director guide v-printer - flcinc.orgflcinc.org/wp-content/uploads/2017/08/director guide.pdfthe...
TRANSCRIPT
Page
�������������
����� �� ��������� ��������
������
�������������
����� �� ��������� ��������
������For Creating and Maintaining
a Family Literacy Center
©2003 FAMILY LITERACY CENTERS, INC. All rights reserved.No part of this book may be reproduced or used
in any form, including photocopy, withoutpermission in writing from the publisher.
REV XV 04/26/03
ISBN: 1-931507-87-2
CONTENTS
Video 1: Introduction to the Family Literacy Centers, Inc. Program . . . . . . 1
Video 2: Using Family Literacy Training Materials . . . . . . 5
Video 3: Establishing a Family Literacy Center . . . . . . 6
Video 4 : Daily Operation of a Family Literacy Center. . . . . . 13
Appendices. . . . . . 19
Appendix A: The Family Literacy Centers, Inc. Web Site. . . . . . 21
Appendix B: Book and Supply Lists for Family Literacy Centers. . . . . . 23
Appendix C: Using the Director CD. . . . . . 33
Appendix D: Using the FLC, Inc. Website Director Tools. . . . . . 35
I. INTRODUCTION TO THE FAMILY LITERACY CENTERS, INC. PROGRAM
WATCH VIDEO 1:INTRODUCTION TO FAMILY LITERACY CENTERS, INC.
Readings for Video 1:Introduction to Family Literracy Centers, Inc.
Family Literacy Centers, Inc. (FLC) is a 501(c)(3) volunteer non-profit charity organ-ization, established to promulgate family literacy and help communities create their own family literacy centers. The centers disseminate research on effective methods of teaching literacy, and provide training to volunteer tutors, students, directors and parents. Family Literacy Centers have been established in both rural and urban com-munities across the U.S. They have been successfully organized in a variety of facili-ties including public libraries, senior centers, public schools, private schools, correctional facilities, public assistance centers, homes, and churches. FLC, Inc. is guided by a five-member governing board. FLC GOALS AND METHODS The primary goal of Family Literacy Centers, Inc. is to help people take control of their lives through literacy, thus strengthen-ing families and communities. The program places at-risk children or adults and their families with a caring volunteer tutor who employs a methodology tailored to fit individ-ual learning needs. The emphasis is on early
intervention with help in basic and interme-diate reading as well as writing and comput-ing. In addition to conventional print mater-ials available at each center, FLC, Inc. is reaching out with new technology using the internet, TV, and state-of-the-art CDs and videos for both training and distance learn-ing. As a result of the combined efforts of staff, parents and trained tutors, many stu-dents raise their reading levels by one-half grade each month. Students thus experience increased self-esteem as well as the ability to be more productive at school, on the job, and in their personal and community lives.
The methods used to teach reading are time tested, instructionally effective, and cost effective as well. They have been in place for over 50 years and have recently been sup-ported by the National Panel Report in April, 2000, which advises:
Teach phonics, word sounds, and provide one-to-one feedback on oral reading. Do this by breaking apart and manipulating the sounds in words which are represented by sounds of the letters in the alphabet . . . then blended together to form words (phonics) and provide practice for comprehension.
For a brief overview of purposes and goals of Family Literacy Centers, see Video 1 of the
Parent Training Videos, titled “Introduction to Family Literacy Centers, Inc.”
Training FLC, Inc. has helped communities form partnerships with civic educational, and reli-gious organizations and has also served private and home schools. Staff members introduce materials, demonstrate meth-odology, and offer general instruction as a community service. The training program available from FLC, Inc. includes customized training for students, tutors, parents and directors, all of which are obtainable in sepa-rate instructional packages.
FAMILY LITERACY TRAININGMATERIALS
Family Literacy Centers, Inc. has pro-duced a wide variety of excellent materials to help students, tutors, parents, and FLC directors succeed. Some are basic materials for beginning readers; others are developed for more advanced students. You will want to be familiar with the materials in the follow-ing list.
TRAINING MATERIAL FOR STUDENTS
Family Readers for Children
There are 72 storybooks in the basic series divided into 12 sets. Each set has
6 books. These are the books from which beginning readers learn.
• Sets 1-6 introduce and review short vowels. • Sets 7-9 introduce and review long vowels. • Sets 9-10 introduce consonant blends, numbers, word endings and gives a review. • Set 11 introduces phonics, clusters, and combinations. • Set 12 introduces sight word practice, diphthongs, digraphs, and hard and soft “c” and “g”.
Writing Activities Resource Books
Divided into two 3-ring binders, these are seventy, 14-page lessons, including pre- and post-reading assignments, with creative writ-ing and skill activities. Each Family Literacy Writing Activity lesson is correlated to a Family Reader.
Yellow Crocodile Readers
Ken Gouff created delightful illustrations for these six Yellow Crocodile Storybooks. His careful detail in lush watercolor adds to already engaging stories about Max and his friends. They are designed to provide prac-tice to students needing help with the most frequently occurring words in the English language. These books build on the skills learned in the 72 Family Readers, are moti-vating because of their interesting content, provide independent reading practice, are easy and enjoyable to teach, and correlate with other high frequency word lists.
Adult Readers
These are five chapter books written with adult characters and situations. Each book provides decodable text, a sequentialdevelopment of phonetic sounds and blends,consistent characters, cultural diversity, comprehension questions, skill previews, and value-based concepts.
The Family Literacy Placement Screen
This inexpensive, easy to use testing instru-ment is a useful tool for literacy personnel.It is quick and easy to use, indicates ten reading levels, has a carefully selected vocabulary, correlates to most frequently used texts, represents vocabulary from across the curriculum, and takes less than ten minutes to administer.
Interactive CD-ROM
This CD-ROM called I Am Learning To Read for beginning readers correlates with The Family Readers. These self-directed activities help teach early reading skills in a positive, student-friendly format. The CD is another tool for achieving a firm foundation for reading, writing and spelling with interest-ing content which builds reader confidence, provides a bridge to independent reading and learning activities, and is designed to provide practice geared to the interests and abilities of students and parents.
72 Family Readers on CD
The Family Readers on CD-ROM make the popular Family Readers in print more affordable, while adding features that only a computer can provide. For example, students can review pronunciation of any word in the readers just by clicking on it. The program also allows the students to record their own voices and compare them with the pronun-ciation of the narrators. Users can also print out copies of each page for practice at home.
The Diglot Family Readers
The Diglot Family Readers on CD-ROM are designed to teach Spanish speakers English vocabulary and pronunciation. The 72 Family Readers begin in Spanish and steadi-ly convert to English. The student infers the meaning of the new English words from the context of the stories. Every English word in the program is “clickable” so that students can either listen to the correct pronuncia-tion of three different narrators, remember the translation, or record their voice and compare it with the narrators’ pronunciation. The Diglot Family Readers also provide four review activities to help the students evaluate how well they are learning the material.
Computer Literacy Guide
This is an introductory guide to computer use and operation intended for use by all patrons of Family Literacy. It assumes no knowledge of computers, and covers: (1) the basic operation of both MACs and PCs, (2) an introduction to the use of Microsoft Office®, including Word®, Excel®, and PowerPoint®, and (3) the use of the World Wide Web and email.
TRAINING MATERIAL FOR PARENTS
Following the same format as the tutor and director training, this video program includes instruction in parent responsibilities and expectations, showing how beginning and intermediate students are taught, how to use cultural and community resources, how to use computers in literacy activities, and gives specific suggestions for helping stu-dents at various age levels at home to rein-force what tutors do during the week.
TRAINING MATERIAL FOR TUTORS
The manual you are now reading is the print component explaining the use of the tutor training videos described later in this manual.
TRAINING MATERIALS FORFLC DIRECTORS
This program contains video presentations and a printed guide that provide general information about how to establish a Family Literacy Center, and by means of interviews with successful directors, shows models and examples for ensuring the success of the center. Each video has a main emphasis:
Video 1 Introduces eight successful literacy centers. Video 2 Shows how all of the FLC, Inc. student, parent, and tutor training materials work together.Video 3 Presents the main steps required to establish a center.Video 4 Offers suggestions for operating a center on a daily basis.
HOW TO USE THE STUDENT MATERIALS
Before we begin a more detailed expla-nation of how to organize and maintain a Family Literacy Center using the director Family Literacy Training materials, watch the short video explanation of how the various parts of the program work together. This is a very brief example of how a beginning stu-dent and the tutor in the FLC program used the instructional materials and how parents reinforced the instruction at home.
