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NETWORKS 1
Inside this issueFrom the editor
Legislative update
Teacher/tutor tips
Student writing
Online resources
NetworksWest Virginia’sLiteracy and
Adult EducationNewsletter
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4
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1, 12, 16
Spring 2003
AEMIS: The bear factsYou type <www.wvabe.org/aemis>into the address line of your Internetbrowser and there he is. In no time atall, you recognize that AEMIS can be
quite a bear. Unless you have been hibernating,you are already aware that the West VirginiaAdult Education Management InformationSystem (AEMIS) came into full swing lastsummer, polarizing opinions about it through-out Adult Basic Education (ABE). Many ABEprofessionals embrace AEMIS’s ability to lend apaw in compiling program data. Others in ABEview AEMIS as a nuisance bear that has yet to betamed. Before you get your fur up, this cubreporter will dispense with the grizzly puns andtry to lead you through the hullabaloo.
Over the last few months, ABE directors,instructors, and data managers have tangledwith questions about using AEMIS. We hopethat the following information will addresssome of these issues and make the task of usingthe management information system a littlemore bearable. (Sorry.)
Time and MoneyWe had to hire a data administrator and teachers
still do all of the work on hard copy. Wasn’t AEMISsupposed to save time and money?
If your data administrator’s only interactionwith AEMIS is to enter data, your program isnot reaping the full benefits of its investment. Inaddition to receiving input, AEMIS is capable ofcompiling the data and providing reports onprogram status. ABE instructors and directorsshould be reviewing these reports regularly. Ifyou are unable to access AEMIS directly, thedata administrator should print out the reportsfor the ABE staff. When program staff are able tointerpret the statistics and determine if resourcesare targeted effectively, savings in time andmoney should be the result. ABE directors whoidentify class sites lacking sufficient studentenrollment and/or contact hours should con-sider recruitment and retention activities. Ifthose efforts are not productive, the staff should
By Beverly Baccala and Louise Miller
close the class anddirect the resourcesto new or existinglocations that aremore viable for that community.
As one ABE instructor cautions, “Don’t waituntil the end of the month to enter attendancedata.” ABE directors and teachers benefit byreviewing teaching hours, enrollment, andcontact hour results throughout the month.AEMIS will also remind program staff when it istime to post-test students. Data managersshould share these reminders with the instruc-tional staff immediately.
ReportsWhat types of reports can AEMIS provide to help
me plan my ABE program?
ABE 300A Report – A monthly view of classenrollment by federal functioning level (FFL)with total contact hours. AEMIS automaticallycalculates the percentages met for recommendedhours and enrollment, indicating when a classmay be non-compliant (less than 65 percent ofrecommended standards).
Class Summary Report – A view of studentenrollment and contact hours listed for eachmonth of the fiscal year.
Continued on page 14
2 NETWORKS
Kathy Winter-HollingsworthEditor
NETWORKS is a quarterly collaborative publicationprepared by:
ProLiteracyWV Adult Education Association, Inc.
WV Department of Education
NETWORKS is funded by the WVDOE. Noendorsements of the newsletter contents made bythe WVDOE or the USDOE should be inferred.
Please address all correspondence to theappropriate contributing editor:
Chief Editor • Kathy Winter-Hollingsworth 501 22nd Street • Dunbar, WV 25064
Contributing Editors:
Adult Basic Education • Cathy Shank501 22nd Street • Dunbar, WV 25064
ProLiteracy • Jean Green 501 22nd Street • Dunbar, WV 25064
WV Adult Education Association, Inc.Sandy Taylor
Cabell County Career Technology CenterHuntington, WV 25601
Family Literacy • Terry FattalehHuntington, WV
Building Opportunities for Learning TogetherMartha Reitter, Fairmont, WV
Copy Editing, Design, Layout • Colleen AndersonMother Wit Writing & Design
Printed by Color Craft Printing
1-800-642-2670
From
the
edito
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Continued on page 16
By Shalom Tazewell
Students from LAMP (Literate AdultsMean Prosperity), the SummersCounty Public Library adult educa-tion program, and the Raleigh
County English Language Civics program metwith Paul Gonzalez, Congressman Nick Rahall’sdistrict representative, on February 21 inBeckley. The students voiced their concernsabout federal budget cuts in adult educationprograms and urged Congressman Rahall toadopt the West Virginia Adult EducationAssociation’s legislative recommendations.
Students speak upfor adult education
Tools for empowermentAs this issue of Networks was beingassembled, its theme became abso-lutely clear: This edition of ournewsletter is dedicated to empower-
ment. Specifically, it is to empower you tobecome more effective students, teachers, andtutors; stronger advocates for literacy; and moreskillful users of the technology that can help youachieve your goals.
Let’s start with inspiration. On the facingpage, you’ll read the story of John Corcoran,who made a courageous decision to end years ofsilent shame caused by illiteracy — and whosemission now is to help other non-readers breakfree from the prison of illiteracy.
On this page, you’ll learn about students whoare being forceful literacy advocates right herein West Virginia, by taking their concerns to theWest Virginia Legislature. On page 7, you’llmeet some foreign-born residents who areenriching their communities as they learn tocommunicate in a new language. On pages 8and 9, you’ll read and see examples of howsome GED and ABE students are taking craftyroutes to learning.
Both our cover story on page 1 and “OnlineResources” on page 12 are chock-full of practicaltechniques for using your computer as a power-ful research tool. We’ve even included a step-by-step guide to the LINCS network on one handy,easy-to-save page. And don’t miss the teacher/tutor tips, one of which can actually help youimprove your memory. Other articles about newlegislation and changes in professional develop-ment requirements for teachers will keep youcurrent on new developments in our field.
