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Acknowledgments

A Guide for Family Literacy E.S.L. 

Developed and written by: Kathleen Holloway, MaryAnn Phillips; Sylvan Rainwater, Sonia Patricia Vertner; Nancy Monroe, Director; Don Prickel, Instruction Systems Specialist/Consultant.

 Thanks to the following people who made this project possible:

Nan Poppe, Dean of Instruction, Adult and Continuing Education at Portland Community College (and Joe Ponce, retired Division Dean Adult Basic Education) for proposing and supporting the beginning of this project in 1999-2000. 

Cathy Lindsley, from the Oregon Department of Community Colleges and Workforce Development, for her pragmatic and visionary sense and her support to see the project through to the first stage of completion. 

Clackamas County Children’s Commission for administering the second year of the project and in particular Susan Wood, for her exceptionally helpfulness. 

The following team of inspired instructors who gave many volunteer hours to this project: Sylvan Rainwater, Kathleen Holloway, MaryAnn Phillips, and Sonia Patricia Vertner. 

ESL Instructors Ruth Merz, Melissa Ellis and Juliet Pursell for their contributions. 

The always ready Catherine Thomas, our capable technical editor. 

Sylvan Rainwater, who worked to complete the final editing. 

Community Action Organization Head Start for use of their past and present health forms. 

Lane Community College ESL Program 

Creative INK for interpreting Sylvan Rainwater’s icon idea. 

Finally, thanks to our helpful and hopeful guide throughout this project, Dr. Don Prickel, Oregon State University.--------------

This two-year process began with a core group of ESL instructors who were invested in the concept of family literacy, and who wanted to create a helpful guide for new and experienced ESL instructors, but lacking the articulation on the “big picture” and coming up somewhat short on assessment. 

Enter the enthusiastic consultant. Under the tutelage of our guide, we brainstormed program and participant outcomes going from global to particular, zooming in and out. We grouped these ideas and struggled with how to group, what to merge and what to keep. We played with creation of an icon to represent the program outcomes. In the process, we came to the realization that there are two overriding ideas essential to and interwoven throughout the three Equipped for the Future roles of family, worker and community: that in serving an ESL population, culture and personal development are infused into and vital to any curriculum. 

We got into the real work of Assessment. What can a student do in the classroom that “proves” he or she can do it (has done it) in real life? We worked on what the instructor needs to teach so that the student can achieve the assessment tasks and we looked behind these skills to find concepts the instructor needs to address. This design-down process is a valuable planning tool for instruction. It’s been exciting to be a part of this process. We hope you, the reader, will benefit from our work and add to it.”  

From Nancy Monroe, Project manager

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