A Start-Up Guide i

Expanding ESL, Civics,

and Citizenship Education 

in Your Community

A Start-Up Guide

M-677 (07/16)

Expanding ESL, Civics,

and Citizenship Education 

in Your Community

A Start-Up Guide
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U.S. Department of Homeland Security, U.S. Citizenship and Immigration 

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Community: A Start-Up Guide, Washington, DC, 2015. 

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ISBN 978-0-16-093434-6
A Start-Up Guide i

Table of Contents

Gathering Information and Basic Resources . . . . . . . . . . . . . . . . . . . . 2

Determining Community Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Gathering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Meeting the Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Program Design and Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Setting the Course for Your Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Assessing Your Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Selecting the Target Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Finding a Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Establishing a Program Framework and Mission . . . . . . . . . . . . . . . . . . . . 4

Program Structure and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Class Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Instructional Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Staffing and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Finding and Supporting Your Volunteers . . . . . . . . . . . . . . . . . . . . . . . . 6

Volunteer Positions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Volunteer Job Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Volunteer Tutor Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Introducing the Program to Volunteers . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Volunteer Screening and Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Volunteer Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Volunteer Support and Tutor Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Local Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

National Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Marketing Your Program to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Getting Students Involved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Student Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Student Registration and Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
ii A Start-Up Guide

Program Content and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Determining Student Educational Needs:

What and How to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Topics Often Included in ESL/Civics Instruction . . . . . . . . . . . . . . . . . . . . 16

Teaching Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Teaching Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Program Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

How to Strengthen Your Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Start-Up Costs and Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Funding and Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Evaluating Program Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Volunteer and Student Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Sample Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Program Development Plan Version I . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Program Development Plan Version II . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Class Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Volunteer Position Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Volunteer ESL Teacher or Tutor Agreement . . . . . . . . . . . . . . . . . . . . . . 28

Volunteer and Student Intake and Placement Steps . . . . . . . . . . . . . . . . 29

Student Intake Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Student Placement Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Student Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Volunteer Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Student Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Resource Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
A Start-Up Guide

Many community, faith-based, and civic organizations and employers would like to help 

immigrants adjust to life in the United States and prepare for citizenship, but do not know 

where to begin. Fortunately, the experience and practices of existing English as a second 

language (ESL), civics, and citizenship programs for immigrants can help you get started. 

This guide offers suggestions and strategies gleaned from such programs, providing a 

framework you can adapt to suit your community’s needs and circumstances.

This guide outlines a start-up process of

gathering relevant information and 

resources to help you develop and sustain 

your program, recruit and train volunteers, 

and recruit students. It also includes basic 

recommendations and sample forms and 

materials to help you start your program. 

This guide is not intended to be a curriculum. 

Curricula and teaching guidelines can be 

found through adult education publishers, 

local community colleges, and other Internet 

websites. 

Using this guide to establish your program 

can help you offer a rewarding and important 

service to immigrants and your community.

1

TOPICS

IN THIS GUIDE

INCLUDE:

Gathering Information

and Basic Resources

Program Design and

Structure

Staffing and Resources

Marketing Your Program

to Students

Program Content

and Instruction 

Program Development

Expanding ESL, Civics,

and Citizenship Education

in Your Community

A Start-Up Guide
2 A Start-Up Guide

Gathering 

Information and 

Basic Resources 

Determining

Community Needs

Part of starting a program is assessing 

the needs of your community and 

exploring the resources already 

available. If you are considering 

starting a program, it is likely you 

already know people in need of 

English language instruction at your 

place of worship, at your job, or in 

your neighborhood. However, there 

are ways to learn more about the 

needs of your community.

Gathering Information 

You can contact community 

organizations and adult education 

programs currently providing 

services to immigrants to determine 

what ESL and civics/citizenship 

programming already exists in your 

community or nearby. Links such as 

https://my.uscis.gov/findaclass 

can help you locate community 

organizations currently providing 

services in your area. This can help 

you learn about the level of unmet 

demand for English and civics/

citizenship classes. For example, you 

may discover there is a local Mutual 

Assistance Association1 that has a 

waiting list of people your program 

might help. 

Meeting the Need

As you learn about existing programs 

in your area, you may find that your 

program could supplement services 

offered by other organizations. 

Partnerships with other organizations 

can enable you to offer additional 

support services to your students 

or to gather teaching materials 

and ideas from more experienced 

programs. If you find that there

are few or no services of the kind 

you want to offer, your program

can fill that gap. 

1

Mutual Assistance Associations, or MAAs, 

are community-based organizations managed 

primarily by and providing services to members 

of specific resettled refugee groups. These 

organizations can provide relevant information 

about specific ethnic groups, language groups, 

and cultures. 
A Start-Up Guide

Program Design

and Structure

Setting the Course for

Your Program

Successful programs share several 

common elements, including 

creating a welcoming and 

participating environment for 

students and providing highquality instruction. These programs 

help immigrants improve their 

English language ability so they can 

participate more fully in American 

life. Helping students learn to 

navigate America’s many complex 

systems and to understand American 

culture will help them establish a 

new life in this country.

Assessing Your Resources 

As you evaluate the services provided 

at your workplace or by community 

and faith-based organizations, 

resource centers, colleges, and 

libraries, keep in mind that existing 

programs may be able to assist with 

your start-up. You may discover you 

are surrounded by organizations with 

staff members who have teaching 

backgrounds, volunteer experience, 

or nonprofit coordination expertise. 

Consider a partnership as a way 

to supplement your program. 

Local programs can combine their 

services, such as meeting spaces, 

intake services, staff/interns/

volunteers, transportation, childcare, 

and instruction, resulting in the 

ability to offer more concentrated 

services to the community.

Selecting the Target Audience

Consider the needs of all ages as 

you decide who will be your target 

group—adults, parents and children, 

seniors, refugees, etc. 

Finding a Site

There are a variety of options for 

classroom space. You might consider 

such places as community centers, 

places of worship, libraries, local 

public schools, community college 

classrooms, and businesses (for 

example, a local company may offer 

a conference room). Accessibility for 

students and volunteers, including a 

safe and handicap accessible location, 

will increase participation. A site 

near public transportation or the 

availability of private transportation 

such as a van or carpool can help 

3
A Start-Up Guide

facilitate attendance. Although not 

always feasible, finding a space 

designated specifically for your class 

is a good idea. This can foster a more 

personal and welcoming classroom 

setting. Students’ ages and the 

types of activities you provide will 

determine the kinds of tables, chairs, 

and instructional equipment you 

need. A white board/chalk board, 

computers, DVD and CD players, 

and a secure place for teachers to 

store books, files, and teaching 

materials can enhance the learning 

environment. 

