Literacyworks Winter 2025 Newsletter

Supporting Immigrants Through Education and Empowerment

At Literacyworks, we believe that access to education and reliable information is a fundamental right for all individuals, regardless of immigration status. In today’s uncertain climate, many immigrant communities face fear and instability. That’s why we are dedicated to providing transparent, trustworthy, and empowering resources to help individuals navigate life in California and the United States with confidence and dignity.

Our Immigrant Resources page connects undocumented residents with essential information about their rights, educational opportunities, legal protections, and vital community services. Whether you need guidance on workplace protections, access to higher education, or legal support, we are here to help.

Education as a Path to Empowerment
Education is one of the most powerful tools for self-advocacy and empowerment. Through our work, we have witnessed the resilience and determination of immigrants who, despite immense challenges, continue to pursue their dreams of education, stable employment, and security for their families.

At Literacyworks, we stand with our immigrant community, ensuring that knowledge and opportunities remain within reach. Our mission is to provide resources, encouragement, and support for those seeking a better future.

You Are Not Alone
If you or someone you know needs information or support, we encourage you to explore the Immigrant Resources page on our website. Knowledge is power; together, we can build a stronger, more inclusive community.

Your journey matters and Literacyworks is here to support you every step of the way.

What is the future of adult literacy programs and support under this current federal government?

The future of adult literacy programs under the current federal government is to, hopefully, at least maintain existing funding levels but, wishfully, perhaps add significant increases. The Adult Education State Grants, authorized by the Adult Education and Family Literacy Act (AEFLA), are designed to help adults achieve literacy, obtain secondary diplomas, and transition to postsecondary education and training. For Fiscal Year 2025, the funding request for these grants remains at $715,455,000, consistent with the previous year’s allocation. Source: Department of Education CAREER, TECHNICAL, AND ADULT EDUCATION Fiscal Year 2025 Budget Request. 

Despite the steady funding, researchers and educators express concerns that federal literacy programs for adults are increasingly insufficient to meet the growing needs. Source: Educators are trying to bring the science of reading to adult education

The lack of properly skilled workers poses a critical barrier to initiatives to boost U.S. manufacturing and job creation. Insufficient investment in adult education and training exacerbates this issue, as public funding often diminishes after age 25, leaving many workers without access to necessary financial aid.  

Overall, while federal support for adult literacy programs remains constant, addressing the evolving educational needs of adults may require exploring additional funding avenues and policy adjustments to enhance program effectiveness and accessibility.

So then, what is the future of Library adult literacy programs and support under this current federal government?

The future of federal funding for library literacy programs in the Fiscal Year (FY) 2025 budget is currently uncertain. The American Library Association (ALA) has expressed alarm over proposed cuts to the Institute of Museum and Library Services (IMLS) in the White House’s FY 2025 budget proposal. ALA President Emily Drabinski highlighted the challenges ahead, emphasizing the need for advocacy to secure funding for America’s libraries.  Source: ALA welcomes passage of FY 2024 federal budget, braces for FY 2025

In January 2025, an executive order was issued to freeze all federal loans, grants, and financial assistance, affecting agencies like the IMLS. Although this order was rescinded following public outcry and legal challenges, the incident has left libraries and arts agencies apprehensive about potential future funding cuts.  Source: Future of Libraries, Arts Agencies Unclear Amid Federal Funding Freeze.

The IMLS (Institute of Museum and Library Services) has outlined plans to continue its initiatives, including promoting information literacy by establishing a task force and an online portal. However, realizing these plans is contingent upon finalizing the FY 2025 budget and allocating necessary funds.   

Congress must finalize FY 2025 appropriations by March 14 to prevent a partial government shutdown. If lawmakers fail to act by the end of April, automatic spending cuts will take effect under the Fiscal Responsibility Act.  

Given these developments, the national library literacy budget remains at risk of potential FY 2025 federal budget cuts. Stakeholders and advocates closely monitor the situation and actively engage with policymakers to emphasize the importance of sustained funding for library literacy programs.

our Students

Chris Schultz, Center Director

Each semester, the Literacyworks staff conducts one-to-one interviews with each of the participating students. These meetings are by phone, Zoom, or in person. We have been doing these interviews for several years. The purpose is to better understand the challenges our students are facing and determine if we can provide additional support. The overarching takeaway from the discussions is a sense of gratitude and sincere appreciation for the Center staff's support. 

Many students talk about the overwhelming demands on time, children, jobs, and homework.  In many cases, they have more than one job.  Several of our students are single parents with all the demands that represent.  All our participants are the first in their families to attend college, and all of them started in classes below the college level.  The College provides many valuable resources to help students succeed such as tutoring, health services, and study groups. Yet, by the nature of the demands on our student’s lives, they either don’t know about the services or can’t find time to take advantage of them.  Center staff direct students to these resources.

Maria has been with our program for several years.  She started taking English as a Second Language classes. She works full-time to support herself and her two teenage children.  She is a determined and hard-working woman.  She will be starting the College’s Nursing Program next fall. 

Ben is an older student who was not certain if college was right for him. He has a family and must work full time to provide support. With the encouragement of the staff, he has found confidence in his ability to succeed in school. He said during an interview that he wants to do well so his children will be proud of him and want to attend college in the future.

One of our students started in the GED program to earn a high school equivalency certificate. She struggled particularly in math. One evening, I received a call from her. She tearfully reported that she passed the math test and was ready to start taking college classes. She will graduate this May and plans to attend Sonoma State University.

Every one of our students has a unique story, but a theme runs throughout many of them:  not enough time in the day, too little money, not always confident in class, a desire to improve their skills so they can get a better job, a passion to see themselves as successful.

Getting to know this group of people is a deeply meaningful aspect of the staff’s work at the Center.  They are some of the most resilient and hardworking individuals that I know. Their words of appreciation for what we provide are humbling. 

During the most recent round of interviews, another topic came up often—the fear of deportation and what that might mean for their family and the community.

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are still suffering a loss of income and housing. 

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

Literacyworks Newsletter: Fall 2024

Happy Halloween! 

Artificial Intelligence (AI) has been prominently featured in the news lately. In this month's newsletter, I decided to use an AI program to generate questions or prompts* about fairy tales and their role in promoting literacy among both adults and children. I also inquired about the future of literacy in light of AI's ability to compose and create content. The program I used, called ChatGPT, generates human-like responses and helps users steer conversations toward specific lengths, formats, styles, details, and languages. Honestly, the AI responses were both impressive and somewhat alarming. What will AI programming do to our creativity or our writing skills? Our ability to reason or solve problems? Are we relinquishing our power and growth to a program, or can we harness that power to improve our future and environment? I suppose time will tell.
* Prompts are instructions that guide ChatGPT to produce the desired content 

Here are the responses I received from ChatGPT to my prompts: 

Fairy tales help improve literacy skills

Promote to ChatGPT: Please write an article about how reading fairy tales helps adults and children improve their literacy skills. 

While traditionally associated with children, fairy tales offer a wide range of benefits for literacy development in both children and adults. The timeless narratives and moral lessons found in these stories create a shared foundation that can be instrumental in enhancing reading skills, comprehension, and language development across age groups. 

Benefits for Children’s Literacy 

For children, fairy tales serve as an accessible introduction to literature. These stories are often simple, with repetitive structures and familiar themes, making them easier for young readers to follow and understand. By engaging with fairy tales, children:

         1.      Develop Vocabulary: Fairy tales often introduce new words in context, helping children expand their vocabulary in a natural and engaging way. These stories frequently use descriptive language, encouraging children to think critically about words and their meanings.

         2.      Improve Comprehension: The clear, often linear structure of fairy tales—with defined beginnings, conflicts, and resolutions—helps children understand narrative form. They learn how stories are constructed, which improves their comprehension of more complex texts later in life.

         3.      Boost Critical Thinking: Fairy tales often involve moral dilemmas or complex character decisions. By engaging with these, children start to develop critical thinking skills as they analyze the characters’ actions and the consequences of those actions.

         4.      Cultural Awareness and Moral Understanding: Many fairy tales are steeped in cultural traditions and contain universal themes of right and wrong. This introduces children to different cultures and fosters a sense of empathy as they navigate the moral lessons presented.

Benefits for Adults

Though fairy tales are often dismissed as “child’s play,” they also have significant value for adult readers, especially in literacy development for those with low reading skills. For adults, reading fairy tales can:

         1.      Build Confidence: Fairy tales are accessible and non-intimidating for adults with low literacy. These familiar stories, which they might recall from childhood, provide a comfortable entry point back into reading. Success in reading these texts can boost self-esteem, encouraging continued learning.

         2.      Enhance Language Skills: Fairy tales use straightforward language but with a richness in expression. This can help adult readers develop their understanding of grammar and syntax, allowing them to tackle more complex reading materials over time.

         3.      Foster Family Literacy: When adults and children read fairy tales together, it creates a bonding experience while improving literacy for both. Adults improve their reading fluency and comprehension by practicing, while children benefit from reading the stories aloud. This intergenerational reading experience reinforces literacy for the whole family.

         4.      Stimulate Imagination and Creativity: Fairy tales often involve fantastical elements that stretch the imagination. For adult readers, engaging with these stories can rekindle creativity, making reading more enjoyable and promoting further exploration of literature.

Lifelong Learning

Both children and adults benefit from the literacy skills cultivated by reading fairy tales. Literacy is not just about reading but understanding, interpreting, and applying information in everyday life. Fairy tales, with their universal themes and relatable characters, serve as a powerful tool in developing these critical skills for all ages.

Fairy tales are more than just entertainment; they are a bridge to greater literacy, creativity, and empathy, helping individuals improve their quality of life and strengthen their communities. Through programs like Literacyworks, these foundational stories can support adults and children alike in their journey toward lifelong learning and achievement.

Promote to ChatGPT: Will AI affect the literacy rates in America in the future?

AI has the potential to significantly impact literacy rates in America, both positively and negatively. On the positive side, AI technologies can enhance educational tools and create personalized learning experiences for adults with low literacy. AI-driven platforms can provide tailored content, real-time feedback, and adaptive learning paths that can help individuals improve their reading and comprehension skills at their own pace. This could make education more accessible, especially for those in underserved communities or those who face challenges like time constraints or learning disabilities.

Additionally, AI could assist in breaking down language barriers for English learners, as seen in programs like the Literacyworks Center, where many participants are ESL learners. AI-powered translation tools and language learning apps can make it easier for individuals to improve their English skills, which is critical to both educational and employment success. 

However, there are potential downsides. As automation increases and AI takes over more jobs, individuals with low literacy could find it even more difficult to compete in the job market, particularly in positions that require technical or digital literacy. Without access to the proper training, AI could exacerbate the divide between those who are literate and those who are not, leaving many behind in an increasingly tech-driven economy. 

The key challenge will be ensuring that AI is leveraged to enhance literacy programs and make them more inclusive, providing support to those who need it most while addressing the digital divide.

BOOK SUGGESTION

This discussion about AI reminded me of one of my favorite authors, Isaac Asimov. In several of his stories, he introduced the Three Laws of Robotics, a set of rules designed for robots’ AI brain programming. These laws were first presented in his 1942 short story "Runaround," which is part of the 1950 collection "I, Robot."

The Laws

The Three Laws, presented to be from the fictional "Handbook of Robotics, 56th Edition, 2058 A.D.", are:  

The First Law states that a robot may not injure a human being or, through inaction, allow a human being to come to harm. 

The Second Law states that a robot must obey the orders given to it by human beings, except when such orders would conflict with the First Law.

The Third Law states that a robot must protect its own existence, as long as such protection does not conflict with the First or Second Law.

Paul Heavenridge

Literacyworks Center Students 

Four things are true about each of the students we will briefly discuss: They started at SRJC taking English as a Second Language classes, they are all low-income, each is highly motivated, and all are members of Literacyworks Center.

