Apl Aisd Impact Report Fy 2014

[ARLINGTON PUBLIC LIBRARY | IMPACT REPORT] FALL 2013 SPRING 2014
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Arlington Public Library Impact Report

A) Introduction
I. Summary 1
II. Challenges 2
III. Goals 3
B) Programs
I. Le y Sers 4
II. Life Through Literacy 7
III. Pre-K Library Visits 8
IV. AISD Community-Based Childcare Locations Library Visits 10
V. Stories to Our Children 14
VI. Reading Corps 15
VII. Library LiNK 19
VIII. Summer Reading Club 21

A) INTRODUCTION

I. SUMMARY
Arlington Public Library seeks to promote the values encapsulated by the four words
Live, Learn, Connect, Grow. While each of these words focuses on a unique aspect of
serving the Arlington Community, our focus for our partnership with Arlington
Independent School District is centered on the words Learn and Grow. The word
Learn sums up the Librarys mission to build and nurture literacy and a lifelong love of
learning while the word Grow sums up its mission to guide and encourage our children
as they develop into successful adults.
Arlington Reads is the library program that oversees all of the literacy programs. Its
vision is that all children in Arlington will read on grade level by the end of 3
rd
grade
while the mission is to impart a lifelong love of reading to Arlington students in grades
Pre-K through 3
rd
, while building superior reading and writing skills.
The programs outlined in this impact report are all different facets of the Librarys plan to
improve education outcomes in our community. The data collected by each of the
programs not only helps us measure our success, but also to improve upon our existing
programs and identify areas that we can expand upon.

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II. CHALLENGES
All of the literacy programs targeted at youth literacy focus on combatting three key
challenges that students, especially those in low income homes, face in their education.
The three greatest challenges to providing equal education to low income family
students are summed up by the three terms the Readiness Gap, the Summer Slide, and
the Attendance Gap. Throughout this report, look for these letters that help show which
of the three challenges each program is focused on overcoming:

R
S
A

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III. GOALS
The Arlington Public Librarys strategic plan, which can be found in full at
http://www.arlingtonlibrary.org/about#Plan, sets forth specific goals that the library
wishes to accomplish for FY2011 through FY2015. The goals for the Learn and
Grow aspects of the library are listed below.
Learn
1. We will support individuals who wish to learn to read and write, continue their
education, or improve their workplace skills.
2. We will strengthen partnerships within our learning community by providing
leadership, coordination, and resources.
3. We will provide opportunities for users to learn to find and evaluate
information efficiently and effectively.
Grow
1. We will create environments, opportunities, and activities for youth that are
safe, stimulating, and encourage exploration, imagination, and learning.
2. We will show parents and caregivers how to prepare their young children for
success in school.
3. We will involve youth in positive experiences to keep them in school and out
of gangs.
Our partnership with AISD has helped us to
achieve these goals in the past and we are
confident that with the support and cooperation
of allies such as AISD, we will continue to meet
and exceed these goals in the future. The
following programs have already made great
impacts on our community. The purpose of
this report is to show the positive impact that
these literacy partnerships have made on
Arlingtons students.
The purpose of this report is
to demonstrate the positive
impact that these literacy
partnerships have made on
Arlingtons students.

