in · 2014. 6. 30. · quality of final report. six additional projects with outstanding components...

DOCUMENT RESUME

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AUTHOR Royce, SherryTITLE FOCUS on Promising Practices. Final Report.INSTITUTION Royce and Royce, Inc., Lancaster, PA.SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. Bureau of

Adult Basic and Literacy Education.; Department ofEducation, Washington, DC.

PUB DATE 1998-00-00NOTE 37p.

CONTRACT 99-8014PUB TYPE Reports - Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adult Basic Education; Correctional Education;

*Demonstration Programs; English (Second Language); FamilyLiteracy; *Information Dissemination; *Literacy Education;Special Needs Students; *Staff Development; *Technology

IDENTIFIERS 353 Project

ABSTRACTA newsletter titled "Focus" was published to disseminate

significant current or previous Section 353 special demonstration projects inPennsylvania. The project involved a review of previous exemplary projects,validation of 49 significant projects, and dissemination of them. Twentyspecial projects from Pennsylvania and the nation were selected as exemplarybased on a five-point scale for innovation, effectiveness, adaptability, andquality of final report. Six additional projects with outstanding componentswere accorded an honorable mention. The following topics were featured in

1998 Focus bulletins: family literacy, program improvement, staffdevelopment, special populations, and life skills. The project validated 49projects previously identified as exemplary, including 24 that needed norevision, in the following areas: English as a second language, counseling,life skills, program improvement, workplace, and staff development. Areaders' survey included in the May issue of Focus yielded a 6% response,indicating a 92% favorable rating for the publication. (The five Focusbulletins are appended.) (YLB)

********************************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.********************************************************************************

,U.S. DEPARTMENT OF EDUCATION/thee of Educational Research and Improvement

UCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived Horn the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

1

FOCUS on Promisin Practices

FY 1997-1998#99-8014 $29,040

Sherry Royce, Project DirectorRoyce & Royce, Inc.

1938 Crooked Oak Drive Lancaster, PA 17601

V:717-569-1663 F:717-560-9903

ma rema rema rema rema re

FOCUS ON PROMISING PRACTICES was supported in part by the U.S. Department ofEducation. However, the opinions expressed herein do not necessarily reflect the position or policyof the U.S. Department of Education nor the Pennsylvania Department of Education and no officialendorsement should be inferred.

2

ABSTRACT FOCUS on Promising PracticesGrant Recipient: Dr. Sherry Royce Project No. 98-8014Royce & Royce, Inc. Grant Allowance: $29,0401938 Crooked Oak Drive, Lancaster, PA 17601 July 1, 1997 to June 30, 1998

Grant Director: Dr. Sherry Royce

PROJECT PURPOSE:FOCUS on Promising Practices provided a publication for the effective and statewide dissemination of

significant current or previous Section 353 special demonstration projects. It conducted a review of

previous exemplary projects, validated 49 significant project, and disseminated them.

PROJECT OUTCOMES:Twenty special projects from Pennsylvania and the nation were selected as exemplary based on a

five-point scale for Innovation, Effectiveness, Adaptability, and quality of Final Report. Six additional

projects with outstanding components were accorded an Honorable Mention. Areas pertinent to adult

education practitioners featured in 1998 Focus bulletins were Family Literacy. Program Improvement,

Staff Development, Special Populations, and Life Skills. Focus validated 49 projects previously

identified as exemplary in the areas of ESL, Counseling, Life Skills, Program Improvement,

Workplace, and Staff Development; including 24 that needed no revision. The categories for validated

products established in FY1997-98 were modified to address: 1) administrators (program

improvement); 2) staff development (trainers); learner resources (teachers) while retaining the

assessment, counseling, family literacy, ESL, and workplace categories which address specific

audiences or specific functions.

IMPACTIn its reader survey, FOCUS exactly repeated its 1997 ratings, the highest in its 14 year history. It

received a total of 13.83 out of a possible 15 points, or a 92% favorable rating. Contacts with

AdvancE, the Western Pennsylvania Adult Literacy Resource Center, and special project directors

indicated that there were 185 requests for projects featured in Focus Bulletins.

PRODUCTS

Five issues of FOCUS were produced and distributed and an annotated listing of 49 validated projects

downloaded to Pennsylvania's six Professional Development Centers (PDCs).

PROJECT CONTINUATIONThe Focus project will continue this year's practice of holding its review meeting in January and will

publish five issues of FOCUS between January and May of 1999.

RECOMMENDATIONS

It is recommended that a Feasibility Study be undertaken to determine which validated special

projects/products in the areas of Assessment, Recruitment and Retention, ESL and Learner

Resources should be revised, in what format, who shall be involved in the task, and what cost

will be incurred.

3

Table of Contentspage

I. INTRODUCTION 1

A. Goals and Objectives 2

B. Procedures 3

1. Selection and Publication of Current Exemplary Projects 3

2. Review and Validation of Previously-Cited Exemplary Projects 4

C Objectives Met 4

D. Negative Results 5

E. Project Evaluation 5

1. The Reader Suvey 5

a. Reader Statistics 5

b. Reader Interests 6

c. Focus Effectiveness Rating 6

2. Clearinghouse Records and Project Director Reports 6

a. Reader Comments 6

b. Project Director Comments 8

F. Summaq and Conclusions 1 1

II. APPENDICES

A. Focus Newsletters

B. Focus Database

4

Tablespage

I. FOCUS RATINGS 1984 - 1998 6

5

FOCUS On Promising Practices 1

INTRODUCTION

Since the inception of federally-funded ABE special projects in FY 1975-76,Pennsylvania has produced nearly 1,200 special demonstration and staff development projects.

As the number of Pennsylvania's projects increased, it became necessary to develop a processto review and evaluate each year's products so that exemplary projects could be identified andadapted by other Pennsylvania programs. For 14 of the past 22 years, the Bureau of ABLE has

funded Focus to conduct the review and evaluation of its special projects. To date, Focus hasidentified 153 outstanding projects produced by Pennsylvania practitioners and cited 36projects as honorable mentions. In FY1995-96, Focus extended its scope by soliciting,reviewing and publishing information in Focus Bulletins about other state's exemplary specialprojects. Since then, 34 projects from other states were cited as exemplary and 26 received an

Honorable Mention.

This year, 20 special projects from Pennsylvania and the nation were selected asexemplary based on a five-point scale for Innovation, Effectiveness, Adaptability, and quality of

Final Report. Along with six additional projects accorded an Honorable Mention. These projects

were highlighted in five Focus bulletins addressing the areas of Family Literacy, ProgramImprovement, Staff Development, Special Populations, and Life Skills.

In FY1996-1997, Focus validated 47 projects previously identified as exemplary in theareas of Assessment, Curriculum, Family Literacy, Learning Differences, Recruitment andRetention, Staff Development, and Technology. This year the Focus panel completed its review

of exemplary projects and validated 49 past projects in the areas of Family Literacy, ProgramImprovement, Staff Development, Special Populations, and Life Skills, including 18 that needed

no revision. An annotated listing of Fy 1997-98 validated projects is enclosed with the FinalReport.

The validation of prior exemplary projects from Pennsylvania and other states tookplace at the Focus panel meeting in August 1997. A review of current projects was conductedby the Focus panel in January 1998. Five issues of Focus Bulletins were published betweenJanuary and May 1998. A database of validated projects was downloaded to Pennsylvania's six

PDC's in March 1998. Member of the Focus panel met in April to consider the question ofwhat to do with validated projects that needed revisions. The recommendations made at thismeeting provided the foundation for the Feasibility Study to be conducted as part of the FY1998-99 Focus project.

Project director, Sherry Royce, holds an Ed.D. in Adult Education from TeachersCollege, Columbia University. She has been involved in Pennsylvania adult education since1967 as an ABLE program and project director and has directed 44 special projects, including

6


the FY1984-96 Focus projects. She also served as a member of the USDOE's Adult Education

and Lifelong Learning (ADELL) Clearinghouse that conducted a national evaluation of special

projects.

All Focus panel members have served in this capacity in the past, namely: BootsieBarbour, Rose Brandt, Carol Goertzel, Joan Leopold, Carol Molek, Sandy Stnmk, Jeff Woodyard,

and Rachel Zilcosky. Their expertise includes program administration and staff development;ESL, ABE, and GED instruction; volunteer and literacy management and training; family andworkplace programs; and service to special populations such as learning disabled, seniors and

institutionalized adults. All of the panelists have produced 353 projects deemed exemplary.

As a homebound staff development vehicle, Focus provides Bureau of ABLE staff, local

program administrators and staff, and Pennsylvania's PDC's with information about outstanding

practices that can be replicated to meet the needs of the state, the region, or of local programparticipants and staff In FY1999-98, five Focus bulletins were distributed to over 2000 adultliteracy and basic education practitioners in the Commonwealth including all ABE/ESL/GED

and Act 143 Literacy programs as well as the ABLE state task force; the 353 reviewcommittee and 353 project directors; all librarians and legislators in the Commonwealth.Bulletins were also sent to all state departments of education, to state, regional and nationaladult education clearinghouses, and to out-of-state practitioners whose projects were featured in

Focus. Additional copies of Focus were distributed to the AdvancE Clearinghouse, the WesternAdult Education Literacy Resource Center, and all Pennsylvania PDCs. In addition, FocusBulletins have been uploaded to Pennsylvania's internet ABLESite, thus increasing the nation's

awareness of the scope, quality and effectiveness of Pennsylvania's ABLE programs

Five copies of this final report were provided to the Bureau of ABLE. This report isavailable from Clearinghouse AdvancE, Pennsylvania Department of Education, 11th Floor,333 Market Street, Harrisburg, PA 17126-0333. Phone from Pennsylvania: 800-992-2283.Out of State telephone: 717-783-9192. Fax: 717-783-5420

BODY OF THE REPORT

GOALS AND OBJECTIVES

The primary goal of this project was to prepare and publish a newsletter whose purpose

is the effective and statewide dissemination of current exemplary Section 353 specialdemonstration projects. A secondary goal is to complete the validation of significant projectsfrom previous years and provide PDCs with a database of these projects. In support of thesegoals, this project will fulfill the following objectives:

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1. Identify and review recent special projects from ABLE practitioners in Pennsylvaniaand other states, and feature these exemplary projects in five Focus Bulletins.

2. Review special projects previously classified as exemplary to determine whichprojects are still significant.

3. Provide PDC's with a database of significant special projects.

4. Evaluate Focus Bulletins via reader surveys, Clearinghouse and local project directorrecords of requests for projects featured in Focus.

PROCEDURES

A. Sekction and Publication of Current Exemplary Projects

The following procedures were employed to identify and evaluate current exemplaryprojects and to highlight them in five issues of Focus.

The project coordinator reviewed Pennsylvania's FY1995-1996 special projects notevaluated previously and all FY1996-97 projects and classified them in appropriate categories.She contacted ABLE state directors, regional and national ABLE clearinghouses, and askedthem to submit recommendations of their states' exemplary projects relevant to the topic areas

to be covered in the 1998 Focus Bulletins. Both Pennsylvania and out-of-state special projectswere obtained and sent to the Focus panel for review.

An evaluation session took place at PDE on January 12, 1998. Panel members usedPennsylvania's evaluation and utilization worksheets to screen, identify, rate, and determine the

best usage for projects they deemed exemplary. During the morning session, teams that hadread the same projects discussed and agreed upon their selections for outstanding projects andhonorary mentions in their assigned categories. In the afternoon, each group presented their

selections for exemplary programs to the FOCUS panel.

The Focus editor reviewed the Focus Panel's comments and examined eachrecommended project. Five Focus Bulletins (See Bulletins enclosed with Final Report) wereprepared. Each issue had a theme (i.e. Family Literacy) and featured articles describingexemplary projects related to that theme. Each article identified components of the project,detailed results and/or products, recommended how the project or products might best be used,

and provided ratings as to the project's effectiveness, innovation, adaptability and fmal report.Focus was prepared copy-ready in the Royce & Royce office using a template provided byProject Axis. Each issue was reviewed, "tweaked," and illustrations added by Axis editor, TanaReiff, before being sent to the publisher. Table A on page 4 lists the articles in the 1998 FocusBulletins.

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Between January and May 1997, five Focus Bulletins were mailed to administrators and

staff of all PDE Bureau of ABLE programs and special projects; ABLE special task forces andthe Pennsylvania Department of Labor Single Point of Contact (SPOC) agencies. Focus Bulletins

were sent to members of post-secondary educational institutions, public housing authorities andcommunity-based organizations dealing with ABLE clients. Focus Bulletins were disseminated

to state and national ABLE clearinghouses and all State Department of Education (SDE) AdultBasic Education directors as well as all state legislators, public libraries and adult educationadvocates in the Commonwealth. Focus Bulletins were also uploaded to Pennsylvania'sABLENET website.

B. Review and Validation of Previously-Cited Exemplary Projects

Using the evaluation and utilization worksheets developed in FY1996-97, the Focuspanel reviewed 86 special projects cited as exemplary that were developed between 1989 and1995, reviewed and validated 49 projects in the areas of ESL, Counseling, Life Skills, ProgramImprovement, Workplace, and Staff Development, including 24 that needed no revision. Amidyear review of validated projects led to a reclassification system. In examining the process

of getting exemplary projects out to the field, the question was asked: "Who will benefit from

using them?"

