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PA Family Literacy Program
EVEN START (Title I, Part B, Subpart 3 of Elementary and Secondary Education Act, reauthorized by the No Child Left Behind Act)
PA Adult and Family Literacy Education Act 143 of 1986
CURRENT STATUS OF PA PROGRAM 2004-2005
58 Programs: 25 Even Start & 33 Act 143 (including 9 under MCOL, Philadelphia)
64 Agencies (including 9 under MCOL, Philadelphia)
55 Summer Reading Grants Enrolled Participants (Proposed): 3,152 Families,
3,319 Adults & 4,376 Children (7,695 Individuals) # of School Districts: >220 # of Charter Schools: 2
Roles and Functions of Administrators – A
Framework for Program Improvement
Roles and Functions of Administrators – A
Framework for Program Improvement
FUNCTIONS OF ADMINISTRATORS
Leadership and Collaboration Standard Setting and Support Ensure Research-Based Content through Staff
Development and Technical Assistance Modeling for Staff Management Monitoring Progress
Function: Leadership and Collaboration
Leadership: “the ingredient of personality which causes others to follow”
Promote literacy Develop local interest in serving most in need areas Keep focus on the family Facilitate partnerships Ability to get people to work together Submit high quality application for funding
Function: Standard Setting and Support
Formalizes and communicates expectations for high quality program design (all components)
“Total Quality Begins with Education and Ends with Education” – Japanese adage
Use Program Performance Standards to guide data collection and shape continuous improvement
Determine clear, concise and measurable objectives based on Standards and local needs to determine sufficient progress
Use evaluation results for program improvement Understand how Bureau is using standards to monitor,
improve and evaluate programs
Function: Ensure Research-Based Content Through Staff Development & Technical Assistance
Use research-based information about literacy for adults and children regarding assessment, curriculum & instruction
Access the variety of technical assistance opportunities
Employ high quality staff No “Drive by Staff Development”
Some Principles in Fostering Language & Literacy Development
Children need oral language development – fundamental to early reading success
Homes and preschool classrooms play important roles in receptive vocabulary
Teachers must teach with intention and reflect constantly Adults require more decoding and phonemic awareness
(like children), and direct instruction to help them read better
Role of parents is critical – need to be able to recognize teachable moments for learning
Parents must focus on using language and reading
Function: Management
Use state grants to operate and sustain effective family literacy program, including use of in-kind grant funds to match expected scope of work
Submit timely, accurate & complete reports Provide effective files management Provide continuous improvement of
performance
Function: Monitoring Progress
Use multiple methods to efficiently check on quality of implementation and compliance with Standards
Involve all parties in providing feedback about areas of improvement
Provide intervention (i.e., TA) to areas with inadequate performance
“Failure to meet standards is due to poor design and poor implementation.” – Dr. Andrew Hayes, UNC at Wilmington
What is Family Literacy?Family literacy services means services that: Are provided to participants on a voluntary
basis Are of sufficient intensity, and of sufficient
duration, to make sustainable changes in a family (such as eliminating or reducing dependence on income-based public assistance)
Integrate each of the following:– Interactive literacy activities between parents and children– Training for parents on being partners with their children in
learning– Parent literacy training, including training that contributes to
economic self-sufficiency– Appropriate instruction for children of parents receiving the
parent literacy training
Four Core Instructional Components
EarlyChildhoodEducation
ParentingEducation
AdultEducation
FamilyFamilyInteractive
Literacy Activities between
parents and their children
The Family Literacy model integrates:
What Entity Is Eligible to Apply for a Grant?
A Local Educational Agency
A Non-profit Community-Based
Organization, Public Agency, IHE, or Public or Private
Non-profit Organization
Family Literacy PartnershipFamily Literacy Partnership
Who Is Eligible to Participate?
1. A parent or parents– Eligible for services under the Adult Education and
Family Literacy Act;– * Attending secondary school; or– * Within compulsory school attendance age.
AND
2. - The child or children, from birth through age seven (or 3rd grade), of any individual described above, or
- * The child or children, age eight or older, if Part A of Title I contributes or collaborates.
