New Beginnings
Creating and Establishing an Adult Literacy Program

Program Planning
by
Amy Normand

When an organization, agency, or individual decides to establish an adult literacy program, it is very important to plan strategically from the beginning. To ensure the success of a program, there are several important things to consider before going into action.

Build a Firm Foundation

1. Board of Directors. Literacy programs need an advisory council or board of directors to oversee the operation, to raise funds, to provide a fiscal accountability system, and to make major decisions for the program. This is your core planning team, a group of dedicated people (Texas' minimum is 3) who are willing to invest quality time in organization and strategic planning. A literacy organization board will typically include legal and financial experts, employers, clergy, experts in adult education and literacy, and representatives of other social service agencies and civic organizations. They should be prepared to:

• Create and support the vision, values, and mission statement of the program.
• Be familiar with the demographics and needs of the local area.
• Have a personal or specific reason to work hard for the program.
• Access board development training opportunities.
• Financially support the program.

1. Executive Director. An executive director or manager is needed to handle the coordination of daily activities, decision-making, and program management issues. He or she will:

• Be experienced in the field of adult education.
• Have leadership, interpersonal, and organizational skills.
• Have a record of fiscal responsibility.
• Be well-connected in the community.

3. Creating the Vision. The vision statement of the adult literacy program should describe the program in its ideal state. It encompasses dreams of future accomplishments , while addressing the integral core concerns of the organization.

4. Establishing Values. Values are the truths that the organization believes in and holds fast to: for the learners, for the work itself, and for how the work is done.

5. Writing the Mission Statement. The mission statement of your adult literacy program will identify what your program is trying to achieve, who it will serve, and how they will be served, all in twenty-one words or less.

a. Establish Needs. Why is your program needed? Your planning group should research specific ways the program will impact your community. Will it:

• reduce high school dropout rates?
• increase employment opportunities for citizens?
• assist low-income families to get off public assistance?
• assist immigrants to function better at work, home, and school?

b. Student Population. Who will you serve? List the different types of people in your community that your program will help. Many adult education programs serve families, women, workers, youth, internationals, incarcerated adults or juveniles, or a combination of these groups.

c. Goal Setting. It is important to establish realistic goals for a new adult literacy program. Goals for the first year of operation are generally very different from those of an established program. The Board and Executive Director should work together to:

• Establish overall program goals and a long range timeline for the development of the program.
• Break the broad goals down into short-term (immediate) and long range goals.
• Develop steps and a timeline for accomplishing each of the short-term goals.
• Designate a board member to be responsible for each short term goal.
• Delegate a workgroup of staff, volunteers, and community members to oversee the steps and progress toward each goal.

6. Incorporation. A nonprofit corporation is simply a corporation formed pursuant to a different state law than a standard for-profit corporation. The corporation must be formed for some religious, charitable, educational, literary, or scientific purpose. While a standard business corporation is designed to benefit and generate a profit for its shareholders, nonprofits do not have the profit motive. Non-profit corporations are allowed to apply for tax-exempt status at both the federal and state level. More information is available in the "Online Resources" section of the chapter.

7. Becoming a 501(c)(3) organization. If an organization is designated a 501(c)(3) organization, it is exempt from federal income tax. The purpose of a 501(c)(3) organization is religious or charitable, and includes, but is not limited to: healthcare, scientific, educational and literary organizations. In order to become a 501(c)(3) organization, an individual or group of individuals must:

• Write Bylaws and Articles of Incorporation
• Complete Form 1023
• Form an initial Board of Directors.

Four important benefits of becoming a 501(c)(3) organization are:

• Your program will be exempt from sales tax.
• Donations to your program will be tax deductible.
• Your program can apply for foundation grants.
• Your program will qualify for bulk mailing rates.

5. Fiscal Agent and Funding. How will you pay for your program? Your planning group should brainstorm and list potential sources of funding for the program, stating a realistic amount to be expected from each source. List them in order of those that:

1. You know you can access.
2. You think you can access.
3. You wish you could or hope you can access.

Refer to the Fund Development chapter for much more information on funding issues.