Sharon has been in the program for several years. She has a wonderful family, and she loves to cook.  She has generously brought homemade snacks to our group workshops.  Sharon found a calling in the culinary arts program at the college.  In addition to attending classes full-time she also worked in a restaurant.  During the pandemic, Sharon faced frustration and challenges as her hands-on classes were taught remotely. However, this past May, she earned a Certificate in Culinary Arts and was one of the speakers at the graduation ceremony. She now manages the kitchen at a prominent restaurant in Sonoma County and maintains a friendship with the staff at Literacyworks. 

Ben has a young family and has been attending the JC for several years. Although he started in ESL classes, his confidence in his academic abilities has grown considerably. That confidence and his success in school have made him an active supporter of other students. His naturally outgoing nature has helped him find a place within the college community and a way to support others. Ben loves to volunteer to help other students.  He graduated this year and has applied to the X-Ray Technician Program.  Ben will do well in whatever he sets out to do.

Mitchie came to her last one-to-one interview in May.  She brought flowers to the Literacyworks Staff in appreciation of the support she has received.  She has been in the program for several years, and watching her grow into a self-assured young woman has been fascinating.  Mitchie graduated from the SRJC a few days after our interview.  As we discussed her future, her eyes started to tear as she explained that she had been accepted to the University of California Santa Cruz, where she is now attending.  

Adrianna is a hard-working student who has faced many challenges.  Literacyworks Staff have helped her utilize many support programs both on campus and in the community.  She aims to become a professional translator, possibly working in the court system to support new immigrants with legal matters.  Adrianna’s self-determination has helped her find the resources she needs to be successful in school and life.  She is willing to ask for help when she needs it.  Adrianna is visually impaired.

Chris Schultz

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are still suffering a loss of income and housing. 

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

Literacyworks Newsletter: Summer 2024

Media Literacy and the Adult Learner

The National Association for Media Literacy Education (NAMLE) defines media literacy as “the ability to access, analyze, evaluate, create and act using all forms of communication. In its simplest terms, media literacy builds upon the foundation of traditional literacy and offers new forms of reading and writing. Media literacy empowers people to be critical thinkers and makers, effective communicators, and active citizens.”

Who and what is media literacy for? The academic literature generally identifies three broad purposes for which media literacy contributes. These themes are apparent in shaping the policy discussions in politics, social media, academia, and the press, which currently focus on media literacy: 

1. In a democratic society, individuals who are media-literate are better equipped to form informed opinions about current issues and are better able to express their views in public, civic, and political settings. A media-literate society helps foster a sophisticated, critical, and inclusive public sphere. However, adult learners often face challenges as most information is written and delivered at a higher reading level, making them susceptible to misinformation and propaganda.

2. Knowledge economy, competitiveness, and choice: In a market economy that relies increasingly on information, individuals who are literate in media are likely to have more to offer and to achieve at a higher level in the workplace. A society that is literate in media would be innovative and competitive, sustaining a rich array of choices for consumers. Once again, adult learners often face challenges in this area.

3. Lifelong Learning, Cultural Expression, and Personal Fulfillment: Media literacy improves critical and expressive skills, supporting a meaningful life and an informed, creative, and ethical society. However, adult learners may face challenges in enhancing their lives in this area due to their low literacy skills.

Adult learners increase their literacy skills best if they are interested in what they are reading about. From training in Media Literacy for Adults (ALA), media literacy can empower an adult learner to...

• tell the difference between a piece of journalism and a piece that mimics journalism but is not.

• tell the difference between news stories, opinion pieces, and propaganda.

• think critically about online photos and images, including who produced them and where they came from.

• identify biases in news content.

• be a critical consumer of news media content.

Our Literacyworks students tell us that they want to be productive participants in the civic life of their communities. They aim to help improve their schools, become informed voters, and understand the local issues that affect their families' lives. We hope that media literacy will be offered in an understandable form, but until that happens, we must assist our students in identifying fact from fiction and truth from lies.

The Literacyworks Center serves a remarkable group of individuals. It is a privilege to support these resilient students as they explore opportunities through education and improve the possibilities for their future. The students have a wide set of goals and aspirations. Some want to improve their English skills, others want to work in the trades, and still others are initially unclear where their education will lead them. We view success for our students as achieving their identified goal, whatever that may be. For this newsletter, we will briefly highlight a few students who went above and beyond in achieving their goals."

Aaron had a challenging time in high school, and when he started at Santa Rosa Junior College, he had personal doubts about his chances of success. However, he found supportive staff and the Literacyworks Program, which helped him grow more confident with each semester. He became a full-time student, excelling in his studies and majoring in Sociology. Aaron also secured a job at the college, supporting new students, and remained involved with the Literacyworks Center throughout his time at the junior college. After graduating, he transferred to UC Berkeley with a significant scholarship, graduated with honors, and returned to Sonoma to work as an academic advisor at Sonoma State University, focusing on assisting new students. Recently, Aaron returned to Santa Rosa JC as the coordinator of the Intercultural Center on the Petaluma Campus. During our most recent meeting, he informed me that he is starting a master’s degree program in counseling at San Francisco State. It has been wonderful to watch this young man go so far and offer so much to others.

Leticia started at the JC to improve her English skills. She also joined Literacyworks and remained in the program for the entire time she attended the college. She discovered she loved learning and quickly became a successful student. Upon graduating with an associate’s degree, she transferred to UCLA, where she continued her studies and became an active member of the university community.

After graduating, she returned to Sonoma, where her family lives. Literacyworks hired Leticia for a part-time position working with our Spanish-speaking students to help them better understand the program requirements and how to take full advantage of the college’s resources. She was a great support to our students and to the program. In the past year, Leticia took a full-time position at the JC as the coordinator of a Student Service program designed to support women. She has applied to Graduate School in Educational Leadership. We wish her the best and will watch her career as it unfolds.

Chris Schultz, Literacyworks Center Director

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are still suffering a loss of income and housing. 

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

Literacyworks Spring 2024 Newsletter

HAPPY SPRING!

It has been a busy Spring semester. Our Literacyworks Center students have been busy achieving their educational goals. Some are moving on after graduating this semester with certificates, associate degrees, and transfers to four-year colleges. 

Below are our current Center statistics:

The Center was established in 2015 to assist low-literacy, low-income adults who lack basic skills in accessing career and technical education and continuing their studies in college. Our learners have a shared goal of achieving success and giving back to their families and communities. The Center has been operational for 8 years now, and we are proud of our achievements. To date we have:

• Provided $1,781,416 Adult Literacy Awards scholarships* to over 1,665 low-income, low-literacy students 

• Achieved less than a 10% dropout rate each semester (90% retention), well under the 60% average dropout rate for community colleges for this at-risk population 

• Increased acceptance by our students to certificate and associate programs and even four-year college programs. As of Spring 2024, our graduates have achieved 31 (AA/AS associated degrees), 24 transfers (to 4-year universities UC Berkeley, UCLA, UCSC, Sonoma State, Sacramento State, among others), 85 certificates, and 72 GED completions. 

*All Adult Literacy Awards scholarships come from a family foundation and go to benefit our students. No scholarship funding is used for program funding

The Center's current (Spring 2024) demographics are as follows:

86% Female
14% Male
30 Parents
46 Single
91 % Latino
2% Eritrean
2% Asian/ Pacific Islander
3% Caucasian
2% American Indian

STUDENT VOICES

We wanted to feature a few outstanding student stories in this month's newsletter.

The following are a few stories about some of our students at Literacyworks. All our participants share some common qualities, such as intelligence, hard work, resilience, and a desire to serve others while improving their lives. It is a wonderful group of individuals who started taking classes below the college level. For many, English is not their first language, and they had to complete their GED before moving forward. In most cases, their children are their strongest motivating force.

Before we proceed, please take a moment to read the letter we received from one of our students, Mishell.

Mishell Santos

Dear Literacyworks Family,

Today is my last day meeting with you, and I am truly grateful for all your support since I started my credit classes.  I appreciate Chris, Rita, and the others for being part of my journey towards a professional life.  I value every financial and moral support that you all provided me.  I will carry you in my heart today, tomorrow, and always! 

Thank you for being part of my American Dream.  Today I say goodbye to start a new chapter in my educational life at UCSC. 

Thank you for everything, and never forget that I will always be grateful to you all.  Since 2021!!

Sincerely, 
Mishell Santos

Sharon
Sharon has been a valued member of Literacyworks for several years. She is scheduled to graduate in May with an AA degree in Culinary Arts. Along with her husband, she has two amazing children whom we have had the pleasure of watching grow up. We will miss her presence in our group workshops and the delicious treats she used to bring. Sharon is currently employed as a restaurant manager in Santa Rosa.

Ben
Ben is a highly motivated young man who's committed to setting a good example for his children. He has taken on a leadership role at the college campus to support students and make them aware of all the services provided by the college. Ben is scheduled to graduate with an AA degree this May and is planning to enter the Ex-Ray Tech program in the fall. We extend our best wishes to him for all his future endeavors.

Maria
Maria has been attending Santa Rosa Junior College for almost a decade. When she began, she had very little knowledge of English and had to complete her GED. Despite this, she is now taking a full load of classes and working 40 hours a week. Her goal is to transfer to Sonoma State University next fall to pursue her dream of becoming a nurse. Maria is an amazing woman and an inspiration to her children..

Evelyn
Evelyn plans to complete her classes this spring and transfer to Sonoma State University to pursue a career in nursing. Her children and parents serve as her primary sources of motivation.

Adriana
Adriana successfully balanced the requirements of the JC while supporting her family and will receive two Associate Degrees in May.

Tania
Tania has been putting in a lot of effort to enhance her academic abilities at the JC and has achieved great success thus far. Although she is currently employed as a Dental Assistant, she has decided to shift her career objectives and pursue a degree in Radiology in order to provide better support for her family. We wish her all the best as she embarks on this new path.

Leticia
Leticia arrived in Santa Rosa with very little knowledge of English. She works 40 hours a week in the fields of Sonoma County and has a two-year-old son to take care of. Despite her challenging circumstances, Leticia remains determined to create a better life for herself and her child. She often feels exhausted due to her responsibilities, but she studies at night while taking care of her son and working outdoors throughout the day. Leticia has already earned a Certificate in Bookkeeping and will receive an A.A. degree in Humanities from the JC in May. Although she has no immediate plans to transfer to a four-year university, Leticia is committed to pursuing a brighter future for her family.

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are still suffering a loss of income and housing. 

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

November - December 2022

HAPPY HOLIDAYS FROM THE LITERACYWORKS STAFF!

Traditionally, we offer our Literacyworks "Top Ten List" (in no particular order) of all the great things that happened in 2022 and a few more for which we are grateful. But this year, besides our wonderful community supporters, we are most thankful to our outstanding students and how they have persevered. So we are presenting some of their stories instead.

THE LITERACYWORKS CENTER IS CHANGING LIVES AND
THE NEED IS GREAT

 SOME PROGRAMS PROVIDE JUST A BAND-AID, BUT THE CENTER CREATES REAL LIFELONG CHANGE 

As the Fall semester comes to a close, the pressure of final exams is gone. Our attention can turn to the holiday season and just some time to relax. This semester was the first time in two and a half years that the Literacyworks Center’s traditional support services were provided due to the lifting of Covid restrictions. In addition to the scholarship support, we could reach out to students with small group meetings, phone calls, and one-to-one interviews conducted via Zoom or face-to-face. It is from these experiences that we come to know our students better and come to understand the many challenges they face.

To be a part of the Center program, a student must be low-income and read below college level [what we define as low literacy]—adding to the challenges of working to support themselves and their families. Center students are the first in their families to attend college and have little understanding of the culture of college and how to succeed. Inflation, food costs, transportation, and, most of all, rent create tremendous pressure on these adult learners.

