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HomeMy WebLinkAbout1999-11-17; Library Board of Trustees; MinutesI ITEM # 2 MINUTES MEETING OF: DATE OF MEETING: November 17,1999 TIME OF MEETING: 4:OO PM PLACE OF MEETING: LIBRARY BOARD OF TRUSTEES Library Board Room CALL TO ORDER: Chair Karen Gleason Huss called the meeting to order at 4:04 PM. ROLL CALL: Present: Library Board Trustees, Gleason Huss, Kamenjarin, and Page. Absent: Library Board Trustees Baron and Tarman Also Present: Cliff Lange, Library Director Geoff Armour, Assistant Library Director Dana Hartshorn, Library Management Analyst Mig Chaney, League of Women Voters Observer Bee Koons, NSDCGS Liaison Steve MacPherson, Friends of the Library Liaison Lynda Jones, Adult Learning Program (ALP) Coordinator Carrie Scott, Consultant & ALP volunteer tutor Judy Gaitan, Special Education Teacher, Carlsbad High School APPROVAL OF MINUTES: The minutes of the October 20, 1999 meeting were approved as submitted. MONTHLY LIBRARY DIVISION HEADS REPORTS: Trustee Page expressed concern that the statistics in the Collection Development Report indicated there had been very few books added to the collection at Centro. She asked how the collection is ordered and allocated for each facility. Assistant Library Director Armour and Adult Learning Program Coordinator Jones responded that the manner in which the materials for the Adult Learning Program and Centro are ordered is different and that the size and use of the facility often determines the size of the collection. ? Library Board of Trustees Page 2 Minutes of November 17 1999 Meeting Trustee Kamenjarin asked for clarification on which library was identified as “main” and which was the “branch” in the statistics report. Assistant Library Director Armour pointed out that as the report covered August, September, and October, the first two months statistics are reported as Main and Branch and beginning with October the correct designations are Main and Cole. The remaining reports were accepted without comment. LIBRARY MEETING FACILITY CLASSIFICATIONS & FEE STRUCTURE: Library Director Lange explained that in final review the classifications seemed too complicated and the fees proposed seemed out of line in comparison to what other libraries charge. The new proposal deleted one classification that differentiated between not-for-profit groups with paid and un-paid staff. Additionally, the fees have been reduced to be consistent with other charges within the library, and are now based on increments of four hours with a four-hour minimum booking. He summarized by saying the purpose of these revisions was to simplify it and make it easier to administer. Trustee Kamenjarin suggested that the Board approve the revisions with the intention to review them in six months. By proper motion the board approved the classifications and fee schedule. COOPERATIVE LITERACY PROJECT: CARLBAD HIGH SCHOOL & CARLSBAD CITY LIBRARY ADULT LEARNING PROGRAM: Adult Learning Program Coordinator Lynda Jones introduced Carlsbad High School Special Education Teacher, Judy Gaitan, and long-time Adult Learning Program volunteer tutor and Consultant, Carrie Scott. ALP Coordinator Jones began by explaining that through this cooperative effort, the Adult Learning Program staff has reshaped their thinking about some of what should be done with the adult learners and they are looking at some new directions, especially in the use of computers. Ms Gaitan explained to the Board how her special education class and the Adult Literacy Program became involved in the first place. Initially it was for a short term, just long enough for her to order the computer program for the school but when they began to evaluate the program they realized that part of the success was based on her students “going there” (away from the school campus). - ? Library Board of Trustees Minutes of November 17 1999 Meetinn Page 3 ALP Coordinator Jones reported on the success of the program with these students even though at least one third of them have significant hearing loss, and many come from non-English speaking homes. Ms Gaitan outlined the physical advantages offered at the ALP location and ALP Coordinator Jones expounded on the cost effectiveness of the current partnership. ALP Coordinator Jones distributed a handout that showed the parallels in basic skills use and the need to incorporate computers into literacy. In order to fully develop this training for the program, they will need more space and more computers with Internet access. They will also need more staff with technology expertise. In conclusion, Ms. Jones identified the need to develop a standardized curriculum to include the computer use, identify measurement and evaluation tools, and document the results. Ms Scott pointed out to the Board that the purpose of the report was to document and evaluate the cooperative program so that it could be replicated and so that they can make recommendations. The data shows the increase in student's skills as significant. Trustee Kamenjarin asked if there were plans to relocate the Adult Learning Program as a result of the sale of the current property and was told that the City has renewed the lease for the space. - Library Director Lange explained that we were currently waiting for a decision from the City on the possibility of moving the Adult Learning Program into the existing modulars currently occupied by City Finance, Risk Management and Purchasing. COLE LIBRARY RENOVATIONS: Library Director Lange reported that the contract was awarded to Khavari Construction by the City Council on November 2"d and the pre-construction meeting was held earlier today. They have already completed the asbestos removal and the contractor will start work on Monday. It is a sixty-day project with incentives for early completion and penalties for any overrun. If the contractor completes the work on schedule, it would take the entire month of February to move back in and get the collection shelved. He concluded that March 2000 is the target date for the grand re-opening ceremony. DIRECTOR'S REP 0 RT : Library Director Lange reported that he attended the California Library Association Conference in Palm Springs last weekend. One of the items of interest is the $350 million bond measure that will be on the ballot in March 2000 for public library construction. One requirement for use of the money will be a cooperative relationship - e Library Board of Trustees Page 4 Minutes of November 17 1999 Meeting between the library and the local school district. He anticipated that we could apply for 65% of the cost to build a new Cole Library. The new Senior Librarian for the Children’s Services at Cole, JoAnn Jonas, started this week and hopefully will attend the next Board Meeting to meet the trustees. Trustee Gleason Huss asked the Library Director to please put together some talking points in support of libraries and their role in the future, as she has on several occasions found herself in a conversation on this subject. OVERVIEW OF AUDIO VISUAL CAPABILITIES IN THE AUDITORIUM: Library Director Lange introduced Mr. Charles Akins, a Senior Systems Engineer at SAIC, (Science Applications International Corporation), and the consultant working with the Library Media Division to evaluate the installation of the audiovisual display and video production equipment installed in the library. Mr Akins explained that the project goals he was given were to work towards a successful acceptance of the audiovisual systems; to insure the systems documentation was complete and correct ;and to provide consultation on the operation and maintenance of the equipment. - His presentation included identifying the equipment installed and the results of the first phase of the testing of the equipment. Assistant Library Director Armour asked if Mr Akins had any recommendations for additional staffing . Mr Akins responded that it would depend on the amount and type of programming that would be produced. CARLSBAD LIBRARY FOUNDATION: Library Director Lange reported that they have been recruiting members for the Board and