9. Program Needs. It is very important for those involved in the program planning process to be on the "same page," especially where money is concerned. As a group discussion exercise, more "general" priority lists should be developed to:

• Establish the program's financial, facility, and staffing needs.
• Identify available financial and physical resources to meet those needs.
• Research new sources of funding to meet immediate needs or to prepare for future growth.

Specifically, there are several areas of need that new literacy organizations have in common and should be considered when planning the budget.

a. Personnel Costs

• Director
• Volunteer Coordinator
• Secretary
• Other assigned staff
• Cost of benefits
• Cost of staff training time

b. Operational Costs

• Furniture and equipment
• Telephone
• Supplies and postage
• Printing and reproduction
• Insurance
• Professional development and recognition
• Enabling funds
• Travel
• Volunteer Training

10. Facility Location. Where will the program or services be located? List the facilities in your community that would be advantageous for a literacy program, in order of preference. Consider these factors:

• Cost (rent or purchase building, utilities, maintenance)
• Location (within walking distance of the of students' residential area?)
• Visibility within the community (activity=advertisement)
• Parking space (quantity, quality, and safety)
• Access to technology and computers (growth potential)
• Accessible restroom facilities (funders require ADA approved facilities)
• Size and number of rooms (growth potential)

8. Program Services. What services will be provided through your program? When starting a new program it is best to narrow the scope of service delivery to the needs of the majority of the potential adult learners you wish to serve. As a program grows, a multitude of services may be offered, but most organizations start by providing only one of the following:

• English as a Second Language
• Literacy/Adult Basic Education
• Family Literacy
• Adult Secondary Education/GED
• Lifeskills Training

5. Community Collaboration. When a local literacy program comes into being, they need to be aware of and get to know the other agencies and organizations in the community who are working with the same target population, in a different way. It is very beneficial for everyone to work together in serving these community members who are "most in need" because rarely, if ever, is there any one social service agency with all the resources necessary to meet every client's need. When organizations work together by pooling resources, sharing facilities, collaborating on grant applications, and cross-training staff, the students receive a continuum of service that ultimately has the greatest effect on their own lives and their families. Some local agencies to contact for possible collaborative activities include:

• Local school districts
• Churches and other faith-based organizations
• Local businesses
• Your local Workforce Development Board
• Health and Human Services
• Civic organizations
• Foundations

Human Resources

1. Program staffing. What staff members will be needed to operate the program?

• A volunteer or staff coordinator is necessary to recruit, train, and schedule volunteers and/or paid staff members.
• An administrative support person is vital for keeping records, answering phones, and recording program data.
• Finally, teachers and/or tutors are necessary for instruction.

Any of these positions could be paid or volunteer, depending on the level of financial resources, availability and quality of local volunteers, and the decisions of the board.

2. Job Descriptions. What will the staff do? A job description is necessary for each position because the potential staff in your program, whether volunteer or paid, need to know:

• Program Expectations. A realistic general overview of the job's scope and expectations is very helpful in matching the right person with the right job.
• Time Commitment. A potential staff person needs to be fully aware of the amount of time he or she is needed in the program, whether it is daily, weekly, or monthly and of the preferred work schedule.
• Accountability level. Potential staff members need to know whom they are accountable to and what they are responsible for.
• Job Duties. The specific tasks, duties, and responsibilities involved in the position should be thoroughly explained in the job description.
• KSA's. The knowledge, skills, and abilities necessary to accomplish the job should be set out clearly in the job description.

Preparing for Service Delivery

When your planning group has completed all of the previous steps in the program planning process, it is time to begin the actual service delivery part of your adult education program. A few simple steps can get your instructional program underway quickly and easily.

1. Acquire curriculum. Curriculum resources and ideas are provided at the end of each Instructional Strategies and Curriculum Development chapter. Working within the budget, decide what curriculum will be best for the program to start with and order it at least two months before classes are scheduled to start. This will give the teachers time to become familiar with the material before starting classes. If there is little or no "instructional materials" budget, teachers and tutors will need some resources from which to create their own. Several "teacher workdays" will be a fun and productive way to get this done.

