Asian Human Services Literacy Education for Adults & Families (LEAF)

2828 W. Peterson Ave. Chicago, IL 60659 (773) 564-4948 Contact: Ms. Ines Lagos, Adult Education Manager

ilagos@ahschicago.org

Lisa West

LIS 762 Assignment 3

March 22, 2012

Introduction Asian Human Services (AHS) was founded in 1978 to serve refugees from Southeast Asia in Chicagos Uptown Neighborhood. In the last 17 years, the director, Abha Pandya, increased the staff from six to 105. She also increased the annual budget from $270,000 to $11.5 million. In 2010, AHS served 25,405 clients from 55 countries, in 25 languages. Their services include ESL, adult literacy, family literacy, computer literacy, healthcare, and employment servicesi. Chicagos Uptown Neighborhood Since the 1950s, the Uptown neighborhood has provided affordable housing to low-income individuals and families. According to 1990 and 2000 census data, about 33% of the population is foreign bornii. The total population is 63,551 with a median age of 34. Fifty-two percent of the population is white, 22% black, and 13% Asian. Seventy-seven percent of Uptowns population have a high school diploma or GED, 40% have a bachelors degree, and the unemployment rate is 8%. The percentage of educated residents is higher than the Chicago average, and unemployment is loweriii. However, 24% of Uptown residents live below the poverty level. One thousand two hundred sixty-six families with children, have a female head of household with no husbandiv. Recently, the majority of AHS ESL clients are immigrants from Mexico and refugees from Iraq. However, the AHS staff strives to create programs that meet the needs of a diverse community. Eighty percent of the families are low income with an average education level of sixth grade or lower. Students in vocational

Lisa West

LIS 762 Assignment 3

March 22, 2012

programs are mainly from the US. Regardless of their country of origin, vocational students have a higher education level. Students find out about the AHS programs through word of mouth and community partners such as libraries, schools, churches, government, and local businesses. Most students walk to the facility or use public transportation. Consequently, attendance drops during the winter months and in inclement weatherv. Services Available AHS offers a holistic approach to meeting the needs of its community. They aid their community in achieving 21st century skills by taking action to strengthen the community and the family systemvi. They offer healthcare, mental healthcare, family counseling, job placement, and literacy education. Much of their healthcare concentrates on education and disease prevention. Healthcare services include maternal health, pediatric services, adolescent care, disease screening, and community health initiatives. Community health programs include HIV/AIDS prevention, disability and vocational rehabilitation services, positive parenting, smoking cessation, immunization campaigns, and disease prevention. Low cost dental care is available on a sliding scale. Mental health counseling and psychiatric services are available for individuals, groups, couples, children, adolescents, adults, and families dealing with mental illness, social and cultural issues, and domestic violence. Services are offered in multiple languages to assist immigrants and refugees.

Lisa West

LIS 762 Assignment 3

March 22, 2012

Education programs include Passages Charter School, adult and family literacy (LEAF Program), licensed early childhood education, after school programs, pre-GED, digital literacyvii, and a bridge program for students aspiring to enter Truman Colleges Child Development Programviii. Classes are on a trimester schedule. Students must register, complete a BEST Plus placement test, maintain regular attendance, and show progression before proceeding to the next level. Many classes are offered four to five days a week, in the mornings and evenings. Adults enrolled in classes qualify for free day care for children, 12-35 months old. Adults participating in classes may register their children to attend an age appropriate class at the same timeix, bringing families togetherx. Classes are free, though there is a small fee for materials, which can be waived if necessary. The majority of female students are motivated by the desire to improve family literacy and most male students are trying to increase literacy to find work or to increase their wagesxi. This practical, goal oriented motivation shows that the AHS students have the characteristics of adult learnersxii. ESL for adults is taught using a variety of methods. Students listen to lectures, practice writing skills with workbooks, listen to audiocassettes, take notes, work collaboratively, and participate in peer coaching through conversation. The Ventures Three Series is one tool used. It covers personal, employment, health, family, shopping, and transportation topics. The students practice calling businesses to ask questions. Field trips to local libraries and banks are part of the course. Students go to the library to ask a question, pick up