The answer led to a simplification of categories so they would address: 1) administrators

(program improvement); 2) staff development (trainers); learner resources (teachers).

Assessment; counseling; family literacy; ESL; and workplace were kept as categories becausethey addressed either specific audiences or specific functions. The 119 projects validated in1997 and 1998 were then entered into a FileMaker data base with serves both PC and MACsystems and sent out via e-mail to all professional development centers.

It was also recommended that a Feasibility Study be conducted to determine whichvalidated special projects/products in the areas of Assessment, Recruitment and Retention, ESL

and Learner Resources should be revised, in what format, who shall be involved in the task,and what cost will be incurred

OBJECTIVES MET

1. All Goal 1 Objectives dealing with the selection and publication of current exemplaryprojects were completed satisfactorily.

2. All Goal 2 Objectives dealing with the validation of previous exemplary projects werecompleted satisfactorily.

3. All Goal 3 Objectives dealing with the provision of a database of significant 353projects to the professional development centers were completed satisfactorily.

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NEGATIVE RESULTS

All objectives were completed satisfactorily. There were no unexpected nor negativeresults from the project.

PROJECT EVALUATION

A. The Reader Survey

The May issue of FOCUS contained a Reader Survey. The survey netted about a 60/0return with 53% of those responding coming from Pennsylvania and the remainder from thestates of California, Connecticut, District of Columbia, Florida, Georgia, Hawaii, Illinois,Kentucky, Maine, Maryland, Massachusetts, Missouri, New Mexico, New York, Oklahoma,Tennessee, Texas, Utah, Vermont, Virginia, and West Virginia. Readers showed a widediversity in their positions and responsibilities.

Reader Statistics. Forty-six percent of respondents stated they were administrators orproject directors. Some 21% were instructors and 5% counselors, which represents the highestresponse from practitioners since this survey was initiated in 1984. One quarter of the 32 %involved in staff or curriculum development considered themselves trainers while theremainder listed staff development and or curriculum development duties among theirresponsibilities. Among the 13% who listed responsibilities in the Other category, one was afamily literacy specialist, two were university professors involved in ABLE research,development and training, one was the CEO of a Training Corps, and one a state librarian whocirculates Focus tidbits to her grantees, over 100 yearly. The 6% over 1000/0 in this categoryis reflective of the multiple duties assumed by adult educators.

For the first time in Focus' history, the largest number of respondents., 28% came fromcommunity based organizations. Local Educational Agencies claimed another 19% followed by

Literacy Councils with 17%. The remaining 26% were split among community colleges anduniversities, institutions, the public sector, and other. The 17% listed as Other came from statedepartments of education, state libraries, and state and regional adult literacy resource centers

indicating a high interest in Focus among those responsible for staff development in otherstates.

Thirty-five percent of all respondents identified ABE/GED funds as their major sourceof revenue; 28% cited Pennsylvania's Act 143 funds; 21% listed state funds, and theremaining 16% identified grants from Foundations, the Labor Department, Title I, andMedicare as part of their funding base.

1 0

FOCUS On Promising Practices

Reader Interests. When

6

asked to rate the five FOCUS issues as to the topics that were

most interesting and useful to them, as in previous years, program improvement was a clearfavorite followed by staff development. Bunched a full point away were life skills, specialpopulations, and then family literacy. Comments such as "All the issues were excellent."indicate some degree of interest in all areas.

FOCUS Effectiveness Rating. A four point rating scale was used to evaluate theFOCUS Bulletins with 0 as the lowest possible rating and three as the highest. A comparison ofthe FOCUS 1998 ratings with previous FOCUS evaluations shows consistency over time. Out of

a possible 15 points in five areas, FOCUS 98 received an average score of 13.8 or a 92%percent favorable rating, exactly the same percentage as in its two previous years.

TABLE I: FOCUS RATINGS 1984-1998

CHARACTERISTICS 1998 1997 1996 1994 1992 1990 1988 1986 1984

Understandable 2.8 2.8 2.8 2.6 2.7 2.7 2.7 2.7 2.8

Organized 2.9 2.9 2.8 2.7 2.6 2.7 2.7 2.6 2.8

Informative 2.8 2.8 2.9 2.7 2.8 2.9 2.7 2.7 2.8

Interesting 2.7 2.7 2.7 2.7 2.6 2.7 2.6 2.6 2.6

Useful 2.6 2.6 2.6 2.5 2.6 2.7 2.6 2.5 2.3

TOTAL 2.79 2.79 2.76 2.64 2.66 2.74 2.66 2.62 2.66

B. Clearinghouse Records and Project Director Reports

In publications, as in any product, the real test of effectiveness is: Does it meet thefunction for which it was intended? In Focus' case, the object is dissemination of promisingpractices and survey respondents indicated that they had requested 93 special projects. Alisting of AdvancE and The Western Adult Literacy Center record plus responses from localproject directors indicates a record number of 185 requests for projects featured in Focus from

February to June of 1998.

Reader Comments. The following comments by FOCUS responders provide a roughidea ofyears.

the various reasons FOCUS has remained valuable to ABLE practitioners for over 12

I find the descriptions of the projects and their ratings veiy helpful in planningcurriculum materials. Both the editor and format person deserve a hearty"congratulations."

I checked 1 for useful although the 1 is a criticism of my lack of follow through.An article is intaiguing but I do nothing about it.

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Job well done!

I like the yellow paper makes it easy to read and keep track of.

Please keep me on your mailing list. Dir Center for ALL, Maine

I depend on this to "focus" on what is new! Would be great if we all had time tosearch and sort, but reality is that we need you to do the primary job.

I have requested many "353" projects from AdvancE and have always founduseful information and/or suggestions.

I enjoy reading the newsletters; they keep me aware of what's happening.

I find this user-friendly newsletter very useful.

Excellent publication! Keep up the good work.

Right to the point with no fooling around.

Although I see some duplication of The Buzz information in Focus, they are both useful.

Excellent work, Sherry. Thanks. Lennox McLendon, State Director, Virginia

An excellent publication concise and targeted to issues important to us.

All the issues were excellent. I look forward to receiving your thought-provokingand informative publication and passing on something from every issues to ourgrantees (over 100 yearly!). Thanks for sharing. Connie Miller, II State Library.

I often request copies of the recommended products which are included in thebulletin from the original developer. I offer to trade ALRI materials (and send alist of our current publications). Or is ask for purchase information. This hasmixed results. I would like purchasing information and more completeaddtresses. (NW community college requests never seem to get to the right officeor person).

This is a great resource. I pass it on to Even Start programs and those interestedin family literacy and ABE. VT. Dept. Ed. State Director

Please keep our organization of the Focus Mailing list. I like hearing about otherprograms; especially in family literacy.

Thanks for this newsletter. I found the information helpful. I wish you would addorder information; it would save us phone calls. Or let us know if an item is notavailable for purchase.

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Thanks for your consistently fine work. Tom Valentine, Adult EducationProfessor, U of GA . Please continue to send Focus.

I personally value Focus as it provides information on 353 projects that areexemplary it saves me time.

This is one publication I do not throw away, and I almost always call at least oneplace each issue for more information. Nancy Sledd, PD Coordinator, WKEC,Adult Education.

Thank you for including Kentucky Competency-Based Adult Education Project inFocus. I have already received inquiries about the project from two persons whosaw the description of the project in your publication.

I always find a focus on current issues and concerns which are impacting CA andother states. Innovative projects highlighted usually have direct relationship toidentified needs and emerging issues in CA. Thank you for sharing, continuing toshare over the years. Excellent publication. Autumn Kelter, CASAS

Currently, only I get Focus. I am the resource center for Oregon, but I plan tofeature some of your choices in upcoming newsletters. Agnes Precure, OR Officeof Community College Services

I love your newsletter! Please keep me on the mailing list. Dan Chao, CTRegional Education Center

This has been a wonderful tool for obtaining current resources for our center.

Project Director Comments. The following comments by project directors providesinformation about some of the consequences to projects of being featured in Focus:

Several similar programs (High School Diploma Programs for Adults) have beenstarted in Pennsylvania. I have receive inquiries recently from DelawareCommunity College, Lancaster-Lebanon IU, Dauphin County Prison, BeaverCounty Community College, a Community College in Tennessee and one inArkansas. Sam Gruber, Cumberland Valley School District

I ended up sending out all the extra copies that I had. (AdvancE also made upextra copies of "Creating a Technology Plan").

Manuel Gonzalez, Northampton Community College

Focus added to the credibility of our Family Literacy Coordinator who developedthe program. She received the 1998 Literacy Professional Award from theGreater Pittsburgh Literacy Council

Judith Aaronson, Goodwill Literacy Initiative

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I have used FOCUS in my presentations on employability modules.Richard Gacka, NW Tricounty IU 5

Being featured in Focus has given us much more credibility in our school systemwhich is in a state of reorganization. Helped with fundraising a lot!!

Barbara D'Emilio, DC School District

CONCLUSIONS AND RECOMMENDATIONS

After 14 years of publication, Focus remains a viable instrument for the dissemination ofinformation about promising practices in the field of adult literacy and basic education. ABLEpractitioners in Pennsylvania and throughout the nation look for the "bright yellow" bulletin,copy its recommendations in their newsletters, share it with colleagues, and ask to be kept onthe mailing list. In 1998, Focus aired on the internet thanks to the Bureau of ABLE's web page.

Projects that were evaluated as still significant were distributed to the professional development

centers in the form of a searchable database and included as resources in the Bureau of ABLE's

staff development modules produced this year.

The Feasibility Study that has been funded for FY 1998-99 based uponrecommendations made by this year's Focus panel will perform a service long overdue. It will

examine validated projects in the areas of Assessment, ESL, Learner Resources andRecruitment and Retention and determine which special projects/products in these areasshould be revised, in what format, who shall be involved in the task, and what cost will beincurred.

en ices

en ices

en ices

en ices

FOCUS on Promising Practices

FY 1997-1998#99-8014 $29,040

Sherry Royce, Project DirectorRoyce & Royce, Inc.

1938 Crooked Oak Drive Lancaster, PA 17601

V:717-569-1663 F:717-560-9903

FOCUS ON PROMISING PRACTICES was supported in part by the U.S. Department ofEducation. However, the opinions expressed herein do not necessarily reflect the position or policyof the U.S. Department of Education nor the Pennsylvania Department of Education and no officialendorsement should be inferred.

15

BUREAU OFADULT BASIC 8,

LITERACY EDUCATION

ablePENNSYLVANIA

DEPARTMENT OFEDUCATION

%paid lowieet

The special projects featured inFOCUS were funded by theBureau of Adult Basic andLiteracy Education, Pennsylvania

Depairnentof Edicattnand ratedaccording to the folhovving criteria:

INNOVATION:Addresses major priorities.

Creative use of resources.

EFFECTIVENESS:Objectives and outcomes aredearly stated

Materials are linked to results.

Content is appropriate forthetarget adence.

ADAPTABILITY:Reports and/or curricula aredearly written.

Little staff traning is needed.

FINAL REPORT:Complete description of allproducts hduded.

Readable, well-organized andwell-presented

ON A FIVE-POINT SCALE:5 / ExceRent 4 / aperior 3 /Gcod

PENNSYLVANIAPROJECTS MAY BEBORROWED FROM:

AdatEPennsylvania Dept of Education333 Market St. 11th Fl.1-errisbug, PA 17126-0333Fhone (frtni PA): (800)992-2283artofstatz (717)783-9192Fac (717)783-5420

When requesting a project,please referto its name andrtnter.Out-of-state projects rrajberetedftctntheprejectthectoror State Literacy Resource Centeras ffsted in the contact

Sherry RoyceFOCUS Editor

Tana ReiffFOCUS Format

This Issue:FAMILY LITERACY

:ITI I MIME

JANUARY 1998 VOLUME 12, NUMBER 1

Featured Projects: The Tan' Stories Ryject: Connecting Parents, Schools, and Communitiesp. 1

Kentudy Fan*LiteracyQuarity lnicatasp2 PaEnting SkillsThtoughChOcken's

Literature in FamlySupport Centersp.3 Ideas That Work for ABE/GED Family

Literacyp.3 Health Romotion for Adult Literacy Students aid Safetyia4

SdlWnnersp.4

Project of Special Note

The Tellin' Stories Project:Connecting Parents, Schools, and Communities

Date: 1937

Agency District of Columbia Public School System, Telhn'

Stories Project, P. O. Box 73038, Washington,

DC20056

Contact Barbara D'Emilio Phcne: 202-238-2379

PROJECT BACKGROUND

Based at Howard University, the Tellin' StoriesProject is in its third year of operation. Fundedby the U.S. Department ofEducation to the DC PublicSchools, it works in close col-laboration with the Network ofEducators on the Americas (NECA) and the DCArea Writing Project. Tellin' Stories links class-rooms, families, and the community through thearts of bilingual storytelling, quiltmaking, writ-ing, and illustration.

DESCRIPTION OF PROJECT

This project is based on the belief that par-ents are the most important teachers of children.Its basic premise is that "all parents regardlessof their nationality, cultural background, nativelanguage and level of formal education have theknowledge and experience to create their ownliterature and serve as sources of literacy at home,in the school, and in the community."

The project is run by a multilingual, multi-racial staff of two project coordinators and two par-ent coordinators. There is also a team of parentswho tell stories in English, Spanish, and Vietnam-ese in schools citywide and a school-based team of

District ofColumbia

16

10 storytellers at McGogney School in southeastWashington, DC.