Finally, scattered throughout this issue areannouncements of upcoming conference andprofessional development opportunities.
Enjoy, and be powerful for literacy!
NETWORKS 3
“How did he do that?” is the usualreaction from someone who hears thetitle of the book written by theinvited speaker for the Tri-State
Literacy Council annual awards reception onMay 19. The title is The Teacher Who Could NotRead. The man is John Corcoran.
The teacher who could not readBy Mary Beheler, Assistant Coordinator, Tri State Literacy Council
John Corcoran.
“I’m a university graduate with a bachelor’sdegree in education and business administrationand over 90 additional graduate units. . . . This isthe first public acknowledgment that I have evermade that I have been a functional illiterate foralmost 50 years.”
He first told his secret at a meeting of the SanDiego Council on Literacy. “I’m a universitygraduate with a bachelor’s degree in educationand business administration and over 90 addi-tional graduate units. I attended school for 35years, half of them as a professional educator. Inacquiring these experiences, I could not read atextbook or write the answer to an essay ques-tion. This is the first public acknowledgmentthat I have ever made that I have been a func-tional illiterate for almost 50 years.”
John “learned to play the school game”instead of learning to read. He even receivedpunishment for “refusing” to read. “Thosegigantic ABC’s were from another planet.”
After teaching for many years, he became areal estate developer. Although he had officestaff, he began to feel like he was suffocatingunder tons of papers as the business grew.
John was nearly 50 when he got the courageto ask for help at the literacy center in Carlsbad.His volunteer tutor, with fewer than 20 hours oftraining, walked him through the fundamentalsof phonics.
Speaking for non-readers of every age,Corcoran says, “Teachers on all grade levelsmust recognize these prisoners (of illiteracy) andgive them the tools of systematic and auditorydiscrimination necessary to break out of theircells.”
To learn more about Corcoran’s full story,visit <www.johncorcoran.com> or read his book.These answer some of the how and why ques-tions.
For more information or to make a reserva-tion to attend the reception, call Pam Bryan orMary Beheler at 304-528-5700.
WVAEA websiteThe West Virginia Adult Education
Association, Inc. (WVAEA) now has itswebsite up and running thanks to EllenKillion and Jason Bragg.
Check it out at <www.wvaea.org>.
Send any information to KathyHollingsworth or Ellen Killion at RESAIII, 501 22nd Street, Dunbar, WV 25064.
4 NETWORKS
The National Coalition for Literacy(NCL) is spearheading efforts toproduce an omnibus literacy bill inthe U.S. Congress. Such a bill would
call for changes in nine public laws that impactadult education and family literacy in thiscountry.
On January 17, 2003, the NCL ratified thefinal draft of the Omnibus Literacy LegislationConcept Paper and began the process of getting itintroduced as a bill in both the U.S. House andSenate as well as soliciting co-sponsors.
This paper makes a number of recommenda-tions for reauthorization of the Adult Educationand Family Literacy Act, Title II of WIA (theWorkforce Investment Act). Recommendationsare divided into three improvement focus areas:access, quality, and resources.
AccessThe paper recommends changes in the areas
of One-Stop performance requirements; compo-sition and responsibilities of workforce boardsand youth councils; definitions of eligibleprovider and direct services; incentive grants;and the national registry of local adult educationand family literacy programs.
QualityRecommendations are made for provisions
dealing with state leadership and professionaldevelopment activities; curriculum, assessment,technology, evaluation, and research; fundingcriteria and required state plans; the cap oncorrectional education; and learner involvement.
ResourcesChanges are recommended for the distribu-
tion formula; matching requirement; profes-sional development; incentive grants; andnational leadership activities.
Two-year strategyThis spring, supporters on Capitol Hill will
introduce an omnibus federal literacy bill. Onceit is introduced, literacy advocates around thecountry will use this legislation to educate andengage Senators and Congresspersons by askingthem to become co-sponsors of the bill.
National Coalition for Literacyproduces omnibus literacy bill
In its entirety, this bill may not be enacted intolaw. However, it can be used to influence thefederal literacy policy agenda in 2003. Efforts toreauthorize the Adult Education and FamilyLiteracy Act as well as the rest of the WorkforceInvestment Act must begin in 2003. In part, thisbill could frame the issues for that reauthoriza-tion. Through this omnibus literacy bill, NCLwill advocate for the improvement of provisionsin other public laws.
BackgroundIn 2001, members of the NCL Public Policy
Committee compiled a list of all of the recom-mendations from the National Literacy SummitAction Agenda that require legislative fixes.Additional provisions have been added by thenational organizations that make up the NCLand state and local practitioners.
Implications for local programsBecause of this omnibus literacy bill, every
sector of the literacy field has the opportunity toadvocate for legislative solutions to its uniquepolicy needs. Local programs, working togetherwith similar entities at the state or national level,have recommended legislative provisions toimprove funding equity and to improve thefederally the funded programs under which theyoperate.
About the National Coalition for LiteracyEleven national organizations concerned
about the low level of adult functional literacyfounded the National Coalition for Literacy(NCL) in 1981. Its purpose was to increase publicawareness of the problem, answer questions,make referrals by establishing a toll-free tele-phone number, and raise funds to support theseand related efforts.
