document resume author o'connor, susan k.; ruth, deborah … · library literacy program...
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DOCUMENT RESUME
ED 415 889 IR 056 860
AUTHOR O'Connor, Susan K.; Ruth, Deborah K.TITLE Brooklyn Public Library, Final Performance Report for
Library Services and Construction Act (LSCA) Title VI,Library Literacy Program.
INSTITUTION Brooklyn Public Library, NY.SPONS AGENCY Office of Educational Research and Improvement (ED),
Washington, DC. Office of Library Programs.PUB DATE 1993-00-00NOTE 87p.; Attachments are hand-written and marginally legible.CONTRACT R167A20397PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Adult Education; Instructional Development; Library Role;
*Library Services; Literacy Education; Public Libraries;Student Reaction; *Training Methods; Tutoring; Tutors;*Volunteer Training; Volunteers
IDENTIFIERS Brooklyn Public Library NY; Database Development; *TutorTraining
ABSTRACTThis final performance report for the Brooklyn Public
Library Literacy Program begins with a section that provides quantitativedata. The next section compares actual accomplishments to project objectivesfor fiscal year 1992 in the following areas: (1) redevelopment of the tutortraining, including redesign or addition of the writing process, groupinstruction approaches, whole language, roleplay, and observation elements ofthe training model; (2) upgrading of trainers through pre- and post-trainingmeetings and participation in staff development seminars; (3) conversion togroup instruction; (4) new tutor orientations; and (5) the establishment ofstudent and tutor databases. Proposed and actual expenditures are compared.Activities undertaken, the role of the library, and agencies andorganizations involved are described. Facilities used are listed, and theimpact of the project on the ongoing literacy program is discussed.Attachments include trainees' hand-written comments on tutor trainingsessions, a student record form, and a volunteer information record form.(MES)
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Brooklyn Public Library, Final Performance Report forLibrary Services and Construction Act (LSCA) Title
VI, Library Literacy Program
2
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
BrooklynPublicLibrary
FINAL PERFORMANCE REPORTFY 1992
Brooklyn Public LibraryGrand Army PlazaB'klyn, NY 11238
(718)-780-7819
Report prepared by: Susan K. O'Connor, Director of Literacy ProgramDeborah K. Ruth, Education Coordinator
Grant number: R 167A 20397
Amount awarded: $34,890.00 Entire amount expended.
BEST COPY AVAILABLE
1
Grand Army Plaza
Brooklyn, New York 112383
y.
Part II: Quantitative Data
Provide the following information about this project by filling in the blanks or putting acheckmark next to the answer that best describes your project. If any of the questionsare not relevant to this project, write N/A.
1. What is the size of the community served by this project?
under 10,000between 10,000 - 25,000between 25,000 - 50,000between 50,000 - 100,000
_4 between 100,000-200,000over 200,000
2. What type of project was this? (Check as many as applicable)
RecruitmentRetentionSpace RenovationCoalition BuildingPublic Awareness
V TrainingRural OrientedBasic Literacy
Collection DevelopmentTutoringComputer Assisted
V Other TechnologyEmployment OrientedIntergenerational/FamilyEnglish as a Second Language
(ESL)Other (describe) 5a{tine c,e datozase.
3. Did you target a particular population? (Check as many as applicable)
HomelessHearing ImpairedVisually ImpairedLearning DisabledMentally DisabledWorkforce/Workplace
HomeboundSeniors/Older CitizensMigrant WorkersIndian TribesIntergenerational/FamiliesEnglish as a Second Language
Inmates of Correctional InstitutionsOther (describe) Acloi 15: Pti e czie c6 n nRced, o c.,-) Q.
4. If this project involved tutoring, what tutoring method was used?
Laubach LVA Michigan MethodOrton-Gillingham _4 Other (describe) w HCL.E NGURC.:1; OR L ONTA-riC(
4
5. If this project involved tutoring, how was it provided? (check as many asapplicable)
one-on-one tutoring _x_small group instructionclassroom instruction
6.(a) If this project involved tutoring, was the learning progress of the adult literacystudents quantitatively measured? yes no
(If "yes", identify any tests, questionnaires, or standard methods used andsummarize student results.)
