Time for Change

The Literacy Cooperative 1422 Euclid Ave. Suite 1300 Cleveland, OH 44115-2001 www.literacycooperative.org Advancing Literacy in Greater Cleveland

Advancing Literacy in Greater Cleveland

The Literacy Cooperative Planning Process Report and Action Plan for Literacy

The Cleveland Foundation The George Gund Foundation The Martha Holden Jennings Foundation

March 2006

1 Advancing Literacy in Greater Cleveland

Introduction Unfortunately, these scenarios are all to earn their GED or better their employ- too familiar for many Greater Cleveland ment prospects. Despite these mean- What would you do if . . . residents. Strong literacy skills—the ingful efforts, literacy • You pick up a new prescription and ability to read, write, speak, compute, and levels in Greater Cleveland have ask about the dosage. The pharmacist problem-solve—are essential for people remained largely unchanged replies, “All the information is on the to succeed in our community. In the since 1990.1 label.” You leave, unsure of how much home, literacy skills promote close family Formal communication and coordination to take or how often. interactions, informed decision-making, between organizations is sporadic, and • Your daughter hands you a school and lifelong learning. In school, strong few commonly accepted performance permission slip to sign. You pause for literacy skills result in more capable standards exist to measure learner gains. a moment, wondering what it’s for but students and higher levels of achieve- Awareness of available literacy services is too embarrassed to ask your child. ment. In the workplace, literacy is the limited, and services are not always reaching foundation for success, particularly in a • You are faced with an unexpected those most in need, even among individuals global environment that demands high who actively seek to improve their literacy and costly car repair.You have trouble performance and technology proficiency. skills. In fact, there are far more potential evaluating your options between using Ultimately, healthy communities and learners than those currently being served. a credit card for payment or a neigh- families have literacy at their core, As underutilized as the system is, the pro- borhood cash advance service. with informed and engaged residents vider network struggles to meet current • Your kindergarten students are unable who are better equipped to recognize demand. Literacy providers are understaffed to recognize the letters of the alpha- and overcome civic, social, and and under-funded and do not have the bet. As a teacher, you worry about economic challenges. resources to serve all who are in need. how this will delay early reading skills. Currently, an array of dedicated organiza- • You are seeking to hire a press tions in our community provide literacy operator for your business. Most of services to a wide range of people— the applicants lack the necessary skills from preschool-aged children gaining required for the position. early literacy skills through adults looking

In short, Greater Cleveland lacks the Seeking creative and new solutions Collectively, this group came capacity to effectively coordinate literacy, to the problem of low literacy and to a consensus on two key and to track, monitor, and enhance its implications, a broad spectrum recommendations: the quality, consistency, and impact of of the community—literacy providers, Develop an Action Plan literacy services. county and municipal governments, for Literacy endorsed by foundations, school districts, libraries, all stakeholders. nonprofits, businesses, correction 1 Stakeholders recommended that an agencies, human services, childcare serv- Action Plan for Literacy be created to ices, workforce investment, community guide the community’s efforts to raise centers, higher education, and faith-based literacy levels. The plan will provide organizations—engaged in a 14-month opportunities for all to actively participate planning process to examine the issue. in building solutions to the problem of low literacy. It also will be the standard by which progress is measured. Create a collaborative organization to carry out 2 the plan. Given the magnitude of the plan as outlined, building a coordinated, integrated, well-managed literacy network requires a centralized system and structural design. As suggested by the planning process, the design will be based on a new set of guiding principles and quality standards that lead to good practice and excellent programming.

These key recommendations will be realized through The Literacy The Cooperative will: Cooperative, a new entity working on behalf of the community to put forth a Provide a centralized information new vision for literacy service delivery. 1 and referral center; This effort will bring together Ensure that training, curriculum, all providers to address the issues of 2 and instruction techniques are low literacy by linking other groups and available to providers; service networks into a greatly expanded Establish evaluation and and coordinated effort. The Cooperative 3 accountability standards; will focus on five strategic areas to raise the literacy levels of children, youth, Identify and secure public and and adults across Greater Cleveland. As 4 private funding for literacy; and recommended by 10 separate task forces Launch a public awareness and involved in the planning process. 5 outreach campaign.

All of these strategies aim to build system capacity and increase learner recruitment, retention, and skill level. The Cooperative expects to flow funds through to the community with a well-managed system of checks and balances and a seal of approval for organizations meeting high- quality performance standards. It will help to quantify return on investments for learners and funders. Finally, it will encourage partnerships that increase the likelihood of cost-effective programming and enhanced system capacity.

Why is Literacy Strong literacy skills are necessary to having the skills necessary to obtain a Important? help people reach their potential in their job. For incumbent workers—those roles as family members, employees, and already in the workforce—increased Literacy skills affect parent-child interac- citizens. Children exposed early to reading literacy skills enable employees to climb tion, school performance, graduation and writing develop literacy skills that the career ladder.Transitioning incumbent rates, employment opportunities, promote lifelong learning and education. workers out of entry-level jobs creates earnings, and the quality of life in our As parents improve their literacy skills, it opportunities for new employees. This communities. Today, people require more becomes easier for them to be engaged in mobility is beneficial for both individuals sophisticated skills than ever before to their children’s education, both at home and the economy. navigate health and financial systems, and at school. Families and individuals Finally, literacy is fundamental to active cope with advanced technology, and meet with increased literacy skills are better citizenship and full participation in a the demands of more high-skilled jobs. equipped to make decisions that influence democracy. Barriers to literacy, often seen With improved literacy skills, individuals: everything from health care treatments to as the individual’s burden, must be • Gain access to information and financial practices to employment decisions. viewed anew as the entire community’s resources; Equally important, a literate workforce challenge. As a catalyst for participation • Have a voice to express ideas and attracts and retains enterprises that offer in social, cultural, political, and economic opinions with confidence; jobs with benefits and higher wages, activities, and for lifelong learning, • Take action to solve problems and thereby creating a stronger economy for literacy helps grow an informed elec- make decisions without having to rely Greater Cleveland. With the dramatic shift torate and energizes communities toward 3 on others; and from a labor-based to a knowledge-based justice, equity, and equality. economy, it is increasingly important to • Develop lifelong learning in have a workforce with the appropriate order to keep up with the world as skills. For entry-level workers, this means it changes. 2

Today, people require more sophisticated skills than ever before to navigate health and financial systems, cope with advanced technology, and meet the demands of more high-skilled jobs.

What Does Literacy Mean?

In the Workforce Investment Act of 1998, Financial Literacy—an individual’s The National Adult Literacy Survey, conducted the U.S. Congress defines literacy as: ability to understand and discuss for the U.S. Department of Education in 1992 principles involved in earning, spending, and 2005, notes that those individuals with Level “an individual’s ability saving, and investing, and to read and 1 and Level 2 literacy skills, the most basic, are to read, write, speak in understand such documents as billing likely to be excluded from all but minimum wage statements, pay statements, estimates, work.6 They are left at a severe economic disad- English, compute and loan agreements, and other financial vantage and have difficulty meeting life’s daily solve problems at levels documents. demands.7 Although many adults with Level 1 of proficiency necessary Health Literacy—an individual’s or Level 2 literacy can perform some reading ability to obtain, process, and understand tasks, their skills are not sufficient to function to function on the job, in basic information and services needed in everyday life. People at these low levels the family of the individ- to make appropriate health decisions, have difficulty reading street signs, using ATMs, reading the newspaper, or reading the dosage ual, and in society.” including the ability to access information, recognize health indicators, access on a medicine bottle. In fact, the National While the word literacy may immediately care, navigate institutions, complete Governors’ Association and the National conjure up images of a parent reading to forms, provide consent, communicate Educational Goals Panel concluded that Level a child or an adult reading the newspaper, with professionals, provide information 3 literacy is the minimum necessary to function 8 the above definition suggests that it can for assessment and diagnosis, understand in today’s society. be considered in many contexts: directions, and follow regimens. 4,5 Individuals with higher literacy levels tend to Workforce Literacy—an individual’s English-Language Literacy have better communication skills, more opportu- knowledge of and ability to meet the for Speakers of Other Languages— nities for education and job advancement, and expectations of the workplace, in terms an individual’s ability to transfer native higher earnings. of both job-specific skills and issues of language skills to English and to function personal responsibility and behavior, effectively in an English-speaking so that a worker can obtain and retain environment. employment and increase his/her productivity, salary, and benefits.