Its original public awareness objectives havebeen met, and NCL has tripled its membershipand grown in scope. The new mission of theNCL is to serve as the umbrella organization forthe advancement of adult and family literacy inthe United States. As the initiator, promoter, andadvocate for national adult and family literacyimprovement, its purposes are to:
Continued on page 14
NETWORKS 5Te
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By Anna Silliman, Editor, Hands-on English
For the first time, some neurologistsin London have done a scientificstudy to find out why some peopleseem to have much better memories.
Are these people smarter? Do they have differ-ent brain structures, or do they use specialtechniques for remembering things?
The scientists looked at a group of peoplewith phenomenal memories (the type of peoplewho win contests) and compared them to agroup of people without this ability. First, theygave both groups a number of tests of verbaland non-verbal skills, and found that by thesemeasures the two groups were comparable inintellectual ability. So intelligence didn’t seem tobe what distinguished the super-memorizers.
Next, they gave a battery of memory tests, atwhich, of course, the super-memorizers didbetter, while taking brain-scans of all the testsubjects. You might be surprised to learn that thebrain structures of the good memorizers werethe same as those of the bad memorizers. Theredoesn’t appear to be any difference in thesepeople’s brains.
specific places on this route. When you need torecall the information, you mentally “walkthrough” the route and visualize each place toremember what you placed there.
Of course, this technique is challenging, but itbecomes easier with practice. It explains why thespacial memory zones were activated in thepeople who were using this method. There areother effective memory techniques, also — forexample, creating a narrative to include a
Some people seem to have much bettermemories. Are these people smarter? Do theyhave different brain structures, or do they usespecial techniques for remembering things?
There was a difference in brain activity,however. The super-memorizers were activatingthe parts of their brain used for spacial memoryand navigation, while the regular folks were not.
At the end of these tests, the scientists askedall the test subjects what kind of strategies theyhad used to remember the items in the test. Eachof the super-memorizers, it turns out, wasemploying a learning strategy known as “routestrategy” or “method of loci” (places).
This is a well-known memory technique usedsince the ancient Greeks. Here’s how it works:You imagine a well-known route, such aswalking through your home. You visualize theitems you want to remember, and place them in
The more three-dimensional or “real” things are tous, the easier they are to remember. If we can putthings in context, even in our imaginations, theywill seem real and we can re-visualize them, orrecall them when we need to.
number of items helps in recalling these items aswell as their correct order.
How does this research apply to teaching?First of all, it suggests that effective learning isnot the result of superior IQ or special braindevelopment. It appears that effective learning(at least as far as remembering things goes) hassomething to do with strategies, effort, andpractice.
It also seems clear that what we’ve alreadysuspected is true — the more three-dimensionalor “real” things are to us, the easier they are toremember. If we can put things in context, evenin our imaginations, they will seem real and wecan re-visualize them, or recall them when weneed to.
We are three-dimensional beings with brainsthat think in three dimensions, too. Now, howwill this idea affect the way we teach?
The research mentioned above was publishedJanuary 2003 in the journal Nature Neuroscience.This article was reprinted with permission fromHands-on English, Vo. 12. No. 5, January/February2003. For more information about Hands-on English,visit the website: <www.handsonenglish.com>.
Neurological research can be applied to teaching
Memory “tricks” can be learned
6 NETWORKS
Pat Riley, the basketball coach, oncesaid, “If you’re not getting better,you’re getting worse.” Continuouslearning is the minimum requirement
for success in any field. Anyone who looks at themany instructors who far exceed their minimumprofessional development requirements eachyear will realize that continuous learning is away of life in our field of Adult Basic Education(ABE). One only needs to visit a class, talk to astudent, or examine our performance results torealize we are “getting better.”
Along with continuous learning comescontinuous improvement. Through the dedi-cated work of our instructors, peer trainers, andprofessional development staff, the ABE pro-gram continues to refine and expand effectiveinstructional practices. As a result of the needsassessment that many instructors completed thispast fall, we have been examining ways tostrengthen and modify our professional devel-opment efforts to better meet the needs of ourinstructional staff.
You will see some of these recommendationsreflected in the variety of sessions being plannedfor the summer conference, “Many Voices…OneHarmony,” scheduled for July ___. BeginningJuly 1, you will also see additional changes tothe professional development offerings.
Pre-service training: An online pre-activity isbeing designed for new teachers to completeprior to the face-to-face session with a peertrainer. This is meant to provide more in-depthinteraction between the new teacher and peertrainer on instructional issues and reportingrequirements.
Sequential and related core training: Thecore trainings are being updated to betterincorporate theory, demonstration, practice, andfeedback.
First year teachers will complete (1) a revisedManagement 100: Managing Your InformationSystem, which builds upon concepts introducedin pre-service training, and (2) Assessment 101:Using Your Assessment Instrument. Between thesetwo trainings, participants will receive activitiesto apply in the classroom. They will also receivefeedback and assistance on their implementa-tion.
“If you’re not getting better, you’re getting worse”Changes in professional development requirementsfor ABE teachers
By Kathi Polis, Assistant Director, Adult Education and Workforce Development
During the second year of teaching, instruc-tors will complete Assessment 100: Assessment toInstruction and Curriculum 100: Introduction to theABE Curriculum. These two trainings will also bereinforced with hands-on application betweenthe sessions. This format will better allowinstructors to practice the new concepts andskills gained during the training and to give andreceive feedback from their colleagues.
New core: Using Data for Program Improve-ment: Unleashing the Power of AEMIS will beunveiled at the summer conference. We appreci-ate your patience as we have implementedAEMIS statewide. Now that we have it in place,it is time to unleash its potential. The variety ofreports and data you can access from AEMIS is awealth of information that can help guide andstrengthen your program. This new core willhelp you learn to analyze and use the data toguide student recruitment, retention, andperformance.