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B) PROGRAMS

I. Le y Sers

Le y Sers (Read and You Will Be) is a program designed to help parents with 0-4
year olds prepare their child for school. The program seeks to empower parents as
their childs first and most important teacher and role model. Each one-hour session
emphasizes the importance of developing early literacy skills. During the session,
simple methods that parents can use to develop these pre-literacy skills in their children
are demonstrated.
The program was originally implemented at several Arlington ISD Title I elementary
schools during the fall semester of 2012. The participating parents and their children
met for one hour a week for six weeks at their childs school, where an Arlington Public
Library Program Specialist helped educate the parents about early literacy. In addition
to introducing early literacy concepts, the Program Specialists modeled ways that the
parents could support this concept development at home and engaged parents in hands
on activities to help them practice their newly acquired knowledge in a tangible way.
In addition to the main focus of the program, Le y
Sers introduced the popular early literacy kits for
parents to check out. Each kit contains books,
activities and toys that focus on a theme. The
parents could check out these kits and bring them
home to help support their childs learning at home.
Books from the librarys circulating collection of board
books are also made available at each of these
sessions, making it easy for parents to access the
resources they need to support their childs learning.
Parents of Pre-K
students
Who?
Encourages
parents to be
their child's first
teacher
What?
For six weeks
each semester
When?
Local
elementary
schools
Where?
Examples of Literacy
Kit Themes:
Colors
Shapes
Textures
Counting
Rhyming
R

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One of the early literacy kits available to check out with an Arlington Public Library
library card. The theme of this kit is rhyming.

Fall 2013 Semester
Elementary School Adults Children Contact Hours
Amos Elementary 12 6 90
Anderson Elementary 8 13 97
Blanton Elementary 6 6 66
Burgin Elementary 5 4 53
Crouch Elementary 21 22 245
Crow Elementary 4 4 42
Ferrell Elementary 3 3 11
Roquemore Elementary 3 4 31
Rankin Elementary 7 7 59
Sherrod Elementary 3 3 28
Speer Elementary 10 13 89
Starrett Elemantary 4 5 45
Webb Elementary 3 3 22
Wimbish Elementary 9 10 82
Totals: 98 103 960


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Spring 2014 Semester
Elementary School Adults Children Contact Hours
Adams Elementary 1 1 8
Atherton Elementary 4 4 44
Berry Elementary 15 16 149
Crouch Elementary 21 22 245
Crow Elementary 4 4 42
Ellis Elementary 6 5 41
Ferrell Elementary 3 3 11
Foster Elementary 7 8 41
Goodman Elementary 3 4 32
Hale Elementary 3 1 11
Johns Elementary 7 9 56
Knox Elementary 8 8 84
Kooken Elementary 18 19 155
Morton Elementary 15 17 157
Pope Elementary 2 3 28
Roquemore Elementary 3 4 31
Rankin Elementary 7 7 59
Remynse Elementary 4 6 32
Roark Elementary 7 6 66
Speer Elementary 10 13 89
Starrett Elementary 4 5 45
Thornton Elementary 10 15 104
Webb Elementary 3 3 22
West Elementary 8 9 79
Wimbish Elementary 9 10 82
Totals: 216 234 2047


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II. Life through Literacy

Life through Literacy is a program designed to teach young parents and parents-to-be in
AISD High Schools the importance of playing a role in their childs development. One of
the main goals of the program is to teach the young parents that they are the first and
most important educator in their childs life. Many do not realize how crucial the first few
years are to their childs development of reading, social, and critical thinking skills.
However, once they understand this role, they are excited and enthusiastic about
welcoming the challenge.
The program works with the students in the Parenting
Education Program (PEP) at Arlington, Seguin, Sam
Houston, Lamar, and Bowie High Schools. These students
learn that the simple acts of talking, reading, and singing
with their babies leads to the development of strong
language skills which is an important building block of
developing strong reading skills later in life. The students
learn how engaging in these fun bonding activities helps
their child grow and develop.
A copy of Baby Basics, a tell-all pregnancy guide, is given
to the students, used during one-on-one PEP sessions and
helps the young parents keep up with health aspects of their pregnancy. In addition, the
program provides a new board book or picture book for the parents to keep at each of
the five sessions. These books often become the start of the parents first library at
home and become their babys first and favorite books.
High School Fall 2013 Parents Spring 2014 Parents Contact Hours
Arlington 5 N/A 13
Seguin 3 N/A 4
Sam Houston N/A 14 61
Lamar N/A 6 27
Bowie N/A 3 9
Totals: 8 23 114