Lisa West

LIS 762 Assignment 3

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a flyer, and eventually get a library card. The AHS staff teach students to view the local public library as a community resource, not merely a place to check out books. The local bank participates in financial education. They review how to get an account and financial safety. Family activities include summer field trips to the zoo, botanic garden, and Navy Pierxiii. These teaching methods and community activities strengthen the 21st century skills of active listening, critical observation, and strengthening the family and communityxiv. The interaction with local partners teaches practical skills in a real world setting. Adult ESL students are initially placed in one of five class levels, determined by the BEST Plus placement test. The teachers pair weak and strong students, encouraging collaboration. Students are encouraged to sit next to a partner who does not speak their native language. Those who are having difficulties are urged to take advantage of individual tutoring. If a students skills are not strong enough to advance to the next level, they must repeat the class. It is emphasized that there is no shame in repeating a class, just an additional opportunity to learnxv. Students interested in obtaining US citizenship can study for the US Naturalization (Civics) Test at AHS. Level four civics is taught. This is the text box method that includes no answering options. It is similar to the actual exam that students will takexvi. This course is taught with the Illinois Community College Board as a partnerxvii. Adult ESL classes study digital literacy in the computer lab once a week. Additional computer courses include basic computer, computer skills for job

Lisa West

LIS 762 Assignment 3

March 22, 2012

seekers, and Microsoft Officexviii. Open lab times are available for student practice and self-instruction. These are examples of the targeted and meaningful computer instruction discussed in Literacy and Librariesxix. This inclusion of digital literacy ensures that AHS clients do not miss out on the social capital, individual empowerment, sense of community, and economic development that competency in ICT skills can providexx. After school, elementary school students from 45 local schools participate in activities including tutoring, arts and crafts, and games. Tutors are from Loyola Universitys Federal Work Study Program. During the summer, elementary school students whose parents are enrolled in the LEAF program can attend summer camp. Older student programming includes tutoring, job training, vocational English, vocational training, digital literacy, college guidance and counseling, ACT/SAT preparation, leadership development, and cultural activities. Job training and support is also available for adult clients. State and federal partnerships assist in job placementxxi. According to Dr. Sheida White, Project Officer for the National Assessment of Adult Literacy, and the Labor Department, 67% of all the jobs created over the next decade, will require a college degree. Those who are below basic literacy levels end their education before or after completing high school, diminishing their ability to acquire the education and skills necessary for good employmentxxii. AHS older student programming assists in the future success of the individual and community by broadening their employment opportunities.

Lisa West

LIS 762 Assignment 3

March 22, 2012

The Truman College Bridge Program is for students with higher education skills in their native language. AHS provides ESL classes, academic skills development, and activities to increase their knowledge of the early childhood education profession. Once these skills have been obtained, they transfer to the Child Development Program at Truman Collegexxiii. Strengths The adult ESL class is a ratio of 20 students to one teacher. The staff are mostly paid, with teaching credentials and experience. Twelve staff members are full time, four are from AmeriCorps, and five are part time. Ines Lagos, the Adult Education Manager, considers this to be one of their strengths. The staff is well trained and AHS considers continuing professional development to be crucial. Once a term, they conduct a professional development series where teachers observe each other with a particular focus in mind. Staff create workshops, co-teach, and provide peer support and coaching. Currently, the AHS education facilities are located in one building. The staff and students can easily interact and assist each other. The adult learner knows and sees their childs teacher every day they are in class. These two teachers collaborate to assist with external issues that may interfere with learningxxiv. Community Partners and Funding Another strength of AHS is their community partnerships (see Appendix). They strive to bring AHS clients and local agencies togetherxxv. AHS is funded through government grants and community donations. They work to incorporate

