DOCUMENT RESUME IR 056 899 ED 416 874 Suggs, Pamela AUTHOR Claiborne Parish Library, Final Performance Report for TITLE Library Services and Construction Act (LSCA) Title VI, Library Literacy Program. Claiborne Parish Library, Homer, LA. INSTITUTION Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. Office of Library Programs. PUB DATE 1993-00-00 NOTE 39p. R167A20381 CONTRACT PUB TYPE Reports - Descriptive (141) MF01/PCO2 Plus Postage. EDRS PRICE Adult Basic Education; *Adult Literacy; Correctional DESCRIPTORS Education; Expenditures; Federal Programs; Grants; Individualized Education Programs; Job Skills; Library Role; *Library Services; *Literacy Education; Partnerships in Education; Prisoners; Public Libraries; Resource Materials; Small Group Instruction; Tutoring; Tutors; Veterans; Volunteer Training; Volunteers Library Services and Construction Act; Tutor Training; IDENTIFIERS Volunteer Recruitment ABSTRACT Project READ (Resources for Educational Attainment & Development) was established to develop a library literacy partnership between the Claiborne Parish (Louisiana) Library, Claiborne Technical Institute, and David Wade Correctional Center to improve inmates' literacy skills. This report, detailing the project, begins with a section that provides quantitative data. The next section compares actual accomplishments (1) enroll about 25% (200) of those to objectives for fiscal year 1993: inmates who need literacy instruction in small group workshops, adult basic (2) significantly improve raw education classes, or one-on-one tutoring; reading test scores or other post-test measures of 75% of the inmates who (3) inform 100% of the inmates about the program; complete the program; (4) prepare individualized educational plans (IEPs) for 100% of the participants in Project READ based on their personal literacy goals and long-range educational needs; and (5) double the number of tutors and learners presently enrolled in the Vets Incarcerated tutoring program. Proposed and actual expenditures are compared. Activities undertaken are described, including materials acquired, training, and a job skills workshop. The role of the library, contributions of other organizations, facilities used, and project impact are described. Attachments include a form for an individual education program, basic skills diploma, newsletter article, materials inventory, and project formative and summative evaluation. (MES) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** I Claiborne Parish 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) BEST COPY AVAILABLE This document has been reproduced 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. Project READ: Resources for Educational Attainment & Development FINAL PERFORMANCE REPORT for LIBRARY SERVICES AND CONSTRUCTION ACT TITLE VI LIBRARY LITERACY PROGRAM (CFDA No. 84.167) FY 1993 Submitted to: Executive Officer Office of Educational Research and Improvement U.S. Department of Education 555 New Jersey Avenue, N.W. Room 602 Washington, DC 20208-5530 Attention: 84.167 Final Performance Report Submitted by: Pamela Suggs, Director Claiborne Parish Library 901 Edgewood Drive Homer, Louisiana 71040 (318) 927-3845 Grant Number R167A20381 BEST COPY AVAILABLE TABLE OF CONTENTS PAGE TOPIC General Information / Project Summary Part I: 1 2 Quantitative Data Part II: Narrative Report Part III: Comparison of Actual Accomplishments & Proposed Objectives 5 1. Comparison of Actual & Proposed Expenditures 8 2. 9 Activities Undertaken 3. Role of Claiborne Public Library 11 4. Agencies & Organization Providing Service Support 12 5. 14 Project Facilities 6. Impact on Ongoing Program 15 7. 17 Appendices A. Sample IEP B. Sample Diploma C. Newspaper Clippings D. Financial Statement E. Literacy Materials Report of Independent Evaluator F. I. 17 BEST COPY AVAILABLE Attainment and Development Project READ: Resources for Educational Final Performance Report FY 1993 (CFDA No. 84.167) Part I: General Information Claiborne Parish Library 1. 901 Edgewood Drive Homer, LA 71040 Pamela Suggs, Project Director 2. (318) 927-3845 Grant Number R167A20381 3. Grant Amount Awarded: $35,000 4. Grant Amount Expended: $34,434 Project Summary: established to Project READ: Resources for Educational Attainment and Development was Library, Claiborne Technical develop a library literacy partnership between Claiborne Parish skills. The program Institute and David Wade Correctional Center to improve inmates' literacy instruction for those inmates that have marginal literacy serves this group by providing literacy satellite collection of relevant skills, by training volunteer inmate tutors, and by placing a Claiborne Library. materials at David Wade Correctional Center through the Claiborne Parish Correctional Center and Technical Institute is responsible for teaching instruction at David Wade READ. All of the agencies is able to reach all academic levels with the addition of Project READ allows these involved provide some type of literacy service as separate entities; Project agencies an opportunity to share and coordinate work in this area.1 1 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 between 25,000 50,000 between 50,000 - 100,000 between 100,000-200,000 x over 200,000 are from all parts of the state of Louisiana) (offenders What type of project was this? (Check as many as applicable) 2. Collection Development Recruitment x Tutoring x Retention Computer Assisted Space Renovation x Other Technology Coalition Building Employment Oriented Public Awareness Training Intergenerational/Family English as a Second Language Rural Oriented Basic Literacy x (ESL) x Other (describe) corrections Did you target a particular population? (Check as many as applicable) 3. Homebound Homeless Hearing Impaired Seniors/Older Citizens x Migrant Workers Visually Impaired Learning Disabled Indian Tribes Mentally Disabled Intergenerational/Families x Workforce/Workplace English as a Second Language Inmates of Correctional Institutions x Other (describe) If this project involved tutoring, what tutoring method was used? 4. x LVA x_ Michigan Method Laubach x Other (describe) Orton-Gillingham Each student received (The above methods were available to all students. instruction using methods meeting his individual needs.) AVAILABLE COPY BEST If this project involved tutoring, how was it provided? (check as many as 5. applicable) X small group instruction one-to-one tutoring x classroom instruction x adult literacy If this project involved tutoring, was the learning progress of the 6.