As we continually strive to improve ourservices and meet the requirements of federallegislation, we truly value the tireless efforts ofthe instructors and administrators who guideour programs. Your ideas are always welcome,so please never hesitate to call any of the state orregional ABE staff. We want and need to hearfrom you.
After all, if we’re not getting better, we’regetting worse.
The 28th AnnualTechnical and
Adult EducationConference
July 22-24, 2003
Charleston Civic Center
NETWORKS 7
Vidyaprajna Mastriyana loves pizza.And the 16-month-old doesn’t eat riceunless it has cheese on it, a bewilder-ment to his Indonesian parents, who
add rice to their meals twice a day. Plain rice. Thechild definitely demonstrates characteristics of anAmerican, say his mother and father, Wati andWayan “Mas” Mastriyana, who live in Huntington.
His parents’ plunge into a new culture with anew language will translate into a muchsmoother ride for the brown-eyed boy, wholoves to jabber on the telephone and who willone day speak English, Indonesian and Balinese.
While Indonesian families are few in the area,the child is part of a gradually growing move-ment in pockets of West Virginia. His parents’decision to settle in West Virginia, at least for awhile, is one made by more and more foreign-born residents. The reasons they come are asvast as the parts of the world they represent, buttheir presence is undoubtedly growing andenhancing communities throughout the state,say those who help them get along.
Much of West Virginia still has a lot of workahead to provide needed services for non-English speakers. And some who work withforeign families hope to see more communitiesrealize international residents’ contributions andencourage them to stay.
“They’ve really enriched the Huntingtoncommunity in so many ways,” said Janne Rice,who teaches English as a Second Language toadults at the Cabell County Career Technology
By Jean Tarbett, The Huntington Herald-Dispatch
New home, new language
Foreign-born residents find both challenges, smiles
Center, and to Huntington High School stu-dents. The multicultural experiences are invalu-able for students in the schools, and the workethic, family focus, and international perspectiveof their parents inspires their coworkers andneighbors, she said.
The state’s increase in foreign-born residentswas far from the 57.4 percent national average ofthe 1900s, but it was significant. In the 1990s,according to U.S. Census information, the statesaw a 23 percent increase in the number ofresidents born outside the U.S. Foreign-bornresidents make up about one percent of thepopulation in West Virginia, two percent inKentucky, three percent in Ohio, and almost 11percent nationally.
The growth in West Virginia was mostly indistinct areas. Monongalia, Kanawha, Cabell,and Berkeley Counties had the most foreign-born residents in 2000, with more than 1,000each. But several of West Virginia’s 55 countieshad well below 100. Lincoln County had only 11that year, and Clay County only seven.
Some international residents come to universi-ties to study English. Some come to open busi-nesses or to practice medicine. They may havefound Marshall University’s L.E.A.P. (LearningEnglish for Academic Purposes) program on theInternet. Others heard about West Virginia from afriend or relative. Ironically, it’s the state’s lack ofdiversity that draws many here, said Clark Egnor,director of English as a Second Language instruc-tion at Marshall. “We’re off the beaten track,” hesaid. “It takes a special person to plot a course toHuntington, West Virginia.”
“Many people come here because they wantto be forced to learn English and to learn aboutthe culture,” he said. “They don’t want thetemptation of their culture nearby. They’re goingto get an experience here, but they have to be thekind of person who can take the ups and downs.”
Egnor forecasts no big influx in foreign-bornresidents. “I don’t know if we’re going to see thehuge numbers of immigrants coming to WestVirginia as there will be in other places,” he said.“Immigration follows economic opportunity,and we don’t have it here.”
So far, Huntington has been fortunate.Immigrants who come here contribute to theeconomy, Egnor and Rice said. They work inmedicine, open restaurants and other busi-nesses, and teach at Marshall.
Wayan “Mas”Mastriyana, left, whocame to MarshallUniversity fromIndonesia 13 yearsago, and his wife, Wati,also from Indonesia.The Mastriyanas nowhave a 16-month-oldAmerican-born son,Vidyaprajna, front,whom they teach threelanguages, along withhis parents’ nativeculture. Photograph byMike Andrick/TheHerald-Dispatch.
8 NETWORKS
Paula Hutzler and Rebecca McDanielhave combined their GED and ABEclasses for some great activities thisyear. The classes, held at the
Martinsburg Public Library, get together tocelebrate special dates, holidays, and momentsin history.
“Christmas is for sharing,” became the mottoof the combined classes in December. FollowingThanksgiving break, class members and teachersgot busy, busy, busy as they worked to createlovely canvas ornaments.
The students completed approximately 70ornaments and presented them to theShenandoah Women’s Center. They were toldthat their ornaments would be used to decoratepackages for women and children living at theCenter. Everyone agreed, “Yes, Christmas IS forsharing.” They plan to do it again this year.
During International Education Week 2002,this class “traveled” to several foreign countries.Each student selected a country and did researchby means of reference books, Internet, videos,and personal experience. After completing theresearch, each student located their selectedcountry on a map of the world and presented anoral report to the combined classes. “I’d love totravel to Australia.” “I just moved to the UnitedStates from Jamaica.” “My ancestors migrated tothe United States from Italy.” These were just afew of the remarks heard during the week as theclasses visited Brazil, Australia, Italy, Jamaica,Egypt, Scotland, New Zealand, France, Baha-mas, Mali, Canada, and Mexico without leavingtheir classroom.
