HomeMy WebLinkAboutMINUTES - 05132008 - C.40 i
TO: BOARD OF SUPERVISORS ` Contra
M:
FROM: Anne Cain, County Librarian COSta
DATE: May 13, 2008 ......
County
SUBJECT: APPROVE and AUTHORIZE the Contra Costa County Librarian to Apply for and
Accept Funding from the California State Library for Library Literacy Services for
FY 2008 - 2009
SPECIFIC REQUEST (S) OR RECOMMENDATION (S) & BACKGROUND AND JUSTIFICATION
RECOMMENDATION:
APPROVE and AUTHORIZE the Contra Costa County Librarian to apply for and accept California State
Library funding in the amount of$58,807 to meet the operational and contract services expenses required
by Project Second Chance (l'SC), the Contra Costa County Library adult literacy program, to provide
adult literacy services for the period of July 1, 2008 to June 30, 2009.
FINANCIAL IMPACT:
Funds committed to Project Second Chance by the Contra Costa County Library, foundation grants and
private donations will be matched by the California State Library using a funding formula that is based on:
the State Library's budget for adult literacy, the number of students served by Project Second Chance and
the total amount of local funding that the Contra Costa County Library certifies will be allocated to
support Project Second Chance. For fiscal year 2008-2009 the amount is $378,136.
BACKGROUND:
Project Second Chance was founded in 1984 with a grant from the California State Library. In 2003, AB
1266 was passed. Article 4.6, Section 18880-18884 of that bill, established the California Library
Literacy and English Acquisition Services Program and the formula (see above) that determines how local
funds, generated by individual library jurisdictions, are matched by the California State Library, using
funds legislated specifically for this purpose.
CONTINUED ON ATTACHMENT: ❑ YES SIGNATURE:
RECOMMENDATION OF COUNTY ADMINISTRATOR ❑ RECOMMENDATION OF BOARD COMMITTEE
❑APPROVE ❑OTHER
SIGNATURE(S):
ACTION OF BOA ON APPROVED AS RECOMMENDED OTHER ❑
VOTE OF SUPERVISORS:
I HEREBY CERTIFY THAT THIS IS A TRUE AND CORRECT COPY OF
'tNW,NANIMOUS(ABSENT /W ) AN ACTION TAKEN AND ENTERED ON THE MINUTES OF THE BOARD
OF SUPERVISORS ON THE DATE SHOWN.
AYES: NOES:
ABSENT: ABSTAIN: / 'l
Contact: Laura O'Donoghue,Deputy County Librarian:Public Services ATTESTED ( ' wyI
(925)927-3212 JOHN CULLIA,qtERK OF THE 1391ARD OF
cc: County Library Administration SUPE VIS ND COUNTY ADMINIST TOR
County Administrator
County Auditor
By:, Deputy
S:\I'SC\1305\cI Is0R09.duc
California Library Literacy Services (CLLS) Page 1 of 11
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r� CALIFORNIA -
-
Library L><terac
SERVICES
A-EPPLICATION
Please review you application before submitting it and print this page for your
records:
Applicant Information
Applicant
(Full legal name of,jurisdiction and/or library)
Contra Costa County Library
Street: 1750 Oak Park Blvd.
City: Pleasant Hill, CA
Zip: 94523
Contact information
Contact Name: Laura Seaholm
Phone: 925-927-3250
Fax: 925-646-6461
email: Lseaholm@ccclib.org
Intent to Participate
Programs applying for in 2008/2009:
F Applying f- Not Applying Adult Literacy Services (ALS)
F Applying r Not Applying Families for Literacy (FFL)
r— Applying F Not Applying English Language Literacy (ELLI)
1- Applying F Not Applying Mobile Library Literacy Services (MLLS)
r— Applying F Not Applying English as a Second Language (ESL)
I`Applying r Not Applying Other Services
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California Library Literacy Services (CLLS) Page 2 of 11
ADULT LITERACY SERVICES
How does your library literacy program attract adult learners? In what
ways do adult learners find you?
Word-of-mouth and the library have been our most
effective referral sources. We have been gratified to note
an increase in the number of referrals coming from within
our library system. In fact, the library has become our
second most important source of referrals over the last
two years, increasing from 8% to 14% of our referrals.
