VOCAL*AMERICORPS

2017-2019

Evaluation Report 

Maureen Meehan, Ph.D. 

Program Planning & Evaluation Consulting, Inc.

ppeconsultinginc@gmail.com
Executive Summary 

Although not mandated by the Corporation for National and Community Service, the Literacy 

Volunteers of Illinois Board of Directors requested an external review of the VOCAL AmeriCorps 

program for PY17-18-19. A formative evaluation was considered essential to assess the 

VOCAL program’s progress in meeting grant specified goals and objectives. Key findings 

include: 1) LVI’s experience managing VISTA and AmeriCorps grant awards from 1987 to the 

current PY19 VOCAL program is a reflection of the agency’s unique credentials to implement 

successful national service initiatives; 2) VOCAL AmeriCorps expands the capacity of the host 

sites to effectively develop and implement programs to meet the education and employment 

goals of adults and youth; 3) Member development and training prepare members to 

successfully contribute to their host site programs; and 4) Experiences in VOCAL AmeriCorps 

encourages members to commit to continued service through either public service employment 

or as a volunteer. 

A review and further analysis of qualitative and quantitative data indicate the three-prong 

service model that defines the VOCAL performance measures were each implemented: 

PM1: Adult Basic and English as a Second Language Education - Employment. 

1:1 and small group basic literacy or ESL tutoring and classroom instructional support; 

recruitment and support of community volunteers. 

PM2: Job Placement Services 

Structured job seeking training and peer assisted job clubs to support student goals of 

securing part-time/full-time employment or career advancement options. 

PM3: Tutoring for Special Population Youth – K-12 Success 

1:1 academic tutoring for incarcerated youth; recruitment and support of community 

volunteers 

Additional VOCAL program initiatives included: 

 Volunteer Recruitment & Support Programs 

 Community Development Initiatives 

 Marketing/Outreach 

 Kewanee Community Programs 

Primary challenges that impact continued success include standardizing accurate data 

collection across all sites; updating/clarifying process and outcome evaluation questions to 

more effectively structure future program evaluations; analyzing the outcome discrepancies 

across program years; and developing strategies to effectively manage increased program 

expenses given the 3-year cycle of level funding. 

Literacy Volunteers of Illinois and the VOCAL management team have demonstrated a 

commitment to continuous quality improvement as the means to assure host sites and 

members have a positive experience and participating adults and youth receive quality service. 
1

Introduction

An external evaluation of the 2017-2019 VOCAL AmeriCorps program is not a Corporation 

for National and Community Service grant requirement. However, the Literacy Volunteers of 

Illinois Board of Directors and the Executive Director requested this external review to 

supplement the internal review conducted by an ad hoc evaluation committee and submitted 

to the Serve Illinois Commission in November 2019. Requesting this external review 

demonstrates LVI’s commitment to continuing its history of developing high quality, model 

national service programs. Beginning with the initial VISTA program in 1987 through the 

current 2019 AmeriCorps grant cycle, LVI has successfully implemented five programs. 

 VISTA Literacy Corps (1987- 1992 & 1993 - 2002) 

 Project UPLIFT (1997 – 2003) - AmeriCorps 

Urging Partnerships in Literacy Initiatives for Families and Teens 

 Project HEART (1998 – 1999) - VISTA/AmeriCorps-Summer of Service 

Hines Employees as America Reads Tutors 

 Project I-CARE (1998 – 2002) – VISTA/AmeriCorps 

Involving Communities in America Reads Endeavors 

 VOCAL (2004 – 2020) - AmeriCorps 

Volunteer Outreach for Community Action in Literacy. 

Dorothy Miaso, LVI’s executive director since 1992, has exceptional qualifications to have 

managed each of these initiatives, including leading Project UPLIFT and the current VOCAL 

AmeriCorps program through six 3-year cycles of competitive funding from 2001 through 

2020. Ms. Miaso’s experience includes serving as a member of the Illinois Commission on 

Volunteerism and Community Service (1994-2006) and as a board member of America’s 

Service Commissions (2003-2006). She is also currently a member of the Illinois Adult and 

Continuing Educators Association and the Chair of the Illinois Conference on Volunteer 

Administration. Most noteworthy, Ms. Miaso was recognized in 2017 as the first recipient of 

the Dorothy Miaso Lifetime Achievement Award presented by the Serve Illinois Commission. 

Need Justification 

By the year 2000, every adult American will be literate and will possess the knowledge 

and skills necessary to compete in a global economy and exercise the rights and 

responsibilities of citizenship. (National Governor’s Association, 1990)

Since stating this goal 30 years ago, there have been national and international assessments 

of adult literacy to assess progress: the National Adult Literacy Survey (NALS,1992); the 

National Assessment of Adult Literacy (NAAL, 2003); and, the Program for the International 

Assessment of Adult Competencies (PIAAC 1, 2012; PIAAC 2, 2014; PIAAC 3, 2017). 

Unfortunately, data indicate we have not met the 1990 goal. In fact, combined data from 

PIAAC 2012/2014 compared to PIAAC 2017 indicate the overall average scores for U.S. 

adults were measurably unchanged in literacy, numeracy, and digital problem solving. 

Likewise, there were no statistically significant changes from 2012/2014 to 2017 in the

percentages of adults performing at each proficiency level in any of the three PIAAC domains 

with 18-19% in the lowest level on the literacy scale; 28-29% in the lowest level on numeracy; 

and 23-24% in the lowest level in digital problem solving (U.S. Department of Education, National 

Center for Education Statistics, Program for the International Assessment of Adult Competencies (PIAAC, U.S. 

PIAAC 2017, U.S. PIAAC 2012/2014). 
2

Although reflecting on why there has not been more progress is beyond the scope of this 

report, there is consensus that living and working in today’s society demand new skills –

critical thinking, problem solving, and accessing and analyzing information. This is especially 

true for those who lack sufficient levels of formal education and/or English language 

proficiency, the target population served by the VOCAL AmeriCorps program host sites. As 

evidenced by this review, VOCAL members provide essential support and additional 

resources to these local adult and youth programs. 

Evaluation Design 

To begin, the following documents were reviewed: 

 VOCAL* AmeriCorps Goal 

The goal of the VOCAL program is to assist community and faith-based agencies in 

providing increased services to low literate adults in their communities and juveniles 

residing in the IYCs through a three-pronged approach that consists of (1) one-to-one 

and small group tutoring of low literate adults by AmeriCorps members; (2) recruitment 

of volunteers to serve as one-to-one and small group tutors; and (3) a member training 

and development program that instills in participants a lifelong ethic of service and

provides them with the training and experience they would need should they pursue 

positions in the public sector, specifically in adult education. 

LVI VOCAL AmeriCorps Logic Model 

(appended) 

VOCAL AMERICORPS ECONOMIC DEVELOPMENT PROGRAM 

THEORY OF CHANGE 

(Backward mapping begins with Long-Term Goal) 

1. Long-Term Goal: Long Term Employment that provides increased income and higher 

 standard of living. 

2. Mid-Term Goal: Entry level employment 

3. Short-Term Goal: Increased literacy & development of Job Search strategies 

4. Attend Literacy, GED, ESL Classes and/or Job seeking training; job clubs 

5. Enroll in Program 

 

 Assumptions that may impact enrollment /success 

 Students address potential barriers that may impact attendance (child care; 

transportation, etc.) 

