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Roads To Learning: Final Report, 1996-2001

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   PRINT VERSION:   Adobe® Acrobat® version of this page   |   Link to download free Adobe® Acrobat® Reader

Executive Summary

Roads To Learning: The Public Libraries' Learning Disabilities Initiative was a grant project administered from 1996 to 2001 by the Association of Specialized and Cooperative Library Agencies (ASCLA), a division of the American Library Association (ALA). It was funded by a series of grants totaling $633,000 from the Tremaine Foundation. The primary goal of the project was to provide information about learning disabilities to the general public through public libraries, while increasing the capacity of public libraries to serve their communities in this area. In order to accomplish this goal, resource packets and recommended lists were developed and widely disseminated, numerous articles were published, a Web site was launched, and thousands of librarians learned about effective ways to serve people with learning disabilities.

Core Goals

• Provide better information on learning disabilities (LD) to the public through libraries.
  
• Increase the capacity of libraries to respond to community needs regarding LD.
  
• Complete first phase of ALA strategic plan for library services for people with disabilities.
  
• Transition key aspects of Roads To Learning and Access for All within ALA beyond grant funding.
  

Major Milestones and Successes

• More than 15,000 Roads To Learning resource packets were developed and distributed to libraries and learning disabilities organizations.
  
• A "Top 20 LD Resources for Libraries" list was produced and made available to more than 135,000 people.
  
• A Local LD Partnership program was established to help local LD advocates and local libraries ensure good resources and services in their communities.
  
• An "Accessibility Pavilion," a new area in the American Library Association's exhibit hall featuring products and services for people with learning disabilities and other disabilities was offered at the 2001 ALA Annual Conference.
  

Major Impacts

• Preliminary findings indicate that people with learning disabilities benefited from the project and the project made a difference in their lives.
  
• ALA has made a commitment to continue the Accessibility Pavilion at future ALA Annual Conferences.
  
• As a result of the work of the Roads To Learning project, the governing body of the American Library Association approved the policy statement "Library Services for People with Disabilities," in January 2001.
  
• The American Library Association launched a Web accessibility initiative and the entire ALA site is being redesigned using universal design principles.
  

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Introduction and Acknowledgments

On April 22, 1996, I began work as director of the "public libraries and learning disabilities" initiative at the American Library Association (ALA). I set out to take the ideas put forth in the original 1996-1997 proposal from concept to reality. I was grateful that I could draw on a background of special education, over twenty-five years as a librarian, the combined knowledge of my colleagues at ALA and in the library community, and guidance from Sally Bowles, then president of the Tremaine Foundation. With help from ALA staff members, people from the LD community, and people working in libraries on service for people with LD, the name "Roads To Learning" was chosen to reflect the reality that effective learning can be achieved in many ways. We were on our way!

As it turned out, I was privileged to guide the initiative from 1996 through 2001, for six years instead of two. From the beginning, my goal was to bring real and lasting impact to the lives of people with learning disabilities, to the policies and offerings of libraries that serve them, and to the American Library Association. Looking back and into the future, I believe we succeeded beyond all expectations.

I want to thank the president and Board of the Emily Hall Tremaine Foundation for their boldness and vision during our six-year relationship. This vision enabled ALA to open new doors on the analysis of library community, industry and government, and societal trends affecting people with learning disabilities, people with disabilities in general, and other people who are unserved or underserved in libraries and in society. It's fair to say that none of us guessed how many paths we would try and where we would be when the twenty-first century opened. Roads to learning are like that!