* Even Start Only
Legislative Requirements: Program Elements: Part 1
Identification and recruitment of families most in need
Screening and preparation of parents Flexible scheduling and support services High-quality, intensive instructional
programs Staff qualifications Staff training
Legislative Requirements: Program Elements: Part 2
* Integrated, home-based instructional services
Year-round services (instructional and enrichment)
Coordination with other relevant programs Instructional programs based on
scientifically based reading research Regular attendance and sufficient length of
participation
* Even Start Only
Legislative Requirements: Program Elements: Part 3
Reading readiness activities for preschool age children Continuity of family literacy
services Services to families most in need * Independent local project
evaluation for program improvement
* Even Start Only
Even Start Required Performance Indicators (Standards) Adult Outcomes
Achievement in reading, writing, language acquisition, problem solving, and numeracy.
Receipt of high school diploma or GED.
Entry into post-secondary education, job retraining or employment or career advancement.
Other State indicators.
Child Outcomes
Improvement in ability to read on grade level or reading readiness.
School attendance. Grade retention and
promotion. Other State indicators.
Required Program Elements
NeedNeed
Family Literacy Family Literacy Experience/ResultsExperience/Results
Partners, Intensity & Partners, Intensity & DurationDuration
Program Goals and Program Goals and ObjectivesObjectives
Identification, Recruitment Identification, Recruitment and Retentionand Retention
Support ServicesSupport Services
Four Instr Four Instr ComponentsComponents
Home Visits-Even Home Visits-Even StartStart
Summer ServicesSummer Services
Location of ActivitiesLocation of Activities
Time-LineTime-Line
Staffing & AdminStaffing & Admin
TrainingTraining
Coord & Coord & CollaborationCollaboration
EvaluationEvaluation
Design of Program & Provision of Support Services
When Unavailable from Other Sources– Child Care– Transportation– Case Management– Limited to 10% of State Act 143 Grants
Collaborative Efforts
Inst of Higher Inst of Higher EdEd
CommunitCommunity-Based y-Based OrganizatioOrganizationsns
Family Family LiteracyLiteracy
Intermediate Intermediate UnitUnitLibrariesLibraries
School School District(s)District(s)Family CenterFamily Center
Head Start/State Collab. Head Start/State Collab. ProjProj
Child CareChild Care
Charter Charter SchoolsSchools
Volunteer OrgsVolunteer OrgsCounty Assist OfficeCounty Assist Office
FAMILY RISK INDEX (MOST IN NEED)
A high-risk child lives in a family with 4 or more of the following risk factors:
Child is not living with 2 parents Household head is a high school dropout Family income is below poverty line Child is living with parent(s) who is underemployed Family is receiving welfare benefits Child does not have health insurance
Targeting Adults Most in Need
First Priority– No Job– <24 mos on TANF– 30 hours per week of Adult Services
Second Priority– Job– < 24 mos on TANF
Targeting Adults Most in Need
Third Priority– Work at Least 20 hrs/week– Beyond 24 mos on TANF– Focus on Job Retention & Educ
Fourth Priority– All Other Adults
30-Hour Requirement of AE Svcs
First Priority Adults Only 30 Hours per Week of Adult Svcs
– Educational ABE/GED/ESL Parent Time PACT Time
– Non-Educational: Local Partners Only
Meet CAO Requirements
National Reporting System (NRS)
• Federal accountability system for adult basic education
• Enacted in Project Year 2000 -2001
• Established Core Outcome Measures and Secondary Outcome Measures for adult learners adult learner goals
• Adult learner goals are tracked in e-data
NRS Core Outcome Measures
• Educational gain – ABLE-approved standardized tests
• Enter employment
• Retain employment
• Receive secondary diploma or GED
• Placement into post-secondary education or training
NRS and You – Next Steps
• Understanding how to set adult learner goals and assess/track level attainment is very important
• “National Reporting System (NRS) Goal Setting and Level Attainment Training Module for Practitioners” is available
• Access this training by contacting your regional ABLE Professional Development Center
Title I, Even Start & PA Act 143 – NCLB Act Partners
Title I Requirements: State Plan Assurance LEA Plan Provisions Components of a Schoolwide Program Schoolwide Program Plan Components of a Targeted Assistance Program LEA Parental Involvement Written Policy LEA Parental Involvement Reservation LEA Building Capacity for Parental Involvement
Uses of Title I Funds for Family Literacy
Any Title I school may use Title I funds to: Operate a preschool for eligible children. To provide after-school or summer programs
for eligible school-age children. Literacy training for parents. Parenting education. Interactive literacy activities.