Tasks that can be completed 9 at each literacy level Individuals with Level 1 and Level 2 literacy People with Level 1 Literacy can: skills, the most basic, are likely to be • Locate one piece of information in a excluded from all but minimum wage work. sports article; • Locate the expiration date on a driver’s license; and • Total a bank deposit entry. People with Level 2 Literacy can: Understanding Nationally, low literacy skills • Interpret appliance warranty instructions; the Need in cost businesses and taxpayers • Locate an intersection on a street map; and Greater Cleveland $20 billion in lost wages, prof- • Calculate postage and fees when using its, and productivity annually. certified mail. Far too many Greater Cleveland residents Greater Cleveland cannot afford the costs have literacy below acceptable levels. People with Level 3 Literacy can: that accompany low literacy. Addressing Costs associated with low literacy attain- • Write a brief letter to explain a literacy, and its link to education and ment include lost earning power, lost credit card billing error; employment, is particularly important to family stability, lack of ability to assist • Use a bus schedule to choose the correct Greater Cleveland’s economic success bus to get to work on time; and children to learn, and lost hope for a bet- given the following statistics for • Determine the discount on a car insurance ter future. Low literacy impedes economic Cuyahoga County. bill if paid in full within 15 days. success, reduces productivity, and greatly People with Level 4 Literacy can: increases costs to society. Literacy is a key determinant of whether an individual • Explain the difference between two types of benefits at work; can gain employment, retain employment, • Use information in a table to determine and improve her/his employment status. the percent of days in January below 10 While individuals with low levels of degrees; and literacy may obtain entry-level work, • Calculate the correct change when given it is rarely sufficient to pull a family prices on a menu. out of poverty. People with Level 5 Literacy can: • Compare and summarize different approaches lawyers use during a trial; • Use information in a table to compare two credit cards and explain the differences; and • Compute the cost to carpet a room in a house.

Child and Father involvement is equally important, Literacy levels of parents are strong Youth Literacy even for very young children. Good indicators of a child’s early literacy skills fathering during infancy and early child- and later academic success. Children who Early Learners—Are They Ready? hood contributes to the development of are regularly read to at an early age, live One child out of five is emotional security, curiosity, and math in a book-rich setting, and watch parents and verbal skills. Involvement by fathers reading for pleasure are more likely to be born to a mother without in children’s schooling, such as volunteer- better readers. However, many parents a high school education. ing at school and attending school meet- struggle with their own literacy and have ings, parent-teacher conferences, and trouble providing a home environment Children born to mothers with low levels class events, is associated with higher supportive of literacy development. of education are less likely to demonstrate grades, greater school enjoyment, and emergent literacy skills, such as How Do School-Age Children Fare? lower chances of suspension or expulsion letter recognition and letter/sound rela- from school. Three out of five public tionships—important precursors to schools are not meeting reading and writing and strong predictors In Cuyahoga County, 17 percent of chil- of later literacy skills. dren under age five and their families live the state minimum in poverty. In Cleveland, the figure is dou- ble that. Family poverty levels have an requirement for impact on literacy readiness, as higher fourth grade reading levels of poverty are associated with proficiency. lower levels of literacy. As early as age three, children in families receiving cash According to Ohio Department of assistance have a vocabulary half the Education proficiency test data, specifi- size of children in families with high-end cally the Local Report Cards for fourth incomes. Additionally, children in profes- grade, 119 out of 175 public schools in sional families hear more than 30 million Cuyahoga County did not meet the state words by their third birthday, while minimum requirement of a 75 percent children in poor families hear only 10 passage rate for the fourth grade reading million words. test during the 2003-2004 school year. A majority of these schools—72 of the 119—are located in the Cleveland

Taking letter recognition, which is a vital stepping stone to reading and writing, as an example:

Municipal School District, with the and in Cleveland this figure is 70 percent. • 38 percent of kindergartners whose remaining 47 schools in suburban dis- Not only have high school dropout rates mothers had less than a high school tricts. In nearly seven out of 10 Cuyahoga been very high historically, but they may degree could recognize letters. County public schools, too many children be exacerbated by high-stakes testing, • 57 percent of kindergartners whose are not passing the required reading which may discourage learners who feel mothers had a high school diploma/ proficiency test. they cannot meet test expectations. GED could recognize letters. Reading deficits present in elementary While idle youth who have dropped out • 69 percent of kindergartners whose school can continue throughout school of high school are particularly vulnerable, mothers had some college (including and persist into adulthood. Even for those youth who are high school graduates, but vocational) could recognize letters. students meeting minimum state require- not working and not pursuing higher ments, literacy skills are not necessarily education, also are marginalized. Not • 86 percent of kindergartners whose reaching standards required for a success- surprisingly, those who spend a lot of mothers had at least a bachelor’s 21 ful transition to college and work. time during their young adult years unem- degree could recognize letters. Are Youth Getting the Skills and ployed have problems later in life finding Work Experience They Need? and keeping a job. Adult literacy programs are feeling the impact of an One out of 10 youth age increased number of younger learners 16-19 is not attending who are trying to further their education and obtain the skills necessary to become school and not working. more employable. This figure climbs to 17 percent for youth School and work are core activities during in Cleveland, according to an analysis of late adolescence, and it is critical that U.S. Census Bureau figures. In Cuyahoga youth be engaged in them to avoid a County, more than 60 percent of idle marginalized adulthood. youth did not graduate from high school,

Currently, more than half a million Greater Clevelanders lack the skills to obtain jobs that provide a decent standard of living.

ESTIMATES FOR THE PERCENT AT LEVEL 1 OR LEVEL 2 LITERACY BY CUYAHOGA COUNTY MUNICIPALITY, 2000

The map illustrates the estimates for the percent at Level 1 or 2 literacy for each Cleveland neighborhood and suburban municipality. The percent at Level 1 or Level 2 in Cuyahoga County did not experience significant change between 1990 and 2000. In 1990, roughly 543,480 people aged 16 and older (49%) were estimated to have literacy in the Level 1 or Level 2 range. By 2000, that number fell to approximately 509,260 people aged 16 and older (47%). In both time periods, about half of the population had literacy below what is considered to be the minimum standard for good paying jobs with decent benefits.25

Adult Literacy County residents aged 25 and older), is critical. For children, the message the associated literacy level is Level 1 needs to begin early and be encouraged One adult out of two has and the lower end of Level 2. It is not throughout adolescence. For adults, literacy skills below the until some post-secondary education is it means creating demand for and access attained that mean literacy levels increase to continuing education leading to certifi- minimum standard— to Level 3. cates, associate’s and bachelor’s degrees. a statistic unchanged Employment Opportunities With employers demanding a more literate workforce for the knowledge-based The National Adult Literacy Survey also since 1990. economy, people with Level 1 and Level examined the relationship between learn- Nearly half of the population (47 percent) 2 literacy skills are likely to be excluded ers’ literacy and employment industry aged 16 and older in Cuyahoga County from all but minimum wage work. groups. Adults employed in most industry have literacy skills below the required Currently, more than half a million groups had mean literacy proficiencies in minimum of Level 3. In raw numbers, that Greater Clevelanders lack the skills the Level 3 range, including finance, insur- translates into almost 510,000 residents to obtain jobs that provide a decent ance, real estate, public administration, with Level 1 or Level 2 literacy skills. In standard of living. services, transportation, communications, Cleveland, 69 percent of residents over utilities, and trade. Adults employed in age 16, or nearly 245,000, have literacy manufacturing, construction, mining, levels below the minimum standard. farming, forestry, and fishing had mean Educational Attainment literacy proficiencies at the high end The National Adult Literacy Survey exam- of Level 2. Not a single industry group ined the relationship between learners’ comprised employees with a mean liter- literacy and educational attainment lev- acy of Level 1. els. According to the survey, mean literacy What Does This Mean? proficiencies increase as education levels The high school diploma, the traditional increase. For example, the mean literacy standard for education, is simply not suffi- proficiency of individuals with a high cient for today’s world. Higher education school diploma or GED equivalent, which is the highest education level of 30 percent of Cuyahoga County residents, aged 25 and older, is Level 2. For those individuals who have not attained this level of education (18 percent of Cuyahoga

