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
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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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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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E
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
oi= 31 - I I I j! 1=4
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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
LOR EN C
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.10/00,31 GOUG53131 G4GIG
PRESOUISLE
R44 4.4,46.357 144644 21
2.22p 11$6,, 17
51.7n 404.4., p
33. 150 AIev3a 71
10. 7/3 G/30o 3 10L
/, p2,.. f21,522 ANN .: P 16117.045 Ow . .
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SCALE IN MILESSO 30 40 SO 40
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
SIM
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PROJECT ENABEL II
1970
MICHIGAN STATE UNIVERSITY
REGION 2
WESTERN MICHIGAN
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1970
MICHIGAN STATE UNIVERSITY
REGION 3B
DETROIT MICHIGAN
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MICHIGAN STATE UNIVERSITY'
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1970
MICHIGAN STATE, UNIVERSITY'
REGION
14UPPER MICHIGAN, WISCONSIN,
MINNESOTA,
''
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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Figure 7
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Regional Meetings
9 341, State Externs
49474.411147BAND 11471410 4 Comm
.01 61 35A
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