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G2S Project Code: 2020-DC-85017
State: District of Columbia
Fiscal Year: 2020
Grantee
District of Columbia Public Library

Project Director
Director Name: Chenniah Patrick
Director Phone: 202-727-2554
Director Email: chenniah.patrick@dc.gov
General Information
Title: Adult Literacy Resource Center
State Project Code:
Start Date: 10/01/2019
End Date: 09/30/2021
Abstract: The Adult Learning Department (ALD) is a specialized department housed within the DC Public Library’s main branch. The primary purpose of the department is to provide resources, programs and services in adult and digital literacy. This includes adult learners, who may be working towards obtaining a high school diploma, improving their English as non-native speakers, and those seeking to advance their computer skills.

The ALD provides tutoring services for adult learners who are working towards obtaining a high school diploma. This includes skills assessment using GED Academy and the GED Ready practice test. The Adult Learning Department offers about 15 hours of tutoring each week (morning and evening hours). Tutoring is offered as a free, drop-in service with no formal enrollment requirements. In addition to tutoring, this year funds were utilized to purchase supplies to support tutoring and other virtual learning efforts (calculators, projector/screen, and 10 Dell laptops).



State Goal: Lifelong Learning
Budget Information
LSTA
MATCH-State
MATCH-Other
Total
$98,649.95
$0.00
$0.00
$98,649.95
Intent(s)
Improve users' general knowledge and skills.
Literacy
Adult Literacy
Activities
Activity Details
Title: GED Tutoring
Narrative: Related activities for virtual tutoring included online registration form, orientation on Zoom, creating learner accounts and tutorials for online coursework, instituting office hours for learners to support with tech troubleshooting, scheduling tutoring sessions and follow up phone calls. Activities for in-person were about the same with the exception of no longer needing the orientation and office hours.
Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Consultation/drop-in/referral
Format: Combined in-person & virtual


Quantity
Total number of consultation/reference transactions: 390
Average number of consultation/reference transactions per month: 30


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
For what age groups: 18-25 years
26-49 years
50-59 years
60-69 years
70+ years
For what economic types: Economic Not Applicable
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: No
Is the activity directed at intergenerational groups: No
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: Yes
Is the activity category not already captured: No


Locale
Is the activity state-wide: Yes
Specific Locations: No
Library Types
Public Libraries: 26
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Activity Details
Title: Expanding Virtual Services
Narrative: The Adult Learning department acquired 10 Dell 16” laptops which support the administration of Microsoft Office Specialist Exams, the NorthStar Digital Literacy assessments, and one-on-one virtual tutoring sessions.
Intent: Improve users' general knowledge and skills.

Activity: Content
Mode: Acquisition
Format: Physical


Quantity
Number of hardware acquired: 10
Number of software acquired: 0
Number of licensed databases acquired: 0
Number of print materials (books & government documents) acquired: 0
Number of electronic materials acquired: 0
Number of audio/visual units (audio discs, talking books, other recordings) acquired: 0


Partner Information
Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No


Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No


Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Urban
For what age groups: 18-25 years
26-49 years
50-59 years
60-69 years
70+ years
For what economic types: Economic Not Applicable
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: No
Is the activity directed at intergenerational groups: No
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: Yes
Is the activity category not already captured: No


Locale
Is the activity state-wide: Yes
Specific Locations: No
Library Types
Public Libraries: 26
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0
Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
The LSTA-funded Education Specialist exclusively provides tutoring services to assist library patrons in obtaining a high school diploma through the GED exam. This Education Specialist was able to service 15 adult learners totaling 390 tutoring sessions. This is significant considering that most of the sessions were conducted virtually using Google Classroom. The LSTA funded Education Specialist conducted 59% of the total tutoring sessions (there are two other Education Specialists who tutor). In addition, of the 15 tutees, two have passed 3 of the 4 GED subjects. One more test and they will earn their high school diploma. And, one of the other tutees is deaf and receives tutoring with the assistance of an interpreter and is making gains in tutoring as well. To date, we have not surveyed the adult learners to measure their learning gains from using the calculators in preparation for the GED exam. However, we do anticipate for those learners who are working on the math subject an increase in their practice test scores and more confidence in the ability to use the calculators.
Please briefly describe the importance of these outcomes and findings for future program planning:
These outcomes are important for future program planning because it serves as evidence that hiring trained, professional instructors for tutoring yields more academic gains compared to other staff with less instructional experience. It also demonstrates with more Education Specialists who focus solely on tutoring, the DC Public Library can justify hiring more staff to provide tutoring services in the neighborhood branches. The outcomes support the possibility of continuing to offer virtual tutoring even after the pandemic. One thing about the calculators that may impact future program planning is the thought of creating brief tutorials demonstrating how to use the device that is specific to the GED exam, and to make those tutorials available on the library’s website.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
The biggest lessons learned came from figuring out the logistics of offering tutoring virtually due to the pandemic. First, virtual tutoring is only accessible to adult learners who already have some basic computer skills. Knowing how to use a computer outweighed owning a computer or other device. Most importantly, learners needed to know how to navigate the internet and email. If other libraries wanted to offer virtual tutoring they would not be able to serve as many adult learners due to the lack of computer skills. The second lesson learned is equipping staff with adequate training and resources to offer programming virtually. Staff spent weeks practicing using the various online resources with each other before launching it for the public. One thing we know is that on the GED Ready Practice test and on the official GED exam, the calculator is an app on the screen. This means, adult learners need to know how to transfer their skills of using a physical calculator to the online one.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort in managing this project:
No
Explain:
In the next fiscal year, LSTA will only fund the Education Specialist, although the Adult Learning Department will continue to offer the same programs and services with a different mix of local and federal dollars.
Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:

Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:
Exemplary: No
Exemplary Narrative
Project Tags: Adult Literacy, Adult Learning, ESL