WATCH VIDEO 2: USING THE FLC, INC. READING MATERIALS
Readings for Video 2:Using the FLC, Inc. Reading Materials
For a more detailed explanation of the content of each part of the total Family Literacy Training Program, log onto ourwebsite at www.flcinc.org. TIPS FOR GETTING STARTED
It is advisable at the outset to be well acquainted with the program. To this end we suggest the following:
• Form a relationship with Family Literacy Centers, Inc. The main center provides information and answers questions over the telephone. In some instances staff members are able to visit your site and help with presentations and training. The organization also has a web site, which supplies invaluable information and materials available for copying. (See Appendix D in this booklet for details.)
• If at all possible, visit established centers to talk with directors and staff members. You can observe their daily operation, examine materials, study office manage-ment techniques, and speak to students and parents. A few days spent watching and interviewing will help you solidify your own plans.
• Study materials provided by FLC Inc., including manuals, other printed materi-als, and Video/CD instruction.
This booklet and the Director Training Videos provide general information on organ-izing a Family Literacy Center. For addition-al information of a general nature, see the sources listed below:
RESOURCES FOR FAMILY LITERACY:
• FLC, Inc. Website: www.flcinc.org
• Family Literacy Centers Inc.: 945 South Orem Blvd. Orem, UT 84058 TOLL FREE: 1-866-READHLP (732-3457) • National Family Literacy Center 325 West Main Street, Suite 200 Louisville KY 40202-4251 www.famlit.orgREFERENCES:
Carly, Nancy, Lewis, Laurie, and Farris, Elizabeth. Parent Involvement in Children’s Education: Efforts by Public Elementary Schools, 1998, U.S. Department of Education, NCES, Washington, D.C.Chambliss, Catherine. Optimizing Infant
Development: Strategies for Day Care. 1997, ERIC #ED408076.
Chandler, Arnold. Read With Me: A Guide for Student Volunteers Starting Early Childhood Literacy Programs, 1997, National Institute on Early Childhood Development and Education, ERIC #ED411510.
Shockley, Betty, Michalove, Barbara, Allen, JoBeth, Engaging Families: Connecting the Home and School Literacy Communities, 1995, Heineman Press, Portsmouth, N.H.
Thogmartin, Mark B. Teach a Child to Read with Children’s Books: Combining Story Reading, Phonics, and Writing to Promote Reading Success. 2nd Ed. 1997, ERIC #ED413577, Bloomington, Ind.
VIDEO 3: ESTABLISHING A FAMILY LITERACY CENTER
WATCH VIDEO 3: ESTABLISHING A FAMILY LITERACY CENTER
Readings for Video 3:Establishing a Family Literacy Center
Establishing a successful Family Literacy Center requires thorough preparation and planning. A number of steps are required for almost all centers, though procedures differ somewhat. For example, procedures involved in setting up a library or civic literacy center vary from those involved for a school center. Home schools and penal institutions have their own requirements. In developing an initial plan for a Family Literacy Center, con-sider answers to the following questions:
Who can assist me in organizing a center?Who can make presentations to gain sup-port?How much money will be needed for start up? For continuing operation?How much space will be needed? Where are potential spaces located? Contact per-son?Who would be good candidates for a gov-erning board? Who will write the initial draft of a propos-al? When will it be written?Are there any organizations to coordinate with? Schools? Churches? Libraries? What strategies would be useful in obtain-ing volunteer tutors?
Generally the following activities are fol-lowed to help establish a Family Literacy Center. However, the activities do not neces-sarily take place in the order given because information from one step might impact information in the other steps.
ACTIVITY 1: PREPARE AND PRESENT A PROPOSAL
1. Identify someone who can meet with school or civic leaders to explain the program and present a proposal. 2. Explore costs and available financing. 3. Plan for space, equipment, and educa- tional materials. 4. Determine the number of staff mem- bers needed to administer the pro- gram, and their responsibilities. 5. Find out how many students can be served and how they will be identified. 6. Develop a strategy for recruiting and training volunteer tutors. 7. Make plans for organizing a FLC Executive and Advisory Board. (These may not be necessary for school cen- ters.) 8. Build Relationships 9. Gather Data 10. Make the Presentation
One of the first tasks in organizing a cen-ter is to identify someone who can meet with school or civic leaders to explain the pro-gram and present a proposal. That could be yourself, another director, someone from FLC Inc., or any person with interest and knowl-edge. (An example of a partial proposal is included on the Director Resource CD.)
Your proposal will be more likely to suc-ceed if you and those who help you have established some credibility. Thus, it is wise to build relationships with those who have the authority to make the decisions. If you are starting a school center, get to know the administration and teachers; support the
PTA, volunteer as a tutor, a room mother; or help out in any way that will show you are interested in serving the school.
If you wish to organize a civic Center, introduce yourself to the mayor and city council members. Attend council meetings, and if you have time, become involved in community service. Before you make the formal presentation, you will want to be perceived as intelligent, organized, and interested in community betterment.
Though a good proposal is brief, it rests its case on specific detail, such as data relating to your school or city You might research how many people in your area can-not read, the relationships between illiteracy and crime, unemployment, broken families and other social problems. Data applying in a general way to many communities can be found in the proposal on the Director Resource CD.
Communities will come to realize that a FLC is one of the most valuable resources a community will have. Poverty, homeless-ness, gangs, school drop outs, family abuse and prison inmates will generally be reduced.
For a civic or public library FLC: The presentation would normally be given to the mayor and the city council. It should be brief, organized, detailed, and well docu-mented. Consider including the following topics:
1. The need for a center. Data is helpful here, including community problems related to illiteracy, costs of illiteracy, school children not reading on grade level, adult illiteracy, etc.
2. Introduction to the program: How the program works, including one-to-one tutoring, FLC materials, and past suc-cesses.
3. A tentative plan for facilities and financing. Indicate how much space
might be necessary to begin, neces-sary furnishings, costs of materials, proposed staff members and salaries. Be ready with a tentative financial summary, and plans for obtaining the necessary money.
The proposal would be followed by plan-ning meetings, during which set-fees, oper-ating costs and available monies could be explored. It would also be necessary to final-ize plans for space and equipment, some of which may already be available.
For a school FLC:
A knowledgeable person would meet with the school administration to explain the FLC program. Normally, administrators and teachers are already aware of the extent of reading problems in their school. The presentation would focus primarily on how the program operates, its success in raising reading levels, and how it could be incorpo-rated into the school.
At this time or later, it is necessary to determine how the program will correlate with and supplement the school programs. A preliminary discussion of schedules, avail-able staff, available space, resources, and possible sources of funding could take place at this time.
ACTIVITY 2: EXPLORE COSTS
Determine Approximate Set-up Fees and Operating Costs:
Funds and resources vary with individual centers. Start with whatever is available. Usually as the success of the center becomes apparent, more funds become available.
• First-year costs can vary from $10,000 to $30,000, depending on the number of paid staff and the equipment available. The first year is the most costly.
• Development, training time and training manuals for a new FLC cost approximate-ly $1,000. This is a one-time set-up fee.
• The salary for one part-time director ranges between about $500 to $1,000 per month.
• Costs for tutor trainers or other FLC employees increase the expenditures.
• The average cost for literacy supplies, reading material and equipment is $4000. This varies according to the existing resources in the city or school.
Schools usually provide an in-house director and assistant, 10 to 15 hours week-ly. Plan on about $12/hr for the director and $8/hour for the assistant. Most schools will pay these salaries.
Explore available financing:
Community Development Block (CDBG) Grants are available in most cities. The mayor or city council will know about these. Cities, libraries, or civic centers will often partner with a FLC and pay for a director or other literacy expenses. Schools have sourc-es of funding as well.
Financial help can come from many sources:
• Community Development Service Grants• National, state, or city governments, in
various grants or educational allotments• Endowments, foundations, individual
sponsors• Fund-raisers, business donations or lit-
eracy gifts.• Corporate grants or educational funding
found on the Internet• Family foundations looking for charitable
organizations for tax breaks• Educational grants offered by agencies or
foundations, or schools.
Funding Sources for Grant Writing
There are several good web sites that are helpful in preparing a proposal. See: www.library.wisc.edu/libraries/Memorial/grants/proposal.htmhttp://nonprofit.about.com/cs/helpwithgrants/www.uvm.edu/~reshmpg/guides.htm
Setting up a 501(c)(3) Non-Profit Tax Status Organization
The 501(c)(3) designation provides tax-exempt status and allows donors to receive tax credit for their donations. Family Literacy Centers, Inc. is a 501(c)(3) educational orga-nization.