Young parents
and parents-to-
be
Who?
Teens learn
about the power
of reading to
their little one
What?
Three sessions
during the
school semester
When?
Local High
Schools
Where?
High Schools that
Participate in LTL:
Arlington
Seguin
Sam Houston
Lamar
Bowie
R

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III. Pre-K Library Visits

Pre-K library visits allow Pre-K children from participating TLI & United Way AISD
campuses to come to the George W. Hawkes Central Library for a field trip, to get a
pleasant introduction to the public library. The programming librarian works with the
Family Engagement Liaisons, teachers and librarians at the Pre-K locations to create an
exciting experience geared specifically for their young students. Teachers often invite
parents to the library trip. Visits include an interactive storytime, starting with a folktale,
as well as a tour of the library.
This program also helps get library cards into new families by sending home a My First
Library Card application (English/Spanish) with each child. In addition, they are all sent
home with a goodie bag containing items like an age-appropriate book, an early learner
journal, pencils and bookplates, but also special
early literacy information for their parents in English
and Spanish. Bi-Lingual language books are
included in the Spanish version of the bright red
totes that the children take home.

Students carrying red totes with books and library info.

Pre-K 3 and 4
students from
TLI campuses
Who?
A special trip to
visit the library
What?
One time event
for each child-
care location
When?
A visit to George
W. Hawkes
Central Library
Where?
32
AISD campuses visited the library
2,591
students enjoyed story time
455
teachers and parents helped
inspire a love of reading
1,951
students registered new
library cards

A S

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Fall 2013 Sam Houston Feeder Schools
School
Students who
Attended
Adults who
Attended
New Library
Cards Processed
% of Students
with New Cards
Adams 80 16 60 60%
Amos 84 14 56 62%
Anderson 134 17 79 59%
Atherton 93 12 80 82%
Berry 151 26 108 79%
Blanton 90 18 76 81%
Burgin 90 18 85 86%
Crouch 111 18 88 74%
Crow 55 11 51 80%
Foster 101 15 87 84%
Goodman 46 18 40 85%
Hale 91 25 67 70%
Johns 109 14 105 95%
Knox 73 12 60 74%
Morton 83 15 74 85%
Rankin 62 9 55 83%
Remynse 63 15 59 97%
Roark 97 18 74 65%
Thornton 134 20 99 74%
Totals: 1747 311 1403 77.63%

Spring 2014 Lamar High Feeder Schools
School
Students who
Attended
Adults who
Attended
New Library
Cards Processed
% of Students
with New Cards
Ellis 68 9 44 56%
Kooken 35 4 24 65%
Larson 62 16 41 53%
Pope 60 14 38 49%
Roquemore 41 6 34 79%
Sherrod 102 12 47 47%
Speer 71 11 52 79%
Webb 57 20 62 39%
Wimbush 37 9 25 68%
Totals: 633 101 367 59%


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Spring 2014 Bowie High Feeder Schools
School
Students who
Attended
Adults who
Attended
New Library
Cards Processed
% of Students
with New Cards
Bryant 54 10 40 68%
Farrell 39 9 34 81%
Starrett 65 16 67 96%
West 53 8 40 93%
Totals: 211 43 181 84.5%

IV. AISD Community-Based Childcare Library Services

The Arlington Public Library began an outreach program to the area childcare centers in
2014. These AISD community-based childcare visits serve both as an exciting event for
the students and an opportunity to provide convenient library services to the parents
and teachers of the students in attendance. The children are treated to a storytime
session in their own classrooms on a monthly basis. In addition to the storytime, the
teachers and parents are provided with the opportunity to utilize library services in a
convenient location. They may sign up for library cards, check out or return materials,
and learn more about upcoming programs during each of the visits.
These childcare visits helped open the doors to additional
opportunities, such as the Da de los Nios, Da de los
Libros multi-cultural event. The idea was so well
received that we had to break the visiting childcares into
two separate days (April 30
th
and May 1
st
) to
accommodate a grand total of 490 children and 90 adults.
The special event featured special readers theater
storytimes, a tour of the library, and gift bags for each
child in attendance, complete with fun story-themed
goodies, books, and Summer Reading Club information.
Pre-K students
from community
childcare
locations
Who?
Storytime and
library services
brought to area
childcare sites
What?
Scheduled visits
throughout the
year
When?
At community
childcare
locations around
Arlington
Where?
S A
Da de los Nios, Da
de los Libros:
A special event for 490
pre-K children and 90
adults on April 30
th