It took many people working together to make Roads To Learning a force for change, and they can't all be named here. I want to take this opportunity to give thanks to

• Sally Bowles, for her vision, guidance, and good sense;
  
• Peggy Barber and Margaret Monsour, who wrote the initial proposal for 1996-97;
  
• the ASCLA/RUSA staff, especially Cathleen Bourdon, whose questions and advice solved many dilemmas, and Donavan Vicha, Web page designer and Web accessibility advocate extraordinaire;
  
• the members of the Roads To Learning National Advisory Board;
  
• Satia Orange, for understanding and for sparking ideas;
  
• Mary Ghikas, for strategic support and excellent advice;
  
• Cheryl Malden and Jenny Grube, for being much more than administrative assistants; and, most of all,
  
• to all of the librarians, parents, advocates, and people with disabilities who helped us keep our eyes and hearts trained on the real needs of real people.
  

Respectfully,
Audrey J. Gorman
Chicago, December 2001

Audrey Gorman recently received a Resolution of Appreciation from the ASCLA Board of Directors at the 2002 ALA Midwinter Meeting.

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Prologue

In the 1995 Roper-Starch national poll, "Learning Disabilities and the American Public: A Look at American Awareness and Knowledge," fifty-one percent of the respondents said they would go to their local library for information on learning disabilities. The Emily Hall Tremaine Foundation decided to ask the American Library Association (ALA) for help in making sure that people would find accurate, useful resources when they went to their local library.

ALA responded with a proposal called "Learning for Life: Public Libraries and Learning Disabilities Initiative." The primary goal of the project was to provide information about learning disabilities to the general public through public libraries, while increasing the capacity of public libraries to serve their communities in this area. The Tremaine Foundation agreed to provide $250,000 for this two-year grant and project director, Audrey Gorman, began on April 22, 1996. The Association of Specialized and Cooperative Library Agencies (ASCLA), a division of the American Library Association, was the administrator of the project.

The initiative was named "Roads To Learning" to reflect the reality that effective learning can be achieved in many ways. A national advisory board with four people from the learning disabilities community and four from the library community was named to guide the project. In 1998, 1999 and 2000, the Tremaine Foundation funded three additional proposals based on the results of each previous year. Although originally budgeted to end in 2000, the project was able to continue through 2001 by using conservative budget management. This extension was approved by the Tremaine Foundation and allowed time for transition. From 1996 to 2001, the Tremaine Foundation provided a total of $633,000 for the initiative.

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Goals of the Project

Two goals drove the Roads To Learning grant initiative from the beginning:

1. Provide better information on learning disabilities (LD) to the public through libraries.
   
2. Increase the capacity of librarians to respond to community needs regarding LD.
   

   Later in the project two additional goals were added:
   

3. Complete first phase of ALA strategic plan for library services for people with disabilities (1999).
   
4. Transition key aspects of Roads To Learning and Access for All within ALA beyond grant funding (2000).
   

Though Roads To Learning had an emphasis on learning disabilities throughout the entire project, the addition of these new goals broadened the scope to include areas of universal design and accessibility in library services for people with a wider range of disabilities. These new goals were discussed and approved by the president of the Tremaine Foundation prior to adoption.

The following observations led Gorman to recommend the addition of goals three and four:

• It had become apparent that short-term collection development efforts in LD materials alone would not sustain long-term changes in practice in library service.
  
• Decision-makers and policy makers were not being engaged by the original concept and their interest and commitment were critical to broad impact.
  
• In terms of library service, it is easier and more effective to "sell" the notion of improving services to all people with disabilities and including insights and approaches learned in examining ways to serve people with LD, one of the hidden disabilities. The hidden nature of the disability, the tendency to avoid self-disclosure on the part of people with LD, and the complexity of the brain differences that comprise various types of LD require a very different, more subtle approach to providing resources and services.
  
• The librarian's valuing of service to all, equitably, pointed to the need for broad, practical solutions that were cost effective and had some components that could be implemented quickly with obvious results.
  
• There was convergence with ALA's ADA Assembly's efforts to draft a policy on "Library Services for People with Disabilities" and get it adopted by ALA Council.
  
• Learning about the Web Accessibility Initiative of the World Wide Web Consortium, CAST's Bobby and other Web accessibility efforts led to the realization that there was great need for the work.
  
