Early years
As the largest urban area in Tippecanoe County in 1976, Lafayette, Indiana (population 114,091) was an expanding trade and industrial center with a variety of literacy needs. The county had an overall unemployment rate of 4%, with 60% of teens not achieving a high school diploma. Approximately 235 of the county’s residents, ages 18 and older, had fewer than 12 years of formal education. According to the 1980 census, 5,078 individuals in Tippecanoe County were non-English speakers. These demographics indicated that Lafayette needed a diversified literacy and English as a Second Language program.
In 1976 several community leaders observed that the one existing adult education program in Tippecanoe County could not adequately meet the literacy needs of Lafayette. Education Professor Alden Moe of Purdue University organized the efforts of these individuals and nine city service agencies in writing a literacy proposal to the United States Office of Education, Right to Read Initiative. The proposal for $47,994.00 was funded with the stipulation that the program be called a Reading Academy.
When each of the county school corporations chose not to house the program, the YWCA of Greater Lafayette expressed interest and became the fiscal agent for the Reading Academy. JoAnn Vorst, Director of the Academy, and Pauline Hill, Executive Director of the YWCA, inaugurated the program. The YWCA donated a large facility, which included the first floor and basement of the 604 House. The YWCA also handled the program’s federal funds from its inception until 1990. Consequently, the community coalition of work and concern initiated the program known as the YWCA Reading Academy.
In 1976 The YWCA Reading Academy also assisted the Crawfordsville Public Library with developing the Crawfordsville Adult Reading Academy (CARA). The Lafayette program provided materials, supplies, and teacher training to help get the Crawfordsville program off and running. Crawfordsville began receiving Indiana Department of Education funding on its own in 1980, began operating under the auspices of the Crawfordsville Public Schools, and changed its name to the Crawfordsville Adult Reading Association. In 1998, the program was renamed the Crawfordsville Adult Resource Academy to reflect its instructional diversity.
Expansion
After three years of Right to Read support, JoAnn Vorst applied not only for a Right to Reading continuation grant but also for Adult Basic Education (ABE) funding from the State of Indiana. A formal needs assessment was required for the ABE funding. In the winter of 1978-79, Professor Alden Moe and three research assistants conducted a comprehensive needs assessment, the results of which confirmed the program in its practices and laid the foundation for future planning. This assessment was based on a study of demographics, the 1970 census, the geographic location of the program, economic climate, educational and cultural opportunities in Lafayette and Tippecanoe County, interviews with knowledgeable individuals, questionnaires sent to personnel directors, and a door-to-door survey in the targeted area.
The demographic study revealed that Lafayette contained a small but important segment of the population that could benefit from an English as a Second Language program. Thus, efforts were intensified to recruit and set up classes for the foreign born. The county’s 4% unemployment and 10% poverty rate suggested that many English-speaking residents could also benefit from literacy services. Once again, recruitment strategies were developed to reach these targeted populations.
Assessment participants included knowledgeable individuals who indeed reported a need for an area literacy program. They identified basic and survival skills as essential curricula. These skills had been taught in the past, but a special effort was made in 1979 to emphasize survival skills. Interviewees also considered an accessible community center, staffed by supportive, caring teachers who offered flexibility in content and scheduling to be paramount in the delivery of services. Such actions reaffirmed the program’s philosophy of providing services morning through evening in a targeted area and utilizing a diagnostic instructional approach as the basis of the program. Finally, 40% of survey participants revealed a strong interest in a basic skills program. The variety of responses across age groups indicated that the program should provide ABE instruction, General Educational Development (GED) preparation, and English as a Second Language. As a result, program objectives were based on these three levels of service.
The strong community support, learner interest, and program accomplishments resulted in both federal and state funding in 1979. A Right to Read continuation grant was received for the fourth year, and Adult Basic Education funding was granted by the State of Indiana, Division of Adult and Community Education.
Partnership with the Lafayette School Corporation
At this time, JoAnn Vorst and Pauline Hill saw the need for placing the Academy under the auspices of a local educational agency. They initiated contacts with the school officials in Lafayette. In the summer of 1979 the Lafayette School Corporation (LSC), with the encouragement of Dr. Robert Kessler, Superintendent, and under the supervision of Dr. Robert McLennan, Assistant Superintendent, incorporated the Academy into its structure and became its fiscal agent for state funds. The program was renamed the Lafayette Adult Reading Academy (LARA), a Cooperative Program of the YWCA and LSC. Providing various services and support, the Superintendent’s office continues to maintain close contact with the Academy and monitors its relationship with the adult education program.
