DOCUMENT RESUME ED 415 372 CE 075 544 TITLE Longview Public Library Final Performance Report for Library Services and Construction Act (LCSA) Title VI Library Literacy Program. INSTITUTION Longview Public Library, WA. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. Office of Library Programs. PUB DATE 1993-00-00 NOTE 118p.; For a related document, see ED 379 497. CONTRACT R167A20127 PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Family Involvement; *Family Literacy; Family Programs; Instructional Materials; *Library Extension; Library Role; *Literacy Education; *Parent Education; Program Effectiveness; Program Implementation; Reading Instruction; Recruitment; *Student Recruitment; Teaching Methods; Tutors; Volunteers IDENTIFIERS *Longview Public Library WA ABSTRACT Project Read at the Longview (Washington) Public Library conducted a program to maintain and expand the Family Literacy Center to provide a monitored tutoring site and family outreach program for a minimum of 75 adult learners and 40 tutors. Two projects were involved: (1) Project READ focused on adult learners with a one-on-one tutoring approach; and (2) Project SHARE focused on parents and children with an outreach program to model good ways to develop reading interest in preschoolers. Project READ exceeded its goals by serving 77 percent more adult learners than was expected, with 107 new learner applicants and 62 new volunteer applicants. A total of 228 family outreach programs served 553 adults and 870 children, and more than 700 free books were provided to families. A family literacy program assistant was hired to help with these efforts. Three computers and multimedia software were purchased to provide more learning options for adults and families. The Family Literacy Coordinator's position became a full-time job and the literacy center began to operate during all library hours. Publicity about the project and community contacts were maintained and enhanced. As a result, 44 new tutors were trained during the year, especially with the computer systems. The library has also maintained and expanded a library for tutors to use with learners as well as parenting materials, picture books, and books for new readers. (Attachments contain project brochures and other information.) (KC) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** FORM APPROVED OMB No. 1850-0607 ExpimtionDate: 11130194 RARY LONGVIEW PUBLIC L FINAL PERFORMANCE REPORT for LIBRARY SERVICES AND CONSTRUCTION ACT TITLE VI LIBRARY LITERACY PROGRAM (CFDA No. 84.167) U.S. Department of Education Office of Educational Research and Improvement Library Programs Washington, DC 20208-5571 U.S. DEPARTMENT OF EDUCATION Odic t Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. ..> Minor changes have been made to improve reproduction quality. 44 Points of view or opinions stated in this document do not necessarily represent til official OERI position or policy. ED G50-34-P ) ko BEST COPY AVAILABLE 1..) INSTRUCTIONS FOR PREPARING FINAL PERFORMANCE REPORT Authority: Library Services and Construction Act, as amended, Public Law 98-480 General The Final Performance Report will be used to provide information and data to the U.S. Department of Education for the Library Literacy Program, LSCA Title VI - CFDA No. 84.167. The Final Performance Report for LSCA Title VI grants is required to be sent to the U.S. Department of Education 90 days after the end of the award period. Submit an original and two copies to: Executive Officer Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Avenue, N.W. Room 602 Washington, D.C. 20202-5530 Attention: 84.167 Final Performance Report INFORMATION TO BE SUBMITTED IN THE FINAL PERFORMANCE REPORT Grantees should include the following information in their Final Performance Report: General Information Part I: Name and address of organization receiving grant. For joint projects, provide 1. complete list of all participating institutions or organizations. Name and telephone number of persons preparing this report. 2. Grant Number (R167A ). 3. Grant amount awarded and the actual amount expended. REPORT ON 4. FEDERAL LSCA TITLE VI FUNDS ONLY. Part II: Quantitative Data 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 x between 25,000 - 50,000 between 50,000 - 100,000 between 100,000-200,000 over 200,000 (Check as many as applicable) What type of project was this? 2. Collection Development Recruitment Tutoring Retention x x Space Renovation Computer Assisted Other Technology Coalition Building Employment Oriented Public Awareness _X_ Training Intergenerational/Family x x English as a Second Language Rural Oriented x Basic Literacy (ESL) Other (describe) Did you target a particular population? (Check as many as applicable) 3. x Homeless Homebound Hearing Impaired Seniors/Older Citizens Visually Impaired Migrant Workers x Learning Disabled Indian Tribes x Intergenerational/Familles Mentally Disabled 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. x Laubach x LVA Michigan Method x Other (describe) Orton-Gillingham Each individual is tutored using a combination of methods that we feel is most beneficial based on our initial and other evaluations. Methods included are LVA techniques, ESL techniques, psycholinguistic techniques. Phonics methods including Spalding's "Writing Road to Reading" and the Open Court System of phonics adapted for adults. Project READ also uses computers as part of the learner's packet. BEST COPY AVAILABLE 4 tf this project involved tutoring, how was it provided? (check as many as 5. applicable) small group instruction x one-on-one tutoring classroom instruction Some of our tutor training sessions include learners as well and these are conducted in small groups. 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.) WRAT Tests, Level 1 and 2 1. PALS Functional Literacy Tests 2. Brigance Inventory of Essential Skills; a) Reading Comprehension 3. b) Sentence Writing The English Reading Test 4. [Thirty percent of the adult learnerd who left our program reached their objectives. 78% of those reevaluated showed measurable progress. (See attachment A)] If this project involved tutoring, were qualitative outcomes of student progress 6.