DOCUMENT RESUME IR 056 844 ED 415 874 Stark, Dixie AUTHOR Bitterroot Public Library, Final Performance Report for TITLE Library Services and Construction Act (LSCA) Title VI, Library Literacy Program. Bitterroot Public Library, Hamilton, MT. INSTITUTION Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. Office of Library Programs. 1993-00-00 PUB DATE NOTE 69p. R167A20182 CONTRACT Descriptive (141) Reports PUB TYPE MF01/PC03 Plus Postage. EDRS PRICE Adult Basic Education; *Adult Learning; *Adult Literacy; DESCRIPTORS Adult Students; Family Programs; Federal Programs; Grants; Learning Disabilities; *Literacy Education; *Prisoners; Public Libraries; *Tutoring; *Volunteer Training Library Services and Construction Act IDENTIFIERS ABSTRACT The Bitterroot Public Library (Hamilton, Montana) serves a county of 50,000-100,000 people. The Bitterroot Public Library conducted a project that involved recruitment, coalition building, public awareness, training, rural oriented, basic literacy, tutoring, employment oriented, intergenerational/family, and English as a Second Language (ESL) programs. The project targeted the learning disabled, inmates of correctional institutions, workers laid off from the logging industry, intergenerational/families, and people for whom English is a second language. Tutoring was done one-on-one and in small groups, using the LVA method. Twenty new tutors were trained, and 34 additional students were recruited for program services. Of the 47 program participants, 4 were incarcerated in the county jail, 3 were laid off from the lumber industry, and nearly half were referred by human or social service agencies. The project had a tremendous impact on the ongoing program to provide literacy services to adults in Ravalli County. Includes the jail tutoring policy, information on "Family of Readers" workshops, family literacy evaluation report and survey form, newspaper articles, and a student story published in "New Writers Voices." (SWC) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** oo gtr Bitterroot Public 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 as received from the person or organization originating it. BEST COPY AVAILABLE Minor changes have been made to improve reproduction quality. 2 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. y- c FINAL PERFORMANCE REPORT for LIBRARY SERVICES AND CONSTRUCTION ACT TITLE VI LIBRARY LITERACY PROGRAM (CFDA No. 84.167) FY 1992 U.S. Department of Education Office of Educational Research and Improvement Library Programs Washington, D.C. 20208-5571 ***************************************************************** Part I! General Information ORGANIZATION RECEIVING GRANT: 1. Bitterroot Public Library 306 State Street Hamilton, MT 59840 (406) 363-1670 PERSON PREPARING REPORT: 2. Dixie Stark, Literacy Coordinator (406) 363-2900 or 363-1670 GRANT NUMBER (R167A20182) 3. LSCA GRANT FUNDS: Grant Award $23,560 4. Amount Spent $23,560 FY 1992 LSCA Final Performance Report 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. (count y) 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 xx between 50,000 - 100,000 between 100,000-200,000 over 200,000 What type of project was this? 2. (Check as many as applicable) Recruitment Collection Development _x.x. Retention Tutoring XX_ Space Renovation Computer Assisted xx Coalition Building Other Technology xx Public Awareness Employment Oriented XX xx Training XX Intergenerational/Family xx Rural Oriented English as a Second Language XX Basic Literacy xx. (ESL) Other (describe) Did you target a particular population? (Check as many 3. as applicable) Homebound Hearing Impaired Seniors/Older Citizens Visually Impaired Migrant Workers xxHomeless Learning Disabled Indian Tribes Mentally Disabled XL. Intergenerational/Families Workforce/Workplace xx English as a Second Language xx Inmates of Correctional Institutions 1 a i rl off from the logging industry Wnrkprq Other (describe) If this project involved tutoring, what tutoring method was used? 4. xx LVA Laubach Michigan Method Orton-Gillingham Other (describe) 4 3 P If this project involved tutoring, how was it provided? (check as many as 5. applicable) .axone -to -one tutoring ya_small group instruction classroom instruction If this project involved tutoring, was the learning progress of the adult literacy 6.(a) xx yes students quantitatively measured? no (If "yes", identify any tests, questionnaires, or standard methods used and summarize student results.) Students were assessed with either the Reading Evaluation and Adult Diagnostic (READ, LVA), the English as a Second Language Oral Assess- ment (ESLOA, LVA), the Tests of Adult Basic Education (TABE), or the GED Practice Tests. About half of our clients advanced at least one level, or met their goals. Three-clients passed their GED, three gained at least one level- in READ, and seven learned to speak English more clearly. Many clients move, disappear, or drop out without taking any exit exams. Some clients make obvious gains in reading or writing, but do not test higher. 6.