Use of Funds for Family Literacy
Title I funds may be used to: Create a new family literacy program at the district or
school level. Expand an existing family literacy program (e.g. those
funded by Head Start) by adding more children, more time, or more services.
Improve the quality of existing family literacy program programs.
Use of Funds for Family Literacy
For example, Title I funds may be used for: Teacher Salaries Adult Education Parent Involvement/Parenting Education Professional Development Counseling services Minor remodeling Leasing or renting of space Collaboration with Head Start, Special Ed, etc.
Family Literacy: A Partnership With Schools and Parents to Support Reading
Family literacy programs operate in > 220 school districts within all 67 counties.
Collaborative relationship with 25 of 35 Reading First-eligible LEAs.
Targets families most in need.
Family Literacy: A Partnership With Schools and Parents to Support Reading
Serves both preschool and school-age children (and their parents) through third grade.
School-age performance of enrolled children is part of Pennsylvania Family Literacy Statewide Evaluation.
Family Literacy: A Partnership With Schools and Parents to Support Reading
Family Literacy Summer Reading Program supports schools and libraries in providing intensive and continuous parent-child reading activities during summer.
How Can Family Literacy Programs Increase Opportunities for Family Involvement?
Strengthen family-school partnerships through good communication, accountability and mutual responsibility for children’s learning.
Collaborate with schools as partners toward mutual goals that are recognized as primarily beneficial to families.
How Can Family Literacy Programs Increase Opportunities for Family Involvement?
Include family literacy staff in school district professional development and as part of the early reading team.
Involve parents in the transition process from preschool to kindergarten.
How Can Family Literacy Programs Help Schools to Improve Achievement Levels?
Provide program continuity through developmentally appropriate curricula for preschool and K-3 children.
Maintain ongoing communication and cooperation between preschool and kindergarten or first grade staff.
Prepare for transitions of children from preschool to kindergarten or first grade.
How Can Family Literacy Programs Help Schools to Improve Achievement Levels?
Provide training to school staff regarding family literacy goals, objectives and Program Performance Standards.
Establish communication with teachers to share information about each child’s developmental progress and needs.
Give parents the resources, training and information they need to help children learn, and help teachers and principals to engage families.
How Can Family Literacy Programs Support Teachers in Helping Children Learn to Read?
Form partnerships, through mentoring and tutoring programs, to strengthen children’s reading and writing skills beginning with the preschool years.
How Can Family Literacy Programs Support Teachers in Helping Children Learn to Read?
Use research-and strengths-based instructional practices, technology, and multiple delivery systems to address parent and family needs, and to accommodate the parenting needs of a diverse population.
Focus curriculum development on encouraging parents and children to become partners in their education.
FISCAL REPORTING AND REQUIREMENTS
Financial Accounting Information (FAI) System
Quarterly Cash Reconciliation Report
Audit ConfirmationBudget Revisions
Final Expenditure Report
Family Literacy Accountability System – Pennsylvania
PA Department of Education
Bureau of ABLE
e-data system
Statewide Evaluation
(all FL programs)
FL Professional Development
SEQUAL (local program improvement process)
Even Start Family Literacy Programs
Act 143 Family Literacy Programs
ES local evaluation
paperpaper
webweb
paperpaper
webweb
State Family Literacy Consortium
Forms Family Literacy Intake/Exit Forms For entry of
information into edata Adult Assessment And Early Childhood Assessment
Forms Parent/Child Literacy Activity Pre-test and Post-test End of Year School Progress Report
Where are the Forms?
Go To:
http://www.pafamilyliteracy.org Document Center Data Collection Forms
What to Who When?
Forms for Intake/Exit, assessment, and hours are used to enter information into the edata system and should be file after entry into the system.
