ERIC ED382332: National Center for Family Literacy, 1994.

65 Pages·1994·2.7 MB·English

by  ERIC

DOCUMENT RESUME
PS 023 112
ED 382 332
National Center for Family Literacy, 1994.
TITLE
National Center for Family Literacy, Louisville,
INSTITUTION
KY.
William R. Kenan, Jr. Charitable Trust, Chapel Hill,
SPONS AGENCY
NC.
PUB DATE
94
NOTE
65p.
National Center for Family Literacy, Waterfront
AVAILABLE FROM
Plaza, Suite 200, 325 W. Main Street, Louisville, KY
40202-4251.
PUB TYPE
Collected Works Serials (022)
NCFL Newsletter; v6 n1-4 1994
JOURNAL CIT
MF01/PC03 Plus Postage.
EDRS PRICE
-Adult Literacy; Advocacy; Conferences; Educational
DESCRIPTORS
Attitudes; *Family Programs; Instructional Materials;
*Literacy; Newsletters; Outreach Programs;
Partnerships in Education; Private Financial Support;
Professional Development; Program Descriptions
*Family Literacy; Project Head Start
IDENTIFIERS
ABSTRACT
These four newsletter issues provide information on
family literacy and literacy education programs. Each 16-page issue
includes several feature articles; descriptions of literacy
conferences and seminars; updates on the National Family Literacy
Project; descriptions of successful family literacy programs; coming
a list of National Center for Family Literacy (NCFL)
events;
publications; and a NCFL training schedule. Featured topics include:
(2) Head
(1) advocacy for family literacy programs and practitioners;
(3) the 1994 National
Start reauthorization and family literacy;
a collaborative project between
Conference on Family Literacy;
(4)
Turner Network Television (TNT) and the NCFL that showcases the "Dr.
Seuss" animated television programs and promotes literacy on the TNT
(6) the 1995
(5) outreach to bilingual families;
cable.station;
(7) the U.S. Department of
National Conference on Family Literacy;
Education's "Strong Families, Strong Schools" program; and (8) parent
involvement. (MDM)
Reproductions supplied by EDRS are the best that can be made
from the original document,
US DEPARTMENT OF EDUCATION
oeve oiteuiatoriat neman see tmenament
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
isThis document Ism been reproduced es
received horn the person or organization
originating st.
National Center for
Minor cbange have been made to
improve reproduclkin gustily.
in this
Points of new or opinions stated
!wave
document do not necessarily
othcal OERI position or policy.
ce) Family Literacy
N
cn
VOL. 6, ISSUE 1
SPRING 1994
N
00
Communicating The Power Of Family Literacy
4-1
help them understand that even
better job, become better parents....
At its most basic level, the power of
Once you know these things, you can
though the statistics no;A. are dismal,
family literacy is the power of change.
tailor your message so that it will reach
they can be changed. The Power of Fam-
It is enabling at-risk families with little
and figuratively.
ily Literacy, a recent publication of the
them, both literal'
reverse
the
cycle
of
hope
to
The word "family" has become
evaluation of NCFL's Toyota Families
undereducation and poverty in their
for Learning Program, provides data
something of a political buzzword in
own lives. The empowerment they at-
recent years. Family values have
that shows that this cycle can he re-
tain through the education and knowl-
played an important part in the plat- versed. A child's first classroom, the
edge they acquire in a family literacy
home, can be changed from a hopeless
form of many campaigns, from the lo-
program allows them to take control
environment to one in which an atti-
cal to the federal levels. However,
of their lives, and consequently, to
when tackling the problem of
tude of appreciation and respect for
change the destiny of their families for
undereducation and poverty in the
education are modeled for the chil-
generati :Is to come.
United States, the word "family" is
dren. These changes pave the way for
The challenge facing family literacy
more than a catchword. It is the core
school success, and thereafter, life suc-
practitioners is to communicate this
cess. The message to policy makers
of the solution. The challenge, then, is
basic power to different audiences in
to communicate family literacy's
and legislators, then, is that family lit-
a way that they can understand, and
power to legislators and policy mak-
eracy can reduce the number of people
in the way that will motivate them to
on government assistance and increase
ers in st. ch a way that they can relate
action. Potential audiences include
the number of productive citizens. This
prospective students, policy makers,
to it.