It may be necessary to organize your cen-ter as a nonprofit corporation. If your orga-nization desires to apply for this status the following information will serve as a guide:
1. Create a governing board of trustees and decide who should be invited to comprise the board. Select people who are friendly to the cause of literacy and who have skills in the areas of public relations, finances, legal affairs, development, etc. These members may not have time or desire to manage the finances or activities of the organization. Guidelines for who can become members are given in the bylaws.
2. In most cases, under the state Nonprofit Corporation and Cooperative Association Act, the governing board of trustees must have at least three trustees at all times.
3. The way the governing board spends the corporation’s money may be governed by the bylaws or articles of incorporation, and member resolutions can be passed appointing or unseating any trustee.(An example of the FLC, Inc. by-laws is given on the Director Resource CD)
4. If contributions come from voluntary
donations by members or officers of the corporation, or if donations are complete-ly unsolicited, no special rules apply. If donations are solicited or if your organi-zation participates in fund-raising activi-ties, your organization must register as a charitable organization with the Division of Consumer Protection. Information on your corporation as well as an annual fee is required. These requirements protect those who contribute as well as the FLC organization.
For more information on the development of 501(c)(3) organizations see the following web sites:
www.not-for-profit.org/ www.mncn.org/howto.htm www.library.wisc.edu/libraries/
Memorial/grants/npweb.htm
Financial Accountability and Record Keeping
Make plans to engage a state, civic, school, or business accounting office to facil-itate the payroll and financial accounting for the FLC. The fee is approximately 1.5% of the funds deposited in the account.
ACTIVITY 3: PLAN FOR SPACE, EQUIPMENT, AND MATERIALS
Space
Under ideal conditions a center is housed in space having: (1) tables where tutor pairs can work, (2) an office area, (3) shelves for books and supplies, and (4) a separate area for assessments and training. But this is the ideal; be prepared to start small.
There may be an extra room in a city cen-ter, arts center, library, or a senior citizens center. A library is a particularly good place for a literacy center because of a shared philosophy and plenty of reading materi-
als. Even though schools are often pressed for space, it’s possible to use the resource room or classrooms which are empty after or before school. Sometimes even a corner of a schoolroom will do.
Though you may not get as much space as you would like, as the program succeeds, those having the decision-making author-ity are usually motivated to find or build an extra room. You may remember from Video 1 the inauspicious beginnings of so many pro-grams: a janitor’s closet, a 6x9 room, a room in a church, the repository for the county bookmobile. Tutoring can be done wherever there is space for two chairs - in halls, tem-porarily vacant rooms, or in corners.
Equipment and Materials
The following equipment and materials are recommended, though not all may be available at first: 1. Computers, computer software, printer,
copy machine, telephone.2. Office supplies, standard forms, white-
boards and felt pens.3. Assessment Tools
• Family Literacy Placement Screen -determines reading level, phonemic awareness.
• Brigance Diagnostic assessment tool, Curriculum Associates.
• Challenger Assessment, New Readers’ Press.
• Other standardized placement tools. 4. Beginning Reading Programs:
• Family Literacy Readers for children and adults.
• Educational Publishing Service (EPS) Phonics Readers.
• Various systematic supplementary beginning reading programs.
5. Intermediate Reading Books:• Classics, high interest, lower level
books from Globe, Fearon Pub.• Various chapter books and individual
interest library selections.
6. Tutor Training Materials (Available from FLC, Inc.)• Four CD’s and Videos, offering com-
prehensive modeling, with extensive information.
• Tutor Training Manual.7. Parent Training Materials (Available from
FLC, Inc.)• Four CD’s and Videos offering early
literacy training and excellent interac-tion models.
• Parent materials, home school packets and newsletters.
For detailed lists and descriptions of books, computer software, and contents of the CD/Video training, contact FLC, Inc.
ACTIVITY 4. ORGANIZE AND TRAIN STAFF
Determine the number of staff members needed to administer the FLC program, and their responsibilities. Circumstances differ somewhat according to the size and kind of program. Obviously, a small program will not require as large a staff as an extensive program; sometimes one person must carry the entire load at first. A school center comes already equipped with staff members, who are drawn from the teacher pool, where-as a city center must bring in people from the outside. Before opening the doors of the center, see that the following staff members clearly understand their responsibilities:
Director: Acts as program administrator and:
• designs and oversees program,• interviews and trains staff,• compiles materials,• does public relations work, including
press interviews, exhibits, workshops, addressing groups,
• interviews, advises, and assesses stu-dents,
• conducts parental awareness and support programs,
• raises money and is responsible for financial matters, and
• acts as liaison with school administra-tion or city council.
Assistant Director: Assists in above duties, as determined by the Director. In a small center he/she may assume duties of tutor trainer and/or secre-tary.
Tutor Trainer: Assumes responsibility for all tutor activi-ties; motivates and encourages tutors. This person:
• recruits tutors and maintains commu-nity awareness programs,
• trains tutors, either individually or in groups,
• schedules tutor sessions and main-tains tutor records,
• works with schools, civic and other groups to identify students at risk, and
• plans and presents follow-up training.
Secretary: This person: • performs general office duties, sched- ules appointments,
• writes newsletters; letters to students, parents, tutors, and
• is prepared to help tutors, parents, students and staff when needed.
Volunteer Tutor: The heart of the program, providing indi-vidualized instruction difficult to attain in a classroom setting. This person:
• can include anyone who can read and desires to help,
• receives training in both tutoring and interpersonal skills,
• faithfully arrives at center on time for scheduled appointments,
• maintains a record of tutoring, and• provides warm, positive support to
enhance student confidence.
ACTIVITY 5. IDENTIFY STUDENTS
Before a program can be initiated it is necessary to find out how many people will
be served.
Community Awareness Program
An extensive community awareness pro-gram will bring some students to the Center. Information about the program should be placed in newspapers, advertised in schools, and announced to church and other groups. Schools are a good source of information on “students at risk”.
Characteristics of Students
Students who benefit from the program are persons who have not learned to read adequately through the usual instructional processes. Though students can be of any age, the usual is 5 to 12 years of age. Students are diverse in backgrounds, inter-ests, hobbies, attitudes, and abilities. Tutors are encouraged to understand individual characteristics in order to teach more effec-tively.
Although students characteristically lack reading skills, they have a wide range of knowledge and personal strengths. Adults, particularly, often compensate by accumu-lating a wealth of experience. Directors and tutors must be careful not to condescend or underestimate abilities and intelligence. It is important to create an individualized instruc-tional program that relates to the student’s interests, knowledge, and experience.
Students needing tutorial help include the following:• at-risk students,• ESL students,• students whose parents have underdevel-
oped reading skills,• students with diagnosed reading disor-
ders,• students who have failed to achieve in
standard school programs,• home school children, whose families
seek assistance,• parents who need help in reading and
who desire to know how to help their children,
• grandparents or other family members.
ACTIVITY 6: RECRUIT AND TRAIN VOLUNTEER TUTORS
Obtaining a sufficient number of dedi-cated tutors is usually the biggest challenge in setting up a center. Early on, develop a strategy for recruiting and training volun-teers.
Recruiting
Recruiting is largely a matter of public relations and advertising. It’s necessary to get the word out so that people understand how badly volunteers are needed, and how rewarding the work is. Expect to be aggres-sive and creative in recruiting help. The fol-lowing methods have been successful:
• Press releases in the local papers• Presentations and/or newsletters for
church groups, clubs, senior citizens. • Articles in college or university news-
papers• Notes to parents of school children• Bulletins or posters at libraries, city
centers, colleges and high schools• Telephone calls to high school and
college administrators• Calls to local senior citizen centers
Initial Tutor Training
Probably the best way to learn how to train tutors is to observe an experienced trainer. If possible, check with other direc-tors of Family Literacy Centers, Inc. They might be able to provide a demonstration - or in some cases may do some of the initial training.
If it is not possible to work with or observe an experienced person, study care-fully the Tutor Training videos and hand-books. Then try to gain some tutoring expe-rience yourself.
ACTIVITY 7. PLAN FOR AN EXECUTIVE AND ADVISORY BOARD
Advisory boards, consisting of influen-tial and interested people from the commu-nity, provide excellent support for a Center. Board members should be people who are friendly to the cause of literacy and skilled in the areas of public relations, finances, and legal affairs. A governing board is necessary for non-profit status. Guidelines for who can become members are given in the FLC, Inc. bylaws found on the Director Resource CD. Characteristics of such a board include the following:
• Organization: Chair, vice chair, secre-tary accountant and board members
• Involvement of a variety of citizens: attorneys, doctors, school officials, business leaders, etc.