6.(b) If this project involved tutoring, were qualitative outcomes of student progressdocumented? x yes _no(If "yes", briefly describe how progress was determined and summarize studentresults. You may attach samples of any documents used to record observatiOnsor demonstrate outcomes.)In this project, the students were volunteer tutors. Tutors
were observed by staff, took part in practice sessions and producedjournals that were monitored.
We will attach journal entries.
7. During the course of this project were any of the following items produced?so, attach a copy to each copy of the report.
bibliographycurriculum guidetraining manualpublic relations audiovisualtraining audiovisualrecruitment brochure
resource directoryevaluation reportsurveynewsletter(s)other (describe)
If
*As part of the evoluntion of our training model, we are no longerusing the training manual. We are now providing volunteers with copies ofthe professional readings, to which they can refer.
8. During the course of this project:
How many adult learners were served? (i.e., individuals who made use of thelibrary's literacy project services in some way) 900
Of those served, how many received direct tutoring service? 71019How many hours of direct tutoring service did they receive? 14 8 tntal contact
How many new volunteer tutors were trained? 94 hoursHow many current volunteer tutors received additional training? 25How many volunteer tutors (total) were involved? 119How many non-tutor volunteers were recruited? 15 for Friends of LiteracyHow many service hours were provided by non-tutors? Inn rtimumHow many librarians were oriented to literacy methods, materials,
and students? 2
How many trainers of tutors were trained?
Part Ill: Narrative Report
Provide a narrative report that includes the following information:
1. A comparison of actual accomplishments to the goals and objectives set forth inthe approved application. Describe any major changes or revisions in theprogram with respect to approved activities; staffing, and budgeting, includingunspent funds. Explain why established goals and objectives were not met, if
applicable.
2. Provide a comparison between proposed and actual expenditures by budgetcategory, i.e., personnel, travel, materials, etc.
3. Provide, as appropriate, specific details as to the activities undertaken e.g., iflibrary materials were acquired, describe the kinds of materials purchased; if aneeds assessment was conducted, describe the results of the assessment; iftraining was provided, describe the training and include the dates and topics; ifservices were contracted out, describe the contractor's activities.
4. Describe the role the library has played in the accomplishment of the goals andobjectives set forth in the approved grant, including whether the library wasinvolved in the project's implementation or as a resource and site only.
5. Provide names of agencies and organizations recruited to volunteer theirservices for the literacy program or that were involved in the coordination andplanning of the literacy program. Describe the nature of their role.
6
Part III: Narrative Report
L A comparison of actual accomplishments to the goals and objectives set forth
in the approved application. Describe any major changes or revisions in the
program with respect to approved activities, staffing and budgeting, including
unspent funds. Explain why established goals and objectives were not met, if
applicable.
TUTOR TRAINING
Objective_ I. During the fiscal year, 119 tutors were trained in nine tutor training
workshops and writing seminars. Although this number is not as high as originally
planned for it did meet the program needs for the year. The writing seminars are intensive
training offerings that provide tutors with opportunities to explore their own writing
process while developing effective facilitation techniques that can be utilized tutoring
multilevel writing groups.
II. Objective 2. Redevelopment of the Tutor Training. As the Literacy Program
concomitantly developed practices reflecting a whole language philosophy, shifted into
small group instruction, and focused on writing process as an important part of
instruction, it became necessary to redevelop the tutor training. Under this grant we
accomplished the following:
a. Writing Process. The Writing Process module changed significantly over the
course of the year. It was repositioned into the beginning of the training to communicate
its importance. We also enlarged it from a 90 minute presentation to 4 1/2 hours
distributed over three training sessions. The time was lengthened to accommodate
development of a rough draft, revision and editing of tutor generated writing. Tutors
must experience the model in order to "buy into" it, and understand how to facilitate
2
7
skills is an important skill in this process. We also incorporated a training video and
observations. The following comments from tutor journals indicate that the training
changes were effective:
--"I learned that sometimes you can have a better understanding of your own
writing by listening to what is reflected back to you. Once I read out loud what I
had written and it was paraphrased back to me, it made sense."