When was the last time you perused thedocument upon which this great nation wasfounded? “We the People of the United States”were words that became familiar to everymember of the classes as they studied the
Loretta Nester learns about the judicial system.
Above: Carolyn Turpin, CandyMarkley, Rebecca McDeniel,and Nathan Weigle with theirhandmade ornaments.
Some students became so involved in the projectthat they took supplies home to make ornamentson weekends.
Laughter and learning came together as GEDstudent Nathan Weigle taught the art of makingcanvas Christmas ornaments. The studentslearned that it is possible to listen to lessons andwork on the ornaments at the same time. Somestudents became so involved in the project thatthey took supplies home to make ornaments onweekends.
Eastern Panhandle students spark learning with cr
NETWORKS 9
Constitution. Each student was given a copy ofthe original version of the document. Afterlearning its history, which included backgroundinformation of the men who bravely signed theirnames, the students divided into groups andselected one amendment per group to research.
Right: Nathan Weigle withHeather Moses of theShenandoah Women’s Center.
Education of Topeka, Kansas. Each partnershipread the court records as provided by theSupreme Court. They presented oral reports,which familiarized each class member with thefacts, issues, and opinions as found by theSupreme Court in each famous case. Livelydiscussions followed each presentation asstudents expressed their own thoughts regardingeach case. The class members my not becomelawyers, but if you see on of these great stu-dents, ask them about the “Miranda clause.”
May conference to focuson women and money
The WV Women and Money Conference will beheld May 2 at the Charleston Civic Center. Theconference is free and open to everyone,but space is limited. Make plans now to attend thisinformative conference.
For more information, call 1-800-422-7498 ext2711 or go to <www.wvtreasury.com>.
The classes visited Brazil, Australia, Italy,Jamaica, Egypt, Scotland, New Zealand, France,Bahamas, Mali, Canada, and Mexico withoutleaving their classroom.
After some discussion regarding the interestinglanguage of our forefathers, each group pre-sented oral in-depth information on the firstseven amendments to the U.S. Constitution.
Working to introduce their students toimportant law cases in the history of the UnitedStates, these teachers enabled their students tobecome “super sleuths.” Students chose partnersto explore the cases of Roe vs. Wade, Mirandavs. Arizona, Gideon vs. Wainwright, Dred Scottvs. John F.A. Sandford, and Brown vs. Board of
rafts, armchair travel, and constitutional law
10 NETWORKSSt
uden
t w
ritin
g Student writing is the original work of students and has not been edited.
On Sunday, January 26, 2003, ShalomTazewell, Kathy Grimmett, EugeneMilam, Bobby Andrews, Inette Smith,and Melissa Clinebell left Hinton to
go to the West Virginia legislature. We stoppedin Beckley to pick up two English as a SecondLanguage students. One was Vicky and theother Farah; one is from Iran and the other fromPanama.
When we got to the hotel, we stuffed enve-lopes with information and special literature forthe legislators. After dinner, we prepared twodisplay boards about literacy and adult educa-tion in West Virginia. At 9:00 a.m. the nextmorning we were off to the capitol. We allenjoyed getting a chance to see how the legisla-tive system works. It takes a lot of people to passlaws and run the state.
A trip to the West Virginia LegislatureBy Inette Smith and Eugene Milam, students with Literate Adults Means Prosperity, a West VirginiaLaubach Literacy Council in Summers County
We all worked hard to give our legislators thepackets of information about adult education toeveryone in the capitol. People from the AdultBasic Education and literacy programs wererecognized by the legislature. Everyone wasoptimistic about the support for adult educationand we hoped that our materials and discus-sions made an impact.
After the visit to the Capitol, we listened to aspeech by Senator John D. Rockefeller at theWest Virginia Library Commission. He talkedabout education, how we are almost at war andhow things are bad all over the country. He alsosaid they had to make some budget cuts due toour economy. He said the fairest thing theycould do was a 2% cut, but that we should keepfighting for education and our libraries.
We’re thankful that a few people from ourclass in SummersCounty got the chance togo to the Capitol. It wasgood to see all thepeople that supportadult education in WestVirginia.
Left to right: MelissaClinebell, FarahNakhaei, KathyGrimmett, ShalomTazewell, VielkaBarnes, BobbyAndrews, Inette Smith,and Jean Green at theState Capitol.
Make plans now to attend:
VALUE’s Third Adult Learner Leadership InstituteTampa, Florida
June 26-28, 2003
For full information, contact the WV Adult Education Hotline: 1-800-642-2670
NETWORKS 11
GraduationBy Dale Allman, St. Marys Correctional Center resident,former GED student, and classroom academic aide
Graduation is upon us and you are all hereTo receive a GED and achieve a new career
We hope you do your best to stay straight when you get outAnd find a good job, something you can brag about
On the outside you will have family and a lot of old friendsBut stay away from the bad ones or you will find trouble
again
Yes you have been in prison and we know that this is trueBut if you try really hard there’s a career out there for you
We know you will get discouraged and sometimes upsetJust remember to keep your temper and do your very best
If trouble comes your way once you’re out on your ownJust think back on the time you were locked up and couldn’t
go home
It is a great honor to see you all sitting thereNow it’s time for you to think about that new career
Congratulations!
By Mark Kutner, Pelavin Associates, Inc.