• Volunteers form committees for finances, tutor recruiting, out-reach programs, community awareness, etc.
SUMMARY: CHECKLIST
At the end of the organizing phase, the following should be in place:
• The center has been approved.• Overall plans are solidified.• Questions of financing are settled.• A location has been designated.• Furnishings have been procured.• Materials are purchased and organized.• A director has been hired and trained.• The office is equipped.• A community awareness program is in
place.• Students and tutors have come forward
and names and addresses are on file.• An executive advisory board is in place.• A tutor training strategy is planned.• A center schedule is determined.
WATCH VIDEO 4:
DAILY OPERATION OF A CENTER
Readings for Video 4: Daily Operation of a Center
Once a center is up and running, a direc-tor has a number of day-to-day responsibili-ties to keep it going smoothly and efficiently. Some of these depend on the size and goals of the facility. The most common are listed as activities below, but they may not occur necessarily in any particular order. Each is discussed below.
1. Supervise and monitor tutoring sessions.2. Set goals, coordinate and plan activities. 3. Supervise or carry out office tasks.4. Initiate and manage community aware-
ness programs.5. Screen, orient and train tutors.6. Meet and assess students.7. Train and work with parents.8. Track finances and oversee financial
records.
ACTIVITY 1: SUPERVISE AND MONITOR TUTORING SESSIONS.
The largest percentage of a Center admin-istrator’s time is spent in the center while tutoring sessions are taking place. You will want to closely monitor tutoring pairs to ensure that tutors relate well to the student and understand tutoring principles. At this time you make yourself available to answer questions, speak with parents, and solve
problems that may come up. For example, if a tutor cancels at the last moment or doesn’t show up, you’ll have to find a substitute quickly or step in yourself. A staff member must always be in the center when tutoring is in progress. Students should never be left alone with tutors or leave the building together. ACTIVITY 2: PLAN, SET GOALS, AND COORDINATE WITH STAFF
An ongoing responsibility is looking ahead to future needs and goals. The day might begin by coordinating the day’s activi-ties with the secretary and other staff mem-bers. It falls on the director’s shoulders to look ahead and set goals for the future. Many of the goals will be long-term; others will be short-term on a weekly or monthly basis. Goals should be written down and discussed from time to time
ACTIVITY 3: SUPERVISE OR CARRY OUT OFFICE TASKS
If you are fortunate, you’ll have a paid secretary to answer phones and carry out routine office tasks. In any case, you’ll want to determine who carries out the following tasks and how they are to be done.
• Copying and filing• Writing letters • Tracking tutors and students, keep-
ing other records. (Tutor hours are important for obtaining grants)
• Assembling tutor packets, student information sheets, etc.
• Organizing materials, shelving books, checking supplies of handouts or packets.
• Tracking budgets
ACTIVITY 4: MANAGE COMMUNITY AWARENESS PROGRAMS
Interfacing with community and educa-tion groups is ongoing: the goal is to inform the community of the program, raise money, gain support from civic and educational lead-
ers, attract students who need help, and recruit tutors.
Some ways to accomplish this: make presentations to community, clubs, church groups, and educational groups; arrange for newsletters, news updates; make posters for public buildings and schools; prepare flyers, schedule periodic meetings to discuss needs and better functioning.
ACTIVITY 5. SCREEN, ORIENT, AND TRAIN TUTORS
Recruiting and training tutors is ongo-ing. It is also very rewarding, because those who are willing serve others without pay are magnificent human beings! Strategies for recruiting tutors were discussed in Part III of this Guide. Once volunteers have come for-ward, do the following:
Screen the tutors
Most volunteers work out well, but it’s still important to screen out those who are uncommitted, clearly unqualified, or even dangerous. Some directors have designed an information sheet for tutors to fill out, (see Sample Forms on the Director Resource CD) and some do background checks. Serious problems with tutors are extremely rare, but to avoid them make sure that students are brought to the center and picked up by a parent or other approved adult, and that ses-sions take place only at the center with other adults present.
Match tutors and students
After interviewing tutors and students, you’ll have a sense of who will get along well with whom. Consider ages, interests, back-ground, learning challenges and so on.
Train tutors
If you are fortunate, you’ll have help with the initial training at the time of start up. Ongoing training may be the responsibility of a trainer or the director - or both. Plan
on about two hours for a training session, which often proceeds as follows:
• Interview the prospective tutor. Talk about expectations and time commit-ment. Have the tutor fill out an infor-mation sheet and discuss it. Discuss the procedure to follow if they cannot fulfill an appointment, the impor-tance of being on time, and keeping appointments. Explain procedures, expectations, record keeping methods (such as the daily log), and answer questions.
• Instruct the tutor to view video mater-ials and study training manuals. Answer questions and clarify pro-cedures.
• Match the tutor with a student. Inform the tutor of the results of the student assessment, where the stu-dent will begin and what materials he or she will use. The tutor may be asked to telephone the student and talk to parents.
• Introduce the tutor and the student. Give them time to get acquainted.
• Model part of a lesson by teaching the student (as long as is needed).
• Allow the tutor to take over when he or she feels confident. Stand by to observe the lesson and help when needed.
• Afterwards, talk about how the lesson went and discuss future lessons.
As time progresses, provide ongoing assistance in creating an individualized instructional program for the student. Input from teachers and parents is valuable in doing this. Tutors should know something about the student’s family, school, friends, sports, and other interests in order to relate aspects of instruction to the student’s knowl-edge, experience and interests. Continue to hold periodic follow-up train-ing sessions. These can serve as a forum to answer questions, share ideas, present new information, or demonstrate new techniques
or ideas. Many directors schedule group follow-up training on a weekly basis. Also consider using the FLC, Inc. Tutor Training Program materials.
Principles of Good Reading Practice
Below are research-based principles of good reading recommended in the FLC Program. Materials created by FLC, Inc. are produced with these characteristics:
1. Lay a foundation for “phonemic aware-ness”; that is, that letter symbols rep-resent basic sounds. Teaching the names of alphabet letters as well as their sounds.
2. Use a process of blending of sounds to make and decode words. (Synthetic
phonics instruction).3. Start early - in kindergarten.4. Use explicit, systematic instruction
in teaching phonemic awareness and blends. The most often used method in the centers is as follows: (1) teach the sounds of letters; (2) consonants at the beginning and end of words; (3) vowels - short first, then long, together with rules associated with each; (4) sight words; (5) practice and feedback in simple methods involving (a) doing it for the student, (b) doing it with the student, (c) watching student doing it on their own, and (d) allowing more practice with feedback to correct mistakes.
5. Integrate writing and spelling with read-ing. Teach sound-spelling relationships concurrently with phonemic awareness.
6. Provide spaced practice in decodable texts.
7. Have meaningful discussions with stu-dents about the text meaning. Picture cues are not detrimental to understand-ing and comprehending.
8. Use interesting stories to help with com-prehension and motivation.
9. Use guided oral reading techniques.10. Give appropriate feedback to practice.
11. Occasionally cover a picture and concen-trate on the words. Strive for an imme-diate feeling of success.
12. Assess a child’s progress every month or so.
13. Teach vocabulary both directly and indi-rectly.
14. Teach comprehension in the context of other subject-matter texts.
ACTIVITY 6. MEET AND ASSESS STUDENTS
Community awareness programs or dis-cussions with school teachers and adminis-trators will furnish you with a list of possible students, along with addresses and tele-phone numbers. Be prepared to serve more students as news of the Center spreads.
Student Assessment
Before tutoring begins, it is important to find out what the learner knows about read-ing. When parents place children in the pro-gram, an assessment is done to determine the child’s reading level. A parent should be present.
Initial Assessment
The director or other staff member assesses each student’s knowledge of the alphabet, phonemic awareness (the correla-tion between sounds and letters), and word recognition to determine an appropriate reading level.
• The learner is invited to write his/her name and then the letters of the alphabet in order, using lower case letters. This shows familiarity with the alphabet, pinpoints problems with reversal of letters, and identifies the degree of writing skill.
• The learner is asked to say the sound for each letter. The person making the assessment listens carefully for
the correct pronunciation of the indi-vidual sounds, especially the short and long vowels.
• If the student has some reading skills, the Family Literacy Reading Placement Screen or any other appropriate screening instrument can be used to indicate reading level.