Parents taking part in the program are encour-aged to:

1. work collaboratively with other parentsfrom different linguistic, ethnic, and racialbackgrounds;

2. create a school environment that values allcultures and family traditions;

3. play more active and meaningful roles intheir children's classrooms and in the de-cision-making process of the school;

4. help develop the project as a model to beused by other communities.

The project works with teachers and schoolsto support school initiatives and improve school/community relations. To receive support fromTellin' Stories, a school must designate a school-based project liaison (classroom teacher, coun-selor, administrator) and identify a room whereparents can meet.

Project staff do presentations, distribute lit-erature in the schools, and work closely withteachers who invite parent storytellers to theirclassrooms, act as local on-site coordinators, and,at times, participate in the workshops.

PROJECT COMPONENTS

Project activities for parents include work-shops for parents of DC school children,storytelling training workshops, breakfasts forparents and teachers, and a Summer StorytellingInstitute.

Continued on p.2

Fir tittcpJANUARY 1998

Tellin' Stories, from p./

WORKSHOPS

In the Parent Books Workshop, parentsdescribe their family histories, their chil-dren, and the world around them throughprose and poetry. These stories becomeself-published books which are incorpo-rated into the school community.

In the Quilt of Stories workshop, par-ents use glue, felt, and other materials todepict a story from their life on a felt squarewhich later becomes part of a quilt. Theconnection made between the squares onthe quilt represents the connection forgedby this activity between its participants.

In Storytelling Training, there is an em-phasis on flannel board storytelling.Thetraining includes warm-up and follow-upactivities, performing techniques, and storyselection, with an emphasis on multi-cultural stories.

PROJECT RESULTS

The outside evaluator noted increases inparents' confidence, writing ability, and com-munication across cultural and language bar-riers. Parents learned to help their childrenand increased their acceptance of othersthrough sharing experiences.

Reported changes in the school environ-ment included teachers' increasingly positiveattitude toward parents and an increasedparent comfort level in dealing with theirchildren's school. One unanticipated, docu-mented positive result was the entrance ofparticipating parents into ESL, ABE, andGED classes.

FOCUS RATING

This project was rated Excellent for In-novation and Adaptability and Superiorfor Final Report and Effectiveness. TheFocus Panel recommended this creativeproject as a great recruitment tool for Fam-ily Literacy. Not only does it get parentsinvolved in their children's schools but itencourages teachers to view parent involve-ment in their classrooms as a positive in-fluence.

While it can be replicated as is, we arelooking forward to the development of theaffordable, feasible, easily reproduciblemodel that has been promised. CI

2

KENTUCKYFAMILY LITERACYQUALITY INDICATORSpate: 1935

Agency Department for Adult EducationandLiteracy, atirtfcrWakfaceDeutpmEnt,KO Mao St., Capitol Plaza FL 3, Frankfort,

KY40601-4337

Caltact Sandra Kestner Rime:502-564-5114

DESCRIPTION OF PRODUCT

Family Literacy Quality Indicators weredeveloped by a panel of experienced edu-cators representing Family Education pro-grams, Even Start, pre-school, community edu-cation, skills training,evaluation services, countyschools, and state adult education. Both theproject and the 30-page Program Assess-ment Guide that details the Indicators weredeveloped under the auspices of Kentucky'sDepartment for Adult Education and Lit-eracy (DAEL), Cabinet for Workforce De-velopment.

MEASUREMENT STANDARDS

These Indicators were designed to re-flect student outcomes in the belief that thetruest measurement of a program's qualityis its impact on the participants. Family Lit-eracy Quality Indicators was designed tobe used as a program assessment tool intandem with Kentucky's Adult EducationIndicators of Program Quality and age-appropriate assessment tools for children.A three-point scale is used to measure thevarious components. Standards for which

...it, The Focus Professional Development Project is funded not only toreView and feature Pennsylvania's outstanding 353 projects in Focus Bulletins but tohighlight exemplary special projects from other states as well. Areas pertinent toadult educalion practitioners featured in 1998 Focus bulletins are: Family Literacy,Special Populations, Life Skills, Program Improvement, and Staff Development.

This year, 20 projects were selected as exemplary based on a five-point scale forInnovation, Effectiveness, Adaptability, and quality of Final Report. The criteria usedto determine these ratings are listed on page 1 of this Bulletin. The highest ratingattainable is 5Excellent, followed by 4Superior and 3Good. Six additionalprojects with outstanding components or products but less than superior scores inany one caterory were accorded an Honorable Mention. Cl

indicators were developed include:1. Programs will enhance the lifeskills

of adults;2. Programs will raise the educational

level of adults;3. Programs will raise adults' under-

standing of their power to affect theirchild's ability to learn;

4. Programs will enhance the relation-ship of the adult and child throughplanned, structured interaction;

5. Programs will increase the develop-mental skills of children;

6. Programs will enable adults to modela positive attitude toward educationalopportunities;

7. Programs will prepare families to be-come involved in their communities;

8. Programs will integrate programcomponents through joint planningand collaboration.

Performance Standards were estab-lished for each indicator and Sample Mea-sures that demonstate adherence to each ofthe indicators were delineated.

BEST PRACTICES

Included with the Quality Indicators isa valuable matrix that details basic goalsfor beginning, progressing, and maturingFamily Literacy programs. Areas coveredinclude recruitment and retention, roles/characteristics of staff, and characteristicsof students. Developed for programs withyoung children, many of the principles alsowork with older children.

The booklet also provides an annotatedbibliography of Early Childhood Assess-ment tools and a description of Family Lit-eracy Best Practices. Ci

*** Focus on the Nation ***

1 7

PARENTING SKILLSTHROUGH CHILDREN'SLITERATURE IN FAMILYSUPPORT CENTERS

Roject#98-7020 Data: 1997

Acyncy: Goodwill Industries of Pittsburgh, 2600

Carson St., Pittsburgh, PA 1 5203

Contact Judith Aaronson Pima 41 2-481-9005


This project adapted the exemplaryproject, "Parenting Skills throughChildren's Literature" (Focus, January1996) for use at family support centers.Participants were exposed to traditionalparenting skills through the process ofreading and critically examining issuesraised in children's literature.

While recruitment efforts failed at thefirst two sites selected, project efforts weremet with enthusiasm by a third SupportCenter director and staff. In all, some 13women met for 16 weeks on a voluntarybasis with good attendance despite train-ing and work-related appointments man-dated by recent welfare reform legislation.

The Final Report includes a 25-pageCurriculum Guide that addresses the fol-lowing issues: time management; familiesreading together; safety; coping with death,divorce, and loss; bedtime issues and fears;positive discipline; self-esteem; stress man-agement; and children's development.

PROJECT RESULTS

The course was deemed effective basedupon participants written comments and in-terviews with staff. Furthermore, one of theparticipants who demonstrated outstandingleadership abilities and an impressiveknowledge of parenting information waschosen to be trained as the next facilitatorof the program.

FOCUS RATING

This project was rated Excellent forAdaptability and Superior for Innovation,Effectiveness and Final Report. Thisminigrant is great for smaller programs in-volved in family-centered learning. It hasexcellent suggestions for facilitators, agood curriculum, and is easily adaptable. Cl

JANUARY 1998Focus

Oregon Project of Special NoteIDEAS THAT WORK FOR ABE/GED

FAMILY LITERACY

Date: 1936

Agency Salem Even Start Family LiteracyProgram, 4071 Wnema Place NE,

ChemeketaCommunityCollege Bldg.

52, Salem, OR 97309

Contact VirginiaTardaewether

Phone: 503-3994678


This Guide provides 184 pages ofpractical materials and strategies thatcan be used as a starting point for Fam-ily Literacy classes. It was designed bythree practitioner/mentors/trainerswith extensive training in all aspects offamily literacy and an understandingof the various implementation models.

Geared to active parent involvementin all phases of the program, the Guideincludes a locator instrument that al-lows parents to select the topics to becovered, detailed information on main-taining student portfolios, and samplesof participatory assessment and evalu-ation tools.

An introductory page for each of the14 units states the topic, lists relevantCASAS competencies, identifies mate-rials needed, suggests optimal class size,and describes the activity.

COMPONENTS OF THE GUIDE

The "Family Portfolios" assessmentwhich introduces the book providesstrategies for parents to collect materi-als regarding adult progress, family is-sues, parent and child interactions,children's growth, development, andprogress in school. These portfolios areviewed as a developmental process forboth staff and parents. The guide setsforth a variety of ways in which theycan be implemented.

"Parent Support Time" is appropri-ate for groups that want or need to workon self-esteem, goal-setting, motivation,or career development. There is also asection on "Self-Esteem" that comple-

ments this unit."Discipline" not only covers meth-

ods of guiding children but also ad-dresses the weightier issues of fears,abuse, battering, and violence. Follow-ing "Family Literacy," there is a uniton parents and children working/play-ing together whichsuggests activitiesand practices suitableto children's age anddevelopment.

Two "Parents as First Teachers"units discuss everyday activities in thehome that can become learning experi-ences for children. Activifies to aid theirdevelopment of reading and math skillsare suggested and "The Trouble withTelevision" is explained.

"Health and Nutrition" discussesdental hygiene; how illness is spreadthrough germs; alcohol, smoking, anddrug abuse; and maintaining a healthydiet. "Family Rules that Work" pro-vides an activity that demonstrates howpeople use Ground Rules.

Also included in this Guide for pro-gram use is a 30-page Family LiteracyProgram Handbook and suggestions foronline conununications projects.

ItOregon

FOCUS RATING

This project was rated Superior+ forInnovafion, Adaptability, and Final Re-port. There was no documentation ofits effectiveness.

Panel members noted that this is avery inclusive project. The detailed les-son plans for all topic areas are highlyadaptable and provide an interestingconnection to CASAS. Curriculum, les-son plans, and surveys could be usedby tutors or teachers in any programthat works with parents. 0

18

CUIZEPla I

JANUARY 1998

HEALTH PROMOTIONFOR ADULT LITERACYSTUDENTS: CHILDSAFETYDaW.: 17Agency. Hudson River Center for Program Devel-

opment, Inc, 102 Mosher Rd., Genmont,NY12077

Contact Robin Granger Rischbieter

Phone: 5184324205


Child Safety is the latest in the exem-plary series of Health Promotion modulesproduced by the HudsonRiver Center for ProgramDevelopment and fundedby the New York StateEducation Department. This module con-tains a student notebook, a teacher's guide,and an audio tape, which can be used forself-instruction..

Upon completion of the module, learn-ers will:

1. Be able to identify and avert potentialinjury hazards in and outside the house.

2. Be alert to safety issues in the car,on the road, and in school or daycaresituations.

3. Grasp the dangers of substanceabuse, sexual abuse and HIV to chil-dren today.

4. Know the signs, symptoms, and forms

of action for 10 common childhooddiseases.

5. Identify first-aid procedures for pos-sible injury and sources of assistanceduring emergencies.

6. Understand stages of child develop-ment from pregnancy through theadolescent years.

STUDENT WORKBOOK

The student workbook provides learn-ers with vital safety information written insimple terms with copious illustrations andan accompanying tape. Included are check-lists, worksheets, discussion questions andtheir answers, and a glossary.

The workbook also provides a check-list for childproofing the house and garage,a poison-proof checklist, and a list of firesafety rules for children. The appendicesinclude a matrix of symptoms, incubationperiod, means of transmission, and durationof illness for common childhood diseases,while a chart details the recommended agefor common vaccinations. Child safety re-sources and regional poison-control cen-ters in New York state are also listed.

TEACHER'S GUIDE

The Guide provides an excellent bibli-ography, a list of emergency phone num-bers and 800 numbers for child safety or-ganizations and hotlines that are not lim-ited to the state of New York.

Six Sample Lessons are structured to de-

The FOCUS panel consists of:Bootsie Barbour, Northwest Professional Development Center, Erie; Carol Goertzel,Wawa, Inc., Philadelphia; Joan Leopold, Harrisburg State Hospital; Carol Molek, TIUAdult Education and Job Training Center, Lewistown; Jeff Woodyard, Tri-County OIC,Inc., Harrisburg; and Rachel Zilcosky, Greater Pittsburgh Literacy Council.

FOCUS PUBLICATIONS1938 Crooked Oak DriveLancaster, PA 17601

Address Correction Requested

lb

fine goals, outcome objectives, instruc-tional supplies needed, and activities. Allinclude handouts that are in large type andare easily duplicated.

The bulk of the Guide is devoted to pro-viding teachers with enough detailed in-formation concerning child safety to makethem feel at ease discussing these subjectswith learners.

FOCUS RATING

This project was rated Excellent forAdaptability and Final Report, Superior +for Innovation, and Superior for Effective-ness. There are great activity sheets andhandouts which Focus panel members notecould be used with all populations. Themodule can be used by tutors as well asteachers and is easily adaptable for any typeof program that works with parents, includ-ing ESL. 0

ccz:, STILLc:== INNER

* The March 1996 issue of Focus fea-tured New York's "Health Promotionfor Adult Literacy Students: An Em-powering Approach." These multime-dia health units developed by theHudson River Center are designed toencourage learners to abandon riskyhealth behaviors in favor of more posi-tive ones.