But what is truly remarkable, as we meet with these folks, is that they are upbeat, positive, optimistic about their future, and dedicated to improving their lives through education. Here are a few of their stories:

One mother made it to college-level English 10. She was so pleased with what she had accomplished. She wants to be a writer, both in English and Spanish. She has two teenage children that are ‘her life.

Going through a challenging divorce and the death of a family member were almost more than she could handle.

She works the night shift at a factory and cleans houses on weekends to stay financially afloat. She told me her dream is to transfer to a four-year college. When asked what motivates her to keep going, she said, “I want to be someone in the world. I want to make a difference so my children will be proud of me.”

A very proud 41-year-old man has been working on completing his GED and is ready to start General Education classes. He has three kids. He cannot work at this point due to a severe accident on the job. After going through so many surgeries and medical procedures, he wants to consider a career in some aspect of medicine. Based on my conversation with him and his abundant self-confidence, I believe he will make it.

So many of our interviews show an extraordinary strength of character and resilience in the face of tremendous challenges. One young woman is deeply engaged in the culinary arts program. Her goal is to open her restaurant one day. Keeping up with her three children’s school schedule and working while taking classes sometimes creates stress. She said, “I can do it because I can see my future. It is good for my family and me.”

Our next story is about a young man taking a higher-level English as a Second Language class. He is doing well, but there is never enough time.

He works full-time in a factory.

He wants to study auto technology and maybe become an airplane mechanic. His challenge is the lack of time between work, school, and caring for his mother. ‘Taking care of my mother is the most important thing. He ended the interview by saying, ‘I could not be here without Literacyworks and you. I appreciate it.

Another young man is studying English and is doing pretty well. He didn’t have money for the books until he got his scholarship. Now he is doing better. He lives with three other men and works as a day laborer in a nursery, and his job is inconsistent. He cannot always make it, so he is looking for a better job. He gets food on campus from the ‘Food Pantry. He wants to be successful but doesn’t always see how. He was very thankful for what the program could provide.

The following student is taking lower-level ESL classes. Her 12-year-old daughter helped translate for the interview and did a perfect job.

The mother works part-time selling cakes. Money is a significant issue. The whole family was impacted by Covid – out for three weeks. When asked what motivates her, she said, “My family, to give my kids the best life I can.” Then she cried and thanked Literacyworks for all the help.

Last story for now. A young single mom lives with her two-year-old son and her mother. She does not work because of the demands of a full academic load and providing care for her son. While going through her pregnancy, she experienced a sonogram that intrigued her.

So, her current career path might be a radiology tech or a nurse. Both programs are competitive, but she can do it from what I have seen.

It is a pleasure to share some of the rich and heartfelt stories that help define Literacyworks Center's purpose. Please have a wonderful, warm holiday, and appreciate what you have.

~ Chris Schultz, Literacyworks Center Director

In 2022, Literacyworks was part of a successful National competition for an AmeriCorps grant. Starting in September, the Initiative began to recruit CA library literacy programs to have Americorps members provide the services.

California Library Literacy Services Americorps Initiative

This Initiative is a collaboration between several different entities. AmeriCorps is a federally-funded program administered in California by California Volunteers, the State Commission charged with engaging Californians in service, volunteering, and civic action to tackle our state's most pressing challenges. The Pacific Library Partnership is the grantee and fiscal agent. Literacyworks is the primary entity that will communicate with sites and manage the Initiative's day-to-day programming and sites' financial/contractual aspects.

The Literacyworks AmeriCorps project staff will closely cooperate with California State Library/CLLS staff to support libraries and their literacy programs as comprehensively and seamlessly as possible. The Site Agreement is with Literacyworks, a nonprofit that has worked closely and successfully with the State Library and CLLS programs for decades. The CLLS AmeriCorps Initiative programming and training are provided by Literacyworks AmeriCorps staff. We wish to emphasize that Literacyworks AmeriCorps will be the first and primary point of contact for libraries and literacy programs.

Americorps Vision: The best of America

America was founded on a promise of opportunity. When we build stronger communities, we help make this promise a reality, for every individual to succeed. Especially in times of adversity, we find the courage to unite and overcome. Helping our communities prosper, head on and together. It’s what AmeriCorps is built for: bringing all Americans together. Working alongside each other for the betterment of every community. Ensuring that everyone gets the help they need, and the opportunities they deserve. AmeriCorps is your chance to be a part of something bigger.

SUPPORT OUR STUDENTS!

As we near the end of each year, we traditionally share with you the accomplishments of the Literacyworks Center and our students and ask for your continued financial support. 

As part of our current Literacyworks Center population, we have seen an ever-growing need for working with two groups of students aged 18-24: Latino ESL learners and foster youth. Our program assists them in staying in college. They are primarily first-generation college students. Also, because of the hardships caused by the Pandemic, we are increasing our outreach to our students to help them find housing, food, and mental health resources.

We are asking you to support a student or more. It takes $3,000 a year to enable Center students to reach their goals and stay in school for a full academic year. We do whatever it takes to help our adults succeed in college, but we can't do it without you. Your gift of any amount creates meaningful change for our students, families, and communities. All of our adults are low-income, low-literacy members of our community and are the first in their families to go to college. Many are parents. Their perseverance in reaching their educational goals encourages their children to excel in school and follow their example to attend college. 

October 2022 Newsletter

To Read or Not to Read? Who is and Isn't?

In 1990, National Governors' Association members produced a set of national education goals that would guide this country into the twenty-first century. One of the six goals states: By the year 2000, every adult American will be literate and possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

OK, this was a predictably unreachable goal partly because people have chosen not to read very much.

I'm going to start with a graphic from Robert Brewer.

By 2011, 21 to 23 percent — or some 40 to 44 million of the 191 million adults in this country — demonstrated skills in the lowest level of prose, document, and quantitative proficiencies (Level 1). Though all adults at this level displayed limited skills, their characteristics are diverse. Many adults at this level performed simple, routine tasks involving brief and uncomplicated texts and documents. For example, they were able to total an entry on a deposit slip, locate the time or place of a meeting on a form, and identify a piece of specific information in a brief news article. Others could not perform these types of tasks, and some had such limited skills that they could not respond too much of the survey.

Only 18 to 21 percent of the respondents, or 34 to 40 million adults, performed in the two highest levels of prose, document, and quantitative literacy (Levels 4 and 5). These adults demonstrated proficiencies associated with the most challenging tasks in this assessment, many of which involved long and complex documents and text passages.

Who doesn't read books in America?

Roughly a quarter of American adults (23%) say they haven't read a book in whole or in part in the past year, whether in print, electronic or audio form, according to a Pew Research Center survey of U.S. adults conducted Jan. 25-Feb. 8, 2021. Who are these non-book readers?

According to the survey, several demographic traits are linked with not reading books. For instance, adults with a high school diploma or less are far more likely than those with a bachelor's or advanced degree to report not reading books in any format in the past year (39% vs. 11%). Adults with lower levels of educational attainment are also among the least likely to own smartphones, an increasingly common way for adults to read e-books.

The same demographic traits that characterize non-book readers also often apply to those who have never been to a library. In a 2016 survey, the Pew Research Center found that Hispanic adults, older adults, and those living in households earning less than $30,000 were among the most likely to report in that survey they had never been to a public library. And those who have a high school diploma or did not graduate from high school were among the most likely to report in that survey they had never been to a public library. 

Why

How to teach reading skills and existing reading curricula often do not align with the current science of how students learn. Studies suggest that incorporating the science of reading practices studied by psychologists, linguists, and neurobiologists into the classroom will dramatically reduce the number of children on track to become functionally illiterate adults.

Millions of great books are sold yearly, but sadly, statistics show that half the books bought in this country are never read!

Student Profile: Adriana

As many of you are aware from reading the Literacyworks Newsletters, our students are a group of remarkable individuals. They are low-income and are entering school reading and writing below college level. 

They face significant challenges, but their will to succeed and reach their goals is remarkable. Adriana is one such student. She moved from Mexico many years ago to pursue an education. Adriana discovered that she had a progressive illness that caused her to go blind. The challenges for a non-sighted person are considerable, especially in a new culture and when English is not her first language. Adriana had to learn how to access college. She had to figure out transportation and living arrangements. Santa Rosa JC was very supportive in providing access to technology that allows Adriana to read and use a computer and a phone. She started the Literacyworks Center program over two years ago. In addition to providing financial support, the Center staff connected Adriana with several agencies in the county that provide additional help for the non-sighted. 

The Center organized volunteers to meet her at the bus and help her find her way to the classroom.

Adriana is now fluent in English and will receive a Certificate in Early Childhood Education at the end of this semester. She will continue to take classes to meet her General Education requirements. Her long-term goal is to become a translator working with new immigrants as they negotiate the challenges of a new culture. We will be watching as she creates a new future for herself.

~ Chris

ASK

As we near the end of each year, we traditionally share with you the accomplishments of the Literacyworks Center and our students and ask for your continued financial support. 

As part of our current Literacyworks Center population, we have seen an ever-growing need for working with two groups of students aged 18-24: Latino ESL learners and foster youth. Our program assists them in staying in college. They are primarily first-generation college students. Also, because of the hardships caused by the Pandemic, we are increasing our outreach to our students to help them find housing, food, and mental health resources.

We are asking you to support a student or more. It takes $3,000 a year to enable Center students to reach their goals and stay in school for a full academic year. We do whatever it takes to help our adults succeed in college, but we can't do it without you. Your gift of any amount creates meaningful change for our students, families, and communities. All of our adults are low-income, low-literacy members of our community and are the first in their families to go to college. Many are parents. Their perseverance in reaching their educational goals encourages their children to excel in school and follow their example to attend college. 

September 2022

I’m doing a bit of recycling with my September submission. Below is a brief article I wrote for the Friends of the Petaluma Library newsletter. There is no good censorship.

LIBRARIES ARE FOR EVERYONE (There is no good censorship)
Any book worth banning is a book worth reading. — Isaac Asimov

I have a few thoughts on our library system’s stand on the right to free expression and open-to-all philosophy. On May 1, 2017, the Sonoma County Library Commission voted on a Statement of Inclusivity reaffirming our core library values. It stated: 

Public libraries have long been known as one of the truly democratic institutions. Public libraries champion First Amendment rights and promote free access to information for all. Public libraries offer services and educational resources that promote inclusion and diversity to all in the community. In light of the uncertainty many feel in our current society, we reaffirm: Sonoma County Library values diversity, empowerment, community, unity, kindness, connection, and equity. Sonoma County Library provides service to all races, all genders, all sexual orientations, all religions, all abilities, all ages, all national or ethnic origins, all languages, all citizenship statuses, all economic statuses, all political affiliations, all people. Sonoma County Library is an inclusive community hub where people intersect and thrive.

Most of us recognize that suppression, ignorance, censorship, and manipulation are the tools of tyrants and con artists. That is why we, as library advocates, support the principles of openness and accountability. We understand that everyone benefits when treated with respect, and ideas and information are freely shared. 

I see Petaluma Library staff affirm that these beliefs are the right of every person, regardless of origin, age, background, or views, as they work with patrons. This freedom of expression embraces speech, press, religion, assembly, and association, and thus the right to receive information without interference from governments or extremist groups and without compromising personal privacy. 