The results of the initial assessment will help determine at which skill level the learner is ready to begin. If the student has incomplete knowledge of the alphabet, little or no phonemic awareness, and little or no word recognition, the student will need to be placed in a beginning reading program. Should the learner demonstrate higher skills, placement is made at the most appropriate skill level. As the needs of each individual student are assessed, appropriate programs should be recommended.
Continuing Assessment
Students should be assessed regularly, about every six to eight weeks. Records of progress should be carefully maintained. When the student demonstrates the ability to read independently at a skill level equal to or above his/her “expected” level, the Family Literacy Center has fulfilled its goal, and the student moves on to regular instructional programs.
Reading StagesFLC, Inc. distinguishes betweeen the
following four levels of reading ability:1. Reading readiness begins soon after
birth.2. Beginning reading begins at any age
that words and their meanings are recognized.
3. Intermediate reading occurs when the learner reads independently, seeking information and entertainment.
4. Advanced reading is that which con-tinues throughout life, characterized by continued improvement.
Family Literacy Centers generally assist with the first three levels.
ACTIVITY 7. TRAIN AND WORK WITH PARENTS
The Family’s Role
The home and family is the most natural environment for teaching and learning lit-eracy skills. The home setting is generally free from the pressure of testing and compe-tition, and is usually a comfortable place. By reading to and with their children and talk-ing to them about their reading, the parent/guardian can build a foundation for reading upon which children may build for a lifetime.
Research tells us that the younger the child when this process begins, the better the result. Good tutoring at the preschool/first-grade level can serve as a powerful preven-tive against reading failure. Research also tells us that no good substitute has been found for the strong support of the home and family. Thus, every effort must be made to gain parental support.
Parents desiring help in working with their children may come to the FLC and have their children’s reading ability assessed. A program may then be recommended for the children and a tutor assigned. Tutors may be assigned to the parent as well, if needed.
Parent Orientation and Responsibilities
Before students come for tutoring, send information and enrollment forms home to the parent or guardian. After students are enrolled, parents are invited to attend an orientation meeting introducing them to the program and explaining how they can sup-port their child and the tutor. At this meet-ing parents become familiar with materials and their student’s needs. Parents observe as students are assessed; then an appropriate program is recommended. A formal Parent Training Program is available from FLC, Inc.
Most Family Literacy Centers have poli-cies and expectations concerning parental involvement and responsibility. For example, some programs require a certain amount of home reading time and ask that parents keep a record.
Some parents don’t realize their impor-tance in helping children learn to read - or don’t know how to do it. Sometimes the atmosphere at home is tense and pressured, or parents don’t read well themselves. In these cases you can provide gentle train-ing and help. The training videos produced by FLC, Inc. for parents can be very use-ful. Also, it is sometimes helpful to teach a parent by having him or her tutor someone else’s child.
ACTIVITY 8. TRACK FINANCES AND OVERSEE FINANCIAL
RECORDS
Family Literacy Centers must be held to a high standard of financial accountability and record keeping. It is recommended that a daily log of moneys in and out be main-tained.
Unless you are a professional accountant, it’s wise to engage a state, civic, school, or business accounting office to facilitate the payroll and financial accounting for the FLC. The fee is approximately 1.5% of the funds deposited in the account. Occasionally an accounting firm may donate its time to keep financial records for your organization.
Appendices
Appendix A: A Description of The FLC, Inc. Website 21
Appendix B: Recommended Book and Supply Lists for Family Literacy Centers 23
Appendix C: Using the CD for Directors 33
Appendix D: Using the FLC, Inc. Website Tools 35
���� ��
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
APPENDIX A:A Description of
the Family Literacy Center, Inc. Website
On the FLC, Inc website is relevant information con-cerning (1) an introduction to the family literacy concept, (2) a description of current centers, (3) an explanation of the role of volunteer tutors and how to sign up, (4) the importance of parent involvement and parent responsibili-ties in the centers, (5) how to donate financial support to FLC, Inc., (6) how to order FLC, Inc. materials, and (7) a set of tools for use by an FLC Director, tutor, or parent. You may want to include similar information for your own web site and provide a link to FLC, Inc. They could in turn provide a link to your web site on theirs. The detail for each of these sections is outlined below:1 INTRODUCTION • Purpose of FLC, Inc. Family Literacy Centers are local non-profit ser- vice organizations that are supported by Family Literacy Centers, Inc. relying upon volunteers for success in the literacy effort. • Mission Statement As a non-profit, charitable service organization dedicated to the elimination of illiteracy, we facilitate the creation of local, independent, and self-funded learning centers. Each center assists families and individuals to effectively read, write and communicate in English with one-to-one tutoring assistance from trained volunteers. • Locations (Locations of centers) • Who do we help? Any age level, from 90 year olds to pre-schoolers, physically or mentally challenged, public school stu- dents who have “fallen between the cracks,” any student or parent wishing to improve literacy skills. • Services Provided: Training for Students Training for Tutors Training for Parents Training for Administrators Assessments
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
• Home Office Information: Staff Executive Board Advisory Board Starting a Center in Your Community
2 VOLUNTEER TUTORS • Who Are They? • Sign Up • Expectations 3 STUDENTS • Who Are They? • Sign Up • Expectations
4 PARENT TRAINING • Sign Up • Expectations
5 DONATING FINANCIAL SUPPORT TO FLC, INC. • Who are our donors? • How much should I give? • Where does the money go? • How do I donate? • Can I give to a specific community for a specific project?
6 TOOLS FOR CENTER DIRECTORS AND PATRONS • Tutor Signups • Messages and Responses • Maintaining Schedules • Parent and Student Signups • Updating Information • email addresses of office staff
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
APPENDIX B:Recommended Book and Supply Lists for
Family Literacy Centers
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
A list of recommended books for an FLC to consider purchasing for their center listed under the following categories:
I. Biography - General
2. Biographies - Childhood of Famous Americans
3. Classical Literature
4. Early Childhood Classics
5. Reading Programs
6. Supplemental Programs: Print/Manipulative
