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G2S Project Code: 2020-OR-85141
State: Oregon
Fiscal Year: 2020

Grantee
Linn-Benton Community College

Project Director
Director Name: Joyce Thompson Graham
Director Phone: 541-917-4700
Director Email: thompsj@linnbenton.edu

General Information
Title: Linn Benton Community Literacy Partnership
State Project Code: 20-05-5M
Start Date: 07/01/2020
End Date: 08/31/2021
Abstract: This project built upon the success of the previous pilot year in which the coordinator set up structures for provide tutoring for Linn County residents with low literacy in English. In this second year, the coordinator grew the program to provide services for residents with low literacy in Spanish and expand services to Benton County.

The coordinator also performed the necessary preparation of building a permanent scaffolding for the programming. This included developing procedural frameworks for how a tutor is recruited and trained, how a person seeking literacy help can find and connect with the program, and what materials would be needed for tutors and how they would be cataloged, stored, and circulated. An online presence and a viable bilingual website (https://www.literacy.linnlibraries.org/) were also developed.

This grant period the program provided 724.25 hours of adult literacy tutoring. Eighteen sites provided space for tutoring, and there were 50 trained tutors available. Five of those tutors were trained bilingual adult literacy tutors, available to tutor Spanish speaking students in developing literacy skills in Spanish.

State Goal: 5. Foster lifelong learning

Budget Information

LSTA

MATCH-State

MATCH-Other

Total

$85,628.08

$0.00

$29,660.00

$115,288.08

Intent(s)
Improve users' general knowledge and skills.
Adult Literacy

Activities

Activity Details
Title: Collection development
Narrative: The library purchased, catalogued, and made available 20 leveled Spanish language tutoring kits, 40 leveled English language tutoring kits, 100 leveled readers in Spanish, 250 leveled readers in English, 110 supplemental texts (to support Literacy Kits), and 250 digital reading level assessment tools.

The library also purchased and catalogued 20 laptops, including bag and mice, housed at LBCC library and available for check out and delivery by courier to area libraries.

Intent: Improve users' general knowledge and skills.

Activity: Content
Mode: Acquisition
Format: Physical

Quantity
Number of hardware acquired: 20
Number of software acquired: 0
Number of licensed databases acquired: 0
Number of print materials (books & government documents) acquired: 770
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: General

Locale
Is the activity state-wide: No
Specific Locations: Yes
Name: Linn-Benton Community College
Address: 6500 Pacific Blvd SW
City: Albany
State: OR
Zip: 97321

Activity Details
Title: Website & Promotion
Narrative:

An easy-to-maintainwebsite was created for the literacy program (https://www.literacy.linnlibraries.org/).A librarian migrated materials from previous websites in a user-friendly wayand added online tutoring resources by reading level.

The library contracted to have a logo developed to beincluded in letterhead, on website, print materials, and imprinted onpromotional pencils. Informational videos, program posters, and brochures werecreated in English & Spanish. The Coordinator used utilized localnewspapers and social media for marketing and promotion, and to recruit tutors.

Intent: Improve users' general knowledge and skills.

Activity: Content
Mode: Creation
Format: Combined physical & digital

Quantity
Number of items digitized: 0
Number of items digitized and available to the public: 0
Number of physical items: 0
Number of open-source applications/software/systems: 0
Number of proprietary applications/software/systems: 1
Number of learning resources (e.g. toolkits, guides): 0
Number of plans/frameworks: 0

Partner Information

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
Suburban
Rural
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: Yes: Native Spanish speakers

Locale
Is the activity state-wide: No
Specific Locations: Yes
Name: Linn-Benton Community College
Address: 6500 Pacific Blvd SW
City: Albany
State: OR
Zip: 97321

Activity Details
Title: Program development
Narrative: The bulk of the coordinator’s time was spent developing clear protocols for program, to transition the Literacy Partnership from being run by a paid full-time Coordinator to a Partnership Leadership Team of community members and volunteers. The coordinator created a Master Process Map to visually lay out the steps involved with tutoring, as well as a master list of contacts and roles.

The coordinator also created several forms and documents for running the program, including a formal intake assessment for English and Spanish speakers when entering literacy program; a literacy kit inventory and use guide; a guide to placing holds on library materials for tutees; a tutor training module; and instructions on matching tutors with tutees and providing assistance to both. All these materials, as well as previously existing materials, were translated into Spanish.

Intent: Improve users' general knowledge and skills.

