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Page history last edited by Judi Moreillon 6 years, 9 months ago

A. G. 's  Asset-based Community Development MOU Page

 

 Teenage mothers attending a young parent workshop 

 

 

 

 

 

 

 

 

Created at Tagxedo.com

Copyright-free photo from Creativecommons.org
 

 

 Go Ahead, Make my Future!: Teenage Mothers Promoting Literacy with Their Children 

 

Partners: Kate Rogers, H-E-B Read 3 Little Warriors Literacy Boot Camp, Central Texas A&M University, Margaret Dawson, Outreach and Instruction Librarian, Central Texas A&M University, Bessie Miller, Circulation Supervisor, Central Texas A&M University, Killeen Independent School District, Pathways Learning Center, Elizabeth Alexander, Educator, Pathways Learning Center, Jennifer Ellison, Educator, Pathways Learning Center, and A. G., Children's Librarian, Copper Mountain Branch Library.

 

This memorandum of understanding is between the Copper Mountain Branch Library in Killeen, H-E-B Read 3 Little Warriors Literacy Boot Camp, and the Pathways Learning Center. The Copper Mountain Branch Library is part of the Killeen Library System and the H-E-B Read 3 Little Warriors Literacy Boot Camp is hosted by the Central Texas A&M University. The Pathways Learning Center is a specialized school in the Killeen Independent School District which provides educational services to students, one of which is teenage mothers, an underserved population in Killeen.

 

Goals 

Goal #1: • Provide interactive literacy activities between teenage mothers and their children. 

 

Goal #2: • Increase the language and literacy skills of teenage mothers. 

 

Goal #3: • Enhance the home learning environment of the teenage mothers and their children. 

 

Goal #4: • Increase number of Killeen City Library System library card holders who are teenage mothers.

 

Objectives 

Objectives for Goal #1: Together, the Copper Mountain Branch Library and the H-E-B Read 3 Little Warriors Literacy Boot Camp will provide weekly opportunities for the teenage mothers attending the Pathways Learning Center to participate in literacy activities with their children. The program will take place on Wednesday mornings at 9:00 a.m. and will continue throughout the school year. 

 

Objectives for Goal #2: Increased language and literacy skills allow teenage mothers to play a larger role in their child’s school readiness and once the mothers are comfortable with attending the literacy programs, the presenters will encourage them to actively participate by reading aloud to their children and to the group. 

 

Objectives for Goal #3: We will enhance the home learning environment by providing the teenage mothers with free books for their children to create or build upon their own home library. At the start of the program, participants will be given a wicker basket and each week, each child will receive one free book to take home and place in their basket.

 

Objectives for Goal #4: The teenage mothers will be encouraged to obtain a library card with the Killeen City Library System for themselves and their children. The program will also include regularly discussing the benefits and importance of consistent library use. 

 

ALSC Competencies: A_G_MOU_Competencies.docx

 

Evidence-based Practice  

Children of teenage mothers tend to be less successful in school and have fewer opportunities to participate in literacy activities. A study by Burgess (2005), found that there was a great difference in the school success of children born to teenage mothers and those by non-teenage mothers. Children born to non-teenage mothers tend to be more successful in school and more likely to receive a higher education. The study also found that the most significant difference in the lives of the children was the home learning environments. The homes of the teenage mothers provided fewer opportunities for literacy activities and had very few books compared to the children of non-teenage mothers who read to their children frequently and were more likely to have a home library. Children of non-teenage mothers were much more likely to visit the public library when compared to children of teenage mothers. 

 

In this study, the mothers were tested on their vocabulary and the teenage mothers scored much lower than non-teenage mothers. Burgess stated that “interventions need to focus on training mothers in how to use literacy with their children and why it is important to do so.” This statement fully supports the goals and objectives of the literacy outreach program we will provide to the teenage mothers and their children. The outreach program will help the children of the teenage mothers attending the Pathways Learning Center by providing free books for their home and increasing opportunities for literacy activities. Our program will also encourage public library use, help increase vocabulary of the teenage mothers, and provide the teenage mothers with the confidence that they can make a difference in the success of their children.

 

Language stimulation during infancy is crucial as it supports children’s language development and school readiness. Children of teenage mothers tend to have less language stimulation than children of non-teenage mothers. A study by McGowan (2008), proved this to be true by creating an intervention program for teenage mothers that promoted language stimulation for their infants. The study also included a group of teenage mothers and their infants without an intervention program. After only eight sessions, the study proved that the children of teenage mothers, who were given the skills to promote language stimulation, had developed better language skills. 

 This study and its findings fully support the literacy outreach program we will be providing for the teenage mothers and their children.  “Because of the risks associated with less stimulating language environments for children of adolescent mothers, it is important to provide effective interventions that support language development in this at-risk group” (McGowan, 2008).

