ERIC ED415895: Blanchard Community Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program.

37 Pages·1993·0.61 MB·English

by  ERIC

DOCUMENT RESUME
ED 415 895
IR 056 866
AUTHOR
Hunt, Elaine
TITLE
Blanchard Community Library, Final Performance Report for
Library Services and Construction Act (LSCA) Title VI,
Library Literacy Program.
Blanchard Community Library, Santa Paula, CA.
INSTITUTION
SPONS AGENCY Office of Educational Research and Improvement (ED),
Washington, DC. Office of Library Programs.
PUB DATE
1993-00-00
NOTE
36p.; Attachments contain some cropped pages and light type.
material.
CONTRACT
R167A20316
PUB TYPE Reports Descriptive (141)
EDRS PRICE MF01/PCO2 Plus Postage.
DESCRIPTORS
Adult Basic Education; Adult Learning; *Adult Literacy;
Computer Assisted Instruction; Consumer Education;
Educational Cooperation; English (Second Language); Family
Literacy; Federal Programs; Grants; Learning Disabilities;
Library Collection Development; Library Role; *Library
Services; *Literacy Education; Migrant Adult Education;
Public Libraries; Publicity; Tutoring; Tutors; User Needs
(Information); Volunteer Training; Volunteers; Workplace
Literacy
Library Services and Construction Act; Tutor Training
IDENTIFIERS
ABSTRACT
The Family Literacy: Aid in Reading (FLAIR) program was a
project of the Blanchard Community Library (Santa Paula, California),
conducted during fiscal year 1992-93. The project involved recruitment,
retention, public awareness, basic literacy, tutoring, computer assisted,
employment oriented, and English as a Second Language (ESL) programs. The
project served a community of 25,000-50,000, and targeted the learning
disabled, workforce/workplace learners, migrant workers, and ESL learners.
Tutoring was done one-on-one and in small groups, using a variety of methods.
The project served 83 adult learners, providing 2,647 hours of direct
tutoring service. The report provides a comparison of actual accomplishments
to goals and objectives set forth in the grant application; a comparison
between proposed and actual expenditures; specific details of activities
undertaken; the role the library played in the accomplishment of the goals
and objectives; agencies and organizations that assisted in the project; and
the impact of the federal project on the ongoing program of the library.
Includes sample activity sheets, student and tutor information/evaluation
forms, and letters announcing tutor training sessions.
(SWC)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
Blanchard Community Library, Final Performance
Report for Library Services and Construction Act
(LSCA) Title VI, Library Literacy Program
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced
BEST COPY AVAILABLE
as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
2
_
.
TER FRO IL
E:3
Y
F.L.A.I.R. / F.F.L. Library Literacy Programs
Blanchard Community Library
CALIFORNIA
LITERACY
CAMPAIGN
Part I.
GENERAL INFORMATION
Blanchard Community Library
FLAIR- Family Literacy: Aid In Reading
119 No. 8th St.
Santa Paula, CA 93060
Elaine Hunt
Literacy Services Coordinator
[phone]
Grant #R167A20316
Expended: $28,920
Grant Amount: $28,920
3
805-525-2384
Santa Paula, CA 93060
119 N. 8th St.
Quantitative Data
Part II:
Provide the following information about this project by filling in the blanks or putting a
If any of the questions
checkmark next to the answer that best describes your project.
are not relevant to this project, write N/A.
1. What is the size of the community served by this project?
under 10,000
between 10,000 - 25,000
_IL between 25,000 - 50,000
between 50,000 - 100,000
between 100,000-200,000
over 200,000
What type of project was this? (Check as many as applicable)
2.
Collection Development
Recruitment
x
Tutoring
Retention
x
Computer Assisted
Space Renovation
Coalition Building Other Technology
Employment Oriented
Public Awareness
x
Intergenerational/Family
Training
English as a Second Language
Rural Oriented
Basic Literacy
x
(ESL)
Other (describe)
Did you target a particular population? (Check as many as applicable)
3.
Homebound
Homeless
Seniors/Older Citizens
Hearing Impaired
x Migrant Workers
Visually Impaired
x Learning Disabled
Indian Tribes
Mentally Disabled Intergenerational/Families
x English as a Second Language
Workforce/Workplace
Inmates of Correctional
Institutions
Other (describe)
If this project involved tutoring, what tutoring method was used?
4.
