ED 056 312

TITLE

INSTITUTION

SPoNS AGENCYPUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

AC 012 096

Project ENABEL: Ext .rn Nev.-7ork of Adult Basic

Education Leaders, 1970-71. USOE Region V.Michigan State Univ., East Lansing. Dept. ofAdministration and Higher Education.Office of Education (DHEW), washington, D.C.

710EG-0-70-4476(323)127p.

MF-$0.65 HC-$6.58*Agult Basic Education; *Adult Counseling; College

Role; Conceptual Schemes; *Information Networks;

*Pilot Projects; *Problem Solving; Summer

WorklhopsExterns

Project ENABEL (Extern Network of Adult Basic

Education Leaders) was launched as a pilot project to: (1) analyze

the essential character of the Adult Basic Education (ABE) problem,

(2) identify individuals and institutions whose functions are

critically related to the ABE problem, (3) identify personal

qualities and professional competencies required of individuals, (4)

resolve the question of the appropriate role of the university, and

(5) conceptualize a systematic scheme for appropriately relating the

university to ABE programs. Each state extern was invited during a

summer workshop to develop a plan for improving his own performance

and/or the operation of his own local program in ABE. Project staff

members visited the home school of each extern for consultation at

least once during the project. Interns, other staff members, and

selected externs solicited and honored requests for consultation and

in-service training from schools not otherwise involved in the

network. Conclusions indicate that most participants in the program

benefited positively with respect to understanding ABE students,

their problems and needs, and the cultural differences between adult

education and childhood education. cm

The project reported herein was performed pursuant to a grant

from the U. S. Office of Educatioq Department of Health, Education,

and Welfare. The opinions expressed herein, however- do not

necessarily reflect the position or policy of the U. S. Office of

Education, and no official endorsement by the U. S. Office of

Education should be infe ed.

Repor_

Project ENABEL

Extern Network of Adult Basic Educatlon Leaders

1970 - 71USOE Region V

Conducted by

Graduate Studies in Continuing Education

Department of Administration and Higher Education

Michigan State University

East Leming, Michigan 48823

Office of Education Grant Number 0EG-0-70-4476 (323)

Adult Education Act Section 309c

The project reported herein was supported

by a grant from the United States Department

of Health, Education and Welfare, Office of Education.

PIEFACE AND ACKNOWLEDGEMENTS

This is a report of one year's effort in the five Great Lakes states,

USOE Region V, to enlist tcachrs, counselors, administrators and aid &

in local communities with acministrative, funding, educational and service

agencies at state and federal levels in a coordinated elfort to increase

and improve adult basic education. It attempts to display, in orderly

form, the rationale and operation of the Ext rn Network of Adult Basic

Education Leaders (ENABEL).

The network has depended heavily upon the faith and support of literally

hunureds of ABE workers. Chief among these workers are the project p_nd

regional program officers pf the United States Office of Education, state

directors of ABE in each Of the five states, administrators and faculty

members of twenty-four colleges and universif:ies and nearly two hundred

schools, and more than two thousand teachers, counselors, directors, and

aides who as individuals o in teams became actively and persistently in-

volved as state, area or local "externs".

Special and individual acknowledgement must be recorded for the ten graduate

student interns who, while pursuing their own advanced study and research

tasks, have comprised the central organizing and animating staff for the

entire network. Their dedication, enthusiasm and faithful performance have

permeated the entire system, contributed to greatly increased commitment

and cooperation among ABE workers, and s'snificantly advanced both quantity

and quality of adult basic education in the areas they have served. Their

work, it must be noted, has been supported by two exceptionally loyal and

efficient secretaries, Mrs. Rosmond Horton and Mrs Sandra Loiselle.

Mrs. Selma Finney and Miss Jessie Sibilsky have co-:_tributed especially to

aa expanding knowledge of materials and methods of instruction and have

provided leadership for area and local extern study in the populous Metro-

politan Detroit and Southeastern Michigan areas. Miss Rita Costick (who

became Mrs. Don Costick-Ward) has drawn upon her deep concern, artistic

talent, teaching experience and empathic ability to enrich the total net-

work and to give special leadership in Western Michigan,.

Ronald Clayton, ABE teacher-administrator froM Chicago, and Ralph Rogers,

teacher-administrator from New York (Who, unfortunately has been available

only part of the year), have contributed special insights into inner city

life and the role of ABE there. Ronald' Clayton has coordinated very exten-

sive planning and program activities of ENABEL in Illinois and Ralph Rogers

has served during his part-year as area coordinator for Northeastern Michigan.

Charles Sayre has served with real distinction as consultant in ABE program

administration and as program coordinator for both Indiana and Ohio. John

Ostrom has come to be "father" among interns and state externs, hes directed

an important and geatly enlarged emphasis upon counseling in ABE and, from

his work place in Ironwood, coordina ed ENABEL activities in Wisconsin and

Upper Michigan.

As aide to the director David Boggs has earned deep gratitude for his

efficiency and faithfulness; and Damodaran Nair has greatly expanded his

contributions as editor and general assistant at "home base". Finally,

Lloyd Korhonen, as associate director, has inspjred and coordinated the

best efforts of all of us, stimulated and facilitated the beginnings of

research, negotiated the fiscal mazes, substituted and supported in area

programs, relieved tensions or increased them as circumstances required,

coordinated the preparation of this report, and generally contributed

both skillful and faithful leadership throughout twelve very full months.

Each of these 10 interns, 104 state externs, 5 state directors of ABE

and their colleagues, 2 USOE representatives, more than 2000 other ABE

workers across 5 states, and faculty and administrator colleagues at

Michigan State University and 23 other colleges and universities, have

invested their faith and their various and varied contributions toward

the activation, during 1970-71, of an Extern Network of Adult Basic Educa-

tion Leaders whose shared mission is to understand and deal w th the multip e

learning problems of educationally handicapped adults.

Russell 3. KleisDirector

Acknowledgements.

Program Staff .

Advisory Committee.

TABLE OF CONTENTS

# * * a a a a a * S a S V

V111

. ix

Part I:

Part II:

illiteracy and Educationally Disadvantaged

Develc,pment and Funding of the Plan .

1

Part III: Problems, Purposes and Participant., . 15

A. The Training Problem . 0 #. 16

B. Purposes .00 . 19

Network Participants . 0 . . . 19

Cent al Staff. . . .

21

E. State Externs. . .

. 23

Local Externs. . . .. . 24

G. Adaptability to State Needs and Plans. .. .. . 24

Part IV: Training Activities .

26

A. Intern Clinic. .VI . 27

B. Summer Workshop. . .. .. 28

C. Area In titutes. 900 #

D. Local Consultation and Staff Training37

E. Advantages # V # I ....# * I - 38..........

Part V:

A.

State Extern Networks. . ..

Illinois alFeaamaa00.0aameaawa1. Area Externs...609.9080Pa a a aa9069 ea

. 40

. 4145

B. Indiana. ..

. 50

1. Area Externs. .. 52

Michigan .4 a * a . 54

1. Area Externs. .00 .. . . 59

D. Ohio ..... . 74

1. Area Externs. a *age** . 77

E. Viisconsin.81

1. Area Externs. . 83

Part VI: Demographic Data and Evaluation of ENABEL

Experience84

A. Demographic Characteristics. .. 85

B. Extern Experience Evaluation .

Part VII: Definition of Terms. .

Part VIII: Appendix. . .. . a a a

. . . 88

. 91

. 95

A. Summer Workshop Schedule . ........ 96

Extern Response Questionnaire. .

ENABEL Newsletter. 111

D. Institutions Which Have Provided Facilities orStaff for ENABEL Wbrkshops a 8.0.00.09.0a 114

. 106

vii

Kleis, Russell J.

Boggs, David

Clayton, Ronald

Costick-Ward, Rita

PROGRAM STAFFExtern Network of AdultBasic Education Leaders

DirectorProject ENABEL427 Erickson HallMichigan State University

InternAssistant to the DirectorMichigan Sate University

Intern CoordinatorIllinois, VMichigan State University

Intern CoordinatorWestern Michigan, IIMichigan State University

Finney, Selma Intern CoordinatorMichigan, Metro, IIIAMichigan State University

Korhonen, Lloyd InternAssociate Director420 Erickson HallMichigan State University

Nair, Damodaran

Ostrom, John

Rogers, Ralph

Sayre, Charles

Sibilsky, Jessie

InternSLaff AssistantMichigan State University

Intern CoordinatorUpper Michigan, Minnesota, Wisconsin

Michigan State Univel-sity

Intern CoordinatorNorth Eastern Michigan, IMichigan State University

Intern CoordinatorIndiana - Ohio, VIMichigan State University

Intern CoordinatorMichigan, Metro, IIIBMichigan State University

viii

Browa Morris

Bryant Joe D.

Ferrier, D. Ray

Gartrell Kenneth

Hofman, Joyce

Hudson, Dr. Jospeh

Hutchisonv Peyton

Jones, Sharon (Mrs.

ADVISORY COMMITTEEExtern Network of AdultBasic Education Leaders

1970-71

Division of Adult Education ProgramsU. S. Office of EducationROB 3 - 7th arid D StreetsWashingtor 11. C. 20202

Telephone: (202) 963-1110

Supervisor, ABE401 State HouseIndianapolis, Indiana 46204Telephone: (317) 247-6214

Director, Continuing Education DepartmentDetroit Public Schools5057 WoodwardDetroit, Michigan 48202Telephone (313) 833-7900

State Department of Educri-tion3201 Alberta StreetColumbus, Ohio 43204Telephone: (614) 459-4919

305 Paris Avenue, S. E.Grand Rapids, Michigan 49503Telephone: (616) 459-4919

Coordinator, Adult Education and Community

Services UnitMichigan Department of Education123 West Ottawa StreetLansing, MichiganTelephone: (517) 373-1692

Director, Project READDetroit Public SchoolsStevenson Building10100 Grand RiverDetroit, MichiganENABEL ITelephone: (313) 931-2409

Division of Adult Education ProgramsU. S. Office of EducationROB 3 - 7th and D StreetsWashington, D. C. 20202

Telephone: (202) 953-1110

ix

Kernen, Ja_s

Keyes, Karl

Kosovac, Dorothy A. (Mrs.

Leper Keith

Director of Continuing EducationLansing Public Schools519 West Lenawee StreetLansing, MichiganENABEL ITelephone: (517) 482-0715

Consultant, Adult Education and CommunityServices UnitMichigan Department of Education123 West Ottawa StreetLansing, MichiganTelephone: (517) 373-1823

Director of Adult EducationFerndalf? Public Schools

881 PinecrestFerndale, Michigan 48220

ENABEL ITelephone: (313) 542-2535

Assistant Director for ABEOffice of the Superintendent ofPublic Instruction316 South Second StreetSpringfield, Ininois 62706

Telephone: (217) 525-7687

Manych, Nick Principal,Mott Adult High SchoolMott Science Building, Room 100

1401 East Court StreetFlint, Michigan 48503Telephone: (313) 238-1631

Martin, Charlotte (Miss)

Miller. James W.

Supervisor, ABEState Board of Vocational and Adult Education

137 East Wilson StreetMadison, Wisconsin 53703

Telephone: (608) 266-1354

Chief, Adult Education SectionState Department of Education3201 Alberta StreetColumbus, Ohio 43204Telephone: (614) 469-4161

Moore, L. Peggy rs.) TeacherLindber h SchoolBarney and Hoyt StreetsMuskegon Heights, Michigan 49444

ENABEL ITelephone: (616) 733-2047

Mueller Elmer A.

Nash, Dorothy (Mrs

Nevels, James

hultz, M, Eldon

Williams J. C.

ii

Director of Adult EducationDepartment of EducationState of MinnesotaCentennial Office BuildingSt. Paul, Minnesota 55101

Telephone: (612) 221-2126

Hazeiton Sch ol524 HazeltonFlint, MichiganENABEL ITelephone: (313) 232-5811

Instructor,American Thought and LanguageMichigan State UniversityApt. 2054,2900 Northwind FarmsEast Lansing, Michigan 48823

Adult Education Program OfficerHEW/USOE Region VRoom 406228 West Jackson BoulevardChicago, Illinois 60606

Telephone: (312) 353-6843

P.O. Box 745Lansing, MichiganTelephone: (517) 489-8479

xi

Par t I

I: 2E RACY AND THE

EDUCATIONALLY r I SA DVANTAGE D

ILLITERACY AND THE EDUCATIONALLY DISADVANTEGED

Continuing Education in the United States is, at least potentially, a

systematic enterprise. It involves among others, public and private schools,

religious institutions, trade unions, industry, voluntary associations, social

agencies, community colleges, universities, and numerous departments of state

and national governments. Probably no other sector of the continuing education

enterprise more appropriately involves nearly every one of these institutions

than does adult ba,-,ic education, and yet it is but newly acknowledged by most

of them. A few thoughtful leaders have long proclaimed its importance; a few

laws, enacted in this coun ry over more than a century, have provided for

education of '-native illiterates and the foreign-born"! through several gene-

rations lonely pioneers have labored for its recognition; but "adult literacy"

or "fundamental education! has historically been a very minor sector of continuing

education. Abruptly, lIterally within a decade, it has risen to present unpre-

cedented demands to professional educators and the entire continuing education

community.

Its forebears are old and respected programs, though hardly historical

giants. They include more than a century of Americanization classes for the

foreign-born, a quarter century of freedmen schools for emancipated Negroes,

literacy campaigns on this and other continents over nearly two centuries,

night schools and Sunday Schools for youth and adults whose work in industry

or mines precluded egular" schooling, sporadic schooling for paupers or

prisoners, and a Congressionally chartered Board for Fundamental Education.

12

2

These were simple programs, clear and humanitarian in their purpo es,

laudable in the dedication and sentiment of their advocates, demanding

little of society and yielding much in satisfaction and sometimes in

success to those who participated in them. The publtt has usually per-

mitted, sparingly supported and rarely promoted them. In the case of

freedman schools even permission was shortly withdrawn; and it was of en

grudgingly given in industrial towns to night schools and Sunday Schools.

The latest generation of forebears flourished briefly in the United

States in the 3 In CCC camps, TVA communities and assorted WPA projects

under the Federal Emergency Relief Administration of "New Deal days, out-

of-school youth and economically disadvantaged adults went back to school.

Teachers taught classes; youth and adults attended th both were paid;

and the payments stre-ed through the dollar circulating system. But

economic recovery came; political reaction set in; war intervened; and un-

paralleled prosperity relegated public support for adult basic education

and many similar domestic social efforts to extremely low rank in political

and professional priority systems.

Adult elementary education lay almost dormant until the decade of the

60 when ' r" was declared on poverty and undereducation. Rediscovery

of the social and economic plight of our nation's poor resulted in the

allocation of new resources for the resolution of a multItude of problems

f the economically and educationally "disadvantaged." First through the

Economic Opportun ty Act of 1964, and later through the Adult_Educati n

Act of 1966 (Title III, ESEA as amended) the United States Committed itself

to a national effort in support of adult basic education.

The problem of illiteracy in the world is one of massive proportions.

It is estimated that of the 1,881,880,000 people that comprise the world's

adult population, over 39% or 740-000,000 persons are unable to read or write

4

1

at the most minimal level. It is further estimated that aver 60% of the

world's adult population can be considered functionally illiterate, that

unable to perform normally and responsibly in a modern complex society.

The problem in the United States is surprisingly serious. According

rn the U. S. Bureau of the Census, almost 242300,000 persons 18 years of

age and older, have had less than 8 years of schooling and can be considerad

2

functionally illiterate. Then there are the completely literate - those

unable to read or write a simple me sage in English or any other language.

The Census Bureau estimates that slightly more than 3,000,000 Americans,

14 years or older are in this category. These cursory statistics under-

state the problem. Many studies reveal that years of chool completed are

far higher than actual achievement levels. Actual perform nce levels in

reading and elementary arithmetic are likely to range from one t- five

years below the highest grade attained in school.

In the State of Michigan:

There are just over 5 million adults who are eighteen

years of age and older and whose principal occupation

is other than that of student.

Two million of these adults never attended high

school.

One mIllion entered h -h school but dropped out

before graduation.

Three-quarters of a million have completed one year

of schooling or less.

One hundred thousa d are migrants, many of whom

speak little or no English and have little or no

basic education.

1UNESCO Statistical Yearbook, 1969.

2United States Census Report 1960, U. S. Government Printing Office.

15

Against these di7mal data Michigan's most recent year o 'progre-s" in

adult remedial education yielded:

1. nearly 5,500 adult high school graduates;

2. approximately 6,000 out-of-school youth and adults

who passed the General Education Development Exami-

nation and received high school equivalency cer-

tificates;

fewer than 14,000 enrolled in adult basic education

programs;

4. ::.ore than 30,0 0 youths added to the drop-out pool.

While our ABE accomplishments represent a threefold increase since 1964,

their sum does not yet match our annual production of high school drop-outs.

But th se statistics staggering as they a e, ignore the more human

aspects of the problem in our complex contemporary world. The psychological

and social implications of illiterarcy and poverty reach deep into the soul

of many indivIduals, beleaguered as they are by a multitude of immediate

pressures. Forty to fifty million people in the Unitci States are becoming

increasingly invisible.3 Educational and economic deprivation involve psycho-

logical implications vAlich statistics cannot indicate.

"Low aspirations family instability, illegitimacy, unemployment, crime,

4frequent illness, and early death" very co ody

drug addiction and alcoholis

accompany poor education; and they comprise aspects of the problem which o ten

go unrecognized. The educationally disadvantaged often are more concerned with

the present, immediate needs of securing food for the next meal, or figuring

out a way to get shoes for the children, than they are for longer term edu-

cational goals. They are forced consider i diate problems and often

forego any long term achievements or aspirations for what they consider an

impossible goal.

ht acDona d,

pp. 8-9.

Kenneth Clark, Dark Ghetto, Harper & Rowe, 1965: New York, p. 23

-nvisibie oor, Sidney Hillman Foundation No.

5

In a society which expects its people to read write reasonably

one who lacks this ability and the earning power that usually goes with it, is

subjected to a keen sense of personal failure and inadequacy. This lack of

self-regard is often damaging to his whole personality and may make of him a

very different person.

Emotional upset is one of the many forms of the vicious

cycle of hmpoverishment. The structure of society is

hostile to these people. The poor and undereducated

terd to become pessimistic and depressed; they seek im-

mediate gratification instead of saving; they act out.

Once this mood, this unarticulated philosophy, becomes

a fact, society can change, the recession can end, but

there is no motive for movement. The depression has

become internalized. This results in what the middle

class sees as "lazy people who just don't want to get

ahead." These people who are too sensitive to demand

that cripples get up and run, ask the poor to get up

and act just like everyone else. The poor are no+ like

everyone else . . they think and feel differerrythey look upon a different America than do the middle clas- 5

Perhaps the most socially significant aspect of the twin handicaps of

educational disadvantage and poverty is its increasing invisibility a-A

creasing isolation.