(b) _x_ yes _no documented? (Ifnyes", briefly describe how progress was determined and summarize student results. You may attach samples of any documents used to record observations or demonstrate outcomes.) Progress was determined when learners reached their objectives, e.g., citizenship, jobs, further training, GED, passing a job-related test. The family literacy coordinator maintains anecdotal records for each family served more than once by the home-based component of the family literacy These anecdotal records serve as an informal assessment tool for program. tracking family progress. 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. x resource directory _x_ bibliography (Attachment U) (Attachments: v, evaluation report curriculum guide _x w) (Attachments i1,53, and C) survey training manual (Attachment X) newsletter(s) x public relations audiovisual (Attachment T) , other (describe) training audiovisual k x recruitment brochure Training Outlines (Attachnt L) (Attachment s G & H ) AVAILABLE BEST COPY 5 During the course of this project: 8. Adult Learners How many adult learners were served? (i.e., individuals who made use of the library's literacy project services in some way) 133 Of those served, how many received direct tutoring service? 133 How many hours of direct tutoring service did they receive? 6988 (approx. ) How many new volunteer tutors were trained? 44 How many current volunteer tutors received additional training? 35 How many volunteer tutors (total) were involved? 70 How many non-tutor volunteers were recruited? 1 How many service hours were provided by non-tutors? acia:Rpfox.) How many librarians were oriented to literacy methods, materials, and students? 2 How many trainers of tutors were trained? (LCLC Training) 4 Family Literacy Education: How many adult learners were served? 592 contacts Of those served, how many received direct tutoring service? 26 How many hours of direct tutoring service did they receive? 143 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. Provide, as appropriate, specific details as to the activities undertaken 3. 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. 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. BEST COPY AVAILABLE 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. Narrative reports are not expected to exceed 20 double-spaced typewritten Note: pages. (Further monies or other benefits may, but not necessarily, be withheld under these programs unless these reports are completed and filed as required by existing law and regulations (20 U.S.C. 351 at seq.; 34 CFR Parts 75 and 77).] BEST COPY AVAILABLE LSCA TITLE VI Library Literacy Program: Final Performance Report 10-01-92 through 11-30-93 PART I: GENERAL INFORMATION 1. Longview Public Library 1600 Louisiana Street Longview, WA 98632 2. Marion J. Otteraaen (206) 577-3380 3. Grant Number: R167A20127 4. Grant Amount: $33,762 Actual Athount Expended: $26,152.37 1 BEST COPY AVAILABLE PART III: NARRATIVE -REPORT 1. COMPARISON OF ACTUAL ACCOMPLISHMENTS TO THE GOALS AND OBJECTIVES SET FORTH IN THE APPROVED APPLICATION. Objective A: To maintain and expand the Family Literacy Center of the Longview Public Library in Longview, Washington, which will provide a monitored tutoring site and family outreach program for a minimum of 75 adult learners and/or families and 40 tutors. The Longview Public Library provides a dual approach to literacy training in The Reading Corner, the library's Family Literacy Center: 1) Project READ focuses on adult learners with a one-on-one tutoring approach and 2) SHARE focuses on parents and children with an outreach program to model good ways to develop reading interest in pre-schoolers. Project READ for adult learners of the Family Literacy Program exceeded its more adult learners than was estimated goals under this objective by serving 77% and recruiting more volunteers\ than we anticipated. There were new 79% 107 learner applicants and new volunteer applicants during the reporting period 62 (133 adult learners and volunteer tutors participated in the adult reading 70 program during the same period). [See Attachments A and B for Learner and Tutor Demographic Reports] The Family Literacy Center of the Longview Public Library provided family outreach programs in a variety of ways to maintain and expand family services. A total of family outreach programs served 553 adults and children for a total 228 870 program attendance of The home-visit component of the family literacy 1,423. outreach services reached families, some receiving up to 10 home visits. 26 Approximately families received family literacy services at the Women's Shelter 70 1, for battered women and the Community House homeless shelter. Another 60 families were served on an outreach basis through cooperative programming with other parent-serving community agencies. Over 700 free books were provided to 2 families through the library's Share a Book, Share a Dream program. [See Attachment C for SHARE Monthly Statistical Reports] Objective met Objective B: To hire a family literacy program assistant who will supervise the computer-assisted learning center, coordinate the family recruitment and programming, maintain program records, manage tutor and learner schedules, and coordinate programs with the Children's department of the Longview Library. The family literacy program assistant worked four hours a day in the Reading Corner. From 10 a.m. to 2 p.m., times of heavy usage by learners and tutors alike, the program assistant managed the computers and assisted the learners and/or tutors who were scheduled to use them. Tutors were trained to use the computers with their learners as part of the learner's education program. The family literacy program assistant assisted the family literacy coordinators in recruitment, programming and coordinating programs with the other departments of the Longview Public Library. Data banks were set up by the family literacy program assistant using the tutor and learner application forms. [See Attachments D and El The learner data bank was set up to generate a weekly or monthly learner schedule showing the activity for any given day of the week. Phone numbers of both tutors and learners were included in the schedule so that other library staff could notify a learner and/or tutor if one or the other could not be present. [See Attachment F] Objective met Objective C: To add a second IBM InfoWindow system with videodisc player to enable the program to serve an additional 15 learners weekly with the computer assisted tutoring approach to literacy. The library was forced to seek an alternative to the second IBM Info Window System because IBM stopped making that system. In its place the library 10