FOCUS Bulletins are published five titres a year between Janu-ary and May. To be placed on the mailing list, contact SherryRoyce at the address below or call (717) 569-1663. lhis pub-lication is operated under funding provided through the Penn-sylvania Department of Education from the Adult EducationAct, Section 353. No endorsement of bulletin contents by PDEor USDOE should be inferred.

Bulk Rate

U.S. Postage

PAIDPermit #864

Lancaster, PA 17604

BUREAU OFADULT BASIC &

LITERACY EDUCATION

ablePENNSYLVANIA


$pecial Pooket

The special projects featured inFOCUS were funded by theBureau of Adult Basic andLiteracy Education, PennsylvaniaDepartment of Education and rated

according to the following criteria:



EFFECTIVENESS:Objectives and outcomes areclearly stated.


Content is appropriate for thetarget audience.

ADAPTABILITY:Reports and/or curricula areclearly written.

Little staff training is needed.

FINAL REPORT:Complete description of allproducts included.

Readable, well-organized andwell-presented.

ON A FIVE-POINT SCALE:5 / Excellent 4 / Superior 3 / Good


AdvancEPennsylvania Dept. of Education333 Market St. 11th Fl.Harrisburg, PA 17126-0333Phone (from PA): (800) 992-2283Out of state: (717) 783-9192Fax: (717) 783-5420

When requesting a project, pleaserefer to its name and number.

Out-of-state projects may berequested from the project directoror State Literacy Resource Centeras listed in the contact.

Sherry RoyceFOCUS Editor

Ihna ReiffFOCUS Format

This Issue:PROGRAM

IMPROVEMENT

( :ITT I-7 ,

FEBRUARY 1998 VOLUME 12, NUMBER 2

Featured Projects: The Prescribing Desk Referencep.1 Using the lntemet as an instructional Tool

p.2 Literacy Theaterp.2 TechnologyA Plan for the Futurep.3 Creating a

Technology Planp.3 Building Communities for Learningp.4 Still Winners:

Project Enactmentp.4


Prescribing Desk ReferenceDate: 1995

Agency: Dermott Special School District, PO Box 380,

Dermott, AR 71638

Author: Dr. Delbert Farrar Phone: 870-538-5416


The massive two-volume, 17-pound Prescrib-ing Desk Reference was developed by special-needs personnel at state and local levels underthe guidance of Dr. Delbert Farrar. It offers teach-

Arkansas

ers across-walkbetween

the Testof Adult Basic Education(TABE) Form-5 CompleteBattery and ContemporaryBooks, Steck-VaughnBooks, Pre-GED 2000Software, the ArkansasPACE Competency Cabi-nets (2nd edition), theIMPAC Computer Pro-gram (1994 edition), andThe Skills Bank 3 Com-puter program.

Using this comprehen-sive resource makes iteasy for teachers to iden-tify specific deficienciesidentified by the TABEComplete Battery andwrite prescriptions foradult education students. Atypical student prescrip-tion plan is enclosed.

Administrators can use the guide to review ma-terials for purchase and to determine appropri-ateness of instruction.

FOCUS RATING

This project was rated Superior+ for Adapt-ability and Innovation and Superior for Effec-tiveness. This should be available in everyprogram's library. A sample page is reproducedbelow. 0

PRESCRIBING

DESK

REFERENCE

T.A.B.E. FULL BATTERY TEST: 1 FORM: 5 LEVEL: E

GRADE PLACEMENT: 2.-4 CATEGORY: READING

PAGE

5

SKILL: VOCABULARY OBJECTIVE: HOMONYMS

SUBSKILL:

SOURCE TEST ITEMS MODULE NAME OF MATERIALS MEDIUM

CONTEMPORARYBOOKS

16-21 Reader's Choice: Book 1, InsightsR. 6,14,22,30,38,46,62,70,78,86,

Reader's Choice: Book 2, Connec-tions - pp. 14,22,30,46

STECK-VAUGHN 16-21 Language Exercises for Adults:Level A - pp. 25-27

LaMale-Tr.111T10%,Stilits:

= ar-Irc17:71g7f2glIts:

PACE Ar. CC.2nd. ed.

16-21 IPI-489 RAYOP: Introduction to Homonyms W

R-111 Homonyms ahd General Content W

IMPAC - R 16-21 LA 5.8.3 Homophones CAI

LA 5.8.4 Homographs CAI

SKILLSBANK - 3

WORD KNOWLEDGE (RED DISK)(3.5 or 5.25)

16-21 1 Introduction to Words With Multi-ple Meanings - Disk 2 or 6 CAI

2 Words with Multiple Meanings II -Disk 2 or 6 CAI

3 Introduction to Homonyms - Disk2 or 6 CAI

4 Homonyms II - Disk 2 or 6 CAI

20

FEBRUARY 1998

New York Project of Special Note

USING THE INTERNET AS ANINSTRUCTIONAL TOOL

Date: 1997

Agency: Hudson River Center for ProgramDevelopment, Inc. 102 Mosher Rd.,Glenmont, NY 12077

Contact: Barbara Smith Phone: 518-432-4005


This excellent guide to the integra-tion of the Internet and instruction istypical of New York's high-quality spe-cial projects. Its initial 27 pages providebasic information on what the Internetis, how to connect to it, and how to useit. Following this explanation are 15sample lessons, handouts to accompanythe lessons, an appendix of resources,and a glossary of Internet terms.

CONTENTS OF MANUAL

The manual focuses on three areasessential to instructional application:

communication,information access, andsearch tools.Under Communication Tools, the

manual discusses e-mail, listservs, andinternet relay chats (IRC) and suggestsinstructional activities that can be usedwith each of these. The manual also de-scribes Usenet newsgroups and providesexamples of how they are classifiedhierarchically by subject matter.

There is a brief explanation of multi-user environments, which are being usedby educators to create virtual campusesand communities, as well as InternetTelephony, whereby speech is digitized,enabling users to listen to live or re-corded broadcasts over the Internet.

In discussing Access Tools, themanual explains how students can tapinto research databases, go into librar-ies worldwide, and download softwareapplications to expand the capabilitiesof their computers as well as peripheralequipment such as printers and scan-ners.

Topics covered include File Transfer

Protocol (FTP), Gopher, and the WorldWide Web. Suggested WWW activitiesinclude exploring URLs linked to maga-zines, television shows,and newspapers.

Popular search toolssuch as Gopher andVeronica are described, andURLs are given for various search en-gines, such as Yahoo and Alta Vista.Among the suggested activities for learn-ers is a keyword search for informationabout their ancestry.

New York

SAMPLE LESSONS

Each of the 15 sample lessons identi-fies a goal; lists outcome objectives, in-structional materials, and resources;suggests a variety of activities; and, ifneeded, provides duplicatable handouts.Topics covered include: cultures aroundthe world, planning a trip, resumes andcover letters, job search in cyberspace,getting help for learning disabilities,math mirth, and the latest informationon AIDS and HIV.

INTERNET RESOURCES

A comprehensive listing of online re-sources is classified as follows: literacyorganizations, literacy and ESOL in-structional resources, technology andeducation resources, funding and grantinformation resources, employmenttraining and workplace literacy, familyliteracy resources, technology planningresources, miscellaneous, multiculturaleducation, and Internet search engines.

FOCUS RATING

This project was rated Excellent forInnovation and Final Report and Supe-rior for Effectiveness and Adaptability.Focus panel members praised it asstraightforward, easy to read and un-derstand, and much better than similarproducts reviewed to date. Unfortu-nately, it will quickly become dated. (.3

2

LITERACYTHEATERDate: 1997

Agency: New Hampshire Department of Education,

101 Pleasant St., Concord, NH 03301

Contact: Dorothy Oliver Phone: 603-271-6698

PROJECT BACKGROUND

Literacy theater has been practiced byadult educators in the United States andCanada since 1985. This booklet by Dor-othy Oliver on history, process, and fund-ing describes literacy theater as the act ofpresenting a short, worst-case scenario,followed by the actors staying in characterto dialogue with audience members aboutthe issues described.

The concept, having originated inFriere's Popular Theater as a vehicle toinfluence social change, was first taken upin the United States to help resolve teenproblems. Literacy theater was adapted in1984 by adult educators in the NorthernNew England States as a vehicle for teachertraining. In 1994, funding from the Na-tional Literacy Institute enabled the North-ern New England Social Action Theater toperform in 46 states and provided exten-sive training sessions in 28 states.

Pennsylvania's own SusquehannaCounty Volunteer Literacy Council wasamong the early literacy theater groupsformed. Its Project Enactment, which usedliteracy theater as a recruitment and com-munity awareness tool, was ratedExcellent across the board and featured inthe February 1991 Focus. (See page 4, StillWinners, for more details.)

PROJECT RATIONALE

This 66-page booklet provides readerswith a rationale based on solid research thatadvances literacy theater as a tremendouslyeffective tool for staff training. It is gearedto accommodate the frequent training andretraining necessitated by the high turnoverof adult education teachers due to the part-time nature of the field and the singularlack of benefits and job security.

Wonderful for kinesthetic learners, itprovides an alternative model that encour-ages learning through nonlinear, holistic,and intuitive strategies. It meets the guide-

lines established by the National ABE StaffDevelopment Consortium for effectiveABE staff development.

Furthermore, its structure provides aframework onto which staff issues of con-cern to teachers, administrators, and vol-unteers may be overlaid. As Oliver sug-gests, "Participants identify their needs andconcerns, base scenarios on them, and dia-logue with the characters and audiencedefining options, roles, and responsibili-ties."


The meat of the booklet is contained inthe chapters on Facilitation, Actors, Sce-narios, Performing, and Training. Everystep along the way is outlined and com-mented on by Oliver, who is a delight toread and obviously has been part of the pro-cess for a long time.

The facilitator is the catalyst in the pro-cess, introducing the scenarios to the audi-ence and, by asking questions, modelinghow the audience and actors should inter-act. The Actors' mission is to establish theirrelationship with each other, play out thescenario, and then stay in character in or-der to respond to the audience. At its best,literacy theater becomes interactive theaterwhere critical thinking and collaborativeproblem solving take place.

Creating a good scenario is the mostimportant and difficult job. Fifteen differ-ent scenarios are presented throughout thebooklet, including scenarios for ESL stu-dents, teenagers, inmates, nonreaders, andadults with special needs.

This booklet is dedicated to the memoryof Marti Stevens who, as director andfacilitator, established the principles ofliteracy theater for the Northern NewEngland group. Tapes of Marti's facilitat-ing techniques can be borrowed throughthe New Hampshire Office of Adult Edu-cation.

At a time when adult educators are soactively engaged in the hard data of qual-ity initiatives, this project suggests thevalue to be gained from an experience that"helped staff monitor their own behavior,be more sensitive to student needs, and bemore aware of issues that impact on stu-dent behavior." 0

TECHNOLOGY:A PLAN FOR THEFUTURE

0R40oAtAkc

%Op*ye/#trt

Project #98-6017 Date: 1996

Agency: Tri-County OIC, Inc., 2107 North 6th St.,

Harrisburg, PA 17110

Contact: Jeffrey Woodyard Phone: 717-238-7318


This minigrant developed a written planto institutionalize the use of technology atthe Tri-County Opportunities Industrializa-tion Center which serves 900 adult studentsyearly at their Harrisburg center and at 10satellites. While the target audience for theproject were OIC instructional, counseling,support and administrative staff, imple-mentation of the plan will benefit OIC stu-dents by providing greater access to infor-mation, variety in instructional delivery,and better data for developing individualeducational plans.

PROCESS AND RESULTS

The plan addressed the use of technol-ogy in the following program areas: out-reach and recruitment; intake and assess-ment; instructional delivery; informationretrieval; administrative management;counseling; and follow-up. Project stafffirst gathered information about existingknowledge and practice from the NationalCenter for Literacy and supplemented itwith site visits to local providers.

The development of a mission statementfocusing the goals of the project was fol-lowed by an analysis of how technologywas currently being used by OIC staff and

FEBRUARY 1998 F: CUSsite sponsors. Impact data as to the cost oftechnology versus its benefits, currentcourse offerings versus future needs, andthe marketability of technology to learn-ers and staff was collected. An inventorylist of current available technology wasprepared and served as the foundation formaking recommendations for future acqui-sitions.

The resulting plan has been used to jus-tify many program changes which havebeen readily accepted because of the par-ticipatory nature of the planning process. 0

CREATING ATECHNOLOGYPLAN


Agency: Northampton Community College, 3835

Green Pond Rd., Bethlehem, PA 18017

Contact: Dr. Manuel Gonzalez Phone: 610-861-5427


Maureen Cort and Nancy Disario,project staff with expertise in the effectiveuse of technology in a literacy program,developed a seven-step planning guide andworkbook to assist adult literacy provid-ers in establishing and implementing a sys-tematic technology plan within their orga-nizations.

The first step, entitled Vision, is de-signed to help administrators focus on thecurrent use of technology. Worksheets withsalient questions are provided to encour-age them to envision potential benefits andadvantages. An Environmental Scan which

Continued on p.4


- The Focus Professional Development Project is funded not only toreview and feature Pennsylvania's outstanding 353 projects in Focus Bulletins but tohighlight exemplary special projects from other states as well. Areas pertinent toadult education practitioners featured in 1998 Focus bulletins are: Family Literacy,Special Populations, Life Skills, Program Improvement, and Staff Development.