• The need to explain why Web accessibility was attractive and necessary led to exploration of concepts of universal design and how they applied to the library world.
  
• Universal design ideas advocated the greatest usefulness of products, services, etc. to the largest number of people possible. Universal design folds the needs of people with disabilities, including LD, into the design of products and services.
  

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Strategies

Activities for the project were centered on one of the following key themes: library collections, resources, and services; awareness and action in the library community; and public awareness and partnership. The following strategies were used to accomplish the goals of the initiative:

• Developing LD resources information and leveraging contacts within ALA and other library organizations to optimize and increase dissemination.
  
• Developing and disseminating library service ideas and LD background information.
  
• Reaching out to, and collaborating with, key LD organizations and encouraging them to partner with libraries to improve local resources.
  
• Identifying and publicizing models of good library collections and services that address the needs of people with LD and the people who care about them.
  
• Developing and presenting conference programs, customized workshops, speeches, and demonstrations tailored to the needs of library practitioners.
  
• Developing ways to position the American Library Association as a leader in promoting equitable library service to people with disabilities.
  
• Developing ways to assist librarians in making their library services accessible to all people, with special attention to people with disabilities, including those who have LD and other unserved or underserved people.
  

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Milestones and Successes

Developing LD resources information and leveraging contacts within ALA and other library organizations to optimize and increase dissemination
A key accomplishment of the project was the development of resource materials and recommended resources lists. Roads To Learning packets were developed and mailed to 9,300 public library directors, heads of state library agencies, directors of all state library associations nationwide, and leaders of learning disabilities chapters and branches. After the initial dissemination of the packets, Gorman realized that public libraries were not the only ones interested in how to serve people with learning disabilities. Requests were coming in from all kinds of libraries. Most numerous were requests from colleges and universities, followed by requests from school library media centers. Between 1996 and 2001, more than 15,000 packets were distributed.

With the assistance of the Roads To Learning National Advisory Board, A "Top 20 LD Resources for Libraries" list was also produced. It reached over 135,000 people via mailings and publication in American Libraries.

A Roads To Learning Web site was created and became a major vehicle for disseminating information about the initiative. In addition to providing electronic versions of many of the documents from the Roads To Learning packet, the Web site offered links to LD organizations and other sources of information. The Web site has had a steady monthly hit rate of more than 3,000 since 1998 and averaged more than 4,500 per month in 2001.

Here are some quotes that represent the type of comments we received about our resource packets and lists:

• "Thank you for putting together this packet. I'm really impressed. I'm going to check our shelves to see what we have from the bibliography...and buy more." (public librarian)
  
• "The LD resource packet you distributed to public libraries will also be a wonderful resource for our school library and community." (school librarian)
  
• "I really enjoyed the article in School Library Journal and I decided to build a collection of materials on this topic for my reference class. I plan to provide these resources when I get my own library next year!" (library school student)
  
• "I wish this information had been available when my child was first diagnosed." (parent calling the 800 number after seeing the RTL packet at her local library)
  
• "I'm a licensed psychologist and I want to build my own knowledge of LD and be in a position to direct others to information. Your packet was a useful resource for me, my colleagues, my graduate interns, and the people I serve." (psychologist)
  

Developing and disseminating library service ideas and LD background information
The development of the Roads To Learning packet was critical in disseminating LD information to the library community. An electronic discussion group was also established to allow for information exchange and networking. During the life of the project, a Roads To Learning information booth was displayed at numerous library association conferences and project materials were widely distributed.

This strategy was also accomplished through numerous articles that appeared in ALA publications such as American Libraries, and Knowledge Quest and non-ALA publications such as School Library Journal. Exposure to the initiative was broadened when some of the articles were posted to LD Online, the official Web site of the Coordinated Campaign for Learning Disabilities.