Other methods include: Internet; Information tables at
Kaiser Permanente medical office buildings; Learn to Read
cards; Adult Ed; Flyers; and TV/Radio.
What is included in your initial intake process for adult learners?
PSC's intake process begins with a telephone call. We
require each adult learner to place the call to schedule an
intake.- we will not schedule an intake based on a
conversation with a family member or friend. At each
intake, we try to accomplish the following: • Make the adult
learner feel welcome and safe. • Evaluate whether one of
our volunteer tutors can help the adult learner make
progress with reading/writing/spelling. • Show the adult
learner that s/he can learn. We gather the following
information: • Basic information (Name; Contact
information; Demographics; Education background,
including whether the adult learner was ever in Special Ed
or repeated a grade; Work status; Names/ages of children
under 5; Hobbies). • Medical information (Eyesight;
Hearing; Medical concerns; Diagnosed learning disability?;
Learning difficulties?; Brief Irlen screening). • Goals (What
does the learner want to be able to do that s/he can't do
now?). • Learner availability (time and location). • Tutor
preferences. We evaluate the learner through these
activities: - Phonemic Awareness (Count syllables; Count
sounds; Rhyme; Blend sounds into real and nonsense
words; If needed, repeat 3 sounds and discriminate
between sounds). • Word lists from Voyager or Challenger
(Evaluate types of errors and decoding skills; Determine at
what level the learner experiences difficulty; Understand
pronunciation problems for ESL learners; Evaluate
vocabulary). • Reading passage from Voyager or Challenger
(Evaluate types of errors and decoding skills; Determine
whether the learner reads fluently and with a sense of
punctuation for his/her level; Evaluate comprehension
skills, including those occasions when we must read the
passage to the learner; Evaluate vocabulary). • Writing
sample (Spelling; Grammar; Punctuation; Organization).
We give the learner the following information: • Program
expectations (Meet twice a week for 1 1/2 hours each
lesson; Must call if late or canceling). • Next steps and
timing, including scheduling a Computer Lab or Read
Naturally appointment if appropriate. On those occasions
when we do not believe one of our volunteer tutors can
help the learner, we refer him/her to the appropriate
organization or agency.
When you identify an ESL student or an adult otherwise not suitable for
your CSL-funded adult literacy services, where do you direct/refer these
adults?
We refer ESL learners looking for English conversation
classes to the Diablo Valley Literacy Council as well as to
local Adult Schools. High-level ESL learners who read
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California Library Literacy Services (CLLS) Page 3 of 11
How is instruction provided to adult learners? (e.g. one-to-one, small
group and/or computer instruction, other)
The majority of our learners are matched one-on-one with
a tutor for customized, personalized lessons. However,
learners who are waiting for a tutor are encouraged to use
our Computer Lab or attend small group Read Naturally
sessions. Further, we use regular Computer Lab usage as a
"gateway"to being matched with a tutor for learners who
have had attendance issues.
What support services are provided to your adult learners (e.g. learner
support groups, learner institutes, referral to other services)?
PSC has regular small-group video showings of Could it be
Dyslexia? and How Difficult Can This Be? These video
showings often act like a support group, with learners
sharing their experiences and realizing that they are not
alone in their struggle to read. In addition, PSC encourages
learners to apply to the Adult Learner Leadership Institute
(formerly Henry Huffman) and to attend CSL Adult Learner
Conferences. Finally, we assist adult learners with referrals
to relevant agencies: United Way 211 number; ROP;
EastBay Works; Opportunity ]unction; etc.
What on-going support do you provide to ensure that adult learners are
working toward/meeting the goals they have set for.themselves?
We stress that our program is learner-centered and goal-
oriented, and in training we have prospective tutors plan a
lesson based on specific learner goals. Further, at each
intake PSC determines the learners' goals and
recommends goal-oriented materials to the tutor. We
monitor the materials being used and the learners'
progress through monthly tutor calendars as well as
informal conversations. Throughout the year we hold
various workshops and classes that help the learners work
toward their goals. Examples include: Book Club; Writing
Workshops; Voter Workshops; Cursive Class; 6 Types of
Syllables Class; etc. In the past, we have sent out Roles
and Goals forms twice a year, which give PSC staff a good
indication of whether learners are working toward or have
met the goals they set for themselves. Going forward, we
will be implementing bi-annual staff-led Progress Reviews
with tutor/learner pairs. The reviews will be an
opportunity to discuss setting goals, progress toward
meeting goals, materials used, challenges, and successes.