There is no good censorship. Courageous people speak up. Courageous people do something. As the American Library Association notes, the ALA rejects censorship in any form: “Any action that denies the inalienable human rights of individuals only damages the will to resist oppression, strengthens the hand of the oppressor and undermines the cause of justice.”
=====
When you see something that is not right, not just, not fair, you have a moral obligation to say something. To do something. -  Congressman John Lewis

Don't join the book burners. Don't be afraid to go in your library and read every book. - Dwight D. Eisenhower

Paul Heavenridge
Sonoma County Library Commissioner - Petaluma

Student Profile

Lorenzo Rivera was part of the High School Equivalency Program (HEP) on the Santa Rosa JC campus. HEP is a Federally funded effort to assist farm workers in completing high school requirements so they can attend college and improve their career opportunities. As Lorenzo finished HEP, he enrolled in English as a Second Language classes. At that time, he also joined the Literacyworks Center program. Lorenzo attended workshops and participated fully, always offering support to other members of the group. He then became a tutor for other HEP students, giving freely of his time and skills. Lorenzo graduated from the SRJC and transferred to Sonoma State University where he majored in math.

Literacyworks staff were invited to attend a celebration honoring thirty HEP graduates. Caps and gowns and smiles were everywhere. It was clear that this group of hardworking individuals were proud of their accomplishments and optimistic about their future. Lorenzo was invited to be a keynote speaker at the event. In his usual upbeat and humorist way he encouraged all the graduates to pursue their dreams and don’t give up. After the festivities I had the opportunity to speak with Lorenzo. It turns out he not only graduated from Sonoma State, but he went on to get his teaching credential. He is now teaching high school math in Santa Rosa. It is important to note that Lorenzo was working full-time the entire time he was going to school so he could support his family. He did follow his dreams.

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are suffering a loss of income and housing. 

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

Summer 2022

Well, another challenging SRJC school year has ended. Congrats to all our students who worked so hard and hung in there, completing all their course work. Out of 110 students, 108 successfully stayed in school and finished their 2021-2022 Fall and Spring semesters. We are very proud of their achievements.

LITERACYWORKS FEATURED STUDENT

Maria

I came to the United States from Mexico as a migrant. I am married and have four children: Luisangel, who is twenty-one years old; Manuel, who is eighteen years old and studying at Windsor High School; Julia, who is five years old and studying at Cali Calmecac Language Academy and Juan Pablo, who would have been eleven years old this summer. I am the ninth of a family of eleven. The education I had in my country was only until the sixth grade. Here in the USA, I took a few months of non-credit ESL classes because I wanted to learn the English language, but I stopped taking classes because I had to work. After three years of work, I got the position of assistant manager. A few years later, I took over as manager. In the same year, I lost my hearing on the left side. My hearing loss has been a challenge in my life because now I need to use hearing aids.

My son, Juan Pablo, was born in 2011 with spina bifida (a birth defect that occurs when a baby's spine does not form normally). As a result of his condition, JP lived in a Saratoga hospital for almost seven years until the end of his life. My family and I spent every weekend with him. Having a child receiving long-term medical treatment is incredibly difficult, especially when he lives two hours away. Also, because of medical bills and financial difficulty, we lost our house in 2014. After a few years, I went back to school. In the fall of 2016, I was pregnant, taking nine units, working full time, and visiting my son every weekend in the hospital. After having my daughter in the fall two semesters later, I continued taking classes. I completed the highest level of ESL and earned my high school equivalency (GED).

During the time of the pandemic, not everything was bad. Being at home, I was able to take 12 units and other adult classes. I also had to stop working when Covid-19 started because the place where I work closed. As I had more time at home, I began to help in the Windsor Services Alliance Pantry when the pandemic started. I helped 4-6 hours a week, collecting food from the different stores, distributing food to the people of the Windsor community, and cleaning after the delivery of food. Family circumstances now prevent me from helping.

In April 2021, my husband suffered a motorbike accident that paralyzed his left arm and took away his profession. He has had several surgeries since then. I help him with physical therapy every day and change his dressings, etc. Even though this is a tragedy for my family, my desire to become a nurse is stronger than ever.

I am currently taking ten units at SRJC. I want to be a bilingual nurse. I chose this specialty because by being bilingual, you can help more people who need it. I want to complete an Associate Degree in Spanish (AA) and Latin American Studies (AA). Also, I want to finish my prerequisite classes to apply to the Nursing program. My goals for the future are to finish my nursing and AA prerequisite classes and apply to the nursing program to be a pediatric nurse. I feel that I can help other people by being bilingual. Also, I want to support and help people in my community who don't speak English. Likewise, I want to help children with special needs who are like my son, Juan Pablo, who, due to his condition, was in the hospital all his life.

I love to study, and I love learning new things all the time. Thanks to Literacyworks support, I am certain I will be a nurse one day.

As many of you who have followed this newsletter know, the Literacyworks Center provides more than financial support to its students. We meet with every student individually to discuss the challenges they are facing.

This psychological and emotional support and resource referrals assist our students beyond the classroom. We do this through group meetings during the pandemic as Zoom events. We also do individual interviews with each participant. These virtual meetings have been a rich opportunity to listen to this amazing group of individuals as they create their future through education.  

In a 2019 fundraising event called ‘A Hundred People Who Care,’ the theme of our presentation was ‘Changing Lives.’ We were successful in winning $10,000 for our program at that event. What now seems to be an important realization it’s been meeting and coming to know these 110 individuals has changed our lives. The remarkable capacity to deal with stress, struggle, and challenges humbles our staff as we work with these driven students. 

In are individual interviews, we ask about the most significant challenges they face in and out of school. Time and money are the most common responses. Most of our group are taking English as a Second Language; they have young children and work long hours. Another of the questions we ask is what is the most significate motivator in their life. Here the responses vary. Some say their children; others say they love to learn, and others discuss wanting to change their life to improve their children’s opportunities. So, coming to know this group of resilient individuals is humbling for us at Literacyworks.

STUDENT VOICES

Thank you so much for your support. I want to improve my live and get a better job so my children can succeed.
- Elira

During Covid my husband lost his job and went to work to support the family. I almost dropped out of college. Your support kept me going.
- Erica

This is the first scholarship I have ever gotten. You believe in me. Another person trusts me. It is wonderful to have your support.
- Blanca

I have a 14 year old daughter who has become very sick. She requires treatment 4 days a week. I considered ending school. I am close to a Certificate in Early Childhood Education. Because of your support I will continue. My father told me, “You have to dance to the music life gives you.”
- Irais

Literacyworks Center is the best program I have been to. Chris and Rita make a wonderful team. Literacyworks Center is supporting me a lot, not just with the money, for example, when I talk to Chris he always ask me how I’m doing with my classes, how I am, what are my future plans and I know he likes to hear I progress every semester and that motivates me to work hard and keep going with my studies. Your support is essential for all of us and for who whants to continue in school. Thank you!
- Lidia

Thanks, Literacy works Center, Rita and Chris this program is very important to me, because it has given me a lot of financial and emotional support, motivating me to continue studying. With the help they give me. I can buy books that are needed in the class and many other items.
- Dolores

I am very happy to have this help, the program is a blessing for me because with that I can help myself, with making my internet payments or buying books, or whatever I need in the semester! thanks Rita and Chris for supporting all the students, since it is a great help for the scholarship thanks for all the support!! Blessings.
- Tania

COPPERFIELD'S BOOKS & LITERACYWORKS PRESENT: GREG SARRIS

Last month, on Wednesday, May 18, 2022, Copperfield's Books and Literacyworks welcomed friend, Literacyworks Honorary Board Member, and local author Greg Sarris to Montgomery Village to discuss his memoir: Becoming Story.

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are suffering a loss of income and housing. Also, SRJC has been closed since the first of April when online classes began.

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

Spring 2022

Literacyworks Newsletter: Spring 2022 Edition

Literacyworks Center Student Profile (Alumni Edition)
Leticia Garcia Arango

Leticia with Joe Bruin, UCLA mascot.

From Leticia:
Literacyworks helped me create a community during my time at SRJC. As a first-generation, low-income Latina student, navigating college and finding a support system was difficult. I was lucky enough to find Literacyworks. It was an amazing resource to help me out through my time in community college. I was able to find like-minded individuals who have similar obstacles and goals as me. Literacyworks also allowed me to relieve stress as the scholarship allowed me to focus more time on my studies. I successfully was able to transfer from SRJC in 2019 to UCLA. Now I am a recent graduate from UCLA and received a B.A. in Sociology. As a recent graduate, I am currently working at the EOPS/ CalWORKs at the SRJC. I am fortunate enough to continue my passion for helping college students throughout their academic journey. I am forever grateful for the support and resources Literacyworks provided for me during my educational journey. I truly owe my success to Literacyworks and all the support systems I found at SRJC.

Literacyworks Center Conducting One-to-One Interviews with All Students

The Literacyworks Program requires a one-to-one interview with each student every semester. This 2022 Spring semester, we have 110 students enrolled in our program to interview. Chris and Rita would meet face to face in the library during normal, non-pandemic times, but that is not possible since the SRJC campus is restricting on-campus activities. Instead, staff will conduct the interviews remotely, either by phone or Zoom. The purpose of the interview is to support students' success in college and better understand the challenges they face. We take the interview information to keep our database current, identify potential issues that may affect educational performance, and chronicle our students' stories. This is all to help support our students in meeting their academic goals. We also strive to assist them, where we can, with their life challenges.

Health Literacy and COVID Awareness

Health literacy is the ability to access, process, and understand basic health information. When it comes to the next COVID outbreak, understanding how to protect yourself is essential in making good health decisions. Literacyworks is dedicated to providing our students and the community with understandable, plain language, up-to-date COVID information. When the next wave hits, our students will have access to this information and will be able to display good COVID preventative health techniques.

Numerous studies have shown the widespread lack of health literacy is a significant public health challenge. Lack of health literacy can negatively affect health outcomes and increases the risk of morbidity and mortality for a substantial portion of the U.S. population.

During this pandemic, Americans went to the CDC (Centers for Disease Control and Prevention) for assistance navigating their way through the COVID-19 pandemic. Many found they could not understand the CDC's complex vocabulary and instructions for coronavirus safety procedures.

According to Joseph Dexter, a fellow at Dartmouth's Neukom Institute for Computational Science and senior author of the study, "During a pandemic, it is vital that potentially lifesaving guidance be accessible to all audiences." the language the CDC used to inform the public was at an 11th-grade reading level— three levels higher than promised.

"The differences between eighth-grade and 11th-grade reading levels are crucial. Writing at a higher grade level can place greater demands on the reader and cause people to miss key information," says Dexter. (Note: Literacyworks attempts to provide plain language information written around the 6th-7th grade reading level).

According to the study, exceeding readability standards may have a more significant effect on vulnerable communities with lower health literacy, potentially worsening the impact of the pandemic.

Populations that have been disproportionately afflicted by the pandemic, such as those: 1) with poor access to education and healthcare; 2) facing cultural barriers; 3) those with limited English proficiency, and 4) who have cognitive disabilities, tend to suffer from inadequate knowledge around their health.

People with low health literacy often have difficulties identifying trustworthy health information sources and are more likely to fall for unproven treatments, phony experts, and medical conspiracy theories.  

Literacyworks is committed to helping good health practices by providing plain language health information on our website, such as our Coronavirus (COVID-19) Resources page at https://www.literacyworkscenter.org/covid-19

COPPERFIELD'S BOOKS & LITERACYWORKS PRESENT: GREG SARRIS

Event date: Wednesday, May 18, 2022 - 6:00 pm
Featured Book: Becoming Story: A Journey Among Seasons, Places, Trees, and Ancestors
Event Location: 
Copperfield's Books Montgomery Village
775 Village Court
Santa Rosa

Copperfield's Books and Literacyworks welcomes friend, Literacyworks Honorary Board Member, and local author Greg Sarris to Montgomery Village to discuss his memoir: Becoming Story.

In Becoming Story Greg asks: What does it mean to be truly connected to the place you call home--to walk where innumerable generations of your ancestors have walked? And what does it mean when you dedicate your life to making that connection even deeper? 