had an orientation and a 2 % hour strategic planning session for the coming year. The major goal is to raise money to support the library and to date they have raised nearly $450,000 in pledges and money. Currently being planned is the seat plaque fundraiser that will sell the auditorium seats for $250 each. FRIENDS OF THE LIBRARY: Friend’s Liaison Steve MacPherson reported that the bookstore has made over $7,000 for the first three and one half weeks; gift certificates are now available from the Book Store; their “Stock the Shelves” program is still underway. -- F Library Board of Trustees Page 5 Minutes of November 17 1999 Meeting GALLERY COMMITTEE: Library Director Lange reported that the Fieldstone exhibit ended November IOth and has been taken down. The new exhibit is being installed, a juried show of eleven local artists and opens Friday, November I gth with the Grand Opening reception on December I st. GENEALOGY: Ms. Koons reported they had been negatively impacted by the closing of the Cole and are looking forward to the re-opening. She will start the beginning classes again in January down at the new library and probably the February class as well. Ms Koons announced that the junior class offered in our library is the only one offered in the United States. She recently made a presentation to the California Coalition for Genealogists because they had never heard of a junior class. LIBRARY BOARD COMMENTS: There was discussion about the probability of the City Council meeting in the auditorium on a regular basis. - PUBLIC COMMENT: None. ADJOURNMENT: By proper motion, the Regular Meeting of November 17, I999 was adjourned at 529 PM. Respectfully submitted, of----- Admini#ative Secretary I ITEM # 3 ADULT LEARNING PROGRAM Monthly Report: October 1999 1. GED Studv GrouD In October, all 4 adult learners who took the GED Literature and the Arts test received passing scores. [Yippee!] The end of October, 5 learners began studying for the GED Science test with volunteer tutor Ein Dawson. 2. Cooperative Program with Carlsbad Hieh School During October, Caroline W. Scott & Associates completed their report on the pilot year of the Adult Learning Program’s cooperative literacy program with Carlsbad High School. The report was presented to Library Director Cliff Lange and Assistant Director Geoff Armour on October 26. Copies of the report will be distributed to school district officials and to Library Trustees, City managers, and City Council members. The report recommends continuation of the cooperative program. It also highlights the importance of enabling students to develop reading and Writing skills for the computer, in addition to reading and writing with pen and paper. Having experienced with the high school students the model of full integration of technology into literacy instruction, staff are now committed to incorporating the same approach into the adult pro gram. 3. Adult Learner Conference On Saturday, October 30, six adult learners from this program joined over 100 adult learners fkom all over San Diego County for the Third Annual San Diego Adult Learner Conference. Held at National University in San Diego’s Mission Valley, the conference offered a full day of workshops on topics such as “Reading with Your Children,” “Internet Basics,” and “Job Interviewing.” Sponsored by the San Diego Council on Literacy, Intuit, and National University, the conference was fiee to learners. 4. Buildinp Sold On October 29, the Colonial Professional Center building, in which the Adult Learning Program is located, was sold and is now under new property managers. During November, long-neglected repairs are to be done, such as termite treatment and replacement of rotted wood. 5. San Dieeo Council on Literacv Reception On October 28, a reception was held at Marina Village in San Diego to welcome Dennis Smith as the new Executive Director of the San Diego Council on Literacy. Dennis was formerly Director of Development for the San Diego Center for the Blind, has years of successful management experience with nonprofit organizations, and holds a Ph.D. in Education, as well as several teaching credentials. The reception also introduced a new annual award to recognize corporate leadership for literacy. First recipients were the San Diego Uniun-Tribune, Intuit, and National University. The reception was underwritten by Sempra Corporation. Program Coordinator Lynda Jones, volunteer tutor Carrie Scott, and Centro de Inforrnacion Supervisor Lizeth Simonson represented Carlsbad Library at the reception. CARLSBAD CITY LIBRARY CENTRO DE INFORMACION Monthly Report October 1999 Children’s ProgramminP: Regular bilingual storycraft programs continued during the month of October. InFoPeoDle TraininF Session: On October 19, Centro Supervisor Lizeth Simonson and Mr. Fred Vrabel, Community Partner for the InFoPeople Project, attended the second training of the grant entitled “Effective Internet Search Techniques” at Cerritos Public Library. Carlsbad Youth Enrichment Services. On October 20, Centro Supervisor Lizeth Simonson attended a meeting of the Carlsbad Youth Enrichment Services (Y.E.S.) at the Barrio Museum in Carlsbad. During this meeting the group reviewed the goals for last year 1998-1999 and set new goals for the coming school year 1999-2000. Children's Services Division Monthly Report October 1999 Unbelievable! The Children's department has been busy, busy, busy this month, which was noted in the press as the books are "flying" off the shelves. Our computer lab is a marvelous service for children, parents with infants and toddlers, and teenagers. Since the color printer is located in the children's area, adults as well as kids are using it. The computer lab showed nearly 300 internet hours of use, up 150% from last year. This is due to an additional nine computers. Nearly 4,300 reference questions, including 300 in the computer lab alone, were asked of staff members, over 50% more than last year. The dramatic increase is due in part to 26 class visits to the new library. Class visits can include a tour of the library, library skills, computer research plus a story or puppet show for the younger children. The Friday storyhours have been extremely well attended with an average attendance of 200 children and parents. This program is held in the meeting room to accommodate the increased amount of patrons. The monthly Storycraft and weekly Prime Time Club programs have also been well received and attended. Prime Time Club is a reading club for first, second and third graders. For teens we had teen "tours", actually a scavenger hunt to help them acclimate to the new library. There were prizes for all participants and a drawing for a few larger pTizes. The Halloween party was a success with nearly 200 costumed participants; several of the parents were also dressed-up. The party included face painting done by a local Girl Scout troop; a special guest, Cruela Deville from "101 Dalmatians", who dazzled parents and children alike with stories and dramatics. We also hosted a Halloween craft for 60 children and their parents. There were many scary pumpkins that went home that day. All participated in a parade through the library and refreshments were served in the garden. Everyone received a "treat" for coming. Many local junior high students have been volunteering for community service, which accounts for the increase in volunteer hours. Last but not least, staff has been very busy ordering like crazy, materials on all levels for all areas of the collection. Funds are being spent as fast as possible, almost as fast as the month has gone by! Books - Children Main Branch Centro subtotal 210 65 207 32 0 2 41 7 99 275 3,471 770 239 669 683 2 2 49 516 4,142 1,502 Audio - Adult 185 28 21 3 501 72 1 Audio - Children 3 39 42 53 16 Video 21 13 85 119 290 445 Total Received 1,327 395 85 1,807 7,974 5,943 videos Gifts B & T = Baker & Taylor Research activity Reference questions Registered researchers Computer users Circulation Inhouse usage Holdings: Genealogy Non-Circ Genealogy Circ Microfilm Microfiche CD Genealogy & Local History