 Students’ motivation/commitment; belief in benefit of program participation

 Host sites market the program 

 LVI VOCAL & host sites develop employment program for low literate adults 
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VOCAL AMERICORPS EDUCATION PROGRAM 

THEORY OF CHANGE 

(Backward mapping begins with Long-Term Goal) 

1. Long-Term Goal: Enroll in post-secondary education 

2. Mid-Term Goal: Increased positive attitude toward education; less negative behavior 

3. Short-Term Goal: Increased reading & math level by at least one grade level 

4. Attend reading & math tutoring classes & participate in Life Skills Activities 

5. Enroll in Program 

 Assumptions that may impact enrollment /success 

 Youth request tutors

 Youth receive approval from IYC to participate

 Youth are incarcerated at the IYC long enough to demonstrate progress

 LVI & IYC Teachers Promote the Program

 LVI VOCAL Recruits & Trains Volunteer Tutor

Given the VOCAL AmeriCorps program has not completed the current grant cycle and is 

currently applying for an additional grant, a formative evaluation format provides a basis for 

considering not only what’s working but also potential program modifications to inform future 

planning. 

Therefore, this report considers the following process and outcome evaluation questions 

submitted in the grant application. 

Process Questions: 

1. Were the activities as described in the member descriptions and program plan carried 

out as planned? 

2. Were the desired number of AmeriCorps members recruited? 

3. Were the member retention standards of the CNCS met? 

4. Were all members properly trained to carry-out their tutoring and recruitment 

assignments? 

5. Were the desired number of students enrolled and tutors recruited? 

6. Did the infrastructures of the various host sites support the services of the members? 

7. Did the infrastructure and staffing patterns of LVI sufficiently support the needs of the 

members and host sites? 

Outcome Questions: 

1. Did the adult learners improve in their reading ability to the level anticipated? 

2. How much change occurred? 

3. Were there specific tutoring practices used by VOCAL members as compared to the 

community volunteers that caused the reading ability change? 

Data Sources 

Analyses of relevant quantitative and qualitative data include: LVI program reports that 

aggregate member and host site process and outcome data; host site visit reports; member 

training calendars, post-training surveys, and year end surveys; host site year-end surveys 

and member performance evaluations; and interviews with host site supervisors and LVI staff. 
4

PROCESS QUESTIONS 

1. Were the activities as described in the member descriptions and program plan carried 

out as planned? 

The VOCAL program design includes three service models that align with the following 

performance measures. 

PM1: Adult Basic and English as a Second Language Education - Employment. 

Members at 22 host sites conducted 1:1 and small group basic literacy or ESL tutoring 

and classroom instructional support. Members also recruited or supported community 

volunteers to do the same. Standardized assessments documented learner progress. 

PM2: Job Placement Services 

Members at 8 sites supported structured job seeking training and peer assisted job 

clubs to support student goals of securing part-time/full-time employment or career 

advancement options. 

PM3: Tutoring for Special Population Youth – K-12 Success 

Members at 4 IYC Youth Centers conducted 1:1 academic tutoring for incarcerated 

youth. Members also recruited or supported community volunteers to do the same. 

As with adult learners in PM1, progress was documented through standardized 

assessments. 

 

Additional VOCAL program initiatives implemented at host sites included: 

Volunteer Recruitment & Support Programs 

VOCAL members developed and implemented strategies to recruit and support 

volunteer tutors as a means of building ongoing capacity at the host sites. Sites 

reported members conducted 1:1 and group orientations for potential volunteers; 

facilitated tutor training; often served as mentors for new volunteers; and organized 

recognition events to celebrate the service and accomplishments of tutors and

students. 

Community Development Initiatives 

Members collaborated with site staff to develop partnerships with local community 

organizations to provide additional services and resources in support of the VOCAL 

program components. The 133 established partnerships included relationships with

legal aid groups, community and 4-year colleges, social and human service providers, 

public libraries and faith-based organizations among others. 

Marketing/Outreach 

VOCAL program marketing and outreach activities were conducted by members 

assigned to the Literacy Volunteers of Illinois AmeriCorps coordinating office, the 

Chicago Citywide Literacy Coalition and Literacy Works. These members conducted 

community outreach to specifically promote the VOCAL AmeriCorps program as well 

as the need for more community volunteers to support adult literacy initiatives 

throughout the state. Strategies included email campaigns, updated postings to

websites, attendance at volunteer fairs and literacy coalition meetings, and the 

distribution of over 13,000 information/promotional flyers. 
5

Kewanee Community Programs 

In FY18 and FY19, half-time, quarter-time, and minimum-time members supported a 

variety of community programs in Kewanee Illinois, a town with 22.8% of the population 

living in poverty. (U.S. Census Quick Facts https://www.census.gov/quickfacts/kewaneecityillinois)

These VOCAL members 

 supported after school tutoring/enrichment activities in Kewanee schools through 

the Sunshine Community Service Center; 

 facilitated children’s reading circles in the public library; 

 assisted YMCA staff in after school physical activity programs and communitybased child engagement activities; 

 provided tutoring/instructional support for GED and Pre-GED students at Abilities 

Plus, a not-for-profit organization located in Kewanee serving individuals with 

disabilities.

 conducted adult ESL classes at Blackhawk Community College’s Community 

Education Center (CEC), located in Kewanee. 

Member activities were clearly structured to support the VOCAL performance measures 

with 62% of sites providing Basic Skills and/or ESL instruction, 28% conducting 

workforce/job placement services, and 10% engaged in the additional initiatives described 

above. Implementation of these program activities was verified via qualitative data including 

anecdotal information collected at site visits conducted by LVI staff and interviews 

conducted by the external evaluator with three experienced VOCAL site managers. Finally, 

quantitative data from a survey of host site supervisors (n=11) also informed the range of 

activities performed by members. Based on survey data, 1:1 tutoring was the most 

common member activity, followed by tutor recruitment activities. The least common activity 

was supporting employment services but this may be more a reflection of fewer host sites 

engaged in this aspect of the program as well as the limited survey sample size. Data is 

summarized in the chart below. 

Percent of survey sites reporting members engaged in each activity 

1:1 Tutoring 82%

Tutor Recruitment 73%

Student Intake 64%

Data Collection 64%

Program or Agency Newsletter 64%

Tutor Training Inservice 55%

Classroom Assistance 45%

Tutor Training – Initial 36%

Volunteer Recruitment other than tutors 27%

Employment Services 18%

2. Were the desired number of AmeriCorps members recruited? 

LVI’s extensive experience managing national service programs prepared the VOCAL 

program manager to recruit a diverse, qualified pool of applicants each year. Local outreach 

included advertising in newspapers throughout the state, partner agency newsletters, and 

college campus publications. This was supplemented by social media postings and 

accessing the AmeriCorps national recruiting system to reach an even broader pool of 
6

potential members. Given VOCAL’s history of providing national service, specifically 

AmeriCorps programs, throughout Chicago, nearby suburbs, and downstate Illinois, current 

and past host sites were described as effective referral sources. Participating host sites have 

a vested interest and were therefore highly motivated to identify and refer potential members. 

Likewise, current and prior VOCAL members who truly understand the program, and the 

commitment needed to successfully complete a term of service, were most qualified to identify 

and refer candidates. 

As a result of this multi-pronged recruitment strategy, LVI reports enrolling 135 VOCAL 

members. However, there is a discrepancy with CNCS reporting a total of 129 members. This 

difference of six slots occurs in calculating the PY17 enrollment. CNCS calculation of 34 

enrolled fails to account for slot conversions which added 1 minimum-time, 2 reduced-time 

and 3 quarter-time members. LVI utilizes the slot conversion option to allow flexibility needed 

to meet the changing program demands at host sites. Slot distribution is illustrated below. 