The discussion will be followed by a Q&A and a book signing. This is a free event. Masks required for in-store events. Go to Copperfield's website for free tickets:  https://www.copperfieldsbooks.com/event/copperfields-books-literacyworks-present-greg-sarris

SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are suffering a loss of income and housing. Also, SRJC has been closed since the first of April when online classes began.

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

November/December 2021

THE LITERACYWORKS CENTER IS CHANGING LIVES AND THE NEED IS GREAT

SOME PROGRAMS PROVIDE JUST A BAND-AID, BUT THE CENTER CREATES REAL LIFELONG CHANGE

Once again, it's hard to write our traditional year-end grateful list with so many in our community struggling. However, we, the Literacyworks staff, are still very thankful for many things this year, including 

Our Literacyworks Board: We sincerely appreciate the support and wisdom of our Literacyworks Board: Elizabeth Howland, President, William Soper, Treasurer, and Gloria Cruz McCallister. Plus, thanks to our Honorary board members: Congresswoman Lynn Woolsey, Honorary Chairperson; Peter Coyote, actor, author, director, screenwriter, and narrator; and Greg Sarris, writer, academic, and Tribal Chairman of the Federated Indians of Graton Rancheria.

OUR Staff: Thanks to our talented Center staff: Chris Schultz and Rita Sorpranith

AND YOU: We are incredibly grateful for all the Literacyworks supporters, both anonymous and public, and that includes you!

Literacyworks helps underprivileged and underrepresented adults secure better jobs, become better parents, and contribute more to their community. Thanks for all your support this year and next.

Happy Holidays. See you next year!

Paul Heavenridge
Executive Director

STUDENT VOICES

"My name is Adriana, and I am a blind student at Santa Rosa Junior College. These times of Pandemic have been very difficult for me because a year ago, on September 5, I got very sick with COVID-19. Fortunately, at the moment, I am at home enjoying good health and taking online classes, hoping to meet soon in person with my classmates. I have been in the Literacyworks program for three years, which has helped me a lot to achieve my educational goals. Because before joining this program, it was very difficult for me to be able to afford the transportation expenses to go to school & now with the money I receive from the program scholarship, I can pay for transportation to school and buy some school supplies that I need. Thank you, Literacyworks, for helping me achieve my dreams. And thank you to Literacyworks Center supporter Graton Rancheria for helping me succeed."

"As a mother of five children, I would like to be a role model for them and show them that life is not easy, but they can make their dreams possible and their goals reachable by furthering their education. I have no words to express the gratitude I feel for this program. Thank you so much!"

"I thank God for having you in my life at the right time. I truly appreciate your help. Thank you, because this helps and encourages me to push myself even more to make my dream of becoming a nurse come true. This opportunity shows that anything can be achieved if we work hard and that there are people like you who help us to achieve our goals. Thank you so much for helping students have brighter futures."

"Thank you for giving me the opportunity to continue my education. Without your help it may not be possible. Improving my education will help me to get a better job, help my children with their homework, and most importantly, I'd like to give my children an example of how important education is to reach your goals."

A WORD ABOUT THE COVID-19 PANDEMIC ON OUR STUDENTS

Our low-income students are among the most vulnerable in our community when suffering during a disaster.

During this last fire, SRJC was closed for a week. Now, going on the second school year in a row, our students have to adapt to attending classes completely through technology because of the Pandemic. Many of our students are suffering a loss of income and housing. Our staff offer additional support services to ensure they stay in school and complete their course of study. We are proud that most have persisted and remained.

The Pandemic's stress and costs take a physical and psychological toll on our students. During our student interviews, we have found that health literacy and access are still among their top concerns. In response, we provide our students' resources such as Health Resources workshops at the SRJC Student Health Services and The Petaluma Health Center. Students learn about accessing and utilizing healthcare resources on campus and in the community, including mental health services.

2021 YEAR-END CAMPAIGN

We've launched our 2021 Year-End Campaign. Our goal is to raise $25,000 to keep receiving the donor's scholarship funding by matching it with staff and operations funding. This will allow us to reach our goal of helping motivated low-income low literacy adults get on our program each semester in 2022. 

We can't do it without your help. Will you make a gift? 

To make your donation now, go to http://www.literacyworks.org/donate or contact Rita at rita@literacyworks.org to be mailed a remittance envelope.

September/October 2021

WHY CHOOSE LITERACY AS A PROFESSION?

"It's easy to make a buck. It's a lot tougher to make a difference." – Tom Brokaw

I've been asked in the past why I chose the profession I'm in. Never an easy question to answer. I have a master's degree (in Counseling and Education). As a high school graduate, I was offered a full ride to the General Motors Institute. That path would have provided a life-long, lucrative career in the automotive industry. I was one of a handful of original employees at Autodesk. I try not to think of the lucrative stock I would've had :( I've had a successful psychotherapy practice as a Marriage and Family Therapist. I've been a Community College counselor and an international school counselor in Kuwait.

So why did I choose to work with low-literacy adults and their families? It wasn't for the money or the prestige. I passed those up by resigning from my previous jobs. It wasn't for a forty-hour week or good pension benefits. Ever try to run a nonprofit on a forty work week? Hah! Again, I let that go with my other jobs.

So, why did I end up running a literacy nonprofit for the past 20 plus years? In reflection, I've felt a deep sense of making a difference and of joy in assisting low-literacy, often low-income, adults achieve the literacy skills that give them a positive path forward. This path may be to a better job, a college certificate/degree, a better health outcome, a more stable financial plan, or a better community, politically engaged member. And also, I was always moved to see their children wanting to be educated and go to college because they were proud of their mom or dad's example.

To riff on our Literacyworks Center motto: Literacy is changing lives. Literacy creates real lifelong change. That's why I choose a profession in literacy education.

Paul

6 FACTS ABOUT LITERACY IN AMERICA

AND ONE MYTH

1.      As of 2011, America was the only free-market OECD (Organization for Economic Cooperation and Development) country where the current generation was less educated than the previous one. (Council for Advancement of Adult Literacy. "Reach Higher, America Overcoming Crisis in The U.S. Workforce." National Commission on Adult Literacy.)

2.      Nearly 85% of the juveniles who face trial in the juvenile court system are functionally illiterate, proving a close relationship between illiteracy and crime. More than 60% of all inmates are functionally illiterate. (Blankenship, John. "Functional illiteracy continues to grow, but there is help.") 

3.     It is estimated between $106–$238 billion in health care costs a year are linked to low adult literacy skills. Adults with limited health literacy are hospitalized and use emergency services significantly higher than those with higher skills. (Vernon, J. A., Trujillo, A., Rosenbaum, S. & DeBuono, B. (2007, October). Low health literacy: Implications for national health policy. Health Sciences Research Commons). 

4.      43 million adults in the United States can't read above a third-grade level. That means that 1 in 7 people have literacy issues. If you're surprised, you're not alone. 79% of adults said they don't know an adult with this issue. (Adult Literacy in the United States. 2019, July).

5. The U.S. has—by far—the world's largest immigrant population, holding about one-in-five of the world's immigrants. Among immigrants ages 5 and older in 2018, only half (53%) are proficient English speakers. This severely limits their access to jobs, college, and citizenship and increases their vulnerability to living in poverty. Pew Research estimates that between 2015 and 2065, immigrants and their descendants are projected to increase the U.S. population by 103 million people.

6. There are countless reasons why people attend literacy programs.

• They attended low-quality schools/poorly funded schools.

• They dropped out of school because of events out of their control. Such events as needed to become the primary earner for the family, for example.

• They struggled with undiagnosed learning impairments.

• They fell behind early and never caught up. "Sixty-six percent of all U.S. fourth-graders scored 'below proficient on the 2013 National Assessment of Education Progress (NAEP) reading test." 

MYTH: "We have more important issues to worry about, like health care, unemployment, the economy, or who our next president will be."

Fact: People with low literacy skills are four times more likely to have poor health (two times higher than the national average). Refer to the health costs above.

Fact: Adults with low literacy levels are twice as likely to be unemployed. How do you fix it? If half of the dropouts from the class of 2008 had graduated, there would be an additional 30,000 new jobs! Imagine if that happened every year.

Fact: Americans with low literacy levels are less likely to be politically engaged or understand what is going on in politics. Do you want to get things done? Give people the tools to really understand the importance of the political process, and we all might be a little less frustrated after every fourth November.

THE CENTER IS CHANGING LIVES AND THE NEED IS GREAT

 SOME PROGRAMS PROVIDE JUST A BAND-AID, BUT THE CENTER CREATES REAL LIFELONG CHANGE 

As we reflect on the past six years of the Literacyworks Center program, several students stand out for their persistence and achievement.  Here are a few of their stories.

A mother trying to complete her GED after having a difficult time in high school achieved her goal. After five years, she is preparing to be transferred to a pharmacy program. 

Another student entered the program taking English as Second Language classes.  He quickly improved his English skill and began taking credit classes with an emphasis on science.  He graduated from SRJC and transferred to UC Santa Crus, majoring in physics.  He completed his first year taking classes remotely due to the pandemic.  Now he is in his senior year taking classes in person.  He will graduate next Spring.

A young mother of two demonstrated confidence and determination in the very first Literacyworks Center workshop she attended.

She came to the United States at an early age speaking no English.  She describes how she realized that if she wanted to get ahead and create a comfortable life for herself and her family, she would have to learn English and did.  College classes were challenging, but she worked extremely hard.  Now, after five years in the Center's program, she is applying to nursing school.  We are confident she will get there.

 A young man struggled in high school, almost not making it to graduation.  He found his way to SRJC and the Literacyworks program.  He attended part-time while working to support himself.

He progressively took on a leadership role on campus in the student service area, which allowed him to help other students find value in education and the college community. He graduated from the JC two years ago and transferred to UC Berkeley with a full scholarship. He graduated with honors while attending remotely.   His goal is to get a Ph.D. in Sociology and give back to the Santa Rosa Latinx community. 

Literacyworks Center has awarded over 1100 adult literacy scholarships to students in the program in the first six years.

Each individual's story is one of persistence, hard work, and determination.  It has been a great honor to serve this remarkable group of people as they strive to achieve their goals.   

THE ASK

So, we have stated our case of why literacy matters and, by extension, why our students deserve your continued financial support. 

It takes $3,000 a year to enable a Center student to reach their goals and stay in school for a full academic year. We do whatever it takes to help our adults succeed in college, but we can't do it without you. Your gift of any amount creates meaningful change for our students, families, and their communities. All of our adults are low-income, low-literacy members of our community and are the first in their family to go to college. Many are parents. Their perseverance in reaching their educational goals encourages their children to excel in school and follow their example to attend college. 

We can’t succeed without your help. Please donate to Literacyworks.

“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.” – Dr. Seuss

August 2021

LITERACYWORKS CELEBRATES TWENTY YEARS

In our 20 years, we have seen many changes in education and technology in the literacy field. In some ways, our history reflects the modernization of adult education in the US with our small (but significant) contributions to adult education. Below are some of the programs and events Literacyworks has provided to the literacy community over two decades. Many of these projects can still be accessed at our PROJECTS page at https://www.literacyworks.org/projects.

LITERACYWORKS TIMELINE

1995
REGION IV TECHNOLOGY CENTER

The California State Library and the Sacramento County Office of Education applied to establish Regional Technology Center to The National Institute for Literacy (NIFL). The purpose of this grant was to establish Regional Technology Centers that will work to:

• Assist the adult education and adult and family literacy community in integrating The Literacy Information and Communication System (LINCS) resources and new technology into teaching and staff development.

• Enhance the literacy field's electronic knowledge base by creating, collecting, and organizing new high-quality literacy information resources online, especially locally developed materials.

• Implement a comprehensive regional training plan for using LINCS and related technology, resulting in the effective integration of technology in teaching and learning.

