the adult 11 as sponsor of Outstanding Students RSDCs. See Regional Staff Development learning Awards 45 Centers research on adult 13-15 staff data From 10 rural adult students 34 self-directed14-15, 29 student data from11 learning styles 15-16, 22, 27, 29, Perkins, Jan, article by 44 35, 40 portfolio assessment 21, 23 salaries of ABLE staff, sample 10 Leopold, Joan Y., articles by 35, 50 program coordinator, roles of 9 SALS. See State Adult Literacy Survey linkages. See coordination of services prose literacy11 secretary, roles of 10 Lunday, Donald, article by 7 public housing program, teaching in 34 Section 322 of the Federal Adult Lytle, Susan L., article by 23 publishers of curriculum resources 55-57 Education Act 8, 9 Section 353, Federal Adult Education Act 8, 46 Mangle, Bernadette A., article by 43 quantitative literacy 11 projects from 40, 45, 48, 52-54 mathematics instruction 28-29, 30- Quigley, B. Allan, article by 50 publication listing projects from 48 31, 31 students served by 12 for homeless students 34 self-directed learning 14-15 for institutionalized students 35 Rance-Roney, Judith A., articles by self-esteem9, 12, 13, 16, 19, 30, 35, GED preparation 32-33 13, 24, 25, 26 39, 41, 42-43, 44 in distance education 39 reading SLRC. See State Literacy Resource Centers in workplace education 38 as a meaning-making process 29 staff development 6, 7, 8, 46-47 integrated with counseling 42 assessment of ESL skills in 25, 26 for career education program 44 McDevitt, Ellen F., article by 31 , assessment of skills in 22, 23 resources for 48, 52-54 McGuire, Peggy, article by 30 ESL proficiency level of 25 through distance education 39 McKinney (Stewart B.) Homeless ; improvement of skills in14 State Adult Literacy Resource Centers, 8 Assistance Act 11 - portfolio assessment of skills in 23 State Adult Literacy Survey (SALS)11 meaning techniques to promote reading for State Literacy Resource Centers 5, 48 deriving from reading, chart 28 meaning 28 resources available from 52-54 in assessment 23 reading instruction workplace resources available from 39 in communication for ESL learners 36 , activities for 28 Stewart, Sandra K., article by 51 in workplace curriculum 38 actual reading in 28 relevance of instruction 29 at ABE 5-8 level 30 relevance of materials 40 at GED level 32 teacher, roles of 9 Mid-Winter Conference on Adult Education ESL 37 teleconference 48 as staff development opportunity 46 , for homeless students 34 tests, standardized 20-21 PAACE sponsorship of 50 for institutionalized students 35 ABE, commonly used 22 migrant adult students 35 ; for rural students 34 ESL, commonly used 26 Molek, Carol, articles by 19, 45 in context 29 selecting and using 23-24 Mooney, Barbara J., article by 35 integration with writing 28 tutor/teacher's aide, roles of 10 Morin, Ella, article by 46 resources for 53-54 tutoring16, 30, 31, 37, 41 multiculturalism 6-7, 18 workplace 38 alumni 45 and ESL instruction 36-38 ;reasons for participation. See participa- resources on 54 and materials selection 33, 37 tion, reasons for Tutors of Literacy in the Common- professional resources 52-54 recruitment. See participation wealth (TLC) 51 relating teaching to 29 Regional Staff Development Centers (RSDCs) 8, 46 V ; list of nine in Pennsylvania 47 volunteers, advice to 48. See also tutoring National Adult Literacy Survey (NALS) 11 Reiff, Tana, articles by 5, 9, 11-12, 27 Notional Center on Adult Literacy (NCAL) 51 research Nowack, Stanley, article by 18 MACE 51 Western Pennsylvania Adult Literacy ortion 7, 46, 50 Resource Center 48 whole language instruction 28-29, 32 , career 44 outcomes, learner 6, 7, 12, 14, 39, 46, 50 ESL 36 Woodyard, Jeffrey, article by 38-39 Outstanding Student Awards 45 family literacy 33 workplace education 38-39 learning styles15 resources for 52-54 NCAL 51 writing instruction. See reading instruction PAACE 7, 50 on adult learning 13-15 TLC as program division of 51 on reading and writing 28 Y participation 17-18 participation of learners 17 Young, Malcolm B., article by17 barriers to 14 resources on 52-54

64 THE PENNSYLVANIA ADULT IIASIC AND LITERACY EDUCATION STAFF HANDBOOK 6 t) PRINTED ON RECYCLED PAPER

O'New Projectst P.D. Box 182 Lancaster, PA 17608-0182