Michigan Method
Laubach
LVA
BEST COPY AVAILABLE
x Other (describe)
Orton-Gillingham
Our
There is no single acceptable method for teaching remedial reading.
teaching methods and core reading series' are based on results of student
Our selected reading
assessment of both reading and English language skills.
series' and computer assisted instruction employ all educationally sound
teaching methods: sight words, phonics, structural analysis, language
Our major core reading programs are Challenger, New Beginnings,
experience, etc.
and Project Star(software program) published by New Readers Press, Contemporary,
These are used in conjunction with a variety of supplemental
and Hartley/Jostens.
Additionally, we use special instructional techniques for our learning
material.
disabled students.
4
If this project involved tutoring, how was it provided? (check as many as
5.
applicable)
x one-on-one tutoring
x small group instruction
for ESL pre-reading groups.
classroom instruction
If this project involved tutoring, was the learning progress of the adult literacy
6.(a)
x yes
no
students quantitatively measured?
(If "yes", identify any tests, questionnaires, or standard methods used and
summarize student results.)
We use state developed California Adult Learners Progress Evaluation Process
These
(CALPEP) and California Literacy Campaign quarterly report forms.
forms provide information about our students such as age, gender, ethnicity,
education, etc.
If this project involved tutoring, were qualitative outcomes of student progress
6.(b)
x yes
no
documented?
(lryes", briefly describe how progress was determined and summarize student
results. You may attach samples of any documents used to record observations
or demonstrate outcomes.)
All students were initially given selected criterion referenced tests to
determine mastery level skills and appropriate placement in reading and written
In addition ESL and handicapped students were given the
language programs.
Comprehensive Adult Student Assessment System (CASAS) to determine their ability
to function in the community, and the level of language comprehension. Attachments
#1 &2 are samples of the mastery tests from our Challenger reading series.
If the
student does not show adequate progress on the first test then the instructional
material is reviewed and a second test is given before moving to the next level.
During the course of this project were any of the following items produced? If
7.
so, attach a copy to each copy of the report.
resource directory
bibliography
x evaluation report
curriculum guide
x survey
training manual
x newsletter(s)
public relations audiovisual
training audiovisual other (describe)
* x recruitment brochure
** bookmarks
See attachments .//3 -5
* Brochures - Distributed to schools, businesses, stores, etc.
** Bookmarks - one was designed to recruit tutors from churches, the other for
distribution to PTAs, any public gethering, club, social service agency.
AVAILABLE
BEST COPY
5
During the course of this project:
8.
How many adult learners were served? (i.e., individuals who made use of-the
library's literacy project services in some way)
83
Of those served, how many received direct tutoring service?
83
2,647
How many hours of direct tutoring service did they receive?
How many new volunteer tutors were trained?
21
25
How many current volunteer tutors received additional training?
How many volunteer tutors (total) were involved?
25
How many non-tutor volunteers were recruited?
6
How many service hours were provided by non-tutors?
129
How many librarians were oriented to literacy methods, materials,
and students?
15 (Library staff)
How many trainers of tutors were trained?
0 (Literacy Coordinator trains all tutors)
Narrative Report
Part Ill:
Provide a narrative report that includes the following information:
A comparison of actual accomplishments to the goals and objectives set forth in
1.
the approved application. Describe any major changes or revisions in the
program with respect to approved activities, staffing, and budgeting, including
unspent funds. Explain why established goals and objectives were not met, if
applicable.
Provide a comparison between proposed and actual expenditures by budget
2.
category, i.e., personnel, travel, materials, etc.
e.g., if
Provide, as appropriate, specific details as to the activities undertaken
3.
library materials were acquired, describe the kinds of materials purchased; if a
needs assessment was conducted, describe the results of the assessment; if
training was provided, describe the training and include the dates and topics; if
services were contracted out, describe the contractor's activities.
Describe the role the library has played in the accomplishment of the goals and
4.
objectives set forth in the approved grant, including whether the library was
involved in the project's implementation or as a resource and site only.
Provide names of agencies and organizations recruited to volunteer their
5.
services for the literacy program or that were involved in the coordination and
planning of the literacy program. Describe the nature of their role.
AVAILABLE
BEST COPY
6
NARRATIVE REPORT
year
objectives for
1992-93
the
Our project
were
and
goals
written into our grant proposal and approved as follows:
PLAN OF OPERATION
proposed plan of service was designed to respond to the
Our
English speaking
large non-literate limited
great needs of our
wanted
to expand
services
literacy
our
We
population.
to
students
families
include components.
some vital
and
to
Implementation of these expanded services took place from October
with our
September 1993, and
ran concurrently regular
1992 to
:programs.
PROJECT PURPOSE/GOAL
purpose/goal was to break
project intervene
Our
the
to
many
educationally
illiteracy
crippling
for the
cycle
of
by providing opportunities for
our community
disadvantaged
in
develop job market and basic
education skills.
participants to
value in the
Our goal continues to be to increase our students'
workforce, assist them
in helping their children
stay in school
provide opportunities to acquire basic
We
literacy skills.
and
wanted to create positive attitudes toward education and lifelong
learning.