The application was successful. The Region IV Technology Center was established. Literacyworks current Executive Director, Paul Heavenridge, was made Executive Director of the Technology Center. Region IV worked with the state Adult Education directors, State Librarians, and education programs in Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming, Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, and the Republic of Palau.

2001
LITERACYWORKS FOUNDED 

On April 4, 2001, the first board of Literacyworks submitted its ARTICLES OF INCORPORATION to the CA Attorney's General's office to apply to be a nonprofit.

ONE: The name of this corporation is Literacyworks.
TWO: This corporation is a nonprofit public benefit corporation and is not organized for the private gain of any person. It is organized under the Nonprofit Public Benefit Corporation Law for charitable purposes. The specific purposes for which this corporation is organized is to support and maintain innovative programs, ideas, and projects in literacy and education including, but not limited to, creative use of technology; creating and maintaining facilities for instruction; and supporting research, staff development, and publications.

In August 2001, we received our nonprofit designation from the IRS stating that Literacyworks would be exempt from Federal income tax under section 501(c) (3) of the Internal Revenue Code and that we would be treated as a public charity.

2001
LEARNING RESOURCES (1999-2006)

The Learning Resources site offered web-delivered, interactive instruction using current and past CNN San Francisco bureau and CBS 5 - KPIX (CBS Broadcasting) news stories ahead of its time and cutting edge. Literacyworks partnered with news agencies to develop an online literacy site that benefited all learners and instructors. Though the intended audience was adults, instructors and learners (of all ages) were encouraged to use this material to promote better literacy.

Each module included the full text of each story and interactive activities to test comprehension. The learner could choose to read the text, listen to the text, and view a short video clip of the story. Each module was designed for ease of use so the learner could use it independently. The instructor could also incorporate any story into class activities and lesson plans.

2003
CALIFORNIA HEALTH LITERACY INITIATIVE

The goal of the California Health Literacy Initiative is to inform and partner with individuals and organizations to craft collective, lasting solutions. These solutions will positively impact the health and well-being of individuals with low literacy skills, their families, and their communities. This plan for California served as a groundbreaking, national model for health literacy; currently, no statewide efforts of such complexity are being undertaken.

The California Health Literacy Initiative was launched by California Literacy in 2003. Literacyworks is now continuing and expanding the original goal of the Initiative through increasing collaborative partnerships and developing understandable health literacy material. 

2006
EASY VOTER GUIDE PROJECT 

The Easy Voter Guide Project was dedicated to the idea that all people should have access to nonpartisan information about the why, how, and what of voting and other forms of civic involvement. Began in California, the Easy Voter Guide was also available in Nevada and Colorado.  Literacyworks helped run the CA Library's low literacy adult focus groups to ensure the Propositions and a candidate's statements were stated in plain language and understandable in all Guide issues.

The Easy Voter Guide Project was developed by Common Knowledge collaborating with the League of Women Voters of California Education Fund, the California State Library, the California Secretary of State's Office and Literacyworks. The Easy Voter website was designed, hosted, and maintained by Literacyworks.

2008
SCIENCE & NUMERACY SPECIAL COLLECTION

Science & Numeracy Special Collection included our interactive projects with the National Science Foundation, Centers for Ocean Science Educational Excellence (COSEE), and NOAA (Ocean Science Station and Polar Science Station at on-field expeditions with disciplinary thrusts, e.g., biology (zooplankton & bacteria), chemistry (trace metals), physics (ocean circulation) for K-12 and adult schools. The site also provided links to Internet pages useful for teaching and learning about science and numeracy.

2009
HEALTH LITERACY SUMMIT 

The Health Literacy Summit was held at San Francisco State Downtown Campus, Westfield Center. The Summit addressed the pivotal role adult literacy providers can play in partnership with health care providers to eliminate literacy barriers to quality health care. 

Literacyworks produced and ran the Summit with San Francisco State College of Humanities Center for Immigrant and Refugee Community Literacy Education (CIRCLE), Community Engagement Program, University of California San Francisco (UCSF) and Center for Vulnerable Populations, UCSF/San Francisco General Hospital.

2010
MULTIPLE INTELLIGENCES FOR ADULT LITERACY AND EDUCATION

This site, Multiple Intelligences for Adult Literacy and Education, applies Dr. Gardner's theory to adult education. We hoped to inspire teachers and tutors to discover innovative ways to help their learners succeed based on their learners' intelligences with this site.

The site is divided into five main sections: Introduction, Assessment, Practice, Resources, and Contact. Within each section, there is a menu that appears on the upper right that tells you which section you're in and provides links to the areas within that section.

2011
TUTOR READY READING

Tutor Ready Reading is a set of short online Learning Plans created for tutors who work with adults in reading. The research-based lessons teach strategies for assessing and tutoring adults in various reading skills, including phonemic awareness, decoding, fluency, vocabulary, and comprehension. Each strategy is illustrated by at least one video showing a literacy tutor working with a literacy learner.

Tutor Ready was created by Kathy St. John, Amy Prevedel, and Paul Heavenridge of Literacyworks in collaboration with Kathy Harris, Katherine Winter, and Will Caston at Portland State University in the Department of Applied Linguistics in the Literacy, Language, and Technology Research Group.

TUTOR READY WRITING 

Created by the same Tutor Ready Reading team, Tutor Ready Writing was launched in 2020. It is a free, online resource providing adult literacy tutors just-in-time answers to their questions about how best to help their learners improve their writing skills. Literacyworks provided tech support and designed the YouTube channel for Tutor Ready Writing.

2011 and 2012
WORD UP!

Literacyworks presented "Word Up! Community Learning Fair Petaluma's First Annual Word Up Event – A Free for All Festival of Finding Out" on Sunday, October 30, 2011. Our goal was twofold: one, to increase awareness of learning opportunities in the Bay Area which will lead to an increase in literacy levels and the knowledge base of our population; two, to raise funds that support literacy programs in North Bay county libraries, schools, and community organizations.  

2014 - Present
LITERACYWORKS CENTER 

Literacyworks Center began. The Center is still assisting underserved, below-basic-skills adult students in solving the many educational, personal and logistical challenges they must face to stay in school and succeed in work. The Center provides advising, mentoring, and scholarship support (through the Adult Literacy Awards) that help break persistence barriers to school completion such as transportation, childcare, and tuition. 

2016 – Present
LITERACYWORKS LECTURES

The Literacyworks Lecture series brings nationally recognized authors to the North Bay. Most importantly, it is a fundraiser for the Literacyworks center and our other programs. Some of our speaker events have included:

• Peter Coyote

• Michael Krasny

• Ambassador Theodore "Ted" Eliot, Jr

• Steven Pinker

• Robert Reich In Conversation with Lynn Woolsey

• Greg Sarris

• Daniel Ellsberg In Conversation with Peter Coyote

• Isabel Allende In Conversation with Michael Krasny

• Congresswoman Barbara Lee In Conversation with Congresswoman Lynn Woolsey

• Congresswoman Jackie Speier

• Dave Eggers & Mokhtar Alkhanshali In Conversation

• David Brooks

• Roger Mcnamee

• Jose Antonio Vargas

June 2021

August 2001 – August 2021

 Literacyworks has been the go-to nonprofit for literacy and online curriculum development. In August, we'll celebrate our 20 year birthday. We have a long history with educational resource development and online delivery of multimedia literacy material, allowing access to resources for literacy programs in California and nationally. Below are some of our current and past projects. A complete list can be found at https://www.literacyworks.org/projects.

Our Science & Numeracy Special Collection included our interactive projects with National Science Foundation, Centers for Ocean Science Educational Excellence (COSEE) and NOAA on field expeditions with disciplinary thrusts, e.g., biology (zooplankton & bacteria), chemistry (trace metals), physics (ocean circulation) for K-12 schools. The site also provided links to Internet sites useful for teaching and learning about science and numeracy.

Literacyworks Professional Development provides professional development opportunities to ABE and ESL professionals. We improve adult education and literacy instruction through training, research, and best practices by establishing high-quality programs customized to state and local education standards.

Literacyworks California Health Literacy Initiative (CHLI) The goal of the Literacyworks California Health Literacy Initiative at literacyworks.org/healthliteracy (launched by Literacyworks and California Literacy in 2003) is to inform & partner with individuals and organizations to craft collective, lasting solutions which will positively impact the health and well-being of individuals with low-literacy skills, their families, & their communities. Literacyworks continues to expand the original goal of the Initiative by increasing collaborative partnerships & developing understandable health literacy material. In 202-21, we have supplied plain language COVID-19 information and resources to the community, including employment, financial assistance, food security, housing, medical health, domestic violence, and mental health.

Literacyworks' Parents as First Teachers: Engaging Families to Increase Children's Literacy goal is to improve the emergent literacy skills of low-literacy, low-income bilingual parents and children. The program does this through a combination of access to resources in the home and the community and training parents in the basic skills to encourage their children to become avid readers.

Literacyworks administered the US Department of Education's Regional Professional Development Center (Region 4) for the Literacy Information and Communication Network System (LINCS) for twenty-one years. Through LINCS, we connected, trained, and provided educational resources for literacy programs in local libraries, adult education programs, and other community and institutional settings throughout Alaska, Hawaii, the western United States, and the Pacific Islands.

And, of course, the Literacyworks Center assisting underserved, below-basic-skills adult students in solving the many educational, personal and logistical challenges they must face to stay in school and succeed in work. The Center provides advising, mentoring, and scholarship support (through the Adult Literacy Awards) that help break persistence barriers to school completion such as transportation, childcare, and tuition.

The Center is in its sixth year of operation, serving basic skills students attending Santa Rosa Junior College.  In the first year, the Center supported 20 students, primarily individuals taking Early Childhood Development classes, which were required to maintain their jobs.  In each of the following semesters, the number of students has continued to grow to a high of 110 individuals. Students have many diverse goals ranging from completing their high school equivalency, improving their English skills, completing the nursing program's prerequisites, and graduating and transferring to a four-year university. Students must be functioning at a pre-collegiate level to be admitted to the program. Still, financial and advising support is maintained until they achieve their educational goal.  Students to date have developed trade skills in a variety of areas. They have received certificates in ESL, completed the GED, and 19 have completed the Associate's Degree.

As of the end of Spring semester 2021, 14 students have transferred to several universities; UCLA, UC Berkeley, and Sonoma State University are just a few. 

The fundamental premise of the support the Center provides is that every individual deserves a chance to succeed. Knowing there is someone who believes in you and is concerned about your future makes a difference. That learning to trust and believe in yourself creates opportunities that were not previously foreseeable.  The Center has been and will continue to be committed to changing lives.

May 2021

Literacyworks Center and Foster Youth

There's an enrollment and a persistence issue that foster youth face in attending community college. Literacyworks has seen a growing need for working with and increasing the numbers of foster youth students aged 18-24. 

It's hardly surprising that foster youth struggle in school. Most come from impoverished families and have been removed after being exposed to neglect or abuse. Many spent their childhoods moving from one foster placement to another and bouncing from school to school. In 2018, the high school graduation rate for foster youth in California public schools was just 59 percent, compared with 83 percent for all students.

A California Youth Transitions to Adulthood Study (CalYOUTH) study tracked thousands of former foster youth in California. The study found that a growing number are going to college, but many are not graduating. The study found that just 49.6 percent completed their first two semesters among those who enrolled in post-secondary education. The gains in enrollment are linked to recent initiatives in California to help foster youth transition to adulthood and succeed in college.

These support programs help the roughly 35,000 current and former foster youth attending California colleges. Of those, about 4,000 attend the University of California or the California State University systems, and the remaining 88 percent are enrolled in the state's 115 community colleges. About 9,000 young adults ages 18 to 21 take advantage of extended foster care.

We are working with the Santa Rosa Junior College to provide advising and financial support for these foster students by recruiting them for our Center program. Many of our students are going on to advanced degrees at four-year colleges and advanced job training.