-- "Then we changed partners and the second person said there were two short
sentences in the article that could be described more. I went home and revised that
section and realized they were absolutely correct. It was interesting in having two
different opinions. Again the workshop session was very well done and I came
away having a lot more information than when I started out."
b. Conversion To Group instruction. Conversion to group instruction
mandated reconsideration of the entire training. The trainees were organized into their
own learning groups. In this way the volunteer tutors experienced the impact of group
dynamics on learning and the importance of shared information. Group instructional
approaches were woven into the training demonstrations and materials. Tutors had these
comments to make in their journals about working together:
--"I learned that everyone always has so much to share from his or her experiences,
and in a non-threatening environment."
--"I recognized something in me that I need to modify. When I worked with my
partner I found my desire to be supportive at times didn't allow for much talking
and elaboration by him as he might have done, if I was silent and didn't go on
talking as much as I did."
c. Whole language Training. We reevaluated the training model and realized
that it was still very much a bottom-up linear model that taught tutor techniques as
separate discrete skills. The training had consisted of many short activities designed to
teach appropriate behaviors that we measured through observation. Since research
3 8
indicates that reading and writing are mutually supportive and disconnecting them would
disconnect the entire communication process, we dropped many of the short modules and
opted to spend more significant time exploring the connections between three key parts:
writing, the language experience approach and guided (silent) reading. Lesson planning,
which had been a separate module positioned toward the end of the training was also
woven throughout.
--"I expected that we, as tutors, would be inundated with materials, articles and
yes even some type of testing mechanism, much like the comprehensive tests we
grew up on...Instead opinions are valued, involvement is encouraged and learners
ideas are not right or wrong, but simply different approaches. Throughout these
sessions, I've reflected time and again that if such methods had been employed
decades ago, we might not have such an extensive literacy problem."
d. Roleplay. We also reexamined the roleplay, which was traditionally placed at
the end of the training as a test that tutors would "pass", or "fail". We acknowledged that
the skills tutors were developing were complex and needed to develop over time. Learning
how to guide students through reading or writing a text in an empowering way is a skill
that takes practice within a real learning context. The roleplay changed in focus and
became a tool for tutors to learn, practice and ask questions. It provided trainers with a
chance to observe those on target and those in need of further instruction.
e. Observation. Another accomplishment was the addition ofan observation
period for the tutors during and after the training. We helped tutors to develop
observation as a powerful tool, to notice the interaction between learners and tutors, and
form their own beliefs about what worked. The following comments from tutor journals
show that this happened:
--"No amount of imagining or roleplaying can substitute the valuable learning that
occurs with watching."
4
--I observed in one of the groups that the students became very bored and
frustrated because it seemed to be little communication between the students and
the tutor.
-- "After Thursday's (observation) session, I feel that I have more understanding
and empathy toward the non-reader. The observation time gave us an opportunity
to see tutors and learners at work. Someone at our table made the comment that
the workshop was better than being at college."
M. Objective 3. Upgrading Trainers. The trainers were informed of all changes and
actively upgraded their skills through pre and post training meetings and participation in
the programwide staff development. At the pre-training meetings trainers discussed the
upcoming agenda and decided on who would present the models. The post training
meetings were significant because they provided trainers with time to discuss the problems
and concerns raised in the training and trouble shoot ways of dealing with them. The
changes discussed under Objective II evolved from these meetings.
Trainers were also invited to participate in an enriched staff development seminar
that was mandated for all full-time staff. Staff met once a month on Friday mornings to
discuss articles and participate in one of three projects: 1) new technologies, 2) the tutor
training manual and 3) small group instruction. As staff worked in small groups they
realized the value of small group learning and sharing. The projects allowed for a much
deeper exploration and understanding of issues.
IV. Objective 4. Conversion to group instruction. The support and effort of
the training helped us to convert all five ofour learning centers to group instruction.
