Family Literacy Stories submitted by Gloria Williams 10/10/02

Alma Ibarra is a survivor of domestic violence. During her initial interview she expressed concern about how this violence has affected her pre-school aged children. She set the goal of having more patience with her children and expressed interest in positive discipline and parenting skills for our first Parent Time topics. She took a leadership role in choosing study materials and speakers, and preparing and presenting parenting topics to her classmates. Alma has noted a big change in her parenting skills since beginning the Family Literacy project. “Now I am much more calm with my children”, she explained, “I use the techniques we practice during Parent Time and PACT Time. I talk with my kids. I explain things. I give them choices. I don’t ever raise my voice anymore, and I haven’t spanked my children since I started Family Literacy. I want to keep moving forward with my goal of keeping violence out of our home”.

 When Isabel Ibarra enrolled in the Family Literacy Project in August 2000 her goals were to learn English and improve her economic situation. Through connections with other mothers in the project, she found out about a job in the evenings cleaning offices. She applied for the job and was quickly hired. Isabel stayed focused throughout the year balancing school, work and parenting responsibilities.
During her second year in Family Literacy Isabel learned about a better paying job and applied. She interviewed and was hired. She was excited about earning a better salary and having greater options for her family. The only problem was that management gave her a daytime schedule that conflicted with Family Literacy class hours. Isabel spoke with her co-workers about the problem and they told her “in this job you have to take what they give you or lose your job”. She decided to talk with the manager and explain her situation. She proposed a late afternoon schedule that would enable her to continue her commitment to her education and become self-sufficient. Her manager was very impressed with Isabel’s self-advocacy skills and gave her the afternoon schedule. When Isabel told her co-workers about the victory they were shocked. “I’ve worked here for a long time and I never know what my schedule will be”. “Weren’t you afraid?” “No”, Isabel told me she responded, “I just spoke directly to the person who could help solve the problem so that I can reach my goals.”   Submitted by Darcy Alexandra

  Lucy and Bethel: A Web of Support
 Lucy Dominguez and Bethel Martinez first met when they enrolled in the Family Literacy Program at Mission Manor Elementary School, a Toyota Families for Learning site, in Tucson, Arizona.  They have since traveled a parallel path: studying together, practicing their skills, getting jobs as family literacy staff, attending college classes, seeking out additional training to facilitate both parenting and math workshops, and continuously demonstrating their quest for lifelong learning in the support of their children, families, schools and communities.
Lucy entered the program in 1992 as a quiet, shy, and soft-spoken mother. Her son Aaron had previously attended Head Start and Lucy had always been an active volunteer in his education. She enrolled in family literacy with her three-year-old son Erick, had perfect attendance and enthusiastically participated in all program components, although rarely speaking a word of English. The second year was quite a different story. Lucy began this year as a strong, vocal leader, putting into practice all the English she had absorbed in her previous year. She spoke up about communication and conflict issues, took on responsibility teaching new students how to use the computer, shared her insights, concerns and fears during Parent Time and was a sought after volunteer in the elementary school.  She went on to become an AmeriCorps member the following year, presenting at National Conferences, conducting action research projects, and making a personal transition from student to staff member.
Bethel entered the program mid-year with her son Joshua. They had participated in the Head Start Home Base program and jumped at the opportunity to attend family literacy together. Bethel was insecure of her English and worked hard to improve her pronunciation and to communicate her ideas fluently. She became pregnant with Marlene and three years later returned to family literacy with her daughter, this time as a GED student, where she could be immersed in English. Bethel was elected student council representative for her site and demonstrated strong leadership skills. She accepted further responsibility as student council co-coordinator, planning citywide meetings and encouraging others to get involved. Lucy and Bethel have sustained their friendship over the years and get together with other classmates during the summers, for birthdays and celebrations, and to help each other out with personal and family challenges.
In 1995, Lucy was hired as the co-teacher in the Family Literacy Early Childhood classroom at Craycroft Elementary School. The following year, Bethel was hired as the Family Literacy Parent Involvement Assistant (PIA), where they both work together today. As experienced team members, they offer valuable insights about families and cultural issues. Parents respect their professionalism and develop trusting, respectful relationships leading to increased confidence in exploring their own goals.
Sunnyside Unified School District recently began offering Pima College classes for teaching assistants. Once again, Lucy and Bethel helped support each other to find ways to add writing, math and history college courses to their busy schedules. They did homework together, edited each other’s writing assignments and helped each other out with childcare.
 When Our Town Family Services presented a series of parenting workshops to Craycroft families, both Lucy and Bethel participated in the workshops then were offered and accepted the opportunity to be trained and become workshop facilitators themselves. Additionally, this year, after participating in MAPPS workshops  (Math and Parent Partnership in Sunnyside) with their middle school children, they were again identified as capable facilitators, were trained and now conduct math workshops for parents throughout the school district. Family Literacy parents directly benefited this year when Lucy and Bethel provided a series of three MAPPS workshops to family literacy sites in Tucson.
Meanwhile, their friendship and support continues to grow.  Their children are honor roll students and active in extracurricular activities. Their families continue to set and accomplish new goals each year. Lucy and Bethel are models of strength, perseverance and dedication and, by example, impart many lessons to family literacy parents and staff alike.

To learn something, study it.

To experience something, practice it.

To master something, you must teach it.

Submitted by Gloria Williams