Establishing a Program

Framework and Mission2

Setting a clear program framework 

and objectives will provide structure 

and guidance for your program. 

Writing a mission statement for your 

program can help others understand 

its purpose. Identify how your 

program will be structured and 

2

Adapted from EL Civics “How-To” Manual, Bronx 

Community College of the City University of New 

York, U.S. Department of Education. 2003.

supported by staff members. 

Each program is unique, but some 

elements common to most programs 

offering ESL and civics/citizenship 

instruction include:

• Providing English language

instruction, including a civics 

and history component, to adult 

immigrants and refugees.

• Providing information to 

help immigrant families 

navigate American systems 

(such as schools, healthcare, 

government agencies, etc.).

• Helping eligible permanent 

residents prepare for U.S. 

citizenship.

Once you establish the framework 

for your program, you can outline 

specific plans and objectives for 

reaching those goals. Some sample 

objectives may include:

• We will name a program 

director and develop a staffing 

structure/plan.

• We will form a program 

planning committee by [date].

• We will create a program 

development plan by [date]. 

(This document will evolve 

over time.) You can tailor the 

sample program development 

plans on pages 24 and 25 to 

meet your program needs.

4
A Start-Up Guide 5

• We will approach two partner 

agencies to collaborate with

us by [date].

• We will secure program 

resources (books, reference 

materials, etc.).

• We will recruit 15 volunteers

by [date]. 

• We will train 10 volunteers

by [date].

• We will recruit 30 students

by [date].

• We will enroll 15 students

by [date].

• We will start classes on [date].

Program Structure and Instruction

The instruction schedule you 

choose can vary, including morning, 

afternoon, or evening classes, 

weekend classes, and classes held 

several days in a row or daily 

each week. It is important to take 

into account work schedules, 

family obligations, childcare, and 

transportation needs as you develop 

a class schedule. You can tailor the 

sample class schedule on page 26 

to meet your program needs.

Class Size

You may choose to offer instruction 

in a variety of formats, including 

one-on-one tutoring, small groups, 

or large classes. The number of 

teachers, volunteers, and students; 

students’ English ability levels; and 

available space are factors to consider 

in deciding what type of instruction 

to offer. One-on-one tutoring 

matches one volunteer with one 

student. Small groups usually have 

two to six students. Large classes can 

have 20 or more students. 

Instructional Approach

The number of teachers that your 

program needs will depend on the 

number of students, type of class, 

and teaching style you believe will 

best meet the needs of the students. 

One option, team teaching, usually 

involves two teachers providing 

instruction to a large class. This 

structure allows teachers to break 

a large class into smaller groups 

based on ability level. In some team 

teaching environments, teachers 

alternate teaching days with the 

same class. This structure also enables 

teachers to support one another in 

planning and teaching and reduces 

the need for substitute teachers. 
6 A Start-Up Guide

Another approach may involve

one-on-one tutoring with a teacher 

or volunteer.

Enrollment Options

You may find that classes that have a 

fee associated with them have a better 

retention rate. However, class fees 

generally do not sustain a program, 

but rather encourage students to 

commit to the class/program. Openentry/open-exit programs allow 

students to enroll in class at any 

point during the year and withdraw 

when they have met their individual 

learning goals. One advantage of this 

structure is that students need not 

wait until the next term to begin 

classes. This helps avoid problems 

associated with delaying enrollment, 

such as students’ loss of interest

and motivation.

Setting enrollment cycles or terms 

is an alternative that can provide 

predictability and continuity for 

both students and teachers. You may 

want to provide four- to seven-week 

cycles, during which all students 

begin and end instruction at the 

same time. Some programs operate 

on a semester system. You can 

decide how many weeks of classes 

to hold in a session based on how 

many units you will be teaching. 

While there are a variety of program 

designs, in federally funded adult ESL 

programs, 50 hours of instruction 

is typically used as the benchmark 

in determining if students have 

improved their skills. 

Staffing and 

Resources

Finding and Supporting

Your Volunteers

Volunteer Positions

Volunteers can participate in many 

ways. Let prospective volunteers 

know what type of help you are 

seeking and match their interests 

with your program needs. You

may need: 
A Start-Up Guide 7

• Teachers

• Administrative personnel

• Program coordinator

• One-on-one tutors

• Classroom tutors

• Conversation group leaders

• Conversation partners

• Workshop leaders or trainers

• Curriculum developers

• Mentors/coaches

• Childcare providers

Volunteer Job Descriptions

Once you have an idea of the 

kinds of positions necessary for 

your program, you can develop 

volunteer job descriptions stating the 

qualifications and time commitments 

for tutors and other volunteer 

positions. It will help to specify the 

qualifications you are looking for in 

your program volunteers, such as 

fluency in English, writing skills, a 

high school diploma or GED, college 

degree, etc. You may have different 

requirements for different positions. 

For example, a good tutor or teacher 

does not necessarily need advanced 

education. Volunteer tutoring usually 

requires time to prepare lessons 

in addition to classroom teaching 

hours, so when volunteers are 

deciding how much time they can 

devote, they need to understand 

the schedule requirements. You 

can tailor the sample volunteer 

position description on page 27 to 

meet your program needs. A signed 

agreement or contract outlining 

your expectations of volunteers 

and the work they will perform 

can help clarify the time and effort 

involved. Limiting the length of 

the commitment period may help 

encourage a volunteer to sign up 

initially. You can tailor the sample 

agreement on page 28 to meet

your program needs.

Volunteer Tutor Recruitment

Once you determine the volunteers 

and skills your program needs to 

operate, you can recruit volunteers 

with those skills. You may already 

know people who are interested 

in volunteering to teach English to 

adult immigrants and their families 

or helping meet other program 

needs. If you have not yet identified 

volunteers, there are many ways to 

begin recruiting efforts. 
8 A Start-Up Guide

Nonprofit program participants 

may be willing to give back to 

the community. Check with local 

programs for referrals. Word-ofmouth referrals of your program 

can help raise awareness, as can 

having your program director or 

coordinator speak at community 

events. You can post flyers on 

community bulletin boards or ask 

local businesses to post them in their 

buildings. You may also consider 

placing notices in local English 

language and non-English language 

newspapers to attract both native 

English speakers and multilingual 

individuals who would like to help 

people who speak the same language. 