Division Fiscal Year 1999/2000 Statistics October 1999 October 1999 October 1998 0 1,165 0 71 9 0 158 96 103 0 1,765 Added Added October 1999 FY1999/00 to date 11 -1 71 0 -4 0 177 0 1,716 0 0 Activities with the North San Diego County Genealogy Society October 1999 October 1998 Volunteer hours 0 44 Programs 4 4 Program attendance 21 3 97 NSDCGS donations not available $1,706.70 Donated books 3 29 FY1999/00 to date 2,479 1,936 279 443 4,534 Added Ey1998/99 666 61 4,313 8 -24 Total 1999 to date 435 37 1,733 $1 0,985.20 154 FY1998/99 15,741 9,523 2,323 1,630 22,868 Total 18,169 874 7,632 121,032 246 Total 1998 538 40 1,705 $1 4,209.00 260 FY 99-00 mis Monm m Media Graphics How MANY PIECES? This month 39,475 Last month 50.041 Calendar ETD (ib9 Fiscal ETD (7/1/99. I-present) 274,308 ~-- u -Present) 123,193 GRAND TOTAL FY 99-00 This Month How MANY PIECES? This month Last month Calendar YTD (1199 Fiscal YTD (7/1/!39- REFERENCE ACTIVITIES for OCTOBER 1999 Reference Questions totaled 5,812 during October, down 57 from last year. Reserves totaled 2,317, down 146. Interlibrary loans totaled 46 items received and 30 items were sent out. During October, the Information Desk answered 12,081 questions from the public. There were 10 tours of the library and 6 classes. The Computer Lab had 1,683 users; the Study Rooms had 124 sign-ups; and the Job & Career Center had 80 users. Suzanne Smithson attended a Serra Young Adult Committee Meeting on October 7. Char Kennedy attended a city-wide Recordskeeping Meeting on October 12. Callie Ahrens attended an Investment In Excellence Meeting On October 19. Char hired two part-time librarians to work at the Reference Desk approximately 19 hours per week: Patty Clark and Margaret Guerrero. Stephanie Cannon was hired as a Reference Substitute Library Tech. Technical Services Report October 1999 In October, Technical Services staff added 1,550 new print items and 298 audiovisual items to the library’s collection. They deleted 8 17 print items and 55 audiovisual items from the database. During the month, almost 1,200 children’s picture books were transferred from the Cole library to the new main library. Prior to the shift, the Main Library had 39% of the total children’s picture books. Following the shift, Main has 47%. Every year, we run a program that deletes patron records for those patrons who have not used the library in over three years. This year, 12,684 patron records qualified, with no activity since December 3 I , 1995 or earlier. The Library’s contingency plans for Y2K were completed this month and will be presented, along with the plans for other city departments, to the City Council in November. The two key systems most vulnerable to potential problems are our automated system, INLEX, and the local area network and its services. Both systems were tested in the Main Library before we opened to the public; the clocks on all the computers involved were moved forward to December 3 1 , 1999, so that Information Systems staff could monitor the rollover to January 1 , 2000, and then the systems were tested to make certain they performed as they should. Once testing was finished, the clocks were moved back to the correct date. No problems were found. Despite our belief that our systems should experience no problems, contingency plans were developed in case the unexpected happens. Special backup software is being installed on Circulation workstations so that staff can continue to check materials out and in, even if the connection to the database is lost. Strategies for acquiring new hardware and software upgrades were provided by Information Systems. Six workstations in the Technical Services room are cabled directly to the computer that holds our database, so even if the local area network is unavailable, these workstations can be used to transfer circulation transactions. Finally, although computers and electronic resources enhance many library services, they are not essential. Reference and children’s services depend primarily on staff expertise and on print resources. Even if our computer-based systems are unavailable, we can serve the public as long as the library is open. a, m f 0 0 z P a, m f 0 0 P z a, m f 0 0 z P 0 0 (\1 69 0 0 cv 69 0 0 cv &3 0 0 cv €93 a, m c 0 0 z P a, m c 0 0 Z P a, m r 0 0 z P 0 N 69 0 cv 64 0 cv 69 a, m c 0 0 Z P a, m f 0 0 z P a, m f 0 0 z P a, m c 0 0 z P m # T m 69 T m 69 7 m 69 .r a, m r 0 0 Z P 0 N 69 0 cv # 0 (\1 64 a, m c 0 0 Z P $s z m m # m b 69 0 0 cv e3 a, m f 0 0 Z P a, m r 0 0 z P a, c 0 0 z 0 0 m - a, m r 0 0 z P 0 co # 5. Classification of Amlicants i Each application will be reviewed by Library staff and classified into a group depending on the type of organization and the intended use. The classifications are listed in order of priority with classification “A” first, classification “B second, etc. The Library Department’s activities have first priority for the use of the facilities. 1 The Library staff will attempt to accommodate all groups; however, a limited amount of public meeting space exists. Considering that demand often exceeds availability, the following priority system has been established: A. Library sponsored activities; co-sponsored activities Examples: Poetry, Author Talks, Lectures, Quadrant Meetings, City Council Meetings, Friends Programs, Arts Oflice Programs B. Other Carlsbad City Departments Examples: Community Development, Recreation C. Carlsbad resident not-for-profit civic, social Organization- ; any organization Examples: Carlsbad Rotary, Optimist Club, C.O.A.L., Carlsbad Business and Professional Women’s Association, etc. Examules: Bow and Girls Club. Carlsbad Unified School District, YMCA. Lifeline sponsoring a public forum or candidate night; E. Non-resident not-for-profit educational, civic and social organizations; resident religious an~r political groups. Examples: Mira Costa College, AA F. Resident commercial, business, for-profit organizations Examples: Carlsbad Inn G. Non-resident commercial, business, political, for-profit and religious organizations Examples: Trade shows, company training, meeting, seminars IN ORDER TO QUALIFY AS CLASSIFICATION “C” NON-PROFIT USER, THE ORGANIZATION MUST MEET ALL OF THE FOLLOWING CRITERIA: 1. The organization must be registered as a non-profit corporation with the State of California, or, if not registered with the State, must be a Carlsbad Chapter and have a constitution or by-laws which clearly state that the objectives of the organization are of a non-profit, non-commercial nature. be Carlsbad residents. Verification of residency may be required. Official membership list complete with city of residence addresses may be required with applications. Such lists shall be maintained by the Library staff and shall remain confidential. 3. The organization may be required to submit the following: a. If incorporated, submit State incorporation papers; if not incorporated, submit constitution. b. Financial verification of organization’s exemption from income tax. (Department of the Treasury Form 990 may be used.) 70% of its membership and participants must I .. 2. 1 I . 0 0 cv 0 0 hl 0 0 hl 00000 00000 hlhlhlNhl I mLoLo0 mom0 **hlhl Lomcvhl 000 0 0 0 0 0 *e* m m hl hl hl c3 LL ooom *d-f(vV 000 0 0 Lo m In mmm hl c\1 7 7 7- W oomo hlhl-7 oomo mcv-7 l- a: I 0 a I- ooyy zz 7- 0000 zzzz \\\I 2yy2 zzzz ooyy zz 77 000 y y y y 0 zzzz2 T-T-T 0 a a ir, 0 0 yy2y zzzz 000 0 y q y q zzz 2 z z z z \\\ ZlZZ I- w ~ w 5 * r a, Y > ii r a, 0 d cn 0 u * z c.’ C a, 0 r- m I - c a, v) 3 Q I c c 0 L1 a, n -0 m 5 m K 2 a, c m > a, -J +-’ n 0 v, m - L I c3 0 Ln QQQQ zzzz UQ\ 0 zz 00 00 0 dd bb m YQ29 zzzz 0Y 1z LL 00 00 0 dd bb 0000 hlrnd-b 00 00 9 hld z 0000 c\lm*b 00 00 y hld ma z QQ9YQ zzzzz QQY2Y zzzzz 0000 zzzz \\\\ 9Y 9Q Y zz zz z r! 3 0 I P F? 0 -I L 0 U CT) L m CT) I mm am 0 QQ zz a a 52 m 0 * - m K 0 .- Y c LC .- 2 a io 0 i 0 LL E ?- m c .- cn 0 Q a, n 0 tn cn Y c rc .- 2 II m Q 0 c v L E E 0 0 4 S a, cn E 2 L Y z I S 0 E - L m a, G z 0 z E .c.l S a, 0 2 S L 0 0 a, 13 m - -9 x * .