Parent/Child Literacy Activity Forms are sent to ISAL in January and July
End of School Progress Reports are sent to ISAL in July
InformationPA Family Literacy Listserv
– To be included on the listserv send an email message to [email protected]. The message must include your name, agency, and a correct email address.
Information on Forms or the Family Literacy Website
– call Peggy Grumm at 814.863.0954
Even Start Required Performance Indicators (Standards) Adult Outcomes
Achievement in reading, writing, language acquisition, problem solving, and numeracy.
Receipt of high school diploma or GED.
Entry into post-secondary education, job retraining or employment or career advancement.
Other State indicators.
Child Outcomes
Improvement in ability to read on grade level or reading readiness.
School attendance. Grade retention and
promotion. Other State indicators.
FINAL STANDARDS FINAL STANDARDS
Part One: Administrative PerformanceAdministrative Reporting
Enrollment
Part Two: Program PerformanceRetentionAssessment
Part Three: Adult Learning ( Performance) Part Four: Children’s Learning (Performance)Part Five: Parent-Child Literacy Activities (Performance)
Part One: Administrative PerformancePart One: Administrative PerformanceReporting – 100% Program & Fiscal Reports on
Time
Report Deadline
Summer Reading Report (for June Services) 7-31
Final Family Literacy e-data Report 7-31
End of School Year Progress Report 7-31
Parent-Child Literacy Activities Pre-Test 7-31
Parent-Child Literacy Activities Post-Test 7-31
Even Start Local Evaluation 9-30
Summer Reading Program Report (July & August) 9-30
Final Expenditure Report 8-30
Parent-Child Literacy Activities Pre-Test 1-31
Part One: Administrative PerformancePart One: Administrative PerformanceEnrollment – Enroll 95% of Families
“Enrolled”
At least one parent accumulates a minimum of 12 hours of adult education instruction; and
At least one parent accumulates a minimum of 1 hour of parenting education; and
At least one parent and one child accumulate a minimum of 3 hours of PACT; and
At least one pre-school child accumulates a minimum of 12 hours of early childhood education instruction
Part Two: Program PerformancePart Two: Program PerformanceRetention
“Retained” Parents average 50 hours of adult education instruction during the program year; andParents average 25 hours of parenting education; andParents average 35 hours of PACT; andPre-school children (ages 3 – 5) average 150 hours of early childhood education instruction.Additional Retention Standards:School Attendance - 85% of school-age children average a maximum of 3 unexcused absencesHome Visits (Even Start only) – parents average 7 home visits per year
Part Two: Program PerformancePart Two: Program Performance
Assessment Standards: Adult Education (Pre-Test) – 95%
Adult Education (Pre & Post Test) – 50%
Pre-School Children (Pre-Test-Time 1) – 70%
Pre-School Children (Pre & Post Test-Time 1 & Time 2) – 50%
Get Ready to Read! (Pre-Test) – 70%
Get Ready to Read! (Pre & Post Test) – 50%
Parent-Child Literacy Activities (Pre-Test) – 95%
Parent-Child Literacy Activities (Pre & Post Test) – 80%
End of School Year Progress Report for School-age Children – 60%
Part Three: Program PerformancePart Three: Program PerformanceAdult Learning
Educational Gains
Assessed after 50 hours of instruction
Pre & post-tests
(Exceptions – Adults who have met their adult ed goals and Even Start Teen parents) * Completion of Level for GED – 32% completion of three passing subtest scores
* GED Achievement – 46% completion
* Placement in Unsubsidized Employment – 38% completion
* Retention in Unsubsidized Employment – 46% completion
* Placement in Postsecondary Education or Training – 39% completion
* Change
Part Four: Program Performance Part Four: Program Performance
Children’s LearningGet Ready to Read! (Age 4):
Standard - 3 scale score points
School-age Children Reading on Grade Level
60% demonstrate proficient or advanced performance in reading
Use of End of School Year Progress Report
Assessed by teacher
School-age Children Promotion – 90%
Part Five: Program Performance Part Five: Program Performance
Parent-Child Literacy Activities – Use of Parent Child Literacy Activities Pre and Post-Test
Parent Reading to Child - 60% of parents read to or look at books more often with children
Parent Talking to Teacher - 40% talk more often to teacher
What does a great program look like?