The poor are increasingly slipping out of the very

experience and consciousness of the nation. If the

middle class never did like ugliness and poverty, it

was at least aware of them. "Across the tracks" was

not a very long way to go . . . . Now the American

city has been transformed. The poor still inhabit

the miserable housing in the central area, but they

are increasingly isolated from contact with, or sight

of, anybody else . . Living out in the suburbs,

it is easy to assume that ours is, indeed, an affluent

society .

Clothes make the poor invisible too: America has the

best-dressed poverty the world has ever known .

Many of the poor are the wrong age to be seen. A good

number pf them are sixtr-five years of age or better;

an even larger number are under eighteen .

Harr ngton, Michael, The Other America: Povert in the United State

McMi lan, New York, 1962, p. 8.

1 76

And finally, the poor are politicelly invisible .

They are without lobbies of their own; they put forwardno legislative program. As a group, they are atomized.They have no face; they have no voice . . Only thesocial agencies have a really direct involvement w.ththe other America, and they are without any greatpolitical power . .6

6Harrington, Michael Ea. cit

18

Part II

DEVELOPMENT AND FUNDING

OF THE PLAN

DE -LOPMENT 'ND FUNDING OF THE PLAN

Michigan State Universi_y, through its College of Education and Continuing

Education Service undertook to develop and conduct a region-wide in-service

training p -gram for directors, counselors, and teachers in public SChul

adult basic education progras wIth special concentration in Michigan and with

active involvement of simIlar ABE workers from the other states of Region V.

The university requested and was awarded a grant of $142,000 from ehe United

States Office of Education. It also :equested and was awarded two supplementary

grants, one from the Michigan Depart ent -f Education ($30,000) and the other

from the Office of Superintendent of Public Instruction in Illinois ($6,000).

The funds have been used to expand staff and resources a-d undertake, in

cooperation with State Departments of Education and selected universities,

community colleges and local scho 1: increase and improve adult basic

education for disadvantaged adults and out--f-school youth.

In late 1963 the Michigan Department of Eccation CHDE through Dr.

Donald Butcher Coordinator of Admit Education and Community Services, had

requested the university Office of Graduate Studies in Continuing Education

to design and conduct an in-service training program for directors, counselors,

and teachers in public school adult basic education programs in Michigan. The

Department had ackuo ledged that very few public school workers were prepared

to deal effectively with the unique and complex problems they confronted in

seeking to reach and serve disadvantaged adults; it had noted that adult basic

education was accorded very little of professional commitment, status, or support;

and it had observed that previous in-se vice trai-ing programs had not been suffi-

ciently comprehensive, that they had not reached sufficient numbers of ABE workers,

and that they had not provided follow-through to relate training to problems

as they evolved.

9

In response, Pro ect ENABEL (Extern Net- o -k of Adu t Basic Education

Leaders) was designed and propos-L With severely restricted available funding

and excellent cooperation of many agencies the project was launched in July,

1969, to attack the problems which had been identified. That preliminary

project involved the following as principal personn-1 components:

1. A nuclear initiating-planning-coordinating team of ten:

a. the project director (Director of Graduate Studies in

Continuing Education

an associate director and three staff assoctates (all advanced

graduate student interns with experience in ABE),

c. a graduate assistant (: doctoral candidate with experience in

administrati n of university exte -ion)

d. three consultants of the Michigan Department of Education each

responsible for liaison with public school ABE programs in a

third of the state)

a project secretary.

2. A cadre of 72 "state externs" teachers, counselors and dire tors

selected in teams representing school or regional ABE programs

throughout the state).

A "regional extern" group in each of the six regions of the state

(teachers, counselors, and di ectors in public sciy7.ol ABE). 'Gtoup

membership ranged from 22 to 85 and constituted an aggregate of 346.

Staff teams in approximately 80 schools who received visitation, con-

sultation, and/or training assistance fro- ENABEL staff members.

A faculty of 36 invited members from 14 institutions.' Contributions

ranged from a single consultation to an instruction series equivalent

to a graduate course.

21

10

Dr. Richard Barnhart, Acting Coordinator after Dr. Butcher's leaving the

Mi-higan Department of Education, requested that MSU expand and continue Project

ENABEL in 1970-71. ABE directors from Illinois, Indiana, Ohio, Minnesota, and

Wisconsin later declared their desire and intent to participate. The following

steps led to the expanded plan and to its subsequent approval and funding as a

cooperative region-wide project:

1. An initial proposal dated November 14, 1969, proposed continuing

and expanding ENABEL in Michigan.

2. A 1-tter dated February 19, 1970, 2igned by Grant Venn, announced

approval for negotiation of Proposal Number: I-323-1018(T) titled

"In-Service Training for Teachers Administrators, and. Counselors in

Adult Basic Education in Michigan.

A telephone call on April 1, 1970, from Miss Jean Hinsley reported

that the approved funding level was $26,800 less than the amount

requested and that funding was contingent upon serving all states

in Region V.

Consultations were undertaken with university officials, colleagues

in the MI higan Department of Education selected representatives of

other state departments of education and Mr. Eldon Schultz, Regional

Program Officer in Chicago.

5. An informal meeting of Region V state directors in attendance at the

Florida State University Institute was held on April 8 in Telahassee.

Descriptive statements were supplied by mail and both Mr. John Griffin

and Mr. Paul Delker attended the meeting at least briefly. The report

from that meeting included the strong reco _endation that ENABEL be

continued in Michigan as a strong pilot program with provision as

possible for other states to Observe and, perhaps, participate.

221 3,

On April 10 the full ABE staff of the Michigan Department of Education

met with the project director to evaluate the first year and suggest

modification for a second yea ENABEL. They suggested that 80

"state externs" be recruited and train d and that the regional _ffort

within the state should be expanded.

Two new proposals -ere developed and submitted on April 20. One

amended the original proposal in confo_ ty with the approved funding

limitation to serve 64 state externs; the other requested a supple-

mental grant t- serve an -dditional 64 state externs from Region V

at Large.

8. At a meeting on April 29 in Washington attended by Miss Jean Hinsley2

Mr. John Griffin, Mr Paul Delker and Profes or Russell Kieis, it

was proposed that the 64 trainirg slots available under the approved

funding be divided equally, 32 to be AFtllotted to Michigan and 32

allott d to other Region V States. The requesi.ed supplemental grant

was not approved since fixads were not then available.

Dr. Richard Barnhart was immediately contacted and he, in turn, con-

sulted with his staff and business office.

10. In meetings on May 7 and 12 intensive discussions were held between

MMe and MSU representatives and a general agreement reached to continue

ENABEL i- Michigan with funding provided in part from mIchigan ABE

training funds (for 30 state externs and 3 interns) aad in part from

the USOE grant to the University (which provided for 32 state externs

from Michigan and 32 for other states of the region in addition to

6 inter s ) and in part from an unexpended balance from 1969-70 operation.

11. At a meeting near Chicago O'Hare Airport on May 21 attended by Miss

Jean Hinsley, Mr. Eldon Schultz, Mr. J. Clark Esarey and Mr. Keith Lave

of Illinois, Miss Charlotte Martin and Mr. Thorston Horton of Wisconsin

2S12

and Mr. Joe Bryant of Indiana:

a. The question of how indiana, Illinois, Ohio, Wisconsin,

and Minnesota should become involved was discussed;

b. The three replesented states requested and MSU agreed

to make available 'state extern" training positions;

Requests for training positions were entered for all states

except Michigan:

Illinois 15 - 16

Indiana 6 - 8

Ohio 8 10

Minnesota 4

Wisconsin 6 8

d. It appeared that all training requests could be honored and

Michigan, by supplementing her quota as already planned,

might be assured of 64 "state extern" positions.

12. Telephone consultations on May 25 confirmed that Mr. Miller of Ohio

and Mr Mueller of Minnesota wished for their states to participate.

13. On the basis of these dozen developments, an amended proposal was

submitted on May 28, 1970.

14. At negotiation session and subsequent meeting with Mr. Delker on

June 11, 1970, the USOE funding level vas established at $142,000.

15. Subsequently the Michigan Department of Education contracted to pro-

vide a supplemental grant of $30,000 and the Illinois Office of Super-

intendent of Public Instruction contracted to provide a supplemental

grant of $6,000.

Thus funding in the amount of $178.000 was made available for the region-

wide year-long project. That funding has enabled the development within one

year, of a network of more than 2500 Rersons consciously and enthusiastically

413

linked in an effort to increase and improve adult basic education in 5 states:

Illinois, Indiana, Michigan, Ohio and Wisconsin.

14

Part III

PROBLEMS PURPOSES

AND PARTICIPANTS

26

PROBLEMS, PURPOSES, AND PARTICIPANTS

It was in the struggle at Michigan State University to arrive

and goals that ENABEL departed in its character and structure fram

ABE training efforts, Five major tasks were undertaken:

1. to analyze and describe the adult basic education problemin terms of its locus, scope, and essential character;

to identify individuals and institutions whose present or

potential functions are critically related to the ABE problem;

at mission

previous

. to identify personal qualities and professional competencies

required of individuals,--and structures, functions and

relationships required within and among institutions in

order for the ABE problem to be effectively addressed;

to resolve the question of the appropriate role of this

land-grant university and more specifically of its program

of graduate studies in continuing education, with respect

to the ABE problem, and

5. to conceptualize a systematic scheme far appropriately re-

lating the university to those other individuals and insti-

tutions to the end that required qualities, competencies,

structures, functions and relationships might be enhanced

and the ABE problem effectively attacked.

The

Assessment of die essential character of the problem in terms of what is

currently known about adult learning, the educationally disadvantaged adult,

and the roles of mentors and institutions in ABE led to a basic presupposition that

the fundamental proble s in ABE are not simply the technical problems of teaching

reading and related skills but the enabling of undereducated, dependent self-

deprecating, unemployed or underemployed citizens to become literate, less

dependent, more self-respecting, more appropriately employed, and more fully

participating members of the communities in which they live. Since it deals with

persons who carry or should carry adult responsibilities, it is concerned not only

with preparation for life, but with the pre ent realities of coping with life.

2716

It is concerned with what adults know, what they feel, and what they do.

It involves three functions:

instruction to enable growth in needed knowledge and sk 11 with

respect to vocation, market place, communication, mathematics,

physical and mental health, government, basic physical and

social science, the humanities, and human relations;

counseling to enable enhancement of self-confidence and self-esteem,

awareness of learning needs and opportunities, establishment and

movement on a career ladder, clarification of alternatives,

increased rationality in decisj n-making correction of

erroneous conceptions, and reasonable reconciliation of belief

and practice; and

community relations to enable engagement with needed health and

welfare services placement in appropriate jobs, access to legal

protection and justice, contributions to community well-being,

and interaction with significant others as effective and self-

respecting persons.

We hypothesize from presently available evidence that attending to one of

these functions and leaving others unattended may be unproductive or even

counterproductive. A primary problem in pre-service and in-service training

for ABE workers, then, is _ deal with the multi-dimensional character of the

ABE task. ABE workers must be prepared to act singly or as closely coordinated

teams to help the disadvantaged youth or adult achieve integrated development as

an individual and as a contributing and participating community member. Training

and consultation should proceed from the assumptions that:

1. Each ABE worker must be concerned with the knowing, feeling, and

doing of the adult students with whom he works.

17

Skills in reading, writing, speaking, calculating, uying, voting

a d performing a particular job are essential, but not sufficient

outcomes.

Counseling is an e sential and c ntinuing component.

Resolution of health, family, employment, or legal problems is often

both a prerequisite and a vehicle for effective learning.

Securing a job must be followed closely by assistance in developing

the requisite skills, attitudes, and relationships--and by preparation

for advancement to new levels of job performance and satisfaction.

6. A feeling of confidence and worth must be established and can only

be sustained as the adult student is enabled to make significant

contributions to his own, his family's his group's or his community's

welfare.

Adult basic education should be focused upon evclving needs which are

not always evident except through close observation and communication,

-probably best accomplished through individual and/or group counseling.

Special and major efforts are required to reach those who most need

adult basic education, and close cooperation among teachers, counselors,

and supervisors are required to retain and serve them.

A second problem in training ABE workers arises from the fact that adult

basic education involves clinical application of theory and pri ciple. ABE

presents situations which are complex, widely varied, and often obscure. No

training program can possibly anticipate the wide range of working situations

and prescribe the particular practice required for each, nor can it equip the

new ABE worker, professionally prepared for different work, with all needed

ABE theory and principle. The result is that p e-service training is necessarily

generalized and may inadvertently turn out to be misleading. A systematic

18

arrangement for following training with continuing consu7.tation among ABE

workers and with trainers and researchers is very much needed. It should facilita e

a professional as opposed to a "cook book" approach to practice situations. It

should also enable much needed incr ase in our understanding of the AbE task.

Purposes

Based upon this perception of the mission of ABE and the problems it poses

training of professional workers, the proposed training project was designed

as a region-wide network of ABE and related workers within which these -urposes

might be effectively served:

1. Expand awareness of the significance of ABE.

2. Develop bases for gaining fuller understanding of the disadvantaged.

Increase technical competence of teachers, counselors- and

admini_trators.

Provide training and consultation throughout the operating year.

5. Influence other ABE workers not directly involved in the project.

6. More effectively relate field practice and university study in ABE.

7- Serve as a model for state or area programs of professional and

in service training.

Network Partici ants

Project ENABEL was viewed as a subsystem within a region-wide system of

continuing education. It was officially endorsed and actively supported by

the Adult Education Association, the Michigan Association for Public School

Adult Education and the State Departments of Education in Michigan, Indiana,

Ohio, Illinois and Wisconsin. Funding was supplied by the United States Office

of Education, the Mlchigan Department of Education, the Office of the Superin-

tendent of Public Instruction in Illinois, and Michigan State University.

Faculty contributions came from universities and commuLity colleges in each

of the states soci 1 agencies, local schools, publishers, industry and, most

9

Figure i

Minnesota

iisconsin

Figure 1

WIADLIJ

STATES, ROLES AND CIRCLES OF PARTICIPATION

LOCAL EXTERNSeachers, Directors, Counselors, Aides, Servic

Personnel, Central Administrators, BoardMembers, Agency Representatives

EGIONAL EXTERNSTeachers, Directors, Counselors, Others

Professional and Paraprofessional

STATE EXTERNSProfessional Teadhers, Coun-

selors, and Directors

ASSOCIATES

State Department of Education

/

USOEProjectDirector

STAFF

Director

Associate Director

Interns

MSU

College and Jniversity

STATE EfXTERNS

REGIONAL

LOCAL EX

20

ReginnalProgramOfficer

XTERNS

TERNS

MI higan

Indiana

Ohio

significantly, from inerns and externs themselves.

The Michigan State Library, the M.S.U. Extension Library, and the M.S.U.

Instructional Media Center supplied a traveling library, materials and equipment

displays, telelecture recording, photography,video-taping and other materials

and services. The Learning Systems Institute and Research Consultation Center

of the University provided much needed back-up support as did regional and county

extension centers.

Project ENABEL invited and employed the expertise, resources and cooperation

of many agencies at many levels. The partnership between the Depart_ents of

Education in Region V and Michigan State University permeated and strengthened

the entire enterp ise. Of the many methods and media employed consultatiolL

was the most do inant and persistent. We assumed that no one person knows as

much as he needs to know about ABE, that each of us knows something about it,

that we are a network of professional workers whose competence could be expanded

as we discover and utilize available resources, work with colleagues in examining

our present performance, attempt to cl arly define problems and principles and

undertake cooperatively and systematically to study our enterprise and improve

our performance within it.

Among the 2,500 or _o e whom ENABEL touched, three groups were most vitally

involved: the 5 State Depart -nt of Education directors, the 10 doctoral interns

and the 104 state externs along with the project director and 2 secretaries. The

interns and state externs were at the center of the enterprise animating both

1research and training.

Central Staff

The central staff, the director and 10 doctoral candidates, comprised the

See schema lc drawing, Figure

32

21

core unit of Project ENABEL. This group working together and with trainee teams,

planned and implemented a comprehensive training sequence for state and area

externs, designed the research, and provided follow-through to relate training

to on e

The central staff team committed itself to visit every school which con-

ducted an adult basic education program and offered to visit any school which

consider d establishing one. These visits served several purposes. Staff members

offered consultive service, gathered resea ch and evaluative data, noted and

ported excellence in programs and generally sought to increase and improve adult

basic education in Region V.

The principal animators of the entire network were the doctoral interns.

Since their cont ibution to the proje t involved research and training, each

was selected for his special competence. Each brought with him/her ar extensive

background in ARE instruction, administration, counseling, or teacher training.

Thus, apart from their role as doctoral candidates, these 10 constituted a cora-

petent professional staff.

For the purpose of the Project, one served as associate director, one as

administrative assistant to the Director, three were selected for their expertise

in adult counseling, curriculum and research; and five were selected on the

ba is of demonstrated excellence in and cummitment to ABE. Seven of them assumed

responsibility for c ordination of training, research and communication for a

section of the Region. In this role each worked with counterparts within oncf.,

or more of the State Departments of Education.2 Each of these staff pairs worked

with one or two teams of state externs in developing demonstration, training

activities, and consultation services in an assigned area.

2. See Regional Activities Chapter for further deta_ls.

22

otate Externs

A group of 104 teachers, counselors and administrators were identified as

leaders or potential leaders in adult ba lc education from school dist icts

throughout Region V and selected as state externs. Whenever pcissible, these

externs were chosen in teams. Generally, teams from large school districts

included five members; and teams fro: smaller school systems consisted of

or three members each. The teams o_ administrators, counselors and teachers

were t- ined together. A team approach to in-service training was used. It

was hoped thereby to build a closer relationship among colleagues which would,

turn, facilitate more effective planning for regional meetings and in-service

training at the local level. It was believed that the staff roles in ABE are

so interrelated that close communication and inter ole knowledge is essential

for an effective program.

The state externs training included a 2-wtek summer institute at a "living-

lea_ ing center" at Michigan State University, four Friday evening and Saturday

semlnars at the Kellogg Conference Center, four one-day regional i- serv_ce

training laboratories, participation in home-school staff training and individual

con- Jtation by central staff. They were participants in the program of graduate

studi s in continuing education and, at their option earned up to a maximum of

12 hours of graduate credit which they registered and paid for individually.

Fifty-two teachers, 8 counselors, 37 directors and 7 aides were selected,

and the funded State externships were distributed acro s Region V: (30 additions

were funded under MDE grant) Illinois - 15; Ohio 8; Indiana 8; Wisconsin 10;

and Minnesota - 0.

A ea Externs

The area externs were the primary group for which this network was planned.

As dne state externs left Michigan State University, they were charged with the

repsonsibility of planning and implementing area institutes. The over 1250

3423

area externs were the result. The 104 state externs provided training for 12

times their number in the five states serviced in 1970-71. Each of these area

externs participated in up to 4 Saturday institutes developed through ENABEL.

Local Externs

In each of the areas other directors, teachers, counselors and aides of ABE

joined the network as local externs. These workers attended at least one local

in-service program or were in consultations With area and/or state externs. It

estimated that there were 1000 local externs in the 1970-71 ENABEL Network.