Literacy and LD were part of this strategy almost from the beginning because of the prevalence of people with LD in adult literacy programs and the opportunities presented in family literacy programs. Some examples of this include:

• Meg Schofield, whose library literacy program was among the few models of exceptional practice, served on the Roads To Learning National Advisory Board from 1996 through 1998.
  
• The article "The 15% Solution: Literacy and Learning Disabilities," published in the May 1997 issue of American Libraries, which focused on literacy.
  
• Coordination of LD presentations for Literacy in Libraries Across America, a $4 million, three-year national initiative funded by the Lila Wallace-Reader's Digest Fund designed to strengthen library-based adult literacy programs. The initiative involved thirteen leading public libraries in four states and was administered by the ALA Office for Literacy and Outreach Services (OLOS).
  

Reaching out to, and collaborating with key LD organizations and encouraging them to partner with libraries to improve local resources
A Local LD Partnership program was established to help local LD advocates and local libraries ensure good resources and services in their communities. With input from the International Dyslexia Association (IDA) and the Learning Disabilities Association (LDA), a partnership packet was developed that included a step-by-step guide to approaching a library and understanding the library's context. The packets were distributed to eleven IDA branches (as a pilot project) and 400 LDA state and local chapters throughout the country. The packets were also mailed to state library agencies, library associations and all libraries in the National Library for the Blind and Physically Handicapped network, and other LD organizations.

On the library side, Gorman worked intensively with the Naperville (IL) Public Libraries to test her approaches. The idea was to learn more about what would help local librarians and other library staff members get involved in providing resources and services related to LD. The training indicated that library staff would need ongoing help and information to provide collections and services to people with learning disabilities.

• Identifying and publicizing models of good library collections and services that address the needs of people with LD and the people who care about them
  Libraries with exemplary programs and services for people with LD were identified and publicized in articles and training sessions. Some examples of libraries include:
  
• Meriden (CT) Public Library, which has also received funding from the Tremaine Foundation, for the "Learning Diversity Resource Center" and related technology and services in the Children's Room (Kathie Matsil)
  
• San Francisco Public Library, which received support from the Charles and Helen Schwab Foundation for both a collection of resources and appropriate technology (Marilyn Dong)
  
• San Jose (CA) Public Library, for integrating structured, sequential, multisensory approaches to teaching and learning into the adult literacy program and emphasizing rigorous tutor training and learner involvement (Ruth Kohan)
  
• South Chula Vista (CA) Public Library, among the pioneers in exploring and implementing effective Orton-Gillingham based approaches in adult literacy programs, which have large percentages of people with LD, as well as to family literacy programs, and providing guidance for other library literacy programs, such as San Jose (Meg Schofield)
  

Other libraries that produced lists of resources, integrated knowledge of LD into reference and reader services, or took other approaches to adult literacy were identified slowly as time went on. This group included the Kings County (WA) Library, the Arlington Heights (IL) Public Library, and the Waukegan (IL) Public Library.

Developing and presenting conference programs, custom workshops, speeches, and demonstrations
Gorman developed and presented numerous speeches, workshops and training sessions during the grant. Through these presentations at library conferences in all parts of the country, hundreds of library staff members learned practical ideas for providing services to people with learning disabilities and other people whose lives they touch.

Developing ways to position the American Library Association as a leader in promoting equitable library service to people with disabilities
Beginning in 1999, Roads To Learning assisted the American Library Association in their strategic plan for library service for people with disabilities. Gorman worked with the ALA Office for Literacy and Outreach Services (OLOS) and the Diversity Officer to position disabilities within the ALA diversity effort. Gorman participated in the ALA/OLOS Diversity Fair and proposed the establishment of a staff disabilities officer position.

In July 1999, Gorman was invited to give testimony at the Hearing on Library and Information Services for Individuals With Disabilities, sponsored by the U.S. National Commission on Libraries and Information Services.

Another milestone for the initiative was the completion of initial Web page accessibility training for ALA Webmasters, department heads, and unit heads in March 2001. Gorman chaired a staff Web Accessibility Task Force that spearheaded the effort to provide the training. The cost of the training, approximately $20,000, was borne by ALA.