and May 1
st
2014

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Spring 2014 Inaugural Semester
School
Students
who
Attended
Adults
who
Attended
Sessions in
Feb. - May
Average
Attendance
(Students)
Abram Headstart 158 16 4 40
All Stars Learning Center 140 20 6 23
Arlington Headstart 1 330 39 7 47
Arlington Headstart 2 212 28 8 27
Childrens Place 202 23 6 34
Childtime 115 18 6 19
Destiny Academy 123 15 5 25
East Abram Head Start 56 9 1 56
East Arlington Head Start 255 29 5 51
Grace Lutheran 155 15 4 39
Humpty Dumpty 184 18 6 31
Kids Community Arlington 320 46 7 46
Kids Community Grand Prairie 164 20 4 41
Koinonia Christian Academy 178 21 6 30
Madinah Academy 73 9 3 24
YWCA 119 20 7 17
Zone for Kids 171 20 6 29
Totals: 2955 366 91 32
*Duplicated Data due to program structure and data collection

City Council Member Deputy Mayor Pro Tem Jimmy Bennet reads at El Da de los Nios.


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Da de los Nios, Da de los Libros Survey Responses
Five of the schools who attended the Da de los Nios, Da de los Libros event
responded to the surveys sent out by library staff. The questions and responses for the
five locations who completed the survey are listed below.
Q1: Do you feel that the library visit encouraged children to read?
Yes Somewhat No
3 2 0

Q2: Would you attend another library event like this one in the future?
Yes Maybe Not Likely No
5 0 0 0

Q3: Did the presentation spark new ideas to bring back to the classroom?
Yes Somewhat No
5 0 0

Q4: Did the library visit help to enhance the childrens knowledge and
understanding of literature?
Yes Somewhat No
5 0 0

Q5: Did the library promote reading in a fun and exciting way?
Yes Somewhat No
5 0 0

Q6: Did the programs presented support school readiness goals?
Yes Somewhat No
5 0 0


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Q7: Did the library staff provide you with ample time to plan and prepare for this
trip?
Yes Somewhat No
4 1 0

Q8: What did you like most? What did you like least? What would you change?
More parental support in the reading readiness
How fast pace and engaging it was for the children
Enjoyed everything, the children came back talking about all of the fun and their goodie
bag
The interaction with readers and students
The children reported that they liked the bus ride, the trip to the library and the books
read.

Q9: How well organized was this event?
Very Well
organized
Well organized
Somewhat
organized
Not well organized
3 2 0 0

Q10: How well prepared were the presenters of the programs?
Extremely
Prepared
Well prepared
Somewhat
prepared
Poorly prepared
4 1 0 0

Q11: How would you rate your overall library field trip experience?
Excellent! Great! Good! Poor
2 3 0 0

Q12: Any other comments, thoughts, or suggestions?
Repeat, repeat, repeat!


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V. Stories to Our Children

The Stories to Our Children program encourages literacy and early learning awareness
through the telling of stories. Passing on stories from generation to generation is an
important part of the human experience, one that strengthens families and communities.
In the Stories to Our Children program, parents attend a series of one to five workshops
in which they write, illustrate, and refine their own stories to their children. The goal of
the program is to support mothers and fathers as the first educators of their children
while helping them pass their familys history and traditions on to the next generation.
Throughout the process, the parents work at home,
modeling the reading and writing skills they learn in the
workshops to their children. At the end of the program, the
parents all receive a bound copy of their story and a book
bin to give it a special place among their childrens first
books. The program ends with a celebration of the
participants accomplishment and the opportunity to share
their stories with others.