V. Objective 5, Hold New Tutor Orientations. New tutor orientations were
designed to decrease the drop out rate of tutors who complete the training but decide not
to tutor, while also acting as a screening device to select out people who are inappropriate
for our program. The ultimate objective is to have a higher success rate of new tutors
who understand and use our methods and complete their tutoring commitment.
Orientation sessions were held on 11 occasions. Approximately 215 people attended
these orientations. We have observed a marked decrease in problem individuals who are
not appropriate for our program.
DATABASE ESTABLISHMENT
Recognizing that in order to evaluate our program's efficacy we would need to
establish norms of comparisons and hard figures, we sought this grant to provide us
with funds to establish appropriate databases. With the grant proposal we submitted,
we had an attachment (Attachment A) that represented the information we would seek
from our student population. However, the decision was made to join a computerized
Adult Literacy database in NYC known as A.L.I.E.S. The acronym represents
Adult Literacy Information and Evaluation System. As a result of this alliance that is
managed by the New York Adult Literacy Initiative and contracted through the Literacy
Assistance Center, we used the grant money to hire staff to re-interview the students
using the standard Individual Student Record Form, attached in the appendix.
As part and parcel of this joining with the City University, Board of Education,
community based agencies and New York Public Library in data collection efforts, we had
to hire someone to manage the data collection, learn the program, educate staff and do the
actual data entry. We used the grant monies for this express purpose. We could
not have managed without it. It is difficult to communicate the enormous amount of work
that was generated by this project. Of course, we hope to benefit from the prodigious
amount of statistics available. Some accessible statistics are: the ethnicity of the
population, immigrant status, employment information, the number of school children,
population categories, etc. We can access statistics programwide and for specific
learning centers. We can also access citywide statistics.
We hired a consultant to formulate a tutor database. We have attached a sample
in the appendix. It is clear that the Brooklyn Public Library Literacy Program is
embracing and exploring technology. We use it to facilitate the learning of reading
and writing and we are using it to evaluate the effectiveness of our program.
7
12
2. Provide a comparison between proposed and actual expenditures by budget
category, i.e. personnel, travel, materials, etc.
We spent the entire $34,890 on Personnel. The money allocated for postage and travel
between learning centers was absorbed and paid for by the Library.
3. Provide, as appropriate, specific details as to the activities undertaken-- e.g. iflibrary materials were acquired, describe the kinds of materials purchased; if aneeds assessment was conducted, describe the results of the assessment; if trainingwas provided, describe the training and include the dates and topics; if serviceswere contracted out, describe the contractor's activities.Tutor Training
1. Pre Training Meetings. At pretraining meetings the workshoppresentations were divided among the trainers and the upcoming agenda wasdiscussed.
October 7, 1992January 12, 1993May 26, 1993
2. Post Training Meetings. The following topics were discussed at thepost training meetings:Date Topics
December 4, 1993 Managing journal writing, incorporating groupinstruction into training, dealing with writing
concerns, omitting short modules.
February 19, 1993 The impact of whole language on reading, writingprocess, reevaluation of the roleplay, developingactive listening, effective responding and
observation as important facilitation skills, studentevaluations.
July 6, 1993 Impact of observation, the roleplay, weavinglesson planning through training and expanding
writing process.
3. Other Training MeetingsDate Topics
October 30, 1993 Philosophy ofprogram, active facilitation techniques,what tutors need to know to be good tutors.December 11, 1993 Development of writing and using observation.January 15, 1993 Journals, writing, active facilitation techniques.January 29, 1993 Reading, roleplay, evaluating trainees.March 12, 1993 Observation and journals.
4. Staff Development Meetings. Trainees participated in staff developmentpracticum with the full-time professional staff. Staff met to discuss articles and developprojects.
October 23, 1992November 20, 1992December 18, 1992
March 5, 1993April 2, 1993May 7, 1993
9
14
January 15, 1993February 5, 1993
June 18, 1993
4. Describe the role the library has played in the accomplishment of the goalsand objectives set forth in the approved grant, including whether the library wasinvolved in the project's implementation or as a resource and site only.