Each of the 104 state externs and 1250 area externs were enlisted into a

training team. At the participating school, in-service education and consul ation

was provided to teachers, counselors and administrators of Adult Basic Educaticrl,

This at home cadre became known as Local Externs. Each was provided short or

long teru in-service education, and a sense of belonging to a mmch larger

ENABEL Team,

AS1.2.2

With a cadre of 'state externs" receiving training through participation

in the summer workshop and week-end seminars and a graduate student intern to

coordinate and consult ABE leaders in each cooperating state had a nuclear team

a o nd w'aich to build state and local training programs. A state desiring to

0

adopt the ara institute phase was free to do so. Another state desi ing to

develop another form of training around its "state extern" cadre was similarly

free. If no independent state effort was desired, a cooperatlng state had, at

minimum, a cadre o_ "state externs" whose training was equal or superior to that

provided in the traditional Regional Institutes.

A typical component of each state extern meeting in ENABEL was a planning

and evaluation session on area institutes. These meetings involved all externs,

appropriate interns and Department of Education consultants and resource persons

24

as requested. Out--f-state externs ware encouraged to engage in similar

planning and evaluation activities, and their own department of education

personnel were encouraged to join them. In addition, interns were available,

within reasonable limits, t work with other state externs and State Department

consultants in their own states. By that means each participating state was

assured a trained team ava lable to assist in planning and/or implementing plans

appropriate to its own problems and resources.

25

Part IV

TRAINING ACTIVITIES

37

TRAINING ACTIVITIES

The structural essence of ENABEL is an integrated and interacting net -ork

of t.aining encounters for ABE workers and their co-workers in other community

agencies and institutions. The network involves 5 levels of training intensity

approximately 150 locations, a broad range of carefully selected and focused

content, and resources d from universities, governm,nt agencies, materials

and media suppliers, practitioners ABE clients and, m s.t important, the parti-

cipants themselves.

The principal training component the basic number of participants and the

operating period for each component in 1970-71 have been:

Intern ClinicSummer WorkshopWeekend SeminarsArea InstitutesLocal Consultation

and Training

Inte-n Clinic

At the center of the network with the director, identifying problems,

designing program elements, identifying and enlisting resources, monitoring

and managing the enterprise, and exemplifying the animating and helping -ela-

tionship throughout the syste.± were the 10 graduate interns Each had a com-

prehensive and authentic clinical experience in ABE.

As a clinical unit of professional study ENABEL has involved each intern in

responsibility for ( ) one or more curricular components of the projec- e.g.

teaching reading, counseling in ABE, English as a second language, etc. (b)

an administrative component of the project, e.g. coordinating one or more are

fiscal management, research and evaluation, etc.; and (c) his awn program of

study and research. To integrate these elements and to build for them a substan-

tial base in theory and principle, a staff seminar has been conducted throughout

the academic year.

10 July through June

104 July 26 through August 7

104 October through April

1250 October through April

1000 September through May

s,

3 cs

27

The principal purpose of the seminar has been to focus, evaluate, concentrate,

and organize for application the best that is known about ABE. Interns have searched

out reviewed and shared reports of research, innovation and successful operation.

They have analyzed _nd proposed solutions to problems eneoun-e ed in the field.

aps the most tnportant of their accomplishments has been that of intens_fying

and personifying the collegial relationship which is at once so much needed and so

scarce among professional workers in the field of adult basic educat

SI4mMtE_E2Eh..$)19.2

The basic launching activity, within which almost all field components of

the project were generated and from which other training efforts moved forward

and outward, was a two-week intensive summer workshop. More than 125 ABE leaders

(interns state externs, State Depa -tment of Education members, representatives

collaborating universities and USOE Project and Regional Program Officers) in addi

tion to faculty and other resource p rsons pa' icipated.

The principal and special purposes of the workshop were

I establish ENABEL as an effective instrument for improving

ABE at interstate, intrastate, and.local school levels;

jncreasa general professional insight and competence Lhrough:

a. fuller comprehension of the character and scope of the

ABE enterprise;

b. more accurate perceptions of the character of ABE clients;

c. increased sensitivity and effectiveness as helping agents;

d. diligent effort to identify and eliminate practices which are

inappropriate for working in ABE;

acquaintance with community agencies and the will and skill

to work with the and

knowledge of current policy and required strategies

implementing and influencing it;

improve specialized knowledge (cognition, competence, and

volition) of each participant in his unique service area through:

a. pa -icipation in intensive sub-worksb-ps which focused upon

specific populations, area and functions;

b. study of alternative materials, media, methods and systems

and criteria for selecting among them; and

c. interaction with specialists in ABE and related fields;

elevate awareness of, respect fnr and competence in the affective

component of ABE work;

facilit te development of intra-staff team work and inter-agency

support networks as opposed to exclusively solo operation and

bureauc-atio boundary watching; and

develop preliminary organization and plans for area institutes and

home school training.

The workshop provided 5 "streams" of training activity: 1) general

a tivities of significance __ all members of the ABE team; (2) intensive and

specialized training in "focushops" on counseling, organizing and managing local

programs teaching of reading, teaching of mathematics, consumer proble cora-

munity organizations and services, and teaching English as a second language or

dialec-- (3) area "regionars" for analysis of special problems and planning of

follow-through acti ities by areas and states- (4) laboratory and field experi-

ences especially related to methods -edia and materials and to collaboration

between schools and other community agencies; and (5) special features which are

brought to or developed within the workshop.

The workshop was based in a university living-learning center, Case Hall.

In addition it utilized a wide range of university facilities as well as nearby

comaunities and agencies as laboratories. Housing, meals, meeting and disp ay

40

29

areas and 1.ecreation facilities were provided in Case Hall. The centraL

library, instructional Media Center, Human Learning Institute, Reading Center,

Diffusion Do ntation Center, counselor training laboratories, art center,

gymnasium, pools, gardens, and museum were nearby and available for botl,

individ al and group use.

The program was very carefully, very fully and very flexibly arranged. It was

first a d major function of the intern-animator team, working with the dire

tor, associate direccor and a workshop council, to provide structure, social

activities, rec..eation and related "free tm- activities" were as thoughtfully

attended to as the "working sessions". All were intended to serve the purposes

of the workshop. The waking hours of all participants were fully utilized in

a wide range of f-rmal and informal, staff and participant planned, total group,

sub-group or individual activities. Opportun ty to earn 6 quarter hours of

academic credit, graduate or undergraduate, was op_ onally available to pa_ti-

Payment of registration and other credit-related fees was the respon-

sibility of the student.

A major force throughout the workshop and extending to each of the ensuing

activities was dhe consulting, adapting_ resource-enlisting effort to enable

personal professional and connuntty development wbere and when it was needed.

A-ea institu es

A series of institutes in each area were cooperatively planned by an int-rn

animato- and state extern task force in collaboration with appropriate State

Department of Education and university representatives and tn consultation with

area and local trainees. The institutes served as training laboratories for

state externs and as professional assembly, training and consultation ceLters

for all ABE workers of the area. They were open r all ABE w-rkers, professional

or paraprofessional, in the area and to any other school or agency personnel who

desired to participate in the training. Central administrators and poncy boards

ENABEL

..REA INSTITUTES

Conduc ed in. Illinois, Indiana,

Ohio and Wisconsin,

1970-71

ILLINOIS

INDIANA

OHIO

WISCONSIN

October 2-3, 1970

DeKalb, Illinois

tober 23, 1970

Cairo, Illinois

November 10, 1970

Danville, Illinois

November 20, 1970

Eldorado, Illinois

vember 20, 1970

Venice, Illinois

December 4-5, 1970

Carbondale, Illinois

December 4, 1970

Marion, Illinois

January 11,

1970

Decator, Illinois

January 29-30,

1971

Chicago, Illinois

arch 11, L971

Decator, Illinois

arch 19-20, 1971

Edwardsville, Illinois

arch 19-20, 1971

Belleville, Illinois

arch 25, 1971

Peoria, Illinois

May 7-8,

1971

Springfield, Illinois

May 14-15,

1971

Chicago, Illinois

May, 1971

Chicago, Illinois

may, 1971

Chicago, Illinois

September 26,

1970

Milwaukee, Wisconsin

January 19,

1971

Waukesha, Wisconsin

Many 8, 1971

Racine, Wisconsin

September 13, 1970

Norwalk

Ohio

October 24, 1970

Norwalk, Ohio

December 54 1970

Cleveland, Ohio

March 6, 1971

Toledo, Ohio

December 11, 1970

Muncie, Indiana

January 15-16,

1971

Muncie, Indiana

February 12-13, 1971

Muncie, Indiana

March 12-13, 1971

Muncie, Indiana

MIC

IGA

NN

OR

TH

EA

ST

EN

AB

EL

AR

EA

INST

ITU

TE

S

Coaducted in M

ichigan,1970-71

October 24, 1970B

ay City.

Decem

ber 5, 1970M

idland

March 20, 1971A

lma

May 1, 1971

ginaw

MIC

HIG

AN

WE

STE

.

October 24,M

uskegon

DeceM

berL

ansing.

January 23M

uskegon.

'MIC

HIG

AN

1970

1970

1971

March 13, 1971B

enton Harbor

SOU

TJI.A

STE

RN

IIIAM

ICH

IGA

NM

ICH

IGA

N

SOU

TH

EA

STE

RN

IIIBU

PPER

PEN

INSU

LA

October 24, 1970

October 17, 1970

Wayne

Pontiac

Novem

ber 21, 1970N

ovember 21, 1970

Detroit

Hazel Park

January 16, 1971M

arch 6, 1971D

etroitT

roy

September 19, 1970

Ironwood

October 31, 1970M

arquette

January 16, 1971M

arquette

March 13, 1971M

arquette

March 20, 1971Sault Ste. M

arie

of both schools and related agencies were welcome.

Area inst' _utes had three principal foci: (1) the general substantive,

affective and procedural adaptati -s generally required of professional and

paraprofessional workers who wish to become effective as "helping agents"

with adults In ABE, (2) the increase of competence as teachers (-f reading

or other subjects), counselors, directors or other special roles, and (3)

special problems unique to the locale, ABE population school policy or other

characteristics of the area, and developments during the year.

The network of area institutes was intended to maximize the number of ABE

workes involved and to _:ro in" upon training needs unique to specific

populations, places or periods. Enrollments ranged from 20 in essentially

rural areas to well over 100 in metropolitan ar-!as. Attending workers ranged

from quite homogeneous to very heterogeneous in the nature of their TA4rk and

the character of their problems in ABE. Use was made of such university and

other specialists as were available in the regi n for developing 47 institutes

across the 5 participating states.

These institutes constituted a further laboratory learning experience for

interns and state externs. They were conducted principally at local schools

and community colleges and provided at very low cost. Each was approximately

six hours in length, thus making available eighteen to thirty hours of training

for each of 1250 area externs.

The principal purp--es of area institutes, in summary, we e to:

1. extend the ENABEL network to include:

a. professional ABE workers wh- could not participate or could

not be selected as state externs

paraprofessional ABE workers,

potential ABE workers, and

others from schools, school governance, other social agencies

or the public who are concerned with programs for

educationally handicapped adults or out-of-school youth;

2. develop training experiences specifically adapt:d to regions,

p-pulations problems a.d times;

3. enhance the _uality of ABE work in each region by:

cle.rifying conceptions of ABE and its clients,

b. illuminating essential components of ABE,

c. increasing sensitivity and respect for ABE clients

transmitting information about organi ing, prograrrting,

financing, directing instructing, counseling, supporting

and evaluating in ABE,

e. stimulating and honoring exemplary programs, practices,

materials, relationships- etc.

f. encouraginproductive working relationships within schools,

between schools, and between workers in schools and thos,,7,_

in other agencies, and

alerting policy-makers and the public concerning potentials

and problems of ABE;

intensifying the learnings of interns, state externs and others:

a. through the disciplined thinking and dialog required to plan,

conduct and evaluate training with others,

B. through the requirement to pra- ice well what one has publicly

recommended or endorsed,

c. by testing assumptions and hypotheses in new situations and

with new data, and

d. by receiving the new insi hts which usually come from those

45

34

one s-ts out to teach or train;

5. expand the scope of ABE by:

a. identifying individual workers, teams or institutions

who could initiate or improve ( 'forts in ABE and giving

assistance to help them do it,

in-olving appropriate policy-makers or other influencers

in activities which are likely to yield accurate and

favorable info -ation about ts''7. in its significance, and

c. planning act vities designed to assist in launching or

enlarging ABE progra--

. expand the personnel and institutional resource pools available

to serve ABE by:

a. identifying Inte extetns or other participants

who have significant contributions to make and

affording them the opportunities to make them,

b. identifying and enlisting appropriate experts as contri-

butors in institute programs, and then evaluating, ackn_

ledging, recording, reporting and further involving them,

o. scheduling training sessions in appropriate communities

and institutions and seeing that interpretation flowed

through appropriate channels to appropriate publics, and

encouraging the development and/or expansion of gr duate

study programs in associated universities and the assump-

tion by them of responsibility for ABE pre ervice and in-

service education.

35

DUERN NETWORK AND PROGRAM COMPONENTS

LOCAL PARTICIPANTS1000

REGIONAL EXTER S'!250

STATE EXTERNS104

sTArpINTERNSSDE16

GRAD. PROC.ADMINISTRATIONCENTRAL PLANNING

GRADUATE PROGRAMSUMMER WORKSHOP

WEEK-END SEMINARSON-SITE CONSULTATION

REGIONAL SEMINARSLOCAL IN-SERVICE PROGRAM

LOCAL IN-SERVICE PROGRAM

Figure 2 Program components and related participants in Project

1970-71

36

ABEL

Local Consultation and Staff Training

At the local operating level ENABEL proposed 3 forms of effort to extend

and improve ABE.

lach state extern was invited during the summer w rkshop, to develop a

plan for improving his own performance and/or the operation of his own l-cal

pr_gram in ABE, and to specify the steps he nroposed to take to accomplish

his plan. It was assumed that in most cases these plans involv-d in-service

Laining initiated or supported by the state extern toalii. Each was requested

to report, and many were invited to display, the results of their efforts.

Projet staff members (in company with state department of education con-

sul ants where feasible) visited tne home scbool of each extern or extern team

for consultation at 1,last once during the project.

Interns, other staff members, and selected externs solicited and honored

requests for consultation and in-service training from schools not othe -A_ e

involved in the network. Within the limits of time and other resources such

direct assistance to local programs was provided without charge. Priority

attention was gi en to new programs and to schools who contemplated, or were

being encouraged toward, starting new programs.

The purposes of these local school consultation and training efforts were to:

1. induct and inform new ABE workers,

2. enlarge knowledge of all ABE workers with regard to finance, materials,

media, methods, policies, practices, and strategies;

contribute toward more accurate conceptions of ABE and the personal

and ;social problems with which it approp iately deal--

4. maximize the involvement ot professional and paraprofessional ABE

workers in effo :ts to imp ove their practices and prog=

enhance communication and cooperatior among ABE workers in schools

aad between them and the private and public agencies appropriately

related to educationally handicapped adults and out-of-school youth.

37 46

6. foster solid commitme t from policy makers, practitioners and

public;

7. identify and give recognition to exemplary practices and/or

programs;

8. encourage e- ablishment of needed new ABE programs; and

gather data and ideas.

Advantages

Several advantages over other forms of in-service training efforts have

been realized. During this first yea- as a regional project, ENABEL has:

1. served significantly more workers than have previously been involved

in any single training project.

permitted small schools to participate, at least in area institutes,

even though budgets and staff were limited,

provided flexibility to deal with individual, school, and regional

t alning needs and to deal with them as they arose,

4. provided, through follow.through seminar_ and consultations, greater

support for innovation and more objective evaluation of innovative

project

uncovered and developed new in-service traIners tlirough its inv- ve-

ment of state externs in local and regioaal staff training,

6. brought university faculty members and staff associates into

mutually productive contact with field practice,

provlded a pilot model of an integrated, flexible, inclusive,

year-long state-wide and area training program,

enchanted visibility, status and excellence of professional service

in ABE among faculty, staff, graduate students, and t ainees

38

encouraged greater depth and continuity of study, especially by

the gracuate student staff members and the state externs, and

11. stimulated and facilitard research in ABE,

39

Part V

STATE EXTERN NETWORIS

ILLI 0 S

The broad structural guidelines of Project ENABEL afforded Illinois the

opportunity to establish the following guid g principles in working with

the fifteen exte ns from Illinosl

1. Each extern shall realize the objctives of Project ENABEL

and their viability t- -ard personal, roup and professional

development.

2. Each extern -hall riake a positive response to the several

questions which will determine the course of action of the group.

Each extern shall assist in devel ping the objectives and the

format of the four scheduled weekend seJlinars.

Each extern shall develop a plan of action to include when

necessary group input to facilitate the achievement of

stated objectives.

During the two-week summer institute the fifteen externs from Illinois

shared axperiences as individuals, as members of the Illinois .,,rk and

as participants in the total program. The Regionars offered an opportunity

for the externs to cooperatively participate in the program development which

would occur jn Illinois during the academic year. The extern group determined

the course of action to be taken in developing their weekend seminars. It was

their show". Secondly, each extern formalized a personal plan to be followed

in achieving local and regional commitments. Each plan received the attention

f the group and occasionally was modified to insure increased fulfillment.

The Illinois Externs departed from the campus with a determination to bring

about action. They established a communication network which offered mutual

support. They looked forward to weekend semlnars designed for their professione

52

41

growth. Each had a personal commitment to local and regional activities.

Each returned to Illinois ready for action.

Because of its size and the intensity of work it had planned, the group

decided to hold its own weekend seminars in Illinois, rathor than returning

Michigan to meet with other state teams. Arrangements were made with Northern

Illinois University to incorporate these seminars as graduate credit components

of advanced degree programs for those pursuing such degrees.

Weekend seminars were held in different regions of the state providing an

added opportunity for visitation to local programs. Externs grouped themselves

regionally within the state to assume responsibility for a single seminar.

Program guidelines for each seminar were developed by the group and delegated

to selected externs for finalization through program formalization. The ob-

jectives were most flexible end responded to concerns identified during the

summer and emergin concerns as they were identified.

A major portion of two seminars was devoted to an initial effort toward

the development of "guidelines for in-service training of ABE personnel- In-

tensive interaction occur ed within each subgroup. This effort represented a

start with the recognition of obstacles which need to be rovercome in the develop-

ment of an in-service plan. This identification process represents the accom-

plishment of a necessary and important task.

Externs worked within local and regional administrative structures to

develop regional and local institutes for adult basic education personnel.

Actual program connultment varied throughout the stat- in response to available

resources. Project ENABEL activities of varying degrees occurred throughout

the state.

Typical program components included an opportunity: (1) t_ increase instruc-

tional proficiency; (2) to learn of programs in similar ABE cente (3) to become

aware of services of social agencies addressing the same objectives; (4) to under-

stand the role of the state department of education, (5) __ develop increased

4

awareness of ABE on the national scene.

At least 513 ABE w rkers participated in the area institutes as formally

registered externs. Perhaps as many more participated as unregiste ed area

and local externs. 1c seems reasonable to estimate that 1000 ABE workers in

Illinois were personally involved 41 ENABEL.