7. Computer Software
BIOGRAPHY - GENERALAbe Lincoln Grows Up $7.00Abe Lincoln, Wisdom & Wit $6.95Sandburg, Carl - Lincoln, Abraham $10.95 Abraham Lincoln; The Man and His Faith - Owen, G. $9.05 Amelia Earhart; Pioneer of the Sky Parlin, John $3.19 Anne Frank: Life in Hiding Hurwitz, Johanna $3.59 Anne Frank’s Tales from the Secret Annex Frank, A. $4.10 Autobiography of Benjamin Franklin $4.50 Charles Dickens; The Man Who Had Great Expectations; vol. I Stanley, Diane $15.00 Drawn from New England Tudor, Bethany $25.95 Foxes Christian Martyrs (Classic) Foxe, John $6.99 Harriet Tubman: Antislavery Activist Bisson, Terry $8.95 Helen Keller: The Story of My Life Keller, Helen $4.50 Homesick: My Own Story Fritz, Jean $4.99Invincible Louisa (Alcott) Meigs, Cornelia $5.95 Laura Ingalls Wilder: A Biography Anderson, William $5.95 Life of General Stonewall Jackson, The $4.00Lincoln: A Photobiography Freedman, Russell $7.95 Louis Braille Davidson $3.00 Louisa May Alcott; Her Girlhood Diary Ryan, Cary $4.95 Martin Luther: The Great Reformer $3.95Narrative of the Life of Frederick Douglass Douglass, F. $1.00 Piece of the Mountain: The Story of Blaise Pascal McPherscA Joyce $7.95Pocahontas and the Stranger Bulla, Clyde Robert $3.99 Real Benjamin Franklin, Allison, Andrew M. $16.95 Real George Washington, paperback Parry, Jay A. $19.95 Real Thomas Jefferson, The: paperback Allison, A. $14.95 Robert E. Lee: The Christian $4.00 Squanto: Friend of the Pilgrim Bulla, Clyde Robert $3.97 Story of the Wright Brothers & Their Sister, The $5.95 Story of William Penn Aliki $5.95 True Stories About Abraham Lincoln Gross, Ruth $2.50 Up From Slavery Washington, Booker T. $2.00 Wanted Dead or Alive: The True Story of Harriet Tubman McGovern, Ann $3.99 Wright Brothers, The Kelly, Fred C. $8.95 Young Abe Lincoln: The Frontier Days, 1809-1837 Harness, Cheryl $15.95
BIOGRAPHIES - CHILDHOOD OF FAMOUS AMERICANS Abigail Adams Wagoner, Jean $4.95 Abner Doubleday Dunham, Montrew $4.95 Abraham Lincoln Stevenson, Augusta $4.95 Albeit Einstein; Young Thinker Hammontree, Marie $4.95Babe Ruth Van Riper, Jr., Guernsey $4.95 Benjamin Franklin Stevenson, Augusta $4.95 Betsy Ross Weil, Ann $4.95Buffalo Bill Stevenson, Augusta $4.95
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Clara Barton Stevenson, Augusta $4.95 Crispus Attucks Millender, Dharathula H. $4.95 Daniel Boone Stevenson, Augusta $4.95 Davy Crockett; Young Rifleman Parks, Afleen Wells $4.95 Dwight Eisenhower $4.95 Eleanor Roosevelt, Fight For Social Justice Weil, Ann $4.95 George Washington Stevenson, Augusta $4.95 Harry Houdini Borland, Kathryn $4.95 Harty S. Truman $4.95 Helen Keller - From Tragedy to Triumph Wilkie, Katherine E. $4.95Henry Ford; Young Man With Ideas Aird, Hazel B. $4.95 J.F. Kennedy Frisbee, Lucy $4.95Jim Thorpe Van Riper, Jr., Guernsey $4.95 Knute Rockne; Young Athlete Van Riper, Guernsey $4.95 Lou Gehrig Van Riper, Jr., Guernsey $4.95 Mahalia Jackson Dunham Montrew $4.95 Mark Twain Mason, Miriam $4.95 Martha Washington Wagoner, Jean $4.95 Matting Luther King Jr. Millender, Dharathula H. $4.95Mary Todd Lincoln Wilkie, Katherine $4.95 Molly Pitcher Stevenson, Augusta $4.95 Paul Revere Stevenson, Augusta $4.95 Robert E. Lee Monsell, Helen Albee $4.95 Sacagawea Seymour, Flora $4.95 Susan B. Anthony Monsell, Helen Albee $4.95 Teddy Roosevelt Parks, Edd $4.95 Thomas Edison Guthridge, Sue $4.95 Thomas Jefferson Monsell, Helen Albee $4.95 Wright Brothers Stevenson, Augusta $4.95 CLASSICAL LITERATUREAdventures of Huckleberry Finn Twain, Mark $2.95 Adventures of Robin Hood Green, Roger Lancelyn $3.99 Aeneid, The Virgil $2.00 Alice in Wonderland - unabridged Carroll, Lewis $4.95 Alices Adventures in Wonderland Carroll, Lewis $1.00 Anne of Green Gables #01 Montgomery, L.M. $3.50 Anne of Green Gables #02 Montgomery, L.M. $3.50 Anne of Green Gables #03 Montgomery, L.M. $3.50 Anne of Green Gables #04 Montgomery, L.M. $2.95 Anne!s House of Dreams Montgomery, L.M. $3.50 Around the World in 80 Days Saylor, Steven $2.95 Belles on their Toes Gilbreath, Frank B. $4.50 Ben Hur Wallace, Lew $1.39 Ben Hur; A Tale of Christ Wallace, Lew $15.99 Betsy and Tacy Lovelace, Maud Hart $4.95 Betsy and Tacy and Tib Lovelace, Maud Hart $4.50 Betsy and Tacy Go Downtown Lovelace, Maud Hart $4.50 Betsy and Tacy Go Over the Big Hill Lovelace, M.H. $4.95 Big Red Kjelpard, Jim $4.99 Black Beauty Sewell, Anna $4.50 Black Gold Henry, Marguerite $3.95 Born to Trot Henry, Marguerite $4.50 Brighty of the Grand Canyon Henry, Marguerite $3.95
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Call it Courage Sperry, Armstrong $3.95 Call of the Wild and White Fang, The London, Jack $3.95 Canterbury Tales Chaucer, Geoffrey $4.95 Canyon Winter Morey, Wait $3.99 Captains Courageous Kipling, Rudyard $2.95 Cheaper By the Dozen Gilbreth, Frank $5.50 Christmas Carol - Unabridged Dickens, Charles $1.00 Classic Myths to Read Aloud Russell, William F. $11.00 Classics to Read Aloud to Your Children Russell, W. F. $10.00 Count of Monte Cristo, The Dumas, Alexandre $5.95 Crime and Punishment Dostoevsky, Fyodor $4.50 Cyrano De Bergerac Rostand, Edmond $3.50 David Coppeffield Dickens, Charles $4.95 Dialogues of Plato, The Plato $5.99 Dorothy and the Wizard of Oz Baurn, L. Frank $6.95 Dragon Slayer Sutclif, Rosemary $4.99 Eight Cousins Alcott, Louisa May $3.99 Elsie Dinsmore Book I Finley, Martha $17.00 Elsie Dinsmore Book 2 Finley, Martha $21.00 Elsie Dinsmore Book 3 Finley, Martha $21.00 Elsie Motherhood Book 5 Finley, Martha $21.00 Elsies Womanhood Book 4 Finley, Martha $21.00 Flinfs Island Wibberly, Leomard $11.95 Freckles Porter, Gene Stratton $3.99 Gentle Ben Morey, Waft $4.99 Girl of the Limberlost, A Porter, Gene Stratton $9.99 Great Expectations Dickens, Charles $3.95 Gulliver’s Travels (Dover Thrift) Swit Jonathan $2.00 Hamlet Shakespeare, William $3.95 Hans Brinker, or The Silver Skates Dodge, Mary M. $2.50 Hard Times Dickens, Charles $3.95 Heidi Spyri $3.99 Hero Morey, Wait $3.99 Herriott: All Creatures Great & Small Herriot, James $7.50 Herriott: All Things Bright and Beautiffil Herriot, James $7.50 Herriot: All Things Wise & Wonderfid Herriot, James $7.50Herriott: The Lord God Made Them All Herriot, James $7.50 Hunchback of Notre Dam, The Hugo, Victor $4.50 In His Steps Sheldon, Charles Monroe $7.99 Incredible Journey, The Bumford, Sheila $4.99 Jane Eyre, vol. 1 Bronte, Charlotte $4.95Jo’s Boys Alcott, Louisa May $3.50 Julius Caesar Shakespeare, William $3.95 Justin Morgan Had a Horse Henry, Marguerite $3.95 Kidnapped Stevenson, Robert Louis $3.99 Kim Kip1ing, Rudyard $3.99 King Arthur & His Knights of Round Table Green, Roger $3.99 King of the Golden River, The Ruskin, John $2.95 King of the Wind: The Godolphin Arabians Henry, M. $3.95 Lassie Come Home Knight, Eric $16.95Life on the Mississippi Twain, Mark $3.50 Light at The Rock, The Saucer, Julia $3.99 Little Lord Fauntleroy Burnett, Frances Hodgson $3.99