The Brooklyn Public Library Literacy Program is an integral part of library
services. The Director reports to the Chief of Branch Administration and meets on
an equal footing with the other coordinators and staff directly under her supervision.
Thus the Library is involved through consultation in every aspect of service provision
to the adult learner population. Input is sought to establish that the Literacy program
fulfills the mission of the library in provision of the best possible service to all constituents
in the borough of Brooklyn. In its mission to provide lifelong learning services, the
Brooklyn Public Library embraces adult new readers as it would
new readers of any age.All staff are employees of the Brooklyn Public Library, while some have just
worked in the Literacy Program, others have transferred from branch assignments.
The staff at the five centers enjoy close working relationships with the other staff
This is truly a library program. We are constantly evolving our tutor training and
as such are not affiliated with any other organization other than the library. We
are not an affiliate or Laubach or LVA. The library's full resources are our resources
and we receive support ranging from custodial to security to allocations of space
whenever feasible.
As a result of this relationship and the commitment of the Administrative
staff, all goals and objectives accomplished through the provision of this grant are
are accomplishments of the Brooklyn Public Library.
5. Provide names of agencies and organizations recruited to volunteer their servicesfor the literacy program or that were involved in the coordination and planning forthe literacy program. Describe the nature of their role.
The Literacy Assistance Center, 15 Dutch St. 4th Floor, New York, N.Y.10038
provided technical assistance and the software necessary to access the A.L.I.E.S.
program. Our staff visited the site many times, took part in numerous staff development
activities and they in turn had a staff member come to the Library to train our staff.Our staff was trained in interviewing students using the Individual Student Record Form,the proper way to fill it out. The specially hired staff member was thoroughly trained inall aspects of the computer program. Their assistance is on-going and thoroughly
supportive. There is no charge for this service.
6. Provide the names and locations of libraries and other sites whose facilitieswere used for this project.Brooklyn Public Library1. Central Learning Center
Grand Army PlazaBrooklyn, NY 11238
2. Bedford Adult Learning Center496 Franklin Ave.Brooklyn, NY 11238
3. Coney Island Adult Learning Center1901 Mermaid Ave.Brooklyn, N.Y. 11224
4. Eastern Parkway Adult Learning Center1044 Eastern ParkwayBrooklyn, N.Y. 11213
5. Williamsburgh Adult Learning Center240 Division Ave.Brooklyn, N.Y. 11211
7. Describe the impact of the Federal project on the ongoing program of thegrantee.
The Federal project has a tremendous impact on our program. It allows us
11 6
to strive for excellence through change. The positive changes that evolve through
the use of tutor trainers and their freedom to fine tune and evaluate the volunteer
tutors benefit the adult new readers and tutors already in place.
In the past, it was our perception that the rest of the Literacy community in
New York City did not take the library literacy program seriously. We were considered
an adjunct to the real service delivery of the schools. This grant enabled us to join
them in A.L.I.E.S. and as a result of our meetings with other agencies and agency heads,
the quality reflected in the Brooklyn Public Library's Literacy Program was able to shine
through the misperceptions. Our willingness and ability to commit time and funds to
the joint project signalled a serious educational commitment of the Library to education.
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NIT
IAL
SE
TT
LEM
EN
T IN
U.S
.
ST
AT
E:
YE
AR
:
16.
RE
FE
RR
AL
SO
UR
CE
17.
Is
SC
HO
OL-
AG
ED
CH
ILD
RE
N*
the
stud
ent t
he p
aren
t or
guar
dian
AA
noth
er S
tude
ntof
chi
ldre
n un
der
the
age
of 2
1?B
TV
/ R
adio
Par
ent/
CN
ewsp
aper
Gua
rdia
nY
esN
o
Frie
nd o
r R
elat
ive
Sin
gle
ES
ocia
l Ser
vice
Age
ncy
Par
ent
Yes
No
FE
duca
tion
Pro
gram
If ei
ther
abo
vean
swer
is 'Y
es',
ente
rG
Tra
inin
g P
rogr
amth
enu
mbe
rof
chi
ldre
nin
eac
hle
vel.