Challenges to Learning— Opportunities for Change

Literacy services available in Greater Barriers Learners Face Why are so many individuals in need of Cleveland generally have not kept pace Even though a literacy provider may offer literacy services not enrolling in available with the demand. Sixty-two percent of services that meet the needs of a particu- programs, not attending classes once providers report an increase in enrollment lar learner, that does not necessarily mean enrolled, or not completing them? over the previous year, and 33 percent 26 that the learner enrolls in, attends, or • Many do not know such programs report course waiting lists. Despite these completes the instruction. In fact, nation- exist; indications of great need, site visits reveal ally, only 10 percent of people needing • Many are too embarrassed to ask empty or near-empty classrooms, suggest- literacy services enroll in programs. for help; ing a mismatch between services offered Among those who do enroll, 20 percent • Classes often conflict with work and services needed. This mismatch never even come to the first class. After schedules; occurs on two fronts: individual learner the first three weeks enrolled in the barriers to accessing and completing literacy program, it is common for only • Childcare and transportation are literacy programs, and provider challenges 50 percent of those enrolled to remain.27 not available; in coordinating literacy services to ade- Local literacy providers commented that • Waiting lists are often long; quately meet learners’ needs. retention in Greater Cleveland is probably • Classes lack personalized attention; similar, though such measures are not and universally tracked. • Classes are not sufficiently meeting learner needs. Learners mention several incentives that Despite these indications of great need, may help remove barriers and maintain site visits reveal empty or enrollment. These include on-site child- near-empty classrooms, care, bus passes, calculators, computers, suggesting a mismatch between and books to take home to read to services offered and services needed.

Children and youth providers cite a need for more early-childhood interventions, after-school literacy tutoring, and support for middle and high school students...

children. The best motivation, however, Literacy Provider Concerns literacy in correctional settings, and sup- is to know they are gaining skills. Literacy providers are particularly con- port for those with learning disabilities. Ultimately, people enroll in literacy cerned about issues of capacity, including Children and youth providers cite a need classes because they want to get a better limited funding, classroom space, quali- for more early-childhood interventions, job, learn conversation skills, read the fied teachers, and other resources, includ- after-school literacy tutoring, and support newspaper to be informed, learn to speak ing computers. Providers for both adults for middle and high school students, as English better, understand financial and and children agree on the need to well as improved communications with medical information, and be good role increase the number of learners they school systems. Another common concern models for their children. serve and to establish ongoing assess- is the lack of wrap-around services, such ments of learner gains and retention. as mentoring, counseling, emergency Adult literacy providers note many assistance, and other human services. areas where there are unmet needs for Some literacy providers already offer services, including workforce preparation, additional support services, but too often, these services are not coordinated with the literacy offerings. Ultimately, a more collaborative effort would increase the effectiveness of every program.

The Action Plan for Literacy

The Action Plan for Literacy will serve as faith-based organizations can support Strategic Area the community’s guide to raise literacy project goals that enhance their own levels and be the standard by which mission and activities. Indeed, the plan 1 progress is measured. It calls for the will provide opportunities for all to Centralized Information and Referral Center development of strategic partnerships to collaborate and actively participate build accountability, quality, and increased in building solutions to the problems Key Findings system capacity. It will identify ways in associated with low literacy. Literacy is often thought of as a which community stakeholders in county The plan focuses on five strategic areas separate and distinct issue, rather and municipal governments, foundations, identified through the planning process. than an integral component of school districts, libraries, nonprofits, All of these strategies aim to build system the community’s economic devel- businesses, corrections, human services, capacity by supporting learner needs, opment, education, and human childcare services, workforce investment, enhancing partnerships, and improving services agenda. community centers, higher education, and existing programs. Representatives from workforce development, homelessness services, the justice system, and others all expressed a desire to integrate literacy more fully into their work. Employers know the effects of having a workforce with low literacy, but have not yet become part of a comprehensive solutions-driven approach to combat the issue. Current literacy services in Greater Cleveland are fragmented and are driven too often by funding rather than by a comprehensive plan to meet the needs of learners.

There are more than 180 self-identified Volunteers, too, find themselves without inform, and coordinate support for proj- literacy programs in Cuyahoga County, sufficient follow-up and support once ects undertaken by partners to ensure most of which have no formal relation- trained or assigned to a learner. continuity and quality. It will provide ship with one another. Since funding Action Plan information to funders, both public and streams tend to target specific popula- private, and help identify opportunities Establish a centralized information tions for specific services, individuals that enhance current activities and and referral center that connects often have to move from program to expand the breadth, scope, and perform- and infuses literacy into all sectors program seeking appropriate literacy ance levels of projects. and initiatives, provides a consis- services. tent point of contact for potential The information and referral center will There is insufficient follow-up with learners and volunteers, and support an expanded hotline to ensure learners and volunteers as they approach ensures that learners continue that any inquiry where literacy is a stated the literacy system, and no clear, consis- to meet goals. or hidden priority will be professionally tent pathway for learners as they gain and knowledgeably addressed. It will Stakeholders indicate that the array of literacy skills. establish volunteer recruitment services, organizations that deliver literacy services identify training opportunities, match Understandably, potential learners enter would benefit from being part of a fully- volunteers with providers, and assure the literacy system from multiple access networked and complementary system. appropriate follow-up and support. It also points. However, once they tap into the Furthermore, they indicate that literacy will host a list server and Web site and system, there is no coordinated way to must become part of a broader conversa- provide information on promising prac- ensure that they are getting the right tion, to include government, nonprofit, tices from local, state, and national services or making appropriate gains. and the private sector.A centralized infor- literacy sites. Transition points are particularly problem- mation and referral center will ensure atic. There is no clear and continuous that literacy is a top priority in Greater The information and referral center also learning pathway—from providers Cleveland. Such a center is critical to will create transition strategies for every offering basic skill development, to GED advancing literacy goals in the commu- learner, including referrals to higher-level programs, to college, and to employment. nity. This “information hub” will manage, learning opportunities as well as incentives to complete programs. There will be a concerted effort to coordinate services Providers in Greater Cleveland lack from birth through adulthood to improve consensus on what constitutes an continuity and effectiveness. effective literacy program.

Strategic Area difficult. It also creates barriers for Quality assurance issues must be learners, who may be accessing multiple addressed by the literacy provider 2 service providers. In the case of children’s community. This imperative is shared by Training, Curriculum, and programs, few are aligned with the school providers, learners, and funders. Taking Instruction Techniques curriculum and state standards. care to respect the individual nature of Key Findings The quality and quantity of learner the many different programs in Greater Literacy providers lack opportuni- instruction varies across programs. Cleveland, there are many opportunities ties for training and ongoing for system-wide improvements. All Many providers are not trained in professional development. improvements should meet the goals of effective methods of reading instruction maximizing learner gains and reducing Although there are numerous literacy or identification of learning disabilities. the amount of time it takes for learners training opportunities in Greater Learners are not always assessed properly to meet their objectives. Cleveland, most are tied to specific fund- and placed in appropriate classes. For ing streams and are not open to a wide those fortunate to find programs that Through this collaborative effort, providers range of providers. The training of instruc- meet their instructional needs, most may secure appropriate levels of technical tors in literacy programs also varies con- sites offer less than ten hours a week assistance to help meet their ongoing siderably. Just 60 percent of the sites of instruction. Research shows that program improvement goals. This will require paid instructors to have a college programs offered for 15-20 hours include professional development and degree. About one quarter of the sites a week have higher retention rates training provided in a collaborative, require only a high school diploma. and yield better outcomes.28 Obviously, noncompetitive environment at no— Volunteers, used by most programs, few learners are able to dedicate this or low-cost to providers. The technical have few requirements around educa- amount of time to literacy classes, as assistance will be ongoing and will utilize tional attainment. jobs (often more than one) and family a train-the-trainer approach. Literacy curricula are not consistent obligations take precedence. There also will be an effort to increase across providers. high-quality program offerings in non- Action Plan While funding streams dictate some traditional settings. To maximize effective- Ensure that high-quality training, curricula, particularly in adult education, ness, literacy services should be offered curriculum development, and most providers create their own course- in the context of employment and other instruction techniques are available work for learners. This makes evaluation real-life situations. Programs will be to providers so that they can build and assessment of programs particularly developed that show employers that program capacity in an environ- investing in employees’ literacy skills is ment of increased accountability. a cost-effective way to increase competi- tiveness and productivity.