Year FT PT Reduced PT QT MT Kewanee

PY17 15 14 2 3 6 0

PY18 17 14 0 0 7 11

PY19* 22 13 0 3 6 13

 *2 pre-enrolled members never started service in PY19 

In spite of the slot calculation discrepancy, CNCS Enrollment Rate Calculation Reports indicate 

average enrollments met or exceeded expectation each year: PY2017 at 106.2%; PY2018 at 

100%; PY2019 at 109.5%. This is an improvement over the 2014-2016 years when enrollment 

was below 100% in two of the three years. Although recruitment each year is always impacted 

by factors beyond LVI’s control, clearly the agency was proactive in addressing some of the 

recruitment challenges identified in the prior cycle.

LVI also continued its practice of recruiting a diverse member corps as illustrated in the 

following charts (data based on the 91 members who successfully completed the program). 

80%

20%

Gender

Female

Male 30% 57%

13%

AGE DISTRIBUTION

18-30

31-34

55+
7

46%

21%

30%

3%

Race

White

African

American

Hispanic

A comparison chart provides additional information on shifts in the corps. 26% 74% 64% 22% 14% 64% 17% 11% 8%20% 80% 57% 30% 13% 46% 21%30% 3%

C O M P A R I S O N

2014-2016 2017-2019

Female members continue to dominate the corps which is consistent with national data of 68% 

female. Although there was an increase in percentage of members age 31-34, the VOCAL 

corps appears younger than the national average with a higher percentage of members in the 

18-30 age range compared to the national mean age of 34 years (AmeriCorps Alumni Outcomes, 2016 

https://www.nationalservice.gov/sites/default/files/evidenceexchange/FR_AmeriCorpsAlumniOutcomesFinalTechRep

ort.pdf). 

Race shifts within the 2017-2019 VOCAL corps include fewer White and more Hispanic 

members compared to the prior cycle with a slight increase in percent of African American 

members. Although significance of these changes was not tested, the changes in the VOCAL 

corps membership is informative and can contribute to future planning. The diversity of the 

corps is an important consideration when striving to most effectively meet the needs of host 

sites and the target populations each serves. 

3 Were the member retention standards of the CNCS met? 

Based upon CNCS Retention Rate Calculation Reports, average retention rates were 73.5% in 

PY17; 81.6% in PY18; and 82.6% in PY19. However, the discrepancy in slot calculation noted 

above also impacts accurate retention calculations, especially for PY17. 

LVI reports 108 members successfully completed the program during this 3-year cycle. Using 

LVI enrollment of 133 participating members (135 – 2 who never started the program) yields a 

retention rate of 81%. Using CNCS enrollment of 129 members and 108 completing would yield 

an average retention rate of 84%. Pre-enrolling members who never actually start the program 

impacts retention reports. 
8

Each year, LVI experiences members leaving due to health issues for themselves or family 

members or other legitimate reasons that allow for a pro-rated award. However, in this 3-year 

cycle the majority of members who exited the program early did so to accept employment. The 

expanded economic climate during this cycle has presented job opportunities, including entry 

level positions, that may have influenced more members to exit service to accept positions to 

support themselves or their families. 

4 Were all members properly trained to carry-out their tutoring and recruitment 

assignments?

Member training began with a 2-day orientation conducted by the LVI executive director and the

VOCAL program coordinator. Specific site orientations were later conducted at the host sites

where members were introduced to program staff and agency programs. Site supervisors

explained agency policies and reviewed member duties at that time. Members also attended the 

2-day Tutor Training: Basic Literacy and ESL. This 12- hour training is the standard model to

introduce new volunteers to adult tutoring and is widely accepted in programs throughout Illinois

including the VOCAL host sites. Ongoing training was scheduled at LVI on the first Friday of

each month. Topics included:

 Active & Emphatic Listening 

 Career Networking & Building Business Relationships

 Surviving & Thriving in your Life & Career

 Goal Setting: Getting Clear & Setting Your Intention

 Learning to Achieve: Best Practices for Working with ESL and LD Learners

 Advance Presentation Skills & Workshop Building

 Stress Management 101: Vowing to Not Burn Out

 Classroom Games for Growth

 MBTI Survey & Training

 Vibrant Engaging Teaching

 Working With Mult-Level Groups

 Business Side of Non-Profits

 Life After AmeriCorps

All full-time members were expected to attend these VOCAL trainings but attendance was

optional for half-, quarter-, and minimum-time members.

Members completed an evaluation form after each monthly session. A sample of these

member training evaluations from each program year was reviewed to assess member

satisfaction. Given the evaluation format was slightly modified year to year or questions

tailored to address the specific training topic, analysis was limited to comparing the set of

consistent questions asked on each form. Overall training experiences were very positive

with 95-100% of members rating the trainings as extremely helpful to fairly helpful depending 

on the specific topic. In addition, 85-100% reported the training was useful for their service or 

specifically the training would enable them to do something different when teaching or 

tutoring. In general members were positive in describing the trainings as well organized, 

allowing adequate time for questions and discussion, and agreeing the time was well spent. 

Finally, members also participated in staff training conducted at their host sites and LVI

encouraged sites to support member registration fees to attend local conferences.
9

5 Were the desired number of students enrolled and tutors recruited?

VOCAL exceeded the projected number of adult learners served and projected number 

receiving job search services in PY17 and PY19 but fell short of the projection in PY18. 

Actual numbers of incarcerated youth served exceeded projections each year. 

Adult 

Learners

Job Search Incarcerated 

Youth

PY17 Projection

PY 17 Actual

1,400

1,985

250

759

300

302

PY 18 Projection

PY 18 Actual

2,100

1,712

500

496

300

383

PY19 Projection

PY19 Actual

2,100

2,630

500

763

300

350

Total Served 6,327 2,018 1,035

In spite of missing the PY18 adult learner and job search projection, the total enrolled over 

the 3-year cycle exceeded expectations by enrolling an additional 727 adult learners, 768

participants in job search services, and 135 additional incarcerated youth. 

Members at 22 host sites supported Basic Education and/or English as a Second Language 

instruction by providing 1:1 and small group tutoring, classroom instructional support and 

material preparation as well as support and mentoring for local community volunteers at their 

sites. In addition, members at 8 of these host sites also supported the job services programs 

that included preparing resumes, completing job applications, participating in mock 

interviews and planning effective job searches. 

Members assigned to one of the four Illinois Youth Centers provided 1:1 and small group 

tutoring structured to meet the individual academic needs of each student while also 

supporting the program to recruit senior volunteers which fosters a positive inter-generational 

aspect to the VOCAL program at these sites. A total of 1,300 community volunteers were 

recruited: 615 in PY17; 440 in PY18; and 245 in PY19. It is noted that the PY19 tutor 

recruitment was under-reported due to a line missing after Tutors Recruited on the new 

report forms. As a result, some sites skipped this report line in PY19. 

6 Did the infrastructures of the various host sites support the services of the 

members?

The LVI Executive Director and the VOCAL program manager established and maintained a 

close relationship with each site. Routine phone and email communication as well as visits to 

each site confirmed sites were providing the resources and support necessary to assure a 

positive experience for the VOCAL members. In extensive interviews with three established 

host sites, program supervisors openly discussed challenges associated with managing 

members they may or may not have recruited themselves or members with minimal work 

experience. They were also candid about their own agency challenges such as staff 

turnovers, decreased funding, and similar challenges common to community agencies 

providing literacy and job search programs. However, it was clear such issues were 

mentioned in the context of expressing appreciation for LVI and the VOCAL member support 

as an additional resource that mitigates those challenges. 
10

Finally, feedback on the Member End-of-Year Program Survey confirms members felt host 

sites provided resources and support needed for a positive service experience. 