H0
Rec
ruitm
ent P
oste
r / F
lyer
XO
ther
, spe
cify
Pre
Ele
mJH
SH
S
21.
HIG
HE
ST
GR
AD
EC
OM
PLE
TE
D a
IHH
IOth
er M
gt
DA
TE
(M
M/D
D/Y
Y)
22.
YE
AR
S IN
U.S
. SC
HO
OLS
M.I.
IS T
HIS
ST
UD
EN
T C
ON
TIN
UIN
GF
RO
M L
AS
T P
RO
GR
AM
YE
AR
? *
*
0011
-6/9
3/
4. P
AT
E O
F B
IRT
Ikite
.-
Mon
th
7. S
TU
DE
NT
'S P
HO
NE
:
(Are
a C
ode)
Day
Yea
r
Num
ber
11. R
EC
EIV
ING
PU
BLI
C A
SS
IST
AN
CE
*
Yes
No
If ye
s, e
nter
Cat
egor
y:
e
A 9
AD
CH
416
90
ID3h
erI
i
Cas
e N
umbe
rR
equi
red
for
ED
GE
/JO
BS
part
icip
ants
or
TH
E
reci
pien
ts. O
ptio
nal f
or a
ll
othe
rs.
18. I
NIT
IAL
CLA
SS
/9)
*
C, L
or
S C
ode
C, L
or
S C
ode
C, L
or
S C
ode
C, L
or S
C, L
or S
C, L
or S
FS FS FS
23. P
RIO
R S
CH
OO
LIN
G IN
NY
CN
ON
E E
LEM
JHS
HS
Che
ck th
e ap
prop
riate
leve
lor
leve
ls o
f sch
ool a
ttend
edin
New
Yor
k C
ity.
19. P
OP
ULA
kTIO
N C
AT
EG
OR
IES
*
AH
omel
ess
*B
Adu
lts in
Cor
rect
iona
lF
acili
ties
C E F G H J N
Oth
er In
stitu
tiona
lized
Adu
lts
Hig
h S
choo
l Gra
duat
es.
or E
quiv
alen
t
Dis
plac
ed H
omem
aker
sH
eads
of H
ouse
hold
Adu
lts w
ith D
isab
ilitie
sA
dults
Enr
olle
d in
Oth
erE
duca
tion
or T
rain
ing
Pro
gram
s
Vet
eran
sO
ther
Not
App
licab
le,
SU
BS
CO
RE
S#1
#2
xx voca
bula
ry
xx com
preh
ensi
on
com
puta
tion
conc
epts
& a
pps.
TO
TA
LR
AW
SC
OR
ET
OT
AL
GD
. EQ
. (O
ptio
nal)
Not
Tes
tabl
e(B
E, B
EN
L, M
AT
Hbe
low
3.0
ally
)
Aut
hent
ic A
sses
smen
tM
etho
ds U
sed.
Pas
sF
ail
ES
OL-
BS
CR
EE
NIN
G10
1
For
m C
ompl
eted
by
Dat
e C
ompl
eted
1. A
GE
NC
Y *
3. N
AM
E:
5. S
TS
JIM
ILS
HO
ME
AP
PR
EE
9:
2. S
TU
DE
NT
I ID
CO
DE
**
Item
s ar
e re
quire
d.
IND
IVID
UA
L S
TU
DE
NT
RE
CO
RD
FO
RM
Last
(F
amily
Nam
e)
Num
ber
and
Str
eet
6. Z
IP c
QD
E *
Fi s
t
Apa
rtm
ent
City
Sta
te
8.am
*9.
RA
CE
/ET
HN
IC IQ
EN
TLL
y *
C2
Afr
o-C
arib
bean
10.