Developing ways to assist libraries in making their library services accessible to all people, with special attention to people with disabilities, including those who have LD and other unserved or underserved people
Some examples of milestones include:

• Successful development and staging of the first "Accessibility Pavilion" for the 2001 ALA Annual Conference exhibit hall, featuring nine booths and twelve vendors plus a 10'x20' Access for All/Roads To Learning booth with three model accessible library workstations and information on learning disabilities, library services for people with disabilities, and accessibility.
  
• Passage of the policy statement "Library Services for People with Disabilities," by the governing body of the American Library Association in January 2001. This policy signals a serious, ongoing commitment on the part of ALA and its membership to providing equitable library services to people with disabilities.
  

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Lessons Learned

One of the first activities of the project was to survey librarians on their knowledge of learning disabilities and the types of collection and services they currently were providing. Based on the results of this survey, informal focus groups at meetings, and personal discussions with library staff, library users, parents, and people with learning disabilities, the following observations were made about libraries and learning disabilities:

• Library staff generally exhibits the same lack of knowledge about learning disabilities (LD) as the U.S. population in general. The most common misconception of library staff was that people with LD are mentally retarded.
  
• Typically, local public libraries claiming services in the area of learning disabilities mention having some materials, mostly books, in the general collection. Probing overwhelmingly revealed confusion between disabilities in general and learning disabilities in particular, leaving the appropriateness of existing services open to question. Frequently, available materials are outdated.
  
• Many libraries do not have staff members who monitor the quality and timeliness of LD information, or even general disabilities resources, or anyone with particular knowledge or sensitivity. This leads to lack of continuity and support.
  
• Many library staff members who serve people with LD or have responsibility in the general area of disabilities have minimal decision-making ability and budgetary responsibility within the administrative structure of the library. Other than collection development, many of them are unsure what they can do.
  
• Many librarians miss the connection between learning disabilities and key areas of concern for libraries, particularly information access, technology and literacy.
  
• Services and programs for people with disabilities are perceived as peripheral to the library's mission, rather than a necessary and integral part of its programs and services. Most attention to disabilities focuses on "bricks and mortar" fixes for people who are deaf, blind, or have mobility difficulties.
  
• Learning disabilities groups have not seen libraries as possible collaborators in getting LD information to the public, do not refer people to libraries for information, nor include libraries when disseminating LD information.
  

At the conclusion of the project, additional lessons were learned:

• A short resource list is an easy, handy starting place for both library staff and LD advocates to build collections and find resources.
  
• Librarians still need practical tools and model for providing services for people with disabilities and other unserved or inadequately served segments of the community.
  
• Statistics on library services for people with disabilities are needed.
  
• Local LD partnerships were operating independently but not necessarily telling us about their successes.
  
• "Diversity" was frequently limited to issues of race and culture in the public mind.
  
• Reaching beyond the American Library Association and the library world began to get results but wide action will take more time.
  
• Integration into existing structures and policies is essential to continuation of activities and spreading of concepts within an organization.
  
• Repetition of a message and strong "brand" (Roads To Learning) creates awareness and can lead to action.
  
• Disability rights was a rapidly emerging issue both nationally and internationally but people persisted in addressing one or two disabilities at a time, usually the better-known low incidence disabilities such as blindness.
  
• Accessible technology was both a frontier and a rich topic for emerging librarians on issues regarding services for people with disabilities.
  
• Technology can open doors but it can also present barriers that people need to know about.
  
• Web accessibility is an excellent focus issue that encompasses the needs of people with disabilities but also goes well beyond them.
  

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Impact of the Project

The Roads To Learning Initiative produced numerous articles, resource lists, presentations and training sessions during its six years of operation. One of the project's major impacts was to encourage the American Library Association to make a stronger commitment to improving library service for all people with disabilities. This was demonstrated in three ways:

• The governing body of the American Library Association approves the policy statement "Library Service for People with Disabilities." Passage indicated that disability-related service issues have become a priority of the profession.
  