54

43

STATE COUNTY OUTLINE MAP2 -5 7

pLiciigLANT EjfVI

Regional Meetings

State Externs

LOUISA

EOWA

MUSCATINE

WCWON

E KALB ROME

D-KalbIT F SIDE

ILLINOIS

Chica_go

TT

LAKE

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OES MUIN4

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1,,11411$ C0414110 hi 11M... 102 3, 749 1.. . . . C 14

PAW P30.14.00174, C04.74 004 11.111.1, 1011. - I 13

48 01 I...a II IL 92B P4E3.4.4.0 701 I..040. A II At MO 4744,, II

1) g1.117 44414.4. 441410 310 Raw A IA III 217 13&MO 7 0.334 AN.404,4 . K II

P 13 274440' 0a4,44/ L II

19.302 C4091I 13 II 12.739 1410.11W. 339 Cw . . I 9 11.193 N9404 H II

127,124 C449444., 0770 1,141 N91499 R 1737 202 1 Id 7, 74614. Ns, C1443 K 21 17.10 14iFT13.111 Cl., 11 11.507 1,14.4.4

24.021 m 13 31,244 11.4,0449w.111.4410 C.4 19 34 321 31.4...4.

1 1rx 725 CNA G II 2.030 0.4144 I 17311. 331 Cw.1444 L 31 44 101 00N 1 13

.934 K II 101,044 0111 . f 13

11.744 139 1413 C Id IV. IM 14, . 0 1370033 0. mai 41 14 1.1.131 P.44, I II19.243 00.*104 .... I W 05 333 7.34 1

213.439 Ett, '411 C /I 4. 00 1 . 0 17n. . 10.410 44400 . A t§7,190 N 03 4.370 .. . IT

72.107 D1114044. I. 17 11.441 11.4.10. III31,946 Fn.10 ............. 1 1,727 1.401,4 19

144, AM P14 0 II 130,091 1403 ;41.4444 .

0.711 949931.9 RIO 242,304 1. CI9.1 . 44 11

11.104 1011 ID 16,717 2o1, 17 17

7, DM 040.17.440 , 9 * 4.744 344.440. 41 1

77.330 44,449 1# 0.177 0

10,010 RK0IN. 0 17 10404 13910 K II14,374 11.3494.41 . G 3 1,1 52 7..4 g II

2.447'? 4304.4. Q 74 44.101 0.4-93.494.4 0121,337 449,44004 p 6 DY, LIM 7...44 OIl

41.217 I4, nIH 17,741 11.1 Q 1431 311 I/00904 7 m 91 174 444.1.44 N 21MAD] j.k. p 13 71,047 44,4,4 N 71

244 164747 I ID 21,347 9.49,3 . B

37.373 1.72.D. 474 72.01. .110110114 . . NIlN9w, m IN

31.171 1.04...44 11,272 Wt. 0 194. MB 19.3934.4 0 M.117 W034.1414 C

731.144 111 B I/II 013 11.30134 E 2, 66,117 P 1314.140 9404911 DII MR, IDD ..4333399 .... 14

.0 2x.474 044414444 9 74312.403 Lebt 040110 100 LT ION 11 101111. 7M STATE TOTAL

1 3

Figure

LINCOLN

A_ P CRA

MADISON

SAINT CHARLE RICHLAND LAWRENCE

SAINT LOUICI1T

enice CLINTON

elleville__411 404xxi

WASHINGTON

tamiLTO PE,

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12

SCALE m4 MILESTI1 10

9- 24

44 4100

Eldora Acil

Terr AveDorothy AlexanderLarry AbelMarie ArmisteadRose AllenJoan AlmanzaJohn AmbuulJack AntelisJulio AstacioHattie ByrdBel' BlakelyJames C. -elvinsRon D. BantelsMr. Bernard BalthazarMr. Cecil Bennett, jr,Mr. Albert BialikMr. Richard BradleyMts. Ira BondsMr. BushqkMrs, BrooksMts. BradleyJean BaileySharon BennettRay BowerAudrey BowerAlice BranhamTony Bertau-Coward BrownBill BushellLouis BermanWilma BarkerDorothy BraddockVernetta BramletShirley BucheRobert BakerBernard BalthazarIrwin BaranJean BarnettCarl BarshopAddie BeasleyMarlene BecvarLeslie BencsicsErshell BargKay Ann BergCharmaine BiedessJoan BishopThomas BoegeAdelaide BrcnnrCharles BrewRose Marie BrownMarie BurtonJim Bryant

AREA EXTE NS

ILLINOIS

Dave BuchholdCynthia CrewsB. CunninghamConrad CrooksJ. CampMr. Bradley CarlinsMazine ConloyHelen CarruthersDale ChapmanEvelyn CarellAbbie CollinsMelvin CunninghamReaha CorwinMrs. Edith CO:KRobert CosnowMarjory ClarkEugene CampLeonard ChurchHenry CaldwellRobert CarloJohn CarneyC. D. CarpenterWilliam CarsonMrs. Mary K. CaseThomas CaulfieldIrving ChasinHarold ChristiansenDorotoy ClarkeShirley ColemanEileen ComidineMiss Mary DroninNorman CrossDaniel CullinanRoger ClemmerRoger DavisAl DeLoyDon DowningI. DillingerMts. Mary DevittMr. Tbrodore DideschRobe, DorchMarilyn DavisCheryl DavisGeri Domza?AciEmalee DrennanEd DowlingJohn DaughertyMary Helen DavidsonPaul DavisVirginia DavenportPatricia DacoscaRosemary CavieraKenneth De Luca

5g45

Bruno De Maertelae eRichard DevlinCharles DobraRose DonnellySam DomeThomas DoyleWilliam DunhamCasimir DuravaDonald DusterMary EsonJohn ErvniJohn E,Tans

Harry EllisAlvin H. EicholzSally EngleDonald EdgarDorothy EdmondsonMartin EllinAnthony FambroHelen FreemanDick FearheileyMirian FranksFerne FarrisSarah FoxLee FisherMichael FelloJeannette FieldhouseIan FingermanPatrick FlanaganJohn ForliWilliam FoxRalph FrankBernice FreemanJoseph FulcoPat GoebelMiss Linnetta GibbsVirginia GoetzPushpa CopalanMelinda GreenFrances GibbsMary GomezCharles GreerDorothy GaffneyRaymond GardnerRobert GausmanRobert GelfondJosaph GibbonsEdward GierutLawrence GoldbergTheodore GoldbergCharles GoodYvonne GoodsonJoseph Grabinski

Ill,noL%-s

ratoJerone (-4;:een

Bobbe GnbergAy HamptonLlarY H/mniuttEdna HoultMrs, E- LP= Ha

rts Hnnt

Mr, :;iml;-3 TI(

nr,;7 1-inney

Mr. HeimRuby HanonHazel Rironsa Ft,!ckert

:is HudsonVerda Hen.ryV;illiam HinesColleen HarrisonSusan HaynesNorman HullCeraldiae HillerCharles HaganEdward HaakDavid HajekSonia HandlerNolan Harrison,Julie HealyRalph HagenerJoyce HallerBernadette HalizconMrs. Fay HermanMarie HeuerDorothy HicksIss Judith HillMts. Anna HinesEthel HixsonWilliam HudsonDe Calvin HughesPaul HobelJohn IresFrank IrwinPat JohnsonThomas JonesMts. Ann JohnsonMiss Linda JacksonMr. William JohnsonMiss Edna JoyceMrs. JonesJoe JackseJack JonesPauline JudgeKarl JagenGwendolyn Jamerson

-:11S

TYCI"

HaoilLf-,n J,F.n.kinq

J,Ihnson

Harriet Jr:DesSunr,n Jonas

Ruth IncdauBettv -Toset_

Jann JiJszczykjsie Knohoariroy KnTILIrt

Patrick KaneShirley Kar-melAntoinette Kasierri KatsulisRonald KatzFrat,k Kay

Joseph KazmierczakKatherine KeatingThomas KeatingMatthew KelleherLeonard KellerJames KallyPaula KellyNorah KennedyMalcolm KerrWilliam KingEllen KirbyJoseph KosezlaDolores KozaWalter KramerHelen KreuserOra KingM±s. T. KnoxMrs. Lucille KahnMr. Patrick KaneMr. Devin KellyM±s. Eunice KnutsenMr. James KellyBetty KigerMarian KiteDeLloyd KeasRonald KatzWayne KaiserMts. LoveJanet LandrusRalph LovallMeryl'LyonJoe LivesayNancy LatinovichBetty LevinAllan Lehmann

Labarces

Robert Laier

2 Edward Lan-,

Malvin Lan-.;imMiriam LeamanRichard LewandowskiRaymond LibuseRonald LukasHelen LyonsAlpha LockarelJant Landrethisable MathisCarol MiirphyMrs. Margaret McGowanMrs. Marie MarshMrs. Rosabelle MintzMiss Clare MartinMr. Ralph MorrisonMrs. MartinMille MillsBlanch MillsJanet MosiehiAnn MetzFrank MillerJosephine MarinoWilliam McVeyCatherine MoricsSam Milosevich011ie A. MoranMartin MindellSharon MossGladys MooreAnthony ManginoFrank MartinezEarl MasselErcel MayesOwen WAteerAndrew McCannElizabeth McCownCarrol McCoyJoanne McCarvilldJohn McGuireDerl McFarlinRonald McMurrayWilliam McVeyClaire MeehanRandall MiddletonPauline MinorAlice MontavonJames MoranMary MoranRichard MorelloLillian MoscovitchRobert Moore

Charles Morgan

In nois cont.

M. E. North

Mrs. Virgini Nicho

Mrs. Violet NagyBonnie NorrisFlorida NorrisHelen NovakJosephine NoculaFreerick NoverinlRichard OlaxbeardAlma OakleyGladys OdenealRobert OakesClover OliverJohn O'NeillAnnie PriceFoyetta PagePeggy ParkeRichard ParkeMarion PatrickDee PennWillard PufferEthel PetersonJack PerskyJames PlanerHelena Pru-AlaHelen PrastPatricia PadovanoWilliam PatelRobert PattersonNorma PerlmanRita PetersonDaniel PetromilliEdward PiertraszekLois PolakoffMary PollardKenneth ProkopWillard PufferMargaret PurcellGerald PysterWilla Dean PowerMarian PatrickJim RussellDuane RankinBob RussoMt. Thomas RotruckMrs. Emily RichardsMt. Seymour RothGenevieve RyanRichard-RisnerSamuel RosenthallGladys RamseyLois RomigMary Ray

William RigneyAss Elba RiveraMiss Wilma RobertsMartin RockwellSylvia RodgriguezEthel RomanoffAnne RosenbergRona RubenJessie RaganClaude RobertsChlorean ReevesJen RyanJ. SandinghamMiss Patricia Spanik

Miss ScanlanMr. Bernard SpillmanMrs. Lillian StephensMrs. Rosella SackettMiss Bertha SterensonShirley ScofieldMaurine SellBette SchusterHelen StronFrances SandersShirley ScribnerAl SherlineKay SchadeEarl StelzerGwendolyn SamuelsJohn SheehanWilliam SmithMargaret SeringBerg SallerunnJoseph SavinoJoseph SbiendorioRobert SchappertNIss Elaine SchusterJoseph SchwartzRobert SchwartzBen SelzerBarry ShapiroWilliam SherwinIrwin ShudnowJoseph SilversteinRonald SimonEvelyne SioranIrene SomersWalter SowaGerald SperoRosann StarkRichard StarmanDaniel SteffeyWilliam Steele

47

oland SteinhouserHoward StevensMichael StrieglLinda SimpsonDoris StearnsMerrill StricklinHelen StormAnnie ThuremanMrs. Edna ThomasMts. Golden TraylorFlora ThomasFrances ThompsonLeland ThompsonPauline ThortonWilliam TagliaGeorge TalleyAlbert ThalCharles TheodoreFern ThomasHelen ThomsenRobert ThompsonMaria TiagonceLorraine TierneyMarvin TorrenceMarietta TurnerFrances TurnerMary TannerMt. Irving VenturaMt. VotavoMt. VantyleJune VinsonFred VernauRichard VailEdward VenderpiowOred WakelandGeorge WIcnierNts. Ruth WilliamoMrs. Lois WrightDan WiniandBarbara WilliamsAlice WegenhauptRita WissingMadonna WilsonTom WardRalph WestermanMildred WoodwardPhylis WintersteenMarietta WatsonHelen WaldenDelores WagleRussel WarrenAdrlane WeinsteinJohnella Wells

1 inois_.; cont_ _

James WesenDonald WhartonBetty WhiteEmmett WhiteCarrie WilsonEdward WojnickiJosephine Wold

Mrs, Jean WoodsRichard WynneMaggie WallsThelma WhiteRichard WigginsMadonna Wilson

Tom WilsonMtiida YoelinJean YosepianMrs. Nina YoungEdwin ZazoveEleanor Zeff

1111

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PROjECT BABEL, II

1970

MICHIGAN, STATE UNIVERSITY

REGION 5

ILLINOIS

INDIANA

In Indiana Project ENABEL had a major impact in the expansion c_ counseling

and guidance. The learning laboratories that are in operation in Indiana will

soon begin to place greater emphasis on the need for individual coun -ling

and guidance than has been the case in the This is due to some extent

to the effort_ and impact of Project ENABEL. Of course, the principal service

that Project ENABEL provided for Indiana was in heiping the State Department,

the universities and the local directors get together to develope and imple-

ment an in-service training program.

We were concerned with the eltire state of Indiana in-1 ding adult basic

educati n. Previously it has been offered prima_ily in correctional institutions.

As is clearly evident in the list of area exte.-_s from Indiana, they are from

almost all of the 32 districts which have adult basic education programs.

Project ENABEL touched all of the programs in Indiana. Th--e were 2,722

students who would be regarded as urban; 297 students served in rural areas;

and 290 students served in reformatories. The racial and ethnic background of

these students are varied but served within this egion were: 1,154 white

students, 10900 black students and 245 Spanis-speaking students.

A series of five weekend area institutes were held at MUncie at the Van

Ormil Roberts Hotel. They were offered with the cooperation of Ball State

UniversitY who offered the course ED-AC-598 entitled "Seminar in Adult Basic

Education Directors, Teachers, and Counselors in Adult Basic Education

Programs in Indiana". The dates of the instit tes were December 11-12 1970,

January 15-16, 1971, February 12-13 1971, March 12-13, 1971, and April 16-17,

1971. The continuing group included 40 area exter s. Local consultati n and

in-service training efforts are estimated to have served another 45 ABE workers

in the 32 schools.

STATE COLTV OUTLIN VAP

J6.

1, 512 rw-L,

22 1.a,

765e 7,

TA Lute 674

0.6

2.. 271

156 .731

3.. 45.11,797

715.1

17.61316.947r,39 )3760923 H66.J.

76. 66319 MI

49,972 .995,6.. 99717 71420.5M 16.66661963333.597 76621,06117.26747.7.4

661

P3,I71II, 560

512.161 104 .

94,111 L. Pt.j4 .

26.564133,1119 8.9066697,967o. O) 4,.'..6111G 603*OM39.134 566.7.61107012,075 Wm..11. RA .4.7.7/3,163 116616

7,16$en 0.7.*.

14.mm P..t.I1.21019 N760,77919,31411.077 D I I.14.5m P6.6. j 7

71.47.4 R6,-.61610. N 2130 '51 11,616. 19

G0,312 II311616 M 61.7.9 U 1314, /0 34.0 GIl29 0179 564119 I 1616,1294 4696. 0 I19911 5j.14 . 1.MAK. 774

31,7317,070 59,440.'4 7171

99,132 71.6.96.615,149 79099 CIA6.437 MG. . I 21

165,711 96.4464700.17, CM

!WIN,13,695 /749646 E 16

11,5413

22 4777,1519 0 IA4,1)39 . .. I 21

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20. 924 77

9 663 no STATT TOT.

ILLINOIS

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INDIANA

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9HUNTINGTON VAN WERT

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CARROLL

T !RHEA ANOE HOWARD

ARRENI 0

CLINTON

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UNTAIN

VER-MILLIO HENDRICHs HANCOCK RATTLE

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NTUCKY

DAVIENS

Figure 4 51

0404.144140Amp &Rutty & cDeWA

HAeg m (IAA

7

Ar TI

Regional Meetings

State Externs

SCALE IN IDLES20

21 22 2

420 0

Rhea AkermannMarion, Indiana

Leland E. BakerZionsville, Indiana

Sharon L. BirdinIndianapolis, Indiana

Dennis BockertW. Lafayette, Indiana

Brenda BridgeHuntington, Indiana

Donald J. BuckleyPortage, Indiana

Alan L. BuellStaunton, Indiana

Patrick F. CahillSouth Bend, Indiana

Charles M. CauleyMichigan City, Indiana

Paul ElliottPortage, Indiana

James Lee GrimesPendleton, Indiana

James Lee HensleyMArion, Indiana

Robert HewlettIndianapolis, Indiana

Alan D. HoldenPendleton, Indiana

AREA EXTERNS

INDIANA

Emma HuberConnersville, Indiana

Robert P. HyattMarion, Indiana

Thomas RymerMarion, Indiana

Joh athan L. JordanSouth Bend9 Indiana

Louise A. JoynerConnersville, Indiana

Rollin E. JumpIndianapolis, Indiana

Nancy Drummond KigerDaleville, Indiana

Ted LanePrinceton, Indiana

John MaloneChesterfield, Indiana

David MeansIndianapolis, Ind ana

Larry Asheimer

Berten W. MicEaelCrwon Point, Indiana

James E. ParentSouth Bendy Indiana

52

Norman A. RollerYorktown, Indiana

Gary Lee ScottGreencastle, Indiana

Harry A. StewartNo, Vernon, Indiana

John T. TegardenAnderson, Indiana

Michael S. ThomasMichigan City, Indiana

James E. ToneyIndianapolis, Indiana

David L. WeaverBrazil, Indiana

Merlin E. WhiteNo. Vernon, Indiana

John Dewey WilliamsChesterfield, Indiana

Harold WilsonIndianapolis, Indiana

David WolffAuburn, Indiana

Peter F. WallerMnncie, Indiana

Paul A. ZeissVincennes, Indiana

fiffff

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PROJECT ENAB EL II

1970

Mi CH I GAN, STATE UN I VE RS ITV

'REGION 6

INDIANA, OHIO

For purposes of implementin:7 the area cmpc =1ern

the State of Michigan was divided into three geographical re ions with each

region functioning s-mi nomously Two of these areas wer, in turn, divided

into sub-areas. State exterris from ea h with assistance from the central

staff and Department of Education consultants were responsible for planning and

implementation of four one-day institutes in their home area. The division of

Michigan into areas and sub-areas was decided upon because of distances to be

t-_:veled, population, number of ABE progra s, and the number of Michigan

Department of Education consultants and the area they covered. Nine,teen Satur-

day institutes were conducted in-the 5 areas thus established. These institutes

served 482 formally registered externs. Single-day participants who did not

register for institutes and other4 served through consultation am: demonstration

are estimated at 400.