(Ratings based on 5 point Likert Scale: 5=strongly agree to 1=strongly disagree)

 I have ample opportunities to contribute to the VOCAL program – 4.5

 I feel my talents and skills were put to good use at the host site – 4.4

 The roles and responsibilities of my position were clearly defined by the host

site – 4.4

 I had access to the materials needed to perform effectively – 4.5

 If I needed advice or guidance concerning my work someone was available to

help – 4.4

 I felt I was adequately informed about students, volunteers, policies, programs 

and the community being served at my site – 4.5

7 Did the infrastructure and staffing patterns of LVI sufficiently support the needs of 

the members and host sites?

Managing the VOCAL program began each year with a comprehensive process developed 

by LVI to vet potential new host sites. The Call for Host Sites, a document that clearly yet 

succinctly describes the program goals and member benefits, as well has host site 

obligations and fiscal commitments, is widely distributed and can also be accessed on LVI’s 

web site. Interested sites then complete an application that provides the information 

necessary for the LVI team to determine if the site is a suitable fit. Finally, selected sites

co-sign an Agreement with LVI that clearly defines the AC member’s role but also

delineates the host site and LVI obligations.

Since most of the current host sites have been with the program multiple years, the LVI 

staff initially focus on supporting new sites or those with fewer years of experience with the 

VOCAL program. Orientation for new sites includes sharing the Site Supervisor Manual

that defines program goals and regulations as well as resource materials and reporting 

forms. Site visits are scheduled with these new and less experienced host sites first with 

follow-up training and/or resources provided as needed. However, the VOCAL 

management team also recognizes the importance of monitoring experienced sites as well 

to assure continued compliance with all VOCAL policies and procedures. Initial contact 

with these sites is primarily via phone and email and by monitoring feedback from members 

at the monthly member meetings. This allows the VOCAL management team to respond to 

any issues or concerns raised by site supervisors or members at these more experienced 

sites. Site visits are then scheduled with these experienced sites as well. The LVI team 

also publishes VOCAL NEWS, a monthly newsletter, that is distributed to all members and 

sites. This has been an effective means of connecting sites by sharing program highlights 

and activities across all sites. 

In interviews, the LVI Executive Director was very candid regarding two key challenges to 

managing the AmeriCorps VOCAL program. First, there was turnover in staff hired to 

manage the VOCAL program resulting in her assuming direct management of the program 

in addition to her other responsibilities. Although she expressed concern regarding 

potential impact on the program during these periods of transition between program 

managers, site and member feedback on surveys were consistently positive regarding LVI 

support of the program. 
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The second key challenge is managing the program with level funding through the 3-year 

cycle. Although direct member costs for the living allowance and health insurance increase 

each year, CNCS funding is level for all three years. Obviously other operating costs 

increase year by year too. Unfortunately, passing on additional costs to the host sites by 

increasing placement fees has not always been a viable option. Given these programs also 

struggle with diminished funding from state and local sources, some sites could not afford 

the increased placement fee and reluctantly dropped out of the program. 

In conclusion, it appears LVI infrastructure and resources are sufficient to manage the 

AmeriCorps program primarily due to the commitment of the Executive Director, the staff, 

and the Board of Directors who all agree the VOCAL program is an important LVI initiative 

that is making a difference for the adults, youth, and communities served. 

OUTOME QUESTIONS 

1. Did the adult learners improve in their reading ability to the level anticipated? 

Although this outcome question only addresses adult learners’ reading progress, it is 

assumed the intent was to review adult and youth learners’ academic progress as 

reported by the host sites as well as progress for those participating in the Job 

Placement program component. 

Coordinating data collection across all host sites has been a challenge. Capacity to 

collect and report data varies from site to site depending upon staff expertise, database 

management resources, and requirements to report data to multiple funders per agency. 

To improve VOCAL data collection and reporting, LVI initiated a review of the Progress 

Reports provided to sites to report mid and year end data. The following comments 

summarize this review of the existing forms: 

 Date clarification: the Mid-Year Progress Report header requested data from 

September 1 to February 28 each year; the Final Progress Report dates were 

March 1 to August 31. Although the intention of the second data report was to 

only collect data from the second half of the year, the title “Final Progress 

Report” was confusing and resulted in some sites reporting full year data while 

others responded to the March to August dates and accurately reported only 

second half of year data. 

 Assessment instruments: Both mid and year-end reports asked for number of 

students post-tested on the SORT, TABE, or BEST. However, the BEST test 

had been phased out and replaced by the BEST Plus 2.0. In addition, some 

host sites routinely use the BEST Literacy and the CASAS assessments, neither 

of which were options listed on the form. 

 Accurate progress reporting: Requesting student progress based only upon 

grade level equivalents is outdated based on federal and state standards that 

have transitioned to reporting improvement based upon National Reporting 

Standard (NRS) benchmarks. Given most host sites comply with the new 

national reporting procedures, the report needed to reflect relevant options to 

report progress. 
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Based upon an internal review with staff and interviews with program site supervisors, 

LVI introduced a revised reporting format for PY19. To avoid the confusion caused by 

titling the second report as Final, the reports were labeled Progress Report #1 and 

Progress Report #2. The relevant dates of September to February on the first report and 

March to August on the second report clarified that sites were to only report data from 

those periods and allow LVI to aggregate the data for the full year. 

To address various standardized assessment instruments used, the revised reports 

simply asked for the number of students post-tested with a standardized assessment. 

Knowing how many students were assessed with a specific instrument did not seem 

necessary as long as the site was using an approved standardized instrument. In 

addition, LVI recognized asking sites to report student progress based only on grade 

level equivalents did not align with current national and state reporting policies and 

procedures. Therefore, the revised format collects data on the number of students who 

demonstrate progress based upon grade level equivalents, national reporting 

benchmarks, or student performance level standards, each an official measure of 

progress depending upon which standardized assessment is selected by the program. 

Finally, the revised format recognizes that student progress is not always adequately 

reflected by standardized testing. Sites were given the opportunity to also report 

students who demonstrated progress based upon an alternative assessment approved 

by the agency, e.g. transition to a higher class level, improved academic skills (reading, 

writing, math) documented by student portfolio, etc. 

A pilot test of the revised reporting format was implemented in PY19. 

OUTCOMES 

PM1: Adult Basic and English as a Second Language Education - Employment. 

Adults demonstrate 

academic progress

PY17 PY18 PY19

Projection

Actual

840

1,198

1,260

892

1,260

1,288

VOCAL exceeded the projected number of adults demonstrating academic progress in 

PY17 and PY19 with 60% and 49% respectively meeting that expectation. Although 

fewer learners than projected demonstrated progress in PY18, it is noted that 49% of all 

enrolled did so. 