Lisa West

LIS 762 Assignment 3

March 22, 2012

all aspects of their services with the community. Healthcare organizations and government departments help with healthcare and disease prevention. Some teachers come from AmeriCorps and a Loyola University work-study program. Classes incorporate local libraries, schools, and banks. Local businesses help to employ AHS students. The Taproot Foundation created the AHS website. They constantly reevaluate their communitys needs and find community partners to fill the gapsxxvi. Challenges One of their strengths is also a weakness. Though the staff enjoy and benefit from working closely together, there is not enough classroom space to meet the demands of the community. The space they have is not adequate for the services they wish to offerxxvii. There are currently five levels of adult ESL, and the students would like more advanced classes. Other community members, with higher education levels in their native language, would like more programs similar to the Truman bridge program, to help them reach higher education and career goalsxxviii. Dr. John Strucker, from the National Center for the Study of Adult Learning and Literacy, agrees that programs and teachers of ESL must be able to adapt instruction to encompass students who have little education in their native language, as well as those with higher levels of educationxxix. Future goals As AHS continues to grow and assess community needs, they would like to add in-house counseling services. This may be in the form of an outreach

Lisa West

LIS 762 Assignment 3

March 22, 2012

coordinator. Currently, teaching staff try to help students with outside issues that interfere with his or her learning. They can refer students to the AHS mental health services. However, onsite assistance will help proactively assist students and families in a learning community environment. Ms. Lagos also feels that a familiar face will be more comfortable for students to open up to. Some roadblocks to family learning stem from legal issues. AHS would like to bring in legal counseling, such as the LIFT organization. They can educate AHS clients about the legal process and assist in family court cases, such as child custody, visitation, adoption, and domestic violencexxx. Conclusion Asian Human Services is a remarkable example of a program that satisfies the needs of its community. They concentrate on education, but include services that address issues that may block the success of students. They look at the individual, the family, and the community. The enthusiasm of the AHS students is eclipsed only by the enthusiasm and drive of the staff. They do not rest upon their success but continue to try to improve their programming and increase community partners to meet the needs of their ever changing, diverse clientele. My only suggestion for AHS is to continue to be a great example of how a program with a dedicated, motivated staff can help achieve individual and community goals of literacy, health, and family.

Lisa West

LIS 762 Assignment 3

March 22, 2012

APPENDIX ASIAN HUMAN SERVICES COMMUNITY PARTNERS

AIDS Foundation of Chicago American Diabetes Association Chicago, IL American Lung Association of Illinois AmeriCorps Asian Pacific Partners for Empowerment, Advocacy, and Leadership Association of Asian Pacific Community Health Organizations Chicago Community Trust Chicago Community Trust Chicago Jobs Council Chicago Metropolitan Agency for Planning Chicago Public Library Chicago Public Schools Chicago Volunteer Legal Services Chicago Youth Programs Department of Public Health IFF (Illinois Facilities Fund) Illinois Capital Development Board Illinois Children Healthcare Foundation Illinois Department of Healthcare and Family Services Illinois Department of Human Services Illinois Department of Public Health Illinois Primary Healthcare Association Illinois State Board of Education Lloyd A. Fry Foundation Loyola Federal Work Study Program McCormick Tribune Charities National Association of Community Health Centers Polk Brothers Foundation Prince Charitable Trusts Respiratory Health Association of Metropolitan Chicago Taproot Foundation Target Corporation The Field Foundation Truman College US Department of Health and Human Services