You may want to post messages 

on online bulletin boards to solicit 

volunteer help. See if you can 

advertise your volunteer tutoring 

opportunities in the newsletters 

produced by places of worship or 

other organizations. Additionally, 

you may want to consider hosting 

an outreach table if your community 

holds volunteer activity fairs. 

Consider contacting local 

undergraduate and graduate 

programs in TESOL (Teachers 

of English to Speakers of Other 

Languages), as these and other 

education programs often have 

students who are seeking handson teaching experience. These 

students may want to volunteer or 

serve as teaching interns. Retired 

professionals can also serve as 

excellent volunteers because they 

often have a variety of skills and 

more flexible schedules. 

Across the country, many literacy 

and adult education coalitions offer 

technical assistance and support to 

volunteer programs. For example, 

ProLiteracy Worldwide supports 

literacy programs nationwide, 

accredits volunteer literacy programs, 

and maintains databases and contacts 

with adult education providers across 

the United States. Using literacy and 

adult coalitions can be a source of 

volunteers and other resources for 

your program.

If you notify both local and national 

volunteer clearinghouses that you 

are seeking tutors or teachers, these 

organizations may be able to post 

a notice in their online and print 

publications. National literacy 
A Start-Up Guide 9

directories, such as America’s 

Literacy Directory, provide contact 

information for organizations 

throughout the country. Visit www.

literacydirectory.org for more 

information. 

In addition, you can list your 

opportunities at www.

serve.gov. This website promotes 

volunteer service in America by 

partnering with national service 

programs and helping to connect 

individuals with volunteer 

opportunities. This is one of the 

largest volunteer service databases in 

the country and would serve as an 

excellent starting point for posting 

your volunteer opportunities. 

Introducing the Program to Volunteers

You may wish to create a simple 

brochure or document outlining 

the purpose, objectives, and 

organizational structure of your 

program. This material will be 

helpful not only in volunteer 

recruitment, but also in your

overall outreach efforts. 

Volunteer Screening and Selection 

Interviewing volunteers will help 

build a high-quality program. 

Volunteer tutors should be willing 

to learn and develop teaching skills 

and should be flexible in trying new 

strategies to address student needs 

and learning styles. Remember, you are 

not required to accept every potential 

volunteer into your program. 

Potential volunteers can come from 

a variety of backgrounds. Volunteers 

do not need to speak languages 

other than English to teach in your 

program, but it may be helpful if 

they do. Such volunteers will be 

able to communicate with students 

with limited English comprehension 

and may understand the challenges 

of learning a new language. 

Volunteers are also not required to 

have a background in teaching. This 

experience would be beneficial, 

especially for teacher training 

opportunities, but should not be

an absolute requirement.
10 A Start-Up Guide

Volunteer Orientation

Once your recruitment efforts spark 

interest in your program, you can 

hold an information session for 

prospective volunteers. You can 

discuss the mission of your program, 

expectations for volunteers, how they 

will be evaluated, time commitments, 

policies and procedures, and the 

types of support they will receive. 

Orientations can be conducted 

individually or in group sessions.

Background information describing 

the program and introducing 

prospective volunteers to the staff 

and students is helpful in enabling 

prospective volunteers to decide if 

they want to make a commitment to 

your program. Identifying the roles 

of staff members and structure of 

your program will help volunteers 

have a better understanding of how 

your program works.

Volunteer Support and Tutor Training

All volunteers, including those 

with prior teaching experience, 

need support so they can develop 

as instructors and best contribute 

to your program. Community 

partnerships can be very helpful 

at this point. Experienced groups 

that have designed and conducted 

volunteer training programs may 

be helpful to your ESL and civics/

citizenship program.

Local Resources

If there is a literacy coalition 

near you, you can contact the 

organization and ask what type 

of training resources it offers to 

both volunteer and professional 

staff. Some local coalitions not only 

support existing programs with 

training and resources, but also 

provide tools and technical support 

to fledgling volunteer programs. 

They may offer online resources on 

instructional methods as well. 

National Resources

USCIS has developed a variety of 

training and technical resources 

to support volunteers and adult 

educators. These include:
A Start-Up Guide

• EL/Civics Online: A series of 

free online training modules 

for instructors and volunteers 

who wish to incorporate EL/

civics content into their 

adult ESL programs: 

 www.elcivicsonline.org.

• Adult Citizenship Education Strategies for 

Volunteers: These training modules 

are designed to provide volunteers with a basic understanding 

of adult second language acquisition and the naturalization 

process, including the interview 

and test: www.uscis.gov/

citizenship/volunteer-training.

• Training Seminars: Free 

professional development 

opportunities, convened by 

USCIS, to help refine skills and 

prepare volunteers and adult 

educators for teaching U.S. 

history, civics, and the 

naturalization process to 

immigrant students. Visit 

 www.uscis.gov/

 teachertraining for

more information.

Other organizations providing training and professional development 

resources for volunteers and adult 

educators include:

• Outreach and Technical 

Assistance Network: 

 www.otan.dni.us

• Center for Adult English 

Language Acquisition: 

 www.cal.org/caela

• ProLiteracy Worldwide: 

 www.proliteracy.org

See the sample volunteer and student 

intake and placement steps on page 

29 as a guideline for initiating 

volunteers. 

11
12 A Start-Up Guide

Marketing

Your Program

to Students

Getting Students Involved

Student Recruitment

There are several ways to help

advertise your program to prospective 

students. It is important to remember that recruitment is an ongoing 

process. Give your program sufficient 

time to recruit enough students to 

meet your program’s goals.

Flyers

You can design a flyer with 

program information and post 

it in the neighborhood near the 

location where you plan to hold 

classes (in both English and other 

common languages spoken in 

your community). A free option is 

using billboards or displays in areas 

with heavy foot-traffic, such as on 

public transportation or at public 

transportation stops. Place flyers in 

stores frequented by immigrants, 

or ask businesses that cater to nonEnglish-speaking customers if they 

would place your flyers in their 

shopping bags or on a bulletin 

board. Consider contacting local 

schools to see if it is possible to post 

flyers in their offices. Other places to 

consider are places of worship and 

community organizations. Also, local 

businesses may be willing to place 

notices in paycheck envelopes or 

other employee correspondence to 

inform employees and their family 

members of your program. 

