FY2009 Annual Report

Literacy unlocks the door to learning throughout life.

The Mission
Project Read seeks to prevent and alleviate adult illiteracy in Utah County. Project Read provides one-on-one tutoring services to help improve reading and writing skills sufficiently to meet personal goals, function well in society, and become more productive citizens. The goals of Project Read are met through the cooperation of community volunteers and other organizations that serve adults with low literacy skills.

The Programs
Project Read offers programs for both English and Spanish speakers looking to improve their reading and writing skills in either language.

Project Read provides assistance for adult residents of Utah County with literacy needs. This assistance is centered on the individual learner, who receives a needs assessment, one-on-one tutoring provided by a volunteer, establishment of goals, an individualized teaching plan, evaluation of goal attainment, and periodic reassessments. Project Read volunteer tutors and staff respect the uniqueness of each individual and seek to enhance self-esteem through successful personal study and group interaction.

Literacy Overview
Adult non-literacy is a social problem that silently affects us all. In Utah alone, more than 250,000 adults are functionally non-literate, and in Utah County, that number is 21,000 adults (Utah Adult Education Annual Statistics Report, 1994). This means thousands of adults cannot perform basic functions such as writing checks, reading instructions on medicine, getting a driver’s license, or finding an address. “It can’t be emphasized enough that there is a huge impact on this country when many people cannot read or write well,” said Robert Wedgewort, President of ProLiteracy Worldwide. “We’ve seen that adults with lower literacy levels do not generate significant incomes. This can cause a decline in personal income per capita, which will, in turn, have a significant impact on the tax bases of many states. Accordingly, there is a higher need for public assistance among low literate adults than for individuals with stronger literacy ability.”

“One adult unable to read is one too many in America,” said U.S. Secretary of Education Margaret Spellings.

For businesses, non-literacy translates into lost dollars: U.S. businesses lose $25–30 billion a year due to poor literacy skills of employees and customers. Non-literacy also costs taxpayers millions of dollars due to increasing numbers of people on public assistance (ProLiteracy Worldwide Report on Literacy Programs). Project Read served almost 100 students this past year to combat the cycle of illiteracy in Utah County. This report details its successes.

Volunteer Contribution
Without a doubt, volunteers are the lifeblood of Project Read. Project Read could not fulfill its mission without the help of the 202 dedicated volunteers this year who helped teach students and train tutors. Volunteers also helped with fundraising, public relations, web site and technical support, web site translation, and general office tasks. Project Read board members are also volunteers.

Volunteer Hours
Tutoring: 3,866.00
Other Tutor-Related Activities: 1,330.00
Other Activities: 685.75
Total: 5,881.75

Student Successes
In Fiscal Year 2009, Project Read served 102 students. Project Read focuses on retention until a student completes the program or accomplishes his or her goals. Goals and outcomes will continue to be the focus of Project Read services and will be measured through standardized literacy assessments, Individual Education Plans, and monthly tutoring calendars. Project Read students accomplished the following goals in FY2009:

Students entering employment: 8
Students retaining employment: 42
Students improving employment: 4
Students receiving a raise: 5
Students achieving work-based project goal: 1
Students achieving level gains: 44
Students placed in postsecondary education/training: 3
Students obtaining a driver’s license: 2
Students achieving citizenship skills: 2
Students passing the TOEFL: 1
Students graduating from Project Read: 7
Total: 119

During FY2009, 100 percent of the Project Read students who were retested using the Test of Adult Basic Education (TABE) increased their skills in either reading, language, or math. In addition, in FY2009, 72 percent of Project Read’s students achieved at least one literacy-related goal, compared to 74 percent in FY2008, 56 percent in FY2007, 64 percent in FY2006, 63 percent in FY2005, 44 percent in FY2004, 31 percent in FY2003 and 23 percent in FY2002.

Program Improvements
In addition to the successes realized by Project Read tutors and students in FY2009, Project Read staff also made the following program improvements:

Providing Small Group & Supplemental Instruction
Program components adding to the already-existing one-on-one tutoring enhance the learning experiences students receive through Project Read.

FY2009 Accomplishments:

• Small Group Instruction: In addition to the one-on-one instruction that is the hallmark of the Project Read program, the staff developed several small groups to enhance students’ learning experiences. This year Project Read had a book club and a writing group that met in the winter and spring months.
• Health Literacy Initiative: The Project Read Health Literacy Initiative specifically focuses on health literacy and the ability to read and understand information relating to health and health care. The first phase of the initiative developed a health literacy curriculum that was taught in a small group. The second phase is to adapt the curriculum for one-on-one instruction.
• Transition Program: Several Project Read board members started putting together a series of mini lesson plans tutors can use with students as they prepare to transition from the Project Read program into other education programs or work settings. These lesson plans can be interspersed throughout the Project Read tutoring program at a tutor’s discretion. One plan was developed, and additional mini lesson plans are in process.

Offering Quality Individual Instruction
By evaluating the needs of Project Read students and tutors and then working to fulfill those needs in a variety of ways, Project Read remains on the cutting edge of adult education.

FY2009 Accomplishments:

• Tutor Best Practices: Project Read staff members attended a tutoring session each week to get a feel for what’s happening “in the field.” Staff members observed the tutoring sessions, offered suggestions for “best practices,” and gleaned ideas to share with other tutors in the program.
• Student Newsletter (The Insider): Project Read developed a monthly newsletter targeting current Project Read students and including a calendar, community resource and student success spotlight, a student writing sample, and volunteer opportunities for students. O On Board Student Goal Research: Project Read received a student board fellow through BYU who took on a project to identify outcomesvalued by the board and possible measurements for those outcomes. The On Board Fellow compiled and analyzed information from the student intake goal form to identify program-wide trends. In general, students were most interested in being able to read/write things related to these broad categories: religion, government & law, health, jobs, recreation, and children.

Maintaining Superior Program Administration & Financial Health
A strong and vibrant infrastructure will ensure necessary resources to work effectively and assist volunteers, students, and other organizations focused on adult literacy.

FY2009 Accomplishments:

• Blog: Project Read created a blog to enhance Project Read’s ability to stay connected with its tutors, students, and supporters as well as enhance the educational experience available through Project Read.
• Monday Memo: The Project Read Executive Director implemented a weekly memo to board members keeping them up to date on the status of various projects and happenings at Project Read. This keeps the communication channels open and allow board members to be more involved if they so desire.
• Institutional History, Transparency, and Governance: The Project Read Executive Director put together an online board web site/board manual including all of the vital documents Project Read staff need to be able to find at any given time (Articles of Incorporation, Bylaws, Board Minutes, etc.). This allows board members and staff to go to one place and have everything “at their fingertips.”
• Spelling Bee Fundraiser: Project Read hosted its second spelling bee fundraiser to raise literacy awareness and funds for Project Read. Community members gathered for an afternoon of friendly competition and community spirit in September. The winning team, “Dream Team Deleyne,” named in honor of their mother, coasted past other teams by finally spelling the word, “olivaceous.”

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