PM2: Job Placement Services 

Adults placed in 

jobs

PY17 PY18 PY19

Projection

Actual

250

759

500

496

500

763

Again, VOCAL exceeded projections in PY17 and PY19 but not in PY18. Comparing the 

total adults securing employment to total enrolled each year yields a success rate of 

50% in PY17 and 55% in PY18 and 19. 
13

PM3: Tutoring for Special Population Youth – K-12 Success

Youth demonstrate 

academic progress

PY17 PY18 PY19

Projection

Actual

180

184

200

257

200

212

VOCAL exceeded projections in all three years with 60% of all enrolled youth 

demonstrating academic progress in PY17 and 66% doing so in PY18 and 19

2. How much change occurred?

Addressing the extent of change that occurred is a challenge given the expected 

changes are not specified. However, data do provide insight into changes as 

described by host sites and members. First, the VOCAL impact on host sites was 

reported on the host site supervisor survey (n=11). On a scale of 1-10 with ten being 

the highest rating, sites were asked to evaluate the member’s contribution to their 

program. The average response (7.8) is a strong indication that member support 

positively impacted the hosts sites and their ability to provide quality programs.

The member year-end survey suggests the VOCAL experience also impacted 

members as evidenced by the positive response to the second half of the following 

statement: I enjoyed my service experience with AmeriCorps and am likely to 

continue serving my community through public service employment or as a volunteer. 

Average response was 4.6 on the scale with 5.0 indicating strongly agree. Clearly 

serving in the VOCAL AmeriCorps program developed, or reinforced, a commitment to 

service. Developing this ethic of service is certainly a goal of all AmeriCorps programs.

Finally, Great Stories submitted by members document changes for adult and youth 

program participants. Some changes might be described as small while others

undoubtedly impacted their lives significantly. Examples of youth and/or adult changes 

mentioned in many of the members’ Great Stories include:

 Increased academic skills and/or English language proficiency.

 Competence using public transportation.

 Completing 8th academic grade requirements.

 Passing the GED.

 Enrollment in post-secondary education program.

 Becoming a U.S. citizen.

 Securing a first job.

 Finding temporary housing following an eviction.

 Opening a bank account.

While it is not possible to know how these changes will impact participants’ lives in the 

long term, accomplishing these initial short term goals provides the foundation needed 

to set and meet additional goals that will further impact their lives. 
14

3. Were there specific tutoring practices used by VOCAL members as compared to 

the community volunteers that caused the reading ability change?

Site reports did not differentiate tutoring practices employed by VOCAL members vs.

community volunteers. However, the extensive interviews with three experienced 

program supervisors did indicate a primary difference. The VOCAL tutors received 

more extensive initial training from LVI including a 2-day Tutor Training program. 

Monthly member meetings provided additional training and the opportunity for 

members to receive individual support to improve their tutoring as needed. As a 

result, VOCAL tutors were considered more skilled assessing students’ individual 

needs and implementing evidenced-based tutor strategies. Although this is based on 

feedback from only three site supervisors, it is not unreasonable to assume most 

sites would recognize AmeriCorps member training prepared them to be more skillful 

tutors and qualified them to mentor the less experienced community volunteers. 

Recommendations

1. Continue the review of the revised Progress Report #1 and Progress Report #2 

introduced in PY19. Correcting specific omissions noted on the forms as well as 

soliciting additional feedback from host sites will serve to improve and standardize data 

reporting across all sites. 

2. Clarify/update the process and outcome evaluation questions originally submitted with 

the grant application to assure these questions clearly guide future program reviews.

3. Solicit feedback from host sites to understand the outcome discrepancies in a specific 

program year; i.e. PY 18 in this 3-year cycle.

4. Explore budget options to effectively manage increased program expenses given the 3-

year cycle of level funding; collaborate with sites to examine options to meet increased 

placement fees rather than dropping out of the program

5. Continue the progress recruiting a diverse corps that was demonstrated in this 3-year 

cycle, particularly increasing African American members.

6. Consider Survey Monkey as a simple method of collecting survey data from busy site 

supervisors as was done in prior years.

In conclusion, VOCAL AmeriCorps has benefited from LVI’s extensive experience managing 

successful national service programs. 
15

APPENDICES 

 Logic Model

 Program Calendars: PY17-18-19

 Progress Report #1 and #2

 Year-End Host Supervisor Survey

 Post-training Member Survey

 Year-End Member Survey
Problem Inputs Activities Outputs Short-Term Outcomes 

Mid-Term 

Outcomes 

There is a high 

incidence of low 

literacy in Illinois, 

with nearly 1 in 4 

adult lacking the 

necessary skills to 

fully participate as 

an effective 

worker, parent 

and/or community 

member. 

Additionally, there 

are nearly 500,000 

individuals over 

the age 25 who 

lack a high school 

diploma. Adult 

literacy programs 

advise that they 

have waiting lists 

for service, and 

that AmeriCorps 

members can help 

them to satisfy 

service needs. 

LVI Logic Model

Page 1 of 3

14.5 MSYs/15 

Members: Twelve 

full-time and three 

part-time. Twelve 

service sites, 

primarily in the 

Chicago-area. 

Provide one-toone & small group 

tutoring & 

classroom 

instruction in 

reading and math 

to economically 

disadvantaged 

adults Measure: 

2,100 will enroll 

1 to 1.5 hours of 

tutorial 

instruction will 

be provided on a 

weekly basis for 

at least 26 

weeks. 3 hours 

of classroom 

instruction will 

be provided over 

a 12-week period 

Measure: 1,680 

adults (75% of 

tiose who enroll) 

will complete 

participation in 

one activity or 

the other. 

Learners will increase 

their reading skills by 

at least one grade level 

as measured by a 

standardized test. 

Measure - 1,260 (75%) 

Greater 

participation 

community 

civic activit

Higher 

citizenship r

among ESL 

learners. Gr

involvemen

among pare

with their 

children's 

education. 
Problem Inputs Activities Outputs Short-Term Outcomes 

Mid-Term 

Outcomes 

Federal programs 

are increasingly 

requesting that 

program serving 

adults include in 

their program 

delivery economic 

development 

activities. 

Programs note that 

residents have a 

need for such 

services, but that 

they currently lack 

the resources to 

fully satisfy need. 

Utilizing 

AmeriCorps 

members to serve 

as job coaches and 

para-professional 

employment 

counselors can 

help to satisfy the 

need. 

LVI Logic Model

Page 2 of 3

5.5 MSYs/7 

Members: Four (4) 

full-time members 

and three (3) halftime members. 

Provide job 

seeking training, 

job search 

coaching, and 

peer-assisted job 

clubs to 

economically 

disadvantaged 

adults Measure: 

500 economically 

disadvantaged 

individuals will 

seek services. 

24 hours of 

structured job 

seeking training 

(duration to be 

determined by 

site); individual 

job search 

coaching, as 

needed; peerassisted job 

clubs. Measure: 

500 will receive 

services. 

Participants will learn 

how to- 1.) accurately 

fill out job applications, 

2.) under-stand what 

jobs need resumes and 

develop one; 3.) how to 

conduct a job search on 

their own. Measure: 

400 will have increased 

knowledge as 

evidenced through a 

survey/questionnaire 

Participants 

find employ

Measure: 27

will be place

jobs 
Problem Inputs Activities Outputs Short-Term Outcomes 

Mid-Term 

Outcomes 

Sixty percent of 

the youth residing 

in the Illinois 

Youth Center have 

skills below the 

7th grade level, 

and lack an 

awareness of 

essential life skills 

needed to be 

successful after 

their release. The 

most effective 

delivery of these 

services is one-toone, which can 

most effectively be 

done through 

AmeriCorps 

members and 

trained 

tutor/mentors. 

6 MSYs/12 

Members: Three 

(3) full-time 

members, four (4) 

half-time members 

and five (5) 

minimum-time 

members. 