Incorporation of theory and researchinto teaching
Effective staff development programs needto include theoretical background and, wherepossible, applied research findings regardingthe new practices being fostered. Instructorsneed to know why an instructional change isbeing sought and what research evidencesupports that change (Joyce & Showers, 1984;Tibbetts et al., 1991).
Demonstration of practiceDemonstration or modeling of desired
practices helps to reinforce the concepts being
Elements of effective staff development
taught and to make concrete the application oftheory to practice. Such demonstrations canbe displayed through video, modeling bytrainers, and peer coaching (Kutner et al.,1992).
Practice and feedbackTeaching strategies must be modeled and
practiced many times before they are internal-ized. When learning new instructional tech-niques or procedures, participants should firstbe allowed to practice them in a safe environ-ment in simulations and role plays, withopportunities for positive and constructivefeedback.
ApplicationPractice in a simulated situation should be
followed by supported application in a realone. Such practice is best provided by peercoaches who are themselves learning the newpractice. Mentors or other support personnelare also effective, especially if they are not in aposition to evaluate the instructor (Jones &Lowe, 1990).
Follow-upStaff development programs should be
spaced over time to afford teachers opportuni-ties to adapt and modify practices to fit theirteaching environments. One approach in-volves sequential training sessions, allowinginstructors to try methods and materialsbetween workshops and compare results.
EvaluationAlthough it is important to determine what
participants liked or did not like about aparticular staff development approach,effective evaluation of training should beconcerned more directly with changes thattake place in instructional practices (Leahy,1986).
This is an excerpt from “Staff Development forABE and ESL Teachers and Volunteers,” ERICDigest, 1992. For more information, please visit:<www.cal.org/ncle/digests/staff_dvlpt.html>.
12 NETWORKSO
nlin
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sour
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By Louise Miller
West Virginia Adult Basic Education<www.wvabe.org>
Southern LINCS Main Page<http.//slinks.coe.utk.edu/>
Teaching and Learning with Internet-based Resources<http://novel.nifl.gov/susanc/pressind.htm>
For students and tutors new to the Internet,this website is a great place to start. It givesstrategies for Internet users, electronic fieldtrips, and specific lessons to help learnersdevelop skills while exploring the Internet.Instructionally, it focuses on critical thinkingskills yet uses an easy reading context. Eachsection gives specifics on skill building andlearning objectives followed by a description ofthe learning activity. It uses Internet links asteaching tool in an organized, structured man-ner.
Literacy Assistance Center<http://www.lacnyc.org/resources/index.htm>
This site is a resource for adult literacyinstructors, but is also useful for students andtutors. It features a search engine that locatesspecific areas of interest. Once on the site, go to
Making the most of LINCS“Resources” and look for the EXCITE searchfeature. Type in “adult literacy lesson plans.”This will take you to links where you can clickon a gallery of web-based lesson plans. Hereyou will find a variety of topic areas that aredeveloped into lesson plans. Some are specifi-cally for teachers, but others are for adultstudents. Click on “A Night Out on the Town.”Print out the instructions on the lesson plan.Here you will find a link to the City of Bostonhome page. Instructionally, this exercise givesthe student an opportunity to practice basicInternet skills while taking a virtual tour ofBoston. Language experience stories andreflections of the experience can be created bythe adult learner and used for a variety ofpurposes such as identifying sight words topractice or making sentences about the visit.
Hands on English: Current Event Activity<www.handsonenglish.com/currentevents.htm>
Try a current events activity from Hands onEnglish with your students. Links to all previouscurrent events activities can be found at thesame URL.
This is just an example of the resources youcan find online using LINCS. Use the guide onthe facing page to get started on the LINCSnetwork today!
Nearly 200 adult literacy students inWest Virginia now own personalcomputers, thanks to a programknown as Computers for Literacy
Students. This program is part of Mission WestVirginia’s technology initiative. With the help oftutors from both Literacy Volunteers andLaubach Literacy, computer systems are given tostudents who are progressing in their studiesand whose literacy and computer literacy skillswill be enhanced by frequent use of a computer.
Funding for the initiative comes from theClaude Worthington Benedum Foundation andRotary Clubs across West Virginia. In addition to
Computer distribution continues to literacy studentsBy Rev. Chris A. Wood, Executive Director, Mission West Virginia, Inc.
the computers already distributed, nearly 100additional applications have been submitted,and machines will be delivered in the comingweeks. Students in every region of the state havebeen the beneficiaries of this program.
Any literacy tutor who believes a computerwould benefit his/her student is welcome toapply. The application is brief and may beobtained by contacting your county/regionalliteracy representative; or contact Mission WestVirginia directly. The e-mail address is<[email protected]> and the phone numberis 304-523-2257. Distribution of computers willcontinue through June, 2004.
NETWORKS 13
What is LINCS?LINCS is the Literacy Information and Communication System, a program of the National Institute for
Literacy, in partnership with regional and state literacy organizations nationwide. To access LINCS, simply logon to <www.wvabe.org>. Using this network, you can access full curriculums, tutor tips, lesson plans andmuch, much more — FREE.
Getting started with LINCS is easy. Simply follow the steps below to use the five components of the LINCSsystem. You can perform a broad search for materials or narrow your search using the “Collections” feature.LINCS is a great way to communicate with others in literacy throughout the world via the “Discussions”feature. “Hot sites” will show you the top sites evaluated by the National Institute for Literacy. “My LINCS”will customize LINCS to your topic preferences to save you valuable time when searching for resources. Don’twaste time sorting through piles of information the web. Use LINCS to get what you need — fast and free.
For more information, call Louise Miller, ABE technology Coordinator at 800-766-7372 ext. 334.