Each participant receives a bound copy of their book in the gift at the
end of the program.
Parents of Pre-K
students
Who?
Promotes early
learning with
parent-written
stories
What?
Five sessions
each semester
When?
Local
elementary
schools and
library branches
Where?
The goal of Stories
to Our Children is
to support
mothers and
fathers as the first
educators of their
children while
helping them pass
their own familys
history and
traditions on to
the younger
generation.
R

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Fall 2013
School Parents Children Contact Hours
Adams Elementary 9 3 52
Berry Elementary 7 14 41
Bowie High School 5 0 14*
Crouch 18 20 116*
Crow 1 1 15
East 5 6 55
Fitzgerald 4 1 5*
Kooken (am) 23 0 70
Kooken (pm) 8 12 47
Lamar 14 0 26*
Literacy House 3 6 9*
Rankin 8 0 8*
Sam Houston 17 0 44*
Totals: 141 89 664
*Met less than 5 times: 4 times Crouch, Lamar, Sam Houston | 3 times Bowie | 1 time
Fitzgerald, Literacy House, Rankin

VI. Reading Corps

The Reading Corps was piloted by AmeriCorps VISTAs who
still actively manage the program. During Reading Corps,
children have the opportunity to work one-on-one with a
volunteer to help improve reading, writing, and literacy skills.
Reading Corps takes place at a variety of locations throughout
the community, including library branches, schools, and
community organizations like the YWCA.
Students : Pre-K
through 2nd
grade
Who?
One-on-one
reading, writing,
and activities
with volunteers
What?
Three month
semesters in
Spring, Summer,
and Fall
When?
Elementary
schools, child-
care locations,
and libraries
Where?
S A R

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Reading Corps is organized into two groups of students, 0-4 years old and K-2. The
Pre-K students (0-4) work with each volunteer for thirty minutes, choosing books for the
volunteers to read and then working with their buddy
to complete activities such as journaling or play
literacy skill building games such as sounds bingo.
The K-2 students work with their volunteer for an
hour each and are encouraged to read the books to
their volunteer instead of the other way around. The
K-2 students also spend time with skill building
activities such as journaling and brain training games.
The focus of the program is not a tutoring program
instead, the goal is to instill a lifelong love of reading
and learning that will help students excel both in their
school work and in their future lives by modeling how
fun and engaging reading and learning can be. The
program is looking to have local organizations adopt
Reading Corps sites, especially the Pre-K childcare
locations, where the adopting organization would
supply the volunteer hours needed per week to
support the program. The Pre-K students, who are
the newest additions to the Reading Corps program,
have surprised site coordinators and volunteers both by their ability to focus and desire
to work with the volunteers even longer than the thirty minute sessions allow.
Reading Corps partners with Animal Services to offer the popular Reading Dog Reading
Corps at Southeast Library where students have the opportunity to read to Leroy Brown,
the Reading Dog.

The goal of Reading
Corps is to instill a
lifelong love of
reading and learning
that will help students
excel both in their
school work and in
their future lives by
modeling how fun and
engaging reading and
learning can be.

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A copy of an article about Leroy Brown, the reading dog and his impact on Reading Corps students.