Many opportunities now exist to
message can be taken to those on the
funders, and the general public. Each
deliver the message, as Congress con-
national, state, or local level. Funders,
of these has different interests in and
siders reauthorization of Head Start,
too, can benefit from this same mes-
needs from family literacy. Before you
sage. Philanthropists will want to
Even Start, and reform of Chapter 1,
begin to communicate your message
know how their help will contribute
Welfare, JPTA, and other such pro-
to them, you will need to understand
to the community, and to society at
grams.
which part of the message they want
Over the years, the problem has been
and needto hear.
large.
\yell documented. It existed when
The message of the power of family
Most fundamental of all audiences
literacy communicated to the general
President Johnson envisioned his New
are those you wish to recruit into your
public can be just thatgeneral. Make
Society, of which Head Start was a part,
program as students. As you begin
people aware that family literacy ex-
and, as the National Adult Literacy
your recruitment process, know the
Survey pointed out, it still exists.
ists, what it is, and what its results are.
population from which you wish to
Americans lack the basic education
continued an page .3
?owl draw your students. This includes not
needed for them to hold a full-time job,
only knowing where to reach them,
The Sunday, March 6, Par ode
earn high wages, and participate in a
whether it's through the local media,
14
maga7inc article "Li terac --The
democratic form of government. These
..." or announcements
posted in churches
Path To 'A Nlore Pro:sperous,,Less
same undereducated adults are likely
C-,T Q.) or other community organizations, but
Dangerous America" Which talked
to receive food stamps and live in pov-
also knowing what they will want
about family literacv, has brought
from your program. What is important
erty.
In date
a flood of letters to NCI I
In an effort to show the policy mak-
.
to them? More than likely, if they are
NCI I. has received 360 requests .
ers and legislators reauthorizing the
interested in your program, it will be
for more in formalnm On the
aforementioned acts, the National Cen-
for what you can do to help them im-
Power of I airily Literacy.
ter for Family Literacy has worked to
prove their lives: pass the GED, get a
PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
Page I
NCR. Newsletter, March 1994
L .0 Astvii
Ykkr tC 5
TO THE EDUCATIONAL RESOURCES
BEST COPY AVAILABLE
INFORMATION CENTER (ERIC)
+IMMI1,!
,UEST
Head Start Reauthorization and Family Literacy
bu Congressman Matthew G. Martinez, chairman, Subcommittee on Human Resources
On February 17, 24 of my fellow
members of Congress (including three
Congressman Matthew G. Martinez, D-Calif.
Republicans) joined me in introducing
HR 3842, The Head Start Reauthoriza-
tion Act of 1993. This bill grew out of
own development.
the combined efforts of members of
Recognizing that, we have included
Congress and health and Human Ser-
specific language that would require
vices Secretary Donna Shalala to en-
Head Start operators to provide, either
sure that the Clinton Administration's
directly or through other providers in
proposals to expand Head Start did so
the community, family literacy ser-
in a way that would result in an im-
vices.
proved Head Start program.
In addition, the bill provides for a
Since its inception in 1965, as one of
significantly expanded effort to pro-
the centerpieces of President Lyndon
vide Head Start-like services to preg-
Johnson's War on Poverty, Head Start
nant women and the parents of chil-
has been the model for how the fed-
dren who have not reached Head Start
eral government can fund a program
age. This effort, called "Zero to Three,"
that operates under nationally devised
also will include a family literacy com-
rules and management, yet provides
ponent, one that will offer parents of
significant and n-,aningful assistance
very young children additional oppor-
to children and fan-- :s at the local
tunities to develop the skills that will
comr. ittee on Children, Family, Drugs
level. The key to this program's suc-
make them their child's first and most
and Alcoholism and the Committee on
cess is the ability of local people to not
important teacher.
Labor and Human Resources, were all
only benefit from its services, but also
As we move through the reauthori-
co-sponsors of the companion bills in-
to have a direct say in how their pro-
zation of Head Start, the Subcommit-
troduced on February 18.
gram operates, and, sometimes more
tee on Human Resources will continue
I co-chaired, with Senator Dodd of
importantly, the ability of the parent
to investigate the various aspects of
the Senate Subcommittee, a joint hear-
to become fully involved in the educa-
family literacy and the various types
ing on the bill and we can really say
tion of all of their children, whether all
of programs that exist across the coun-
that we have begun the reauthoriza-
of the children are in Head Start or not.
try. I can assure you that we are very
tion effort in earnest.