 

One of our program objectives is to increase the language and literacy skills of the teenage mothers who attend the Pathways Learning Center. By increasing their language and literacy skills, the teenage mothers can play a larger role in the development of their children’s language and literacy skills. A study by Fagan and Lee (2013), demonstrated that children born to teenage mothers tend to have significantly lower emerging literacy skills than children of non-teenage mothers. The study also showed that children born to teenage mothers tend to score much lower on school readiness.

 

Our hope is that the outreach program we have created will have a great impact on the lives of the teenage mothers attending the Pathways Learning Center and their children. Fagan’s final statement in this study was “Last, professionals should work closely with young adults who are making a transition to adulthood so that they would be able to affect their child’s outcome more positively” (2013). This statement completely sums up the purpose of our outreach program.

 

Underserved populations in communities can benefit greatly from the collaboration of several entities that provide specific services to help meet their needs. In the article Enhancing Literacy of an At-Risk Group: A Reading Incentive Program for Teen Parents and Their Babies, Tichenor, Bock, & Sumner (1999),  describes a family literacy outreach program intended for teenage mothers and the evidence of success with the program. The outreach program, Baby’s First, was a collaborative effort between the local high school, local university, and public library. The program took place at the public library and the teenage mothers were able to get library cards for their children and participate in specialized literacy activities with their children. The goals for the teenage mothers included improving their own reading skills, learning to model reading for their children, and understanding the importance of utilizing the library. 

 

The program presenters were able to measure the success by an increase in the circulation of children’s materials by the teenage mothers and observations by the presenters and other educators at the high school. “Through collaborative efforts and partnerships such as this, we can positively influence the literacy of teenage mothers and their children” (Tichenor, Bock, & Sumner 1999). Overall, the ideas of this program are very similar to the program that the collaboration of the Copper Mountain Branch Library, Central Texas A&M University, and the Pathways Learning Center will present. The outreach program and evidence of success discussed in this article fully supports the goals and objectives of our program in Killeen. The goals and objectives are very similar between the two programs, and the program in Killeen can expect to see results that are similar to the results of Baby’s First. 

 

Measures for Success 

Measuring Objectives for Goal #1: After each program, the presenters will measure the program by completing an assessment. This will help to ensure a quality program is being presented. The assessment will include discussing possible changes or improvements that need to take place and surveys will be completed by the educators at the Pathways Learning Center who observe the program and the teenage mothers. Attendance will be taken at each session to graph inclines, declines, or steady participation. 

 

Measuring Objectives for Goal #2: At first, the teenage mothers may not feel comfortable reading to their children and especially to the group. This is to be expected and they will not be required to read to the group. However, they will be strongly encouraged to read to their children at some point by the end of the school year. This will be measured through observations by the presenters during the programs. Notes will be kept from each session to help track the achievements of each teenage mother.

 

Measuring Objectives for Goal #3: To measure the enhancement of the home learning environment, we will have each teenage mother begin a scrapbook. The second program presentation will include a hands-on activity for the teenage mothers to make a simple scrapbook made from card stock. The teenage mothers will place photos of their home library and literacy activities they perform with their children into the scrapbook. The scrapbook will include photographs, drawings, and writings and we will ask the teenage mothers to bring the scrapbooks with them each Wednesday. We will measure the home learning environment by what is added each week in the scrapbook. (We will not be performing in-house visits to view the home learning environments)

 

Measuring Objectives for Goal #4: To measure library use, we will use library statistics. We will have a list of the teenage mothers participating in our weekly outreach program and special accounts will be created for them and their children. By using library statistics, we will have the ability to monitor the number of program participants who applied for a library card for themselves and their children. We will also have the ability to monitor how often the teenage mothers check-out reading materials with their children. Library activities are also provided outside of school hours and the teenage mothers will be encouraged to attend with their children. 

 

Benefits 

Benefits for the non-profit agency: The H-E-B Read 3 Little Warriors Literacy Book Camp can use this as an opportunity to demonstrate the need for H-E-B Read 3. It is also an opportunity to acquire new relationships with local businesses and other donors that can contribute financially to the agency. H-E-B Read 3 may gain more volunteers and bring more attention to the issue of teenage mothers and the low-literacy level of their children. 

 

Benefits for the library: Our program will help support the teenage mothers and their children to gain better reading habits and a lifelong love of reading. The program will also convey the importance of consistent library use, which will result in higher circulation statistics for the library. The library will also benefit by a greater chance of gaining the moral, financial, and physical support from this group of underserved stakeholders. The library may also acquire more support or support from new donors after advertising our accomplishments. 

 

Benefits for the community: By introducing the importance of literacy to the teenage mothers, they are more likely to continue their education and help their children be successful in school. With an education, they are more likely to have stable employment, pay taxes and contribute more positively to the community. They will also be more likely to be concerned with what occurs in their community and that community members have necessary resources. A community with more members who are literate may eventually experience a complete transformation.

 

Responsibilities of the Partners 

Non-profit Agency Responsibilities: Those representing the H-E-B Read 3 Little Warriors Literacy Boot Camp from Central Texas A&M University will arrive promptly and allow for ample time to prepare for the program. They will be responsible for bringing one book per child to each program and storage of the books.