We will use these bi-annual staff-led Progress Reviews for
our Roles and Goals reporting, rather than doing two mass
mailings each year Where we ask our tutors and learners
to self-report on their progress. This will take Roles and
Goals from being an event that we check off our list to
being a meaningful dialogue about learner progress.
i
How do you recruit volunteers?
We recruit volunteers in many ways: flyers in the library
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How do you train volunteers; after training, how and when are they
matched with adult learners?
All PSC tutors are required to attend 14 hours of basic
training. They must attend an additional 6 hours of
instruction to work with a learner we know or suspect has
a learning disability. Our basic training equips our tutors to
decide which type of learner they want to work with. It
covers an introduction to who the learners are; learning
styles; phonics; learning disabilities; an overview of the
method we use to teach LD learners; using a textbook with
a non-native speaker;: comprehension; writing; spelling;
planning a lesson; getting started with a learner; and
setting boundaries. The highlight of our training is meeting
established tutor/learner pairs. This segment of the
training gives the new tutors the opportunity to put a
"face"to the learners as well as to ask questions of"real"
tutors and learners. It helps them to learn that most-tutors
are not professional educators and that they were also.
nervous when they started tutoring. If a tutor wants to
work with a learner that we know or suspect has a
learning disability, they must attend an additional 6 hours
of training in the Wilson Reading System (WRS), which is
based on Orton-Gillingham philosophy and principles. WRS
is very systematic and cumulative in how it teaches
strategies for decoding and spelling. Once tutors have
completed training, they are matched based on the type of
learner they wish to work with,available days/times, and
location reerences. In addition, we consider personality
and tutor/learner preferences such as gender. Tutors are
generally matched with a learner within 2 - 3 weeks of
completing training.
What on-going tutor support services and programs do you offer?
We offer periodic roundtables for PSC tutors. We also
encourage tutors to attend the workshops/classes that we
offer (e.g., Book Club; Writing Workshops; Voter
Workshops; Cursive Class; 6 Types of Syllables Class; etc.).
In addition, we publish Tutor Tips in our bi-monthly
newsletter and we make useful links available on our
website. Finally, PSC staff is always available for
consultation or to observe a lesson at the request of a
tutor.
How do you ensure that volunteer tutors meet regularly with adult
learners and report regularly to the library on their progress?
We require all tutors to send us monthly calendars
detailing the hours they met, as well.as their preparation
and travel time. The calendars request the materials used
as well as an explanation of the work that was done. We
also ask for any learner goals, successes or activities that
month. Learner accomplishments are then noted in our bi-
monthly newsletter. We monitor receipt of the calendars
and send reminders (emails and telephone calls) every two
months to those we have not heard from. Many of our
tutor/learner pairs meet in our offices, so we are also able
to informally monitor whether our pairs are meeting
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If literacy services are provided outside the public library setting, how is
a strong connection to the library made?
Both of our offices are physically located in library
branches, so an automatic connection to the library is
made when our tutors and learners come in for training,
workshops or intakes. Further, an estimated 90% of our
tutor/learner pairs meet either in our offices or in one of
the 25 library branches throughout our county, and we
send materials back and forth using the library's inter-.
branch mail system. In addition, all of our communication
(verbal and written) refers to Project Second Chance as
the Contra Costa County Library's adult literacy program.
We are also extremely fortunate to have a very supportive
and involved County Librarian who is present at and
speaks at tutor/learner'recognition events.
While library literacy services may charge a third party, such as a
workplace, for services, is your literacy instruction always provided for
free to the"end-user,"the adult learner or participating family? If you
offer fee-based services, please tell us about them.
We do not charge for any of our services. However, if a
learner wishes to write in our materials, we ask that they
pay for the materials. If they cannot, we have a
"scholarship"fund available. We also request a $15
donation of each tutor during tutor training to help defray
the cost of the training manuals and refreshments. This
donation is not required.
How do you train staff and volunteers who are responsible for gathering
Roles and Goals data and other program statistics?