This year, 20 projects were selected as exemplary based on a five-point scale forInnovation, Effectiveness, Adaptability, and quality of Final Report. The criteria usedto determine these ratings are listed on page 1 of this Bulletin. The highest ratingattainable is 5Excellent, followed by 4Superior and 3Good. Six additionalprojects with outstanding components or products but less than superior scores inany one category were accorded an Honorable Mention. Ci

22

C(JS FEBRUARY 1998

TECHNOLOGY PLAN, from p.3

reviews the organization's strengths, weak-nesses, and available resources is the nextstep.

Software and Hardware Evaluationworksheets are provided to help adminis-trators and teachers make informed andwise selections in keeping with the nextstep, Developing a Budget. Basic guide-lines for building Effective TechnologyStaff Development are discussed, followedby suggestions for Implementation andEvaluation. A series of appendices listsvarious technologies and their applications,compares integrated learning systems andcurriculum systems, and provides a sampletechnology plan. CI

BUILDINGCOMMUNITIESFOR LEARNINGProject #98-7007 Date: 1997

Agency: Center for Literacy, Inc., 636 S. 48th St.,

Philadelphia, PA 19143

Contact: Dr. Sheila Sherow Phone: 215-474-1235


In 1994, the Pennsylvania State Coali-tion for Adult Literacy (PSCAL) coordi-nated a task force to explore and plan theimplementation of a statewide project to

initiate and guide local stakeholders in theestablishment of community-based plan-ning groups. Three pilot sites in rural south-west and central northeast Pennsylvaniawere funded in 1995 and are still opera-tional. In 1996-97, they assumed the roleof Mentoring Communities, providingtraining and technical assistance to fournew localities.

Those served and involved in the Build-ing Community Linkage (BCL) project arenot limited to ABLE providers and con-sumers. They include: preschool, K-12, andpost-secondary education providers; jobtraining programs, job centers and other jobplacement services; public assistance andother human-resource agencies; commu-nity economic development agencies andother planning groups; local governmentagencies; business and industry, businessassociations, and chambers of commerce.


In addition to the Final Report detail-ing the project's goals, objectives, proce-dures, results, and recommendations, twoguidebooks were produced: Guidebook forCommunity-Based Planning (1995-96) andGuidelines for Mentoring Communities(1997). The 1996 Guidebook describes theprocess whereby a strategic plan is devel-oped to prepare for the changing charac-teristics, issues, and conditions that willaffect the delivery of high-quality, compre-

The FOCUS panel consists of:Bootsie Barbour, Northwest Professional Development Center, Erie; Carol Goertzel,WAWA, Inc., Philadelphia; Joan Leopold, Harrisburg State Hospital; Carol Molek, TIUAdult Education and Job Training Center, Lewistown; Jeff Woodyard, Tri-County OIC,Inc., Harrisburg; and Rachel Zilcosky, Greater Pittsburgh Literacy Council.



hensive adult education services both nowand in the future. It includes advice on es-tablishing the group, developing a commonunderstanding and group mission, settinggoals, and sharing leadership.

The Mentoring Guidelines componentdescribes the characteristics of BCL men-tors and the variety of roles they perform.It includes advice on building a mentoringrelationship and discusses effective com-munication, critical thinking, problem solv-ing, brainstorming, conflict resolution, ne-gotiation, and reaching consensus. Cl

STILLbWINNERSJ

Project Enactment ...Produced by: Susquehanna County Vol-unteer Literacy Council (1990)

Enactment was rated an exemplaryproject and featured in the February 1991issue of Focus. The project developed animprovisational theater group that pre-sented skits dramatizing the problemsfaced by adult illiterates. This Final Re-port includes the eight skits developed anddescribes the process by which 29 perfor-mances were given to 3,400 people in asmall Pennsylvania community.Contact: AdvancE at 717-783-9192 forfurther information on this project. Ci

FOCUS Bulletins are published five times a year between Janu-ary and May. To be placed on the mailing list, contact SherryRoyce at the address below or call (717) 569-1663. This pub-lication is operated under funding provided through the Penn-sylvania Department of Education from the Adult EducationAct, Section 353. No endorsement of Bulletin contents by PDEor USDOE should be inferred.

Bulk Rate

U.S. Postage

PAIDPermit #864

Lancaster, PA 17604


LITERACY EDUCATION

aUePENNSYLVANIA


%paid 14oject















When requesting a project,please refer to its name andnumber.

Out-of-state projects may berequested from the project directoror State Literacy Resource Centeras listed in the contact.

Sherry RoyceFocus Editor

Tana ReiffFocus Format

1

If

This Issue:STAFF DEVELOPMENT

:1T1 I r711711M

MARCH 1998 VOLUME 12, NUMBER 3

Featured Projects: Tutor Trainer's Manualp.1 Tips and Techniques and the NOW Notebookp.2

EQuIP: Educational Quality Indicator Programp.3 Creating a Technology Plan

p.3 ABLE Summer Institute: Research and Practicep.3Adult Basic Skills Guide

and Training Manualp.4 Adult Basic Skills Staff Development Project Video

Seriesp.4


Tutor Trainer's Manual

Date: 1993

Developed by: Portland Community College

Authors:Geraldine Pearson, Virginia Patton, CarolynHoman

Contact: Agnes Precure, Office of Community College Ser-

vices, 255 Capitol St. NE, Salem, OR 97310-1341

Phone: 503-378-8648


In 1990, The Training Effective Literacy Tutors(TELT) advisory group began the developmentof a tutor trainer's guide and modules. In 1993,these were revised and com-bined. The resulting TELTTrainer's Manual stated in itspreface: "This is a living docu-ment and will never be completed ..."The same is true for many of the staff develop-ment guides featured in this issue ofFocus.

Oregon


This comprehensive guide is organized arounda ten-hour TELT workshop that includes comple-mentary strands for Basic Literacy and Englishas a Second Language tutor training. The InitialSessions devoted to the Adult Learner, CulturalDifferences, Learning Styles/Teaching Styles,Assessment, and Goal Setting, along with theFinal Session keyed to the workshop evaluationand local agency concerns, can be presented tothe group as a whole. Mastering the SubjectMatter, the heart of the workshop, details differ-ent approaches for ESL and literacy tutors.

Each of the Sessions detailed in the Manualis preceded by a statement oeTraining Objec-

tives (listing instructional goals and participantperformance objectives), Training Content(specifying knowledge, skills, and attitudesneeded), Lesson Plans, and a description of thecorresponding Module. One reason this productis such a valuable resource is that a variety oflesson plans are offered, and it is possible forprograms or trainers to "make it their own."

CONTENTS OF MODULES

Each Module in a Session includes a Trainer'sGuide listing materials needed, a choice of ac-tivities, follow-up, and a personal reflection ex-ercise. The overheads and handouts included aredrawn from commercial and nonprofit sourcesand include such old favorites as "A Guide forTeachers and Teacher Trainers" (NAPCAE,1966).

While the choice of activities is flexible thediscussion questions are highly controlled.Tutor trainers are told exactly what to say:"When I say the work culture, what do you thinkof?" and do: "As tutors give responses, writethem on Overhead 2.1. Put all responses that dealwith superficial culture (food, art, music, etc.)at the top of the tree."

The introductory session on The AdultLearner compares characteristics of adult learn-ers with children. It provides general instructionsfor tutors working with adults and uses the casemethod to recap learning.

In Cultural Differences, participants examineAmerican cultural values and beliefs. They thendiscuss the effects of culture shock, learn thesigns of nonverbal behavior, and review their

Continued on p.2

CUSMARCH 1998

Tutor Trainer's Manual, from p.1learning by interpreting common tutoringsituations through the student's culture andthrough their own.

Learning Styles provides observationsof the behavior of auditory, visual, and tac-tile/kinesthetic learners. It suggests teach-ing methods and adjustments to enhanceinstruction for different audiences. Thereis a learning-styles checklist for studentsand one for tutors as well. Also included isa short discourse on learning disabilities,its symptoms and manifestations, and sug-gested strategies for working with adultswith known or possible learning disabilities.

The brief student survey of interests andneeds contained in Assessment and GoalSetting has a reading level which clearlyexplains why ESL tutors are excused fromattending this session.

MASTERING THE BASICS

The TELT Manual offers tutor trainerstheir choice of a basal series, provided theyuse the Laubach Way to Reading, Chal-lenger Books, Reading for Today, Real LifeEnglish, or the Breakthrough to Math Se-ries. Basic literacy trainers receive specifictraining in decoding, comprehension, lan-guage experience, spelling, and writing.

The Basic Lesson Planning module of-fers tips and techniques for reading, wordrecognition, and writing. Five case histo-ries adai)ted from LVA's Tutor providepractice in developing lesson plans usingreading experience, Cloze procedures, SQ3R,and journal writing.

The ESL trainers' session begins withan explanation of the purpose of language,language systems, principles of second lan-guage acquisition, and implications forteaching. Additional modules provide in-struction in vocabulary development, con-versation skills, pronunciation, and lan-guage-experience stories.

FOCUS RATING

This project was rated Excellent forEffectiveness, Adaptability, and Final Reportand Superior for Innovation. While panel-ists complained about the amount of refer-ences with no bibliography, they readilypraised its useful worksheets and handouts.A good reference for new teachers, it isclearly written and easily administered. 0

Kentucky Project of Special Note

TIPS AND TECHNIQUESAND THE NOW HANDBOOK

Date: 1997

Agency: The Kentucky Department of Adult

Education and Literacy, Cabinet of

Workforce Development, 500 Mero

St., Capitol Plaza FL 3, Frankfort, KY

40601-4337

Contact: Dr. Sandra Kestner

Phone: 502-564-5114


Tips and Techniques serves as a digestof current adult education theory and ex-emplary practice for adult education prac-titioners as well as a core manual forKentucky's Orientationto Adult Education I, II,and III training. TheNOW Handbook, whichstands for Newcomer's OrganizationalWelcome, provides new adult educationprogram managers with a compilation ofKentucky's Department of Adult Educa-tion and Literacy (DAEL) organization,policies, materials, and documents.

TIPS AND TECHNIQUES

The Handbook is divided into 13 unitswith an overview detailing expected par-ticipant outcomes as a result of complet-ing the training. Areas covered include:introduction to Kentucky DAEI2s struc-ture, goals, and mission; understandingadult learner characteristics and key prin-ciples of adult learning; recruitment strat-egies; student orientation and assessment;matching the adult learner with appropri-ate instructor/tutor, class, materials, andinstructional plan; instructional tech-niques; learning disabilities; qualities ofan effective instnictor; professional devel-opment; policies, methods, and require-ments; student support and retention; andcouncil development and collaborativepartnerships.

Each unit begins with an introductionproviding background and the philosophyundergirding the unit, followed by a state-ment of key objectives, enabling objec-tives, learning activities, and evaluation.

THE NOW HANDBOOK

The NOW Handbook begins with anorientation checklist of specific topics ofimportance to new program directors thatare addressed in the Handbook. It detailsadditional areas of importance for newmanagers and suggest resources foracquiring familiarity with them. Thelooseleaf booklet covers departmentalinformation, contracts and budgets, thementor process, DAEL policies, standardforms and invoicing, councils, GED Test-ing Information, the Kentucky Center forAEL, a directory of DAEL programs,program performance indicators, andstandards for adult education instructors.

THE MENTOR PROCESS

While all this material is pertinent onlyto Kentucky, the format and structure ofthe Handbook is a model that would beapplicable in most states. But the real rea-son to review this product is the MentorProcess established to assure that a newprogram manager has support from an ex-perienced adult education program man-ager for a period of 90 days. Furthermore,it is the responsibility of the mentor to re-view the orientation checklist with the newmanager and attest to completion of eachtopic.

FOCUS RATING

This project was rated Excellent for In-novation and Effectiveness and Superiorfor Adaptability and Final Report. Focuspanel members stated, "These manualsprovide excellent on-the-job training withdifferent sections for managers and teach-ers, good examples ofboilerplate policies,useful handouts in a looseleaf format thatis easy to duplicate and replace, and goodintegration of workforce and ABE. Thisis an effective, well-organized approachwith the bonus of promoting mentoringrelationships." 0

EQUIP: EDUCATIONALQUALITY INDICATORPROGRAM

Date: 1997

Developed by: The Western Panhandle Coalition

for the Florida Bureau of Adult and Com-

munity Education, Linda Weeks, principal

researcher

Contact:Joe Waters, FAU College of Education,

ACENET, P.O. Box 309, Boca Raton, 33431-

0991

Phone: 561-297-2346


The EQuIP Manual is a self-paced, in-dividualized training program that providesguidance to practitioners in evaluating thequality of their adult edu-cation programs. It in-cludes a manual, resourceguide, tutorials, teacher/ad-ministrator evaluation and needs assess-ment checklists, and a bibliography clas-sified by topic areas.

The nine indicators of program qualityaddressed in the Manual are: educationalgains, educational outcomes, retention, re-cruitment, program orientation, programplanning and evaluation, curriculum andinstruction, support services, and staff de-velopment.

Each focus area contains an overviewof the topic, the descriptors which providemeasurement standards for each indicator,instructional modules that teach the utili-zation of each descriptor, and a listing ofresources available in the Resource Guide.