Area I is geographically located in the no=theast one-third of the lower

peninsula and the entire area of the upper peninsula. Becav.se of geographical

barriers and the distances to be t -veled, this area was divided into two

separate sub-areas and a distinct series of institutes was held in each.

The upper peninsula is primarily a rural area with the largest cities in

the 10-000 to 20,000 population range. The area's major economic empha is is

on farming ining, lumbering, emn tourism, and s-all industry. The

population racial make-up is basically Caucasian with a few scattered Indian

communities. There is very little other minority group representation. Twenty-

eight percent of the population are considered functionally illiterate. There

are eleven Adult Basic Education programs in the peninsula with an approximate

total enrollment of five-hundred students.

65

54

The northeastern :egion of Michigan is .,charac ,-. ' ze a vivid con _ast

between rural farm setting and highly urbani'zed communities with exte-sive

Industry. The population is a racial mixtue of Caucasian, Mexican-Am ri.an,

and Negro. The rural area is populated by n substantial number of poor white.

Approximately 22% of the population are conoidered functionally illiterate, and

have less than an eighth grade education. There ar- twenty-one Adult Basic Edu-

cation programs in this area and an enrollmpnt of slightly over four thousand

adults.

Area II is also ch racte7Eized e from heavily populated urban

centers to highly rural coamunities supported by fa-_in- and agrioult- :al

industry. The northern section of this area has many small communities in the

5,000 t- 10,000 population range whose major economic activity is small industry

and tourism. The population is racially mixed, with large representations of

Mexican-American, Indian, and Negro populations. The Black populati is pre-

dominantly found in the several larger urban centers. There also, an influx

of of Mexican, Puerto Rican and southern white migrant workers in the rural areas.

A large number of former migrant workers now have settled permanently in this

region of Michigan. Approximately 20% of the population are considered function-

ally illiterate and less Chan an eighth grade education. There are 36 Adult

Basic Education programs in this area with an enrollment of slightly over two-

thousand adults.

The populous metr politan and suburban section of Southeastern Michigan

comprised the third geog_aphical area foi Project ENABEL. It was felt that

the ABE task in Detroit differed significantly from the task in suburban com-

munitie hence, the area was divided into two separate units, (1) Detroit and

(2) Southeast MIchigan, to more effectively provide in-service education for

administrators, counselors, teachers and aides. The division of the area

6

55

enabled par icipants to focus on spezific educational problems concerning

thell local ABE programs and their communities.

Detroit's thirteen state externs were divided into two groups, five of whom

were assigned, along with out-state externs to Region IIIA, and the remaining

eight were assigned, along with other externs, to Region IIIB. Region IIIA was

then comprised of one-half of the Detroit Public School system's adult basic edu-

cation workers and the following suburban and metropolitan aras: Anchor Bay,

Avondale, Birmingham, Centerline, Clawson, Clarkston, Clintondale, Ecorse, Fitz-

gerald, Grosse Pointe, Harper Woods Hazel Park, Lakeview, Lamphere School District,

Madison School District, Madison School District Mt. Clemens, and Nev Haven. The

districts in Region IIIB, in addition to half of Detroit, were Oak Park, Peck Co

munity Schools, Ferndale, Pontiac, Port Huron, Richmond, Rochester, Roseville,

Royal Oak, St. Clair County Community College, St. Clair River Area Program, South-

ld, Utica, Van Dyke Public Schools Warren Woods, War en Consolidated and WaLer-

ford township.

Adult Basic Education students in Area IIIA reside in sidely different commun-

ities and come from different economic classes. The majority of the adult basic

education students living in t -wo large met -opolitan centers served by Area

IIIA teaching personnel in Pontiac and Detroit are Negro. In Detroit approxi-

mately another 30% of the ABE enrollment is comprised of foreign-born students.

Adult basic education students in Area IIIB generally reside in central

city areas or subueJan housing projects and developments. A substantial number

of ABE students are employed as unskilled industrial laborers. The ABE classes

are housed in centers which are accessible to the clientele; housing projects,

neighborhood schools, community centers, industrial plants, and churches.

According to the 1960 census, the population make-up is basically Caucasian and

Negro. The inner city areas have heavier concentrations of Negroes while sub-

6756

urban areas are populated primarily by Caucasians. Approximately 22% of the

population are considered functionally illiter There are 26 ABE programs

in Area IIIB -ith an enrollment of over 5,000 adults.

57

STA E COUNTY 01 LINE p MICHIGAN

Regional Meetings

State Externs

HoughtoGORTON

BARAGA

I nwood

VILAsClir3OLCRA FT

CHIPPEWA

Sault SteDIC KIN SO N /.0 K IN AC

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.10/00,31 GOUG53131 G4GIG

PRESOUISLE

R44 4.4,46.357 144644 21

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51.7n 404.4., p

33. 150 AIev3a 71

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/, p2,.. f21,522 ANN .: P 16117.045 Ow . .

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Figure12

584 15 2 2

41013

112IhLaLLEEaLiiiatiaaa

George AdamsSaginaw, Michigan

Rev. James AlstonSaginaw, Michigan

Helen AnthonyAlma, Michigan

Arvid ArvillaMt. Morris, Michigan

Bernice BarlowSaginaw, Michigan

Beverly BoggsAlma, Michigan

Ray BoggsAlma, Michigan

Robert BoyceGrayling, Michigan

Maynard ChristensenAlma, Michigan

Elzie ClemonsFlint, Michigan

Charles CogginFlin_ Michigan

John CongerOwosso, Michigan

Mrs. Edward CookFlint, Michigan

Kent CopemanHadley, Michigan

Carmen CorrellRosebush, Michigan

Leslie CronkHt. Pleasant, Michigan

Larry CrookMidland Michigan

PRCTECT ENABEL AREA EXTERNS

Don DansereauMt. Morris, Michigan

Tom DeGrowMt. Pleasant Michigan

William DietzelFlint, Michigan

Jeanet e DownsFlint, Michigan

Elaine DuchaimeSaginaw, Michigan

Mary M. EngelFlint, Michigan

Diana FergusonMidland, Michigan

Marilyn FinchAlma, Michigan

Barbara FloydSaginaw Michigan

Dave GabrielsonAlma, Michigan

Elmer GalleyFlint, Michigan

Ruth Ann GibbsSt. Louis, Michigan

Marguerite GrahamAlma Michigan

Mary GrossFlint, Michigan

Peter HaasMt. Pleasant, Michigan

Carol HaleFlint- Michigan

Karyl HartzlerRemus Michigan

7059

Paul HenryMt. Morris, Michigan

Rolanda HollandLinwood, Michigan

Coyla J. HoltFlint, Michigan

John HoyMidland, Michigan

Peter IngvarssonGrayling, Michigan

Marion JohnsonSt. Louis, Michigan

Richard JohnsonGladwin, Michigan

Tkz LaunsteinSt. Louis, Michigan'

Eleanor LentzAlma, Michigan

Gladys LeviSaginaw, Michigan

Sister Mary ErvinBay City, Michigan

Sister Mary JudeBay City, Michigan

Velma McClinticSt. Louis, Michigan

Shirley McClureGladwin, Michigan

Ginny McDonaldAlma, Michigan

Helen McDowellSaginaw, Michigan

Jerry MichalskyBay City, Michigan

Northeastern Achiaan! .cont

Mary MicinskiFlint, Michigan

John MoliarraFlint, Michigan

John PalmerAlma Michigan

Bethany ParkerSaginaw, Michigan

Clarence PeaseAuburn, Michigan

Molly PerezAlma, Michigan

David PotrguaMidland, Michigan

Monroe PricePleaaant, Michigan

Ruth PullmanAlma Michigan

Maria RamirezBreckenridge, Michigan

Sharon ReiberSaginaw, Michigan

Dorothy RenoBay City, Michigan

Ethel AhnstromMuskegon, Michigan

Carole Atvur .

Grand Rapids, Michigan

John Baker, Sr.Lansing, Michigan

Sharon BarberOrchard View, Michigan

Thenora BeardMuskegon Heights, Michigan

Paula RidleyFlint, Michigan

Charles SamuelsSaginaw, Michigan

Willa SchwartzUnionville, Michigan

Naftalia SernaStanton, Nachigar

L. H. SherbeckBay City, Michigan

Ann ShockPompeii, Michigan

Anna SiguraSaginaw, Michigan

Clyde StephenSaginaw, Michigan

Sylvia StephenSaginaw, Michigan

Zae StiremanSaginaw, Michigan

Marion TeagardenFlint, Michigan

Anette BennettSt. Joseph, Michigan

E. BivinsGrand Rapids Michigan

Rebecca BleyaertSpring Lake, Michigan

Emily R. BruckEast Lansing, Michigan

Jack BuegeGrane Rapids, Michigan

71

60

Rosa To--resMt. Pleasant, Michigan

Walker TownesFlint Michigan

Dale TrimbleCorunna, Michigan

Merlin VallerMt. Morris, Michigan

Shirley WatsonGrand Blanc, Michigan

Idella WhiteBay City, Michigan

Rose WilliamsFlint, Michigan

Rosa WinchesterSaginaw, Michigan

Ruby WoffordSaginaw, Michigan

Gladys WolvenIthaca, Michigan

Dorothy ZeoliMt. Pleasant, Michigan

William W. CarterGrand Rapids, Michigan

D. ClemensMuskegon Heights, Michigan

Cynthia ColeEast Lansing, Michigan

Dale ConklinHolland, Michigan

Mrs. Marie CornellHolland, Michigan

stern Michigan; cont,

T,acie CushmanGrand Rapids, Michigan

James DeckerAda, Michigan

Shirley DentonBenton Harbor, Michigan

Louis DrakeGrand Rapids, Michigan

Pat DuignanLansing, Michigan

John DyksterhouseHolland Minhigan

Helen EanonBenton Harbor, Michigan

Jorge FernandezGrand Rapids, Michigan

Jack FinnGrand Rapids, Michigan

Mary Lou FrisbieGrand Rapids, Michigan

Linda FritzGuroda, Michigan

George GarciaLansing, Michigan

Hazel GoffBenton Harbor, Michigan

Betram GreenEast Lansing Michigan

Winabelle GritterWyoming, Michigan

Trena GrossMuskegon, Michigan

Joe GutieirezHolland, Michigan

Russ HarmelinkGrand Rapids, Michigan

Jane IM-risLansing, Michigan

Lynn HaskoMuskegon, Michigan

Sister Helen LouiseLansing, Michigan

Earl HilliardKalamazoo, Michigan

Margaret HilliardKalamazoo, Michigan

Joyce HofmanGrand Rapids, Michigan

Girenth HolladayJackson Machigan

Carol HubertJackson, Michigan

Sam JerseyHolland, Michigan

Louis JohnsonMuskegon Heights, Michigan

Willie JourneyJackson, Michigan

Norma KemppainenGrand Rapids, Michigan

Anne KirbyGrand Rapids, Michigan

Kathy Kirkwoodoming, Michigan

Jean Lambertauskegon, Michigan

Jim LehmanBenton Harbor, Michigan

Cheryl MaclamGrand Rapids, Michigan

Mrs. Clinton MakiSt. Joseph, Michigan

61

Olga MartinezMuskegon, Michigan

Bill MatthewsJackson, Michigan

Thelma MattsonMuskegon, Michigan

Janet Lee MatzelaarEast Lansing Michigan

Charles MillerSpring Lake, Michigan

John MixenMUskegon, Michigan

Charles MooreBenton Harbor, Mic igan

L. Peggy MooreMuskegon Heights, Michigan

Clayton MorganBenton Harbor, Michigan

Robert MurrayMuskegon Heights, Michigan

Danica NikolichJackson, Wchigan

Muriel NyeBattle Creek, Michigan

Bonnie OlcottAllegan, Michigan

Larry PageMuskegon, Michigan

Johnetta PerkinsGrand Rapids: Michigan

Ezelle PhaneufAugusta, MiChigan

Erick PiferCovert, Michigan

Dick PointonLansing, Michigan

Western Michigan; cont.

Thomas PoltrockGoodwin Heights, Michi-an

Jo Anne PostGrand Rapids, Michigan

Anderson PottsGrand R;pids, Michigan

Gracie RamierezHolland, Michigan

Fred RandolphBenton Harbor, Michigan

Annetta RibbensGrand Rapids, Michigan

C. T. RichardsBenton Harbor, Michigan

Lois RichardsBenton Harbor, Michigan

Sandy RichardsBenton Harbor, Michigan

Thomas Rochow_Allegan, Michigan

Kay SaloAllegan, Michigan

Juan Armando SancedaPerry, Michigan

Joe SanchezPerry, Michigan

Maria SchieweLansing, Michigan

Pat ShaferOrchard View, Michigan

Frances SiemsHolland, Michigan

Tony SmithGrand Rapids Michigan

Joan StephensMuskegon, Michigan

Joyce StoneGrand Rapidsv Michigan

Betty StraussBenton Harbor, Michigan

Connie StrongKalamazoo, Michigan

Betty StuckmanLansing, Michigan

Dorothy SullivanMuskegon, Michigan

James TackmannAllegan, Michig

Marge TackmannAllegan, Michigan

Ann TaliaferroLansing, Michigan

Janice TanteryKalamazoo, Michigan

Susan Thielidlegan, Michigan

Doug TwaSpring Lake, Michigan

Carol A. VarasMuskegon, Nichigan

Sylvia VanBrocklinBenton Harbor, Michigan

Albert VandakMuskegon Heights, Michigan

Karen VanderMolenGrand Rapids, Michigan

Jan VanReusenGrand Rapids, Michigan

Bob VondaleEast Lansing, Michigan

Chester WardGrand Rapids, Michigan

62

Diane WardGrand Rapids, Michigan

Luther WardGrand Rapids, Michigan

Sherry WardGrand Rapids, Michigan

Naldine WatsonBenton Harbor, Michigan

Tom WengerAda, Michigan

Hazel WhippleBenton Harbor, Michigan

Gary WilliamsWyoming, Michigan

Virginia WolfBenton Harbor, Michigan

J. E. WycheEast Lansing, Michigan

Joan YoungHolland, Michigan

Margaret ZerbyOkemos, Michigan

PROjECT ENABEL 1 I

1970.

MICHIGAN STATE UN I VERS ITY'

REGION. 1

NORTHEASTERN MICHIGAN

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1970

MICHIGAN STATE UNIVERSITY

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1970

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1970

MICHIGAN STATE, UNIVERSITY'

REGION

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MINNESOTA,

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Southeast Michigan

George AdamWestland, Michigan

Mildred AldrichInkster, Michigan

Theodore AnchellDetroit, Michigan

Ricardo AndrettaDetroit, Michigan

Helen BakerDetroit, Michigan

Doris BatyDetroit, Michigan

Marjorie BeecherDetroit, Michigan

Ann BillockWestland, Michigan

Robert BomerDetroit, Michigan

Patricia BondoDetroit, Michigan

Melvin BreauxDetroit, Michigan

Evelyn BrownDetroit, Michigan

Michael BurleyMonroe, Michigan

Martha BurnsteinAnn Arbor, Michigan

Loreno BurtonRomulus, Michigan

Clara ButlerDetroit, Michigan

r-vin CampDetroit, Michigan

Vincent CaporaleDetroit, Michigan

REA IIIA

Maggie CarpenterYpsilanti, Michigan

Norma ColemanDetroit, Michigan

Ruth CollinaDetroit, Michigan

Marjorie CowanDetroit, Michigan

Margaret CrosthwaiteDetroit Michigan

Clare CurranNew Boston, Michigan

Agnes DavisDetroit, Michigan

Beward DentDetroit, Michigan

Richard DicesoreDearborn, Michigan

John DickersonDetroit, Michigan

Charles Duncan, Jr,Detroit Michigan

Mary Lou DurbinPlymouth, Michigan

Lucie EkvallDetroit, Michigan

Barbara ElamAnn Arbor, Michigan

Patricia FearnleyHighland Park, Michigan

Joseph FocartyWestland, Michigan

Edna FreemanHighland Park, Michigan

Karen FriedmanDetroit Michigan

68

Gladys GadsdinDetroit, Michigan

Vera GarlandDetroit Michigan

John GavrilaRiverview, Michigan

Florence GaynesDetroit, Michigan

Elsie GilmanDetroit, Michigan

Ephrain Graham, Jr,Detroit, Michigan

Robert GriffieDetroit, Michigan

Joel HackettDetroit, Micbisan

Philip HalperDetroit, Michigan

Nancy HargroveDetroit, =ichigan

John HarrisonWayne, Michigan

Ann HatchYpsilanti, Michigan

Ray HawkinsDetroit, Michigan

Beatrice HernandezWayne, Michigan

William HillDetroit, Michigan

Doris HodgeDetroit, Michigan

John HolmDetroit, Michigan

Jacquelynne Huddleston

Detroit, Michigan

Southeast Michi an

Peyton HutchisonDetroit Michigan

Ronald JacksonDetroit, Michigan

AREA MA- cont.

Edith JacquesYpsilanti, Michigan

Vahan JanoyanDetroit, Michigan

Sister Jeanine PetrikinWayne, Michigan

Sister Joann BlankeDetroit, Michigan

Frances JohnsonDetroit Michigan

Nancy JoyntDetroit, Michigan

F. Otto KatscherDetroit, Michigan

Karin KatscherDetroit Michigan

Audrey KoloffDetroit Mich gan

Harrette KriteDetroit, Michigan

Valerie KomivesDetroit Michigan

Howard KullenDetroit, Michigan

Carol LawtonDetroit, Michigan

W. MacAllisterDetroit, Michigan

Lary MackeyYpsilanti, Michigan

Bernard ManghamDetroit, Michigan

Joseph NA gnattaDetroit Michigan

Mary MartinDetroit, Michigan

Joel D. MarwilRomulus, Michigan

Sister M. Rosary MayerWayne, Michigan

E. A. MathiasHighland Park, Michigan

Mary McAlpineDetroit,Michigan

William Mc.DonaldWayne, Michigan

Albert McGregorDetroit, Michigan

Marguerite McGuffinWestland Michigan

Robert MehokeSouthfield, Michigan

Lynn MillerHighland Park, Michigan

Roy MonksHighland, Michigan

Kate MontgomeryDetroit, Michigan

Grace MoormanDetroit, Michigan

Geotge MorozDetroit, Michigan

Val NannaroneDearborn Heights, Michigan

Paul NastoffWayne, Michigan

Alfred Neelands

Ann Arbor Michigan

go69

James NelmsWestland Michigan

Dale NicholasWarren, Michigan

Mary NovenskiDetroit, Michigan

Ida OishanskyDetroit, Michigrn

Jean ParkerDetroit Michigan

Ethel PattonDetroit, Michigan

Nandell PennDetroit, Michigan

Creola PowellInkster, Michigan

LeRoy RiceDetroit, Michigan

Roosevelt RichardsDetroit, Michigan

Ernest RoussDetroit, Michigan

Marguerite SaddlerDetroit, Michigan

Lisa SavickasSouthfield, Michigan

Thelma SchenckYpsilanti, Michigan

Margueritte ShimminDetroit, Michigan

Laurel SieloffNew Boston, Michigan

Irene SinclairDetroit Michigan

Alberta Singelyn

Detroit, Michigan

Southeast Michigan AREA II

Jerome SieuhnWayne, Michigan

Gina SmithGarden City, Michigan

Mattie Snead'etroit, Michigan

Norton SpencerDetroit, Michigan

Catherine SpenglerDetroit, Michigan

Robert StaliworthDetroit, Michigan

Adrian StanfordYpsilanti, Michigan

Richard SwansonDetroit, Michigan

Kenson SwerSouthfield, Michigan

Mollie TendlerDetroit, Michigan

Larry ArcheyTroy, Michigan

nolores BlountFerndale, Michigan

Jerry BreenFerndale, Michigan

Cathie BuckFerndale, Michigan

Rebecca BroughtonFerndale, Michigan

Anna Mae BurdiFerndale, Michigan

Juliet BerryhillPontiac, Michigan

cont.