 

Library Responsibilities: Library staff will arrive promptly and allow for ample time to prepare for the program. They will also be responsible for bringing the surveys, flyers, baskets, and materials for the scrapbooks. Library staff will also be responsible for storing and ensuring the program materials stay within the allotted budget. 

 

Pathways Learning Center Responsibilities: Educators of the Pathways Learning Center will be responsible for ensuring adequate space is available for the program each week, ensuring the program is included in the school schedule, and encouraging the teenage mothers to attend with their children. The educators are also responsible for monitoring the program for any assistance the teenage mothers may need with their children or any other issues that may arise.

 

Shared Responsibilities: All three parties will respect all other parties involved in the partnership. They will also fully cooperate with all parties involved and have open communication with one another.. The library and Literacy Boot Camp are responsible for completely assessing the program each week in a timely manner to help create the most successful program possible.

 

Budget 

 

Friends of the Killeen City Library System

Wicker Baskets (20) $9.97 Each $199.40

Card Stock (1 Pack) $7.32 Per Pack $7.32

Yarn (3 Colors) $2.97 Per Skein $8.91

Single Hole Punch (10) $ .82 Each $8.20

Markers (20 Packs) $3.60 Per Pack $72.00

Pencils (4 Packs of 12) $1.99 Per Pack $7.96

Photo Mounting Tape (20 Rolls) $2.98 Per Roll $59.60

Flyers and Other Printing $75.00

________________________________________________________________

Total: $438.39

 

H-E-B Read 3 Little Warriors Literacy Boot Camp

1 book per week x 22 weeks = 22 books

22 books x 20 children = 440 books

440 books x $8.50 = $3,740

________________________________________________________________

Total: $3,740

(The agency is able to purchase books for half price through Random House)

 

**I did not include any costs for staff time as the programs, assessments, and meetings fall within all parties normal work hours. There will be no extra costs to employers.

 

Timeline 

Our collaborative family literacy outreach program will begin on Wednesday, January 7, 2015 and will continue until Wednesday, June 3, 2015. This will allow for twenty-two weeks of programming and we have agreed to complete our assessments of each program by the end of the work day on the Friday following each program. The final program assessment will take place on Monday, June 8, 2015 and will include questions on whether the outreach program will be provided to teenage mothers attending the Pathways Learning Center the following school year. This meeting will take place at the Copper Mountain Branch Library at 9:00 a.m. and the educators of the Pathways Learning Center will also be in attendance. 

 

Ending the Partnership

Deal breaker(s): The partnership between the Copper Mountain Branch Library, H-E-B Read 3 Little Warriors Literacy Boot Camp, and the Pathways Learning Center will come to an end if either the library or Literacy Boot Camp experience significant staff shortages and can no longer participate in the outreach program. The partnership will also come to an end if the educators of the Pathways Learning Center do not allow adequate time during the school schedule for the teenage mothers to attend with their children or if attendance numbers are zero for four consecutive weeks. 

 

Bless and release (exit strategy): The exit strategy to end the partnership will be to have a meeting to discuss the termination of the program. The party that makes the decision to end the program will also be required to provide valid reasons for the decision. The library will also send written notification of the end of the partnership and thank the other two parties for the opportunity.

 

References

 

Association for Library Service to Children. 2009. Competencies for Librarians Serving Children in Public Libraries.

 http://www.ala.org/alsc/edcareeers/alsccorecomps(accessed November 14, 2014). 

 

Bromford. 2012. "young_families.jpg." Creative Commons.Web. http://www.bromford.co.uk/media/550572/young_families.jpg(accessed December 4, 2014).

 

Burgess, Stephen. 2005. "The Preschool Home Literacy Environment Provided by Teenage Mothers." Early Child Development And Care 175, no. 3: 249-258.

 ERIC, EBSCOhost (accessed November 15, 2014).

 

Fagan, Jay, and Yookyong Lee. 2013. "Explaining the Association Between Adolescent Parenting and Preschoolers' School Readiness: A Risk Perspective." Journal of  Community Psychology 41, no. 6: 692-708. SocINDEX with Full Text, EBSCOhost (accessed November 15, 2014).

 

Literacy Matters Logo created at Tagxedo.com.

 

McGowan, M.W., L.E.Smith, C. W. Noria, C. Culpepper, J. Langhinrichsen-Rohling, J. G. Borkowski, and L. A. Turner. 2008. "Intervening with At-Risk Mothers:  Supporting Infant Language Development." Child & Adolescent Social Work Journal 25, no. 4: 245-254. CINAHL Complete, EBSCOhost (accessed November 16, 2014).

 

Tichenor, Mercedes S., Anna Maria Bock, and Mary Ann Sumner. 1999. "Enhancing Literacy of an At-Risk Group: A Reading Incentive Program for Teen Parents and Their  Babies." Reading Improvement 36, no. 3: 134-42. ERIC, EBSCOhost (accessed November 15, 2014).

 

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