Secretary Shalala's Advisory Com-
interested in how these programs op-
As most of you are no doubt aware,
mittee on Head Start Quality and Ex-
erate and how they can link up with
in 1991, in my Head Start Improve-
pansion issued its report in January
programs like Head Start and help
ment Act, we included language to
1994. Based on that report, representa-
improve the quality of that model pro-
strengthen the literacy component of
tives of the Democratic and Republi-
gram as it grows into the 21st century.
Head Start. Because of the good work
can members of both the House of Rep-
As Chairman of the Subcommittee
being done in the field ot. family lit-
resentatives and the United States Sen-
on Human Resources, I would appre-
eracy, this area is receiving increased
ate met with officials of the Health and
ciate hearing from anyone who has
attention in the current legislation. The
Human Services Department to craft
views to share about Head Start and
Secretary's Advisory Committee Re-
FIR 3842.
family literacy. I can be reached by
port discusses the importance of fam-
Because of this intense bipartisan
writing to Matthew G. Martinez,
ily literacy to the success of Head Start
effort, the chairs and ranking minor-
Chairman, House Education and La-
participants, not just during the Head
ity members of the Subcommittee on
bor Subcommittee on Human Re-
Start period, but for the years after the
Human Resources and the Education
sources, Room B346C Rayburn House
program, both for the child as he or she
and Labor Committee in the House
Office Building, Washington, DC
progresses through the education sys-
and our counterparts, the Chairs and
20515.
tem, and for the parent in his or her
ranking minority members of the Sub-
Page 2
NCFL Newsletter, March 1994
BEST COPY AVAILABLE
Communicating The Power
The Power Of The Written Word
Of Family Literacy
continued from page 1
The zinging sound snakes behind the bullet as it
A general audience, however, doesn't
need to get bogged down in technical
crashing past the pane of
screams through the air,
language. Your message will be more
glass and finally slamming into the wall opposite the win-
effective if it is direct and succinct. Al-
ways, however, provide your audience
dow. The students, startled at first, gather themselves quickly as
a place to go for more information.
what is going on, and some-
someone gingerly peers outside to see
Communication priorities are basic
for airy audience. Know the audience
one else leaves to go report the incident.
and know the type of message which
economy and exercise the rights and re-
On any given day of their lives, this is
will best reach it. This general rule is
sponsiiilities of citizenship." This goal is
no big thing, this sudden display of dead-
not media specific; it can be applied
magn.ficent in its tone and intent, but to
liness. Here, in this environment, being
whether you use face-to-face contact,
these students who have to duck the bul-
literate means being able to count to four.
television and radio, print, or video.
leis and count the bells, just getting
Four bells heard throughout the school
Whatever medium you do use, how-
throu0 the day is a major accomplish-
means a gun fight near the school grounds;
ever, must also be appropriate for the
ment. To them, "competing in a glrval
it means students and teachers must get
audience. With this in mind, NCFL
economy" might as well be a concept spo-
down to the floor to avoid being hit by
hopes to offer some tips for effectively
ken in Martian, for in the place in which
rounds that fly through the school yard and
communicating the power of family
they live, the world is measured in city
in and out of the classrooms. Here, being
literacy in this issue.
blocks and the economy is measured by
fluent in the language of survival is the
what it takes to get through the week.
critical test of knowledge.
The Powetr
None of this is to say, however, that there
Goal Five, as adopted by the National
isn't hope for the students from these
Governor's Association, reads that "by the
Of Effective
neighborhoods, for hope does exist, abun-
year 2000, every adult American will be
dantly. .
Student Recruitment
literate and will possess the knowledge and
.
.
skills necessary to compete in a global
How do family literacy programs recruit
students? What medium reaches prospec-
paint as vivid a picture as Garvin
In our competitive society, there are
tive students. What message gets their at-
paints in the opening example, and
a multitude of messages vying for our
tention? Once they are in the program,
every article will not require one, there
attention at any given time. Those of
what makes them stay? Kim Scott, a stu-
are several things a writer can do to
us adding our voices to that chaos,
dent at the Hazelwood Elementary Fam-
make his message more effective.
need to make certain we're heard.
ily Literacy Program in Louisville, Ken-
Know your audience. (You will
Jim Garvin, director of the New Or-
tucky, tells how she heard about the pro-
write differently if you are presenting
leans Toyota Families for Learning Pro-
gram in the following:
a family literacy proposal to a possible
gram, does an excellent job of grabbing
I heard about the Family Education
funder than if you are trying to recruit
his readers' attention with the preced-
?rogram on the radio. I was at work
families for that program.)
ing introduction to a paper on family
when the advertisement for an Even
Use the active voice.