A
EM
PLO
YM
EN
T S
TA
B&
*
DA
lN
ativ
e A
mer
ican
Em
ploy
ed F
ull-t
ime
MA
2A
lask
an N
ativ
eC
3A
fric
anB
Em
ploy
ed P
art-
time
F
B1
B2
Asi
an
Pac
ific
Isla
nder
DLa
tino/
a
E 1
Whi
te (
not L
atin
o/a)
CU
nem
ploy
ed 1
yea
r or
mor
e an
d av
aila
ble
to w
ork
E
Cl
Afr
ican
Am
eric
anE
2O
ther
12. C
OU
NT
RY
OF
BIR
TH
a
14. D
AT
E S
TU
DE
NT
FIR
ST
BE
GA
N IN
AG
EN
CY
*
Mon
thD
ayY
ear
20. O
TH
ER
CO
DE
S
Une
mpl
oyed
less
than
1 y
ear
and
avai
labl
eto
wor
kN
ot a
vaila
ble
for
empl
oym
ent
13. I
NIT
IAL
SE
TT
LEM
EN
T IN
U.S
.
ST
AT
E:
YE
AR
:
16. R
EF
ER
RA
L S
OU
RC
E
AA
noth
er S
tude
nt
BT
V /
Rad
io
CN
ewsp
aper
DF
riend
or
Rel
ativ
e
ES
ocia
l Ser
vice
Age
ncy
FE
duca
tion
Pro
gram
GT
rain
ing
Pro
gram
HR
ecru
itmen
t Pos
ter
/ Fly
er
XO
ther
, spe
cify
21.
HIG
HE
ST
GR
AD
EC
OM
PLE
TE
D *
17. S
CH
OO
L-A
GE
D C
HIL
DR
EN
*
Is th
e st
uden
t the
par
ent o
r gu
ardi
anof
chi
ldre
n un
der
the
age
o 21
?
Par
ent/
Gua
rdia
n
Sin
gle
Par
ent
Yes Yes
No No
If ei
ther
abo
ve a
nsw
er is
'Yes
', en
ter
the
num
ber
of c
hild
ren
in e
ach
leve
l.
Pre
Ele
mJH
SH
S
22.
YE
AR
S IN
U.S
. SC
HO
OLS
M.I.
IS T
HIS
ST
UD
EN
T C
ON
TIN
UIN
G
FR
OM
LA
ST
PR
OG
RA
M Y
EA
R?
*
001
-6/9
3/
144
fori
l6
.
4. D
AT
E O
F B
IRT
PQ
-!...
.h.
Mon
th
7. S
TU
DE
NT
'S P
HO
NE
:
(Are
a C
ode)
Day
Yea
r
Num
ber
11. R
EC
EIV
ING
PU
BLI
C A
SS
IST
AN
CE
*
Yes
No
If ye
s, e
nter
Cat
egor
y:A
T, A
DC
Fi
HR
OO
ther
Cas
e N
umbe
rR
equi
red
for
ED
GE
/JO
BS
part
icip
ants
or
TH
E
reci
pien
ts. O
ptio
nal f
or a
ll
othe
rs.
18. I
NIT
IAL
CLA
SS
(ES
I *
C, L
or
S C
ode
C, L
or
S C
ode
C, L
or
S C
ode
C, L
or S
C. L
or S
C, L
or S
FS FS FS
23. P
RIO
R S
CH
OO
LIN
G IN
NY
CN
ON
E E
LEM
JHS
HS
Che
ck th
e ap
prop
riate
leve
lor
leve
ls o
f sch
ool a
ttend
edin
New
Yor
k C
ity.
19P
OP
ULA
TI_
QN
CA
TE
GO
RIE
S *
AH
omel
ess
BA
dults
in C
orre
ctio
nal
Fac
ilitie
s
CO
ther
Inst
itutio
naliz
ed A
dults
DH
igh
Sch
ool G
radu
ates
-or
Equ
ival
ent
ED
ispl
aced
Hom
emak
ers
FH
eads
of H
ouse
hold
GA
dults
with
Dis
abili
ties
HA
dults
Enr
olle
d in
Oth
erE
duca
tion
or T
rain
ing
Pro
gram
s
IV
eter
ans
JO
ther
NN
ot A
pplic
able
.