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Spring 2014
K-2 Location Students Volunteers Contact Hours
Southwest Library 7 5 53
Southeast Library 13 14 220
Central Library 15 6 219
East Library 8 6 127
Johns Elementary 12 7 60

Pre-K Location
Kids Community Arlington 15 8 101
Kids Community Grand Prairie 11 5 44
Grace Lutheran 11 3 31
YWCA 11 5 48
Totals: 109 63 999

Assessments
K-2 Location
Average
Beginning of
Year
Average
End of Year
Average %
Increase
Southwest Library 88.40% 94.83% 7.28%
Southeast Library 87.44% 89.83% 2.73%
Central Library 48.40% 71.83% 48.42%
East Library 77.50% 88.80% 14.58%
Johns Elementary 58.40% 75.91% 29.99%
Sherrod Elementary 56.67% 94.00% 65.88%

Pre-K Location
Kids Community Arlington 60.08% 71.91% 19.70%
Kids Community Grand Prairie 83.19% 84.23% 1.25%
Grace Lutheran 66.33% 83.08% 25.26%
YWCA 83.33% 96.15% 15.39%


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VIII. Library LiNK

The Library LiNK program allows students to check out Arlington Public Library
materials at remote locations, including select schools and other locations around the
community, such as the YMCA and the Literacy House. Arlington students can request
library materials online, which are delivered to a location they specified. This makes it
even easier for students to access library material to further their education and delve
deeper into their interests. Some locations are indoor and accessible during the hours
the hosting building is open while one locker located at Foster Elementary School is
outside and accessible 24/7.
The Library LiNK program serves a dozen different locations in the Arlington
community:
Atherton
FARR
Foster
Glenn H
Hale
Literacy House
Morton
Roark
Short
TCC
Webb
YMCA

Each of these locations tracks the data for materials checked out through library link,
breaking them down into categories such as the type of material (print book, DVD, etc.)
and the age group of material (adult, juvenile, young adult, etc.). These items can also
be utilized by parents and teachers to help educate their children and students, which is
why the adult data is included in the report. Each chart breaks down the type of
materials checked out through the Library LiNK system, with all locations combined for
simplicity.

Students of AISD
schools
Who?
Library services
at their schools
What?
During the
school year
When?
AISD Schools
and Community
Locations
Where?
S R

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277; 26%
780; 74%
Adult Materials
Audiovisual Print
214; 7%
2811; 93%
Juvenile Materials
Audiovisual Print
Total items circulated: 1057

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VIII. Summer Reading Club

The Summer Reading Club is a program design to keep
children (and adults!) reading throughout the summer.
SRC is a national movement that has many libraries
participating around a common theme each year.
Utilizing the national material, Arlington Public Library
hosts its Summer Reading Club every year.
The program works by giving prizes and rewards to
children who log a certain number of hours reading or
number of books read, depending on age group. These
prizes traditionally include items like tee shirts, tote bags, swim passes, and a ticket to
go see a Rangers game, along with other fun material. Students who read above and
233; 97%
7; 3%
Young Adult Materials
Print Audiovisual
Students of all
ages
Who?
A summer
reading club
with rewards for
frequent reading
What?
The summer
months, with a
celebration at
the end
When?
Everywhere in
Arlington!
Where?
S

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beyond the minimum are also entered to win additional age appropriate prizes such as
gift cards and baskets stuffed with toys and activities.
In addition to reading on their own, the
library will be hosting events all summer
long that tie in to the Summer Reading
Club. This year, the theme is science
related, so each Saturday an event
featuring a different science concept will
be held. Children can come to the event
for storytime and activities. The Summer
Reading Club also has a kickoff event and
an end of summer party. The kickoff
event, held May 31
st
, helps to generate
interest and get kids started on their
reading early. The end of summer party celebrates and rewards all of the participants in
the Summer Reading Club and will be held at the Texas Rangers Baseball Hall of Fame
on August 2
nd
.
SRC Participation 2013
Location 0-4 y/o K-6 Grade Teens
Central 267 452 156
East 35 224 33
Lake Arlington 99 349 79
Northeast 29 133 26
Southeast 103 600 116
Southwest 109 431 90
Woodland West 90 305 59
Literacy House 320 1022 0
Community 1 251 0
Totals: 1053 3767 559

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[ARLINGTON PUBLIC LIBRARY | IMPACT REPORT] FALL 2013 SPRING 2014

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