Provide one-toone tutoring to 

youth residing in 

five Illinois Youth 

Centers (secure 

detention facilities 

for youth under 

the age of 21). 

Measure: 300 

incarcerated 

youth. 

1 to 1.5 hours of 

one-to-one 

tutoring will be 

provided twice a 

week to youth in 

the IYCs. 

Duration will be 

three (3) months 

which is the 

average stay of 

incarcerated 

juveniles. 

Measure: 225 

will remain in 

the program for 

the full three 

months. 

Youth will increase 

their reading and math 

levels by at least one 

grade. Measure: 150 

youth (50%). Youth 

will show mastery of at 

least one new life skill. 

Measure: 180 (60%). 

Greater 

participation 

class. Positi

attitudes tow

further educ

Less "ticket

negative or 

aggressive 

behavior. 

Improved se

esteem. 

LVI Logic Model 

Page 3 of 3 
Literacy Volunteers of Illinois 

Program Calendar 

VOCAL AmeriCorps 

2016/2017 

September 9th Member Orientation 9:00 a.m. – 5:00 p.m. 

Friday Swiss Family Roombinson 

September 23rd Tutor Training: Basic Literacy and ESL 9:00 a.m. - 4:00 p.m. 

Friday Swiss Family Roombinson 

September 30th Tutor Training: Basic Literacy and ESL 9:00 a.m. - 4:00 p.m

Friday Swiss Family Roombinson 

October 7th Active and Emphatic Listening 9:00 a.m. – 4:00 p.m 

Friday Career Networking and Building Swiss Family Roombinson 

Business Relationships 

October 8th New Readers for New Life Conference 9:00 a.m. - 4:00 p.m 

Saturday UIC Center for Literacy

October 12th National Service Day 7:00 a.m - 7:00 p.m. 

Springfield Convention Center Springfield, IL

November 4th Surviving and Thriving in Your Life 9:00 a.m. - 4:00 p.m. 

Friday and Career Roombin Hood 

 Goal Setting: Getting Clear and Setting 

Your Intentions 

November 6th SCRABBLE for Literacy Challenge 1:00 p.m. - 6:00 p.m. 

Sunday (LVI Annual Fundraiser) Grossinger’s Honda 

November 11th Day of Service TBA 

Friday Serving Those Who Served 

December 1st Quarterly Member Meeting 1:00 p.m. – 5:00 p.m.

Thursday True Colors Swiss Family Roombinson 

Holiday Party 5:30 p.m. - 7:30 p.m 

LitLounge 

December 2nd Quarterly Member Meeting .9:00 a.m. - 4:30 p.m. 

Friday Program and Member Updates Swiss Family Roombinson

January 6th Best Practices for Working with 9:00 a.m. – 4:00 p.m. 

Friday ESL and LD Learners Swiss Family Roombinson 

January 16th MLK Day of Service Multiple Locations

Monday
Program Calendar 

2016/2017 

Page #2

February 3rd Advance Presentation Skills and 9:00 a.m. - 4:00 p.m 

Friday Workshop Building WutheRoom Heights 

March 3rd Quarterly Member Meeting 9:00 a.m. - 5:00 p.m. 

Friday Updates and Facilitated Discussions Swiss Family Roombinson 

March 4th – 11th National AmeriCorps Week 

March 6th Volunteer Information and Recruitment Fair 9:00 am – 4:00 pm. 

Service Day for AmeriCorps Week Thompson Center 

April 1st Stress Management 101: Vowing to 9:00 a.m - 4:00 p.m. 

Friday Not Burn Out WutheRoom Heights 

Classroom Games for Growth 

April 11th First day of Passover 

Tuesday 

April 14th Good Friday 

April 16th Easter Sunday 

April 22nd On the Road to Literacy 9:00 a.m.- 3:00 p.m. 

Saturday Tutor and Adult Learner Conference UIC Center for Literacy 

April 23rd – 29th National Volunteer Week 

 sponsored by the Points of Light Foundation 

May 6th Life After AmeriCorps 9:00 a.m. – 4:00 p.m. 

Friday Swiss Family Roombinson 

June 3rd Quarterly Member Meeting 9:00 a.m. – 5:00 p.m. 

Friday Updates and Facilitated Discussions Swiss Family Roombinson 

July Tailgate and White Sox Game 

TBA 

August 25th End of the Year Celebration

Full-time members are required to attend all listed activities

(except for the religious days listed which are FYI only).

Part-time are expected to attend the member meetings and the activities that 

are bold-faced and may register for as well as attend any of the listed activities
 Literacy Volunteers of Illinois 

Program Calendar 

VOCAL AmeriCorps 

2017/2018 

September 11th Member Orientation 9:00 a.m. – 5:00 p.m. 

Monday Swiss Family Roombinson 

September 15th Tutor Training: Basic Literacy and ESL 9:00 a.m. - 4:00 p.m. 

Friday Swiss Family Roombinson 

September 22nd Tutor Training: Basic Literacy and ESL 9:00 a.m. - 4:00 p.m

Friday Swiss Family Roombinson 

October 6th Best Practices for Working with 9:00 a.m. – 4:00 p.m 

Friday ESL and LD Learners Swiss Family Roombinson 

October 12th National Service Day 7:00 a.m - 7:00 p.m. 

Thursday Springfield Convention Center Springfield, IL

November 3rd Surviving and Thriving in Your Life 9:00 a.m. - 4:00 p.m. 

Friday and Career Island of Dr. MoRoom 

 Goal Setting: Getting Clear and Setting 

Your Intentions 

November 5th SCRABBLE for Literacy Challenge 1:00 p.m. - 6:00 p.m. 

Sunday (LVI Annual Fundraiser) Grossinger’s Honda 

November 10th Day of Service TBA 

Friday Serving Those Who Served 

December 7th Quarterly Member Meeting 1:00 p.m. – 5:00 p.m.

Thursday True Colors Roombinson Crusoe 

Holiday Party 5:30 p.m. - 7:30 p.m 

Exchequer Restaurant 

December 8th Quarterly Member Meeting .9:00 a.m. - 4:30 p.m. 

Friday Program and Member Updates Roombinson Crusue

January 5th Stress Management 101: Vowing to 9:00 a.m. – 4:00 p.m. 

Friday Not Burn Out Swiss Family Roombinson 

Classroom Games for Growth 

January 15th MLK Day of Service Multiple Locations

Monday
Program Calendar 

2017/2018 

Page #2

February 2nd Advance Presentation Skills and 9:00 a.m. - 4:00 p.m 

Friday Workshop Building Island of Dr. MoRoom 

March 2nd Quarterly Member Meeting 9:00 a.m. - 5:00 p.m. 

Friday Updates and Facilitated Discussions Swiss Family Roombinson 

March 11th-17th National AmeriCorps Week

March 12th Volunteer Information and Recruitment Fair 9:00 am – 4:00 pm. 

Monday Service Day for AmeriCorps Week Thompson Center 

March 30th Good Friday 

Friday First day of Passover 

April 1st Easter Sunday 

April 6th Member Choice 9:00 a.m. - 4:00 p.m. 

April 15th – 22nd National Volunteer Week 

 sponsored by the Points of Light Foundation 

April 21st On the Road to Literacy 9:00 a.m.- 3:00 p.m. 

Saturday Tutor and Adult Learner Conference UIC Center for Literacy 

May 4th Member Choice 9:00 a.m. – 4:00 p.m. 

Friday Swiss Family Roombinson 

June 1st Quarterly Member Meeting 9:00 a.m. – 5:00 p.m. 