Presentations

Ask local schools if you can give 

a presentation at open houses to 

inform parents about your program. 

You can contact places of worship 

and ask if it would be possible to 

give a presentation or place an 

announcement in the newsletter 

or weekly announcements. Many 

community organizations hold 

fairs and bazaars during which 

representatives from community 

groups speak and disseminate 

information about the services

they offer. You can find out when 

these events are scheduled and

take the opportunity to introduce 

your program. 
A Start-Up Guide 13

Media

Many communities have ethnic 

newspapers targeted at specific 

populations. You may be able to place 

translated advertisements in these 

newspapers or list your program’s 

information in the “Classifieds” 

section. Local radio stations may 

be willing to place short public 

service announcements (PSAs) about 

your program. If possible, translate 

each advertisement or PSA into the 

language commonly spoken in the 

local community.

Referrals

Notify other service organizations in 

the community, such as social service 

offices, food banks, or housing 

authorities, about your classes so that 

the staff there can refer their clients 

to your program. 

Online

Consider listing your program on 

the America’s Literacy Directory 

database at www.literacydirectory.

org. This national database lists 

literacy programs available in all 50 

states and the U.S. territories. You can 

also post your program information 

on electronic bulletin boards and 

community websites. While many 

prospective learners may not be 

searching the Internet, their friends 

and relatives may share what they 

learn about your program. 

Word of Mouth

A powerful recruitment tool is a 

recommendation by a satisfied 

student. You can encourage current 

and former students to help in your 

recruitment efforts. Also, encourage 

your volunteers to mention the 

program to their colleagues, friends, 

and neighbors in the community.

Student Registration and Orientation

Potential students may be unfamiliar 

with the types of classes offered, 

the structure of the organization, or 

the various teaching methods used 

in your program. Below are several 

suggestions to help explain the 

enrollment process.

Intake and Registration

It can help if program staff meet 

one-on-one with prospective 

students to fill out intake paperwork 

and obtain relevant contact and 

background information. You can 

include personal, educational, 

and employment goals, learning 

interests, special needs, and schedule 

availability. You can find out if 

students are working and have 

families, where they are from, how 

many languages they know, or how 

many years of formal schooling 

they have completed. Fees may also 

be collected during the intake and 

registration process. 
14 A Start-Up Guide

The sample intake forms on pages

30 and 31 can be tailored to meet 

your program needs.

Students who cannot communicate 

in English may come to register 

for classes with a friend or family 

member who speaks English and can 

interpret. Giving students appropriate 

program information in writing 

will let them know when to return 

for classes or assessment testing. If 

possible, you can provide intake and 

assessment materials for students in 

their native language. Interpreter and 

translation services can be a benefit 

of a community partnership. You 

can tailor the sample placement card 

on page 32 to meet your program 

needs. See the sample volunteer

and student intake and placement 

process flow chart on page 29 as a 

guideline for enrolling students. 

Orientation

After one-on-one meetings with 

prospective students, it is helpful 

to provide a group orientation to 

introduce students to the various 

classes, teachers, and support services 

available at your program. 

Program Content 

and Instruction 

Determining Student 

Educational Needs:

What and How to Teach

Needs Assessment

You can learn about your students’ 

interests and needs by providing a 

list of topic areas for them to review 

and select so that you can ascertain 

what areas they would like to study. 

You can offer this in picture or text 

form. You can tailor the sample needs 

assessment form on page 33 to

meet your program needs.

Informal and Formal Assessment

There are a variety of methods for 

measuring your students’ current 

skill levels and development, and 

you should select those that suit 

your program’s needs. Informal and 
A Start-Up Guide

formal assessments help identify the 

areas in which students need help 

and the subjects they want to study. 

These assessments can aid you in 

making decisions about curriculum 

and instruction and assist students in 

setting short- and long-term learning 

goals. Assessments can be given

at the beginning, middle, and

end of a program. 

Informal assessments provide flexible ways to determine student needs 

and abilities. Such assessments can be 

found in the front of textbooks and 

used to check students’ knowledge 

before they start their studies. You 

can also develop your own informal 

assessments to measure students’ 

subject matter knowledge and their 

English language comprehension, 

listening, and speaking abilities. Try 

asking written questions about the 

content you will be teaching, questioning students orally, or requiring 

them to perform a certain task. 

Formal, or standardized, assessments 

are those administered with 

standard and consistent conditions 

and procedures such as timing, 

instructions, scoring, and 

interpretation. Some formal 

assessments commonly used by 

adult ESL programs are the Basic 

English Skills Test (BEST), produced 

by the Center for Applied Linguistics 

(CAL), and the Comprehensive Adult 

Student Assessment Systems (CASAS), 

which has been approved and 

validated by the U.S. Department of 

Education and the U.S. Department 

of Labor. Although initially your 

program may not want to invest 

in these commercially produced 

standardized tests, you may want to 

consider using them in the future if 

you plan to expand your program 

and seek funding that requires such 

performance reporting.

15
16 A Start-Up Guide

Topics Often Included

in ESL/Civics Instruction

Sample topics include:

• U.S. history and government

• Rights and responsibilities

of legal permanent residents

and U.S. citizens 

• Information on the naturalization 

process

• Housing

• Childcare

• School systems

• Financial systems

• Community and home safety

• Emergencies

• Health

• Transportation

Teaching Resources

As mentioned in the National 

Resources section on pages 10-11, 

many resources are readily available 

for use in adult ESL and civics/

citizenship programs. Many of these 

materials may be used free of charge. 

You may also want to seek out 

established adult education centers 

in your area, such as community 

colleges, that have already developed 

curricula and lesson plans that 

may be useful in your program. 

Established programs may offer 

recommendations for materials from 

commercial publishers specializing 

in adult education books and other 

materials for purchase.

Curricula and Resources

The Internet is a valuable source for 

identifying curricula and developing 

instructional plans and educational 

resources. Some useful resources 

from USCIS are listed below.