We discuss Roles and Goals during tutor training, but we
revisit it and explain the tutor's role in the process when
we actually match the tutor with a learner. In addition, we
send a very detailed letter of explanation when we mail
the Roles and Goals forms to the tutors every six months.
And, of course, PSC staff is always available to assist and
answer questions. Staff training occurs"on the job,"with
experienced staff members training new staff members.
This will change given the new bi-annual staff-led.Progress .
Reviews, which we plan to implement in the next fiscal
year. Our team will be meeting in April and May to
document the new process and discuss training.
How does the library seek community and local government awareness
of and support for the program?
The County Librarian keeps the Board of Supervisors and
the Library Commission well informed about Project
Second Chance, inviting learners and staff to do
presentations when. appropriate. In addition to the link to
the PSC website from the library's website, program
events and participants are often featured on the library
homepage. Tutor trainings and other special events are
advertised via email to library patrons who are registered
for the library 1111.11119"111s email newsletter. The program's
bi-monthly newsletter is widely distributed. Learners and
staff attend Leg. Day and speak with Assembly and Senate
members. All such officials are invited to the program's
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What is your plan for increased local support,(e.g., a financial
commitment from the local jurisdiction) to ensure the program's
continuation?
Given the economic climate, PSC's goal is to maintain its
current level of local support. The County funds the
majority of the 4.3 FTE's critical to our operation, with the
short-fall funded by the State Library grant. Should local
support diminish, PSC's non-profit board would contribute
what is necessary for service to remain at its current level.
In which regional network does your literacy staff participate (BALIT,
CVLLN, NCLC, SCLLN, CS3VLN, etc.), and to what extent?
The Program Director attends BALIT regularly. The staff
member responsible for Computer Assisted Instruction
attends meetings with her colleagues from other Bay Area
literacy programs.
What other community adult service providers participate in your local
adult literacy coalition?
There is a local Literacy Coalition is comprised of
representatives from the Mt. Diablo School District, the
Concord Library, the Day Laborer Center, the Adult School,
the CBET Program,,a variety of Churches, the County Board
of Supervisors, and the Diablo Valley Literacy Council..
How does the library know its service population and the community's
literacy needs, and how has it designed its literacy services in response
to those needs?
Although Contra Costa County has never done a formal
adult literacy needs assessment, since 1984 when PSC was
founded, it has dealt with a steady stream of English-
Speaking adults seeking reading instruction. In this time
more than 4,000 people have been tutored. Staff re-
evaluates the appropriateness of our services when it
becomes obvious that the learners" needs cannot be met
using the methods we prepare the tutors to employ. As a
result, over the years we had adopted new reading
strategies, altered our materials collection and
implemented ways to work with people with learning
disabilities.
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FAMILIES FOR LITERACY (FFL)
Families served in FFL contain an adult learner and at least 1 child under
age S. How do you recruit and/or identify FFL program participants?
PSC identifies FFL families during the initial learner intake,
which is conducted by our Tutor/Learner Coordinators. We
do not specifically recruit for learners who meet the FFL
criteria.
How are volunteers utilized in FFL programming?
PSC tutors provide basic literacy instruction to adult
learners. Tutors are encouraged to spend time during each
tutoring session helping their learners with specific.FFL
needs. This might include helping the learner read a
children's book. Tutors are also asked to introduce the
adult learner to the children's section of the library and to
ensure the learner knows about local library Story Times.
How are volunteer tutors who work with the participating adult
caregivers trained to support family literacy concepts and practices?
Because relatively few of our learners have children under
the age of 5, FFL is no longer a significant part of our basic
tutor training. Instead, if a learner meets the FFL criteria,
the FFL coordinator meets with the tutor to ensure
understanding of the FFL program, our book give-aways,
and what our local libraries offer. The coordinator also
reviews our FFL Tutor handbook and provides guidance
and assistance to the tutor.
How is FFL programming provided for the adult caregiver and the child
together?
Families are encouraged to attend Story Times at their
local library and are given a monthly list of children's
library events. Twice a year, families are invited to the
Pleasant Hill library for a special Story Time, which ends
with a book give-away and snacks/treats.
If FFL programming is provided outside a public library setting, how is a
strong connection to the library made?
n/a
How are adult caregivers given instruction in the use of children's
books, in reading aloud to children, in the selection of books on topics
such as parenting, childcare, health, nutrition and family life education,
and in how to create a literacy-rich environment at home?