We will work with our referring partners to increase the numbers of our Foster Youth for the 2021-22 school year. Our partners include the Santa Rosa Junior College (SRJC) Foster Youth Services and Extended Opportunity Programs & Services (EOPS), Sonoma and Marin County library literacy programs, Roseland school district, and Graton Rancheria. Our goal is to enroll at least 20 Foster Youth aged 18-24 in the Fall and Spring Semesters of 2021 and 2022.

LITERACYWORKS BEGINS ESL CLASSES AT GRATON RESORT AND CASINO (GRC)

The Federated Indians of Graton Rancheria Tribal Council has asked Literacyworks to set up and conduct a class for English for Speakers of Other Languages for GRC team members and Federated Indians of Graton Rancheria (FIGR) Tribal Citizens. 

Literacyworks submitted a proposal and budget. Both were accepted by the Tribal Council. An orientation for the learners was conducted on Tuesday, April 27, 2021. Our ESL instructor, Kathy St. John, began assessing the English skills of those who registered for classes (what level are their listening/speaking/reading/writing skills). We began conducting two six-month-long classes for beginning-level learners on Tuesday, May 11, and Thursday, May 13 (one at 10 AM and the other at 2 PM). Classes will be completed on Tuesday, October 12, and Thursday, October 14.

The classes will be conducted live over Zoom by nationally known ESL instructor Kathy St. John. Each learner will have an Internet-connected iPad with a keyboard and earphones. A Literacyworks educational technologist will be in the classroom in-person to assist learners with technology and coursework. Each learner will have the opportunity to meet virtually with the instructor in one-on-one sessions to support in-class learning.

Injustice and unfair circumstances occur every day in so many aspects of our lives and society.

The evolution of Foster Care in America is both a responsible and human response to a difficult situation when families fall apart, but a profoundly incomplete one.

I had an opportunity to attend a conference a number of years ago focused on California Community College’s response to the crisis of Foster Care ‘timing out’. It woke me up to the profound limitations of an attempt to deal with the accident of children not having a secure family structure. A young man presented at this conference.

Well dressed and clearly intelligent, and somewhat shy about speaking in front of a room full of college administrators.

He talked of not trusting his future, not knowing if he would be cared for, but deeply appreciating the foster parents who did care for him. He briefly described the sense of belonging but without a normal family. His relations with the other foster care kids he lived with were often complicated.

This young man graduated from high school, and his foster family was there to celebrate with him. But that is where he discovered the cliff in the Foster Care system. There were no supports after high school. You turn 18, and you are on your own and on the street. Through no fault of his own, he was on his own.

Good people cared about him, and he had done the things young people are supposed to do, but he was still without support to define the next stage of his future. He told the audience that he had spent the last night and many nights sleeping in his car, often having trouble finding food. He was attending classes at a Community College and working when and where he could. His goal was to become a lawyer so that someday he could help other kids like him to have a chance to find their way. This story is sadly not uncommon.

We at Literacyworks Center are proud to be part of a response in addressing this critical challenge. For no fault of your own, you have hope, and you are not alone.

Chris Schultz
Literacyworks Center Director

April 2021

TUTOR READY READING AND WRITING

In the February 2021 newsletter, we talked about the fact that there were limited resources for adult writing tutors working with low-level adult writers compared to tutoring reading resources. Tutor Ready Writing was developed as a response to that need. Literacyworks also helped develop Tutor Ready Reading for low-level adult readers.

Until now, both sites remained hosted at Portland State University’s Learner Web platform. As of May 2021, Learner Web will be closing down. To save our nationally used and respected Tutor Ready Reading and Reading learning plans and videos, Literacyworks has contracted to port over both sites to Literacyworks website. Hosting both Reading and Writing on Literacyworks enables us to archive and update the sites. Also, it will be easier to provide training and workshops to ESL and ABE tutors and instructors nationally. Literacyworks continues to offer Certificates of Completion to those who complete the modules.

Tutor Ready Reading is a set of learning plans designed to provide volunteer tutors and instructors with training and information in a helpful and timely format. It is an excellent resource for programs to use to complement their pre-service and in-service training. Tutor Ready Reading is a free, online resource providing adult literacy tutors just-in-time answers to their questions about how best to help their learners improve their writing skills.

Tutor Ready Reading was developed by Literacyworks, the Literacy, Language and Technology Research Group at Portland State University, and subject matter experts/national trainers developed the modules. These set of 30 short Learning Plans modules use a question and answer format to present the most salient research-based information in bite-sized chunks that will make writing research accessible to tutors.

The research-based lessons teach strategies for assessing and tutoring adults in a variety of reading skills, including phonemic awareness, decoding, fluency, vocabulary, and comprehension. Each strategy is illustrated by at least one video showing a literacy tutor working with a literacy learner.

The videos were filmed using the project experts as tutors and actual adult learners as the tutorees. 

MAJOR DONATION

Literacyworks staff and students want to sincerely thank the Federated Indians of Graton Rancheria for their most generous donation this year. The Federated Indians of Graton Rancheria have recognized the importance of education and were among the earliest donors to the Literacyworks Center back in 2015. The Center’s students and their families have succeeded in meeting their educational goals because of the generosity of such donors as Graton Rancheria.

NEWS FROM THE CENTER

Over the past year, we shared how the Center was forced to change and adopt new strategies in this newsletter. This was necessary to support our students due to the pandemic's impact.

No in-person meetings or one-to-one interviews were possible. Only remote connections to provide support and even the simple act of filling out forms have become problematic.  Many students stopped out of college for a wide variety of understandable reasons. Some lost jobs, others could not pay rent, some moved away, many stayed home to support their children's learning, and for some food, scarcity was a real issue. But it is important to point out that most stayed and are succeeding, although with difficulty. Our students are a great group of resilient and determined individuals who are changing their futures.

Now, suppose it is possible to imagine a return to face-to-face learning in the foreseeable future because of vaccines and herd immunity. What have we discovered that will help make our program more effective and our students more successful.  Individuals learn best when they are inspired by others.

We will further develop our alumni program, where former students talk about how their lives have changed because of education.  One can vision a new future when one can see it in others.  Students can trust themselves when someone has their back when support during difficult times is there.  So, we will develop a closer communication process both personally and online to create a value-added support model.  Students learn best from one another.  We will establish an informal tutoring program where students support one another in their academic work.  Most people enjoy being part of a group where they are heard and can listen to each other.

We will expand our 'workshops' to further develop the sense of community where each individual sees themselves as members.   Utilizing the communication technologies we were a force to develop during the pandemic, we will enhance our community building's efficiencies and effectiveness.

Clearly, we are not ready to institute these plans yet.  Social distancing, face masks, no large gathering, and more vaccines are still very much called for.  The Center will be ready to build a new future.

 SUPPORT OUR STUDENTS!

Our low-income students are among the most vulnerable in our community when it comes to suffering during a disaster. Because of the COVID-19 epidemic, many of our students are suffering a loss of income and housing. Also, SRJC has been closed since the first of April when online classes began.

Our staff is offering additional support services to ensure our students stay in school and complete their course of study. We are proud that most have persisted and remained.

Thank you for supporting our students with your donation during this difficult time. You are making a difference in their lives with your gift.

March 2021

Libraries, Literacy and Federal Support in the Time of COVID

Two federal bills, the American Rescue Plan Act (ARPA) and the Build America's Libraries Act, are coming to help our library and educational community. Both bills will help our Literacy Center students and their families by providing, among other things, emergency assistance for financial aid, increasing broadband access, and safely reopening our schools.

As part of the $1.9 trillion ARPA of 2021 passed by Congress, libraries are eligible for billions of dollars in recovery to meet critical needs, including:

• $360 billion to state, local, and tribal community governments to offset potential cuts to public health, safety, and education programs

• $130 billion for education costs associated with the safe reopening of K-12 schools; hiring additional staff; reducing class size; modifying school spaces; and addressing student, academic, and mental health needs

• $40 billion for colleges and institutions of higher education to defray pandemic-related expenses and provide emergency assistance to students, with half the funding dedicated to student financial aid

• $135 million each for National Endowments for the Arts and Humanities to support state and regional arts and humanities agencies. Forty percent of this funding is designated for grants and administration for state arts and humanities agencies, while forty percent will go for direct grants eligible to libraries.

The Build America's Libraries Act would provide funding to construct and modernize public libraries in underserved communities, creating jobs while revitalizing our neighborhoods. Our Sonoma County libraries have challenges with our current buildings, building new branches and maintaining old ones, and providing technology and hotspots to our patrons.

Our own Congressman Jared Huffman is co-sponsoring this bill, saying:
"Libraries need our support, even during the pandemic when access is limited, and we're reading a lot of e-books and audiobooks. Most communities have libraries that are helping educate, connect and enlighten people in significant ways. We need to support that everywhere. While technology and services are changing, I can't imagine a time when we will not need libraries. That's why I'm proud to be co-sponsoring the bipartisan Build America's Libraries Act, which upgrades to the nation's library infrastructure to address challenges such as natural disasters, COVID-19, broadband capacity, environmental hazards, and accessibility barriers - including improving library facilities in underserved communities across the country. That's all. Just a plug for libraries. Have a great day.”

Our Literacyworks staff constantly searches for new funding opportunities that will improve our students and their lives. We appreciate any additional suggestions from you, our wonderful supporters.

The Center serves a very diverse and capable group of individuals. One particular student that stands out is facing extraordinary challenges.

She is learning English as a second language, working on her High School Equivalency, and she is non-sighted. Navigating public transportation, finding classrooms, completing her homework, and buying groceries are situations most of us don’t have to face without the ability to see. Despite these challenges, she is extremely happy, social with a warm circle of friends that support her and learn from her. She has the unique gift of openly asking and accepting others, and both are better for it. So how can she attend classes remotely in this time of the pandemic?

She has learned to use a computer with specialized software that reads her assignments to her. She can participate in zoom meetings and complete her work online. She is also completely capable of using a phone. When I check in on her, she answers using my name. Her long-term plans include the desire to get a degree and to become an interpreter with the goal of helping others. We are regularly inspired by the people we work with at the Center.

EOP&S at SRJC

Extended Opportunity Program and Services (EOP&S) is a well-established program throughout the California Community College system. It provides extensive support services to students not fully prepared for college-level academics. The outcome of this considerable support and personal attention is that EOP&S students succeed at a higher level than the average entering freshmen.

Literacyworks Center is delighted to extend its services to the EOP&S staff and students at Santa Rosa Junior College. This opportunity will be beneficial to our students during this period of distance learning due to the pandemic.

February 2021

Tutor Ready Writing

There are limited resources for adult writing tutors as compared to resources for tutoring reading. There are even fewer resources for tutors to use with low-level adult writers. However, there is a great demand for these resources. As adult literacy and ESL professional development experts who have worked in many states, they have heard programs across the country ask for help preparing their volunteers to tutor in writing. Tutor Ready Writing has been developed as a response to that need.

Tutor Ready Writing is a set of learning plans designed to provide volunteer tutors with training and information in a helpful and timely format. It is an excellent resource for programs to use to complement their pre-service and in-service training. Tutor Ready Writing is a free, online resource providing adult literacy tutors just-in-time answers to their questions about how best to help their learners improve their writing skills.

Four subject matter experts/national trainers from Portland State University, Kent State University, Sacramento Public Library, Alameda Reads, and a Literacy/Nonprofit expert developed the nine short modules. These modules use a question and answer format to present the most salient research-based information in bite-sized chunks that will make writing research accessible to tutors. Literacyworks was part of the team, providing tech support and designing the YouTube channel for Tutor Ready Writing. Funding came through a California Library Library Services and Technology Act (LSTA) grant.