A SAMPLE MODULE

For example, the quality indicator forprogram planning and evaluation has sixdescriptors: types and scope of programplans; community input in program plan-ning; program evaluation activities; pro-cedures for student tracking and follow-up,and student involvement in program planningand evaluation. The module on StudentFollow-up answers the questions: Why dowe need follow-up? What tools may beused? and How do we use attitudinal sur-veys, interviews, home visits, and job-sitevisits?

It lists the facts to be collected in entry

awan4.9!

interviews, exit interviews, and follow-upinterviews and suggests methods for ana-lyzing and reporting the results.

THE RESOURCE GUIDE

The Resource Guide provides in detailthe information needed to supplement theEQuIP training Manual. The scope is enor-mous and covers such items as a descrip-tions of standard testing instruments, a dis-cussion of student portfolios and learningcontracts, tutorials on peer learning groupsand user-friendly evaluations, marketingtips, mentoring, and norms of professionalvirtue.

FOCUS RATING

This project was rated Excellent forInnovation and Final Report and Superiorfor Effectiveness and Adaptability. TheFocus panel noted that it was well orga-nized, easy to read, easily adaptable, and agood resource for planning. It provides agood structure for going through a processwithout being process-driven. 0

ABLE SUMMERINSTITUTE: RESEARCHAND PRACTICEProject #99-6004 Date: 1996

Agency: PSU Institute for the Study of Adult Lit-

eracy, 102 Rackley Building, State Col-lege, PA 16802-3202

Contact: Priscilla Carman Phone: 814-863-3777


In the summer of 1995, the Institute forAdult Literacy at Penn State Universityconducted a two-day institute that explored

MARCH 1998F CUS

the complex factors affecting how adultslearners develop and use reading and writ-ing skills throughout their lives. Whatmakes this institute worthy of review is:1) its focus on current research and exem-plary practice and 2) the resources in its finalreport and participant resource manual.


In addition to a description of needs, ob-jectives, planning, recruitment, and evalua-tion, the final report includes samples ofregistration, evaluation, and promotionalmaterials. There is also a brief biography ofpresenters, a list ofparticipants, and a detaileddescription of the 18 general sessions.

These sessions were organized aroundthe topic areas of literacy acquisition inrelation to younger adults, gender, olderadults, the community, and the workplace.Under each topic area in The Participant'sResource Guide there is a summary of eachpresentation and a wealth of resources. Theseresources include activities for adult learn-ers, information for staff development, andbibliographies and references for researchpurposes. A listing of programs and activi-ties from AARP, an article on "Women, Hu-man Development, and Learning," and thefour principles of TQM (total quality man-agement) are just a sampling of the mate-rials included in the Guide.

FOCUS RATING

This project was rated Excellent forInnovation and Final Report and Superior+for Effectiveness and Adaptation. Thearticles are excellent and can be utilizedby trainers and administrators in ABLEprograms throughout the state to facilitateissue-based discussions.


The Focus Professional Development Project is funded not only toreview and feature Pennsylvania's outstanding 353 projects in Focus Bulletins but tohighlight exemplary special projects from other states as well. Areas pertinent toadult education practitioners featured in 1998 Focus Bulletins are: Family Literacy,Special Populations, Life Skills, Program Improvement, and Staff Development.

This year, 20 projects were selected as exemplary based on a five-point scale forInnovation, Effectiveness,Adaptability, and quality of Final Report. The criteria usedto determine these ratings are listed on page 1 of this Bulletin. The highest ratingattainable is 5Excellent, followed by 4Superior and 3Good. Six additionalprojects with outstanding components or products but less than superior scores inany one category were accorded an Honorable Mention. 0

2R 3

P*-CUS MARCH 1998

ADULT BASIC SKILLSGUIDE AND TRAININGMANUALDate: 1992

Agency: Appalachian State University and NorthCarolina Dept. of Community Colleges, 200

West Jones St., Raleigh, NC 27603

Contact: Randy Whiffield Phone: 919-733 7051


The Adult Basic Skills Instructor Train-ing (ABSIT) project was designed todevelop a cadre of adult basic skills instruc-tor trainers familiar withfour basic areas of instruc-tion: 1) establishing andsustaining interpersonalcommunication with adult learners, 2) ef-fectively assessing and diagnosing learn-ers' strengths and weaknesses, 3) select-ing appropriate methodologies and mate-rials for individual learners and groups oflearners, and 4) participating in meaning-ful program evaluation. Seventy-one in-structor competencies were developed inthese four areas and used as the basis fortraining workshops and summer institutes.


The lessons in the ABSIT Manual areclustered in seven units: InterpersonalCommunications; Assessment; Methods inReading; Methods in Language Arts;

Numeracy; General Methods and Instruc-tional Management; and Materials. Whileexperienced instructors can use it indepen-dently to evaluate their competencies ineach area, a prescribed training sequenceis included for Pre-Service Training, BasicTraining, and Intermediate Level Training.Lesson plans for each session include ob-jectives, time frame, activities, and resources.

FOCUS RATING

The project was rated Superior forEffectiveness, Adaptability, and Final Reportand Good for Innovation. Although it lacksdepth, this logical, sequential presentationof adult basic skills is useful for grouptraining or individual self-improvement. ti

ADULT BASIC SKILLSSTriceSTAFF DEVELOPMENTPROJECT VIDEO SERIESDate: 1997

Agency: ABSSD Project, Appalachian State Univer-

sity, Language, Reading and Exceptional-

ities, Edwin Duncan Hall, Boone, NC 28608

Contact: Dr. Cheryl Knight Phone: 704-262-2598


The Adult Basic SkillsStaff Development Project(ABSSD) Video Serieswas produced to comple-




27

ment the Adult Basic Skills Guide andTraining Manual. It includes 25 videosvarying in length from eight minutes to onehour and 40 minutes. There is an annotatedbibliography, previewing the contents ofeach video, a series of viewing guideskeyed to each video, and two case studies.In some instances, the guides refer to theABSIT Manual for additional informationon the subject covered. Videos include:

AssessmentConversation with Beginning ReadersCooperative LearningESL for Adult LearnersGood Management: Key to Successful

LearningInformal Reading InventoryInitial InterviewInstructors as Listeners VideoconferenceLearning StylesMentoring as Professional DevelopmentMethods in ReadingMotivation for the Adult LearnerNeeds and Characteristics of the Adult

LearnerNumeracy for the Adult LearnerOverview of Materials SelectionPresenting the ABSSD ProjectQualities of an Effective ABS InstructorQuestioning TechniquesReading Case Study I and IIThe Focus Panel praised the video series

with its accompanying worksheets andannotated bibliography as a useful, supple-mental staff development tool. 0

FOCUS Bulletins are published five times a year betweenJanuary and May. To be placed on the mailing list, contactSherry Royce at the address below or call (717) 569-1663.This publication is operated under funding providedthrough the Pennsylvania Department of Education fromthe Adult Education Act, Section 353. No endorsement ofbulletin contents by PDE or USDOE should be inferred.

Bulk Rate

U.S. Postage

PAIDPermit #864

Lancaster, PA 17604

BUREAU OFADULT BASIC 8,

LITERACY EDUCATION

ablePENNSYLVANIA


$peciat Pooket

The special projects featured inFOCUS were funded by theBureau of Adult Basic andLiteracy Education, PennsylvaniaDepartment of Education and ratedaccording to the following criteria:














Out-of-state projects may berequested from the project directoror State Literacy Resource Centeras listed in the contact.1iliMMSherry.RoyceFocus Editor


_Lmwqrsi

This Issue:SPECIAL

POPULATIONS

----11 :P. 7irlirmi

APRIL 1998 VOLUME 12, NUMBER 4

Featured Projects: IU 5: School to Work p.1 Extending the Ladder from CASAS to Work Keys

Assessment 2 Work Beyond the GED p.3 Still Winners: Adult Educa-

tion School to Work Project p.3 From Incarceration to Productive Lifestyle

p.4


IU 5: School to WorkProject #98-7005 Date: 1997

Developed by: Northwest Tri-County Intermediate Unit 5,

670 W. 36 St., Erie, PA 16508-2645

Contact: Dr. Richard Gacka

Phone: 814-734-5610


Over a three-year period, The Regional SkillCenter (RSC), an adult technical school servingErie County, found that the academic skills of70% of the adults applying for admission fortechnical training were not sufficient for successin formal post-secondary training. However, ap-plicants referred to ABE programs for academicstudies failed to enroll. Furthermore, many adultswith adequate academic skills were sorely lack-ing in "work readiness" skills, such as responseto supervision, appearance and grooming, andquality consciousness.

To solve this problem, this project, a continu-ation of the exemplary Adult Education School-To-Work Project featured in the April 1997 is-sue of Focus (see page 3 of this issue), devel-oped four 60-hour workforce preparation cur-riculum modules, modified the teaching se-quence in vocational classes at the RSC, and pro-vided assessment, the development of academicprofiles, and direct instructional services.

ACADEMIC PROGRAMS

Enrollment in an academic work-readinessprogram was made a prerequisite for admissionto RSC and/or completing an employabilitymodule became a prerequisite to accepting anapplication for employment. An ABLE-fundedmathematics program using units from the Cen-

ter for Occupational Research and Development(CORD) applied math curriculum was estab-lished at the RSC. The RSC also initiated andfunded an Agency for Instructional Technology(AIT) communications program.

Individuals showing severe academic defi-ciencies or those who required more than the 20three-hour classes provided were referred to moretraditional service models.

Classes were also held in conjunction with theCorry Higher Education Council and at a JobCenter site. In all, some 50 adults received in-struction throughout the project year.

EMPLOYABILITY CURRICULUM

Curriculum and guidance activities deliveredas part of the project were integrated with IU 5'songoing School-to-Work activities. Local em-ployers reviewed curriculum drafts and providedinformation relative to employer expectations for"new hires." Twenty of these expectations arelisted in Appendix B.

A series of four adult education workplace"modules" were developed, field tested, and of-fered as courses. A competency-based StudentChecklist was developed for each course andprovided learners with immediate feedback onskills, attitudes, and behavior.

The Work Hardening Course

"Work Hardening," a pre-employabilitycourse, is designed for participants with no workhistory or a history of frequent turnover or in-voluntary terminations. Each participant is pro-vided with a checklist of competencies they are

Continued on p.2

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28

C USAPRIL 1998

California and Iowa Project of I'pecial Note

EXTENDING THE LADDERFROM CASAS TO WORK KEYS ASSESSMENTS

Date: 1997

Agencies: ACT: 2201 North Dodge St., PO Box168, Iowa City, IA 52243. Contact: Dr.

Joyce R. McLarty. Phone: 800-workeys

and CASAS, 8910 Clairmont MesaBlvd., San Diego, CA 92123. Contact:

Patricia Rickard. Phone: 619-292-2900.

For copies of the Executive Summary or Full Re-

port, contact CASAS Customer Service,

at the above address.


This landmark study, funded in partby the National Institute for Literacy, wasundertaken by the Comprehensive AdultStudent Assessment System (CASAS) inconjunction with the ACT Center forEducation and Work. Staff from both or-ganizations studied the relationship be-tween their two assessment systems anddetermined how the systems could bestbe linked to support individuals as theymove up the employability skills ladder.

The study first reviewed the correspon-dence and difference between the contentof the two systems. They concluded thatthe reading and mathematics assessmentsin CASAS's Employability CompetencySystem (ECS) and ACT's Work Keys con-tained enough overlap in content to forma link and enough difference in the rangeof difficulty to make linking worthwhile.This conclusion was proven valid by test-ing 494 adult learners participating in 27workforce literacy programs in eightstates.

The 20-page Executive Sununary of-fers an overview of the project, a descrip-tion of the research plan and methodol-ogy, and an interpretation of the results,conclusions, and recommendations forpotential users.

RESULTS ANDRECOMMENDATIONS

The Executive Summary providesreaders with two tables for the readingassessments denoting how ACT WorkKeys scores correspond to CASAS ECS

levels, and visa versa. There are two shni-lar tables for the mathematics assess-ments. While the relationship betweenscore scales for each skill is sufficient forscores on one test to be estimated fromscores on the other, the study is careful topoint out that "scores on one test may notbe directly substituted for scores on theother for the same skill area."

These complementary systems can beused together to provide a smooth, pro-gressing, and complete skills continuum.The Workforce Learning System is bestused to cover skills that are more basicand provides more information on theskills of individuals functioning at thelower end of the skills continuum. TheWork Keys system covers advanced skillsand provides more information on theskills of individuals functioning at thehigher end of the skills continuum. Eitheror both assessment systems can be usedwith individuals whose skills are in themid-range of the skills curriculum.

Recommendations for usage include:1) Individuals in CASAS-based programscan use Work Keys Occupational Proffiesalong with the tables provided by thisstudy to estimate the CASAS scores theywould need to meet the reading and math-ematics requirements for specific occupa-tions; 2) Individuals who need to meet aWork Keys standard for a new job or pro-motion can estimate how they would per-form on a Work Keys assessment basedon Workforce Learning Systems tests theyhave already taken.

FOCUS RATING

This project was rated Excellent for In-novation, Effectiveness, and Final Reportand Superior+ for Adaptation. It providesa good background for using a compe-tency-based curriculum. 0

School to Work, from p.1

expected to demonstrate by the close of theprogram. The emphasis in the program isto expose the learner to basic behavioraland attitudinal expectations they will facein the work place and monitor their abilityto learn and demonstrate the "work ethic"and "self-regulatory" skills that will beneeded to gain and sustain employment.