How do we know?
What are the elements that contribute to quality in a program?
Instructional System :
Adult Education
Early Childhood Education
Parenting Education
PACT
Program Leadership and Continuous Improvement
Professional Development
Community Collaboration and Support
Family Outcomes and Program Accountability
How will they be used?
As a guide for programs
Monitoring Guide: IPQs developed into Monitoring Guide to ascertain high quality services
Self-Assessment Guide: IPQs developed into Self-Assessment Guide for continuous program improvement
Provides a framework for Even Start local evaluation, with local flexibility
Promote and ensure high quality services to families
Guide program improvement
Monitor delivery of services
Why does this matter to you?
Instructional Best Practice
Research-Based Learner Centered Active Integrated into a Real Word Context Multifaceted Instructional Approaches
Research-Based Reading Instruction
Phonemic Awareness Phonics Fluency Vocabulary Comprehension Motivation to Read
Adult Assessments
•Select appropriate assessments for your program and students
•Administer assessments according to standard administration directions
•Score and interpret results according to standard directions
•Ensure accurate recording, reporting, and use of data
Adult Assessment TrainingAvailable Through Your ABLE Professional
Development Center
•Assessment for Adult Learners Training Module for Practitioners
•Hands on Session with the BEST
•Hands on Session with the TABE
•CASAS Employability Competency and Life Skills Systems (three levels of training available)
Early Childhood Assessment Instruments
Birth to 3 year olds– Infant and Toddler Child Observation Record– Early Learning Accomplishment Profile
3 to 5 year olds– Preschool Child Observation Record– Learning Accomplishment Profile-Refised– Creative Curriculum’s Developmental Continuum
Early Childhood Assessment Instruments (Continued)
Get Ready to Read! – Children who are between 48 and 59 months of age must be
assessed with this instrument– This instrument is a screening tool to help determine children’s
reading readiness
Why are early childhood assessments important?
• To implement a developmentally appropriate curriculum
• To inform early childhood educators about how to individualize the curriculum for each child
• To improve teaching practices
• To communicate with parents and families
For Get Ready to Read!….
• To gain information about how a child is progressing toward acquiring the knowledge and skills that lead to reading and writing.
Progress Review FY 01-02
Three Categories of Performance Data1. Administrative Performance
Reporting - 25% Enrollment – 75%
2. Program Performance Retention – 25% Assessment – 25% Outcomes – 50%
3. Summer Reading Program Administrative Performance
Reporting – 25% Enrolled – 50% Non-enrolled 25%
Progress Review FY 02-03 (Cont’d)
Progress Profile Prepared on Each Agency Data Based on Program Performance
Standards Other Information Reviewed (but not Scored):
1. Cost per Family
2. Funds Returned (past 3 years)
3. Years in Operation
Funding Decisions - Renewals
Evaluate each agency’s progress in meeting program objectives based on performance scores
Create a priority ranking by agency based on Progress Profile score (separate lists for Even Start & Act 143)
Reduce agencies with history of returning more than 10% of grants over the past three years
Reduce numbers of contracted families to a level consistent with the percentage of grant reduction
Funding Decisions – Renewals (Cont’d)
Determine continuation of program(s) Make performance-funding decisions Establish consequences for under performing
programs with Probation Letters or Letters of Concern
Bureau Monitoring Policy
Program Monitoring is the review of and reporting on:– Legal and Fiscal Compliance– Program Performance– Data Quality– On-site Evaluation (3 Tier)
Level I Level II Level III
E-Grant Applications
Recurring mistakes in Narrative– Goals & Objectives missing standards– Missing references to scientifically-based reading
research– Program sites and Partners/Intensity/Duration not
matching– Documents of Collaboration not generated from E-
grant
E-Grant Applications (Cont’d)
Recurring mistakes in Budget– Part A – In-kind computation incorrect (ES only) – Part B – Missing info or incorrect numbers– Part C – Missing hours by component (ECE, PE,
PACT)
Rider– Incorrect signatures– Late submission