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Little Men Alcott, Louisa May $3.99 Little Princess, A Burnett, Frances $3.99 Little Women Alcott Louisa May $3.95Lost Prince, The Burnett Frances Hodgson $3.99 Luck of Troy, The Green, Roger Lancelyn $3.99 Macbeth Shakepeare, William $3.95 Mary Poppins Travers, P. L. $6.00 Merry Adventures of Robin Hood, The Pyle $4.50 Misty of Chincoteague Henry, Marguerite $3.95 Moby Dick Melville, Herman $3.95 More Classics to Read Aloud to Your Children Russell, W.$10.00 Mustang, Wild Spirit of the West Henry, Marguerite $4.50 My Antonia (Dover Thrijft) Cather, Willa $2.00 Narnia: Horse and His Boy Lewis, C.S. $4.95 Narnia: Last Battle, The Lewis, C.S. $4.95 Narma: Lion, the Witch and the Wardrobe Lewis, C.S. $5.95 Namia: Magicians Nephew Lewis, C.S. $6.95 Namia: Prince Caspian Lewis, C.S. $4.95 Narnia: Silver Chair, The Lewis, C.S. $4.95 Narnia: Voyage of the Dawn Treader, The Lewis, C.S. $4.95 0 Pioneers! (Dover Thrift) Cather, Willa $1.00 Odyssey of Homer, The Mandelbaum, Allen $4.95 Old Yeller (1956) Gipson, Frederick $4.95 Oliver Optic Collection: Hope & Have Optic, Oliver $19.00 Oliver Optic Collection: Watch & Wait Optic, Oliver $19.00 Oliver Optic Collection: Work & Win Optic, Oliver $19.00 Oliver Twist Dickens, Charles $3.95 One Hundred One Famous Poems with a Prose Supplement - Letherette - ed. CookRoy $12.95Otto of the Silver Hand Pyle, Howard $7.95 Peter and the Wolf Prokofiev, Sergey $4.99 Phantom of the Opera, The LeRoux, Gaston $3.99 Pickwick Papers Dickens, Charles $5.95 Picture of Dorian Gray (Dover Thrift) Wilde, Oscar $1.00 Picture of Dorian Grey Wilde, Oscar $7.95 Pilgrims Progress Bunyan, John S. $5.95 Pilgrims Progress - hardcover Bunyan, John S . $14.99 Pollyanna Porter, Eleanor $3.99 Pollyanna Grows Up Porter, Eleanor $3.99 Pride and Prejudice Austen, Jane $3.99 Prince and the Pauper, The Twain, Mark $1.00 Rainbow Valley Montgomery, Lucy Maud $3.99 Ransome: Coot Club Ronsome, Arthur $11.95 Ransome: Peter Duck Ronsome, Arthur $11.95 Ransome: Secret Water Ronsome, Arthur $14.95 Ransome: Swallowdale Ronsome, Arthur $11.95 Ransome: Swallows & Amazona Ronsome, Arthur $14.95 Ransome: We Didn’t Mean to Go Ronsome, Arthur $12.95 Ransome: Winter Holiday Ronsome, Arthur $14.95Rascal North, Sterling $4.99 Rebecca of Sunnybrook Farm Wiggin, Kate Douglas $3.99 Rilla of Ingleside: Anne of Green Gables #8 Montgomery, Lucy Maud $4.50 Robinson Crusoe Defoe, Daniel $2.50 Romeo & Juliet Shakespeare, William $5.95 Screwtape Letters, The Lewis, C.S. $4.50 Sea Star; Orphan of Chincoteague Henry, M. $3.95 Secret Garden, The Burnett, Frances $3.50 Sense and Sensibility Austen, Jane $3.95 Shadow of a Bull Wojciechowska, Maia, $3.95 Sounder Armstrong, William H. $4.95
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Stormy, Misty’s Foal Henry, Marguerite $3.95 Story of King Arthur and His Knights, The Pyle, Howard $8.95 Story of Sir Launcelot and Companions, The Pyle, H. $9.95Story of the Champions of Round Table, The Pyle, H. $8.95 Story of the Grail and Passing of King Arthur Pyle, H. $8.95 Strange Case of Dr. Jekyll & MT. Hyde (Dover Thrift) Stevenson, Robert Louis $1.00 Struggling Upward, Or, Luke Larkin’s Luck Alger, H. $5.95 Swiss Family Robinson Wyss, Johaim David $3.50 Tale of Troy, The Green, Roger Lancelyn $3.99 Tale of Two Cities Dickens, Charles $3.95 Tales of My Fathers Dragon: Dragons of Blueland Gannett, Ruth Stiles $4.99 Tales of My Father’s Dragon: Elmer & The Dragon Gannett, Ruth Stiles $4.99 Tales of My Father’s Dragon: My Father’s Dragon Gannett, Ruth Stiles $4.99 Three Musketeers, The Dumas, Alexandre $5.95 Torn’s Midnight Garden Pearce, Phillipa $4.95 Treasure Island Stevenson, Robert Louise $3.95 Tree in the Trail Holling, Holling C. $8.95 Twenty-Thousand Leagues Under the Sea Saylor, S. $3.95Walden and Other Writings Thoreau, Henry David $4.95 Where the Red Fern Grows Rawls, Wilson $5.50 Witch of Blackbird Pond Speare, Elizabeth G. $5.50 Wonder Clock, The Pyle, Howard $8.95 Wrinkle in Time, A Lengle, Madeline $2.69 Wuthering Heights Bronte, Emily $3.99
EARLY CHILDHOOD CLASSICSAdventures of Pinocchio - unabridlged Collodi, Carlo $1.00Aesop!s Fables Aesop $4.95 Aladdin and other Arabian Nights Smith, Philip $1.00 Anderson’s Fairy Tales Anderson, Hans Christian $15.95 Andy and the Lion Daugherty James Henry $4.99 Anne of Green Gables - Montgomery, L.M. $1.00 Bambi; A Life in the Woods Salten, Felix $18.00 Bear Called Paddington, A Bond, Michael $3.99 Bears on Hemlock Mountain Dangliesh, Alice $3.95 Beautiffil Stories From Shakespeare for Children,Nesbit E.$12.98 Beauty and the Beast Leprince De Beaumont Marie$1.00 Biggest Bear, The Ward, Lynn K. $5.95 Billy and Blaze: A Boy and His Pony Anderson, C. W. $4.99 Black Beauty - (Dover Thfift) Sewell, Anna $1.00 Blaze and the Forest Fire Anderson, C. W. $4.99 Blaze and the Grey-Spotted Pony Anderson, C. W. $4.99 Blaze and the Lost Quarry Anderson, C. W. $4.99 Blaze and the Mountain Lion Anderson, C. w. $4.99 Blaze and Thunderbolt Anderson, C. W. $4.99 Blaze Shows the Way Anderson, C. W. $4.99 Blueberries for Sal McCloskey, Robert $4.99 Caps for Sale Slobodkina, Esphyr $4.95 Charlotte’s Web White, E.B. $4.50
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Child’s Garden of Verses Stevenson, Robert L. $15.00 Child’s Garden of Verses - unabridged $1.00 Children’s Book of Heroes, The Bennett, Wm. J. $21.00 Connecticut Yankee in King Arthur’s Cowl, A; vol. I Twain, Mark $3.95 Cricket in Times Square, The Selden, George $4.99 Dangerous Journey: Pilgrims Progress for Children Oliver, Hunkin $22.00 Day on Skates, A Van StDukum, Hilda $14.95 Depend on Katie John Calhoun, Mary $3.95 Family Under the Bridge, The Carlson, N. $4.95 Favorite Poems of Childhood Smith, Phillip $1.00 Favorite Russian Tales Ransome, Arthur $1.00 Five Little Peppers and How They Grow Sidney, M. $3.99 Five O’Clock Charlie Henry, Marguerite $5.95 Flip and the Morning Dennis, Wesley $3.95 Great Big Treasury of Beatrix Potter, The Potter, B. $12.99 Harry the Dirty Dog Zion, Gene $15.00 Henry Reed, Inc. Robertson, Keith $4.99 Henry Rees Babysitting Service Robertson, Keith $4.99 Homer Price McCloskey, Robert $3.99 House of Sixty Fathers, The DeJong, Memdert $4.50 How I Can Read Favorite Bible Stories $14.99 Hunchback of Notre Dame Hugo, Victor $1.00 I Can Read Book: Boston Coffee Party Rappaport D. $3.75 I Can Read Book: Clipper Ship Lewis, T. $3.75 I Can Read Book: Daniers Duck Bulls, Clyde Robert $3.75 I Can Read Book: George the Drummer Boy Benchley, Nathaniel $3.75 I Can Read Book: Hill of Fire Lewis, Thomas $3.75 I Can Read Book: Josefina Story Quilt The Coeff, E. $3.75 I Can Read Book: Long Way Westward Sandin, Joan $3.75 I Can Read Book: Sam the Minuteman Benchley, N. $3.75 I Can Read Book: The Drinking Gourd Monjo, F. N. $3.75 I Can Read Book: Wagon Wheels Brenner, Barbara $3.75 Journey Cake, Ho! Wawyer, Ruth $4.99 Jungle Book, The Kipling, Rudyard $2.50 Just So Stories Kipling, Rudyard $3.99 Katy and the Big Snow - hardcover Burton, Virginia L. $14.95 Katy and the Big Snow - paperback Burton, Virginia L. $5.95 Kidnapped Stevenson, Robert Louis $1.00 Legend of Sleepy Hollow/Rip Van Winkle Irving, W. $1.00 Lentil McCloskey, Robert $4.99 Light Beyond the Forest, The; The Quest for the Holy Grail Sutclif& Rosemary $3.99 Linnea In Monet’s Garden Bjork, Christina $13.00Little Engine That Could, The Piper, Watty $6.99 Little House, The Burton, Virginia Lee $14.95 Little House, The - paperback Burton, V. $5.95 Little Mermaid Andersen, Hans Christian $1.00 Little Princess, A Burnett, Frances $1.00 Little Women Alcott, Louisa May $1.00 Make Way for Ducklings McCloskey, Robert $4.99 Marvelous Land of Oz - Unab. Bawn, L. Frank $7.95 Mary Poppins Travers, P. L. $6.00