- 0 +- c a, v) 0 2 L a, 5 0 L cc 3 2 I K 0 Z 0 Z t I I ITEM # 5 Cooperative Literacy Project: Carlsbad High School and arlsbad City Library Adult Learning Program 1998-1999 Cooperative Literacy Project: Carlsbad High School and Carlsbad City Library Adult Learning Program 1998-1999 Caroline W. Scott & Associates, Inc. October 14,1999 Executive Summary The Carlsbad City Library Adult Learning Program (A.L.P.) provides free literacy services to English-speaking adults from Carlsbad and neighboring coastal areas.1 During the 1998- 1999 school year, a Carlsbad High School Special Education class partnered with A.L.P. in a unique cooperative literacy project. A.L.P. staff and volunteers worked with the high school teachers and aides to develop curriculum, select materials, and deliver instruction to the Special Education students at the A.L.P. classrooms. All participating students demonstrated dramatic gains in decoding, computer skills, and self-confidence. Initial Project Description Goals Special Education staff at Carlsbad High School (CHS) recognize that reading is a critical skill to success in school and in life. They have always provided reading instruction to Special Education students, focusing on developing vocabulary, comprehension skills, and "life reading skills." Special Education staff saw that many students also needed to develop their decoding skills. The workbook-style reading programs used in the past to address this need had not been successful for several reasons. Students had already tried these reading programs in earlier grades. By the time they reached high school, many of the students had developed a negative attitude toward this approach. They felt that the materials were "babyish" and were reluctant to try them again. This attitude greatly affected their progress. Both students and teachers were frustrated. Special Education staff were eager to find a different approach to teaching decoding skills. On a lead from one of the student's parents, Judy Gaitan, Special Education teacher at CHS, contacted the Carlsbad City Library Adult Learning Program (A.L.P.). A.L.P. provides free literacy services to English-speaking adults from Carlsbad and neighboring coastal areas. The original plan was to transport the students to the A.L.P. classrooms until the A.L.P. curriculum could be purchased and installed at the high school. Permission was obtained from the high school's Assistant Principal, Maggie Stanchi, to proceed with the partnership. Permission was also obtained ' The initials A.L.P. are used in tlus report for simplicity, but the program is custoinarily referred to by its full name: Adult Learning Program. Caroline W. Scott &Associates, Inc. 1 10/29/99 from the students' parents to transport the students to the Adult Learning Program classrooms. The primary goal of the partnership was to improve the students' basic skills, especially reading. For several years, the Adult Learning Program had been interested in adding a youth component to respond to ongoing requests from parents in the community for free or low-cost reading tutoring for their children. The partnership with Carlsbad High School offered the opportunity to pilot a program to test whether the methodologies used with adults could be effective with youth. Logistics and Participation The participants for the first semester consisted of students selected by Judy Gaitan from her Special Education class at Carlsbad High School. Students attended the reading instruction daily during the first semester in a "block schedule." This schedule had the same group of students alternating between even and odd numbered periods so that they came during first period on the first day, sixth period on the second day, first period on the third day, and so on. First period was 7:46 a.m. - 9:15 a.m.; sixth period was 12:45 p.m. - 215 p.m. Initially, seven students participated four males and three females; four seniors, two sophomores, and one freshman. The class was a mix of students at two Special Education levels: 1. Resource-students who were mainstreamed more than 50% of the school day. 2. Special day class-students who were in Special Education classes more than 50% of the day. All of the students were previously identified as learning disabled, hard-of-hearing, or developmentally delayed. Instructional staff consisted of one teacher, two aides, two A.L.P. staff, and one A.L.P. volunteer. A typical class period involved the teacher, one aide, and one A.L.P. staff or volunteer. Any student-related issues other than curriculum were handled by the Special Education teacher. A speech and language therapist attended one day per week to work with students on her - caseload. (See Appendix A for a complete list of participants.) Attendance throughout the semester varied, yet was consistent with attendance for classes on the high school campus. Some students missed class frequently; others rarely missed. Reasons for absenteeism included illness and transportation problems. However, the project was flexible and individualized enough to allow all students to progress. Caroline W. &o!t &Associates, Inc. 2 I0/29/99 Materials The following materials were provided to the students and teachers by A.L.P.: A blue 1-%" 3-ring notebook, labeled with the student's name, with a plastic pencil pouch and notebook dividers (The notebooks were kept at the A.L.P. classroom.) A pen, pencil, and pencil sharpener in the pencil pouch Extra pencils Electric pencil sharpener Plastic sheet protectors for 3-ring binder Vowel cards Scrabble and Anagram letter tiles Laminated letter cards Blackboard and chalk (or white board and markers) Dictionaries (Scott-Foresman Beginning? Intermediate, and Advance&) Calculators Stapler Three-hole punch Clock Facial tissue Drinking water and cups Printer paper Hard candy In addition, the teacher provided candy bars as a reward for students as they completed curriculum units. Curriculum Initially, the 1-?4 hour session at A.L.P. was divided into two distinct components: Reading/writing curriculum and study hall. The reading curriculum used was Accelerated Reading, which is an intensive phonics-based software program developed by Spencer Learning. (Accelerated Reading is also the core curriculum for adults at A.L.P.) The program provides a very structured and sequential approach to teaching phonics, reinforced by repetition. Although Accelerated Reading is a software program, A.L.P. staff had developed an extensive writing component to be used in connection with the computer's reading (decoding) lessons. Each student spent approximately 10-40 minutes with an Accelerated Reading tutor using the software and performing the writing and reinforcement exercises. (See Appendix B for a summary of the Accelerated Reading component. Complete instructions for using the Accelerated Reading software and writing exercises are provided to program participants through A.L.P. tutor training.) Caroline W. Scott &Associates, Inc. 3 10/29/99 Accelerated Readirtg tutors were either A.L.P. staff and/or volunteers, or CHS teacher's aides who had been trained by A.L.P. staff. The Accelerated Reading component required these materials: 0 Computer, keyboard, and monitor 0 Acceleraled Reading software Dictionary Vowelcards 0 0 Letter cards or Scrabble letter tiles Writing exercises to accompany each Accelerated Reading "set" Lined notebook paper, pencil or pen, and eraser for both tutor and student A key aspect of the Accelerated Reding component was the networking of the computers. With the network, a student could go to any computer and have their student record available. The network also allowed the adult learners in the A.L.P. program to work in the computer lab at the same time as the students. The study hall component occupied the remaining time. The teacher or aides would help students with homework from their other high school classes. Examples of these classes were chemistry, math, and American history. Project Evolution Several changes were made during the course of the academic year to improve effectiveness. Logistics and Participation During the second semester, students came every other day, attending either first or sixth period. This