24. P
RE
TE
ST
INF
OR
MA
TIO
N *
NY
S P
lace
(N
Y)T
est
TA
BE
Rea
ding
Tes
t
TA
BE
8M
ath
Tes
t
TE
ST
CO
DE
Nam
eLe
vel
For
m
N T TM
Oth
er T
estL
OO
DA
TE
(M
M/D
O/Y
Y)
//
//
//
//
SU
BS
CO
RE
StI
42
voca
bula
ry
xx
com
preh
ensi
on
com
puta
tion
conc
epts
& a
pps.
TO
TA
LR
AW
SC
OR
E
XX
X
TO
TA
LG
D. E
Q. (
Opt
iona
l)N
ot T
esta
ble
(BE
, BE
NL,
MA
TH
belo
w 3
.0 o
nly)
Aut
hent
ic A
sses
smen
tM
etho
ds U
sed
For
m C
ompl
eted
by
Dat
e C
ompl
eted
84
Name
Marital status
Name of spouse
In case of emergency contact:
Name
Phone
Relation
If handicap/disability/health problem:
Interviewer
Children's names
Ages
001-
6/8
9/F
Public School?
yes
no
yes
no
yes
no
yes
no
Describe problem
Taking medication?
yes
no
What kind?
S.S.#
If public assistance, receipt IMC#
Registered Voter? yes
no
Veteran? yes
no Additional veteran
Doctor
Language spoken
Family language spoken
Can read own language?
yes
no
ert
Can write own language?
yes
no
English:
Can read/write English
yes
no
Speaking ability none
little
good
Yrs previous instruction in U.S.
.PProfession
If employed:
Employer
Address
Phone
Hours
Class:
Teacher:
Dates:
ID#
info.
-H
Date of U.S. entry
Secondary migration date
Alien registration #
Refugee #
IResettlement agency
Address
Phone
Contact info
Caseworker's name
Phone
0 4.)
Has registrant previously attended
another literacy program?
yes
no
If yes, name of program
Taken GED?
yes
no
Date
Score
Hrs:
Impacts:
Test:
Date:
Score:
Goals and other student info:
BROOKLYN PUBLIC LIBRARY LITERACY PROGRAMVOLUNTEER INFORMATION RECORD
Volunteer ID CodeIIIName:
Address:
Date of Birth Male Female
[=1
City/State/Zip
Phone: Home. Work:
OTHER LANGUAGE: ij Speak 2) Read 3) Writeooa
DATE: / /
CENTER CODE :
ETHNIC GROUP: EDA) Native American or
Alaskan NativeB) Asian or Pacfic
IslanderC) African American
African CaribbeanAfrican
D) LatinoE) White & Other
EDUCATION: 1912th Grade 2) H.S. Diploma 3) Some College 4) Undergraduate Degree 5) Graduate Degree 6) Not Available
EMPLOYMENT STATUS: 1) Full time 2) Part time 3) Unemployed
OCCUPATION:Does employer have a matching gift program? YES NO
SOURCE OF REFERRAL: A) Another Tutor B) TV/Radio C) Newspaper D) Family/Friend E) Social Service Agency F) Education ProgramG) Training Program H) Poster/Flyer 1) Other
AVAILABLE TO MEET: Mon. Tues. Wed. Thur. Fri. Sat.Morning MorningMorning Morning Morning
Afternoon Afternoon Afternoon Afternoon Afternoon AfternoonEvening Evening Evening Evening
SKILLS: A) Writing B) Research C) Art D) Computer E) Grant Writing
F) Desktop Pub. G) Outreach H) Fund Raising 1) Public Speaking J) Other
Would you like to join FRIENDS OF LITERACY? Y1
OFFICE USE ONLY.SEPARATION: 1) Satisfied with experience 2) Diggatidied with experience 3) Job/school conflicts 4) Moved 5) Health/pregnancy
6) Family problems 7) Transportation problems 8) Not available Date:9) Other
HOURS SERVED: A) 0-25 B) 26-50 C) 51-100 D) 101-200 E) 201-300 F) 301-500 D) OtheraWORKSHOP DATE: / /
STARTING DATE: / / 87
(962)
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