Resources from U.S. Citizenship

and Immigration Services

Located at www.uscis.gov/

citizenship, the USCIS website offers 

a variety of free teaching resources 

for adult educators. Some of these 
A Start-Up Guide

materials include Welcome to the 

United States: A Guide for New Immigrants, 

available in a variety of foreign 

languages, Civics Flash Cards, and 

Learn About the United States: Quick Civics 

Lessons. Each of these publications can 

be used as a stand-alone resource for 

individual study or as a teaching tool 

in a classroom setting.

In addition, USCIS offers the 

Civics and Citizenship Multimedia 

Presentation, a 2-disc set which 

includes the short film A Promise of 

Freedom: An Introduction to U.S. History 

and Civics for Immigrants and the Flash®

presentation Becoming a U.S. Citizen: An 

Overview of the Naturalization Process.

Instruction

USCIS offers lesson plans and 

activities located at www.uscis.gov/

lessons with teaching strategies 

for beginning and seasoned ESL 

instructors preparing students for 

U.S. citizenship.

Content Standards

Standards describe the skills, 

knowledge, or performance 

that should result from effective 

instruction. Many states have content 

standards outlining specific skills, 

behaviors, and task performance 

adults should demonstrate to be 

successful in school, work, and the 

community. 

Teaching Techniques

There are many methods for 

teaching and tutoring in ESL, civics, 

and citizenship. Do not be afraid to 

try a variety of approaches to see 

what works best for your program, 

your volunteers, and your students. 

ProLiteracy Worldwide outlines 

several different methods to help 

students learn. Students should hear

about the topic, see things about the 

topic, ask questions about the topic, 

discuss the topic, and do something 

related to the topic. Other ideas from 

ProLiteracy Worldwide include:

• Providing opportunities for 

students to identify what they 

want to learn.

17
18 A Start-Up Guide

• Working with students to set 

realistic short-term goals that 

will help them progress toward 

their long-term goals.

• Planning multisensory activities, 

such as listening to songs or 

practicing related vocabulary 

when tasting foods or going 

to the grocery store, library, 

or museum. Engaging in 

activities while learning related 

vocabulary and communication 

skills can help all students, 

especially learners 

unaccustomed to working

with textbooks. 

 • Allowing students to work in 

pairs or groups.

• Talking about the purpose of 

different learning activities 

before you do them.

• Checking student 

comprehension and comfort 

with new material.

• Connecting students’ daily lives 

to your instruction by using 

real-life materials, such as a 

workplace manual, an apartment 

lease, or a medical brochure. 

• Asking students regularly

about their satisfaction with 

their learning.

• Involving students in the 

development of lesson plans.

• Helping students see the 

progress they are making.

• Offering multiple opportunities 

for students to practice.

• Asking questions that encourage 

students to share their ideas and 

solve problems. 

• Providing feedback throughout 

instruction.3

3

Promising Practices, Increasing Intensity of

Instruction in Volunteer-Based Literacy Programs.

Developed by ProLiteracy America with

funding from UPS. 2007.
A Start-Up Guide

Learning Styles

Learning styles and learning 

preferences vary among individuals. 

Some learning styles include visual, 

auditory, tactile, and kinesthetic. 

Visual learners learn best through 

seeing. This includes written 

information, diagrams, the face and 

gestures of the speaker, items written 

on the board, charts, and video. 

Auditory learners learn through 

hearing. They understand best when 

they can hear lectures, participate in 

conversations, read aloud, or listen 

to recordings. Tactile learners learn 

through touch. They learn best when 

they move around and handle and 

manipulate objects. Kinesthetic

learners learn by doing. They need 

hands-on activities to understand 

how something works or what it 

means. Teaching with these learning 

styles in mind will help you meet the 

various needs of your students.

Creating a Supportive

Learning Environment

Teachers, tutors, and students will 

feel comfortable in an environment 

that encourages participation. Playing 

games and incorporating music and 

singing are low-stress ways to use 

language and have fun. Encourage 

students to share their ideas in class 

and with program administrators. 

You can foster student involvement 

by creating a student leadership 

council or asking students to become 

tutors as they progress in their 

language abilities. Invite students to 

provide feedback on the program.

While instruction will address 

topics and problem-solving skills 

that can assist students in their daily 

lives, tutors should not be expected 

to solve their students’ problems. 

When students and families face 

challenges that your volunteers are 

unable to address, you can refer the 

students to community partners 

and social service organizations 

for assistance. Students also may 

have issues with their immigration 

cases. These students should be 

referred to an organization with 

Board of Immigration Appeals (BIA) 

accredited staff or to a licensed 

immigration attorney. For a list of 

organizations, see www.justice.gov/

eoir/legalrepresentation.htm. Your 

staff and volunteers should not try to 

counsel students on their own.

19
20 A Start-Up Guide

Program 

Development

How to Strengthen

Your Program

Start-Up Costs and Sustainability

There are a variety of potential 

costs involved in developing and 

sustaining your program. Startup costs include everything from 

recruiting students to purchasing 

furniture and teaching supplies. 

Sustained costs could include 

paying rent and utilities, purchasing 

equipment and supplies, and 

recruitment and retention efforts for 

both students and teachers. 

Outreach

Outreach to students and 

volunteers can involve costs for 

flyers, brochures, or newsletters, 

whether produced in-house or by 

a professional printer. Professional 

printing can be expensive, but 

depending on the number of 

materials you want to produce, 

it may be a helpful option. You 

may also want to consider buying 

an advertisement in community 

magazines and newspapers,

which could prove worthwhile

for your program. 

Training Volunteers

If you are unable to find an 

organization or individual who can 

provide training for your volunteer 

tutors, you will need to develop your 

own training materials and activities. 

This will entail writing and printing 

a manual, providing supplies for 

the trainees, locating a place for the 

training, and finding someone to 

conduct the training.

Classroom Space

If you do not have your own 

classroom space, you may need to 

pay a small fee to use space owned or 

leased by another organization, or ask 

another organization to donate space. 

Teaching Materials

Many free teaching resources are 

available through USCIS and other 

entities. However, you may also 

want to purchase adult or family 

literacy workbooks from publishers 

specializing in adult education and 

family literacy. 
A Start-Up Guide 21

Refreshments

Consider offering refreshments 

before class or during class breaks, 

since many students may come 

to your class directly from work. 

You may also want to provide 

refreshments at meetings and 

training sessions for volunteers.

Funding and Coordination

Although there are a variety of costs 

associated with providing ESL and 

civics/citizenship classes to adult 

students, there are many creative 

ways to finance your program. 