schedule change was necessary to accommodate the students' other course requirements. In addition, the change allowed the number of students receiving instruction to double. Nine students attended during first period; eight during sixth. In addition to students with learning disabilities, hearing disabilities, and developmental delays, one student was a non-native English speaker, several students were bilingual (Spanish/English, American Sign LanguageEnglish), and another student used a walker. Accessibility was addressed The teacher used a minivan to transport the student, the ramp into the building was used instead of the stairs, and armless chairs were used in the classroom. The schedule change from daily to every other day did not appear to cause problems for the students. Since the new participants were from lower grade levels, any concern about their not progressing fast enough in Accelerated Reading was balanced by knowing they would likely return next year and continue their progress. Caroline IK Scorr &Associates, Inc. 4 10/29/99 Attendance mirrored the first semester, with illness and transportation problems the primary reasons for absenteeism. However, the flexible nature of the program and the emphasis on one-to-one instruction allowed all students to progress. Materials Materials were added during the school year to make instruction more effective and the classroom more comfortable: 0 Three-ring notebook paper 0 0 0 Yellow 8 %'I x 11" paper, precut in half lengthwise into spelling strips Spray disinfectant (for computer keyboards) and monitor screen cleaner A rack to hold the students' notebooks (The notebooks were kept at the A.L.P. classroom .) Two cassette tape players with headphones Custom printer paper for certificates of completion of Accelerated Reading units (The candy dish was removed because it was too tempting for the students.) Curriculum Beginning with the second semester, homework help (study hall) was discontinued. This decision was based on five key reasons: 1. Some students did not have any homework and were left with nothing to do during that part of the period. 2. Other students felt pressured to complete their homework, causing them to be reluctant to break away for reading instruction. 3. A.L.P. staff and tutors, as well as some of the aides, did not feel qualified in certain subjects (e.g., chemistry and math). 4. Homework required skills that were more advanced than the intent of the A.L.P. curriculum, which focused on basic skills. Therefore, the time spent on homework help was counterproductive to the goals of the project. 5. Homework assistance could be given more effectively in a Study Skills class at the high school where homework was the focus. Discontinuing homework help allowed the A.L.P. instructors and volunteers to focus on their strength, Accelerated Reading instruction, and allowed time for additional activities to develop basic reading, writing, and spelling skills. Activity Packet Format The time previously allotted to homework help was now spent on a revised and integrated format, directed at developing and reinforcing basic skills. This format centered on the completion of a "packet," a set of five activities, each emphasizing a different skill. The packet was developed to help students stay on-task by completing a number of required daily activities. The first packet format is shown in - Caroline W Scott &Associates, Inc. 5 10/29/99 Appendix C. The students found this format confusing, so the packet was revised to its final form shown in Appendix D. A new packet was distributed every two weeks. On the first day of the packet, the teacher would explain the activities to the class. Although this explanation may have involved a group discussion, there was no "group" instruction. Group instruction proved to be ineffective for two reasons: The students were at very different skill levels, and they were "pulled-out" of the group at Merent times for Accebrated Reading instruction. Although the entire class received the same assignment packet, expectations for completing each activity were established individually based on each student's ability. Specific skills were taught individually as areas of need were discovered. All activities in the packet were completed individually, with help hm the instructor or aides if necessary. Description Each class day, the students would complete the following five activities: 1. Accelerated Reading lesson 2. Spelling 3. Silenthading 4. Writing Activity 5. Typing Practice Each of these activities is described in detail below. 1. Accelerated Reading The first activity was Accelerated Reading instruction. As previously described, this activity consisted of one-to-one instruction using the Accelerated Reading software program and the accompanying writing and reinforcement activities. However, over time several changes were made to make the instruction more effective. One-to-one Reading Instruction Initially, students worked in pairs with an Accelerated Reading instructor. This method quickly proved to be ineffective for several reasons: 0 Students tended to become competitive when working in pairs. Instructors found it difficult to focus on each learner's needs. (The program requires students to orally decode words, with an instructor correcting as needed. Working in pairs made it difficult to hear individual students' responses.) The format was not flexible enough to allow individual learners to repeat sets if needed. If one student in a pair were frequently absent, the other student had to repeat lessons rather than move ahead. Caroline W. Scott &Associates, Inc. 6 I0/29/99 Therefore, within weeks of beginning the project, the format was changed to one-to- one reading instruction. Rotating Tutors Another effective strategy was to rotate tutors with each student. The rotation did not follow a formal schedule, but each tutor made certain to work with students with whom they hadn't worked in a while. The students adjusted well to different tutors, perhaps because they are used to having many different teachers in the traditional high school classroom setting. Using this technique, students' difficulties were more likely to be discovered and potentially corrected. To prevent problems from falling through the cracks and to ensure reinforcement of difficult skills, each student kept a sheet in their notebook where the instructors recorded daily detailed notes. A workable student:teacher ratio was up to 9 students to 3 Accelerated Reading instructors, and a minimum of one instructor for the classroom section. This allowed each instructor up to 30 minutes with each student on the Accelerated Reuding component. Several factors determined this ratio: 0 Space limitations made it uncomfortable for more than about 15 people to be seated in the main classroom. Since adult tutorllearner pairs were also meeting at the same time, noise, traffic, and computer availability also limited the size of the class. Students' attention spans and energy levels in Accelerated Reading seemed to range from 15-30 minutes. Adding more teachers, while allowing more time with each student, would not necessarily result in more productive sessions. Availability of A.L.P. staff and experienced volunteers determined the number of A.L.P. instructors participating during the academic year. 0 0 Recognition and Reward Whenever a student completed an Accelerated Reding unit (16-20 lessons), the student was recognized at the end of the class period. They were presented a certificate of completion with their name, signed by one of the instructors. Initially these certificates were printed on plain white paper. Later, colorful certificate paper was purchased, and each certificate was placed in a plastic sheet protector. The students were also allowed to select a candy bar of their choice from the teacher's supply - 2. SDellinq Students were pretested on words from "The 300 Most Frequently Used Words in Rank Order." (See Appendix E.) Any word that the student did not spell correctly was placed on their spelling list. Students studied up to a maximum of five to seven words at a time. Students were taught the "Sight Word Study Method," an effective method for studying spelling words. (See Appendix F.) They also wrote or typed sentences using their spelling words. The teacher or aides retested the students on Caroline W. Scott &Associates, Inc. 7 I0/29/99 their current words every one to two weeks (two to five class sessions). If a student spelled the word correctly during three retests, the student was considered to have mastered the word and would be assigned a new word. Periodically, the student was tested on previously mastered words as a review. 