(b) If this project involved tutoring, were Qualitative outcomes of student progress documented? AL yes _no (If 'yes", briefly describe how progress was determined and summarize student results. You may attach samples of any documents used to record observations or demonstrate outcomes.) Students and tutors work together to establish goals that are mean- ingful to the student. More than half of our students met theik goals. Three passed the GED, two read their first book, one publish- ed a story, several got better jobs, four entered other education, and one passed a first aid course. One student who did not test higher than before has learned to read the newspaper more independ- ently; others have learned to help and encourage theii children. 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. bibliography resource directory curriculum guide .xx. evaluation report la_ training manual survey public relations audiovisual newsletter(s) xx other (describe)Newspaper training audiovisual articles XX Student published a story recruitment brochure 41 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) 7 4 Of those served, how many received direct tutoring service? 47 How many hours of direct tutoring service did they receive? 1388 How many new volunteer tutors were trained? 2 0 How many current volunteer tutors received additional training? h How many volunteer tutors (total) were involved? 65 How many non-tutor volunteers were recruited? 7 How many service hours were provided by non-tutors? A 90 How many librarians were oriented to literacy methods, materials, and students? 5 How many trainers of tutors were trained? 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 -- e.g., if 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. 6 Part III: Narrative Report u hi Goals: 1. To provide one-on-one tutoring to any adult in Ravalli County who wants help with reading. 2. To aid in the reduction of prisoner recidivism by expanding program access to include inmates of Ravalli County Jail. 3. To encourage parents to read to their children by conducting Family Literacy Workshops. Objectives: 1. Tutor training a. Train 15 new tutors in LVA methods. b. Present follow-up workshops to all tutors, including the 45 already in the Program. 2. Student Support a. Recruit 20 new students. b. Provide instruction to students referred by Human and Social Service Agencies. 3. Service to Ravalli County Jail a. Provide tutoring to inmates. b. Provide specialized LVA training to prepare tutors to serve these students. FY 1992 LSCA Final Performance Report 5 4. Family Literacy Workshops a. Recruit 25 families to participate EamilysaRAadara workshops. b. Provide service to HEAD-START Program parents. SUMMARY OF GOALS V. ACTUAL wrromrs OBJECTIVE % DIFFERENCE GOAL ACTUAL Tutor Training + 33% 20 15 Inservice topics 4 4 Inservice attendance 20% 45 36 Student Recruitment + 70% 20 34 Interagency referrals YES YES Jail Inmates tutored YES 4 Tutors for Jail YES 6 Family Lit. Parents 27 8% 25 + Head Start Parents YES 16 NARRATIVE COMPARISON OF GOALS AND ACTUAL ACCOMPLISHMENTS: Tutor Training: 1. a. Twenty new tutors were trained during the project period. This exceeds the stated objective by one third. b. Inservice workshops on Tutoring Learning Disabled Adults, Process Writing with Adult Learners, Pre-GED Tutoring, or Tutoring the Incarcerated were attended by 36 tutors. FY 1992 LSCA Final Performance Report Student Support: 2. a. Thirty-four additional students were recruited for Program services; thirteen students continued their lessons. The success of collaboration with other agencies to connect with students helped us exceed our recruitment goal by 70%. Of the forty-seven adults served during the project b. period, four were incarcerated in the county jail, three were laid off from the timber industry, and nearly half were referred by Human or Social service agencies. Service to Ravalli County Jail: 3. a. A policy was drafted and approved for tutoring in the Four inmates received tutoring during the Ravalli County Jail. project period. b. Six tutors received additional training in tutoring the incarcerated. Family Literacy Workshops: 4. Twenty-seven parents from twenty-five families attended a. family literacy workshops in Hamilton, Stevensville, and Darby. Two-thirds, or sixteen, of the families served had one b. The Literacy Coordinator child in Home Start or Head Start. spoke to parent groups at the three Head Start centers in Ravalli County. FY 1992 LSCA Final Performance Report 7 Additional Activities: 5. The Literacy Coordinator was selected as one of eight a. professionals in the state of Montana to be part of the Master Corps of Literacy and Adult Basic Education (ABE) Professionals. A student served by this project had one of his stories b. accepted for publication in NEW WRITER'S VOTCES, published by LVA-NYC in May. The same student agreed to tell his story to the newspaper and have his picture published. The Literacy Coordinator was invited to sit on the c. Montana Literacy Advisory Council, a group associated with the newly designated State Literacy Resource Center. The Literacy Coordinator was selected to represent d. Montana literacy tutors at the Fourth National Adult Literacy Congress in Washington, DC, Sept. 17-20, 1993. As per the approved budget change, a telephone and e. answering machine were purchased and a telephone line dedicated to literacy was installed in December, 1992. Western movie star and singer Hoyt Axton recorded a f. radio advertisement encouraging people to use the library and the literacy program. The audio tape is part of our permanent resources for advertising. FY 1992 LSCA Final Performance Report 8 10