Programs that do not receive 

federal, state, or private funding can 

generate financial support through 

fundraising or other activities. These 

programs often develop relationships 

with local businesses that will 

sponsor activities by providing 

advertising or donating supplies. 

Businesses may go as far as to house 

your program if they feel their 

employees can directly benefit from it.

Starting and coordinating a volunteer 

program can take a lot of time and 

resources, so you may want to 

consider offering a small stipend to a 

volunteer who can lead these efforts. 

You may also want to establish 

partnerships with programs that 

offer complementary services or inhouse expertise. 

Fundraising

There are a variety of fundraising 

options you can use to help fund 

your ESL and civics/citizenship 

program. Proceeds from an event 

such as a fair, talent show, concert, 

auction, yard sale, bake sale, or car 

wash could be used to support your 

program. You may also want to ask 

a local business to sponsor your 

program by supplying funds for 

materials, or donating classroom 

space or other services. If you have 

experience fundraising for other 

purposes, you can apply it to your 

ESL and civics/citizenship program.

Grants

A variety of grant programs and 

funding opportunities exist. You 

can learn about federal government 

grant opportunities and if you are 

eligible to apply from www.grants.

gov. Other organizations, such as the 

Foundation Center, provide resources 

and training on fundraising, 

proposal writing, and program 

planning. Books on grant writing 

and fundraising are available at local 

libraries and bookstores.
22 A Start-Up Guide

Evaluating Program Performance

You will want to evaluate your 

program regularly. This will help 

you know if you are serving your 

students and volunteers effectively 

and help you know what changes 

you need to make. You should build 

in program flexibility so you can 

more easily adjust to the levels and 

needs of your students.

Measuring Program Performance 

Review the objectives you set 

when designing the program and 

see how much progress you have 

accomplished. It is important 

to examine other performance 

indicators, such as volunteer and 

student attendance and overall 

retention. For example, dropout rates 

exist in both populations because 

adults have many demands on their 

time. Volunteers may get other jobs, 

and students may move or change 

shifts at work. However, sometimes 

students and volunteers leave because 

they are unsatisfied with the quality 

of the program, or volunteers leave 

because they do not feel prepared 

or supported by the program’s 

leadership. Therefore, it is useful to 

examine retention rates and other 

measures of program performance 

in order to make any necessary 

adjustments.

Assessing Student Performance

You can use formal and informal 

assessments to measure student 

progress (see page 15). Conducting 

pre-tests and post-tests will show 

you if students are improving their 

skills. You can create your own 

tests and administer them at both 

the beginning and end of a unit to 

determine what the students have 

learned. Maintaining a folder of 

written work or audio- or videotapes 

of students speaking is a great way 

to capture their individual progress 

over time.

Volunteer Input

Encourage volunteers to provide 

feedback on the program. You could 

hold volunteer meetings, establish 

a volunteer council, or provide a 

suggestion box. You can tailor the 

sample volunteer evaluation on pages 

34-35 to meet your program needs.

Student Input

Provide an anonymous method 

for students to evaluate volunteers, 

and give feedback about what 

they consider effective instruction. 
A Start-Up Guide 23

This will enable tutors to 

understand student perceptions 

and consider student suggestions 

for improvement. You can tailor the 

sample student program evaluation 

on pages 36-37 to meet your 

program needs.

Follow-up

To assess the long-term impact 

of your program, try to maintain 

contact with students after they leave 

the program. Follow-up could be 

done through phone calls, e-mail 

contact, alumni events, or offering 

advanced English workshops or 

classes that may renew former 

students’ interest in your program.

Successful graduates can help 

motivate current and prospective 

students and offer a sense of 

satisfaction to the teachers who 

contributed to their success.

Volunteer and Student Recognition

It is important to thank your 

volunteers and to recognize your 

students’ achievements. Consider 

some simple, tangible offerings to 

acknowledge their work, such as a 

certificate, pen, tote bag, or t-shirt, 

which local business may be willing 

to donate. You might present these 

at a social gathering or awards 

ceremony. Another effective way to 

recognize student performance is 

to ask current or former students to 

serve as program volunteers. Many 

former students would consider this 

invitation a great honor.

Partnerships

Keep in mind that partnerships and 

collaboration with other service 

providers can supply important 

complementary services to your 

program, such as childcare, housing 

assistance, case management, and 

employment training. 

Good Luck!

Using these basic guidelines for 

starting an ESL and civics/citizenship 

program will put you well on your 

way to a successful experience for 

both your volunteers and your 

students. Enjoy the wonderful 

relationships you develop and the 

satisfaction of helping improve the 

lives and opportunities of those in 

your community.
24 A Start-Up Guide

SAMPLE

PROGRAM DEVELOPMENT PLAN

Version I

Task: Recruit “x” number of additional planning committee members

Products or results of task performed: Four-person volunteer planning committee

Who is responsible: Core volunteer person/group

Target Completion Date: Oct. 1, 20XX

Actual Completion Date: 

Task: Secure location 

Products or results of task performed: Classroom space

Who is responsible: Volunteer planning committee

Target Completion Date: Dec. 1, 20XX

Actual Completion Date: 

Task: Outline class or program goals

Products or results of task performed: Written goals

Who is responsible: Volunteer planning committee

Target Completion Date: Jan. 15, 20XX

Actual Completion Date: 

Task: Outline class or program objectives

Products or results of task performed: Written objectives

Who is responsible: Volunteer planning committee

Target Completion Date: Jan. 15, 20XX

Actual Completion Date: 

Task: Name a program director

Products or results of task performed: 

Who is responsible: 

Target Completion Date: 

Actual Completion Date: 

Task: 

Products or results of task performed: 

Who is responsible: 

Target Completion Date:

Actual Completion Date: 

Task:

Products or results of task performed: 

Who is responsible: 

Target Completion Date: 

Actual Completion Date: 
A Start-Up Guide 25

SAMPLE

PROGRAM DEVELOPMENT PLAN

Version II

Task Products or 

results of task 

performed

Who is 

responsible

Target 

Completion 

Date

Actual 

Completion 

Date

Recruit “x” 

number of 

additional 

planning 

committee 

members

Four-person 

volunteer 

planning 

committee

Core volunteer 

person/group

Oct. 1, 20XX

Secure class 

location

Classroom space Volunteer planning committeeDec. 1, 20XX

Outline class or 

program goals

Written goals Volunteer planning committeeJan. 15, 20XX

Outline class 

or program 

objectives

Written 

objectives

Volunteer planning committeeJan. 15, 20XX

Develop 

volunteer 

recruitment 

strategy

A specific plan 

for recruiting 

volunteer tutors

Volunteer planning committeeJan. 15, 20XX

Implement 

volunteer 

recruitment 

strategy

3 flyer designs, 

2 newspaper 

ads, 1 PSA, 1 

announcement 

in a faith-based 

weekly bulletin 

or newsletter

Volunteer planning committeeJan. 15 – Mar. 