3. Silent Reading The third activity was silent reading. Students either read books or listened to books on tape that they had checked out from the library. Then they either wrote a three to five sentence summary or drew about what they read. (The instructor individualized this activity based on each student's writing ability.) Most students did not have library cards at the start of the semester. All students completed a library card application and used their cards throughout the year to check out silent reading materials. (See Appendix G.) Initially, the students checked out library books to read independently. However, because the students' skills were low and the books were often too challenging, the students quickly became frustrated. The solution was to have the students listen to books on tape. One diffculty was finding books that were of interest to and appropriate for this age group. Frequently, two students would share one tape. Examples of high-interest material included books by Stephen King, the Star Wars series, and mysteries. In anticipation of the next school year, Lynda Jones, A.L.P. Program Coordinator, met with the students to determine their interests before ordering additional library materials.2 4. Writin? Activitv The teacher assigned the day's writing activity at the beginning of each class period. The students would copy the assignment into their packet. Although the same assignment was given to the entire class, the teacher would individualize the activity based on each student's ability. There were six writing activities: Mind mappingdtudents used the mind mapping technique, which had been previously taught, to organize thoughts on a teacher-selected subject. Sentence Writing-Students wrote sentences for each idea in the mind map. Paragraph writing-students organized the sentences into a paragraph with a topic and closing sentence. Typing-Students typed their paragraph on the computer in Microsoft Word, using different fonts and styles as desired. Edltingdtudents edited their own work and used spell-check on the computer. Computer skills-students saved their work in their own folder on the computer and printed a copy of their work each day. ' Students had difficulty cImosing appropriate reading materials in the library setting. They were self- conscious taking the time to browse the collection of A.L.P. high interest/low reading materials. Consequently, they tended to conclude there was nothing of interest to them "Ius situation changed in the fall of 1999 when the A.L.P. collection was moved to the instructional classrooms. Students were then eager to select and read materials from the collection. Caroline W. Scott &Associates, Inc. 8 10/29/99 5. Twinn Practice Students practiced keyboarding skills for approximately 10-15 minutes per day using the software program Maois Beacon Teaches Typing. Mavis Beacon provided practice that met the needs of students at all levels, from the very beginner to the more advanced typist. The A.L.P. computer network kept track of the students' progress so that the students could continue from the previous lesson without the need for extra manual record keeping. Sk ill De ficiertcies The activities in the packet revealed some skill deficiencies. The first deficiency discovered was with respect to word attack. Students could not sound out unfamiliar words because they did not know the sounds of the letters. Often the students could not hear the difference between sounds, for example, short "e" vs. short 9," or "f" vs. 'Iv." Strategies such as using sound-picture-word associations (short "a"/apple), teaching the position of lips, tongue, and teeth when making the sounds, and repetition were very effective. The second deficiency was vocabulary. Both native and non-native English speakers lacked basic vocabulary and were stumped by words such as "pit," ''bib,'' and "kin." The teacher used a picture dictionary and flash cards to help build vocabulary. Occasionally, teams of students would play the vocabulary game Blurt! with the teacher or an aide leading. As previously mentioned, group activities, including this game, were not very effective because of the wide distribution of skills in the class. A third skill deficiency was computer skills. The students had a wide range of familiarity with the computers. Some were quite proficient, while others lacked knowledge of vocabulary and/or basic computer skills, such as use of the keyboard and mouse. Several lessons were developed by the teacher to introduce vocabulary and to practice these skills. (See Appendix H.) Mavis Beacon Teaches Typing also proved to be effective in teaching and reinforcing skills while engaging the students. In addition, students who completed their packet assignments early were allowed to use other software programs, including Word Munchers and Number Mumhers. Students became noticeably more comfortable using the computers and were less afraid of making mistakes. A fourth skill deficiency was the spelling of basic words used in writing, such as "there," "which," and "were." These words are often dinicult to master because they are not phonetically regular and do not have a "picture" associated with them like the word "dog' does. Two techniques were used effectively: First, the students were taught the "Sight Word Study Method," an effective method for studying non- phonetic spelling words. Second, words were selected from "The 300 Most Frequently Used Words in Rank Order" for the students to study using this method. Caroline W. Scott &Associates, Inc. 9 I0/29/99 The final skill deficiency noted was writing, specifically the students' ability to edit their work. This proved to be the most challenging activity for students and instructors alike. Although the students had been previously taught writing skills in their other classes, they were not able to apply them to their own writing. General sentence structure and grammar concepts such as subjectherb matching, possessives, and plurals presented the greatest difficulty. Individualized instruction was given during every class session, but it was cliffcult to make a lasting change in the students' writing skills. Packet Activity Strengths The packet activities offered several strengths including: Focusing the students on specific skill areas without detracting from individualized reading instruction. Allowing instructors to work individually with students on spec& deficit areas. Encouraging peer helping-more proficient students assisted others with assignments, particularly with computer skills. The students demonstrated dramatic gains in the decoding of words. Students were tested at the beginning and end of the first semester on their ability to attack words, using an informal phonological awareness test. (See Appendix I.) Nonsense words, such as "ip," "cag," "thip," and "bund," were used to ensure that the words being tested were not in the students' memorized sight vocabulary. All students demonstrated gains in decoding nonsense words, demonstrating a mastery of the short vowel sounds. These results are shown in Graph 1 in Appendix 1.3 Students were also tested at the beginning and end of the first semester using the Woodcock-Johnson (WJ-R) standardized test, which measures word attack skills. Students showed some gains on this test, but not as dramatic as the phonologicql awareness test. These results are shown in Graph 2 in Appendix I. Comparisons of results were not made between the first and second semester classes because they would not be valid for three reasons: 1. Classes were not homogenous, but composed of individuals at many different reading and writing levels. 