Strategic Area Only a few programs, primarily supported the interests of young children in by public funding streams, include Cuyahoga County. Some local school 3 evaluation in their budget. This is a districts have developed literacy Evaluation and particularly troublesome issue for founda- curricula which ought to guide the Accountability tions, which are increasingly demanding design of after-school programs. Key Findings evidence of impact in exchange for Through this collaborative effort, There are few commonly accepted grant support. Corporate funders also a centralized assessment system will standards across programs. look for proven success. This also is a be developed where all literacy Providers in Greater Cleveland lack concern for learners, who seek assurance providers can track learner progress consensus on what constitutes an that their time spent in programs is a against agreed-upon standards. It will effective literacy program. Some are good investment. drive data-based decision making and logistical issues: where and when classes Action Plan program improvements. The centralized are offered, wait list and referral policies, system will be instrumental in advanc- Establish accountability standards, and availability of on-site child care. ing learner gains, particularly as learners set and measure targets for learn- Others are content related: teacher- move between programs. It will be Web- ers, and determine evaluation tools to-student ratio, quality of volunteer based, and technical assistance will be for ongoing program improvement. training, types of books and materials, made available to train providers on and coursework, instruction techniques Providers agree on the importance of how to interact with the system. and assessment. developing quality standards to best meet the need of the learner. Through Providers offer little evidence of progress this initiative, local providers and profes- their learners are making. sionals with expertise in evaluation and Learners who enroll in programs indicate accountability will establish standards for there are few feedback mechanisms as literacy programs in Greater Cleveland. to their progress meeting goals. Many A number of national resources may feel they enroll in classes “forever.” Each be drawn upon. Locally, literacy standards program uses different tools to measure for children ages 0-5 are currently being learner gains, depending on learner age, developed by Invest in Children, a funding silo, and curriculum. public/private partnership that advances Few providers have ever been independ- ently evaluated for performance or outcomes.

Aggregated data also will be collected The majority of literacy programs in the shared, collaborative grants; and identify and stored within a centralized system, County reported that funding support for and secure untapped federal and state allowing for easier evaluation of pro- literacy comes from private and corporate dollars and in-kind contributions for grams. For the first time, Greater foundations. Small numbers of programs community providers. New funding Cleveland will have apples-to-apples reported funding through city, county, and streams will be identified to build comparisons, and an accurate view of the state sources. The application, eligibility, capacity, and there will be an emphasis number of learners accessing services and and reporting requirements of public on financial accountability tools to the progress they are making. sources are viewed as complex, particu- evaluate performance and determine larly for programs that lack sufficient the return on the investments. Strategic Area development staff. The fund development center also will 4 Action Plan engage the foundation and business Fund Development community to become active partners Create a fund development center through support for innovation, success, Key Findings where information about funding and sustainability. In addition, it will Literacy providers cite lack of fund- opportunities is disseminated, encourage the creation of partnerships ing as their primary barrier to and shared grants are submitted with school districts, community colleges, adequately running their programs to local, state, and national funders the workforce development system, and and serving more learners. (both public and private) to bring health and human service organizations more literacy dollars to Greater Funding constraints limit literacy to optimize resources and increase Cleveland. organizations’ ability to recruit and their impact. retain qualified staff and volunteers, According to a study by Cleveland To aid local providers in their efforts to keep centers open for extended hours State University’s Center for Public prepare competitive grant applications, a of operation, recruit and retain more Management, there is approximately “clearinghouse” of up-to-date informa- learners, and otherwise manage operating $10.4 million in additional federal and tion pertaining to the availability and expenses and capital expenditures. state government funding capacity that deadlines for potential sources of funds could be, under the right circumstances, Financial support comes to literacy through both public and nonprofit foun- accessed for Cuyahoga County literacy programs in Greater Cleveland through dation sources will be available. As appro- programs and services.29 a complicated web of funding streams, priate, the fund development center will including state and federal grants, private The fund development center will offer coordinate the writing of joint proposals foundations, corporations, fee-for-service technical assistance and funding briefings among literacy providers and other organ- contracts, and individual donors. for providers; identify opportunities for izations and ensure that programs will be held to a higher level of accountability.

Strategic Area Action Plan organize community and faith-based Launch a coordinated marketing organizations to lead intensive, neighbor- 5 and public relations campaign hood-based literacy blitzes. The effort in Public Awareness each neighborhood will include a commu- and Outreach targeting the general public, policymakers, funders, potential nity literacy campaign on the importance Key Findings learners, and potential volunteers of reading with children, literacy acquisi- Greater Cleveland’s low literacy lev- to highlight the scope of low tion success stories, and the link between els are generally unknown in literacy, its many ramifications, literacy and improved jobs, school suc- the broader community. the availability of services, and cess, and community engagement. The While many literacy service providers are the value of lifelong learning. blanketed approach will alert neighborhoods that literacy is the key to an aware of the breadth of the problem of The marketing and public relations cam- improved Greater Cleveland future and low literacy in our community, there is paign will create strategies to ensure that connect more potential learners with little awareness among individuals and literacy becomes a major priority for all appropriate services. organizations outside this provider circle. segments of the community and that It is clear that literacy needs to be raised more learners are recruited and retained. to the highest of community priorities The campaign will incorporate the across all sectors. marketing needs of various audiences, Existing marketing and communications including learners, businesses, funders, efforts by individual organizations are volunteers, donors, policymakers, and insufficient to raise awareness levels the general public. among learners and potential volunteers. Most importantly, the campaign will have As noted earlier, only 10 percent of a grassroots, neighborhood component to people needing literacy services enroll in programs; 90 percent do not. While there are many reasons individuals are not accessing needed services, lack of awareness and outreach is one primary issue. It is clear that the general public needs extensive information on the importance of literacy and how to seek and obtain supports.

Why these strategies will work

• The Action Plan for Literacy will be formally endorsed and adopted by all stakeholders. The Organization responsible for implementing the key • All segments of the community strategies of the Action Plan for Literacy. The future of this initiative requires a will be focused on the issue of It provides the organizational framework successful and transparent transition from literacy and this collaborative, for a systemic approach to literacy solu- planning to implementation, building coordinated effort. tions. The organization will have a strong upon the widespread community buy-in oversight and coordination role and will • Programs that are relevant to and and trust established over the past 14 focus on strategies currently not being structured around learner needs months. Given the scope and scale of this fulfilled by direct service providers. It will will be supported and additional project, the plan will require resources of act as a high-level broker and convener, programs will be developed. many types, including partners, funding, spanning all segments of the community and, most importantly, organization. • Providers across Greater Cleveland and reaching beyond traditional literacy Successful execution of the Action Plan will adopt quality standards, will service providers to link with public, pri- for Literacy depends on a community- have access to training and technical vate, nonprofit organizations, and other based entity charged with implementing, assistance without regard to specific collaborative efforts and systems. funding streams, and will benefit managing, and evaluating the plan. To A board of directors will oversee, support, from enhanced communication, address Greater Cleveland’s literacy needs and promote Cooperative activities. It transparency, and support. in a systemic, ongoing fashion, a new entity—The Literacy Cooperative— will be composed of strong community • Linkages among programs at all is necessary. leaders from the public, private, and age groups and literacy levels will nonprofit sectors. The Cooperative will Mission provide a ladder to success for be leanly staffed by individuals with learners. The Literacy Cooperative will advance lit- expertise in nonprofit organizational eracy through an effective service delivery development, business management, system reflecting the highest standards in fundraising, advocacy, and government the field. relations. This work will be focused on Vision capacity building, strategic planning, collaboration, and network building. The All children and adults in Greater Cooperative will create yearly plans that Cleveland will reach their highest literacy guide the work, and will issue a report potential for employment, self-sufficiency, to the community each year, outlining and lifelong learning. activities, successes, and continued The Literacy Cooperative is a new, inde- recommendations for change. pendent nonprofit service organization

A Call to Action Schools can: Faith-Based and Community Organizations can: An economically competitive community • Carefully observe and assess students requires a literate populace. This report for literacy needs; • Recruit volunteers; • Monitor students and provide tutoring • Solicit books for literacy programs, outlines a comprehensive action plan for opportunities and referrals to services; libraries, and individuals; Greater Cleveland that will bring about • Create and support standards for • Offer child care or transportation for broader literacy among its citizens instruction and student literacy parents attending literacy programs; and support a stronger, more vibrant performance; and and community. The plan calls our community • Provide parents with resources • Provide space for expanded literacy to action to address the low levels of to become active literacy models services in neighborhoods. literacy prevalent throughout Greater and mentors. Jails, Prisons, and Detention Cleveland. Everyone has a role to play. The Philanthropic Community can: Centers can: Everyone can: • Include literacy as a funding priority • Provide GED and other training; • Read to children; across program areas; • Develop a work-readiness approach • Speak up about the importance of lit- • Champion literacy as a key to healthy for all individuals; and eracy when issues of local economics, and sustainable communities; • Offer active support and follow-up for safety, public welfare, and quality of • Demand return on investments; and people returning to the community. life are being discussed; and • Leverage relationships with Colleges and Universities can: • Take some time each month to national colleagues to support • Provide evaluation, curriculum volunteer to read or teach at a local the literacy effort. literacy program, library, or school. development and training for Elected Officials can: literacy programs; Businesses can: • Make literacy a policy and funding • Organize student service projects with • Offer on-site literacy classes to priority; local literacy providers; and employees and others; • Advocate for systems to support • Help college students stay in school • Connect with schools to plan learners who need literacy training; and move up the ladder of literacy. internships and job shadowing • Encourage a literacy component in Media Entities can: opportunities; other programs; and • Bring attention to literacy through • Support literacy through direct • Advocate for quality preschool oppor- PSAs, feature stories, and editorials; donations, in-kind and pro-bono tunities and all-day kindergarten. support; and • Leverage local and national personali- • Encourage employees to be involved ties to speak to the cause; and in their communities as volunteers. • Help recruit learners through broadcast communications.