Its powerful imagery and
literacy.
Start program came on. I quickly jot-
Put statements in positive form
plain language draw us into the article
ted down the number and called the
Be concise
and we continue reading to see what
next morning. The person I talked to
Be clear
he has to say.
told me that a similar program was
Revise and rewrite
Writing an introduction that will
going to open up soon at Hazelwood
Always keep in mind that your goal
snag your readers' attention is one of
Elementary. I talked to her a little bit
is communication. If you do not get
the most difficult aspects of writing.
about the program. We set up a day
your message across, either because
Garvin does this by shocking, even
where I could come and see the rooms
you fail to capture your readers' atten-
appalling his audience. Having pre-
and meet the rest of the staff members.
tion, or because your writing is weak,
sented his introduction, he is able to
When NiKimbra and I got there I met
you have wasted your time, the
argue the merits of family literacy as
Rosemary Ortman. She and Bonnie
printer's ink, and the paper on which
the hope for those students whose
Caskey came to the counselor's office
your words are printed.
world he so vividly describes and be
and we talked about the program. I
Beyond these losses is the lost oppor-
fairly certain' that what he has to say
wanted to see the adult teacher whose
tunity to reach a funder, recruit a fam-
will be read.
class I would be in, but she was out
ily- -and in doing so--transform lives!
While everyone may not be able to
continued on page 16
Page 3
NCFL Newsletter, March 1994
The Power Of Moving Pictures
contention. People are six times more
by Skip Hapner
likely to respond to a video than a
One of the biggest challenges facing
printed brochure. Plus a video in-
family literacy programs in the next
creases memory retention by as much
few years will be marketing. Through-
as fifty percent.
out the educational and business com-
By using video presentations, You
munity rnanagen- ent is fine tuning op-
can bring your program to life to those
erations by trim...iing the budget. Un-
who never visit your classroom. Let
fortunately this means that fewer cor-
them see that the people you work
porate dollars will be passed on to pro-
grams that provide a service to the
with are real: that they have real needs,
and that your program is meeting
community.
those needs. Let them see firsthand
Competition for those corporate
how your participants react to the ser-
and /or government monies will be
vices you provide. Let them hear per-
stronger than ever. Many organiza-
sonally, through success stories, from
tions wiii be asking for the same piece
This child's excitement is apparent from the
those you have helped.
of the pie. As you prepare grants and
expression on his face. Video, however, would
For example, in a tape we recently
budgets, you should include a line
!lot only capture a look of excitement, it
produced ,or the Ohio Department of
item amount for marketing. As your
would bring the sound of his laughter to
the
Education we concentrated on the suc-
program grows it is very important to
viewer, as well.
cess stories of several participants in
make sure both the educational and
family literacy programs across the
of video to tell your story. But you most
business communities become aware
likely cannot do it yourself. The real
of your successes. This is especially
state.
key to putting together a good video
These families were shown in ABLE
true if you are in a program like Even
is in the editing and presentation. A
classes, Early Childhood Educational
Start where the funding decreases each
good video should be clear and con-
Programs, and Parenting groups. They
year.
told us in their own words about their
There is no doubt about one thing.
cise.
involvement and successes within the
There are people in your communi-
The people that make the decisions
program. That approach was much
ties that can help. Talk to them, tell
about where future funding will go are
them what you need, ask about costs
more effective than just listing written
very busy. A lot of information crosses
(especially what you can do to keep
comments and statistics.
their desks, most of it written. It is im-
Yes, video presentations can he ex-
costs down), and, above all, ask to see
possible to read and remember every
some of their work before you spend
pensive. But they don't have to be. The
bit of information. Therefore, your in-
that first dollar. If you are in a school
formation, your success story, must be
quality of video equipment is continu-
system that has a video production
unique.
ally improving, and prices are coming
class, check. with the teacher. A wealth
,igly that the best way to
I feel str
down. Even the home video systems
of information could be available from
present information is through the use
produce very good pictures. This
this source. If not, try the communica-
of a short video. A video will show
means better prices for consumers of
tions department of a university or col-
your program at its best; a video will
video production companies. You
lege.
be remembered. Research confirms my
don't need a commercial quality type
Keep in mind, however, the more
involved your video production is, the
NCFL has produced several videotapes to help communicate
greater your need for professional
various aspects of the Power of Family Literacy to different
guidance.
audiences.