2. Students attended daily during first semester; alternate days second semester. 3. First and second semesters followed different courses of study. (Packet activities were added second semester.) In September 1999, when students returned from the three-month summer break, staff determined that every student had retained the phonics skills acquired during the previous school year. Caroline W. Scott CSC Associates, Inc. 10 IO/29/99 In addition to improvements in decoding words, the greatest successes were demonstrated in the areas of spelling, silent reading, and typing: 0 Spelling4tudents mastered new spelling words at their own pace and successfully retained them. Silent reading4tudents surprised themselves by enjoying the books that they listened to on tape. Written or drawn summaries provided accountability. Typing--Mavis Beacoit proved to be a great success in teaching typing to students at all levels and, more importantly, giving them confidence on the computer. All students improved their typing accuracy and speed. An ancillary result was that all students demonstrated improved computer skills. Initially, some of the students had difficulty with even the most basic computer skills including using a mouse and logging on to Accelerated Reading. By the end of the academic year, all students could use the mouse and could logan to Accelerated Reading. In addition, most students were able to use the word processing program, Microsoft Word independently, including opening, printing, and saving their files. Feedback The project received positive feedback from the students and their parents, as well as from the instructors and A.L.P. volunteers, staff, and adult learners. Students Initially, the plan was to transport the students to the A.L.P. classrooms until the software program could be purchased and installed at the high school. However, it became evident that the A.L.P. environment and staff contributed to the students' improved attitudes toward reading instruction. These positive attitudes and feelings of success transferred to the students' other classes. Students, especially the seniors, enjoyed going off-campus and having freedoms in the A.L.P. classrooms that they may not have in school (such as getting water or going to the restroom whenever they wanted). The instructors said that the students liked coming to the A.L.P. classrooms "because of the way we made them feel." Josh P. said that he "didn't like school before. [A.L.P.] made school better." Another measure of positive feedback was that all four seniors expressed an interest in returning after graduation. To date, two students (Allison C. and Josh P.) have continued. Another former student (Jeanette M.) is trying to fit A.L.P. into her work schedule, and the fourth, Josh H., has moved away from the area. In addition, all students who attended the second semester at A.L.P. expressed a desire to return next year. Caroline W. Scott &Associates, Inc. 11 10/29/99 Parents According to the teacher, the most common concern of parents of Special Education students is assuring that their children receive effective reading instruction. Parents of the students in the A.L.P. project expressed great pride in their children's accomplishments. They were kept informed of their children's reading progress via a report that the instructor completed and forwarded to each student's case carrier (Special Education teacher). (See Appendix J.) One interested parent visited the classroom. Project Teachers Judy Gaitan, Special Education teacher for the project, said, "phis course] was the most rewarding course I've taught. I feel that we are making a difference in these students' lives." Other Instructors Several of the students attended high school classes that were outside of the Special Education department. The instructors of those classes provided excellent feedback on the students' progress. Josh H.'s instructor credited the A.L.P. project with keeping him in school, allowing him to graduate rather than becoming a dropout. Another instructor commented that Danny G. volunteered to read in her class within weeks of starting the project. (She had had him in other classes and had noted his previous nonparticipation.) A third student mentioned that her other teachers had commented that they had noticed an improvement in her reading. Other instructors from the high school and Valley Junior High observed the class. Valley is interested in starting a reading program using this project as a model. Teachers were impressed with the students' motivation in a subject they had previously resisted. A.L.P. staff and tutors A.L.P. tutors and staff were also pleased, both with the process and the results. Paula Cooper said that the project was, "Totally wonderful. Enjoyed every minute of it.'' Shirley Taylor felt that the project was "very productive and enjoyable." A.L.P. adult learners A.L.P. adult learners were pleased that high school students were receiving help. The adults were optimistic that the young people might avoid problems in adult life by strengthening their reading and writing skills now. Initially, A.L.P. staff members were concerned that the adults would feel uncomfortable with high school students present in the adult setting. However, the adults were supportive of the partnership and expressed a desire to see it continue. High school staff and students viewed the adult learners as role models. Caroline CV. Scott &Associates, Inc. ~~- 12 I0/29/99 Logistics issues resulting from having the adult and high school programs in the classroom concurrently were addressed during the school year. The high school schedule was posted so that adult learnerltutor pairs would know when the students were coming. (One adult learner was concerned that she might be recognized by some of the high school students who attend school with her daughter and her confidentiality might be compromised.) The addition of the high school students increased computer usage. Computers were not formally scheduled. Adult pairs and high school aides remained flexible during busy periods to allow everyone to use a computer during their lesson. Recommend a tions The following recommendations support the continuation and institutionalization of the CHS1A.L.P. Cooperative Literacy Project: Continue to emphasize one-to-one instruction versus group instruction for basic skills. (Group instruction was ineffective because of the multi-level skill composition of the class.) Focus A.L.P. staff on Accelerated Reading and accompanying reinforcement activities. Recommend that an experienced tutor monitor Accelerated Reading instruction and serve as a resource for other tutors. Maintain a student:teacher ratio of no more than 3:l. The Accelerated Reding tutors may be volunteers; however, they must be able to consistently attend class. One must be an experienced Accelerated Rearling tutor to serve as a resource for the other volunteers and aides at each class session. The advantage to using volunteers is that they can be matched with learners who wish to continue their studies following graduation. (Volunteer tutor Cheryl Smith continued with graduating seniors Allison C. and Josh P. following their graduation.) Develop a greater variety of classroom activities to give students additional practice, especially with vocabulary and writing skills. (Care must be taken to balance the time required to teach a new activity with the benefits of providing new learning experiences.) Continue to integrate technology into the curriculum, and add additional computers as the project grows. Add a technology coordinatorltroubleshooter to staff. Incorporate visualizing and vocabulary activities for vocabulary development, reading comprehension, and writing preparation.4 Visualizing and verbalizing activities are working in small groups (approximately half of the class with 4 the teacher at a time). Caroline IV. Scott &Associates, Inc. 13 I0/29/99 _- Select student participants