Conclusion Methodology: • A literacy needs assessment to determine the breadth of the problem The time for dwelling on challenges Partners and of low literacy in Cuyahoga County; and concerns is in the past. Many Planning Process • A funding analysis to determine organizations in Greater Cleveland In June 2004, The Cleveland Foundation, whether current funding efforts are are working hard to help learners with The George Gund Foundation, and The maximized and whether there are their literacy needs. Now we need to Martha Holden Jennings Foundation untapped opportunities; effectively coordinate literacy services, authorized planning grants to determine and to track, monitor, and enhance the the viability of The Literacy Cooperative • A current service assessment quality, consistency, and impact of for the Greater Cleveland area. The overall to get an accurate picture of the liter- literacy programs. Providers and goal was to determine the need, identify acy provider community in Cuyahoga learners understand that a coordinated solutions, and implement a collaborative County and to identify strengths literacy system will help everyone on literacy plan with community stakeholders and weaknesses; and the path toward improved literacy. to create an effective, seamless pathway • A process evaluation of the literacy The Literacy Cooperative is a response for lifelong learning, from early childhood planning initiative. to this opportunity. through K-12 and into adult learning. The Center on Urban Poverty and Social Thank you to all who participated in To prepare for this initiative, the Change, within the Mandel School of the planning process and who will be foundations hired a national consultant Applied Social Sciences at Case Western part of the solution as these recommen- and literacy expert, Margaret Doughty, to Reserve University, was engaged to con- dations are implemented. help manage the project. Representatives duct the literacy needs assessment. The from the foundations and Doughty made Center for Public Management at the up the leadership team. The leadership Maxine Goodman Levin College of Urban team identified a range of planning tasks, Affairs at Cleveland State University which included identifying partners to prepared an analysis of literacy funding discuss program goals and parameters, in Cuyahoga County. Doughty conducted implementing a visioning process, and a survey of literacy providers to gather developing task force groups to accom- basic information about services and plish each goal. The foundations con- populations served, including learner tracted with a team of consultants for demographics, funding sources, successes, discrete aspects of the project, including: and challenges. Additionally, she visited a sampling of 20 providers, representing a broad spectrum of services. Finally, the

convening foundations also commis- Leadership Team sioned a process evaluation of the The following individuals made up the leader- literacy planning initiative, and hired ship team for the planning of The Literacy TRANS.FORM, an independent research Cooperative and are responsible for the and organizational development development of the Action Plan for Literacy. consulting firm, to conduct it. William Hiller, Executive Director The leadership team convened community THE MARTHA HOLDEN JENNINGS FOUNDATION stakeholders to be part of the process, not only to solicit their professional wisdom Ann Mullin, Senior Program Officer and opinions, but also to write the plan, THE GEORGE GUND FOUNDATION own the outcome, and implement the Jill Paulsen, Fellow recommendations. Over 14 months, more THE GEORGE GUND FOUNDATION than 300 individuals representing more John Mitterholzer, Program Officer than 250 different organizations joined THE CLEVELAND FOUNDATION task forces, attended forums, or engaged Amy McClellan*, Program Officer in dialogues to address specific pieces of the literacy puzzle. The task forces THE CLEVELAND FOUNDATION expressed the need for a more coordi- Sarah King, Program Assistant nated, integrated literacy system THE CLEVELAND FOUNDATION and recognized the need for a new Margaret Doughty collaborative organization to carry out LEAD CONSULTANT their proposed recommendations.

Providers and learners understand that a coordinated literacy system will help everyone on the path toward improved literacy.

Task Force Committees Co-Chairs Planning Process Participants The following individuals generously donated their time, insight, and expertise to the planning of The Literacy Cooperative and Community-Based and Faith- Family Literacy development of the Action Plan for Literacy. Participants offered Based Literacy Organizations Elizabeth Dutro* recommendations and provided critical feedback at community- Bonnie Hogue Entler Cleveland State University wide meetings and forums throughout the 14-month process. Seeds of Literacy Sue Garrett Peggie Price Childcare Providers Association Dave Abbott Kathleen Beal Council for Economic Opportunity Fund Development THE GEORGE GUND FOUNDATION CLEVELAND STATE UNIVERSITY of Greater Cleveland Jan Ridgeway Alexis Afzal Deborah Beckwith Cleveland Public Library ALEX COMMUNITY DEVELOPMENT UNITED WAY OF GREATER CLEVELAND Community/School Ruth Zanick Liptok CORPORATION Cynthia Bell* Partnerships Key Foundation The Honorable Bruce Akers TRANS.FORM Kathy Beal CITY OF PEPPER PIKE Tammi Bender Cleveland State University Recruitment, Placement, Retention Susan Althans MAYFIELD CITY SCHOOLS Joanne Bailis Diane Chancellor FOUNDATION MANAGEMENT Judie Bergstresser Cleveland Reads Cuyahoga County Department SERVICES POLARIS CAREER CENTER Ann Eland of Workforce Development Anita Armstrong Saundra Berry Learning Disabilities Association Catherine Thomas BETTER TOGETHER CLEVELAND SCHOLARSHIP Rebecca Lowry Cleveland Reads Donna Asnani AND TUTORING PROGRAM Cleveland Municipal School District NEW LIFE COMMUNITY Pat Betteley Social Justice Amy Asseff GREATER PAINESVILLE AREA Curriculum/Instruction/ COMMUNITY MEMBER LITERACY COUNCIL Mulba Borsay Promising Practices Calvary Lutheran Church Judith Ausherman Louise Ann Bierer Anne Price CLEVELAND STATE UNIVERSITY FRED’S CLUB Len Calabrese Retired Senior Volunteer Program Paula Aveni Rita Bigham Commission on Catholic of Cleveland ECONOMICSAMERICA WVIZ/PBS & 90.3 WCPN IDEASTREAM Community Action Marty Ropog Marlene Avery Robert Bivins Ohio Literacy Resource Center, FRED’S CLUB PROJECT: LEARN Staffing/Professional Kent State University Development/Training Joanne Bailis PG Bluett Judi Slack CLEVELAND READS CLEVELAND JOB CORPS CENTER Anna Marie Farnish* Parma City Schools Joy Banish Randy Boroff Center for Leadership in Education RETIRED SENIOR VOLUNTEER NORTH ROYALTON CITY SCHOOLS Amy Seeley Evaluation PROGRAM OF CLEVELAND Mulba Borsay Townsend Learning Centers and Accountability Marcus Barrett CALVARY LUTHERAN CHURCH Erika Botsch PHYLLIS WHEATLEY ASSOCIATION Erika Botsch Work Force Partnerships Cleveland Municipal School District Karen Bartrum-Jansen CLEVELAND MUNICIPAL Ray Hart Michael Longo THE CLEVELAND FOUNDATION SCHOOL DISTRICT Bureau of Research, Cuyahoga County Department Susie Bauer Holly Branch Kent State University of Workforce Development DAILY DOSE OF READING OLD STONE CENTER Danny Williams Alisha Bazaz Cynthia Bratz Greater Cleveland Partnership CITY OF CLEVELAND OHIO PTA