Friday Updates and Facilitated Discussions Swiss Family Roombinson 

July Tailgate and White Sox Game 

TBA 

August 24th End of the Year Celebration

Full-time members are required to attend all listed activities

(except for the religious days listed which are FYI only). 

Part-time are expected to attend the member meetings and the activities that 

are bold-faced and may register for as well as attend any of the listed activities 
 Literacy Volunteers of Illinois 

Program Calendar 

VOCAL AmeriCorps 

2018/2019 

September 14th Member Orientation 9:00 a.m. – 5:00 p.m. 

Monday Swiss Family Roombinson 

September 21st Tutor Training: Basic Literacy and ESL 9:00 a.m. - 4:00 p.m.

Friday Swiss Family Roombinson 

September 28th Tutor Training: Basic Literacy and ESL 9:00 a.m. - 4:00 p.m

Friday Island of Dr. MoRoom 

October 17th National Service Day 6:30 a.m - 7:30 p.m 

Wednesday Springfield Convention Center Springfield, IL

November 3rd SCRABBLE for Literacy Challenge 3:00 p.m. - 10:00 p.m. 

Saturday (LVI Annual Fundraiser) Literacenter 

November 12th Day of Service Multiple Locations 

Monday Serving Those Who Served 

December 6th MBTI Survey and Training 1:00 p.m. – 5:00 p.m. 

Thursday Island of Dr. MoRoom 

Holiday Party 5:30 p.m. - 7:30 p.m 

Exchequer Restaurant 

December 7th Quarterly Member Meeting .9:00 a.m. - 4:00 p.m. 

Friday Program and Member Updates Island of Dr. MoRoom 

January 4th Vibrant Engaging Teaching ... 9:00 a.m. – 4:00 p.m. 

Friday TBA 

January 21st MLK Day of Service Multiple Locations

Monday

February 1st Working With Multi-Level Groups

Friday 

9:00 a.m. - 4:00 p.m 

Roombinson Crusoe

March 1st Quarterly Member Meeting 9:00 a.m. - 5:00 p.m. 

Friday Updates and Facilitated Discussions 

March 10th National AmeriCorps Week
Program Calendar 

2018/2019 

Page #2

March 11th Volunteer Information and Recruitment Fair 9:00 am – 4:00 pm. 

Monday Service Day for AmeriCorps Week Thompson Center 

March 23rd On the Road to Literacy 9:00 a.m.- 3:00 p.m. 

Saturday Tutor and Adult Learner Conference UIC Center for Literacy 

April 5th Business Side of Non-Profits 9:00 a.m. - 4:00 p.m. 

Literacenter 

April 7th– 13th National Volunteer Week 

 sponsored by the Points of Light Foundation 

April 19th Good Friday 

Friday First day of Passover 

April 21st Easter Sunday 

May 3rd Life After AmeriCorps

Friday

9:00 a.m. – 4:00 p.m. 

American Job Center

June 7th Quarterly Member Meeting

Friday Updates and Facilitated Discussions 

9:00 a.m. – 5:00 p.m. 

Swiss Family Roombinson

July Tailgate and White Sox Game 

TBA 

August 23rd End of the Year Celebration

Friday 

Full-time members are required to attend all listed activities

(except for the religious days listed which are FYI only).

Part-time members are expected to attend the member meetings and 

the activities that are bold-faced and may register for 

as well as attend any or all of the listed activities
LITERACY VOLUNTEERS OF ILLINOIS 

Volunteer Outreach for Community Action in Literacy 

PROGRESS REPORT #1

SEPTEMBER 1, 2018– FEBRUARY 28, 2019 

NAME OF SITE ______________________________________________________________

NAME OF PERSON COMPLETING THIS REPORT ________________________ 

ADULT BASIC & ENGLISH AS A SECOND LANGUAGE EDUCATION 

Students Served 

Do you serve students in the following categories: 

 Low Literate Adult: Individuals with a reading level below 9th grade Yes No

 GED Student = Individual with a reading level of 9.0 or higher Yes No

 English as a Second Language (ESL or ESOL) Yes No 

 Total number of students receiving instruction between

September 1, 2018 and February 28, 2019. _____________

OUTCOME GOAL 

60% of students receiving one-to-one, small group or classroom instruction will increase literacy skills 

Student Progress: Standardized Assessments 

 Number of students post-tested with a standardized assessment: ________

 Number who demonstrated progress (GLE, NRS, SPL) on standardized assessment: ________

Student Progress: Alternative Assessment

Some students may not have demonstrated progress on a standardized assessment but 

have demonstrated progress as documented by an alternative assessment or measure approved by 

your agency, e.g. transition to higher class level, improved digital literacy, increased reading, 

writing, and/or math skills as documented by instructor assessment or student portfolio, successful 

passing of one or more GED subtests or successfully obtaining a GED or ASE credential, etc. 

 Number of students demonstrating progress through an alternative assessment: _________

 Total students demonstrating progress on standardized OR alternative assessment: ______

JOB PLACEMENT & TRAINING

Clients Served: 

 Number of clients receiving services from September 1,2018 - February 28, 2019: ___________

Outcome Goal: 

50% of those served will be placed in a job 

 Number of job placements: _________
2

2

TUTOR PROGRAM SUPPORT 

Tutors recruited from September 1, 2018 to February 28, 2019: 

 Number who are: College Students _______

 Number age 50-65 _________

 Number over age 65 __________

Please list examples of tutor or program support provided by your member (s): 

______________________________________________________________________________

______________________________________________________________________________ 

______________________________________________________________________________ 

MEMBER INFORMATION 

Did Members collaborate with external partners: Yes ____ No ____ 

If, yes, Please list names of agencies. 

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Please list examples of tutor or program support provided by your member(s). 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

Please list Member training provided by your agency. 

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________
3

3

Please list Member training provided by any external agency/partner 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Please attach any great stories that you would like to share about the work done by your 

member(s), especially relating to the impact the members’ work had on your clients. 

Please attach a site narrative addressing program accomplishments and challenges. 

Please attach any other materials you would like to include (newsletters, flyers, etc.). 

Please submit by March 24, 2019 
LITERACY VOLUNTEERS OF ILLINOIS 

Volunteer Outreach for Community Action in Literacy 

PROGRESS REPORT #2 

MARCH 1, 2019 – AUGUST 31, 2019 

NAME OF SITE ______________________________________________________________

NAME OF PERSON COMPLETING THIS REPORT ________________________

Please Report ALL students/clients served from March 1 to August 31 

ADULT BASIC & ENGLISH AS A SECOND LANGUAGE EDUCATION 

Students Served 

Do you serve students in the following categories: 

 Low Literate Adult: Individuals with a reading level below 9th grade Yes No

 GED Student = Individual with a reading level of 9.0 or higher Yes No

 English as a Second Language (ESL or ESOL) Yes No 

 Total number of students receiving instruction between

March 1 and August 31, 2019. _____________

OUTCOME GOAL 

60% of students receiving one-to-one, small group or classroom instruction will increase literacy skills 

Student Progress: Standardized Assessments 

 Number of students post-tested with a standardized assessment: ________

 Number who demonstrated progress (GLE, NRS, SPL) on standardized assessment: ________

Student Progress: Alternative Assessment

Some students may not have demonstrated progress on a standardized assessment but 

have demonstrated progress as documented by an alternative assessment or measure approved by 

your agency, e.g. transition to higher class level, improved digital literacy, increased reading, 

writing, and/or math skills as documented by instructor assessment or student portfolio, successful 

passing of one or more GED subtests or successfully obtaining a GED or ASE credential, etc. 