who are able to behave in ways that are consistent with an adult learning environment. Hold occasional meetings, either formal or informal, to ensure that each student’s needs are being addressed and that resources are being distributed efficiently. The teacher, A.L.P. Program Coordinator, and senior Accelerated Reading tutor, at a minimum, should attend the meeting. Develop a parallel project where students who cannot function in an adult environment could benefit from using the same curriculum at the high school. Continue emphases on multisensory learning, including use of the Sight Word Study Method and emphasis on mouth position when producing sounds. Caroline bV# Sott &Associates, Inc. 14 I0/29/99 CARLSBAD CITY LIBRARY Au~st-99 % Chanve AUDS~-98 - 45,155 7,382 7,069 CIRCULATION MAIN LIBRARY Print Audio Video 44,849 -1% 6,792 -4% 59,993 1% 8,352 13% TOTAL 59,606 17,910 3,802 2,431 BRANCH Print Audio Video 17,318 -3% 4,218 11% 2,404 -1% 23,940 -1% TOTAL: 24,143 763 111 CENTRO Print Audio 888 16% 118 6% TOTAL 874 84,623 309 1,527 1,277 5,022 2,168 1,006 15% GRAND TOTAL 84,939 0% REFERENCE QUESTIONS Centro Genealogy Children's Adult Branch 335 8% 1,231 -19% 1,399 10% 4,543 -10% 2,023 -7% 9,531 -7"/0 TOTAL 10,303 MEDIA/GRAPHICS PROJECTS Media Graphics 20 22 10% 53 68 28% TOTAL 73 90 23% 2,426 1,928 -21% HOLDS PLACED .- Page I RD-F/Statistics/Stab 6-97 c , Carlsbad City Library Statistics, continued PEOPLE COUNT (Daily Average) Centro Main Library Branch TOTAL ATTENDANCE AT PROGRAMSITOURS Genealogy Branch Children Centro Adult Centro Children Main Adult Main Children TOTAL INTERLIBRARY LOANS Received by Carlsbad Sent by Carlsbad NEW REGISTRATIONS Centro Main Library Branch TOTAL ITEMS ADDED ITEMS WITHDRAWN RD-F/Statirtics/Statr 6-97 &% 047-99 Page 2 AU~S t-98 Auw~t-99 % Change 64 62 -3% 1,313 1,167 -11% 581 715 23% 1,958 1,944 -1% 132 181 37% 204 296 45% 50 na na 49 na #VALUE! 37 36 -3% 671 354 -47% 1,143 390 -66% 105 79 -25% 102 48 -53% 9 16 78% 664 534 -20% 269 221 -18% 942 77l -18% 1,910 1,778 -7% 2,095 1,623 -23% CARLSBAD CITY LIBRARY September-98 September-% % Change F- CIRCULATION MAIN LIBRARY Print Audio Video 50,304 16,667 -67% 6,848 3,019 -56% 6,543 1,745 -73% TOTAL 63,695 21,431 -66% BRANCH Print Audio Video 19,931 16,432 -18% 3,582 3,910 9% 2,091 1,876 -10% TOTAL: 25,604 22,218 -13% CENTRO Print Audio 627 643 3% 95 96 1% TOTAL 722 739 2% GRAND TOTAL 90,021 44,388 -51% REFERENCE OUESTIONS Centro Genealogy Children's Adult Branch 453 460 2% 1,357 na na 2,017 1,985 -2% 5,337 1,395 -74% 2,470 2,140 -13% TOTAL: 11,634 5,980 -49"/0 MEDIA/GRAPHICS PROJECTS Media Graphics 16 37 131% 58 123 112% TOTAL 74 160 ll6Y0 2,587 1,547 -40% HOLDS PLACED Page 1 RD-F:/Statistics/Stats 6-97 #/'d t!/-/7-79 ,- , Carlsbad City Library Statistics, continued PEOPLE COUNT (Daily Average) Centro Main Library Branch TOTAL ATTENDANCE AT PROGRAMSD'OURS Genealogy Branch Children Centro Adult Centro Children Main Adult Main Children TOTAL INTERLIBRARY LOANS Received by Carlsbad Sent by Carlsbad NEW REGISTRATIONS Centro Main Library Branch TOTAL: ITEMS ADDED ITEMS WITHDRAWN RD-FfStatisticsfStak 6-97 H/d &-/7- 9 f September-98 Seutember-99 % Chanve Page 2 68 100 47% 1,354 3,023 123% 621 841 35% 2,043 3,964 94% 132 106 -20% 172 117 -32% 39 52 33% 142 257 81% 753 1,836 144% 53 893 1585% 1,291 2,986 131% 95 - -100% 106 1 -99% 13 13 0% 897 - -100% 346 228 -34% 1,256 241 -81% 1,866 689 -63% 2,064 671 -67% - CIRCULATION ,- MAIN LIBRARY Print Audio Video TOTAL: COLE LIBRARY Print Audio Video TOTAL CENTRO Print Audio TOTAL GRAND TOTAL REFERENCE QUESTIONS Centro Genealogy Children’s Adult Cole TOTAL: MEDIA/GRAPHICS PROTECTS Media Graphics TOTAL HOLDS PLACED RD-F/Statistics/Stab 6-97 vb //-/7-77 October-98 50,680 7,048 6,224 October-99 56,043 8,811 6,738 63,952 19,706 3,612 2,123 71,592 4,807 671 168 CARLSBAD CITY LIBRARY r) IQr) 25,441 971 139 5,646 589 107 1,110 90,503 363 1,165 2,716 5,869 2,647 12,760 22 63 85 2,413 Page 1 696 77,934 329 na 4,572 5,812 935 11,648 16 77 93 % Change 11% 25% 8% 12% -76% -81% -92% -78% -39% -23% -37% -14% -9% na 68% -1% -65% -9Yo -27% 22% 9YO L,lOL -10% ,.- I Carlsbad City Library Statistics, continued PEOPLE COUNT (Daily Average) Centro Main Library Cole TOTAL ATTENDANCE AT PROGRAMSflOURS Genealogy Cole Centro Adult Centro Children Main Adult Main Children TOTAL INTERLIBRARY LOANS Received by Carlsbad Sent by Carlsbad NEW REGISTRATIONS Centro Main Library Cole TOTAL ITEMS ADDED ITEMS WITHDRAWN RD-F/Statistics/Stats 6-97 &A //-/7-97 Page 2 October-98 October-99 % Change 109 101 -7% 1,371 1,751 28% 638 na na 2,118 1,852 -13% 97 213 120% 44 na na 343 268 -22% 544 30 -94% 420 191 -55% 1,368 1,827 34% 2,816 2,286 -19% 88 46 -48% 118 30 -75% 16 19 19% 874 2,515 188% 305 87 -71% 1,195 2,621 119% 1,720 1,848 7% 1,195 872 -27% a, m S L) 0 P Z .I.. c PI 2 li! L a, m c 0 0 P Z 0 0 cv 63 0 0 cv e3 x 0 1 - 5 b 63 * T a, m S 0 0 P Z a, m c 0 0 e, Z a, m .s 0 0 P Z a, m L: 0 0 F Z a, m c 0 0 P Z a, m S 0 0 Q Z a, m r 0 0 Z P a, m S 0 0 Z F a, m r 0 0 Z P a, m r 0 0 Z E" a, m r 0 0 Q Z a, m r 0 0 P Z a, m r: 0 0 F Z a, m c 0 0 F Z a, m L: 0 0 E" Z 0 r TRADITIONAL Adult Learning Program Carkbad City Library COMPUTER LITERACY: PARALLELS IN BASIC SKILLS p edpenci 1 booklpaper printing and cursive lined papedspacing keyboard & mouse monitor keyboarding skills & use of fonts spacing/fonnatting editing with pen/pencil/marker/eraser filing papers in notebook editing with computer functions filing work in electronic files, folders & disks ,/- Handouts: Parallel skills - computer 1 111 7/99 I /4 THE CARLSBAD LIBRARY FOUNDATION In June 1998, at the request of the Friends Board, a steering committee began meeting with Library Director Cliff Lange to explore the creation of a Friends of the Library Foundation for the benefit of the library, in addition to and separate from the existing Friends organization. Incorporation and tax-exemption papers were filed, bylaws were written, and with the assistance of attorney Stephen M. L'Heureux, the various legal obstacles were identified and overcome. Temporary oficers throughout this period have been: Ann Collins, President; Tony Carter, Treasurer, and Taffy Cannon, Secretary. changed to The Carlsbad Library Foundation earlier this year. portion of the profits from the Grand Opening Preview Gala has been turned over to the Foundation as the final act in that financial arrangement. The Foundation has now assumed responsibility for its own expenses. According to Foundation bylaws, the Friends of the Carlsbad Library and the Carlsbad Library Board of Trustees each have a permanent seat on the Foundation Board of Directors. The Friends have been represented on the Steering Committee by Evelyn Pullen-Philip, Taffy Cannon and Tony Carter. As of January 1,2000, Evelyn Pullec-Philip will be the official Friends member of the Foundation Board. will be held at the December meeting for officers for the coming year. Over the first year, as the new library was being built, the Foundation was also being constructed. In order to more clearly differentiate the two organizations, the name of the new organization was Throughout this staptup period, Foundation expenses have been covered by the Friends. The Friends , Other members who have joined the Board are serving terms of one, two or three years. Elections EXECUTIVE COMMITTEE NOMINATIONS President - Bill Rice Vice-president - Jan Sobel Secretary - Evelyn Pullen-Philip Treasurer - Ann Collins BOARD OF DIRECTOR TERMS 3 Year Term (2000,2001,2002) Fred ArbucMe - Morrow Development Chris Hunsberger - Four Seasons Resort Aviara Don Taylor - Capital Bank of North County Ron Rouse - Luce, Forward, Hamilton & Scripps 2 Year Term (2000,2001) Barbara Brill - North County Times Bill Rice - Salomon Smith Barney Eric Jarsen - San Diego Farm Bureau Sheri West - National Association of Music Merchants Bill Lignante Ann Collins 1 Year Term (2000) Evelyn Pullen-Phillip - Friends of the Carlsbad Library Joe Matthews - EOS International Jerry Tarman - Library Board of Trustees Jan Sobel - Carlsbad Chamber of Commerce Jan Giacinti - Boys & Girls Club of Carlsbad