Manuel Brooks Courtenay Colbourne Rebekah Dorman Michelle Figlar CLEVELAND SCHOLARSHIP CLEVELAND READS UNITED WAY OF GREATER CLEVELAND CUYAHOGA COUNTY INVEST AND TUTORING PROGRAM Claudia Coulton Margaret Doughty IN CHILDREN Molly Brudnick CENTER ON URBAN POVERTY AND CONSULTANT Barbara Filipow TREMONT ADVOCATES SOCIAL CHANGE, MANDEL SCHOOL Felice Douglas PARMA CITY SCHOOL DISTRICT FOR SCHOOL KIDS OF APPLIED SOCIAL SCIENCES, CLEVELAND SCHOLARSHIP PROGRAMS Ellen Fishman John Buckner CASE WESTERN RESERVE UNIVERSITY Dawn DuBose LEARNING DISABILITIES ASSOCIATION EAST CLEVELAND ABLE Jacquelyn Comeaux CLEVELAND MUNICIPAL OF CUYAHOGA COUNTY Dottie Buckon CLEVELAND MUNICIPAL SCHOOL DISTRICT Trisha Fomby CITY OF LAKEWOOD SCHOOL DISTRICT ABLE Elizabeth Dutro* YWCA OF GREATER CLEVELAND Phyllis Burton-Scott James Connell* CLEVELAND STATE UNIVERSITY Andrea Foust PARENT AND CHILDREN TOGETHER BEREA CITY SCHOOL DISTRICT Janice Eatman-Williams JOANN STORES, INC. Barbara Byrd-Bennett* Christine Cook CASE WESTERN RESERVE UNIVERSITY Christine Fowler-Mack CLEVELAND MUNICIPAL CUYAHOGA COUNTY BOARD Robert Eckardt CLEVELAND HEIGHTS-UNIVERSITY SCHOOL DISTRICT OF MENTAL RETARDATION THE CLEVELAND FOUNDATION HEIGHTS CITY SCHOOL DISTRICT Leonard Calabrese Kathleen Cornachione Christina Fox COMMISSION ON CATHOLIC Ann Eland CUYAHOGA COMMUNITY COLLEGE OHIO DEPARTMENT OF EMPLOYMENT COMMUNITY ACTION LEARNING DISABILITIES ASSOCIATION Jim Corrigan AND FAMILY SERVICES The Honorable Jane Campbell* OF CUYAHOGA COUNTY CUYAHOGA COUNTY INVEST CITY OF CLEVELAND Angela Eldredge Mark Freeman IN CHILDREN SHAKER HEIGHTS CITY Sandra Carlson SEEDS OF LITERACY George Coulter SCHOOL DISTRICT LINKING EMPLOYMENT, Lisa Enoch GREATER CLEVELAND PARTNERSHIP ABILITIES & POTENTIAL CUYAHOGA METROPOLITAN HOUSING Kirsten Frei-Herrmann Kevin Cronin RETIRED SENIOR VOLUNTEER Judith Carmody AUTHORITY HOPE VI UNIVERSITY SETTLEMENT PROGRAM OF CLEVELAND FRED’S CLUB Dave Estrop Linda Cross The Honorable Marcia Fudge Holly Carroll LAKEWOOD CITY SCHOOL DISTRICT HEIGHTS YOUTH CENTER CITY OF WARRENSVILLE HEIGHTS CLEVELAND PUBLIC LIBRARY Teirra Everette Diane Chancellor Carol Darr MURTIS H. TAYLOR MULTI-SERVICE Nancy Fusco CUYAHOGA COUNTY DEPARTMENT PAINESVILLE ABLE CENTER EUCLID CITY SCHOOLS OF WORKFORCE DEVELOPMENT Erin Davis Anna Marie Farnish* Lorraine Gabor The Honorable Michael Ciaravino COMMUNITY MEMBER CENTER FOR LEADERSHIP COMMUNITY MEMBER CITY OF MAPLE HEIGHTS Jeanna Davis IN EDUCATION Tiera Gailliard Beverly Cinovec FATIMA FAMILY CENTER Miriam Farrow YOUTH OPPORTUNITIES UNLIMITED CATHOLIC CHARITIES Erica Davis-James GOODWILL INDUSTRIES Sue Garrett EMPLOYMENT & TRAINING COVENANT PROJECT Joanne Federman CHILDCARE PROVIDER’S ASSOCIATION Shem Clancy Marielle Diamond SHAKER FAMILY CENTER Tom Gilbert GOODRICH-GANNETT THE SALVATION ARMY, MILES PARK NORTHEAST CARE CENTER NEIGHBORHOOD CENTER Roberta Feinstein Cathy Dietlen WOMEN’S REENTRY NETWORK John Gill Amanda Clegg ROCKY RIVER CITY SCHOOLS ARRUPE HOUSE, SAINT IGNATIUS FAMILY AND COMMUNITY SERVICES, Jennifer Felker HIGH SCHOOL PORTAGE COUNTY The Honorable Jimmy Dimora EDUCATIONAL SERVICE CENTER CUYAHOGA COUNTY BOARD OF CUYAHOGA COUNTY Gloria Gillette The Honorable Dennis Clough OF COMMISSIONERS NORTHEAST ABLE RESOURCE CENTER CITY OF WESTLAKE Ken Ferlito John Dixson EUCLID CITY SCHOOLS Jeff Glebocki* THE CITY MISSION THE GEORGE GUND FOUNDATION

Brian Gleisser Ray Hart Barb Jenkins Sue Kirschner COUNCIL FOR ECONOMIC BUREAU OF RESEARCH, KENT STATE GREATER CLEVELAND EDUCATIONAL CUYAHOGA COUNTY PUBLIC LIBRARY OPPORTUNITIES IN GREATER UNIVERSITY DEVELOPMENT CENTER Leslie Kiske CLEVELAND Pat Heilbron Dorcus Johnson PROJECT OPPORTUNITY Domingo Gomez MANDEL CENTER FOR NONPROFIT CITY OF CLEVELAND Donna Koch NEIGHBORHOOD LEADERSHIP ORGANIZATIONS, CASE WESTERN Lametris Joiner CUYAHOGA COUNTY BOARD INSTITUTE RESERVE UNIVERSITY LADORR FOUNDATION OF COUNTY COMMISSIONERS Flor Gomez Lisa Henderson Joffrey Jones Rebecca Kodysh SPANISH AMERICAN COMMITTEE BALDWIN-WALLACE COLLEGE EUCLID CITY SCHOOLS BIG BROTHERS BIG SISTERS Magda Gomez Mark Herrmann Karen Jones OF GREATER CLEVELAND CUYAHOGA COUNTY INVEST CLEVELAND READS/JONES DAY THE SALVATION ARMY, Jessica Koppen IN CHILDREN Adrian Hewston CLEVELAND TEMPLE CLEVELAND READS Andres Gonzales CATHOLIC CHARITIES EMPLOYMENT The Honorable Peter Lawson Jones Linda Koren HISPANIC UMADAOP & TRAINING CUYAHOGA COUNTY BOARD CUYAHOGA SPECIAL EDUCATION Rose Goodlow William Hiller OF COMMISSIONERS SERVICE CENTER EMPOWERING YOUNG MINDS THE MARTHA HOLDEN JENNINGS B.T. Caroline Kaczala Shirley Kowalski TO SUCCEED FOUNDATION CLEVELAND HEIGHTS-UNIVERSITY CUYAHOGA COMMUNITY COLLEGE Carol Gordon Helen Hirsch HEIGHTS CITY SCHOOL DISTRICT Josie Kramer 32º MASONIC LEARNING CENTER CLEVELAND HEIGHTS-UNIVERSITY Michelle Katona CLEVELAND MUNICIPAL FOR CHILDREN HEIGHTS CITY SCHOOL DISTRICT CUYAHOGA COUNTY INVEST IN SCHOOL DISTRICT Jeff Gove Bonnie Hogue Entler CHILDREN Cecile Kraus OHIO DEPARTMENT OF EDUCATION SEEDS OF LITERACY Tom Kelley NATIONAL COUNCIL OF JEWISH Raynard Grady Sonja Holloway BEREA CITY SCHOOL DISTRICT WOMEN: PARENTS AS COMMUNITY MEMBER CLEVELAND JOB CORPS CENTER Cheryl Kernander SCHOOL PARTNERS Jeff Hagan Charniece Holmes KENT STATE UNIVERSITY Lynn Krumholz CENTER ON URBAN POVERTY AND CLEVELAND MUNICIPAL SCHOOL Bernadette Kerrigan THE SALVATION ARMY SOCIAL CHANGE, MANDEL SCHOOL DISTRICT FAMILY LIFE EDUCATION UNITED WAY OF GREATER CLEVELAND Marcia LaRiche OF APPLIED SOCIAL SCIENCES, CASE Samantha Holmes Paula Kertes CONSULTANT WESTERN RESERVE UNIVERSITY CLEVELAND SCHOLARSHIP PROGRAMS CLEVELAND HEIGHTS-UNIVERSITY Estelene Lawrence The Honorable Tim Hagan John Hoose HEIGHTS CITY SCHOOL DISTRICT B.T. NELSON EDUCATION CENTER CUYAHOGA COUNTY BOARD OF CITY OF CLEVELAND Alice Kiderman LaTida Lester COMMISSIONERS Pamela Hubbard CLEVELAND MUNICIPAL ST. LUKE’S FOUNDATION Terry Hamovitch GOLDEN CIPHERS SCHOOL DISTRICT Jim Lloyd LAKEWOOD CITY SCHOOL DISTRICT Audrey Hyatt Steve Killpack WESTLAKE SCHOOL DISTRICT Diane Hansson LEXINGTON-BELL COMMUNITY ENDEAVORS Courtney Longhino UNIVERSITY CIRCLE INC. COMMUNITY CENTER FOUNDATION WVIZ/PBS & 90.3 WCPN IDEASTREAM Azadeh Hardiman Peggy Irwin Charlotte Kimble Michael Longo CLEVELAND READS/BUSINESS CLEVELAND BOTANICAL GARDEN EMPOWERING YOUNG MINDS EMPLOYMENT CONNECTION VOLUNTEERS UNLIMITED TO SUCCEED Tania Jarosewicz The Honorable Thomas Longo Jessica Harrah CENSEO GROUP Sarah King CITY OF GARFIELD HEIGHTS YMCA,Y-HAVEN MEN’S Richgina Jeff THE CLEVELAND FOUNDATION TRANSITIONAL HOUSING Annie Lopez FRIENDLY INN SETTLEMENT Janette Kirk HEIGHTS EVEN START THE SALVATION ARMY,WEST PARK