Rhoda TerlizDetroit Michigan

Richard ThompsonTaylor, Michigan

Edna TiptonYpsilanti, Michigan

Larry TuffinDetroit, Michigan

John VanceDetroit, Mic igan

Rosey WardlowDetroit, Michigan

Rucker Wa renDetroit, Michigan

Dennis WheelerDetroit, Michigan

Ruth Wheeler_Detroit, Michigan

Marian WhiteDetroit, Michigan

Mary BriggsPontiac, Michigan

Ruth BereshTroy, Michigan

Minnie BoodePontiac, Michigan

Ralph BielawskiFraser Michigan

Charm BlakelyTroy, Michigan

Mary BaderRoyal Oak, Michigan

Charles CreechRoyal Oak Michigan

70

Alma WhitleyDetroit, Michigan

Suzanne WickenhaiserMonroe, Michigan

Alvah WickeyDetroit, Michigan

Lois WilliamsDetroit Michigan

N. WilliamsDetroit, Michigan

'tanley WilliamsDetroit Michigan

Arabella WilsonDetroit, Michigan

Bill WolfeTaylor, Michigan

G. F. WoodsDetroit, Michigan

Ralph ChenowethSt. Clair Shores, Michigan

Murle 3. CampbeliSt. Clair Shores, Michigan

Mrs. Harold CassWayne, Michigan

Pauline CooperPontiac, Michigan

Sandra DoronFerndale, Michigan

Frank DeSantisHazel Park, Michigan

Jerry DoughPontiac, Michigan

Sputheas ichi an AREA

Jer-y DouglasPontiac, Michigan

Daniel DavisonWaterford Twp.- Michigan

John DumasWaterford twp. Michigan

Aneeta DanielsPontiac, Michigan

K. Eage-Troy, I nigan

John FloydFerndale, Michigan

Gretchen ForresterMt. Clemens, Michigan

Sharon GrisdaleFerndale, Michigan

Leonard A. GadzinskiHazel Park, Michigan

Johnnie GillespiePontiac, Michigan

Mts. Billy GordanPontiac, Michigan

Natalie GlimeTroy, Michigan

J. C. GillesdiePontiac, Michigan

Eric HarrisonBirmingham, Michigan

IIIB. con .

James HermansSt. Clair Shores, Michigan

Dan IacOvettaSt. Clair Shores, Michi an

Sarah JamesRoyal Oak, Mi higan

Helen KennesseyHazel Park, Michigan

Bill KromerHazel Park, Michigan

Phil KeilsPontiac, Michigan

Ray KaherSou hfield, Michigan

Dorothy KosovacFerndale, Michigan

Jane LapinskiHazel Park, Michigan

Hrs, K. H. LahsmetTroy, Michigan

Doug LightRoyal Oak, Michigan

Marie LoganPontir, Michigan

Esther LittmanOak Park, Michigan

Gerald MootsEast Detroit, Michigan

Jerry MatzEast Detroit, Michigan

Mike MillerFerndale, Michigan

Helen MossRoyal Oak, Michigan

Eddie MongPontiac, Michigan

Robert MehokeBloomfield Hills ichigan

Norman R. MillerDetroit, Michigan

Arthur OldsEast Detroit- Michigan

qertrude OldsUtica, Michigan

71

Walter PyszoraEast Detroit, Michigan

Mary PaulPontiac, Michigan

Mary PaynePontiac, Michigan

Charles PayneMt. Clemens, Michigan

Tom PankeyRochester, Michigan

Fred RosaEast Detroit, Michigan

Sheri RheinTroy, Michigan

Eileen RykeSouthfield, Michigan

Barbara SpearsFerndale, Michigan

Lynn StuviFerndale, Michigan

Rhea SullivanFerndale, Michigan

Jacqueline SmithPontiac, Michigan

Mrs Shirley SweglesPort Huron, Michigan

Peggy SmithRoyal Oak, Michigan

Ken SiverSouthfield, Michigan

Kathleen TheboPontiac, Michigan

Patricia TibbsPontiac, Michigan

Anthony WalawenderEast Detroit, Michigan

Southeat Michi an A

Janicc WilsonMt. Clemens Michigan

Annis WaltonPontiac, Michigan

Julia WinzerPontiac, Michigan

Rose WigginsBerkley, Michigan

A IIIB* cont..

Christine WelliverSouthfield Michigan

Nary WearyWalled Lake, Michigan

Bill WentzFerndale, Michigan

Clyde Ball Elwood Erickson

Sault Ste.Narie, Michigan Marquette, Michigan

::1 B M7 Marie, Michigan

Rose BattistePence, Wisconsin

Bernice BalWest Iron Co. , Michigan

Irene BottgerIron River, Michigan

Judith BryantCalumet, Michigan

Nettie BianchiCalurnet, Michigan

Julius M, ClappMunsing, Michigan

Muriel DentonRudyard, Michigan

Jim DentonRudyard, Michigan

Dianne DesJardinHubbel, Michigan

June EwingSault Ste. Marie, Michigan

riel Michigan

Leona S. EricksonEscanaba, Michigan

Ruth FairbanksSault Ste. Maxie, Michigan

Marilyn tawcettGwinn, Michigan

Agnes FulayterCalumet, Michigan

Shirley GirardMarquette, Michigan

Robert E. GreenlundWest Iron Co., Michigan

Kasne HodgesPickford, Michigan

William HempelSt. Ignace, Michigan

Bob HagerEscanaba Michigan

Christine JohnsonHoughton, Michigan

Kathy JonesCalumet, Michigan

Charlotte KibbleSault Ste. Marie, Michigan

8372

Dave WaddellRoyal Oak, Michigan

Wanda YoungstonFerndale, Michigan

Robert YoungFarmington, Michigan

Hugo KuljuNegaunea, Michigan

Bob KoskiEscanaba, Michigan

Eleanor KirkishHoughton, Michigan

Katherine KbsoskiIshpeming Michigan

Sandra LibertyL'Anse, Michigan

Kathleen LeonardCalumet, Michigan

John F. McDonaldSault Ste. Marie, Michigan

Mrs. John F. McDonaldSault Ste. Marie, Michigan

Helen MullallySt. Ignace, Michigan

Taimi MartinsonIronwood, Michigan

Don MburandIshpeming, Michigan

William A. FoppinkSault Ste. 'Marie, Michigan

Mts. William A. PoppinkSault Ste. Marie, Michigan

Ur,reL Peninsula Mi pont.

Ficyzcnr.c PcusSault Ste. Marie, Michigan

therine Pipetgall:neer Michigan

LedaSanLt Stc,

Leo RoweGwinn, Michigan

Dan SchofieldCalumet, Michigan

Don Shirleyricl, Michigan L'Anse, Mich gan

Ruth R7indazuSault Ste, Mar L, Michigan

Thiu RrAerMunising, Michigan

Carol Ro seCalumet, Michigan

Mrs. Esther SwansonIronwood, Michigan

Don Sartorelli

RLize Moto,.

Calumet, Mtchgan

Rena Vitto yIreuwoo,:, Michigar.

Delores VoicxCalumet, Michigan

Bernice 11, Williamsliegauneel Michigan

Elton YellowfishWest Iron Co. Michigan Sault Ste. Marie, Michigan

73

OHIO

In Ohio Project ENABEL worked with the northern tier of counties from

Toledo on the West to Ashtabula on the East. There were seven State Externs

fr n five different school districts. However, as can be seen from rhe list

of regional externs we drew people from any other parts of Ohio, although

the primary emphasis was placed in the northern part of the State.

The greatest impact on adult basic education in Ohio was to create an

awareness of the need for counseling along the lines of the helping relation-

ship as put forth by Dr. Norman Kagan. It appeared during the year that in

Ohio there had been a notion that only professionally certified counselors

could assist in the area of counseling and guidance. ENABEL clearly has

created an awareness of the need for all ABE staff, whether they be director

teachers or counselors to be concerned with performing guidan e fun tions on

behalf of ABE students.

It is hoped that, as the result of the meeting held at Norwalk and of

possible future workshops with emphasis on rural communities, more programs

will develop in the rural areas of Ohio.

There were 121 area externs from 30 different ABE programs which epre-

wented 30 different school districts. Another 100-125 persons were served in

consultations and local staff training efforts.

On October 9, 1970, a folio p èeminar with st te externs from both

Indiana and Ohio was held at Cleveland Ohio. In terms of a ea institutes in

Ohio, there were 3 in all. The first was held at the E ie-110 n-Otta a Voca-

tional Education Center at Norwalk, Ohio on October 24, 1970. The second was

held at Baldwin-Wallace College in Berea, Ohio on December 5, 1970. The third

and final area institute was held at the University of Toledo on March 6, 1971.

74

Ohio and Indiana fun- ioned as one area at the follo up sminar held at

Clev land, Ohio on October 9-10 _ith the Oh:Lo and Indiana state externs.

following topics were discussed: Counseling ABE Studen, Learning Centers in

Indiena, Comments from the Ohio State Department, and Planning Session for Indiana

r_ate Externs, qnd planLing sess4on for the Ohio State Externs.

On October 24, 1970, the first Ohio institute was held in Norwalk, Ohio. The

general theme was 'Workshop for Teachers, Counselors and Administrators in the

Small ABE Programs in Ohio' The major concern at this institute was the establish-

and enlargement of programs in the northe n tier of counties in the state of

Ohio. We dealt with the following items: Introduction to Project ENABEL, Adult

Basic Education in small Ohio communities as viewed by the State Department,

ENABEL and the Adult Learner, Teaching Adults, Recruitment of Students, and Admin-

istration of Program.

The second institute held at Baldwin-Wallace College on December 5 1970

again was for teachers, counselors, and administrators of adult basic education

programs. The following items were of primary concern: Introduction to Project

ENABEL, The Role of Couns ling in ABE, The Intake Process in ABE, The Helping

Relationship, and Exercises in the Helping Relationship.

The third Project ENABEL institute in Ohio was held at the University of

Toledo, March 6 1971. It was aimed at teachers counselors and administrators

of adult basic education programs. The following items were of primary concern

at this workshop: What is Project ENABEL, Comments on the ABE Pr gram in Toledo,

What Can and Should Be Done in the 70's in ABE, Classroom Demonstration of Teach-

ing Methods and Techniques, Ideas on Motivation and Recruitment as Tried in Ohio

ABE Programs, and Pupil Recruitment Motivation and Retention.

75

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SCALE IN IMES20 30 40

0

76

72 *MAI

11

June AntoineCleveland, Ohio

Clare AllenCleveland, Ohio

Pearl F. AllenEast Cleveland Ohio

Jennifer AmesToledo, Ohio

Ruthanna AdamsToledo, Ohio

Lois BoneyCleveland, Ohio

Shirley BrownCleveland Heights, Ohio

Sister Coletta BastCleveland, Ohio

Mary Holden BakerCleveland, Ohio

Mary BurksCleveland, Ohio

Ophelia BanksHolland, Ohio

Gladys BeinsToledo, Ohio

Bessie BurnsCleveland, Ohio

AREA EXTERNSOHIO

Vera BaymillerToledo, Ohio

Alicia BarbozaToledo, Ohio

Gordon ChavisWoodville, Ohio

Betty ChavisWoodville, Ohio

Ervin CarpenterSandusky, Ohio

Alfred D'AlibertiLakewood, Ohio

K. C. DeGoodToledo, Ohio

Jerry DroneAkron, Ohio

Nancy De la GarzaToledo, Ohio

Ulises De la GarzaToledo, Ohio

Dan ForemanEltove, Ohio

Josephine FeinsterCleveland, Ohio

Florence FletcherCleveland, Ohio

Janis GreenPainesville, Ohio

Marie GrahamCleveland, Ohio

Seymour GreermeterCleveland, Ohio

Jessie GrantCleveland, Ohio

Gertrude GlannCleveland, Ohio

William GeeBerea, Ohio

Clarence GumpToledo, Ohio

Eloise GouldToledo, Ohio

Sylvester GouldToledo, Ohio

George GussesToledo, Ohio

Bernice GuyToledo, Ohio

Alice GrossToledo, Ohio

Carmen GriffinSylvania, Ohio

Ohio;_ cont.

Naomi GoingsToledo, Ohio

Cornelia Hannah'Cleveland, Ohio

Mary HoltCleveland, Ohio

Olga HorvathCleveland, Ohio

Jean HeineBay Village, Ohio

Adelaide HuntleyToledo, Ohio

Jack HearnsWarrensville Hei3hts Ohio

Ella JohnsonOberlin, Ohio

Andrew J. JordanHc:land, Ohio

Miss Sylvia JacksonToledo, Ohio

Mrs. Sylvia JacksonToldeo, Ohio

Helen KetchamCleveland, Ohio

Sandra KynesMiOdleburg Heights, Ohio

Janice KennedyMarion, Ohio

Karl KesslerColumbus, Ohio

Kent KlomanColumbus, Ohio

Emil LisakMt. Vernon, 0

Gleen LoomanOberlin, Ohio

Marilyn LathropMedina, Ohio

Ruth MorganClyde, Ohio

Mary Ann MillerZanesville Ohio

Janice McKeeCleveland, Ohio

Leroy McGeeCleveland, Ohio

Margueritte MulhernCleveland, Ohio

Sallie MooreCleveland, Ohio

Renita McElyaMledo, Ohio

Carl MichaelMt. Vernon, Ohio

Esther McPhersonToledo, Ohio

Elmer McGruderToledo, Ohio

Robert McNamaraEast Liverpool, Ohio

Clifton MoseleyAkron, Ohio

Sally MooreCleveland, Ohio

Joan McAuleyCleveland, Ohio

James McAuleyCleveland, Ohio

Paul McFarland

io Cincinnati, Ohio

Mr. MoonCleveiaxd, Ohio

Miss Ruth MoonCleveland, Ohio

Viola NixToledo, Ohio

R. James NortonElgria, Ohio

Robert NeudlandShelby Ohio

Bernice 0 BrienCleveland, Ohio

Margaret O'DonnelCleveland, Ohio

Estelle OechslerToledo, Ohio

Dorothy PowerCleveland, Ohio

Theorline ParkerCleveland, Ohio

Thelma PierceCleveland, Ohio

Patsy PattersonClevcland, Ohio

Moses PachecoToledo, Ohio

Raymond PachecoToledo, Ohio

Carl A. RiegelClyde, Ohio

J. M. RichmondCleveland, Ohio

Elena RappCleveland, Oh o

Etta 114 RiversToledo, Ohio

Richard StofferHomeworth Ohio

Ohio;_co

William ScrutaCleveland, Ohio

Donna ShafferToled- Ohio

Dorothy ShafferSandusky, Ohio

Jessie SporekSylvania, Ohio

Jeanne ScottToledo, Ohio

Ida SchulmanCleveland Heights, Ohio

Lillian SteinShaker Heights, Ohio

Ruth ScottDayton, Ohio

Wilfred Spevatc

Toledo, Ohio

Melinda SanchezToledo, Ohio

Mary StewartToledo, Ohio

George TravisColumbus4 Ohio

Dortha ThomasMarion Ohio

Ramona TrujilloToledo, Ohio

Howard Veeko pVlntozL4 Ohio

Chester VarneyCleveland: Ohio

Michael VoinovichCleveland, Ohio

Elizabeth VerleeCleveland4 Ohio

Louis VisintainerParma, Ohio

79

Glisalset von BaboryiSciotoville, Ohio

Martha VermillionMarion, Ohio

Karen WilliamsClyde Ohio

Ellen WildeCleveland, Ohio

Molly WilliamsWarren, Ohio

Lucy WeaverToledo, Ohio

Dennie WittmanToledo, Ohio

Nathaniel YoungToledo, Ohio

Thurley ZabarCleveland, Ohio

../

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WISCONSIN

The_ Adult Basic Education Program In the State of Wisconsin ib primarily

an urban program. Under the direction of Miss Charlotte Marttn, the Adult

Basic Education Director for the Ste ond Mr. John Ostrom the Michigan state

intern coordinator, a program of regional workshops ware designed for the state.

The most populous section of Wtsconsjn lies on the wastern shore of Lake

Michigan from north of Chicago to the no-t' -tern limits of Milwaukee. In this

section are the cl ies of Keno ha, Racine, Wauke ha, and Mil aukee. The

entire area from Kenosha to Milwa ee can be considered as industrial and urban.

Wisconsin, as a 4hole, contains three other areas of population concentration:

the Madison area, the Superior area, and the LaCrosse area.

In 1970-71 ENABEL reached into the cities of Racin $ _Milwaukee, Waukesha

and LaCrosse. The ten externs that co_prised the Wisconsin team were a highly

skilled, extrem ly dedicated group. Each one was respon ible for designing

and implementing along -ith the State Director -f ABE, in-service instItutes in

one of the four areas. Approximately 150 ABE leaders registered and participated

as area externs. The success of the institutes was due mainly to their hard work

and dedication to the task of teacher trai ing in ABE.

The instituteS oovered a variety of subjects of inte est and Importance to the

ABE Programs in Wisconsin. Included in the curriculum was: counseling admini-

stration English for speakers of other languages, materials production, and

mathematics. The weekend programs brought together for the first time, the teachers

of ABE in a common search and sharing of information. They, along with the admin-

istrators counselors and aides, felt that the workshops provided the needed

platform for providing in-service trai ing to their ABE personnel.