Finally, you can only help those in
need if your program is still a viable
"Breaking The Cycle" and "Toyota Families for Learning Pro-
operation. Marketing is essential to
gram" focus on family literacy programs, defining what they
obtaining continued funding and the
them.
are and telling about the families in
other resources you need to keep your
program operating.
well as
"A Success Story" introduces the viewer to the NCFL as
(Skip Harmer owns a video production
and
family literacy, while "Empowering People: Parent Groups"
company in Dayton, Ohio. He recently de-
help
"The Power of Parenting: Parent and Child Interaction"
:'eloped a videotape on family literacy, fea-
that
inform practitioners of family literacy of the techniques
turing programs throughout Ohio.)
make a program successful.
NCFL Newsletter, March 1994
Page 4
Pre-conference Professional Development Seminars Offer
A Strong Foundation For Family Literacy Programs
abilities of their own children. A high-
strengths and the talents of their chil-
Last year you asked for training op-
light and outcome of the seminar will
dren; (3) for examining the gifts you
portunities during conference, and this
be to develop strategies for incorporat-
bring to a family literacy program and
is our response. Listed below are de-
ing community resources into family
(4) for creating curriculum once you
scriptions of three seminars that will
literacy programs using a whole lan-
have identified talents and goals.
simultaneously occur Thursday April
guage methodology.
An outcome of this seminar will be
28 through Saturday, noon, April 30.
you taking the first steps toward the
These sessions are intended for partici-
Parent/Child Interaction,
development of curriculum ideals
pants who have had at least one year's
Parent Support Groups
based on a family's ability to address
teaching experience within a family lit-
and the Family Portfolio
their own goals and needs.
eracy program. Each seminar is con-
tinuous and you will need to make a
"The value of education is trans-
Aspects Of Learning:
commitment to attend one. These
ferred from one generation to the next.
A Whole Language Perspective
seminars are in addition to the confer-
In order for this transfer to be accom-
ence and cost $175.
plished, the elder generation needs to
"Whole language is a way of look-
value education themselves and feel
ing at how people, both children and
Building Curriculum Around
competent in and of themselves to sup-
adults, learn and use oral and written
The Healthy Traits Of Families:
port
younger
and
guide
the
language. It is a particular perspective
A Strengths Model
generation's educational efforts. The
about language teaching and learning;
social system of the family provides
it is a theoretical orientation, a 'phi-
family literacy programs have
".
.
.
the basic tools of thought. . ."
losophy."
found that while it is helpful to look
Bronfenbrenner (1979)
at the work of other projects as a Frances E. Kazemek (1989)
guide, the curriculum which will be
The importance of fostering positive
most useful and relevant to each
The Whole Language Approach for
family interaction is directly connected
adults is developmental and is driven
project must be developed with par-
to interrupting the cyclical effects of
by the experiences of the adult student,
ticipation by learners and specifically
poverty and undereducation. The mes-
which means that instruction must
project."
for the learners in
sages parents give to their children
build on and connect to an individual's
Gail Weinstein-Shr (1990)
concerning education directly affect
life and language experiences. This
that child's ability to learn and suc-
approach incorporates the four lan-
Curriculum development, using the
guage modes: listening, speaking,
ceed. This seminar, faciliated by Bonnie
strengths of healthy families and the
Lash Freeman, director, tr-ining, plan-
reading, and writing; and language ex-
development of literacy, is the focus of
ning and development; Bev Bing, fam-
perience practice is tied to purposeful,
this seminar. Dr. Meta Potts, NCFL di-
ily literacy specialist and Jefferson
functional, and real tasks.
rector of the Bureau of Indian Affairs
County Public Schools family literacy
Adult students in the whole lan-
Family and Child Education project,
liaison; and Nancy Spradling, director
guage classroom will be participating
and Sharyl Emberton, family literacy
of training, will address how the du-
in their learning as active readers and
specialist, will facilitate an examina-
ration, intensity and integration of
writers. As seminar participants, you
tion of the philosophical base and un-
family literacy programs influence
also will find real reasons to read,
derlying assumptions of developing
those messages.
write, speak, and listen. The best way
curriculum with the belief that all fami-
How do you promote positive inter-
to learn whole language strategies is
lies have strengths.
action between parent and child while
to experience whole language strate-
You can expect that this team's ex-
honoring the existing relationship? Are
gies. Ardith Hannula, NCFL family lit-
periences with Native Amencan cul-
there different strategies that programs
eracy specialist; Dr. Leslie Mass, NCFL
ture for the last three years will influ-
can design to promote family interac-
family literacy specialist; and Nancy
ence the content and feel of this semi-
tion through home visits? How do we
Spradling, director of training, will fa-
nar. Because the basic belief of all
document change in family interaction
cilitate this seminar.
