ERIC ED415899: Stratford Library Association, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program.

59 Pages·1993·0.97 MB·English

by  ERIC

DOCUMENT RESUME
IR 056 870
ED 415 899
Moren, Barbara
AUTHOR
Stratford Library Association, Final Performance Report for
TITLE
Library Services and Construction Act (LSCA) Title VI,
Library Literacy Program.
Stratford Library Association, CT.
INSTITUTION
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC. Office of Library Programs.
PUB DATE
1993-00-00
NOTE
60p.
R167A20401
CONTRACT
Descriptive (141)
PUB TYPE
Reports
MF01/PC03 Plus Postage.
EDRS PRICE
Adult Basic Education; Adult Learning; *Adult Literacy;
DESCRIPTORS
*English (Second Language); Family Literacy; Federal
Programs; Grants; Intergenerational Programs; Library
Collection Development; Library Role; *Library Services;
*Literacy Education; Parent Education; Public Libraries;
Publicity; Tutoring; Tutors; User Needs (Information);
Volunteer Training; Volunteers; Workplace Literacy
Library Services and Construction Act; Tutor Training
IDENTIFIERS
ABSTRACT
This final performance report provides project outcome
information and data to the U.S. Department of Education for the
federally-funded Library Literacy Program. The Stratford Library Association
(Connecticut) conducted a project that involved recruitment, retention,
training, basid literacy, collection development, tutoring,
intergenerational/family, and English as a Second Language (ESL) programs.
The project served a community of 100,000-200,000, and targeted
workforce/workplace learners, intergenerational/families, ESL, and learners
in adult education and literacy classes. Tutoring was done one-on-one and in
small groups, using the Literacy Volunteers of America (LVA) method. The
project served 338 adult learners, and provided 890 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.
Appendices include newspaper articles; program brochures and flyers;
thank-you letters from students; and a bibliography of books, tapes, and
software, arranged by topic.
(SWC)
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Reproductions supplied by EDRS are the best that can be made
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Stratford Library Assocation, 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
AVAILABLE
BEST COPY
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
O Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
2
official OERI position or policy.
Stratford Library Association
2203 Main Street
Stratford, CT 06468
Barbara Moren
203-385-4164
Grant Number R167A20401
Grant Award: $33,663
Amount Expended: $33,663
3
Quantitative Data
Part II:
Provide the following information about this project by filling in the blanks or putting
a
checkmark next to the answer that best describes your project.
If any of the questions
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 .
between 25,000
- 50,000
between 50,000 - 100,000
y between 100,000-200,000
over 200,000
2.
What type of project was this? (Check as many as applicable)
x Recruitment
Collection Development
Retention
Tutoring
Space Renovation
Computer Assisted
Coalition Building
Other Technology
Public Awareness
Employment Oriented
_IL Training
Intergenerational/Family
Rural Oriented
English as a Second Language
x
Basic Literacy
(ESL)
Other (describe)
Did you target a particular population? (Check
as many as applicable)
Homeless
Homebound
Hearing Impaired
Seniors/Older Citizens
Visually Impaired
Migrant Workers
Learning Disabled
Indian Tribes
Mentally Disabled
Intergenerational/Families
_x_ Workforce/Workplace
_x_ English as a Second Language
Inmates of Correctional Institutions
x Other (describe)
Learners in Adult Education and Literacy Classes
4.
If this project involved tutoring, what tutoring method
was used?
Laubach
LVA
Michigan Method
Orton-Gillingham
Other (describe)
4
5.
if this project involved tutoring, how
was it provided? check
as many as
applicable)
jLone-on-one tutoring
_Lind group intimation
classroom instruction
6.(a):
If this project involved tutoring,
was the learning progress of the adult
literacy
. .2L,, yes .
students Quantitatively, measured?
..
no :.
.
.
(If yesli.Identifyany tests,.questi
dsuseant
onnalr
9(s t and arc nefko
ikk\
...summarize stuclerluesults.):: ._.':
tuu ursi
:
. ,.
,
.
Liu: SiSults - kverigei
Although the 1311 'Connecticut Adult Yerforaade
Ea plows - KEAU results: 1-4 grade reading leiel.
erograal test is preferred in Connecticut, the Mk
ISLIA results: level 2 'practical vocabulary;
Coordinator °felt 'this teat was too intisidating toi
new
but no grasp of graltaall
students and eight discourage thee frog continuing
in"
.
of
=LILL 11;:li kali it tutoring
of tbc,utbdapts.racetved
che'prograa; instead she adainistered theillau
(a basic
ibis such IbilLtUCLLOUV.
.
.
reading teat' or.the IMAM (en tallish
as a second,
WI' results: i-6 grade .reading level.
language test) to Aew students. She did, however, give
.
al& 44-64 hilai 2j tutorial 12A% of the students received
the CAPP test to 'students after they had received li-10
this arch ihstructios):
hours of instructido and again after 40-de hours of
'
care results.: -I gradureading level..
instruction.
6.(b)
If this project involved tutoring,
were.gualitatbak outcomes of student
progress
yes jam
.
documented?
.
(If yes", briefly describe how
progress was determined and summarize
student
results. You may.attack,sarnples
of any documents used
to record observations
