Promoting Adult Literacy in the Workplace, the Home, and Correctional Facilities I. TOPIC Adult Literacy II. LOCATION South Central Illinois III. SUBJECT Promoting Adult Literacy in the Workplace, the Home, and Correctional Facilities IV. SUMMARY The CEFS Economic Opportunity Corporation estimated that more than 25,000 adults, 20 percent of the adult population, in its seven-county, 4,600 square mile service area needed literacy services to attain their personal goals. Therefore, in 1983 the agency established a literacy program in which the participants would control their own learning. The agency works with each participant to develop an individual learning plan tailored to the person's goals and needs. In addition to one-on-one tutoring, the program established Illinois' first state-of-the-art rural computer learning center. The program also offers family literacy services, English as a second language, tutoring at two correctional facilities and county jails, and a workplace literacy curriculum designed to meet the needs of participating businesses and to help workers keep their jobs. V. SUCCESSFUL PRACTICE Established a comprehensive program to promote literacy in a rural population with high rates of illiteracy; designed the program so participants could address their own personal literacy needs and attain reading and writing skills they can use in their daily lives. VI. CONTACT Paul White Executive Director CEFS Economic Opportunity Corporation (A Community Action Agency) 101 North Fourth Street P.O. Box 928 Effingham, Illinois 62401 217-342-2193 217-342-4701 (FAX) VII. CASE STUDY The Problem: The CEFS Economic Opportunity Corporation (CEFS), a community action agency serving a seven-county area in south, central Illinois, identified an adult literacy problem in its service area when it realized that many people applying for services through CEFS programs had trouble reading and completing the application forms. An Illinois adult literacy survey found that two million Illinois adults are illiterate. CEFS estimated that 25,000 of the 125,000 adults in its 4,600 square mile service area needed literacy services. CEFS identified illiteracy as a significant factor in preventing adults from achieving their personal goals. Individuals' needs varied significantly depending on their goals. Some people needed basic reading skills to be able to read to their children; others needed more advanced reading skills to keep a job or earn a promotion. Immigrants needed English as a second language, and inmates at local correctional facilities and jails needed literacy skills to enable them to get and hold jobs when they leave prison. The Approach Adopted: CEFS developed an adult literacy program in which the participants could decide what they needed to learn. CEFS would then work with each individual to design the appropriate training regimen. Learning at their own pace, participants would be encouraged by their early successes to expand their learning goals. How They Implemented The Approach: In 1983, CEFS established an adult literacy program out of its Community Services Block Grant funds. CEFS staff received training from the Literacy Volunteers of America so they could provide tutoring and other literacy services. In 1986, CEFS received a grant from the Illinois Secretary of State to expand the program, and the Illinois Department of Commerce and Community Affairs provided additional funding. Local banks contributed portions of fees and interest collected on the credit cards they issue. These new funds enabled CEFS to expand its services. In 1988, CEFS opened a state-of-the-art learning center equipped with computers and electronic equipment to address the literacy needs of the low-income population. This was the first rural computer learning center in Illinois. At the center, CEFS works with individuals to identify their needs and the best way to address them. One-on-one tutoring is an essential element in this literacy program. There are no income guidelines for participation. The only criterion for participation is reading or writing below a ninth grade level. CEFS' affiliation with the Literacy Volunteers of America gives the program access to a broad range of resources and information about other literacy programs. The United Way, the National Reading Council, local church organizations, the Rotary Club and other local organizations supply significant in-kind support. Results: By promoting literacy among its adult population, the CEFS literacy program has improved the self-confidence and self-esteem of participants, thus expanding their opportunities in all areas of life. The program is designed to identify populations in need of literacy services and then to create a program to address the need. VIII. PROGRAM SPIN-OFFS CEFS developed a workplace literacy component after a local printing company asked CEFS to provide literacy training to employees who were making costly mistakes mistakes the company attributed to illiteracy. CEFS designed a 12-week, twice-a-week literacy/job training program to ensure that employees could perform their jobs. CEFS trained the company to teach the course itself so CEFS could devote its resources to other companies in need. CEFS identified inmates in two state prisons in Effingham County and inmates in county jails as needing literacy services. CEFS approached the institutions about providing tutoring. To limit the number of people entering the state prisons (for security reasons), CEFS trained inmates to be tutors. Tutoring serves as their prison employment. At the county jails, CEFS uses community volunteers to provide tutoring. Volunteers also built libraries in the jails. Because inmates in the county jails are usually Effingham County residents (unlike at the state prisons where inmates come from throughout the state), CEFS takes a deeper interest in providing them with services. When they get out of jail, they will likely remain in the area. When CEFS identified children as at-risk of falling behind if they had illiterate parents, CEFS established a family literacy component to its overall literacy program. CEFS concentrates on teaching illiterate parents to read so they can read to and with their children and also so they can promote literacy in their own children. In its "Baby Talk" program, CEFS literacy volunteers meet with new parents right at the hospital. For the next three years, CEFS provides developmental benchmarks so parents can get an idea of where their children stand in relation to other children their age. Parents and children who participate in the "Lap Sit" program go to the library once a month for group readings and to check out books. Parents in the Lap Sit program have consultations with tutors to assess their children's reading progress. For children who need help, CEFS' "Chapter One" program offers home tutoring. CEFS also provides information and referrals to other programs if needed. IX. KEY WORDS Adult Literacy Community Action Agency Community Services Block Grant Computer Learning Center Illiteracy Literacy