NCFL training and staff development
and promote reflection and growth
Family literacy programs focus on
is that training must be interactive, you
among family members? How do we
the natural context for family literacy
can expect to do most of the
work!
support inclusion of the "significant
acquisitionthe home. You will ex-
Look forward to discovering strategies
others?" How does the ethnicity and
plore strategies for helping parents
(1) for identifying family strengths; (2)
continued on page 14
learn to support the emerging literacy
for helping adults assess their own
Page 5
NCFL Newsletter, March 1994
National Conference Draws Leading Educators, Policy Makers, Thinkers
and social service needs of students by
From nationally-recognized literacy
bringing these services to schools or
experts, to world-famous news com-
nearby sites. She worked closely with
mentators, ever, one who has an inter-
the Clinton administration to include
est in family literacy and how it im-
provisions for model coordinated ser-
pacts the nation will be at the Third
vices programs in its education reform
Annual National Conference on Fam-
legislation, and she is fighting hard to
"at
ily Literacy. Between May 1 and 3, the
ensure that the upcoming re-authori-
focus in Louisville, Kentucky, not only
zation of the Elementary and Second-
will be on the "Run for the Roses," but
:II
ary Education Act contains even more
also on "Family Literacy: The Founda-
extensive provisions. Woolsey will
tion for Strengthening a Nation." Con-
keynote the Monday luncheon.
ference participants, including busi-
Charles Kuralt, who captured the
ness leaders and policy makers from
essence of family literacy in a Febru-
across the country, will discuss and
ary 1993 report about a literacy pro-
learn more about how family literacy
gram for women in Bridgeport, Con-
is the critical base for improving the
necticut, will speak at Monday night's
nation's social, economic, and educa-
banquet. Dr. Zigler will keynote the fi-
tion systems.
Congresswoman Lynn Woolsey
nal morning of the conference, Tues-
Organized around two major goals,
the driving force behind the first Head
day, May 3. His remarks will focus on
the conference first will seek to frame
Start legislation.
family literacy and schools of the 21st
the critical connection between the
Rep. Woolsey will speak to issues
century.
family literacy movement and the re-
surrounding the connection of the fam-
form movements of the 1990s, then
ily literacy movement to national
Plenary and Concurrent Sessions
seek to strengthen the movement itself.
In addition to these keynote ad-
policy initiatives and the critical issues
Featured speakers will include Lynn
facing the nation as the 20th century
dresses, 26 conference plenary sessions
Woolsey, U.S. Representative from
and more than 100 concurrent sessions
draws to a close.
California's Sixth Congressional Dis-
are planned over the three days. Sun-
As a member of the Elementary, Sec-
trict; Charles Kuralt, CBS News corre-
day plenary sessions will focus on fam-
ondary and Vocational Education Sub-
spondent and host of "Sunday Morn-
committee, Woolsey is leading con-
ily literacy and the national initiatives
ing;" and Ed Zig ler, Sterling Professor
gressional efforts to meet the health
for health care reform, school reform,
of Psychology at Yale University and
National Conference On Family Literacy
Hear These And Other Distinguished Speakers At The
Dr. Douglas Powell, professor and head, Child Development
Judy Alamprese, COSMOS Corporation
and Family Studies, Purdue University
Helen "Jinx" Crouch, president, Literacy Volunteers of America
Dr. Linda G. Roberts, special advisor on Educational Technol-
Dr. Stephen Daeschner, superintendent, Jefferson County
ogy
IKentuckvl Public Schools
Bea Romer, first lady of Colorado
Jon Deveaux, executive director, Bronx Educational Services;
Jim Sakaguchi, public affairs manager, Toyota Motor Corporate
Charles Geboe, Branch of Elementary and Secondary Education,
Services of North America, Inc.