Rebecca Lowry Marcia Michalak Kevin O’Brien Peggie Price CLEVELAND MUNICIPAL MAPLE HEIGHTS CITY SCHOOLS CENTER FOR PUBLIC MANAGEMENT, COUNCIL FOR ECONOMIC SCHOOL DISTRICT MAXINE GOODMAN LEVIN COLLEGE OPPORTUNITIES IN GREATER Sherman Micsak OF URBAN AFFAIRS, CLEVELAND STATE CLEVELAND Daniel Lukich BEDFORD CITY SCHOOLS ORANGE CITY SCHOOLS UNIVERSITY Issac Pulver Kristen Mikelbank Thomas O’Grady SHAKER HEIGHTS PUBLIC LIBRARY Ralph Lundberg CENTER ON URBAN POVERTY AND CITY OF NORTH OLMSTED NEIGHBORHOOD CENTERS SOCIAL CHANGE, MANDEL SCHOOL OF Frances Pursell ASSOCIATION APPLIED SOCIAL SCIENCES, CASE Billie Osborne Fears JEWISH COMMUNITY FEDERATION, Mary Louise Madigan WESTERN RESERVE UNIVERSITY STARTING POINT PUBLIC EDUCATION INITIATIVE CUYAHOGA COUNTY DEPARTMENT OF Doug Miller Jill Paulsen Alison Rand HEALTH AND HUMAN SERVICES POLARIS CAREER CENTER THE GEORGE GUND FOUNDATION FOUNDATION MANAGEMENT SERVICES Annette Manco Tinah Mischer Lydia Pearson MURTIS H. TAYLOR MULTI-SERVICE GARDEN VALLEY NEIGHBORHOOD THE SALVATION ARMY, MILES PARK Sandra Redmond CENTER HOUSE Debra Pence-Meyenberg CUYAHOGA COMMUNITY COLLEGE Christine Manning Regina Mitchell CITY YEAR CLEVELAND Gregory Reese GREATER CLEVELAND FAMILY SUPPORT CLEVELAND JOB CORPS CENTER Renee Pendleton EAST CLEVELAND PUBLIC LIBRARY CONSORTIUM John Mitterholzer CONSULTANT Kate Renaud Richard Markwardt THE CLEVELAND FOUNDATION Richard Peterson CITY YEAR CLEVELAND BEACHWOOD CITY SCHOOLS Marsha Mockabee PROJECT: LEARN Ronald Richard Barbara Marsh URBAN LEAGUE Jeanne Petrus-Rivera THE CLEVELAND FOUNDATION BAY VILLAGE CITY SCHOOLS Christina Moll EL BARRIO, INC. Carole Richards Tracy Martin CHAGRIN FALLS COMMUNITY CENTER Tony Petruzzi NORTH COAST EDUCATION SERVICES CLEVELAND MUNICIPAL Jeanne Morton GREATER PAINESVILLE COALITION FOR Jan Ridgeway SCHOOL DISTRICT CLEVELAND HOUSING NETWORK LITERACY CLEVELAND PUBLIC LIBRARY Rachel Mathew Barbara Mosby Maria Phillips William Riley CLEVELAND READS COLLABORATIVE FOR ORGANIZING POLARIS CAREER CENTER MOUNT SINAI MINISTRIES Evelyn Matthews MOUNT PLEASANT Susan Piper Erika Rios THE CITY OF BEDFORD HEIGHTS Ann Mullin CLEVELAND MUNICIPAL ESPERANZA Art Mayers THE GEORGE GUND FOUNDATION SCHOOL DISTRICT Carol Rivchun OLD STONE CENTER Joanne Murphy Vicky Polito YOUTH OPPORTUNITIES UNLIMITED Amy McClellan* YMCA OF GREATER CLEVELAND CATHOLIC CHARITIES, PARENT-CHILD Jill Rizika THE CLEVELAND FOUNDATION HOME PROGRAM Courtney Muzzio TOWARDS EMPLOYMENT Nylajean McDaniel WVIZ/PBS & 90.3 WCPN IDEASTREAM Robin Poole Diana Robbins FAIRVIEW PARK CITY SCHOOLS BOYS & GIRLS CLUBS OF CLEVELAND Janet Narten UNIVERSITY CIRCLE INC. Jean McGinnis FOUNDATION MANAGEMENT Naquetta Porter Dennis Roberts MCGINTY FAMILY FOUNDATION SERVICES CATHOLIC CHARITIES, LAKE COUNTY CUYAHOGA COUNTY DEPARTMENT OF Mike McGoun Robert Needlman Denise Pottmeyer WORKFORCE DEVELOPMENT CENTER FOR PUBLIC MANAGEMENT, REACH OUT AND READ OHIO DEPARTMENT OF EDUCATION Claudette Robey MAXINE GOODMAN LEVIN COLLEGE Loretta Nemeth Anne Price CENTER FOR PUBLIC MANAGEMENT, OF URBAN AFFAIRS, CLEVELAND STATE COMMUNITY MEMBER RETIRED SENIOR VOLUNTEER MAXINE GOODMAN LEVIN COLLEGE UNIVERSITY PROGRAM OF CLEVELAND OF URBAN AFFAIRS, CLEVELAND Elizabeth Newman* Deborah McHamm STATE UNIVERSITY CITY OF CLEVELAND A CULTURAL EXCHANGE