81

STATE COUNTY OUTLINE MAP13

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49474.411147BAND 11471410 4 Comm

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82

,1$

Lois AlpertAntonio AnallaMaria BlongJulia BrownJo Ellen BurnsAnn BillNina BowserFreddy BillockIsrael BeardMildred BensonTaft BensonAldo BertolasPhyllis BlackA. BowieG. BrowderGilberto BarreraVentura CastanedaJan ChamversBabette CharneyI. ChampionIrene CanalesA. DavisFrances DeaversGraciela DeLaCruzDonna DollarHernan FrancoYvonne FiskumCharles FernandezJacqueline FavreauIngeborg FaginMichael FaucettChester FeriazzoOlivia GarciaThomas GrafRuby GrosskoppJimmii GivingsRosario GminoRalph GonzalezLester GierachDon GravesCarlos GaminoErnest GarzaMike GillespieNancy GoebelHugo GanzalezSara Goodwin

EXTERNS

WISMYSIN

Chris GuajardoFrances GuajardoAngeline GutierrezPaul GratkeSister Betty HerzogCatherine HansenGreg HarrisNancy HolmlundDeloris HinkelmanMaria HenandezBill HarrisonWillim HayesL. HalesSister Valery HeffnerMary HeinenL. IngramLannie JohnsonChester JonesSister Mary JosephineMaureen JostenDennis JansenArthur JersildKay KoehnGrace KassilkeAngie KaroirisPrenton KellenbergerM. KetterlingKay KosmaHeidi KlessigEpimenio LopezSandy LydenSister Mary LouiseCathy LaChapelleJesse LittleW. LunsfordGaudalupe LedezmaRaul LunaJohn MeisenheimerMary MahdasianGeraldine MooreNannie Bea MooreJodie MitzE. MooreHelen MartinezTony MartinezLorna Murphy

94

83

Jan MartinVictor Nwagbaraocha.Alejandro NieriAna PaikEdgar PflugMarjorie PlappCecilia Puskar chAnthony ReisDr. Kathleen RuncheyJames RichardsonEdward RiversBetty RufL. RobersonE. RobinsonAngeline RamosLuz RiveraBetty RodriguezRose Marie RodriguezMarie SchwichtenbergJose SuarezCarol SchuttCora SoperEllsworth SteinbachJoan SheehyMary Ray SheridanS. SharmeM. StroudJesus SalasJames SwansonEd SemonJames TagtmeyerJohn ThompsonLee TemkinCharles TurmanAtsuko TaniLorenzo TovarIsidro VillaNina WalkerFlorence WesseliusGilmore WhiteJack WoodburyThelma WilsonMary Alice WilliamsEdith WalterEugene WeddigRosann Young

Part VI

DaMOGRAPHIC DATA AND

EVALL_ TION OF ENABEL EXPERIENCE

DEMOGRAPHIC DATA ANDEVALUATION OF ENABEL EXPERILC,E

The ENABEL II participants were asked to respond to an evaluation instrument

during their final weekend seminar at Kellogg Center of the Michigan State

University Campus. The Demographic Data and the self-evaluation reported in

the follo ing pages is the result of the responses to that inst- _ent.

o ra hic CharacterisUcs

Sex of uestionnaire Re ondents

The participants that responded were equally divided 50% -ere male and

50% were female.

Asp of Participants

The ages of the participants were wide spread. Five percent of the state

externs were under 25 years of age. Ten percent were between the ages of 26 to

O. Thirty-one percent were between the ages of 31 to 40 years. Thirty-five

percent were between the ages of 41 to 50 years, and 17% were 51 yers of age or

older. The largest proportion of participants (66%) were between the ages of

30 and 50 years with the largest group (35%) between 41 and 50 years of age.

Hi hest_ Academic Credential of Parti-i-ants

The state externs were asked to respond and indicate the highest academic

credential,they held. Six percent held a high school diploma. One percent

held a community college or Associate in Arts degree. Thirty-five percent held

at least a Bachelors degree. Forty-nine percent of the participants held a

masters degree. Six percent held other degrees or no formal academic credentials.

Years of Ex e ien-e in ABE Professional Work

The state externs were experienced as teachers, counselors or administrators.

Eighteen percent had less than two years of experience in ABE. Thirty percent had

between two and four years of experience in ABE. Forty-tum percent had between five

nine years of experience. Five percent of the state externs had between ten and

85

nineteen years of experience. Two percent had more than twenty years in ABE

professional work. (Includes work de-ignate0 :or undereducated adults before

the Adult Basic Education Act.)

Professional Roles in ABE

There have emerged a variety of roles in the ABE field. The ENABEL State

Externs covered the whole range o_ potential roles in the profession. Forty-

six percent of the State Externs served as teachers or teacher aides. Seven-

teen percent served as counselors. Eleven percent served as supervisors of

programs. Twenty-one percent had roles as central administrators. Two percent

held othar roles not specifically identified on the questionnaire.

Racial Character of the ABE Students Serv

The State Externs were asked to identify the racial group that predominated

in their classes of Adult Basic Educati n. Fifty-two percent of the State

Externs served predominately white students. Twen seven percent served pre-

dominat ly Black students. Four percent served predo inately Mexican-American.

One percent served predominately Asian students. Fifteen percent served hetero-

geneous groups not best described in terms of any predominant racial minority.

Ra ial Grou s Served to Some Extent

The respondents were asked what social groups were served to some extent

but did not predominate. Twenty percent served Mexican-Americans to some extent.

Twelve percent served Asian students. Twenty-nine percent served black populations

o some extent. Twenty-five percent served white students. Twelve percent served

other than those designated on the questionnaire, the majority being American

Indian or Puerto Rican students.

Po ulati n of the Area Served b ParticiantS

The State Externs represented five state Illinois Indiana, Michigan Ohio

and Wisconsin. Thirty-nine percent winked in Urban Centers of more than 100 000

97

86

population. Thirty percent served Urban Centers of between 20 000 and 100,000

population. Sixteen percent served suburban areas. Ten percent worked in rural

areas. Five percent failed to specify their work settings in the categories

sp cified.

87

Extern E. erience Evaluation

At the last werAend seminar held at Michigan S-ate University

the state externs were asked to evaluate their experience. The evaluation

consisted of statements about attitude behavior, knowledge, and practices.

Gro_th within the last year in any of these areas would be indicated by a

positive response.

The scale was designed on a five poiiit continuum. If the respondent agreed

with the statement his response would have been 1 or 2. If the respondent dis-

agreed with the statement his response would have been 4 or 5. Three was

neither agree nor disagree.

The following questions and percent of responses are the r s lt of the

questionnaire:

Project ENABEL has been a positive influence on my profe _ional

growth in ABE.

1/81% 2/14% 3/1% 4/0% 5/2% No answer/2%

I have became more aware of the problems and concerns of the ABE

student.

1/59% 2/29% /6% 4/27 5/1% No a er/ %

I am more competent to deal with the resolutic_ of pr blems of the

ABE student.

1/36% 2/48% 3/13% 4/1% 5/0% No answer/2%

I have increased my understanding of the sensitivity of ABE students.

1/56% 2/32% 3/6% 4/17 5/2% No answer/3%

I more fully understand the cultural dif erences between adult

education and childhood education.

1/56% 2/27% 3/11% 2/17 2/2% No answer/3%

99

88

I have clarified and expanded my conce9tion of ABE.

1/6170 2/30% 3/67 4/0% 5/1% No answer/2%

Planning and implementing Regional workshops has been valuable to me.

1/41% 2/41% 3/10% 4/5% 5/1% No answer/2%

I have grown to celebrate the rejection that comes when a dependent

adult strikes out on his awn.

1/357 2/33% 2/23% 4/5% 5/1% No answer/2%

I read ABE professional literature.

1/427 2/36% 3/177 4/2% 5/1% No answer/5%

I have the ability to car y on effective adult b

tional programs.

1/46% 2/41% 3/9% 4/1% 5/1% No answer/2%

I can better relate to the ABF students in my program.

1/64% 2/22% 3/11% 4/0% 5/1% No answer/2%

Students in ABE are gaining a greater sense of self respect.

1/477 2/327 3/18% 4/0% 5/1% No answer/3%

It is important that each adult become a self directed and continuing

learner.

1/73% 2/11% 3/7% 4/3% 5/1% No answer/3%

Present adult basic education programs can bring about a significant

change in ehe lives of the participants

1/50% 2/34% 3/11% 4/2% 5/1% No answer/2%

ABE studen s should periodically assist in program evaluation.

1/76% 2/18% 3/2% 4/1% 5/1% No answer/2%

ABE students are capable of leading classroom discussion.

1/53% 2_30% 3/11% 4/1% 5/2% No ans-er/ %

sic education ins

69

My classroom -ethods and activiti s have been revised ,n the last year.

1/46% 2/26% 3/18% 4/4% 5/4% No answer/2%

I have tried innovative teaching methods with regard to the particular

needs of my students.

1/55% 2/26% 3/18% 4/4% 5/4% No answe / %

I understand the goals of my adult basic education program.,

1/567 2/30% 3/9% 4/1% 5/2% No answer/2%

Counseling and guidance is a major function of adult basic education.

1/77% 2/15% 3/3% 4/070 5/2% No answer/370

The classroom teacher plays a major role in the ccrinseling and gu,dance

process.

1/73% 2/18% 3/5% 4/17 5/1% No answer/2%

I have the ability to utilize or develop instructional materials relevant

to adult needs.

1/46% 2/38% 3/97 4/57 5/1% No answer/I%

I have learned the skills and techniques necessary to participate in

cooperative problem solving with my colleagues.

1/35% 2/42% 3/13% 415% 5/3% No answer/2%

Pa t-time employees can make a professional commitment to ABE.

1/46% 2/32% 3/17% 4/1% 5/11% No answer/2%

I have become more aware of the various social services available to

ABE students in my community.

1/63% 2/227 3/13% 4/17 5/0% No answer/1%

The board of education in my community has been made increasingly aware

of the significance of ABE.

1/19% 2/36% 3/21% 4/10% 5/10% No answer/4%

There is an information exchange among the social agencies within the

community to better serve the ABE student-.

1/22% 2/26% 3/187 4/217 5/11% No answer/2%

1

90

Part VII

DEFINITION OF TERMS

DEFINITION OF TERMS

Abbreviations

1. ABE - Adult Basic Education

2. HDE - Michigan Department of Education

SDE - State Department(s) of Education

ENABEL - Extern Network (of) AdultBasic Education Leaders

5. USOE - United States Office of Education

Definitions

1. Adult Basic Education - Refers to adult basic education as conceived in

Title IIB of Economic Opportunity Act of 1964 and the Adult Education

Act of 1966. Distingu -ed from other adult education programs, especi-

ally adult literacy, which were operated in the United States before

1964. It is education in the basic skills for persons 18 years or

older whose inability to speak, read or write the English language

substantially impairs their chances of obtaining and retaining employ-

ment commensurate with their real ability. It is designed to help

eliminate this inability, to raise the educational level so that such

individuals are less likely to become dependent on other- improve

their ability to benefit from occupational training, to increase

their opportunities for more productive and profitable employment,

and to better prepare them to meet adult responsibilities. (S ction

309c, Adult Education Act of 1966)

2, Aide - In this paper, a member of an instructional team who does not

hold legal state credentials to qualify as a teacher or counselor.

Area - One of 12 geographic divisions, states, or portions of states, of

USOE Region V designated as a unit for ABE teacher training.

92

4. Area Extern - a teacher, c-unselor, administrator or aide in ABE,

who attendeC one or more of the 47 ar a training institutes.

Area Training Institute - a one-day training session held in one of the

12 training areas of USOE Region V. A total of 47 of these institutes

were held throughout the region.

Central Staff - as used in ills report refers to: Michigan State Untrersity

personnel, SDE consultants and intern associates.

7. Director - a p: son whose primary responsibility is Adult Basic Education

program administration.

B. Educationally Disadvantage_ person 18 years of age or old r, who had

not achieved an eighth grade education or its functional equivalent.

9. Illiterate - a person who cannot read and write a simple message in English

or in any other language (The Bureau of the Censu

10. In-S_rvice T aining as used in this report, that training done on either

the state or local level for those currently employed 35 teacher-s, coun-

selors, administrators or other workers in ABE programs. These persons

a e employed on either a full-time or part-time basis and work directly

in the-ABE enterprise.

Intern Associates - an advanced graduate student who committed himself/

herself to a year of administrative, research, and training work in

the ABE field and was supported during the 0170-71 fiscal year from

Project ENABEL funds.

12. Local Exte n - a teacher, counselor, administrator ,or aide in ABE who

participated in local in-service education programs.

13. Project Director - a member of the Michigan State University faculty with

expertise in the field of Adult Education and the capability to guide

graduate study and in-service training in this field.

104

93

14. SDE Consultant - a person employed by a State Department of Education as

a consultant in adult educatioil.

15. State Extern - a teacher, counselor,administrator, or adie of ABE, who

attended the summer workshop and four weekend se inars (also designated

as principal participant).

16. Student (ABE) a person enrolled in an adult basic education class.

17. Supervisor - a professional teacher or counselor who is responsible for a

segment or segments of an Adult Basic Education program under the guidance

of a Director.

18. Teacher (ABE) - a person engaged in teaching an adult basic education class.

105

94

Part VIII

APPENDIX

106

ENABEL

Ex a.rn Network of Adult Basic Education Leade

SUMMER WORKSHOP OF STATE EXTERNS

Michigan State University

July 26 - August 7, 1970

* * * * * * * * * * * * * * * * * * * * * * * * *

T is is a workshop. Further, it is the first of a year-long series of

efforts to change ourselves and others. All that will happen in the next

4: two weeks can be neither preacted nor published. This workshop schedule

designates activities necessarily programmed in advance. As we proceed

we will, as individuals, small groups and ,a total state extern team, make

changes and build on our own important work. Please keep your schedule

-urrent and keep it with you.

* Please note that your principal colleagues, interns and staff of Graduate

Studies in Continuing Education are identified on the a tached roster but

* not on this schedule.4c* * * * * * * *

SUNDAY, July 26

2 0 - 5:00 ARRIVE 4T NORTH CASE HALL

Register for rooms and meals

Find rooms unpack, unwind, browse

in Case Hall Library, hike across

campus, rent a canoe, get acquainted.

5:30 0 Buffet Supper

7:00 WORKSHOP OPENSChairman: Lloyd Korhonen

"Together We Can Help

Dr. Joseph Hudson, Coordinator

Adult Education and Community

Service Programs, Michigan

Department of Education

"The People at the Center of ENABEL"

"Clarify and Record: Knowing What

You Expect"Lloyd Korhonen

"ENABEL1 People, Purposes, Plans

and Program"Russell J. Kleis

Lobby Desk

Case Dining Room

08 Holden

9:00 "SOMETHING ELSE"Case Snack Bar

Chairman: Jessie Sibilsky

107

MONDAY, July 27

7:00 - 8:00 Breaklastif you're late you ii hung

8:30 GENERAL SESSIONConvenor: Selma FinneyDepartment of Language Ar s,

(on leave), Knudson Junior

High School, Detroit, Specialist

intern, Graduate Studies in

Coa'Linuing Education, MSU, and

Cc3rdinator, Region IIIA, ENABEL.

10:45

12:00

1:30

Case Dining Room

G8 Holden

"Toward the Impossible Dream: The

Issues"Introductory Co-_ entary: Professor Kleis

Disperse to viewing rooms

Discussio- Break.

RECONVENEConvenor Selma Finney

"Tasks ENABEL Tackles" - Russell Kieis

Lunch

Finalize expectation statemenLs

GENERAL SESSION

Chairman: Lloyd Korhonen

Present expectation statements

"Questions I Think I'd Like Answered"

Within this hour

Within this workshopWithin this year

"Resources I Think I See"

Within myselfWithin this group

Enroll for Focused Workshops (Focushops)

3:00 Discussion Break

106, 107, 111 Holden

Holden Grill

G8 Holden

Case Dining Room

Each in his own room.

Case Snack Shop

3:30 Optional registration for university Case Snack Shop

credit. It is not necessary to register

for or credit. Only those who wish to

register, pay their own fees, and earn

university credit toward degrees at MSU

or cooperating universities need attend

this session. Others may proceed hmmediately

to reading, discussion or other important work

they came to do.

MONDAY, July 27 (Continued)

5:30 Dinner Case Dinin Room

7:00 SPECIAL FEATURE G8 Holden

Convenor: Lloyd Korhonen

Address: "Schools and the

Other America"Dr. Ernest Melby, Distinguished

Professor, Administration and

Higher Education, M.S.U.

TUESDAY, July 28

7:00 Breakfast Case Dining Room

8:30 BRIEF GENERAL SESSION Case Snack Shop

Chairman: David Boggs

"The Regional Thrust of ENABEL"

Russell Kleis

9:15 REGIONARSRegion I (g Michigan) - Ralph Rogers 328 Case Hall

II (W Michigan) - Rita Costick 329 Case Hall

III (S Michigan) - Selma Finney 335A Case Hall

- Jessie Sibilsky335B Case Hall

IV (Up. Gr. Lakes) - John Ostrom 334A Case Hall

V (Illinois) - Ronald Clayton 334B Case Hall

Vi (Ind. Ohio) - Charles Sayre 331 Case Hall

10:45

12:00

GENERAL SESSIONConveno Rita Co tick

"A Conc,ption of Education"

Russell Kleis

G8 Holden

LunchCase Dining Room

1 00 FOCUSHOPS

English for Speakers of Other Languages

Coordinator: Selma Finney

Consultant: Kenneth Mattran, Instructor

Department of English and Assistant

Director, English Language Center, M.S.U.

Teacher of Reading Skills

Coordinator: Rita Costick

98

105E Holden

idESDAY, July 28 ntinued)

2:00

3:00

Teaching of Mathematics 108 Holden

Coordinator: Ronald Clayton

Teaching Aeel s: Emphasis on Reading

Coordinator: Jessie Sibilsky

Consa_r anc. Community Education

Coordinator: Ralph Rogers

Counseling AdultsCoordinator: John Ostrom

Consultant: Dr. John Jordan, Professor

Counseling and Personnel Services, M.S.U.

Organizing and Directing ABE

Coordinators: Lloyd Korhonen andCharles Sayre

Consultants: Representatives ofState Departments of

Education and others.

Break

109 Holden

110 Holdent

111 Holden

106 Holden

5: 30 DinnerCase Dining Room

7 00

WEDNESDAY, July 29

7:00 BreakfastCase Dining Room

8:30 REGIONARSSame Rooms as 9:15

Thursday

10:00 Break

1

WEDNESDAY, July 29 (Continued)

10:30 GENERAL SESSIONConveno Selma Finney

"Readings and Roles as Pr fessirnals"

Russell Kleis

The Michigan Bibliography"Karl Keyes, Consultant, Adult

Edlacation & Community Service

Programs, Michigan Department of

Education and Coordinator, Michigan

ABE Bibliography Project

G8 Holden

12:00 LunchCase DiningRoom

1:00 FO USROPSSarlie rooms as 1:00

Tilesday

2-30 Break

3:00 GENERAL SESSIONG8 Holden

Convenor: John 0- trom

"Counseling as a Central Component

of ABE"Dr. John E. Jo_dan, Professor,

Counseling and Personnel Services, M. S. U.

5:30 DinnerCase Dining Room

7:00

THURSDAY, July 30

7:00 BreakfastCase Dining Room

8:00 WALK. A MILE IN HIS SHOES Soci.al Agencies

12:30 LunchCase Dining Room

1:30 FOCUSHOPS

3:00 Break

3:30 GENERAL SESP-'N08 Holden

Convenor: Jessie Sibilsky

"On Being Helpful"Dr. Norman Kagan, Professor,Counseling and Personnel Services,

and Medical Education ResearchAssociate, M. S. U.

1.11.

THURSDAY, July 30 (ConLinued)

5:30 Dinner Case Dining Ro-

7:00 SPECIAL FEATURE GS Holden

Convenor: Selma Finney

FRIDAY, July 31

7:00

8:30

Address: "Coping with Life as It Is"Ihm Joseph Paige, Dean of CommunityServices and Director of CooperativeExtension, Federal City College,Washington D. C.