Department of the Interior
Tony Sarmiento, assistant director, AFL-CIO Education Depart-
Dr. Olivia Golden, commissioner, Administration for Children,
ment
Youth and Families
Dr. Catherine Snow, chair of human development and psychol-
Dr. Grace Pung Guthrie, senior associate, Far West Laboratory
ogy, Harvard Graduate School of Education
Dr. Andrew Hartman, director, National Institute for Literacy
Dr. Susan Vogel, National Institute for Literacy
Dr. Andrew E. Hayes, associate professor, University of North
Lynn Waihee, first lady of Hawaii, Governor's Council for
Carolina - Wilmington
Literacy
Dr. Augusta Kappner, assistant secretary for Vocational and
Dr. Peter Waite, executive director, Laubach Literacy Action
Adult Education
Dorothy Washington, child advocate, Books, Reading and Self-
Rhea Brown Lawson, doctoral student/consultant, University of
Esteem
Wisconsin-Madison
Dr. David Weikart, president, High/Scope Education Research
Mary Jean LeTendre, director, Compensatory Education
Foundation
Program. Office of Elementary and Secondary Education
Gail Weinstein-Shr, assistant protessor. San Francisco State
Jean Lowe, L,ED Testing Service
University;
Joanne Lukomnik, MD, MPH
Dr. Heather Weiss. director, Harvard Family Research Project
Dr. Abdun Noor, senior educational planner, The World Bank
Dr. James K. Zaharis, superintendent of schools. Mesa (Arizona'
Dr. William W. l'hilliber. Philliber Research Associates
Public Schools
NCFL Newsletter, March 1994
Page 6
to plan and implement a statewide
welfare reform, special issues of En-
sor pre-conference professional devel-
glish as Second Language and Native
opment trainings. These trainings will family literacy program.
American populations, and global de-
begin on Thu rst_:iy morning, April 28,
Conference and "Derby Week"
and close at noon on Saturday, April
velopment.
Special Events
Prominent experts will discuss the
30. Interested professionals may reg-
Saturday, April 30: Meeting of the
ister for any one of the three separate
role family literacy must play in order
Advisory Board of the National Coa-
seminars (see page 5 for details).
for those reforms to achieve maximum
lition for Literacy.
On Sunday, May 1, from 9 to 11:30
success.
Saturday afternoon, April 30:4 p.m.
Monday's plenary and concurrent
a.m., seven organizations with strong
VIP Reception at the Kentucky Art and
connections to the family literacy
sessions will address the question,
Craft Gallery honoring early arrivals
"How will collaborations with related
movement will present pre-conference
Sunday evening, May 1: Opening
workshops. Conference participants
service providers and connections to
General Reception in the Convention
may choose a workshop presented by
national initiatives and local, state and
Exhibit Hall
Literacy Volunteers of America,
national programs strengthen the fam-
Sunday midnight: Midnight cruise
HIPPY, High /Scope, Baby TALK,
ily literacy movement itself?"
aboard Ohio Riverboat, the Star of Lou-
Discussion will center around fam-
Avance, Parents as Teachers, or Learn-
isville (sold out)
ily literacy and Head Start, Even Start, ing Disabilities and Family Literacy.
Monday evening, May 2: Grand
the workplace, volunteers, emergent
NCFL, in cooperation with the Of-
Banquet featuring Charles Kuralt with
literacy, adult education, corporate
fice of Compensatory Education of the
Master of Ceremonies Wally Amos
partnerships, learning disabilities,
US Department of Education, and Re-
Tuesday afternoon, May 3: An after-
seal ch & Training Associates, Inc., will
technology, parent education, libraries,
noon at the races at historic Churchill
conduct a two-day conference for Even
cultural diversity, the NALS report, re-
Downs, including special seating (seat-
search, assessment, student achieve-
Start state coordinators on April 29 and
ing limited - register immediately to
ment, and family literacy at home.
30. The theme will be "Building State
ensure availability), a late afternoon
Alliances for Family Literacy."
Southern buffet, and transportation to
Preconference Opportunities
This conference is the initial activity
Prior to the opening of the confer-
and from the hotel or airport.
in a series of strategies designed to as-
ence at 1 p.m. Sunday, NCFL will spun-
sist the Even Start state coordinators
Name
Badge should read
Organization/Institution/Affiliation
Address
Zip
State
City
I identify myself as:
Telephone
Policymaker / Administrator
Instructor/Practitioner
Arrival Date
Time
Departure Date Other
Researcher
Time
Registration Fee $275
$
Pre-conference Professional Development Training ($175) Circle one: A,
C
B,
Pre-conference Workshop ($20.00) Select one
up- Otylening, May 1 ($15)
Star of Long
$
Afternoon at the Races Tuesday, May 3, 2:00 to 5:30 ($42.50) (LIMITED SEATING)
$
Total
S
Mastercard
Check Enclosed
Visa
nil
Card Number
Exp. Date
Signature
Please invoice my agency (You must enclose a purchase order or letter of approval)
Please mail to: National Center for Family Literacy, Waterfront Plaza, Suit 200, 325 W. Main St., Louisville, KY 40202-4251
Page 7
NCFL Newsletter, March 1994
Look Into Books With Dr. Seuss And Friends
Continues To Have Impact On Families
NCFL and Kellogg USA have re-
ent twist.