Five components of the LINCS system are:
1. Search: Search for materials on the entire LINCS network.a. At <www.wvabe.org>, click the “LINCS Search” button in the upper left corner.b. Choose “Material Search”c. Enter a term for searching (i.e. ESL).d. Click on “Resource” to view information. (If there is a web address in the electronic availability space,
simply click to access the resource online.)
2. Collections: This function groups resources together by topic.a. At <www.wvabe.org>, click the “Collections” oval.b. Scroll to the topic of interest. (i.e.: English as a Second Language)c. Under “Literacy Resources” on the left, click on teacher/tutor.
3. Discussions: Communicate with others in West Virginia and around the world.a. At <www.wvabe.org>, click the “Discussions” oval.b. Choose a list (i.e.: English as a Second Language).c. Click on “Subscribe” in the left column.
4. Hot Sites: These are award-winning sites evaluated by NIFL.a. At <www.wvabe.org>, click on the “Hot Sites” oval.b. Click on resources to view.
5. My LINCS: Customize LINCS to your topic preferences.a. At <www.wvabe.org>, click on the “My LINCS” oval.b. Enter your first name, last name, and e-mail address. If accessing for the first time, click on “Register.”*c. Fill out form.
* For each visit after registering, simply enter first name, last name and e-mail address; then click “Log In.”
Each time you log on to My LINCS, the system will show you the resources in the topic areas you chose. Thismethod saves you hours of searching.
For literacy events in West Virginia, log on to <www.wvabe.org>, and click on “Calendar of Events.”To access other sites within the LINCS network, click on the regional squares at the bottom of the main page
at <www.wvabe.org>.
Reprinted in part from the Florida Literacy Coalition Program News.
14 NETWORKS
AEMISContinued from page 1
Non-compliant Class Summary – A display ofclasses where enrollment and/or contact hoursfell below the recommended guidelines, basedupon the criteria specified.
National Reporting System (NRS) reports –Numerous tables identifying class participation,including functioning level, ethnicity, gender,age, educational gains, attendance, follow-up,and outcome achievements.
Assessment scoresWhen do I enter my student’s entry assessment
scores?
An entry assessment (or pre-test) does not haveto be entered until your student has 12 contacthours. At the 11th hour (so to speak), AEMISwill remind you to input an entry assessmentscore and corresponding FFL before it will letyou log additional attendance.
When do I post-test?
The post-test score must be entered sometimebetween the “first” 50 and 75 contact hours.AEMIS will remind you at the student’s 50th
hour. Enter the post-test results in the 400Bsection of the student record under “exit assess-ment,” even if the student remains enrolled andis not officially exiting yet. If no exit assessmentis entered by the 75th hour, AEMIS will not letyou log any additional attendance for thatstudent. Once that exit assessment informationis completed, AEMIS will not bother you againfor post-test results. You do NOT have toreassess students every 50-75 hours. If a studentremains in your program, the student’s post-testinformation should be updated to reflect thestudent’s full progress since his/her enrollment.Standardized post-testing is the preferredmethod, however, you can also utilize theEssential IGOs as a post-test assessment.
Isn’t it easier just to use IGOs instead of standard-ized post-testing?
Currently, West Virginia allows ABE instruc-tors to use Instructional Goals and Objectives toexit students. The federal government is stillreviewing this option. If you choose IGOs to exityour students, keep in mind that the federal coreindicators still require at least 30 percent of your
students to be post-tested with a standardizedassessment, using a parallel form of the sametest used upon entry. For detailed assessmentprocedures, contact Laura Kiser regarding TABE(304-558-2439) or Cathy Shank regarding CASASand all ESL assessments (1-800-257-3723, ext.112).
AEMIS aidWho can answer my AEMIS questions?
For technical assistance with AEMIS, pleasecontact Jason Bragg, AEMIS Network Specialist,at 1-800-766-7372, ext. 332, or e-mail him at<[email protected]>. If you havequestions about interpreting your AEMIS reports,call your regional coordinator. You can also e-mailLouise Miller (<[email protected]>),Kathi Polis (<[email protected]>) orGeorge Drain (<[email protected]>). The“AEMIS User’s Manual” is on-line in pdf formatat <http://wvabe.org/aemis.htm>.
Serve as an authoritative commentator onemerging literacy issues;Sustain and expand public awareness andunderstanding of literacy and its relation toother social issues;Foster collaboration at national, state, andlocal levels among public and private institu-tions;Provide a communications and coordinatingforum for its member organizations;Encourage applied research and its effectivedissemination;Serve as an information and communicationssource for the public and or external organi-zations; ansServe as the leadership voice for the literacymovement.
Presently, NCL has 36 voting members. Theorganization also has 15 non-voting members,including agencies and departments of thefederal government. The NCL meets quarterly,usually in Washington, DC.
For additional information, visit the websiteat <www.natcoalitionliteracy.org>, call the toll-free national literacy hotline at 1-800-228-8813,e-mail <[email protected]>, or write to The NationalCoalition for Literacy, 50 East Huron Street,Chicago, IL 60611.
Literacy billContinued from page 1
NETWORKS 15
By Marsha Belcher, Raleigh County Even Start
The Even Start Family LiteracyProgram (ESFLP) is expanding inWest Virginia — not only in thenumber of programs in the state, but
in service delivery options as well. This growthhas helped motivate Even Start (ES) staff state-wide to form the WV Even Start Association(WVESA). The new group is an affiliate of ourown WVAEA.