Breakfast

GENERAL SESSIONConveno Charles Sayre

Case Dining Room

"Simulation: A Tool for the Tougher Tasks"S. Joseph Levine, Research Associate,Learning Systems Institute, M.S.U.

10:00 Break

10:30 RECONVENE

12:00 Lunch Case Dining Room

1:00 FOCUSHOPS Holden Hall

2:30 Break

3:00 GENERAL SESSION G8 Holden

Convenor: Ronald Clayton

"Adults as Learners"Russell J. Kleis

5:30 Dinner Case D.._ning Room

7:00

112

101

Y, August 3

7:00 Breakfast Case Dining Room

8:30 REGIONARS Case Hall

10:00 Break Holden Grill

10:30 GENERAL SESSION G8 Holden

Chairman: Lloyd Korhonen

"Communicating Across Cultural Barriers"

Dr. Everett Rogers, Professo

Communication, M.S.U.

12:0 Lunch Case Dining Room

1 00 FOCUSHOPS Holden Hall

2:30 Break

3:09

5:30 Dinner Case Dining Room

7 00 SPECIAL FEATURES G8 Holden

Chairmen: Jessie SibilskyRita CostickSelma Finney

Film: "I Could Not Write My Name"

"Dear People of Athens"

Video Tapes: "12th Street Academy""ABE in Ypsilanti"

TUESDAY, August 4

7:00 BreakfastCase Dining Room

8:30 GENERAL SESSIONChairman: Selma Finney

"Demonstration of ABE Teaching"

Mt. Peyton Hutchison, Director

Project READ0- Detroit,:DoctoralCandidate Gradutate Studies in

Continuing Education, M.S.U. and

Intern, ENABEL I.

10:30 Break 113

102

TUESDAY, August 4 (Continued)

11:00 RECONVENEWonders Kiva

"Analyzing ABE Teaching: A Foru-"

Selma Finney, Peyton Hutchison and All of Us.

12:00 Lunch

1:00 FOCUSHOPS

2:30 Break

3:00

Case Dining Room

Holden Hall

30 DinnerCase Dining Room

7:00 GENERAL SESSION Wonders Kiva

Chairman: Charles Sayre

"Building and Operating A Cammunity

WEDNESDAY, August 5

7:00

8:30

Support System" - Ralph Rogers

Breakfast

GENERAL SESSIONConvenor: David Boggs

Case Dining Rooi,

G8 Holden

"Choosing and Using Media for ABE"

Archie R. Watson, Specialist and

Head of Distribution and Facilities,Instructional Media Center, M.S.U.

10:00 Break

10:30 REGIONARSCase Hall

12:00 LunchCase Dining Hall

1:00 FOCUSHOPSHolden

2:30 B eak

114

103

WEDNESDAY, August 5 (Continued)

3:00 FOUR BY FOUR V_SITSCo-chairment: Rita Costick and Selma Finney

Each of the following siteq is open both

Wednesday and Thursda

Audio-Visual Laborato_y, 216 Erickson Hall

Miss Marguerite Grabow in charge.

Instructional Materials Library, 330 Case Hall

Mrs. Selma Finney in charge.

ABE Center, Lansing Public Library

Capitol av(: 77.alamazoo Streets

Mrs. Sy via ',?,J7kiger in charge.

Drug Information Center 123 Albe-t St.,

East LansingMr. Mike Gieszer in charge.

West Side Drop In Center, 329 Butler Lansing

Mr. J. C. Williams in charge.

Each site requires approximately one hour to visit.

Each will receive up to 16 visltors per hour beginning

at 3:00, 4:00, 7:00 and 8:00 p.m. Each regional

team is invited to sigp up with Dave Boggs for places

and times to visit. HL.ars not allocated to visits

will be free for other activitites.

5:30 DinnerCase Dining Room

7 00 Resume 4 x 4 visits or ter activity as plann d

by regional teams.

THURSDAY, August 6

7:00 BreakfastCase Dining Room

8:30

1000 Break

10:30 REGIONARS

12:00 Luncb

104

Case Hall

Case Dining Room

THURSDAY, August 6 (Continued)

1:00 FOCUSHOPS

2:30 Break

3:00 FOUR BY FOUR VISITS

5:30 Dinner

7:00 Resume 4 x 4 visits or other acttvity

as planned by regional teams

Holden Hall

Same a _ Wednesday

Case Dining Room

FRIDAY, August 7

7 00 Breakfast-Case Dining Room

8:30

10:00 Break

70:30 REGIONARSCas- Hall

12:15 Closing LuncheonCase Dining Room

Chairman: To be selected

"Reflections" - One or more

state externs"CoLments on Commencing"

105

Appendix

EXTERN EESPONSE QUESTIONNAIRE

Direct ns

This questionnaire contains brief statements about

growth and beliefs. In this questionnaire answer

according to your bellefs.

Rita CostickaWardRonald K. ClaytunLloyd J. Korhonen

1 7

7xtern Response Questionnaire

ENABEL 11

Section 1

1. ENABEL has b en a positive Influence on my pro-

fessional growth in ABE.

have become more awal,_ the problems and concerns

of the ABE student_

am more competent to deal effectively with the

resolutien of problems of ABE students.

aave increased my understanding of and

to ABE students.

ensitivity

more fully understand the critical diffrences

between adult eduLation and childhood education.

have clarified and expanded my conceptions of ABE.

Planning and implementing regional workshops has

been valuable to me.

I have grown to celebrate the rejection that comes

when a dependent adult strikes out on his own.

9. I read ABE professional literature.

10. I have the ability to carry on effective adult

basic education instructional proarams.

11. I can better relate to the ABE students in my

program.

12. Students in ABE are gaining a greater sense of

elf-respect.

13. A student can recognize his ability to l_earn.

14. It is important that each adult become a self-

directed and continuing learner.

15. Present adult basic education programs can bring

about a significant change in the lives of the

participan:a.

118

107

Ag_ ee

3

Disagree

1 2 4

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 4 5

1 2 3 4 5

1 2 3 4 5

1 2

16. ABE students should periodically ass&st n

program evaluation.

17. ABE students are capable of leading classroom

discussions.

18. ABE students really want to help themselves.

19. There is a communication system (i.e., newslette

memos, staff meetings, etc.) that communicates

throughout the ABE staff in my school district.

20. My classroom methods and activities have been

revised in the last year.

21. I have tried innovative teaching methods with

regard to %he particular needs of my students.

22. I understand the goals of my adult basic education

program.

23. Counseling z,_nd guidance is a major function of

adult basic education.

24. The classroc t teacher plays a major role in the

c_unseling and guidance process.

25. I have the ability to utilize or develop instruc-

tional materials relevaiLi; to adult needs.

26. I have learned the skills and techniques necessary

to participate in cooperative problem solving with

my colleagues.

27. Part-time employees can make a professional commit-

ment to ABE,

28, I have become more aware of the various social

services available to ABE students in my community.

29. The Board of Education in my community has been

made increasingly aware of the significance of ABE.

There is an information exchange among the social

agencies within the community to better serve the

ABE student.

31. My community's commitment to ABE is significant.

108

1 2 3 4 5

1234 5

23455

2 3 4 5

1 2 3 4

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

2 34 5

1 2 3 4 5

23451 2 3 4

2345

Seci'

Direction - Circle the approprIate number for the correct response.

32. Please indIcate sex.

1. Fewale2. Male

Please indicate your age.

1. 25 years of age and under

2. 26 - 303. 31 - 40

4. 41 - 505. 51 or over

34. What is the highest academic credential you hold?

1. High school diploma2. Community college or techn cal school diploma

3. Baccalaureate degree4. Masters degree

5. Others

35. How many years experience have you had a- a professional worker

in ABE?

1. Less than 22 . 2 - 43 5 - 94. 10 19

5. 20 o- more

36. In your work with undereduca ed adults, do you consider yourself

as principally:

1. a teacher2, a counselor3 a supervisor4. an administrator5. none c.f these

What is the racial character of the ABE students you serve?

1. Predominantly white2. Predominantly black3 Predominantly Mexican-Amer can4 Predominantly Asian5, Others

38. Which of these r cial groups do you serve to some extent (there

may be more than one answer to this question)?

1. -xican-American2. Asian

Black4. White5. Others

Which of these settings o.Ad you consider as your primary

service area.

1. Large urban center - 100,000 population

2. Basically urban 20,000 - 100,000

3. Suburban4. Rural5. Others

Thank ynu for your time and patience.

121

Volume 2, No.

Pr

PR ECT

NDASLETTERnted by Michigan State University

October 1 1970

ENABEL 11 (ExternNetwork of Adult BasicEducation Leaders) isnow underway. Afterelaborate preparationsand hectic -planning,the summer workshopwas held for two weeksfrom July 27 to August7- This was an inten-.ive training workshopfor the state externs,representing sevenENABEL regions in fivestates, who will par-ticipate in the se-quence of trainincrprogy'ams durin3 1970-71. One hundred fourexterns - administrators, teachers, coun-selors and aides inABE - participated inthe workshop at theCase - Holdn - Wilsonliving - le, -cling com-lex here on camvas.

The program includedspecial talks by dis-tinguished speakersfrom MSU faculty aswell as from outside,regional group meet-ings (Regionars),small group workshops(Focushops), and vis-its to communityeducational agencies.Two-way communication

ENABEL I Iwas provi,led betweenthe organizers and the

participants throughan initial qt 3tion-aire on the expecta-tions of the trainees,a daily newsletter,regional group dis-cussions, focushops,and infor-ial get-to-gethers. le "Region-ars" deliberated 2-id

made tentative pla-ris

for the regional in-stitutes: "Pocushops"focused on the devel-opment of specificskills and knowledgeneeded by the differ-ent functionaires suchas (1) administrationof ABE, (2) methods ofteaching adults, (3)

teaching of English asa second language, (4)teaching of readingskills, (5) teachingmathematics and socialstudis, (6) consumerand community educa-tion, and (7) counsel-ing.

The externs in eachregion developed as aregional community ofABE workers through6heir regional meet-ings. The workersfrom r states

which have joindENABEL during its sec-ond year have estab-lished links withthose of the state ofMichigan and also a-mon,7 :Alemselves. Thenetwork has becom wi-der, deeper andstronger.

The project is nowgetting ready for thenext round of activi-ties - the weekendseminars for the stateexterns and regionalinstitutes for the re-gional externs whomight number approxi-m-tely 1,000.

Attached to thisNewsletter is the ten-tative master scheduleof all the trainingsessions and activi-ties for the next tenmonths or_sc,_ .

WEEKENDSE,MINAR

The rlrst ENABELweekend seminar, Octo-ber 9 and 10 at Kel-logg Center, Michiganotate University, pro-mises to be inspira-tional and fruitful.Dr. Joseph Paige fromConcluded on page 2

eekend SeminPrContinued

Washington, D.C. willopen the seminar Fri-day evening immedia-tely after dinner.Other weekend activi-ties include discus-ion focusing on six

.general topics: (1)

ABE and Its Effect onthe Fainily, (2) ABE inSocial and PoliticalChange, (3) ProgramDevlopment in ADE,(4) ABE Relation to

Community Agencies,(5) Developing in-structional Materialsin ABE, and (6) Psy-chology and ABE.

ENABEL I (1969-7C)state externs are cor-dially invited toattend weekend and re-gional seminars.

OU -7 r) D1 iHji ir !.)

A new research pro-gram was launched byOE in August in con-nection with theNatonal Right to ReadEffOA for the 1976-IsendorSed by PresidentNixon in his educa-tional reform mebsage."The Targeted Researchand Development Pro-gram on Reading is

designed to providethe scientific founda-tion fnr the Right toRead Effort," saidActing Commissionerof Education Terrel H.

Bell. "The goal ofthis important programis to enable everychild in a nationalsample to achieve suf-ficient reading skillby age 10 to become acompetent adult read-er."

T N ,

MATLRWe have

a new multimtruc,Lional

packe'..;

Social Livino'prg.

en usingdia in-

rials"Teachin

Skills"which is available atN E A Publications -Sales Section 87,

National EducationAssociation at 1201Sixteenth St. H,W.;W-shington D.C, 20036.

The topics, Consum-e-A- Education, Healthand Nutrition, PrPcti-cal Government a

top - notch job ofeaching adults theskills necessary forbecoming mui,e effec-tive citizens, consum-ers and parents.

The packets weredesigned for easy usPby new and experiencedteachers and includeteac':Iers manuals, les-

son plans, wo=oksheet-illustrations for

overhead transpar-encies or other vis-uals, a film strip,tape - -ece-L-1A naTir-tion and 25 disc re-cordings (33 1/3 rpm)for students to takehome and use withtheir families. Pro-

vision is made fornon-readers and if youcan overlook the ar-tistry of the draw-ings, (personal viewpoint!) the packetswill add immensely te

your ABE Program. A

word of caution-advicegiven about where togo for help will varyin different locales.Preview the material

123-2-112

in plent7 of time toIvc ancul-Pte inflnrma-

tion for your area.

Bernice H. Williams,ABE D-trector, Ishpem-ing-Ne6aunee CommunitSchools,

PD TOR S NOTEThe Project ENABEL

Newsletter is p:7-inted

by Michigan StateUniversity in coopera-tion with the NichiganDepartment of Educa-tion, to facilitate anexchange of ideas be-tween AJ3E practition-ers throughout the

USOE Region V, in pnattempt to improvebasic education for

adults.The Newsletter will

be printed monthly andsent to ENABEL I andTI state externs, Con-sultants from Statedepartments of educa-.tion and others inter-estcd in ABE. TheNewsletter will basic-ally consist of ENABELannuncements, reportof regional and weekend in-service educa-tion programs, andcontributions fromENABEL interns, stateexterns and other ABEpractitioners. Yoursuggestions and con-tributions are mostwelcome. Please sendthese to: JessieSibilsky, EricksonHall 401J, MichiganState University, EastLansing, Mich. 48823

Adult Educati n--AC-risors-._

President NIxon onJuly 15 named 15 mem-bers of the NationalAdvisory Council onAdult Education. TheCouncil, created underTitle 117 (Adult Edu-cation Act) P. L. 91-230, will advise theCommissioner of 74u-cation on the prepara-tion of general regu-lations and on mattersrelating to adulteducation.

Five appointees arebeing named to serve afull term of 3 years.They are: C. L.Dennard, president,Washington TechnicalInstiLute, Washington,D.C. Dr. LeonardHill, administrativedirector, Adult BasicEducation, NebraskaDepartment of Educa-tion, Lincoln, Nebr.Paul F. Johnston,superintendent of pub-lic instruction, Stateof Iowa, Des Moines,Iowa. Thomas W. Mann,assistant superinten-dent, division of continuing education,Public Instruction,Springfield, Illinois.Governor William G.

Milliken of Lansing,Mik3higan.

Appointed to par-tial terms of 2 yearswere: Roberta Church,consultant, DREW,Washington, D. C.T. Long Lee, presidentof Lincoln University,San Francisco, Calif.Charles P. Puksta,manager of training,Jones & Lamont Machineand Tool Company,Claremont, New Hamp-shire. Alfredo N.

oaenz -Iairm,,,n,

Visit ng Teacher Ser-vices, San Antonio,Texas. Harold Spears,visiting professor,Indiana UniversityBloomington, Indiana.

The five remainingCouncil members willall serve terms expir-ing in I year. Theyare: Ernest Green-national director,Joint ApprenticeshipProgram, Brooklyn,N "Eric Hoffer, San Fm..-cisco, Calif. Anne D.Hopkins, Baltimore,Md. J. Harry Smith,assistant to presidentof Essex County Col-lege, Orange, N. JMrs. Richard L. Trom-bla, member, board ofeducation, El Dorado,Kansas.

L_

4

113 R A Fi)iSelma Finney, an

ENABEL tern, is nowin the process ofplanning to organizean ABE library as partof Project ENABEL.The libra:ry may be lo-cated at the ResourcesCenter in EricksonRail. Professionalliterature will beavailable at ENABELweekend seminars forstate externs to bor-row.

ANNOUNCEMENTAtlanta, Georgia5

will be the host cityfor this Year's jointconference of theAdu1 7 Education Asso-ciation for Public andContinuing Adult Edu-cators, and the Coun-cil of National Organ-izations to be heldOctober 27 - 300 1970.

49443,,_, _

Week-ep.

d n_ -s

Illinois

Oct. 2-3 DeKalbDec. 4-5_ CarbondaleMarch 19-20, Edwards-

villeMay 7-8, Spr-ngfield

Wisconsin

Oct. 9-100 Kello gCenter

Nov. 13-14, WisconsinDells

Dec. 4-5March 26-27, St Mary's

Lake

Indiana and Ohio

Oct. 9 10 ClevelandNov. 13-14, Ft. WayneFeb. 5-6, Toled-March 26-21 6t. Aary

Lake

Miqbj,&941

October 9-10, KelloggCenter

Nov. 13-14,, WaldenWoods

Feb. 5-6, St. Mary'sLake

March 26-27 KelloggCenter

In

for

PROJEI7T ENABEL

itutions Which Have Provided Meeting Facilities or Personnel or Bo

ntern Clinics, State Extern Workshops and Seminars or Area Institu

Ins

Alma Public Schools

Baldwin Wallace College

Ball State University

CEMREL, Chicago

Central Michigan Univer ity

Cook Co nty Education Service Region

Danville Cunity College

Delta College

Detroit Public Schools

Eastern Michigan Univ rsity

EHOVE Technical Center

Ferndale Public Schools

4Genessee County Community College

Grand Valley State coLlege

Gull Lake Conference Center

Illinois Department of Public Aid

Junior College Board

Public Health Service

Superintendent of Public Instruction

Work Incentive Program

Indiana Department of Educ t on

Jackson Public S-hools

Kenosha County Technical Ins tItut e

Lake Michigan College

Meetings

114

1

2

Personnel

5

1

2

2

2

1

1

2

1

1

2

2

Institution8 Personnel

Lake Superior State College 1 2

Lansing Community College 1 1

Michigan Department of Education4

Department of Social Welfare2

Employment Security Commission

Michigan State University 4 29

Midland Public Scho Is2

Milwaukee Area Vocati nal and 1 4

Technical College

Muskegon County Communt_y Colleije 2 1

Northern Illinois TtversIty 1 2

Northern Michigan Univer ity 1 2

Oakland Community College2

Oakland County Intermediate Schools7

Oakland University2

Ohio Department of Education

Ohio State University

Pontiac Public S hools

Quad. Cities Graduate Study Center

Saginaw Public Schools

uthern Illinois Jurior College

Souther. Illinois University

University of Chicago

University of Cincinnati

University af Missouri

University of Toledo

University of Wisconsin, Madison

1

1

2

1

2

2

1

1

1

1

2

Milwaukee

115

Institution Meetings_

Walden Woods 1

Waukesha County Technical Institute 1

Wayne County C unity College

Wayne S ate University

Western Michigan University

St. Clair Shores Public Schools

St. Ignace Public Schools

_1M

Personnel

1

2

1

2

2 7

116