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Mike Mulligan & His Steam Shovel Burton $14.95 Millions of Cats Gag, Wanda $4.95 Mitten, The Tresselt, Alvin $4.95 Mr. Popper’s Penguins Atwater, Richard $4.95 Mrs. Frisby and the Rats of Nihm O’Brien, R. $4.50 One Morning in Maine McCloskey, Robert $4.99 Original Peter Rabbit 1998 ed. Potter, Beatrix $8.95 Original Peter Rabbit Mini Boxed Set (4) # I Potter, B. $5.95 Original Pooh: And Then There Were Six $3.99 Original Pooh Boxed Set - Four Volumes Milne, A. A. $16.00 Original Pooh: The House at Pooh Comer Milne, A. A $3.99 Original Pooh: When We Were Very Young Milne A $3.99 Original Pooh: Winnie the Pooh Milne, A. $3.99 Pied Piper of Hamelin Greenaway, Kate $7.95 Prince and the Pauper Twain, Mark $3.99 Reluctant Dragon, The Graham, Kenneth $6.95 Rescuers,The Sharp $4.95 Robin Hood (Dover Thrift) Smith, Phillip $1.00 Robinson Crusoe (Dover Thrift) Defoe, Daniel $1.00 Secret Garden, The Burnet, Frances $1.00 Sleeping Beauty and Other Fairy Tales Grimm, Jacob $1.00 Snow White and Other Fairy Tales Grimm, Jacob $1.00 Stone Soup Brown, Marcia $3.95 Story About Ping, The Flack, Minjorie $4.99 Story of Doctor Doolittle, The Lofting, Hugh $1.00 Story of King Arthur (Dover Thrift) Crawford, Tom $1.00 Story of Pew Pan, The (Dover Thrift) Barrie, James M. $1.00 Story of Pocahontas, The (Dover Thrift) Doherty, Brian $1.00 Story of the Nutcracker, The Hoffinan, E. T. A. $1.00 Stuart Little White, E.B. $4.50 Tale of Benjamin Bunny, The Potter, Beatrix: $3.99 Tale of Jenuma Puddle-Duck Potter, Beatrix $3.99 Tale of Peter Rabbit, The Potter, Beatrix $3.99 Tale of Tom Kitten, The Potter, Beatrix $3.99 Tarzan (Dover Thrift) Burroughs, Edgar Rice $1.00 Thornton Burgess - Favorite Animal Stories - 5 Vol. Boxed Set $6.00 Thornton Burgess - Old Mother West Wind - 7 Vol. Boxed Set $7.00 Three Musketeers, The Dumas, Alexandre $1.00 Toby Tyler, Or Ten Weeks With a Circus Otis, James $2.00 Ugly Duckling, The Andersen, Hans Christian $1.00 Voyages of Doctor Doolittle, The Loffing, Hugh $4.99 Wheel on the School, The DeJong $4.95 Wind in the Willows, The Grahame, Kenneth $3.95 Wind in the Willows, The Grahame, Kenneth $1.00 Wizard of Oz, The (Dover Thrift) Baum~ Frank L. $1.00 Wonderful Wizard of Oz, The - Unab. Baum, L. Frank $1.50 Year at Maple Hill Farm Provensen $4.95
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
READING PROGRAMS1. The Family Readers (Children Books available from FLC, inc.)2. Beginning Adult Storybooks (Available from FLC, inc.)3. Yellow Crocodile Series (High Frequency word books from FLC, inc.)4. Educational Publishers Service Phonics Storybooks5. Modern Curriculum Press6. Quest7. Riverside Reading8. Steck-Vaughn Keys to Reading (Economy)9. A Becka Books10. J. B. Lippincott11. Sorensen System12. Patterns in Spelling13. Challenger Series (Adult Program)14. Local libraries have available graded reading lists and programs.
SUPPLEMENTAL PROGRAMS: PRINT/MANIPULATIVE:1. Dean Hughes Sports, Life Adventure Readers2. Curriculum Associates3. Assorted paperbacks and chapter story books (Boxcar Children, Bobbsey Twins, Hardy Boys, Babysitter’s Club, The Magic Tree House, Great Brian, etc.)4. Teacher Created Materials 5. Little Red Readers6. Journeys (Ginn Canada)7. Australian Press8. Touch Phonics9. Barron’s Readers10. Honeycomb Readers11. Classic Story Readers12. Ureka Treasure Chest13. ESL materials14. World Book Reading Development (1 -5)15. High interest-low vocabulary readers for adults (Globe/Fearon)16. Steck-Vaughn Comprehension Skills Readers17. OEC (Oceana) Comprehension Skills Readers
COMPUTER SOFTWARE:Family Literacy Centers, Inc.: 1. I Am Learning To Read! - Short and Long Vowels from FLC, Inc. 2. The 72 Family Readers on CD 3. The Diglot Readers (Learning Spanish to English Vocaulary and pronun ciation.Davidson: 1. Learning Center - Reading 2. Spell It -deluxe 3. Reading Blasters 2000 - phonics, vocabulary, reading comprehension 4. Grammar Games - Ages 9-Adult 5. Kid Phonics 2 - Ages 6-9 The Learning Company: l. Read, Write, & Type! Ages 6-8 2. Interactive Reading Journey - Ages 4-7 3. Kindergarten - Reader Rabbits
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Ultra Media: 1. Aesop’s Fables & Cinderella 2. The Tale of Peter Rabbit & The Tale of Benjamin Bunny 3. Heather Hits her First Home Run & Moving Gives Me A Stomach Ache
Lexia: 1. Strategies For Older Students, Levels I, II, III & IV for Windows/Macintosh MECC: 1. Word Munchers - Reading & Grammar - Ages 6-11
Journeys: 1. Emergent Level Two CD-ROM
Living Books: 1. Arthur’s Teacher Trouble 2. Arthur’s Birthday 3. Just Grandma and Me 4 The New Kid On The Block
Hands-On English Portico Books 1-888-641-5353 English Basics for Ages 9-Adult Grammar Presented Visually: Usage, Capitalization, Punctuation, Spelling, Vocabulary, Reading, Writing, and Studying
Artesian Books High Interest Readers for 5th-9th grades (Call FLC, Inc. for availability)
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
The CD accompanying this guide contains some of the same forms and use-ful tools that are found on our website. They may be copied or used in any way that is helpful to the beginning Family Literacy Center Director. Most of the docu-ments can be accessed using Microsoft Office. The major contents are these:
All About MeCalendarCenter ScheduleCertificateChecklist To Start CenterFinancial SummaryFLC, Inc. BylawsFLC logo.tifFLC StoryboardGuidelines For Tutor1Home Reading LogIntermediate Lesson PlanJob ApplicationJob Description Of AssistantJob Description Of DirectorJust For ParentsMonthly Tutoring And AttendanceNewsletterOrientation Letter To TutorsPowerpoint StoryboardProgress Chart.xlsReading StrategiesSample Introductory PowerpointSample ProposalStudent Progress ReportStudent Registration
APPENDIX C:Using the Director CD
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
APPENDIX D:Using the Website Director Tools
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Family Literacy Centers, Inc. continues development of an on-line administrative website that affords directors of literacy centers everywhere an advanced record keeping system. It offers ways to handle volunteer registration, student registration and records, sending emails with Family Literacy Centers, Inc. letterhead, and the dissemination of helpful documents to patrons of a literacy center. These tools are offered free of charge as a service of Family Literacy Centers, Inc. to all communities that begin a family literacy center in their area and who sign in on our website. Potential users of the system should contact Denece Kitto at FLC, Inc. by email ([email protected]), phone (866-732-3457), or on our website to start a center in their community. Shortly after approval, the Family Literacy Centers, Inc. webmaster will create a director profile with a user name and password for you to use. Directors who have received their user name and password should go to the website address http://www.flcinc.org/flcadmin/ to login. More detailed support will be available on the site by clicking on the “Help” button on the screen. Clicking on the “Help Menu” produces step-by-step instructions to gain access to the available tools.
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39
Page 2
Page 1
Page 10
Page 9
Page 18
Page 17
Page 26
Page 25
Page 34
Page 33
Page 20
Page 19
Page 12
Page 11
Page 4
Page 3
Page 6
Page 5
Page 14
Page 13
Page 28
Page 27
Page 36
Page 35
Page 22
Page 21
Page 30
Page 29
Page 38
Page 37
Page 8
Page 7
Page 16
Page 15
Page 24
Page 23
Page 32
Page 31
Page 40
Page 39