2. Publish class schedules. When planning class schedules, consider these questions. When is the facility available? When is the majority of your student population available to attend? Consider these things:

• Mornings - preschool children, stay-at-home moms, and the unemployed
• Afternoons - school children and people who work at night
• Evenings - most working adults
• Most students prefer Tuesday/Thursday or Monday/Thursday schedules, whether the classes are morning or evening.

• Retired people - most prefer mornings and Saturdays
• Working people - prefer weekday evenings, not weekends
• Most part-time teachers and tutors also prefer a Tuesday/Thursday or Monday/Thursday schedule.

4. Recruit students. Now you are ready to go out and get the students. In order for your advertising time and money to pay off, you have to go where the students are! Prepare brochures or fliers for distribution in a variety of places often frequented by potential students.

• Schools and churches
• Local employers
• Laundromats
• Neighborhood centers
• Social Services offices (DHS, Driver's license, etc.)
• Correctional offices such as juvenile and adult probation
• For ESL, native language newspapers, radio and TV stations (PSA's)

Make your flyers and advertisements bilingual or multi-lingual when needed and include this information:

• Who the program is for
• What services or classes will be provided
• When registration and orientation will be offered
• When classes will be held
• Where the program is being held
• Phone number for more information

Refer to Student Recruitment, Orientation and Retention chapter for more information.

7. Start classes. After all the planning, fund raising, training, organizing, and recruiting, it's time to begin! Be sure that student registration and orientation is organized, fun and "to the point." This is the beginning of the bonding process, which is very important for keeping the student retention rate up. Have books, handouts, or at least an information sheet for students to take home from the very first class. They don't feel like they've been to school unless they bring something home. Stick to your schedule! Always start (and end) your classes on time. Adults have very busy lives and usually have other commitments before and after the class. Their time is as valuable as the teacher's, so be sure to make it worth their while to attend. Again, refer to the Student Recruitment, Orientation and Retention chapter for much more information.

Program Evaluation

Data Collection and Record-keeping. To funding agents, fiscal agents, and program directors, quantitative and qualitative data are the crucial factor in most decision-making processes. An efficient program manager will begin keeping records before the doors open for business, so that accurate figures are available when the time comes to justify and prepare for grant applications, facility upgrades, additional paid and volunteer staff, and even curriculum orders. A few things that are helpful to keep track of include:

1. Program Data

• Planning
• Format
• Fiscal management
• Board Governance
• Human resources management
• Public Relations
• Resource development

2. Volunteer Data

• Recruitment
• Intake
• Training
• Matching
• Support
• Retention

3. Student Data

• Recruitment
• Intake
• Matching
• Support
• Retention
• Involvement

Conclusion

Planning your adult education program can be an exciting and rewarding process if everyone works together and has the same goals in mind. If you have built a firm foundation, developed a qualified and dedicated staff to do the work, and planned well for the actual service delivery, your program should start off very well. Remember that plans can be changed as needed, and if you are prepared for it, the program will move along and grow in spite of any temporary setbacks or "glitches" in the system that may come up. Realistic goals and great expectations will take you a long way on the road to a successful adult literacy program.

Resources

Books

Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass.

Campbell, K. & Ellis, S. (1995). The (Help!) I-don't-have-enough-time guide to volunteer management. Philadelphia: Energize, Inc.

Dean, G., Murk, P., & Del Prete, T. (2000). Enhancing organizational effectiveness in adult and community education. Malabar, FL: Krieger Publishing Company. This book addresses the need for well-developed experiential learning activities that can be readily adopted and used in organizational settings by practitioners for personal and professional growth and for staff development.

DuPrey, A. (1992). Maintaining the balance: A guide to 50/50 management. Syracruse, NY: Literacy Volunteers of America.

Ellis, S. (1996). From the top down: The executive role in volunteer program success. Philadelphia: Energize, Inc.

Graff, L. L. (1997). By definition: Policies for volunteer programs: A manual for executive directors, board members, and managers of volunteers. Dundas, Ontario: Graff and Associates.