15, 20XX

Develop 

volunteer 

orientation

Agenda, 

handouts, etc.

Volunteer planning committeeFeb./Mar. 20XX

Hold 

orientation

Orient 15 

volunteers

Volunteer planning committeeMar. 20, 20XX

Send volunteers 

to training

10 trained 

volunteers

Lead volunteer Apr. 20, 20XX

Design student 

recruitment 

campaign

3 flyer designs, 

2 newspaper 

ads, 1 PSA, 1 

announcement 

in a faith-based 

weekly bulletin 

or newsletter

Volunteer 

planning 

committee

Mar. – May, 

20XX
26 A Start-Up Guide

SAMPLE

CLASS SCHEDULE

Three types of classes are held at this program:

1. ESL, Beginning level

2. ESL & Citizenship/Civics Intermediate level

3. ESL & Citzenship/Civics, Family Literacy

(for parents/caregivers and their children ages birth–7 years)

Monday Tuesday Wednesday Thursday Friday Saturday

Morning

ESL 

Beginners 

9:00–11:00

ESL 

Beginners 

9:00–11:00

ESL 

Beginners 

9:00–11:00

ESL 

Beginners 

9:00–11:00

Tutor 

Meetings

ESL 

Beginners 

9:00–12:00

Afternoon

ESL & 

Citizenship/

Civics 

Family 

Literacy 

1:00–3:00

Evening

ESL & 

Citizenship/

Civics 

Intermediate

6:30–8:30

ESL & 

Citizenship/

Civics 

Intermediate

6:30–8:30

ESL & 

Citizenship/

Civics 

Intermediate

6:30–8:30

 
A Start-Up Guide 27

SAMPLE

VOLUNTEER POSITION DESCRIPTION

Position Title: ESL Tutor

Qualifications: Ability to speak, read, and write English;

respectful of cultural differences; flexible;

desire to develop teaching skills.

Training: Participate in nine-hour training workshop

and minimum of four hours of follow-up

training throughout service.

Time Commitment: Minimum of six months; expect at least two hours

in-class and one hour of preparation per week. 

Responsibilities:

 • Assist each student in setting goals.

 • Prepare lesson for each class meeting.

 • Arrive for teaching at least 15 minutes before start of class.

 • Implement teaching techniques provided in tutor training and tutor manual.

 • Participate in performance evaluation, including lesson reviews

and teaching observations by coordinator.

 • Provide attendance roster, lesson plan outlines, and progress reports

to coordinator each month.

 • Notify coordinator in advance if you are unable to teach a session.

 • Be willing to consider participating in additional program

activities and fundraisers.

Benefits:

 • Opportunity to make an important contribution to your

community and nation.

 • Opportunity to learn new skills.

 • Opportunity to meet people in your community and

from around the world.
28 A Start-Up Guide

SAMPLE

VOLUNTEER ESL TEACHER OR TUTOR

AGREEMENT

The duties of Volunteer ESL Tutors:

 • I agree to tutor for a minimum of six months.

 • I will attend nine hours of ESL tutor training before

I begin tutoring.

• I will participate in four hours of additional training

throughout the year.

• I will tutor for a minimum of two hours per week.

• I will spend at least one hour preparing for each class session.

• I will notify the lead volunteer if I must miss class,

so that a substitute can be arranged.

• I understand that I may be asked to participate in fundraising 

efforts and other community activities.

Volunteer Tutor: 

Signature: Date: 

Lead Volunteer: 

Signature: Date: 
A Start-Up Guide 29

Volunteers

Conduct volunteer outreach

and recruitment:

Post flyers, place ads in print and 

online, make presentations, etc.

Orient volunteers:

In a group setting, share the mission, 

expectations, time commitment, 

policies and procedures, etc.

Screen volunteers:

Ask prospective volunteers to contact 

you following the orientation. 

Interview them and select those

who meet your criteria.

Train volunteers:

Provide training or send volunteers

to a more established program

to receive training.

Match volunteers

with students:

Assign volunteers to work with

a student, a small group, or a class.

Students

Conduct student outreach

and recruitment:

Post flyers, place ads in print and 

online, make presentations, etc.

Orient and enroll students:

Based on staffing, hold drop-in enrollment or an orientation session to

register many students at one time.

Conduct intake with students:

Fill out intake paperwork and learn 

about their needs, English abilities, 

family and work obligations, 

previous education, etc.

Place students:

Assign students to tutoring pairs, small 

groups, or classes based on English 

language level, schedule, and openings.

Conduct further assessment:

Expand your understanding of

students’ listening, speaking, reading, 

and writing abilities by using informal

 or formal assessments.

SAMPLE

VOLUNTEER AND STUDENT INTAKE AND PLACEMENT STEPS
30 A Start-Up Guide

SAMPLE

STUDENT INTAKE FORM

ESL/Civics/Citizenship Program

Date: _______ Staff Member: __________________________________

Name: _________________________________ Sex: __ male __ female

Address: ____________________________________________________

Phone: (h) ______________ (c) ______________ (w) ______________

Date of Birth: _____/_____/______

Family:

Marital Status: __ Married __ Single __ Divorced 

Children: # _____ Ages: ______________________________________

Daycare: __ has children in daycare __ needs daycare for children __ N/A

Number of family members living in the home: _______

Student’s country of birth: ______________________________________

Number of years living in the United States: _______________________

*Student is a __ citizen __ permanent resident __ refugee __ other
A Start-Up Guide 31

Education and Employment:

Has student taken ESL classes before? __ yes __ no 

If yes, where? ________________________________________________ 

When?______________________________________________________

For how long?________________________________________________

What level did the student get to? ________________________________

Languages student speaks: ______________________________________

Language spoken most at home: _________________________________

Does student read and write in that language? ______________________

Highest level of school completed in native country: _________________

Highest level of school completed in the United States: ______________

Currently employed? ________

Place of employment and type of work:

____________________________________________________________

Student’s class availability:

Monday Tuesday Wednesday Thursday Friday Saturday

Morning

(9:00–12:00)

Afternoon

(1:00–4:00)

Evening

(5:00–8:30)

Other notes:

* If students want to prepare for U.S. citizenship, refer them to a

Board of Immigration Appeals (BIA) representative. 
32 A Start-Up Guide

ESL/Civics/Citizenship Program

Program Address

Program Phone Number

Student Name: __________________________________________________

Date of Registration: _________

Begin Class: 6/25/20XX 

Tutor/Teacher: Jane Smith 

Location: Jefferson Community Center 

 123 Main Street 

 Room B 

Class days and times:

Monday Tuesday Wednesday Thursday Friday

5:00 pm – 

7:00 pm

5:00 pm – 

7:00 pm

Staff Member: _________________________

SAMPLE

STUDENT PLACEMENT CARD
A Start-Up Guide 33

SAMPLE

STUDENT NEEDS ASSESSMENT

Excerpt 1

U.S. Government

I know

a lot

I know

a little

I want

to learn 

more

I don’t 

want to 

learn more

How the federal government works

Three branches of government

State and local government

 

Education

I know

a lot

I know

a little

I want

to learn 

more

I don’t 

want to 

learn more

How to find childcare

Elementary School

High School

SAMPLE

STUDENT NEEDS ASSESSMENT

Excerpt 2

I want to learn about:

 __U.S. government __Citizenship __U.S. K-12 __Housing __Finding a job

 school system
34 A Start-Up Guide

SAMPLE

VOLUNTEER EVALUATION

Please answer the following questions regarding your volunteer experience with ______________

[program name]. We will use your feedback to improve the program for both volunteers and students.

1 = strongly disagree 3 = unsure 5 = strongly agree

1. The training and information I received was relevant and useful 1 2 3 4 5 

in preparing me to volunteer in this program.

2. I have access to the materials and equipment I need to perform 1 2 3 4 5

my volunteer service effectively.

3. The roles and responsibilities of my volunteer position are 1 2 3 4 5

clearly defined. 

4. There are staff members or other volunteers who support me 1 2 3 4 5

in my efforts.

5. I feel that the program recognizes my volunteer efforts. 1 2 3 4 5

6. The space was conducive to tutoring (or other types of activities). 1 2 3 4 5

7 I enjoy volunteering with this program. 1 2 3 4 5

8. I would recommend this program to others seeking a 1 2 3 4 5

volunteer experience.

9. What do you like about this program?

10. What recommendations do you have that will improve the experience 

for volunteers and students?
A Start-Up Guide 35

PLEASE CHECK ALL THAT APPLY:

11. What kind of preparation did the program provide to prepare you to volunteer?

__I attended a volunteer orientation session

__I was directed to community resources

__I attended in-service training

__I was mentored by an experienced volunteer

__I observed experienced volunteers 

__Other ____________________________________________________

12. Do you have other skills you would like to use in your volunteer position?

13. In what areas would you like to receive more training or information?

__Assessment

__Lesson planning 

__Instruction—general

__Instruction—specific topics ____________________________________________

__Record keeping

__Classroom management

__Culture

__Other ____________________________________________ 

Adapted from ProLiteracy Affiliates’ Volunteer Satisfaction Surveys.
36 A Start-Up Guide

SAMPLE

STUDENT PROGRAM EVALUATION 

Please fill out this form so that we can improve our classes. Please check all 

that apply and provide comments in the space next to your selection.

1. Things I like about the program. 

 Check  Please write why you like __________.

books and materials we 

used in class

teaching by tutor or teacher

topics we studied

guest speakers

students in program

special events

class location

class day and time

classroom

amount of time in class

OTHER:

 

 

 
A Start-Up Guide 37

2. Things I do not like about the program. 

 Check  Please write why you do NOT like ______.

books and materials we 

used in class

teaching by tutor or teacher

topics we studied

guest speakers

students in program

special events

class location

class day and time

classroom

amount of time in class

OTHER:

I know more about this topic because of this class:

__ U.S. history and government __ School systems

__ Rights and responsibilities of U.S. citizens __ Financial systems

__ Rights and responsibilities of legal permanent residents __Community and home safety 

__ Housing __ Emergencies

__ Health __ Transportation 

__ Childcare

 

Other comments I have about this program:
38 A Start-Up Guide

Glossary

Assessment = Tools and processes used to evaluate the

language level of students.

Board of Immigration Appeals (BIA) = The highest administrative body

for interpreting and applying immigration laws. It is composed

of 11 Board Members. To learn more, see the U.S. Department of Justice website:

www.justice.gov/eoir/biainfo.htm.

Civics = Learning about the rights and responsibilities of citizenship, 

naturalization procedures, civic participation, and U.S. history and 

government; the skills and knowledge to become active and informed

family and community members and workers. 

Curriculum = Units of instruction aligned to provide students with specific 

knowledge. Units can consist of topics, chapters in a text, courses, etc. 

Evaluation = Measuring the performance of staff, students,

and the program as a whole. 

Intake = Procedures used by program staff to enroll students in the program.

Lesson Plan = Detailed plan of instruction developed by a teacher or tutor. 

Standards = Descriptions of the skills, knowledge, or performance

that should result from effective instruction. 
A Start-Up Guide 39

Resource Section

Gathering Information and Basic Resources

https://my.uscis.gov/findaclass

Staffing and Resources

www.literacydirectory.org

www.serve.gov

www.elcivicsonline.org

www.uscis.gov/citizenship/volunteer-training

www.uscis.gov/teachertraining

www.otan.dni.us

www.cal.org/caela

www.proliteracy.org

Marketing Your Program to Students

www.literacydirectory.org

Program Content and Instruction

www.uscis.gov/citizenship

www.uscis.gov/lessons

www.justice.gov/eoir/legalrepresentation.htm

Program Development

www.grants.gov

Additional Information

www.uscis.gov/citizenship/organizations/program-development


www.uscis.gov

ISBN 978-0-16-093434-6

9 780160 934346

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