Employability Levels 1-3

Employability Levels 1-3 represent acontinuum of work preparation skills ad-dressed to an audience ranging from adultswho are currently unemployed or seekingbetter-paying jobs to individuals who arecurrently employed but are attempting tomove to better jobs. Levels 1 and 2 em-phasize the refinement of positive "workethic" skills; include reviews of reading,mathematical, and communication skills asthey relate to work; and provide career ex-ploration exercises and resume and skillsportfolio development. Level 3 focuses onskills prerequisite for post-secondary train-ing while monitoring students' motivation,attendance, work habits, and general inter-personal skills.

RESULTS AND RECOMMENDATIONS

The cogent comments on S chool-To-Work programs presented in the Final Re-port would be of value to any agency con-sidering mounting a School-To-Work pro-gram, namely:

There is a large population of adultswith academic barriers to employ-ability previously untapped as ABLEclients.The term "workforce preparation"should be used to accurately describeABE services to individuals whoneed academic instruction in order tomeet minimum competencies for em-ployability.Two factors that are critical to thesuccess of an employability programare the level of commitment of thedirector of the host agency and thematch between student and staff per-sonality characteristics.Employers responded positively to acompetency-based program targetedto their specific needs.

The development and testing of mod-ules in employability classes can leadto a data bank of lessons from whichemployers can select in order to cus-tomize a program to their needs.

FOCUS RATING

This project was rated Excellent forInnovation, Effectiveness, Final Report andSuperior+ for Adaptability. Panel staffpraised the project's list of competenciescovering four levels of learners. It exem-plified collaboration between adult educa-tion and the private sector with lots of datato back up the process. However, it shouldbe noted that this project was developedover time and needs experienced trainersand a committed staff. 0

WORK BEYOND THE GED


Agency: Intermediate Unit 1, One Intermediate Unit

Dr., Coal Center, PA 15423-9642

Contact: Sue Conrady Phone: 412-938-3241


This project developed and appliedSchool-To-Work core elements within aGED program. Adults who focused on self-awareness, career awareness, career coun-seling, job shadowing, and job-site men-toring activities as part of their GED train-ing viewed passing the GED as the firststep toward full employment and self-ful-fillment.

Of the 43 adult learners entering the pro-gram, 27 students developed career port-folios and five received job-site shadow-

ing and mentoring experiences. Ten stu-dents obtained jobs and eight students en-tered other training programs.


Products developed include a Curricu-lum Resource List, a Student Activity Log,and a Sample Student Portfolio. The Re-source List provides a summary of 27 ref-erences ranging from career planning anddecision making to job search and essentialskills for the workplace. The title, author,publisher, a synopsis, and recommendationsfor usage are included for each resource.

The Student Activity Log provides briefsketches of 35 activities described in termsof objectives or student competencies tobe acquired and demonstrated. Each objec-tive is followed by a synopsis of the com-ponents of the activity and recommenda-tion for use by tutor, teacher, or counselor.

The Sample Student Portfolio is a work-ing document that provides the reader witha real feeling for all elements of the course.It begins with a list of the books that wereannotated in the Resource List and aChecklist of the activities described in theStudent Activity Log. This is followed bya listing of suggested competencies classi-fied as Daily Living Skills, Personal-So-cial Skills, and Occupational Guidance andPreparation.

There is a list of program presentersaccompanied by a speaker evaluation form,an Interest and Abilities Log, and work-sheets on Temperaments, Values, and Func-tional Skills.

The information on Resumes and Inter-views is fairly standard. However, the de-scription of a Shadow Experience and theGuidelines for a Shadowing Program

The Focus Professional Development Project is funded not only toreview and feature Pennsylvania's outstanding 353 projects in Focus Bulletins but tohighlight exemplary special projects from other states as well. Areas pertinent toadult education practitioners featured in 1998 Focus Bulletins are: Family Literacy,Special Populations, Life Skills, Program Improvement, and Staff Development.

This year, 20 projects were selected as exemplary based on a five-point scale forInnovation, Effectiveness, Adaptability, and quality of Final Report. The criteria usedto determine these ratings are listed on page 1 of this Bulletin. The highest ratingattainable is 5Excellent, followed by 4Superior and 3Good. Six additionalprojects with outstanding components or products but less than superior scores inany one category were accorded an Honorable Mention.

APRIL 1998Oc s

would be of value to any GED programopting to expand into the workforce prepa-ration area.

PROJECT CONCLUSIONS ANDRECOMMENDATIONS

Project staff noted that the activity ofjob shadowing and mentoring was a newexperience for them. "Building an infor-mation base for businesses and then com-municating this information to the busi-nesses was a more involved process thaninitially anticipated" and difficult for staffto accomplish. Job-site mentoring wasequally difficult for students because of thetime and travel involved.

The Final Report indicated that the de-velopment of information on responsibili-ties for job shadowing and mentoring andthe communication of these expectationsto all parties is vital to successful place-ment of adults in these experiences.

FOCUS RATING

This project was rated Superior+ forInnovation, Adaptability, and Final Reportand Superior for Effectiveness. While ad-ditional detail on student success and howbusiness help was recruited would havebeen helpful, Focus panel member praisedthe portfolio sample and student logs. "Thecurriculum is appropriate and easy for atutor or teacher to use." 0

STILL6::=3INNERSdc:

The April 1997 issue of Focus featuredthe initial IU 5 : School-To-Workproject. It addressed such issues as:

Is there a potential population ofadults for which a different types ofABE service would be appropriate?

Would the "applied" curriculum usedin school-aged Tech Prep programsbe viable in ABE instruction?

Would it be possible to identify the"work ethic" skills identified as prob-lematic by employers and to integrateinstruction in those areas into an adultSchool-To-Work training program? 0

3

cusAPRIL 1998

FROM INCARCERATIONTO PRODUCTIVELIFESTYLEDate: 1996

Agency: Hudson River Center for Program Devel-

opment, Inc. 102 Mosher Rd., Glenmont,

NY 12077



New York State's Incarcerated Educa-tion Program for county correctional facili-ties, under the direction of John Londonof the State Departmentof Education (SED), con-sists of two interrelatedsets of components. TheAcademic Program provides tutoring inHigh School subjects as well as ABE,GED, ESL, and Life Management. TheTransition Program offers computerizedcareer assessment, job readiness skills, andAction for Personal Choice (a self-aware-ness program developed with 353 specialproject funding).

The Community Services Linkagescomponent, which continues for at least sixmonths after release, sustains the educational,occupational, and support services providedto youth and adults while incarcerated.

With the growth of county correctionsand the recent inclusion of civilian serviceproviders as an integral part of correctional

New York

services, New York State commissionedthe production of an Orientation Model forCivil Service Providers to help correctionalfacilities, school districts, BOCES, andcommunity-based organizations work incooperation with each other. The New YorkSED also put into place a peer support pro-cess, whereby Technical Assistance Teams(TAT) of experienced staff provide infor-mation gathering and problem-solving ser-vices upon request to organizations, agen-cies, and program providers. The ReferenceManual for Technical Assistance Teamsdescribes the TAT model and the proce-dures for carrying out the technical assis-tance.

CIVILIAN ORIENTATION MANUAL

This manual addresses key issues iden-tified by focus groups as problems duringthe orientation of new civilian staff at cor-rectional facilities. Sample policies andprocedures as well as various inmate andfacility documents are presented in nine units.

The Introduction includes screeningprocedures and facility access for civilianproviders and a discussion of legal issues,inmate classification, and the facilities'daily operating schedule. The first fourunits address the facility and relationshipswith correctional staff. Effective WorkingRelationships and Problem Solving is fol-lowed by units on the security staff, facil-ity operations and policies, and emergencyprocedures.




31

The remaining four units deal with in-mate issues and cover inmate access to pro-grams, health-related issues, and culturaldiversity. The unit on "the Inner Society"discusses inmate language, games, andcodes. There are eight "power" appendi-ces including a Volunteer Handbook andEffective Communications Suggestions.

TAT REFERENCE MANUAL

The TAT Reference Manual defines thequalifications of TAT staff and provides aregional directory of team members. It liststhe various kinds of peer assistance avail-able and outlines the procedures to be fol-lowed during the pre-visit, visit, and fol-low-up phases.

Operational forms and sample lettersprovided in the manual include checklistsfor pre-visit tasks, the initial on-site visit,and follow-up. Pre-visit questions, a tech-nical assistance log, satisfaction survey,and site visit field report are among theforms to be found on the computer disk(Word 6.0) that accompanies the manual.

FOCUS RATING

The project was rated Excellent for In-novation and Final Report and Superior forEffectiveness and Adaptability. The com-puter disk makes the forms easily adapt-able. There are good activities for trainingembedded in the orientation manual. "Thiscomprehensive manual gives you a com-plete overview of the issues involved in acorrectional setting." 0

FOCUS Bulletins are published five times a year between Janu-ary and May. To be placed on the mailing list, contact SherryRoyce at the address below or call (717) 569-1663. This pub-lication is operated under funding provided through the Penn-sylvania Department of Education from the Adult EducationAct, Section 353. No endorsement of bulletin contents by PDEor USDOE should be inferred.

Bulk Rate

U.S. Postage

PAIDPermit #864

Lancaster, PA 17604


LITERACY EDUCATION

ablePENNSYLVANIA


hetiall)wieet
















Out-of-state projects may berequested from the project directoror State Literacy Resource Centeras listed in the contact.1IMISherry RoyceFocus Editor


J

/

Nei iv!mow-

This Issue:LIFE SKILLS

:3771f711711il

MAY 1998 VOLUME 12, NUMBER 5

Featured Projects: Health Promotion for Adult Literacy Students: Alcohol & Other Drugs and Women's

Healthp.1 Curriculum for Adults wtth Special Learning Needsp.2 Kentucky

Competency-Based Adult Education Curriculum and Curriculum Evaluationp.2 Adult

Learner Skills Competenciesp.3 Cumberland Valley School District's High

School Diploma Program for Adultsp.4


Health Promotion for Adult Literacy Students:Alcohol & Other Drugs and Women's Health

Date: 1997

Agency: Hudson River Center for Program Development,

Inc. 102 Mosher Rd., Glenmont, NY 12077



"Alcohol and Other Drugs" and "Women's Health"are the most recent additions to New York StateEducation Department's exemplary Health Pro-motion for Adult Literacy Students series ofworkbooks and teacher's guides. Written byMary Corrigan, with audiotapes by Kim Peavey,the "Alcohol and Other Drugs" module providesbackground material, inforniation on resources,and sample lesson plans to assist adult educa-tors in dealing with the realities of alcohol andother drug issues in the classroom.

The subject area is vast and ever changing. Inorder to carve out a reasonable area to cover, thismodule addresses these questions:

I. How do we keep track of, and make senseout of, all the different types of drugs avail-able today?

2. What do we do if a student, or the student'sfamily member, comes into the classroomunder the influence of alcohol or drugs?

3. How do we handle counseling needs? Whatcan we do to support recovery? What aboutpreventing alcohol and other drug problemsin the first place?

For any teacher or tutor who has encounteredthese issues, or addresses alcohol and drugs as ahealth/wellness, coping-skills topic in the class-

32

room, this resource is a must."Women's Health" was a collaborative project

of Robin Rischbieter and Deborah Williams, themain authors. The module takes the position thatwomen are different from menin how they respond to medi-cines, drugs and alcohol, age,and stress. It provides sugges-tions as to how women can makeinformed decisions about their own health andhow to successfully interact with health provid-ers so that they receive appropriate care.

Topics covered in "Women's Health" includechoosing a healthy lifestyle; making decisionsabout health; preventing, detecting, and treatingillness; mental illness; and uniquely feminineissues such as breast care, mammograms, repro-ductive care, pelvic exams, vaginal and urinary-tract infections, family planning, and menopause.

Sample lessons in both modules include astated goal, provide outcome objectives, list in-structional materials and processes, and provideactivities and handouts, if called for. There is aresource list, a bibliography, and a glossary.

New York

FOCUS RATING

This project was rated excellent for Innova-tion and Adaptability and Superior+ for Effec-tiveness. Comments included: "nonjudgmental,cross-cultural, practical information, good audiotape, personal issues presented in a noninvasiveway." CI

) MAY 1998

Florida Project of Special Note

CURRICULUM FOR ADULTS WITH SPECIALLEARNING NEEDS

Date: 1997

Agency: The Center for Community Education,

283 Trojan Trail, Tallahassee FL 32311-

3901

Contact: Barbara Van Camp

Phone: 850-922-5343


This 542-page curriculum is a compre-hensive resource for teachers of adultswith special learning needs: mental retar-dation, physical impairment, learning dis-abilities, and mental illness.

The philosophy that drives this cur-riculum is a belief in empowering adultswith special learning needs to achieve thehighest level of functional independenceand academic performance they are ca-pable of attaining.

The activities presented in this cur-riculum are coordinated with the 11 func-tional performance standards developedby Florida in 1992. Most goals have sev-eral objectives and many of the func-tional-skill activities listed fulfill morethan one objective.

The curriculum can readily be assimi-lated into any existing class for adultlearners with disabilities and used as abasis for planning programs or for devel-oping educational plans.

CONTENTS

The first two units in Part I of the Cur-riculum for Adults with Special LearningNeeds introduce the life-skills approachwith its emphasis on objectives and ac-tivities that are functional, are age-appro-priate, and reflect transitions in theperson's life. They provide an overviewof the curriculum and introduce the con-cept of performance standards.

