DOCUMENT RESUME ED 416 889 IR 056 914 AUTHOR Smyth, Carol B.; Grannell, Dorothy S.; Moore, Miriam TITLE Wayne Township Public Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program. INSTITUTION Wayne Township Public Library, Richmond, IN. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. Office of Library Programs. PUB DATE 1994-00-00 NOTE 352p.; Wayne Township Public Library is also known as Morrisson-Reeves Library. CONTRACT RI67A327 PUB TYPE Numerical/Quantitative Data (110) Reports - Descriptive (141) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Adult Basic Education; *Adult Learning; *Adult Literacy; Community Cooperation; English (Second Language); Family Literacy; Federal Programs; Grants; Homeless People; Intergenerational Programs; Learning Disabilities; Library Collection Development; Library Role; *Literacy Education; Microcomputers; Older Adults; Public Libraries; Publicity; Student Recruitment; Tutoring; Tutors; Volunteer Training; Volunteers; Workplace Literacy IDENTIFIEPS Library Services and Construction Act; Tutor Training; Volunteer Recruitment ABSTRACT The Literacy Resource Center project, a program of the Wayne Township Public Library also known as the Morrisson-Reeves Library (Richmond, Indiana), involved recruitment, retention, coalition building, public awareness, training, basic literacy, collection development, tutoring, computer-assisted, other technology, employment oriented, intergenerational/family, and English as a Second Language (ESL) programs. The project served a community of 50,000-100,000 people and targeted the homeless, learning disabled, workforce/workplace learners, seniors/older citizens, intergenerational/families, and ESL learners. Tutoring was done one-on-one, in small groups, and in classes, using the Laubach, Literacy Volunteers of America (LVA), Orton-Gillingham, and Steck-Vaughn methods. The project served 211 adult learners, and provided 3,710 hours of direct tutoring service. The report provides a comparison of actual accomplishments to goals and objectives set forth in the grant application; comparison between proposed and actual expenditures; specific details of activities undertaken; the role the library played in the accomplishment of the goals and objectives; agencies and organizations that assisted in the project; and the impact of the federal project on the ongoing program of the library. Attachments include: program descriptions; family literacy attendance in 1992-93; weekly reading charts; 186-page curriculum and volunteer manual; program brochures; volunteer and supervisor job descriptions; training outlines; training evaluation; literacy sites 1992-93; permission to change use of funds; additional funds 1992-93; newsletters; and news releases and publicity. (SWC) The Wayne Township Public Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program U.S. DEPARTMENT OF EDUCATION BEST COPY Office of Educational Research and Improvement AVAILABLE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. FINAL PERFORMANCE REPORT FOR LIBRARY SERVICES AND CONSTRUCTION ACT TITLE VI LIBRARY LITERACY PROGRAM U.S. DEPARTMENT OF EDUCATION OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT LIBRARY PROGRAMS GRANT NUMBER RI67A327 AMOUNT AWARDED $35,000.00 EXPENDED $34,999.29 OCTOBER, 1992 SEPTEMBER, 1993 The Literacy Resource Center The Wayne Township Public Library also known as Morrisson-Reeves Library 80 North Sixth Street Richmond, IN 47374 Persons Preparing Report: Carol B. Smyth Dorothy S. Grannell Miriam Moore (317) 966-8291 December 15, 1993 3 fart II;__QuantitativeData information about this projectby filling in the blanks orputting a Provide the following If any of the questions checkmark next to the answerthat best describes yourproject. are not relevantto this project, writeN/A. 1. What is the sizeof the communityserved by this project? under 10,000 between 10,000 - 25,000 between 25,000 - 50,000 V between 50,000 - 100,000 between 100,000-200,000 over 200,000 this? (Check as many asapplicable) 2. What type of project was Recruitment Collection Development Retention /Tutoring Space Renovation V Computer Assisted Coalition Building V7Other Technology Public Awareness V, Employment Oriented Training Intergenerational/Family Rural Oriented English as a Second Language Basic Literacy (ESL) Other (describe) population? (Check as many asapplicable) 3. Did you target a particular N.Z. Homeless 1-lomebound Hearing Impaired Seniors/Older Citizens Visually Impaired Migrant Workers Learning Disabled Indian Tribes Mentally Disabled Intergenerational/Families Workforce/Workplace English as a Second Language Inmates of CorrectionalInstitutions Other (describe) tutoring, what tutoring method wasused? 