Huber, N. (1998). Leading from within: Developing personal direction. Malabar, FL.: Krieger Publishing Co. When we care enough to want to create a better future in which to live and work, then we are ready to lead.

Johnson, D. (2000). Let data be your guide: A planning handbook for and by library adult literacy programs. Champagne, IL: Illinois Literacy Resource Development Center.

Laubach Literacy Action. (1997). Beyond duct tape and baling wire. Syracuse, NY: New Readers Press.

Reiff, T. (Ed.). (1998). The Pennsylvania ABLE staff handbook. Philadelphia, PN: Pennsylvania Department of Education. [Available online at http://www.cas.psu.edu].

Volunteers and Literacy Committee, Practitioners' Task Force on Restructuring and Accountability. (1999). A manual for volunteer literacy programs. Palm Beach, FL: Florida Department of Education.

Wilson, M. (1998). Volunteer management program video series. (25^th annual University of Colorado Volunteer Management Certificate Program.). Boulder, CO: The University of Colorado. These videotapes are excellent training resources for conducting workshops, classes or internal staff training.

On-Line Resources

Beginning a Literacy Program: http://www.adultliteracy.org/balp.html

Planning a Literacy Program: http://www.sil.org/lingualinks/literacy/PlanALiteracyProgram/PlanningALiteracyProgram.htm

Planning a Workplace Literacy Program: http://www.adultliteracy.org/wpl8.html

Sample Materials for Starting a Nonprofit Organization: http://nonprofit.about.com/cs/npostartupforms/

Starting a Nonprofit: One-Stop Answer Page: http://nonprofit.about.com/library/weekly/blonestart.htm?once=true&

Web Resources for Starting a Nonprofit Organization: http://fdncenter.org/learn/useraids/nonprofit.html

VolunteerMatch. This is the internet's largest volunteer recruiting network: http://www.volunteermatch.org/

A powerful management database for literacy programs can be found at: www.literacypro.com. Or you can call: 800-792-7749.

The Peter F. Drucker Foundation for Nonprofit Management. By providing educational opportunities and resources, and the Drucker Foundation furthers its mission to lead social sector organizations toward excellence in performance: http://www.drucker.org

e-Volunteerism - The Electronic Journal of the Volunteer Community provides leaders of volunteer efforts with information from around the world about the field of volunteer management: http://www.e-volunteerism.com/index.php

The Texas Nonprofit Management Assistance Network has developed a coordinated network of centers and organizations, strategically located throughout Texas that delivers quality management support services and resources to the nonprofit sector: http://www.texasnetwork.org

Business Filings Incorporated is an easy-to-use online resource for forms, facts, and links to online business incorporation. http://www.bizfilings.com/learning/nonprofitfaq.htm

Forms for incorporating as a Non-Profit Organization: http://www.nonprofits.org/npofaq/02/02.html

Nonprofit Professional Organizations

Directors of Volunteers in Agencies (DOVIA):

• What is a DOVIA? http://www.energizeinc.com/prof/dovia/what.html
• DOVIA - Texas - http://www.energizeinc.com/prof/dovia/tx.html

National Center for Nonprofit Boards: Established in Washington, DC in 1988 in response to the growing demand for nonprofit board members to fully understand their roles and responsibilities. www.boardsource.org/main.htm (202) 452-6262

Center for Community-Based and Nonprofit Organizations: The Center, located at Austin Community College, assists community-based and nonprofit organizations to be more effective by helping strengthen their strategic creativity and organizational capacity. (512) 223-7076 or bsilverb@austin.cc.tx.us or http://www2.austin.cc.tx.us/npo

Adult Education Professional Organizations

Texas Center for Adult Literacy and Learning

Texas Association for Literacy and Adult Education (TALAE)

Literacy Texas: P.O. Box 1111, Texarkana, TX 75504. (903) 759-2513

Commission on Adult Basic Education (COABE)

The American Association for Adult and Continuing Education (AAACE) email: aaace10@aol.com

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