The nine modules feature 36 videos of tutor and learner interactions helping form individual learning plans based on the writing process and the principles and strategies of effective, research-based writing instruction. The videos were filmed using the project experts as tutors and actual adult learners as the tutorees.

Tutor Ready Writing Module Categories                                                                

• The Writing Process

• Pre-Writing

• Getting Ideas on The Page - Some Drafting Strategies

• Writing for Everyday Purposes

• Working on Mechanics

• Responding and Revising

• Editing

• Assessing Writing Progress

• Using Learner-Generated Texts with English Language Learners

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The pandemic has changed all of our lives in significant and diverse ways. As we have described before, our students are learning remotely, often with little technical support. Many are still out of work, living very close to the edge. Some students are supporting their children's efforts to keep up their studies online. The remarkable thing, most are making the best of this situation. As we speak to them, they are tired but optimistic about the future they are creating for themselves and their family. One word comes to mind when thinking of the Literacyworks students – resilience.

The work of the Center's staff has also changed dramatically over the past nine months. All communication is by phone or email. Our supportive 'in-person' workshops have turned into zoom meeting, which lacks connection between the staff and fellow students. We developed a plan to articulate how to reach our goal of supporting student success but do it differently. This is where the excellent staff of Santa Rosa JC has become so important. Over the past six years, the Center staff has developed close working relations with various people and programs at the College.

Counselors, outreach coordinators, and program directors have come to understand the Center's mission and have supported our efforts in so many ways. Now that Literacyworks Center staff's delivery of services was forced to change, the College's support has become invaluable.

We thank every person at SRJC who has worked so hard to help our students succeed.

We just learned that the Board of Trustees of the College has determined that remote learning will continue through the summer semester of 2021. Remote learning means more challenging times ahead in finding new ways to make a difference.

January 2021

NEW YEAR'S RESOLUTIONS

"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn." –Alvin Toffler 

On most of the Top Ten New Year's Resolutions, there are two that usually appear on every list: Learn Something New and Read More.

Learn Something New: Sometimes, New Year's resolutions are about losing things such as weight or debt. Twenty-five % percent of the population say they're about gaining something, like a new skill or hobby. Our students have resolved to stick with their educational goals and learn something new (actually, many things new) this school year, overcoming huge barriers to do so.

Read More (and write more): The library gets pretty busy after the first of the year. Folks have vowed to pick up more books this year (17 percent of the population, that is). Our students have resolved to learn, unlearn, and relearn to make a better life for themselves and their families. We encourage them to read more but also write more.

So our resolution this year is to help our students acquire the skills and knowledge to become active and informed parents, workers, and community members. This includes health advocacy, civic engagement, and family literacy, to name a few. We will be better communicators by providing topical online workshops, understandable current COVID information, improved community partners connections, and better contact methods with our students.

Literacyworks believes in lifelong learning as a path towards opportunity and fulfillment. As individuals increase their literacy and basic skills, they can secure better jobs, manage their personal lives, advocate for themselves, enhance their parenting skills, and contribute more to their community. In short, they improve the quality of their lives and communities. 

LITERACYWORKS CENTER

We have many wonderful funders/supporters/advisors who have helped our Literacyworks Center students succeed over the years. Thank you because Literacyworks could not have accomplished what we have without you. We wish to highlight one, the Federated Indians of Graton Rancheria, for their continued support from the Center's very beginning. The Tribe knows the power of education to change an individual's life for the better. We have Tribal members enrolled in the Center who are succeeding with their education goals at SRJC. Here is one. 

STUDENT SPOTLIGHT

Hi. I am a mother to five wonderful children. My name is Teela and I joined the Literacyworks program over five years ago, originally to obtain my GED. Along the way I had hit a few life speedbumps which I had overcome. On my journey to succeeding, I learned that hard work and dedication is key. I took my final GED test May of 2019 and passed. That is a feeling I will never forget. It gave me motivation to jump right in and sign up for Nursing school with my ultimate goal of becoming a RN someday. That summer I received my CNA certificate and began working while attending classes. Then the Pandemic happened and Nursing programs were placed on hold. I switched my major to Pharmacy Technician which I enjoy very much. I am going for an Associate’s Degree in Pharmacy. I am a couple of semesters away from reaching my Degree. I am extremely grateful to the Literacyworks Program and everyone who works there. Because of them I decided to stick with the program. They have helped me throughout my education journey. I would like to formally thank the Donors who have made this program possible. I would also like to say to all mothers in the program that no matter what obstacles you encounter, remember your reason for furthering your education. My motivation is my children.

December 2020

THE LITERACYWORKS CENTER IS CHANGING LIVES AND
THE NEED IS GREAT

 SOME PROGRAMS PROVIDE JUST A BAND-AID, BUT THE CENTER CREATES REAL LIFELONG CHANGE 

It's hard to write our traditional year-end grateful list with so many in our community struggling. However, we, the Literacyworks staff, are still very thankful for many things this year. Below we offer our Literacyworks list (in no particular order) of the things we are grateful for in 2020.

OUR LITERACYWORKS 2020 "TOP TEN LIST" STARTING WITH #10:

 #10. Our Center participants: This 2020 Spring and Fall Semesters, 220 of our adult students received our Adult Literacy Awards to help them persist in school and progress on their educational goals. Needless to say, we are proud of all our students who have overcome considerable barriers to be the first in their families to attend college and persist in their educational goals.

We have collected comments from our students about the Center. Here are a few:

"I am sending my deep regards and many thanks for the motivation to return to school. Without this program and awards for individuals such as myself, I doubt that I would've ever returned to school. Thank you for the encouragement you've given me to help our future leaders find their voices. I am honored and cannot thank you enough for the help that you've given me in returning to school." 

"Literacyworks has helped me both emotionally and economically. The support, regardless of age, and the diversity are some things I particularly value. I have not found another support system like this in my educational years."

"Thank you for helping me and giving me this opportunity to continue my educational goal. This really helps me and encourages me to keep going. As a first-generation Mexican-American student and a low-income family man, it is really difficult for my mother and me to survive in this world. This program has changed my life and has impacted it in many positive ways. I am blessed, and I promise I will not let you guys down. Thank You!" 

"As a mother of five children, I would like to be a role model for them and show them that life is not easy, but they can make their dreams possible and their goals reachable by furthering their education. I have no words to express the gratitude I feel for this program. Thank you so much!"

"I thank God for having you in my life at the right time. I truly appreciate your help. Thank you because this helps and encourages me to push myself even more to make my dream of becoming a nurse come true. This opportunity shows that anything can be achieved if we work hard and that there are people like you who help us to achieve our goals. Thank you so much for helping students have brighter futures."

#9. Congresswoman Lynn Woolsey: Lynn continues to be our biggest supporter. She is our Literacyworks Center founder/partner and Honorary Board Chairperson.

#8. The Literacyworks Center accomplishments: 2021 will be the Center's 6th year of operation. Some of our Center's achievements to date: 

• Enrolled students each semester at Santa Rosa Junior College, 90% being Latino.
• Provided $942,000 Adult Literacy Awards scholarships* to over 781 low-income, low-literacy students 
• Achieved less than a 10% dropout rate each semester (90% retention), well under the 60% average dropout rate for community colleges for this at-risk population 
• Increased acceptance by our students to certificate and associate programs and even four-year college programs. As of Spring 2020, our graduates have achieved 15 (AA/AS associated degrees), 13 transfers (to 4-year universities UC Berkeley, UCLA, Sonoma State, Sac State, among others), 60 certificates, and 52 GED completions. 
*All Adult Literacy Awards scholarships come from a family foundation and go to benefit our students. No scholarship funding is used for program funding

#7. Parents as First Teachers: Engaging Families to Increase Children's Literacy Program: Literacyworks Parents as First Teachers: Engaging Families to Increase Children's Literacy program works with low-literacy, low-income bilingual parents and children through a combination of access to resources in the home and the community and by training parents in the basic skills to encourage their children to become avid readers. The goal is to help our parents positively view their parenting role, have appropriate expectations of their children's achievements, prepare their children with the necessary skills to succeed in school, and establish and maintain positive relations with community resources, including libraries, schools, and community groups. This year, the lockdown prevented face-to-face workshops. We are preparing to give out bags of books and Zoom workshops this coming year. The Sonoma and Marin library branches are interested in offering the program in 2021.

#6. Literacyworks Board: We sincerely appreciate the support and wisdom of our Literacyworks Board: Elizabeth Howland, President, William Soper, Treasurer, and Gloria Cruz McCallister. Plus, thanks to our Honorary board members: Congresswoman Lynn Woolsey, Honorary Chairperson; Peter Coyote, actor, author, director, screenwriter and narrator; and Greg Sarris, writer, academic, and Tribal Chairman of the Federated Indians of Graton Rancheria.

#5. Founding Friends of the Center, the Friends of the Literacyworks Center and Program Partners: Again in 2020, many people and organizations helped to make Literacyworks and the Center successful, including Santa Rosa Junior College, the Friends of the Literacyworks Center and our Center donors, both individuals and organizations, including Codding Foundation, Federated Indians of Graton Rancheria, Marin Community Foundation, Community Foundation Sonoma County, KRCB, The W Foundation, Sobel Communications, Fishman Supply, Westamerica Bank, Arrow Benefits Group, and Schwab Charitable Giving.

#4. Santa Rosa Junior College: The Petaluma and Santa Rosa campus staff and administration have been very supportive of the Center with particular thanks to Dr. Frank Chong, President/Superintendent; Rachael Cutcher, Manager of Scholarship Programs; J Mullineaux, Executive Director Santa Rosa Junior College Foundation; Beatriz Camargo, HEP Program Coordinator, Enedina Vera, HEP recruiter; Dr. Jane Saldana-Talley, Vice President of Academic Affairs/Assistant Superintendent; Dr. Matthew Long, Dean of Student Services; and Yesenia Rodarte-Hurtado, EOPS Counselor.

#3. Staff: Thanks to our talented Center staff: Chris Schultz and Rita Sorpranith.

 #2. Coronavirus (COVID-19) Resources: We have translated and provided the community and other national literacy programs up-to-date Covid-19 information in plain language. This has helped our low literacy population understand the ever-changing information about remaining safe during this pandemic. The site contains update facts and resources about Employment, Financial Assistance, Food Security, Housing, Medical Health, Mental Health, and Activities for Kids and Families.

#1. YOU: We are incredibly grateful for all the Literacyworks supporters, both anonymous and public, and that includes you!

Literacyworks helps underprivileged and underrepresented adults secure better jobs, become better parents, and contribute more to their community. Thanks for all your support this year and next.

Paul Heavenridge
Executive Director

2020 YEAR-END CAMPAIGN

We've launched our 2020 Year-End Campaign. Our goal is to raise $25,000 to keep receiving the donor's scholarship funding by matching it with staff and operations funding. This will allow us to reach our goal of helping 110 motivated low-income low literacy adults get on our program each semester in 2020.

A WORD ABOUT THE COVID-19 PANDEMIC AND OUR STUDENTS

Our low-income students are among the most vulnerable in our community when suffering during a disaster.

During this last fire, SRJC was closed for a week. Now our students have to adapt to attending classes completely through technology because of the pandemic. Many of our students are suffering a loss of income and housing. Our staff offer additional support services to ensure they stay in school and complete their course of study. We are proud that most have persisted and remained.

We can't do it without your help. Will you make a gift?

To make your donation now, go to http://www.literacyworks.org/donate or contact Rita at rita@literacyworks.org to be mailed a remittance envelope.

Bonus: The CARES Act, which was signed into law this spring, included a "partial above the line deduction" for charitable contributions. This allows a $300 tax deduction per individual even if the taxpayer isn't itemizing charitable donations. (To qualify for the deduction, the donation must be made by check or credit card; unfortunately, volunteer hours or donated goods do not qualify).