4. If this project involved Laubach LVA Michigan Method \Z-Orton-Gillingham Other (describe) Vak6II -1-t) (lcLt_Li r1-)1Y-t Geufe. "ci44(.4 I 4e- Gt_c-LAPrro tcryi 4 tutoring, how was it provided?(check as many as 5. If this project involved applicable) ne-on-one tutoring smallgr oup instruction \ classroominstruction of the adult literacy 6.(a)If this project involvedtutoring, was the learning progress students quantitativelymeasured? yes no 2 (WRAT -2) Spellingand Reading Dyslexia screening utilizesthe Wide Range Abilities Test - end of 180 lessons. at the start , middle and at the start and end of the20 hour Gateway Learners take theCoopersmith Self-Esteem Inventory assessment. math learners WRAT -2 Math is used to place Steck-Vaugh and Laubach Steck-Vaugh Word list is used toplace beginning learners in materials. Progress is measured aslearners successfully completeeach new level of book. Tutors report start points and advancement. Attitudinal changes are also recorded aswell as changes in life goals and styles. keep samples of learner work. Portfolios are used with allGateway learners. Most tutors of student progress 6.(b)If this project involvetutoring, were qualitative outcomes documented? yes no determined and summarize student (If "yes", briefly describehow progress was results. You may attachsamples of any documentsused to record observations or demonstrateoutcomes.) of their See Attachment# 8 for sampletutor reports of progress.Learners also develop portfolio's work. record Attachment # 1. Family Literacy uses parentevaluations and weekly reading Dyslexia Class uses self-reports oflearners at the end of book two andfour. project were any of thefollowing items produced? If 7. During the course of this so, attach a copyto each copy of the report. bibliography resource directory curriculum guide evaluation report training manual _survey public relations audiovisual newsletter(s) V other (describe) training audiovisual -t- neLltSCA recryitment brochure _p .'c racit--6,77 V work elckcc e".5retr'" 11)atd2-11- (Wont-Gin 1-ea reoil)prarit-t--, Prbvi-rtiAd act-L1-4-/ Sre '4114elite/ Pe-d- at77 Y 01IL i brei r1 8. During the course of thisproject: made use of the How many adult learners wereserved? (i.e., individuals who library's literacy projectservices in some way) au/ Of those served, how manyreceived direct tutoring service?/3 How many hours of directtutoring service did theyreceive? 3 7/ How many new volunteer tutorswere trained? / 07 How many currentvolunteer tutors receivedadditional training? How many volunteer tutors(total) were involved? g 7 How many non-tutorvolunteers were recruited? How many service hours wereprovided by non-tutors? 6 6 0 How many librarians wereoriented to literacy methods,materials, and students?7 b.:641,-..4,-75, 6 ,itAden4. How many trainers of tutors weretrained?I Part HI: Narrative Report Provide a narrative report thatincludes the following information: accomplishments to the goals andobjectives set forth in 1. A comparison of actual revisions in the the approved application.Describe any major changes or to approved activities,staffing, and budgeting, including program with respect objectives were not met, if unspent funds. Explainwhy established goals and applicable. proposed and actual expendituresby budget 2. Provide a comparison between category, i.e., personnel,travel, materials, etc. details as to the activitiesundertaken -- e.g., if 3. Provide, as appropriate, specific purchased; if a library materials were acquired,describe the kinds of materials conducted, describe the resultsof the assessment; if needs assessment was dates and topics; if training was provided, describethe training and include the services were contracted out,describe the contractor'sactivities. of the goals and 4. Describe the role the libraryhas played in the accomplishment objectives set forth in the approvedgrant, including whetherthe library was and site only. involved in the project'simplementation or as a resource and organizations recruitedto volunteer their 5. Provide names of agencies coordination and services for the literacy program orthat were involved in the planning of the literacy program.Describe the nature of theirrole. 6 PART III: NARRATIVE REPORT The Literacy Resource Center(LRC) of Morrisson-Reeves Library (MRL) met or surpassed its 1992-93 objectives. In addition, the Center staff was able to start three new adult literacy programs. One for