(a) no yes students quantitatively measured? x used and (If "yes", identify any tests, questionnaires, or standard methods summarize student results.) (SORT) The Test of Adult Basic Education (TABE) and the Slosson Oral Reading Test All students were used for pre- and post-test measures of student progress. Students enrolled for at least three months showed significant improvement. (Students averaged a 1.3 grade level improvement over a period of one year. with the time not participating for a full year show improvement commensurate enrolled.) If this project involved tutoring, were qualitative outcomes of student progress 6.(b) yes _no documented? x (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.) Participants are Learners showed tremendous.changes toward greater self-esteem. notably more confident about their abilities to learn to read and also to succeed Learners participated in at least one exercise per week designed upon release. In addition, tutors were trained in the importance of to enhance self-esteem. Many token rewards were offered using positive reinforcers :.to encourage students. to learners (certificates, pencils) to further motivate them. 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 x evaluation report curriculum guide X survey training manual newsletter(s) public relations audiovisual other (describe) training audiovisual recruitment brochure AVAILABLE BEST COPY 7 During the course of this project: 8. How many adult learners were served? (i.e., individuals who made use of the 21 library's literacy project services in some way) 46 Of those served, how many received direct tutoring service? How many hours of direct tutoring service did they receive?12,498 How many new volunteer tutors were trained? 23 How many current volunteer tutors received additional training? 33 How many volunteer tutors (total) were involved? 33 How many non-tutor volunteers were recruited? 0 How many service hours were provided by non-tutors? U How many librarians were oriented to literacy methods, materials, and students? 5 How many trainers of tutors were trained? 0 Narrative Report Part III: Provide a narrative report that includes the following information: A comparison of actual accomplishments to the goals and objectives 1. set forth in 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. 3. 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. 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. Part III: Narrative Report set forth in the 1. A comparison of actual accomplishments to the goals and objectives the program with approved application. Describe any major changes or revisions in funds. Explain respect to approved activities, staffing, and budgeting, including unspent why established goals and objectives were not met, if applicable. The Project READ has been overwhelmingly successful in its first year of operation. goals and staffs of all participating organizations have been cooperative and very helpful. All in the objectives were either met or exceeded. There were no major changes or revisions and budgeting. The only funds that program with respect to approved activities, staffing, See #2 for a comparison between proposed and actual remain unspent are nominal. measurable expenditures by budget category and a full explanation of unspent funds. Five objectives were set forth in the application. As demonstrated below, they were all met. either To enroll about one-fourth (200) of those inmates who need literacy instruction in 1) small group literacy workshops, ABE literacy classes, or one-on-one tutoring. AIDS A total of 217 adult learners were served. Workshops were held on job skills, Project READ's literacy classes and the Vets awareness, self-esteem, and budgeting. using Incarcerated II program provided one-on-one tutoring and small group instruction books and the Laubach method and materials, the LVA method and materials, as well as selected consumable workbooks collected from a variety of sources. All materials were beginning reader with to be the best high-interest, low-level materials for a middle-aged minimal self-esteem. 5 AVAILABLE BEST COPY of 75% of To significantly improve raw reading test scores or other post-test measures 2) the inmates who complete the program. demonstrated 100% of the inmates participating in Project READ classes have Students averaged a 1.3 grade level significant improvement in reading level. (Students not participating for one year show improvement over a period of one year. improvement commensurate with the time enrolled.) More important is the tremendous change in self-esteem noted among participants. All students are notably more confident about their abilities to learn to read and also to succeed upon release. 3) To inform 100% of the inmates about the library literacy program. During orientation for new inmates, all are informed of the literacy services available the Times Square View, the inmate as well as other educational opportunities. In addition, its participants. newspaper, carries news in every edition about Project READ and To prepare individualized educational plans (IEP's) for 100% of the participants in 4) needs. Project READ based on their personal literacy goals and their long-range educational They are updated every six IEP's are prepared upon enrollment of new students. The IEP's were based on personal literacy goals and long-range educational months. needs. Most students expressed an interest in learning to read the newspaper, writing letters home, and Department of Corrections materials (posted policies, memos, canteen For a sample IEP, see Appendix A. lists). 6