Lisa West

LIS 762 Assignment 3

March 22, 2012

Works Cited Baxter, Sandra L., Sheida White, John Stucker, and Brian Bosworth. Event ID 26758. Proc. of Forum on the Findings of the National Assessment of Adult Literacy, Washington, DC. Washington, DC: NAAL, 2006. 1-25. Print. Berry, John W. Characteristics of Adult Learners. 16 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. Berry, John W. Community Needs AssessmentThe Long and Short of It. 23 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. Berry, John W. Defining Literacy in the 21st Century. 18 Jan. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. Berry, John W. Designing a Literacy Program: Step by Step. 23 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. Bocher, Bob. "ALA Supports FCC Digital Literacy Initiative." District Dispatch. ALA, 29 Feb. 2012. Web. 11 Mar. 2012. <http://www.districtdispatch.org/2012/02/ala-supports-fcc-digital-literacyinitiative/>. Cage, Amanda. "Chicago CBO Bridge Report." Chicago CBO Bridge Report. Chicago Workforce Investment Council, Oct. 2011. Web. 16 Mar. 2012. <http://www.cwic.org/Portals/0/Resources/ChicagoCBOBridgeReport.pdf> . "CIVICS-EXAM." U.S. Naturalization Test Software:. N.p., n.d. Web. 22 Mar. 2012. <http://www.civicsexam.com/>. DeCandido, GraceAnne A. Literacy & Libraries: Learning from Case Studies. Chicago: Office for Literacy and Outreach Services, American Library Association, 2001. Print. "Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. "ILLINOIS STATE LIBRARY." Literacy. Secretary of State. Web. 11 Mar. 2012. <http://www.cyberdriveillinois.com/departments/library/literacy/home.html> . "Ines Lagos, Adult Education Manager." Personal interview. 08 Mar. 2012.

Lisa West

LIS 762 Assignment 3

March 22, 2012

"MISSION, HISTORY, AND COMMUNITY NEED." LIFT. Web. 16 Mar. 2012. <http://www.liftonline.org/mission.html>. ONeil, Dara. "Assessing Community Informatics: A Review of Methodological Approaches for Evaluating Community Networks and Community Technology Centers." Internet Research 12.1 (2002): 76-102. Print. "Robbin Kotajarvi, Adult Education Coordinator/ESL Teacher." Personal interview. 08 Mar. 2012. Ross, Catherine Sheldrick., Lynne McKechnie, and Paulette M. Rothbauer. Reading Matters: What the Research Reveals about Reading, Libraries, and Community. Westport, CT: Libraries Unlimited, 2006. Print. Seligman, Amanda. "Uptown." Encyclopedia of Chicago. Chicago Historical Society, 2005. Web. 11 Mar. 2012. <http://encyclopedia.chicagohistory.org/pages/1293.html>. Stein, Sondra. "Equipped for the Future Content Standards. What Adults Need to Be Able to Do in the 21st Century." National Institute for Literacy, US Department of Education (2000): 1-154. Print. "21st Century Skills." Institute of Museum and Library Services. Web. 11 Mar. 2012. <http://www.imls.gov/about/21stcskills.aspx>. "UPTOWN CHICAGO COMMISSION." Uptown Chicago Commission. 2012. Web. 11 Mar. 2012. <http://www.uptownchicagocommission.org/census.htm>. "US Census Bureau CHICAGO COMMUNITIES ECONOMIC DATA." Illinois Public Records Bankruptcies, Criminal Records, Divorce Records and Foreclosures. Web. 11 Mar. 2012. <http://www.publicrecord.com/content/municipalities/cook/chicago_and_77communities_cen sus_demographics.asp>.