or demonstrate outcomes.)
.
7.
During the
course of this project were
any of the following items produced?
If
so, attach a copy to each
copy of the report.
.
bibliography
resource directory
curriculum guide
evaluation report
training manual
public relations audiovisual
newsletter(s)
training audiovisual
other (describe)
recruitment brochure
BEST COPY AVAILABLE
5
During the course of this project:
How many adult learners were served? (i.e., individuals who made use of the
library's literacy project services in some way)
338
Of those served, how many received direct tutoring service?
How many hours of direct tutoring service did they receive?
890
11
How many new volunteer tutors were trained?
How many current volunteer tutors received additional trainingr-
8
How many volunteer tutors (total) were involved?
24
How many non-tutor volunteers were recruited?
6 (strictly for childcare)
How many service hours were provided by non-tutors?
124
How many librarians were oriented to literacy methods, materials,
and students?
N/A
How many trainers of tutors were trained?
N / A
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.
2.
Provide a comparison between proposed and actual expenditures by budget
category, i.e., personnel, travel, materials, etc.
Provide, as appropriate, specific details as to the activities undertaken
e.g., if
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.
4.
Describe the role the library has played in the accomplishment of the goals and
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.
6
Provide the names and locations of libraries and other sites whose facilities were
6.
used for this project.
Describe the impact of the Federal project on the.ongoing program of the
7.
grantee.
Note:
Narrative reports are not expected to exceed 20 double-spaced typewritten
pages.
Further monies or other benefits may, but not necessarily, be withheld under these programs unless
these reports we completed and filed as required by existing law and regulations (20 U.S.C. 351 at
seq.;
34 CFR Pans 75 and 77)4
Part III: Narrative Report
1. GOALS
A. Lifelong Literacy Program
Barbara Moren conducted 36 on-site and off-site
(1)
class visits with a total of 295 contacts with
students enrolled in Workplace, Continuing Education
and Evening High School classes.
She also conducted
four computer training classes for 12 adults.
The
project goal was to reach 344 adult learners (a
number derived from program enrollments). Class
attendance at these programs, however, varied; thus,
the number or students contacted was lower than
anticipated.
87% of the students participating in the visits
(2)
Over 95% of these
asked real life questions.
questions were answered with library materials or
referrals.
Students enrolled in the Pre-GED Program at
Stratford High School and the LVA Workplace Literacy
programs received on-site visits only. The Pre-GED
Program is computer-based and attendance is
irregular, making class visits to the library nearly
impossible.
The Workplace Literacy programs were more
structured, but company release time was not
available .for visits to the library. However, all of
the workplace students' real life questions were
answered.
Moren photocopied and mailed
Ms.
appropriate articles, flyers, or referrals to the
students. This material could then be incorporated
into their reading and English lessons.
Circulation of Adult Basic Education (ABE)
(3)
Materials increased by 35% from September, 1992 to
September, 1993 (from 940 items 1992 to 1265 items in
1993).
Although this is a healthy increase, it is
lower than the 100% increase projected.
ABE
circulation has, however, increased by 100% since
October of 1991.
Although, it
is difficult to determine precisely
(4)
how many students returned on their own to the
library.
Anecdotal evidence from teachers and a
sampling of library card use indicates that anywhere
from 25% to 60% of the students did return
independently.
B. Parents as Teaching Heroes (PATH)
With a total of 31 learners in the PATH program,
(1)
the numbers have far exceeded expectations.
Of the
31 learners, eight have received more than 50 hours
of tutoring (based on two hour sessions); five
additional learners received 30-49 hours of tutoring.
Two learners have each received 71 hours of tutoring.
When the program began in November 1992, there
were four learners left from the previous year.
Three returned and one is still with the program as
9
7
of September 1993.
From the initial three learners the PATH program
(2)
has grown to 14 (who attend on a regular basis) as of
During the year PATH has
the end of September 1993.
had an additional 14 mothers and fathers who have
stayed for a portion of the year and needed to leave
for several reasons, such as:
> returning to work.
> changing work shifts.
> staying at home with a new born child.
> leaving the area.
Although the CAPP (Connecticut Adult Performance
(3)
Program) test is preferred in Connecticut, the PATH
coordinator felt this test was too intimidating for new
students and might discourage them from continuing in
the program. Instead she administered the READ (a basic
reading test) or the ESLOA (an English as a second
language test) to new students. She did, however, CAPP
students after they had received 20-30 hours of
instruction and again after 40-60 hours of instruction.
Test Results - Averages
New students
READ results: 3-4 grade reading level.
ESLOA results: level 2 (practical
vocabulary; but no grasp of grammar).