What started in 1993 as a joint effort
ceived numerous notes of thanks from
Inmate parents will be taped read-
between Kellogg USA and the Na-
parents throughout the country.
ing the books (either on videotape or
tional Center for Family Literacy to
The words of one parent, Esa Lee
audio tape), then both the tape and the
distribute 300,000 Dr. Seuss Beginner
Johnson, Rochester, New York, are
book will be sent to the inmate's chil-
Books to Chapter 1 designated schools,
typical of these responses:
dren so they may read along with their
continues to expand.
"Thank you for giving me and my
parent.
Recently, four federal correction fa-
child something we can do together.
In addition to the federal correctional
cilities (one each in Pennsylvania, Cali-
facilities and the schools, Dr. Seuss
We have read it at least three times. We
fornia, West Virginia, and Kentucky)
will enjoy the hook for a very long
books also were shipped to Even Start
received the books to use in a family
time."
and Head Start programs.
reading program with a slightly differ-
oks of NCFL
0 0
500 ,0
e
There are some who like to play.
One book
They play and learn at school all day.
Two books
Red books
Here and there they like to read.
Blue books.
This is where the moms can lead.
Yellow books
Together they read Dr. Seuss.
Blue books
He's such a silly, loosey goose.
Orange books
New books.
From NCFL and Kellogg, too,
We sent these books to you, you, you
One book has a hopped-on pop.
In Even Start and Chapter One.
One book has a cat on top.
Oh! These books are lots of fun.
One book has a lot of fish.
To Head Start, Toyota, and others as well.
All of them bring this big wish:
Say! These books are really swell.
For family literacy near and far,
Oh! What a lot of books there are.
So do we like green eggs and ham?
Yes. We like them Sam-I-am. r
From there to here,
from here to there,
j
And fish that rhyme.
moms and kids are everywhere.
,
And cats with hats.
We like them all.
Here are some who go to school.
.11)
Imagine that.
Ask them, they'll say school is cool.
Th
LC01111011 and Susan Paull, With 1111010.,:it .5 to Dr. Scus::.
NCR_ Newsletter, March 1994
rage S
.
.
-
-
.
^ ^
A
a
What
The National Family Literacy Project (NFLP) is a service of the Na-
tional Center for Family Literacy (NCFL), funded by the National
Diffusion Network. The NFLP provides a mechanism for identify-
ing and disseminating innovative family literacy programs and prac-
tices.
Family literacy is a new and rapidly growing field. Programs all
h
the
over the country are developing new ideas and practices to meet
needs of local communities and families and match the priorities of
local sponsors. The NFLP enables new programs to profit from the
experiences of others. By identifying and disseminating innovative
family literacy programs and practices, the project will allow pro-
needs.
gram planners to c loose a model that best suits their
The NFLP is looking for family literacy programs that have some-
thing special to share with the field. To be eligible, programs must
four components:
serve disadvantaged families and must include
(1) adult literacy / basic & life skills instruction, (2) early childhood
education, (3) a parent education and support group, and (4) regu-
lar opportunities for parent and child interaction. The components
must be integrated to form a comprehensive, family-focused ser-
vice approach.
If this sounds like your program and you have a unique success
story to tell, you may want to apply to the NFU).
How
The process will include a formal application in three parts: a com-
pleted self study using the NCFL'sStandards instrument, evidence
that the program is having an effect on participants, and a descrip-
tion of any specialized or unique program feature(s). For qualifying
programs, the process will continue with a site visit. Validated pro-
dis-
grams will become part of a network of exemplary programs
seminated by the NFLP.
Stay tuned to the NCFL newsletter for updates on the next round of
the process.
For more information, contact the National Center for Family Literacy at [phone].
*11
nationai dittusico nehak
1:1
Page 9
NCFL Newsletter, March 1994
10