• ALA funds a $20,000 training program for staff Web masters and administrators. As a result of the training, participants begin applying accessible Web design techniques.
  
• ALA begins to offer an Accessibility Pavilion at its annual conference, which attracts more than 25,000 attendees.
  

Although the recommendation to establish a staff disabilities officer position has not been implemented because of funding constraints, it continues to be under consideration.

Gorman's testimony at the Hearing on Library and Information Services for Individuals With Disabilities, sponsored by the U.S. National Commission on Libraries and Information Services showed the growing acknowledgment and respect for ALA's direction regarding library services for people with LD and other disabilities.

Two examples of local LD partnerships also illustrate the impact of Roads To Learning. The Learning Disabilities Association of Missouri and the Kansas City Public Library formed a partnership. Together they identified additional resources to add to the collection. LDA of Missouri holds monthly meetings at the library and in their press releases always mention the library as a resource for information on LD. Local LD members in Ridgewood, NJ worked with the Ridgewood Public Library to raise more than $10,000 to purchase LD resources for the library. The library has hosted LD programs in the library and developed a series of outreach/education meetings for parents and others interested in learning about learning disabilities.

Another way to assess the impact of the project is to see if libraries, LD organizations and researchers cite Roads To Learning. A Web search revealed that Roads To Learning materials have been cited by numerous libraries, LD organizations and by library researchers. The "Top 20 LD Resources" list in particular, has been widely republished in state and regional newsletters.

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Continuing Impact of the Project

• Materials developed for the Roads To Learning Web site will continue to be available on the ALA server.
  
• The ALA Office for Literacy and Outreach Services will continue to distribute the Roads To Learning packets.
  
• The ALA approved policy "Library Services for People with Disabilities" will encourage libraries to provide equitable library service to people with disabilities, including people with LD.
  
• The Accessibility Pavilion will be a regular feature in the exhibit hall of future ALA Annual Conferences.
  
• An ALA Web site Design Task Force is redesigning the entire ALA site using universal design principles, thus making it accessible to all people.
  

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |  

Budget Summary

The initial grant from the Tremaine Foundation in 1996 provided $250,000 for the initiative. In 1998, 1999 and 2000, the Tremaine Foundation funded three additional proposals based on the results of each previous year. Although originally budgeted to end in 2000, the project was able to continue through 2001 by using conservative budget management. This extension was approved by the Tremaine Foundation and allowed time for transition. From 1996 to 2001, the Tremaine Foundation provided a total of $633,000 for the initiative.

The 1998 proposal requested funds to provide direct grants to libraries in three areas. Since few libraries had model programs for LD resources and services, Gorman proposed creating models in a few key states and disseminating the learnings via all media and through library staff training. Second, since technology had become so important in libraries and technology offered solutions for people with learning disabilities, Gorman outlined a modest assistive technology component. Third, collection development was to be stimulated with small grants, which would be accompanied by information on maintaining and updating the resources in the future. Each of these components needed funding beyond the amount provided by the Tremaine Foundation.

Gorman worked closely with the ALA Development Office and its predecessor, The Fund for America's Libraries. Together they identified about fifteen potential funders and submitted appropriately tailored proposals. Unfortunately, these proposals were not funded and the idea of providing direct grants to libraries was not realized.

During the six-year life of the initiative, grant funds were used to support the administration of the project, develop and disseminate resource materials, raise awareness about LD, and increase the capacity of public libraries to serve their communities in this area. The following chart lists the budget details.

CONTENTS:     Executive Summary   |   Introduction and Acknowledgments   |   Prologue   |   Goals   |   Strategies   |   Milestones and Successes   |   Lessons Learned   |   Impact of the Project   |   Continuing Impact of the Project   |   Budget Summary   |