Activity: Content
Mode: Creation
Format: Combined physical & digital

Quantity
Number of items digitized: 0
Number of items digitized and available to the public: 0
Number of physical items: 0
Number of open-source applications/software/systems: 0
Number of proprietary applications/software/systems: 0
Number of learning resources (e.g. toolkits, guides): 12
Number of plans/frameworks: 1

Partner Information

Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
Work this year increased the capacity of the various participating organizations to provide low literacy tutoring to adult residents of Linn and Benton Counties. 68% of staff at participating sites reported that their organization has better resources for tutoring adults with low literacy skills. 78% of staff at participating sites reported that they are more knowledgeable in how to train adult literacy tutors. 89% of staff at participating sites reported that they plan to continue using the training materials and learning resources provided by this project. One partner stated, "This Partnership fills a major need for our community. A need that has not been met in years! I'm very grateful to the work of this group." Staff developed a base of trained literacy tutors who can engage with English- and Spanish-speaking community members who needed to improve their reading skills. 80% of trained tutors reported that they are more knowledgeable about best practices in adult literacy tutoring. 83% of trained tutors reported that they feel more confident in their ability to tutor adults with low literacy skills. One tutor stated: "Being a tutor has been a very rewarding experience, as I have seen the academic growth of the people with whom I work. The Literacy program provides the opportunity for people to improve their academic level through extra help provided by tutors like me. Through tutoring I have been able to be part of that progress, and it fills me with total joy and pride when the results of the students are reflected in the fluency of speaking, writing and especially in the results of the exams. In addition to academic support, being a tutor also implies giving emotional support so that the students don't give up on their goals. Helping other people with my time is the best experience, and I do my best all the time to meet their needs." Establishing this program has enabled learner-participants to measurably improve literacy skills, in either English or Spanish, and increase literacy skills to a level whereby they are able to participate in GED preparation courses, English language acquisition courses, and community college credentialing coursework to increase work skills and self-sufficiency. 84% of students reported they feel more self-sufficient, for example they feel more confident in their ability to complete a simple form/application. 73% of students reported that they are more likely to read for pleasure and/or read with a child. 77% of students expressed interest in studying for the GED, entering English language acquisition classes, or taking college preparatory classes. 100% of students who completed 100 hours of tutoring showed a gain of one reading grade level on a standardized literacy diagnostic tool. (2 tutees increased 3 grade levels during tutoring.) As one student wrote: "I was a student looking to take GED classes, but I was struggling with reading comprehension. The literacy program helped me develop those skills and reach the reading level needed to take GED classes. Now I almost have the GED completed! Thank you to the literacy program for helping students achieve their goals." This student completed the GED credential in August and has been admitted to LBCC and will being taking college coursework in Fall.
Please briefly describe the importance of these outcomes and findings for future program planning:
Progress for tutees was often strongly correlated with how many hours of tutoring they were engaged with. Some students had improvements in decoding, fluency, or vocabulary, and some jumped grade level after engaging with tutoring. For some tutees, remote tutoring didn't "work" and they may choose to re-engage in the future. They are aware of the services provided and know how to access them. The library discovered that the work to provide literacy training to Spanish speakers with low literacy in their home language is quite unique. Materials were challenging to locate, and it took time to curate an adequate collection. The demand for literacy work in Spanish has been high and it remains a continued challenge to find volunteers for tutoring in Spanish.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
To lead such a project, hire a person with both extensive project management and outreach/marketing skills. If you do not have a coordinator who is highly capable in bringing people together to accomplish a large, complicated project it will lead to delays and unfinished work. Low literacy materials for adults are difficult to acquire in print. Staff had to purchase materials from a variety of publishers, which was complicated, time consuming, and required creating their own system for easily identifying reading levels. There are almost no low literacy print materials for Spanish speakers in the United States, and obtaining materials for kits meant a combination of international orders and PDF printing. All of these convoluted processes greatly delayed the ability to check out kits and supplemental resources to tutors and students.
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:
Yes
Explain:
Rather than being led by a paid full-time Coordinator, the program will be run by a Partnership Leadership Team of community members and volunteers.
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: Yes
Exemplary NarrativeIn two years the library created a foundation for a sustainable community volunteer run literacy tutoring program. A network of community agencies, libraries, and service organizations will move this project forward and continue to provide assistance to those with low first language literacy skills. The library also dealt well with complications arising from the pandemic. Much of the "how" had to change to accommodate the requirements of state mandates about in-person meetings and meeting spaces. The tutor population changed dramatically to folks who were able and willing to work in a remote environment. Despite these challenges, they accomplished the intent of what they set out to do.

Project Tags: adult literacy, spanish speakers