The next four chapters deal with defi-nitions, symptoms, and issues affectingmetal retardation, physical impairments,learning disabilities, and mental illness.The fmal five chapters in Part I deal with"Devising an Effective Individual Instruc-tional Program," "Supporting Employ-

ment," "Functional Skills Development,Factors Affecting Learning," and "Adap-tive Resources."

"Adaptive Resources" are classifiedas: providing personal assistance, modi-fying skills or activities, modifying thephysical and social environment, and useof an adaptive or orthotic device. Appen-dices following Part I include general ref-erences as well as a list-ing of manufacturersand distributors ofadaptive resources andsoftware distributors, rang-ing from prosthetics to computer and edu-cational adaptive devices.

Part B contains over 500 basic activi-ties that build functional skills in the ar-eas of consumer economics, communityresources, health/wellness, occupationalknowledge, government and law, familyliteracy, prose literacy, document literacy,quantitative literacy, personal-care skills,and effective social-interaction tech-niques.

For each objective, there are one ormore activities arranged in order of dif-ficulty. Specific competencies are listed foreach activity along with a statement as tothe usefulness of the activity for differentpopulations. There is a list of performanceindicators, materials needed, proceduresand, in some instances, variations, discus-sion questions, and writing exercises.

FOCUS RATING

This project was rated Excellent forAdaptability and Superior+ for Innova-tion and Effectiveness. Although it is notreally keyed to lower-level learners, thepanel praised its creative, easy-to-use ac-tivities. Both the academic and life skillswere described as especially helpful fornew teachers.

7.14)Florida

33

KENTUCKYCOMPETENCY-BASEDADULT EDUCATIONCURRICULUM ANDCURRICULUMEVALUATIONDate: 1995

Agency: University of Kentucky, College of Educa-

tion, Lexington, KY 40506

Evaluation Consultant: Dr. Edward Kifer

Project Director: Dr. Joyce Logan

Phone: 606-257-5625

Contact: Sandra Kestner Phone: 502-564-5114


The Kentucky Competency-BasedAdult Education (KCBAE) curriculumproject represents a three-year effort on thepart of state staff, univer-sity professors, and adulteducators in learning cen-ters, correctional facilities,school districts, industry, and literacy pro-grams throughout Kentucky.

The organization of committees, thedesign phase for the guide, and the list ofcompetencies to be addressed were devel-oped in the first year. During the secondyear, 58 curriculum guides for a minimumof three adult learner levels (Literacy, ABE,and GED) were developed along withevaluation and assessment instruments.Curriculum materials and assessment itemswere field-tested in 14 Kentucky and threeWest Virginia programs during the thirdyear of the project.


The 595-page guide (plus appendices)goes far beyond preparing adults to passthe GED test. Its intention is to prepareKentucky's adult citizens "to function intoday's society and to meet the challengesof the 21st century." Toward that end, thecurriculum encompasses not only tradi-tional subject areas but related life skillssuch as critical thinking skills, self-man-agement, interpersonal skills, and technol-ogy and tools. As a resource guide forteachers, it will be useful in matching a va-riety of learning activities to appropriatestudent goals.

The guide includes a publishers addresslist and an alphabetical topical index, which

2

FOCUS,

READER SURVEYFORM - 1998

Please take a few minutes to complete the following survey.Return it to Dr. Sherry Royce, 1938 Crooked Oak Drive, Lancaster, PA 17601 by June 8,1998.

FAX #: 717-560-9903

(circle one)READER'S MAIN RESPONSIBILITY:

Administration Instruction Counseling

Other:

Training Curriculum Development Staff Development

ORGANIZATION:Local Ed AgencyBusinessandustry Union Private Sector

Literacy Council Community College

Other:

College/University InstitutionCommunity-Based Organization

MAIN FUNDING SOURCE:ABE/GED PA ACT 143 State FundsOther:

Foundation Private Sector Labor Dept. Welfare

I received the following issues of FOCUS:

(check the months received)

Please rank the issues from 1-6 in orderof preference

I requested information aboutI requested information about

January 1998February 1998March 1998

April 1998May 1998

(how many)

353 project(s) from:353 project(s) from:

Family LiteracyProgram ImprovementStaff DevelopmentSpecial PopulationsLife Skills

AdvancE or other State's ClearinghousePA or other State's Project Developer

RANK

In general FOCUS Bulletins were:

OrganizedInformativeUnderstandableInterestingUseful

(Circle your Rating)

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2

2

2

1

Poor3

3

3

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00000

I would be interested in: (Please check if interested)Receiving information about PA's 353 projects Receiving information about other state's 353 projects

(Please turn over: Your comments would be appreciated)Out-of-State Readers who wish to remain on the FOCUS mailing list must either include their names and addresses

under comments or send a separate request to Sherry Royce at the above address.

COMMENTS:

Thank you for participating in this survey.

Please fold, tape or staple and return to the address given below

Sherry RoyceFOCUS Editor1938 Crooked Oak DriveLancaster, PA 17601-6425

35

references page numbers and progressbenchmarks for each item.

ORGANIZATION OF THE GUIDE

The KCBAE Guide is divided into 16subject areas: communications (reading,speaking, writing); mathematics; commu-nity resources; consumer economics; cul-tural diversity; employability; family rela-tionships; government/citizenship; health/wellness; home management; interper-sonal/social skills; self-management; sci-ence; social studies; technology/tools; andthinking skills.

Each subject area is divided into lit-eracy, ABE, and GED levels, and a sepa-rate section of the guide covers each levelof each subject area. Learning activities aredesigned to integrate academic skills withlife skills throughout the curriculum.

PROGRESS BENCHMARKS

Each subject area is further divided intoprogress benchmarks, which represent per-formance goals that an adult learner shouldbe able to demonstrate upon completion ofthe activities. For example, the first threebenchmarks under employability at theliteracy level include: 1) explore interests,aptitudes, and skills; 2) identify jobs in thecommunity; and 3) gather informationabout three or four jobs in the community.At the ABE level, the first three employ-ability benchmarks become: 1) interviewan employer in a career field of interest, 2)practice job interview skills, and 3) pre-pare a resume.

Certificates are issued when adult learn-ers show mastery of progress benchmarks.Students are not expected to cover all learn-ing activities and may "test out" of selected

tat1011 WV,41811.100441/14Werr

--%The Focus Professional Development Project is funded not only to

review and feature Pennsylvania's outstanding 353 projects in Focus Bulletins but tohighlight exemplary special projects from other states as well. Areas pertinent toadult education practitioners featured in 1998 Focus Bulletins are: Family Literacy,Special Populations, Life Skills, Program Improvement, and Staff Development.

This year, 20 projects were selected as exemplary based on a five-point scale forInnovation, Effectiveness, Adaptability, and quality of Final Report. The criteria usedto determine these ratings are listed on page 1 of this Bulletin. The highest ratingattainable is 5Excellent, followed by 4Superior and 3Good. Six additionalprojects with outstanding components or products but less than superior scores inany one category were accorded an Honorable Mention. 0

benchmarks because of prior experience oreducation.

THE EVALUATION PLAN

Believing that curriculum drives assess-ment and not vice versa, Kentucky has is-sued a 188-page Evaluation Plan to accom-pany the KCBAE Curriculum Guide. Thisplan is based on the assumptions that as-sessment must be consistent across sites,that it should reflect new modes of testingstudents and gathering information, that theresults (scores) should be easily understoodby adult learners, and that, above all, itshould inform instruction.

Section A in this three-part booldet in-troduces the topic of assessment, explain-ing purpose, timing, and types of both for-mal and informal assessment. Section Boutlines Performance Tasks for Assessmentat the Literacy, ABE, and GED levels asthey relate to the basic skills areas of Com-munication, Mathematics, Science, and So-cial Studies. Section C provides duplica-tive performance assessments in each ofthese areas. In general, they state an ob-jective; identify whether the test is to betaken by an individual, partners, or a group;list materials, preparation, and procedures;define any extension of the activity; andprovide a scoring guide. This guide clearlydefines outstanding, satisfactory, and un-satisfactory performance in terms of whatwas accomplished or not accomplished.

FOCUS RATING

This project was rated Excellent for In-novation and Superior+ for Effectivenessand Adaptability. Its major strength lies inits excellent benchmarks and the fact thatit can be utilized at any level. 0


,Oul:W

3 6

MAY 1998 F CUSADULT LEARNERSKILLSCOMPETENCIESProject #98-7008 Date: 1997

Agency: Institute for the Study of Adult Literacy,

College of Education, The Pennsylvania

State University, 102 Rackley Bldg., Uni-

versity Park, PA 16802

Contact: Barbara Van Horn Phone: 814-863-3777


With this project, Pennsylvania hastaken its first step toward developing astatewide adult learner competency cur-riculum that can be used to plan programimprovements and guide adult learner as-sessments. In this first year of develop-ment, the Adult Learner Skills Competen-cies report introduces competency lists andprovides some suggestions for implement-ing them. Furthermore, the competenciesoutlined in this report focus on skills ofadults who are native speakers of English.


Competencies listings in this report havebeen developed along a three-level stan-dard (basic or literacy level, intermediate/ABE, and advanced/GED). At each level,competencies represent skill goals thatlearners should accomplish before pro-gressing to the next level. Progress is mea-sured through formal standardized testingand informal assessment measures, as out-lined in the section on "Competencies andAssessment Plans," where a brief chart andexplanation illustrate the connections be-tween skills competencies and the TABE,CASAS and Work Keys standardized as-sessment instruments.

A summary chart at the end of each levelprovides examples of the competencies asapplied to three adult contextsfamilymember, worker, and community member/citizen. A fourth context, personal devel-opment, is included as an area of responsi-bility within the family member context.

The second year of this project, FY1997-98 will flesh out these bare-bonescompetencies by providing a professionaldevelopment module and resource guidefor practitioners. The 1996-97 report isavailable as a PDF file at www.cas.psu.edu/docs/pde/able/ablesite.html 0

3

CLISMAY 1998

CUMBERLAND VALLEYSCHOOL DISTRICT'SHIGH SCHOOL DIPLOMAPROGRAM FOR ADULTSProject #98-7010 Date: 1996-97Agency: Cumberland Valley School District, 6746

Carlisle Pike, Mechanicsburg, PA 17055Contact: Samuel C. Gruber Phone: 717-766-0217


Established in 1976, Cumberland Valley(CV) School District's High School DiplomaProgram for Adults was modeled on thecompetency-based diploma program pio-neered by the University of Texas at Aus-tin. Twenty years later, after graduating800+ adults, CV's Project AchievE wasfunded to write a Training Manual andidentify three educational agencies thatwould commit to the CV model. (See Focus,April 1997).

During 1996-97, three diverse agenciesimplemented their programs. Under theleadership of Richard Gacka, the North-west Intermediate Unit established a three-way alternative diploma path at the NorthCoast school. Dropouts in participatingschool districts in Erie, Crawford, and War-ren counties could elect to take GED stud-ies, the North Coast alternative academicprogram, or a competency-based diplomaprogram adapted from the CV Model.

Schuylkill Intermediate Unit 29's adultprogram, under the direction of Lyn Leto,decided to launch a competency-based highschool diploma program for adults at anarea shopping mall. A majority ofSchuylkill County school districts will par-ticipate in this program that closely re-sembles the CV model.

Metropolitan Career Center, located incenter-city Philadelphia, has adapted amodel that meets the needs of the SchoolDistrict of Philadelphia. While the learneroutcomes are closely aligned to the CVmodel, an emphasis on computer educa-tion was added by Philadelphia's RhondaMcClintock.


The Final Report includes an informa-tional packet containing a life-skills book-let, an open letter to educational agenciesproviding a rationale for school districtsstarting a high school diploma program foradults, and financial strategies for support-ing such a project. There are letters frombusiness and industry partners where in-struction is offered to workers on site andtracked through individualized studentportfolios.

A PowerPoint presentation outliningthe program is included with the Final Re-port on a floppy disk.

The AchievE Training Manual, includedwith the Final Report, lists the following




areas in which competencies are to be dem-onstrated: consumer economics, commu-nity resources, government and law, health,occupational knowledge, global studies,and writing. Success is predicated uponportfolio completion.

FOCUS RATING

This project was rated Superior+ acrossthe board. It provides a clear step-by-stepprocess for developing a high school di-ploma program in a various sites and iseasily replicated. 0

PLEASE COMPLETEYOUR READERSURVEY FORM

Please take a few minutes to completethe Reader Survey Form enclosed withthis issue of Focus and return it by June6, 1998, to Dr. Sherry Royce, Focus Edi-tor, 1938 Crooked Oak Dr., Lancaster,PA 17601.

Forms may be faxed to 717-560-9903.

READERS OUTSIDE PENNSYLVANIA:

To remain on the Focus mailing list,please include your name and mailingaddress in the comments section of theReader Survey Form or mail/fax a sepa-rate request. 0

FOCUS Bulletins are published five times a year between Janu-

ary and May. To be placed on the mailing list, contact Sherry

Royce at the address below or call (717) 569-1663. This pub-

lication is operated under funding provided through the Penn-

sylvania Department of Education from the Adult Education

Act, Section 353. No endorsement of bulletin contents by PDE

or USDOE should be inferred.

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E-mail: [email protected] Date: February 25, 1999