The FFL coordinator meets with the tutor/learner pair
twice a year to review the FFL handbook and all that FFL
has to offer. The pair is instructed on how to select age-
appropriate children's books by reviewing the library's
book lists. To help create a literacy-rich environment at
home, the FFL coordinator distributes PLA's Nursery
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How are activities like storytelling, word games and other exercises
designed to promote the enjoyment of reading taught to adult
caregivers so they can share with their children?
Due to the nature of our learner population, the way our
tutoring sessions are structured, and our learner's goals,
we generally do not encourage activities such as children's
word games and exercises during regular lessons. Rather,
our goal is to improve our learners' literacy skills and
provide them with ways to share the joy of pre-reading
with their children. PSC also establishes a strong and clear
connection with the library, and utilizes the library's
children's events for these types of activities.
How do participating families receive free children's books for
ownership, as well as other reading materials and incentives?
Participating families receive appropriate children's books
and magazines each month, at special FFL events, and in
celebration of the child's birthday. Older children in the
household are also given a book on their birthday.
How do literacy and other library staff cooperate, partner and
collaborate to assure integration of library services for participating
adult caregivers and children?
PSC is under the umbrella of the library's Reading and
Literacy Manager. Reporting to the Reading and Literacy
Manager are PSC, the Early Literacy specialist, the
Children's specialist, and the Young Adult specialist. This
reporting structure ensures a strong partnership and
integration between FFL and other library services.
Monthly staff meetings provide a forum for collaboration,
planning and knowledge sharing.
How do you train staff and volunteers who are responsible for gathering
Family Survey data and other program statistics?
The FFL coordinator has been collecting family data for the
last 8 years. As the State forms and requirements change,
the FFL coordinator reviews the changes, updates the
manual and handles any necessary
communication/implementation.
What process do you use to.ensure effective implementation of the pre-
post Family Survey to report service outcomes?
The "pre"family survey is done by the Tutor/Learner
Coordinator during the initial learner intake. The"post"
family survey is performed by the FFL Coordinator, either
in person or by phone.
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PROPOSED REVENUE FOR FISCAL YEAR 2008/2009
Budget for FY
2008/2009 by
Program & Adult Mobile
Supporting Family Other
Functions Literacy Literacy ELLI Library ESL Services Total Revenue
Library Name: Services Literacy
Contra Costa
County Library
Projected Support State Other
Revenue Revenue Revenue
California Library
Literacy Services
(California State Library $48,776.00 $10,000.00 $0.00 $0.00 $58,776.00
Grant)
Library/Local
Jurisdiction
Commitment(City, $342,892.00 $0.00 $0.00 $0.00 $0.00 $0.00 $342,892.00
County, District,
Library)
California Work
Opportun.ity(CalWorks) $0.00 $0.00 $0.00 $0.001$0.00 $0.00 $0.00
Community Based $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
English Tutoring(CBET)
Community
Development Block $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Grant(CDBG)
County Health/Human
Services/Alcohol&Drug $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
(Prop 36)
County Housing
Authorities/Departments $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
(CHA)
County Sheriffs
Department/Corrections $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Donations from
Individuals(including $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Bequests)
Even Start $0.00 $0.001$0.00 $0.001$0.00 $0.00 $0.00
First Five/Children&
Families Commission $0.00 $0.00 $0.00 $0.00 50.00 $0.00 $0.00
(Prop 10)
Head Start $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Healthy Start $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Library Foundations $0.00 $0.00 $0.00 $0.001$0.00 $0.001 $0.00
Library Friends Groups $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Local Literacy $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Councils/Groups
Private/Corporate
Foundations(e.g., $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Verizon)
Pro Literacy Worldwide
(PLW) (formerly $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
LVA/Laubach)
Service Clubs(e.g.,
Rotary, Kiwanis) $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Special Events Net $0:00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
(fundraisers)
1.