Program objectives designed to achieve this goal were to:
in those basic literacy and
Continue to provide instruction
1.
market skills that enhance employability in the workforce or
job
adult learners, and to continue
lead toward higher education for
7
to provide the ESL instruction implemented in the past year as
a
result of our LSCA Title VI grant.
In addition to our one-to-one
(3-to-1) sessions
small group
we proposed
to add
instruction,
on expanding
ESL
would
groups that
focus
pre-reading
called
from
where they could benefit
students' vocabulary to the point
English reading instruction.
events
Continue to present/expand our consumer information
2.
vocabulary
and
include
consumer
focus issues
that
on
supplementation (ie. understanding vernacular, procedures used in
medical, legal, health and financial services) and to reduce
the
vulnerability of the illiterate learners in a literate society.
objectives to expand
The funding for the third and fourth
3-4.
serves children 2-10 years old
family literacy program that
our
Education because it served
was not allowed by the U.S. Dept. of
objectives will not
So those
well as parents.
children as
be
addressed in this narrative.
adequate
variety educational software
and
Provide
of
a
5.
instruction component of the program
supervision in the computer
for our adult learners as well as their children.
I. ACTUAL ACCOMPLISHMENTS
We implemented our goals and objectives as written, with the
exception of 3 and 4 which were not allowed. The other objectives
were met in the following ways:
order to enhance our students' value in the workplace we
In
1.
added a math component to our instructional sessions this year in
math component is
This
to numerous student
requests.
response
as well
who need
skills
basic math
to new
readers
vital
as
BEST COPY
8
reading for employment, pre-GED skills and preparation for higher
education.
To prepare
our tutors
for this responsibility
we provided
training, and purchased appropriate materials in the form of both
printed and software instructional
We also recruited
resources.
tutors with strong math
backgrounds.
The instructional material
selected
for this
component
was Math
The Real
For
World,
a
printed series, designed for adult learners, which emphasizes the
practical application of basic math skills.
This series contains
and post testing for
pre
mastery and cumulative
reviews at the
end
each
unit.
computer
addition,
of
courseware
the
In
Mathematics
was
purchased
reinforce
100
one-to-one
to
the
tutoring sessions.
This software is written at a 3-4 grade level
for remedial adult students.
continued
also
ESL component
our
We
our
one-to-one
in
tutoring
sessions for
reading
and written
Ongoing
language.
training
sessions
were presented
tutors
for
individual
plus
assistance and
instructional
techniques for
working
with
the
limited English
The teaching material
speaker.
used, Real Life
English
geared
program
toward
Series,
with
adults,
is
a
practical, daily
life conversation presented.
also used
We
a
variety of supplemental material, including the extremely helpful
The New
ESL Teacher's Oxford
Book of Lists Picture
The and
trained our tutors in methods of teaching limited
Dictionary. We
speakers, focusing differences in English and
English
on: the
Spanish reading; the use of the Student Oral Language Observation
Matrix (SOLOM) to judge levels of language production in order to
9
understanding
the
strategies;
effective
teaching
select
.
difference
between
reading
linguistic
and
error;
and
a
a
recognizing those skills that do or do not
transfer readily.
To
prereading
formed
this we
small
further address
need,
were
who
recruited tutors
language groups
and
conversational
willing to work with a group of three students. These groups were
who, for
a variety of
reasons, could
computit:d of students
not
advantage of
adult education
classes
high school
take
at the
These variations in our ESL component allowed us to serve
level.
Santa Paula's
motivated learners
highly
more effectively.
our
program is
highest priority of our adult
needs dictate that the
that it be geared to enhancing the abilities of students who
are
second language,
skills in English as a
trying to develop their
as well as become literate.
information
events
consumer/community
continued
our
We
.2.
learners with
that we provide our adult
because it is important
practical support in everyday living during the learning process.
with subjects
Nights dealing
presented Consumer Information
We
interviews, health care
effective job applications and
such as:
or optical
for dental
free clinics
such as
services available
and assistance.
questions
on immigration
and workshops
needs,
were asked to expand this effort by referring students to
Tutors
specific
them with
designed to help
public agencies
a list of
supplemental reading
use
asked
tutors were
to
Also
needs.
simple
contained
subjects
consumer
in
those
material
on
this purpose
explicitly for
pamphlets purchased
scriptographic
About
Swindled,
Ways Not
To
Be
Checking
Accounts,
20
(ie.
BEST COPY AVAILABLE
10