 Number of students demonstrating progress through an alternative assessment: _________

 Total students demonstrating progress on standardized OR alternative assessment: ______

JOB PLACEMENT & TRAINING

Clients Served: 

 Number of clients receiving services from March 1to August 31, 2019: ___________

Outcome Goal: 

50% of those served will be placed in a job 

 Number of job placements: _________
2

TUTOR PROGRAM SUPPORT 

Tutors recruited from March 1, 2018 to August 31, 2019: 

 Number who are: College Students _______

 Number age 50-65 _________

 Number over age 65 __________

Please list examples of tutor or program support provided by your member (s): 

______________________________________________________________________________

______________________________________________________________________________ 

______________________________________________________________________________ 

MEMBER INFORMATION 

Did Members collaborate with external partners: Yes ____ No ____ 

If, yes, Please list names of agencies. 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Please list examples of tutor or program support provided by your member(s). 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Please list Member training provided by your agency. 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 
3

Please list Member training provided by any external agency/partner 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

Please attach any great stories that you would like to share about the work done by your 

member(s), especially relating to the impact the members’ work had on your clients. 

Please attach a site narrative addressing program accomplishments and challenges. 

Please attach any other materials you would like to include (newsletters, flyers, etc.). 

Please submit by September 20, 2019 
Survey 

Host Site Supervisors 

Summary 

N = 11 

Q1 Did you recruit your member ... ? 

on your own 7

–through LVI 4

Q2 Did you use the LVI provided job description ? 

Yes 3

No 8

Q3 If you developed one on your own was it to ... ? 

Broaden it 3

Narrow it 5

Q4 Was your member involved with ... ? (check all that apply) 

One-to-One Tutoring 9

Classroom Assistance 5

Employment Services 2

Tutor Recruitment 8

Tutor Training - Initial 4

Tutor Training In-Service 6

Program or Agency Newsletter 7

Student Intake 7

Data Collection 7

Volunteer Recruitment (other than tutors) 3

Q5 In addition to the LVI training, did you provide your member(s) with additional training ? 

Yes 9

No 2

Q6 If training was provided, what was the approximate number of hours ? 

5 - 16 - 4 - On going. At least 13 to 15 - Mainly on-the-job training, and attended the ALRC 

conference - 60 - 10 - 20 - 12 - 9 

Q7 What do you consider the biggest strength of the VOCAL program ? 

 The services being provided and the ability to recruit volunteer tutors.

 The education award

 They provide volunteers to help with our Literacy Program.
 Providing members with PD

 Low cost for a .8 FTE employee.

 The member being with you every day.

 Training the next generation of adult education professionals

 The ability to get a person to help a program for a low cost to the program.

 VOCAL gives people who would not always think to do serious service, especially in

literacy, an opportunity to try the field out and really do a lot of direct service.

 Giving work experience to young people

Q8 What do you consider to be weaknesses in the VOCAL program ? 

 Volunteer engagement is often harmed when there is turnover in a staff role year after year

 I really didn't see any weaknesses on my side.

 A lack of adequate support during the recruitment process

 Inconsistency in the quality of VOCAL members.

 The pay for the AmeriCorps workers rules out most people.

 The quality of candidates can be very different - some work hard and have great focus and

drive, and some are less motivated and very difficult to manage.

 High Placement Fee

 not sure

Q9 What do you feel is the greatest strength of AmeriCorps ? 

 The outreach, services, and information being provided to clients to assist them with their

career and personal goals.

 the low pay scale

 Providing volunteers for programming to help out programs.

 Offering members professional experiences through service

 Opportunity to develop skills in a particular service field.

 Flexibility

 Giving people work experience and training

 Other than the pay, members get decent benefits and training.

 AmeriCorps gives people a chance to experience service in a different capacity to what a lot

of people experience. It grants perspective about differences in circumstances to those who

perhaps have never considered it before.

 The enthusiasm of the members (most anyway)

 The contribution that the members make in their jobs!

Q10 On a scale of 1-10 with ten being the highest, how would you rate your member's 

contributions to your program ? 

–

THREE SIX SEVEN EIGHT NINE TEN TOTAL WEIGHTED 

AVERAGE–

1 1 1 3 4 1

11 7.82
Sample Training Evaluation 

Literacy Volunteers of Illinois 

The Business Side of Non-Profits 

Friday, April 5, 2019 

Training Evaluation 

1.) Overall, how would you rate this training as a learning experience ? 

Extremely Helpful  Fairly Helpful  Not Very Helpful

2.) Was the length of the training - 

Too Long  Somewhat Long Just Right  Too Short

3.) For you, was the level of subject matter ....

 Too Basic  Somewhat Basic  About Right  Too Advanced

4.) Was the pace of the workshop ...

 Too Fast  Too Slow  Just Right

5.) Will the topics and materials presented be useful to you in service and/or beyond ? 

 Highly Likely Somewhat Likely Probably Maybe Probably Not 

6.) Is there anything that would have made the training more interesting and/or useful ? 

7.) Were there topics presented that you would like to learn more about ? 

8.) Was something not covered that you wish had been covered ? 
Literacy Volunteers of Illinois 

Volunteer Outreach for Community Action in Literacy 

(VOCAL) 

Member Exit/Annual Interview 

2018/2019 

We would like to know how satisfied you were with your AmeriCorps experience. The information 

provided will be used to help us improve our interactions with members and the management of our 

program in the future. Please indicate your level of satisfaction in each of the areas listed below by 

placing a number in the box to the left of each statement. We are also interested in learning of any 

specific suggestions you have to improve our program and advice or words of encouragement you 

would like to pass on to next year’s members. Thank you for being a part of the VOCAL program. 

5 4 3 2 1

Agree Strongly Agree Sometimes Agree Disagree Disagree Strongly 

_____ 1. Members have ample opportunity to contribute to the VOCAL program. 

I wish I could have been more involved in/with: 

____________________________________________________

____________________________________________________

____________________________________________________ 

_____ 2. I feel that my talents and skills were put to good use at my host site. 

I wish I could have had the opportunity to: 

____________________________________________________

____________________________________________________

____________________________________________________ 

______3. The role and responsibilities of my position were clearly defined at my host site. 

I would have liked to have had more information about: 

____________________________________________________

____________________________________________________

____________________________________________________ 

_____ 4. I had access to the materials I needed to perform my service effectively. 

My ability to perform would have improved had I access to materials and equipment 

such as: 

____________________________________________________

____________________________________________________

____________________________________________________ 
2

_____ 5. If I needed advice or guidance concerning my work someone was available to help. 

My ability to perform would have improved if I could have gotten information about: 

____________________________________________________

____________________________________________________

____________________________________________________ 

_____ 6. I felt I was adequately informed about students, volunteers, policies, programs, the 

community being served, and literacy, in general, at my site. 

My ability to perform would have improved if I could have gotten information about: 

____________________________________________________

____________________________________________________

____________________________________________________

_____ 7. I enjoyed my service experience with AmeriCorps and am likely to continue serving 

my community and/or country through public service employment or as a volunteer. 

I see myself being involved in the following way(s): 

____________________________________________________

____________________________________________________

____________________________________________________ 

8. If I could offer one suggestion to improve the program, it would be:

____________________________________________________

____________________________________________________

____________________________________________________

9. If I could offer some advice to next year’s members, it would be

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Signature__________________________________________