From 1980-1982 LARA received federal funding as a Basic Skills Improvement program for out-of-school youth and adults. This financial award permitted the Academy to expand its services and solidify its volunteer, support services, instructional, and publicity components. From 1982 to the present the Academy has been supported by the Indiana Department of Education, Center for Community Relations and Special Populations, Division of Adult Education, LSC, United Way, and a number of agencies, organizations, and private individuals. LARA also began to establish satellite centers at Wabash Center, the Tippecanoe County Jail, and other community sites. Over the years the program has maintained many sites at manufacturing, business, and health care entities, as well as residential and non-residential institutions for public offenders and special needs individuals.
Although United Way continued to fund space at the YWCA’s 604 Building, LARA ended its formal partnership with the YWCA in 1990 and began operating entirely under the auspices of the LSC. At that time LSC found it cumbersome to handle the program’s state funds while the YWCA managed the federal funds. In a spirit of cooperation, YWCA relinquished its position as one of the fiscal agents. LSC has maintained its on-going status as the program’s major fiscal agent. In addition, LARA fosters a very positive but informal alliance with the YWCA to this day.
In 1992 LARA helped to establish the Frankfort Adult Learning Center (FALC). In collaboration with Tecumseh Area Partnership (TAP), the Lafayette program provided manpower, materials, and supplies in its first year of operation. The Community Schools of Frankfort became its fiscal agent in its second and each succeeding year. Since its inception, FALC has remained as a subcontractor (for services in Clinton County) under LARA, the comprehensive program in the local district.
In 1995 the program began receiving funds directly from United Way. Such funds were used and continue to be applied to occupancy costs at the program’s main facility. LARA moved to the Tippecanoe County building at 629 N. 6th Street that same year. The United Way’s allocation of $35,000 then was applied toward the rent at the 629 Building. The move promoted the creation of a unified English as a Second Language program housed in the basement of the new facility.
Workforce Investment Act of 1998
The federal Workforce Investment Act of 1998 changed the scope of instruction for adult education. Under Title 11, the Adult Education and Family Literacy Act evolved as part of that legislative action. All programs that received federal funds under Title 11, including LARA, were required to partner with the newly established Workforce Investment Board. As the educational entity, LARA was mandated to work with the community, form partnerships, and provide accessible literacy services for Work-One participants as well as anyone who was in need of training or intervention. English as a Second Language was renamed English Literacy (EL). Programs were encouraged to provide workplace and family literacy services as well. In addition, benchmarks were set in which ABE programs were required to meet performance objectives in areas of skill improvement, employment, secondary accreditation, and post-secondary education.
For the first time, the state government, following federal guidelines, was allowed to allocate funds for continuous programming based on learner performances. Performance dollars are currently received to the extent that objectives are met.
In 2001 LARA changed its name to the Lafayette Adult Resource Academy to reflect its diversified curriculum and services for native and non-English speakers, public offenders, workforce participants, business and industry, and qualifying parents and children. The program moved to the facility in the Loeb Building at 324 South Street. The new site provided extra space for growing ABE and EL programs. In addition, LARA was able to consolidate several of its non-residential satellites at its new facility. Such consolidation ensured better access of materials, equipment, expertise, childcare, and other resources; all of which increased the effectiveness of its satellite services.
An urban Work-One Express Site was established on the second floor of the Loeb Builidng. In collaboration with the Lafayette Urban Enterprise Association (LUEA), Work One Center, and Tecumseh Area Partnership (TAP), LARA was able to expand its educational and career counseling, job training, and curriculum programs for upgrading skills of the local workforce. The proximity of the Work-One Express Site to LARA classrooms increased the accessibility of workforce development and adult education services for all clients working towards independence and productivity in the community. The Work One Express Site better met the needs of individuals residing in the Urban Enterprise Zone and helped to revitalize downtown business districts and neighborhoods.
Additional space at Murdock School was utilized in 2002 by BookWARM family literacy and Hispanic family literacy programs. Such space, large enough to accommodate parental instruction, child development, gross and fine motor skills, socialization, language development, and food preparation, maximized the effectiveness of such programs. The family literacy programs merged with Even Start in 2004.
In 2004 the Division of Adult Education once again defined language instruction for non-native speakers as English as a Second Language (ESL). Restoring the original term more adequately encompassed the broad scope of language intervention.