Lisa West

LIS 762 Assignment 3

March 22, 2012

Endnotes
i

"Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. ii Seligman, Amanda. "Uptown." Encyclopedia of Chicago. Chicago Historical Society, 2005. Web. 11 Mar. 2012. <http://encyclopedia.chicagohistory.org/pages/1293.html>. iii "US Census Bureau CHICAGO COMMUNITIES ECONOMIC DATA." Illinois Public Records Bankruptcies, Criminal Records, Divorce Records and Foreclosures. Web. 11 Mar. 2012. <http://www.publicrecord.com/content/municipalities/cook/chicago_and_77communities_census_demographics.asp >. iv "UPTOWN CHICAGO COMMISSION." Uptown Chicago Commission. 2012. Web. 11 Mar. 2012. <http://www.uptownchicagocommission.org/census.htm>. v "Ines Lagos, Adult Education Manager." Personal interview. 08 Mar. 2012. vi Stein, Sondra. "Equipped for the Future Content Standards. What Adults Need to Be Able to Do in the 21st Century." National Institute for Literacy, US Department of Education (2000): 1-154. Print. vii Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. viii Cage, Amanda. "Chicago CBO Bridge Report." Chicago CBO Bridge Report. Chicago Workforce Investment Council, Oct. 2011. Web. 16 Mar. 2012. <http://www.cwic.org/Portals/0/Resources/ChicagoCBOBridgeReport.pdf>. ix "Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. x Berry, John W. Designing a Literacy Program: Step by Step. 23 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. xi "Ines Lagos, Adult Education Manager." Personal interview. 08 Mar. 2012 xii Berry, John W. Characteristics of Adult Learners. 16 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. xiii "Ines Lagos, Adult Education Manager." Personal interview. 08 Mar. 2012 xiv Stein, Sondra. "Equipped for the Future Content Standards. What Adults Need to Be Able to Do in the 21st Century." National Institute for Literacy, US Department of Education (2000): 1154. Print. xv "Robbin Kotajarvi, Adult Education Coordinator/ESL Teacher." Personal interview. 08 Mar. 2012. xvi "CIVICS-EXAM." U.S. Naturalization Test Software:. N.p., n.d. Web. 22 Mar. 2012. <http://www.civicsexam.com/>. xvii "Robbin Kotajarvi, Adult Education Coordinator/ESL Teacher." Personal interview. 08 Mar. 2012. xviii Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. xix Ross, Catherine Sheldrick., Lynne McKechnie, and Paulette M. Rothbauer. Reading Matters: What the Research Reveals about Reading, Libraries, and Community. Westport, CT: Libraries Unlimited, 2006. 118. Print. xx ONeil, Dara. "Assessing Community Informatics: A Review of Methodological Approaches for Evaluating Community Networks and Community Technology Centers." Internet Research 12.1 (2002): 76-102. Print. xxi Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. xxii Baxter, Sandra L., Sheida White, John Stucker, and Brian Bosworth. Event ID 26758. Proc. of Forum on the Findings of the National Assessment of Adult Literacy, Washington, DC. Washington, DC: NAAL, 2006. 1-25. Print.

Lisa West

LIS 762 Assignment 3

March 22, 2012

xxiii

Cage, Amanda. "Chicago CBO Bridge Report." Chicago CBO Bridge Report. Chicago Workforce Investment Council, Oct. 2011. Web. 16 Mar. 2012. <http://www.cwic.org/Portals/0/Resources/ChicagoCBOBridgeReport.pdf>. xxiv "Ines Lagos, Adult Education Manager." Personal interview. 08 Mar. 2012 xxv Berry, John W. Designing a Literacy Program: Step by Step. 23 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. xxvi Home | Asian Human Services." Home. 2011. Web. 11 Mar. 2012. <http://www.ahschicago.org/>. xxvii Berry, John W. Community Needs AssessmentThe Long and Short of It. 23 Feb. 2012. PowerPoint. PB Works LIS 762 Wiki, River Forest, IL. xxviii "Ines Lagos, Adult Education Manager." Personal interview. 08 Mar. 2012 xxix Baxter, Sandra L., Sheida White, John Stucker, and Brian Bosworth. Event ID 26758. Proc. of Forum on the Findings of the National Assessment of Adult Literacy, Washington, DC. Washington, DC: NAAL, 2006. 1-25. Print. xxx "MISSION, HISTORY, AND COMMUNITY NEED." LIFT. Web. 16 Mar. 2012. <http://www.liftonline.org/mission.html>.

Lisa West

LIS 762 Assignment 3

March 22, 2012