Merce Robinson Cristin Slesh Tammy Vaughn Helen Williams CLEVELAND PUBLIC LIBRARY FOUNDATION MANAGEMENT CHILDREN’S HUNGER ALLIANCE/ THE CLEVELAND FOUNDATION Marty Ropog SERVICES CHILD CARE WORKS Linda Williams OHIO LITERACY RESOURCE CENTER, Jill Smialek Andrew Venable, Jr. RICHMOND HEIGHTS CITY SCHOOLS KENT STATE UNIVERSITY CUYAHOGA COUNTY INVEST CLEVELAND PUBLIC LIBRARY Paula Williams Mays Cathy Rosemary IN CHILDREN Tony Vento GARFIELD HEIGHTS JOHN CARROLL UNIVERSITY Ray Spottsville INTERACT CLEVELAND COMMUNITY CENTER Heather Rosenblatt IMHOTEP FOUNDATION Deborah Vesy Doris Willis LEARNING DISABILITIES ASSOCIATION Glen Stacho DEACONESS COMMUNITY CITY OF EAST CLEVELAND OF CUYAHOGA COUNTY FAIRVIEW PARK CITY SCHOOLS FOUNDATION Peter Wise* Adam Ross Chester Starks, Jr. Monica Vitas Nagle MBNA FOUNDATION SAINT IGNATIUS HIGH SCHOOL EMMANUEL BAPTIST CHURCH, EUCLID CITY SCHOOLS ABLE Lorna Wisham Cathy Saegel-Graham SOS EXCEL Linda Vopat CITY OF CLEVELAND ST. MALACHI CENTER Karen Stennett CITY OF MAPLE HEIGHTS Robin Wisniewski Jeff Saxon ALEX COMMUNITY DEVELOPMENT Jerome Walcott BALDWIN-WALLACE COLLEGE CORPORATION CHILDREN’S MUSEUM OF CLEVELAND COMMISSION ON CATHOLIC Steve Wood Richard Scaldini Dottie Sterling COMMUNITY ACTION CLEVELAND HEIGHTS-UNIVERSITY CENTER FOR LEADERSHIP CLEVELAND MUNICIPAL SCHOOL Kenneth Warren HEIGHTS PUBLIC LIBRARY DISTRICT FAMILY LIFE EDUCATION IN EDUCATION LAKEWOOD PUBLIC LIBRARY Linda Woodard Brianna Schultz Jeanne Sternad Barbara Watson CUYAHOGA COMMUNITY COLLEGE GARFIELD HEIGHTS CITY SCHOOLS CITY YEAR CLEVELAND PROJECT: LEARN Larry Woods Amy Seeley Walter Stinson Margery Welch CHRISTIAN FAMILY OUTREACH CITY OF UNIVERSITY HEIGHTS TOWNSEND LEARNING CENTERS CUYAHOGA COUNTY BOARD Clairesa Woolen Cheryl Selak Bernice Stokes OF MENTAL RETARDATION URBAN LEAGUE SHAKER HEIGHTS CITY HELP ME GROW Tatiana Wells Zulma Zabala SCHOOL DISTRICT Wanda Shealy EAST END NEIGHBORHOOD HOUSE EAST END NEIGHBORHOOD HOUSE Dolores Sudberry CLEVELAND MUNICIPAL The Honorable Georgine Welo Ruth Zanick Liptok R.E.A.D. SCHOOL DISTRICT CITY OF SOUTH EUCLID KEY FOUNDATION Elaine Terman Susan Sheehan Rosemary Weltman Deborah Zawislan CLEVELAND AREA METROPOLITAN PARMA CITY SCHOOL DISTRICT BEACHWOOD CITY SCHOOLS INSTITUTE OF EDUCATIONAL RENEWAL LIBRARY SYSTEM Thelma Shepherd Bill Wendling William Zelei Steven Terry COMMUNITY MEMBER OHIO 8 COALITION SOUTH EUCLID-LYNDHURST CUYAHOGA COUNTY Lauren Silano Rick Werner CITY SCHOOLS DEPARTMENT OF JUSTICE AFFAIRS INTERACT CLEVELAND (AMERICORPS) CUYAHOGA COUNTY DEPARTMENT Catherine Thomas Judy Simpson* OF HEALTH AND HUMAN SERVICES * Denotes individual no longer CLEVELAND READS with organization. TRANS.FORM Salema Wiggins All names and organizations listed Trudy Thomas John Sinclair WEST SIDE ECUMENICAL MINISTRY correctly to the best of our ability at MERRICK HOUSE time of printing. We apologize for CONSULTANT Charice Williams Michelle Unangst any omissions or errors. Judi Slack THE SALVATION ARMY MERRICK HOUSE PARMA CITY SCHOOL DISTRICT Danny Williams Piet van Lier GREATER CLEVELAND PARTNERSHIP CATALYST: CLEVELAND

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Endnotes

1 Center on Urban Poverty and Social Change. December 2004. 16 Ibid. Literacy Needs Assessment Technical Report for Cuyahoga County. Based on estimated percentages of adults in Cuyahoga County 17 Ohio Department of Education data were downloaded from with Level 1 and Level 2 literacy skills, as defined by the study, in http://ilrc.ode.state.oh.us/Power_Users.asp. 1990 and in 2000. 18 Proficiency tests are also administered for writing, math, sci- 2 National Institute for Literacy. Equipped for the Future. Accessed ence, and citizenship. Proficiency tests results by school building online at http://eff.cls.utk.edu/resources/ purposes.htm. can be found on the Ohio Department of Education web site (http://ilrc.ode.state.oh.us/ ) or in the Appendices to Literacy Needs 3 United Nations Educational, Scientific and Cultural Organization Assessment Technical Report for Cuyahoga County available (UNESCO), Fifth International Conference on Adult Education. 1997. online at http://www.clevelandfoundation. The Hamburg Declaration on Adult Learning. Accessed online at org/images/Poverty_CenterFinalReport.pdf http://www.unesco.org/ education/information/nfsunesco/doc/hamburg_e.htm. 19 Child Trends and Center for Child Health Research, Ibid.

4 Institute of Medicine of the National Academies. 2004. Health 20 Ibid. Literacy: A Prescription to End Confusion. Accessed online at. http://www.iom.edu/report.asp?id=19723. 21 The Annie E. Casey Foundation. 2004. “Moving Youth from Risk to Opportunity.” In KIDS COUNT 2004 Data Book. Accessed online 5 Rudd, Rima E. Literacy and Implications for Navigating Health at http://www.aecf.org/kidscount. Care. Harvard School of Public Health: Health Literacy Website. 2002. Accessed online at http://www.hsph.harvard. edu/healthliter- 22 Center on Urban Poverty and Social Change, Ibid. acy/slides/2002/2002_01.html. 23 Census 2000 analyzed by the Social Science Data Analysis 6 Comings, J., S. Reder, and A. Sum. 2001. Building a Level Playing Network (SSDAN). Accessed online at http://www.censusscope. Field: The Need to Expand and Improve the National and State org/us/s39/c35/chart_education.html. Adult Education and Literacy Systems. National Center for the Study of Adult Learning and Literacy. Accessed online at 24 U.S. Department of Education, National Center for Education Ibid. http://gseweb.harvard.edu/~ncsall/research/op Statistics, comings2.pdf. 25 Center on Urban Poverty and Social Change, Ibid. The Center on Urban Poverty and Social Change study brought together data 7 Ibid. from the 1992 National Adult Literacy Survey with Greater 8 Ibid. Cleveland data from the 2000 U.S. Census, using a mathematical model developed by Stephen Reder. This methodology estimates 9 U.S. Department of Education, National Center for Education the literacy proficiencies in local areas based on census data for Statistics. 1999. Literacy in the Labor Force: aggregate characteristics of adults in those areas. For more infor- Results from the National Adult Literacy Survey. mation on this method, see S. Reder, Synthetic Estimates of Literacy Proficiency for Small Census Areas. Accessed online at 10 New Expectations for a New Century: The Adult Education http://www.casas. org/lit/litdata/reder.pdf. For more details about Imperative by Cheryl Keenan, Director, Division of Adult Education how this model was applied to Cuyahoga County see Literacy and Literacy, Office of Vocational and Adult Education, U.S. Needs Assessment Technical Report for Cuyahoga County Department of Education. Keynote Speech, Commission of Adult available online at http://www.clevelandfoundation.org/images/ Basic Education Conference, Anaheim, CA. May 5, 2005. Poverty_CenterFinalReport.pdf.

11 Child Trends and Center for Child Health Research. 2004. Early 26 Doughty, Margaret. 2004. Unpublished survey of Greater Child Development in Social Context: A Chartbook. Accessed online Cleveland literacy providers. at http://www.childtrends.org. 27 Quigley, A. 1997. Rethinking Literacy Education: 12 National Center for Family Literacy. 2005. “Fatherhood.” The Critical Need for Practice-Based Change. Accessed online at http://www.famlit.org/Resources/ San Francisco: Jossey-Bass. Research/2002LiteracyFactsandFigures/fatherhood.cfm. 28 Research studies available from the National Center for Adult 13 Center on Urban Poverty and Social Change analysis of Census Literacy and Learning, available online at http://literacy. 2000 data. org/ncal.html, and the Center for Law and Social Policy, available online at http://www.clasp.org/, support this. 14 Hart, B., and T. Risley. 1995. Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: 29 Center for Public Management, Levin College of Paul H. Brookes Publishing Co Urban Affairs.

15 Child Trends and Center for Child Health Research, Ibid.