United Way $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
WIA(Workforce
Investment Act)Sec. $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
225/231
WIA(Workforce $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Investment Act) EL
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California Library Literacy Services (CLLS) Page 10 of 11
CIVICS
Other(identify) $0.00 $0.001$0.001 $0.001$0.001 $0.00 $0.00
Total $391,668.00 $1,0,000.001$0.001 $0.001$0.001 $0.00 $58,776.001$342,892.00
Total eligible for
California State $342,892.00 Grand Total $401,668.00
Library Match
J
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BUDGET DETAIL FISCAL YEAR 2008/2009
' A roved Bud et
Budget : Families
Adult Literacy Other. } Funding Source
categories. Services for ELLI.MLLS; ESL:Services': Total
Literacy
.._........._....................... _.._.....__..:..._...._.._..._.....,.......-•---...._.�....__:�:._..._...._...._..._. ..._..........::..._...............
_._._.........._.._....a..__......._...............,._._._................_
CLLS Local State Local
€ Revenue „ Revenue
1.Salaries
and $40,000.00;$334,628.00$10,000.00;$0.00;$0.00.$0.00. $0.00 '$384,628.00,$50,000.00.$334,628.00
Benefits r r
Contract $0.00 $0.00 $0.00$0.00 $0.00 $0.00 $0.00$0.00;$0.00 w $0.00
Staff
3,
Operations ;$7,000.00; $6,132.00 $0.00 $0.00.$0.00;$0.00 $0.00 `$13,132.00 $7,000.00: $6,132.00
4. Library $1,776.00 $2,132.00 ' $0.00 $0.00.$0.00.;$0.00, $0.00 $3,908.00 `$1,776.00: $2,132.00'
Materials
5.
Equipment v $0•.00 $0.00 _ $0.00. .$0.00$0.0040.00; $0.00 $0.00 $0.00 $0.00
($5K+) i
6.Indirect
Costs(not $0.00 $0.00 $0.00 $0.00;$0.00`$0.00 $0.00 $0.00' $0.00 $0.00
to exceed
•
100/o
Total:$48,776.02;$342,892.00$,10,000.00.$0..00$0.00,:$0.00 $0;00 ;$401668;00;$58,776.00:$342,892,00
Total ALS:.. $391,668.00 Grand Total:- $401,668.00
STAFF COMMITMENT - LIBRARY PERSONNEL
............................................ ................................................................................................................................................................................................................ .
Report as FTE
..........._ �._,_, ...... ...................
Position/Job Title Adult Family 1 MLLS.
Program i Program fELLI Program:; program ' ESL Other Salary
Literacy Director 1 0 1 0 0 0 0 $102,852.00.
'Senior Library 1 0 0 0 0 0 $80,634.00
Literacy Asst.
Senior Library 0.8 0 0 0 0 i 0 ~; $76,404.00
Literacy Asst.
Library Literacy 0.25 0.25 0 0 0 0 $31,774.00
'Assistant
.... __.
Senior Clerk 1 0 00 0 0 $74,622.00
3
Library Literacy 0.25 0 0 0 0 E 0 _ $18,342.00
Assistant
.......................................Total:.........._4.3_.........:'•.........._0.25............°.................._�.................... .. �...............................�................................... ......._:_$384,.628..00;
STAFF COMMITMENT - CONTRACT PERSONNEL
..............._.......................................... _..._ _.._.............................. .................................__...,..._..._........__....................
.__.........._._. .
Report as FTE
Position/Job Title ,,..Adult ,w.„........_...y...S,.>...:..............�_.s,..,..:. ,u:.,._..._ .....:......: ...+..:.. ......._.......
Famil
MLLS
Program + Program ;ELLI Program;
Program ESL T Other Salary
�.,..:k...,......_.......__......_.._...__...._....._.._... __...._.. ......._.._........................_ ............ _.............._ -'--
Total:
.:..,......:......:.............._.._..._.:.:-......._.....__................_...._..._...._......._.......... ._.............._.........._......_........_..._..._......._.._....._._......_...........__...................
FTE Grand Totals:; 4.3 0.25 0 0 0 0 $384,628.00
...................... .... .......................................................................................:........ .................... :........................ .:.. ...........................:.............................:...............................
...... ........ .... _. �...---....
I._. Barkto ApGlii ant Info BacE;.to Budget . 1
Print Pred ew I n Negro VVindmly Continue;`;.
http://clls.literacyworks.org/appcp/page8.asp?fy=2008%2F2009&litid=LITM624 4/7/2008