LARA obtained funding for an Outreach Latino Family Literacy project in July of 2005. Originally housed at the Bridgeway Activity Center, the program relocated to Glen Acres Elementary School in September, 2005. Instruction at Glen Acres was expanded to include 1) ESL instruction for Latino parents, 2) developmental activities for young children, and 3) basic skills/GED preparation for English speaking adults.
Workforce Education
Following training for Workforce District Facilitators (WDFs), LARA became a HUB program for workplace education in 2005. Providing workplace training projects at Rexam Pharma (originally called Precise Technology), Fairfield Manufacturing, R. R. Donnelley, Montogomery County Economic Development (MCED), and Greater Lafayette Health Services (GLHS), the program improved academic and English language skills of numerous employees in Tippecanoe and Montgomery counties.
LARA continued workplace training projects at GLHS and MCED in 2006-07. The program will conduct classes at Perry Foam Products in 2007 and help healthcare workers improve reading skills for the School at Work (SAW) project at GLHS.
LARA moved to its existing facility at Washington School in 2006. The WorkOne Express Site also relocated to the new site. As a former school building, the new structure lends itself more effectively to adult instruction. LARA co-locates at Washington with childcare, early childhood intervention, and alternative education programs. The shared space enhances access of family resources for LARA learners.
LARA established an official GED testing site at Washington School in 2007, developed a business consortium, and provided a variety of work skills (the Toolbox program) for incumbent workers in the consortium. In 2008 the program began providing college-ready classes to help adults enter post-secondary education, and in 2009 became a full service workforce program (named Tool Shop) for incumbents, dislocated workers, and job seekers
Regional Services
Economic conditions and global competition expedite the urgency for a well trained and educated workforce. To that end, the Department of Education (DOE) and the Department of Workforce Development (DWD) will align services in July, 2010 for advanced skill development and training. The goal is to attract business and industry to Indiana economic-growth regions by providing a workforce prepared and ready for advanced job requirements.
Lafayette is located in Region 4, a twelve-county area encompassing both urban and rural localities. A network of regional representatives, incorporated as 4REAL Indiana, meets to plan the regional alignment. With approval from the local superintendent, the Network selected the Lafayette School Corporation (LSC) to be the fiscal manager in Region 4. Upon grant approval, funding streams will flow from public sources so that regional providers will sub-contract with LSC in offering services that align with DWD endeavors. With LARA at the helm - and an outside manager to oversee the project - program administrators will help ensure that adult education coordinates with employment services throughout the region.
LARA’s Vision for the Future
LARA’s vision statement, Skills for Tomorrow Delivered Today, reflects the program’s emphasis on advanced skill development. Adult education in the region will look well beyond GED instruction. Programs will:
• Promote high-level academic development to prepare adults for postsecondary coursework, associate degrees, and technical certificates
• Address top skills needed for employment in the major industries and occupations in Region 4, which include active listening, creative thinking, active learning, problem solving, and social perceptiveness
• Help adults apply skills out of classrooms for increased success with work, family, and community living
To that end, LARA will bolster full-service instruction within Region 4, including:
• Adult Basic Education and Literacy: reading, writing, math, computer skills, financial literacy, and family literacy
• Workforce Skills Integration: active learning, critical thinking, active listening, problem solving, and social perceptiveness
• English as a First Language: speaking, listening, reading, and writing the English language; civic responsibility and citizenship
• Job Search and Readiness: job search, job profiling, career exploration, resume writing, interviewing, keyboarding, job readiness, WorkKeys/KeyTrain at WorkOne Express Sites
• GED and WorkKeys Assessments: official testing sites for GED and WorkKeys
• Transitions to Postsecondary Education: college-ready classes that prepare students for the academic challenges and rigors of college course work
• Preparation for entrance and qualifying examinations:
GED: General Education Development test
WorkKeys Certificate Assessment
ISTEP/GQE: General Qualifying Examination for high school seniors
ASVAB: armed services test
COMPASS: Ivy Tech entrance exam
TOEFL: Test of English as a Foreign Language for non-native Purdue registrants
SAT: entrance exam for native Purdue registrants
Indiana Driver’s License test
CDL: Commercial Driver’s License test
Recognition
LARA’s commitment to the Lafayette community and its extensive history of providing collaborative literacy services hasn’t gone without merit. In addition to many awards and recognitions over the years, LARA is the only program in the nation to receive twice the prestigious United States Department of Education Secretary’s Award for Adult Education and Literacy Programs, once in 1988 and again in 1999. Administrators, teaches, and volunteers have been recognized locally, state-wide, and nationally for their outstanding contributions to adult education.
History of LARA