Three new ES programs were funded thisyear in Mason, McDowell, and Webster Coun-ties. Braxton, Cabell, Jackson, Lincoln,Monongalia, Nicholas, Raleigh, Randolph andWetzel Counties also have ES programs, for atotal of 12 ES grantees in the state.
One of them, Friends ‘R’ Fun Family LearningCenter (Nicholas County), is in a brand newbuilding. Monongalia County ES has added acenter-based ESL family literacy programcomponent in collaboration with ABE and alocal day-care center.
Raleigh County ES has expanded its center-based collaborative with ABE, Title I, andRaleigh County Community Action Head Startat Coal City Elementary School. This collabora-tive established the Coal City Family LearningCenter and now includes a Head Start teacherworking in cooperation with ES, Title I, and ABEstaff to provide comprehensive family literacyservices at the school. Cabell County has em-barked on a new program model in collabora-tion with the local Head Start program.
The WVESA was established to provide avoice for individuals working in ESFL programsin WV and ES supporters statewide. Membersinclude administrators, program directors andcoordinators, instructors, program aides,assistants, parents, and others interested insupporting Even Start Family Literacy (ESFL).WVESA activities include advocacy for ESFLand professional development for ES staff.Current WVESA officers are: president —Barbara Korn, assistant superintendent ofRandolph County Schools; vice president —Marsha Belcher, Even Start specialist, RaleighCounty Schools; treasurer — Greg Norris, ABEteacher, Cabell County; and secretary, AngieSwisher, Even Start family educator, MonongaliaCounty Schools.
A recent report from the National Center forFamily Literacy (NCFL) states that since 1989,
Even Start is growingwhen it began with $14.5 million in funding, EShas improved and family literacy has spread.Next year’s appropriation will remain at thecurrent $250 million. ES programs have becomemore cost-effective, better implemented, moreintensive, and better at targeting families “mostin need” of services, a mandate.
The report states that no other educationprogram serves a population comparable to ES.ES families are significantly poorer, much lesslikely to be employed and far more education-ally disadvantaged than Head Start families.Adults in regular ABE programs are not nearlyas economically disadvantaged as those in ES.Ninety percent of ES families are living belowthe poverty level compared to twenty-fivepercent of individuals in regular ABE programs.
ES is heralded in the NCFL report as offeringpromise for helping break the intergenerationalcycle of poverty and low-literacy in the nation.ES integrates early childhood education, adultliteracy or adult basic education, and parentingeducation into a unified family literacy program.Eligible participants are low-income and low-literate, educationally disadvantaged, or lim-ited-English-proficient parents and their chil-dren, primarily birth through age seven. The ESmodel also includes interactive literacy or Parentand Child Together (P.A.C.T.) activities andhome visitation.
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Beginning with the fall issue, Net-works will be sent to you “hot off thepress” via e-mail. Just send your e-mailaddress to: <[email protected]>.
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One’s work may be finished some day,but one’s education never.
— Alexandre Dumas
16 NETWORKS
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Each student spoke about the importance ofadult education in their lives. Vicky Barnes, anESL student from Panama, told Mr. Gonzalezthat two years ago she knew very little English;now she is enrolled in college. Kathy Grimmetthas custody of her grandson; she wants to beable to help him with his schoolwork. InetteSmith, Myrtle Holland, and Gale Ward toldRahall’s staffer that enrollment in LAMP has notonly increased their academic skills, but alsotheir participation in community activities.Charlie Ward said that LAMP is important tohim because he’s learned how to read.
The students were encouraged by Mr.Gonzalez’s responses and interest. He noted thatincreasing West Virginia’s literacy rate andproviding educational opportunities for adultswho don’t have a high school diploma is impor-tant to West Virginia’s economic future. He alsoagreed that “No Child Left Behind” programswill be more successful if parents have theacademic skills to participate in their children’seducation. Mr. Gonzalez assured the group thatCongressman Rahall would also respond totheir concerns and that his federal programscoordinator would follow up the visit.
Mr. Gonzalez suggested that students en-rolled in adult education programs could havesignificant impact by writing letters to Congress,explaining why these programs are important.The LAMP students and the ESL student whoattended the meeting have begun a local letter-writing campaign. So far, they have collected 25letters to send to Congressman Rahall.
Students speak upContinued from page 2
Picture perfectA website called The Internet Picture Dictio-
nary (<www.pdictionary.com>) is a completelyfree, online multilingual picture dictionarydesigned especially for ESL students andbeginning English, French, German, Spanishand Italian language learners of all ages.
To look for specific illustrations, you maybrowse alphabetically or by category. Categoriesinclude animals, appliances, body parts, cloth-ing and apparel, colors, fruits, garden and yard,kitchen, musical instruments, numbers, school,sports, tools, transportation, and vegetables.
The site features games and activities such asfill-in-the-blanks, word scrambles, and flash-cards. It also contains a link to wannalearn.com,a huge collection of family-friendly informationsites.
Onl
ine
reso
urce
s Tools for math teachersThe Adult Numeracy Network is avoice for those who teach math toadults. The network is a volunteerprofessional organization of teachers,
curriculum developers, researchers, and othersinterested in mathematics literacy for adults.Many work in GED, high school equivalency,ABE, ESOL, workplace, family literacy, ordevelopmental mathematics programs. Theycommunicate via the newsletter, the MathPractitioner, an electronic listserve, and awebsite. To subscribe to the listserve, e-mail<[email protected]>. In the message,type “subscribe numeracy.”
The website address is <www.std.com/anpn>.