Professional Development
Comprehensive Coordinated Research-Based All components Program Tools
– Setting the Stage for Story time
– Literature for Learning– Inside Family Literacy
Strengths Oriented Learner Centered High Quality Local PD Plans
Technical Assistance
Available to all programs Builds on Strengths Provides Support,
Information, and Training Flexible User-Friendly
The Use of VolunteersTutors of Literacy In The
CommonwealthFree Training Available
Amy Wilson814-867-0203
Goals of SEQUAL
Enhance and Improve Collaboration Between Agencies Offering Family Literacy Services
Establish and Support an Interagency Program Improvement System
Provide High Quality Professional Development Opportunities for Family Literacy Providers and Their Community Partners
SEQUALTraining Chart
Cohort #
Cohort 114 sites
Cohort 28 sites
Cohort 316 sites
Cohort 414 sites
Cohort 513 sites
Year
2000-2001
Collaboration
2001-2002
Program
Performance Standards
Collaboration
2002-2003
Increase
Intensity and Duration
Program Performance Standards
Collaboration
2003-2004
Improve Parent
and Child Assessment
Increase
Intensity and Duration
Program Performance Standards
Collaboration
2004-2005
Self-Assessment
Improve Parent
and Child Assessment
Increase
Intensity and Duration
Program
Performance Standards
Collaboration
Program Improvement Planning Activities
Year 1 Programs Focus on partnerships
and collaboration Tools used: Flow Chart
& Collaboration Self-Assessment
Team Building: Program Improvement Team
Year 2 Programs Focus on Program
Performance Standards and strengthening 4-component model
Tools used: data & Program Performance Portfolio Summary
Analysis of data: develop Program Improvement Action Plan
Program Improvement Planning Activities
Year 3 Programs Focus on increasing intensity
and duration of services Tools used: Retention Matrix
and Plan for Improvement Analysis of Class Retention
Patterns and strategies for improvement
Years 4 and 5 Programs Year 4: focus on
improving parent and child assessment
Year 5: focus on self-assessment
History
State Initiative Launched Summer of 2000 Formalize Partnership with Library System Focus on literacy development within the “family”
First Goal Improve Collaboration - State Level
Bureau of ABLE Bureau of Curriculum & Academic Services Bureau of Special Education Office of Commonwealth Libraries PA Public Television Network
Improve Collaboration - Program Level Public Libraries School Districts Head Start Preschool Programs Community Organizations
Second Goal
Provide High Quality Reading Curricula Focus on Family Parent Involvement Family Reading & Learning Activities Parent/School Partnership
Program Activities
Families Summer Reading Club 2004
Discover New Trails @ Your Library Family Field Trips Family Creative Activities Non-traditional Services
Parents Mother Goose Programs School & Library Visits At Home Activities
Priorities
Services to target audience: Families enrolled in the family literacy program
(minimum: 50%) Families eligible for family literacy services but not
registered
Outreach activities to recruit eligible families
Use of Funds Sub-contract with Library Partner(s)
30% - 50% Share July - August 2004 and June 2005 Expand Services, not Supplant Acceptable Use of Funds
Salaries & Benefits Support Services Books – Maximum of 10% for Library’s Permanent Collection Materials & Supplies Recruitment and Outreach
Unacceptable Use of Funds Purchasing Equipment
Able NetProgram
Improvement
Planning forChange
PA Win
WorkforceCenter
SequalLearning
DifferencesCenter
Reading &WritingInstitute
Math Institute
Core TrainingModuleProject
Family LiteracyProfessionalDevelopment
DistanceLearningProject
ProfessionalDevelopment
Centers
Tutors ofLiteracy in the
Commonwealth
What are the three most important lessons you’ve
learned regarding administering a family
literacy program?
What systems do you have in place to insure program
quality and adherence to the PA Performance Standards?
Funding Requirements
State (SEA) administration and technical assistance money may not exceed 6%
State may use funds for technical assistance and training
Technical Assistance to programs of low quality, as evaluated and based on the Pennsylvania Program Performance Standards
PDE Grant Requirements
Grant award to eligible entities not less than $75,000
Reduced to $52,500 in ninth and succeeding years
Use of funds: to provide intensive family literacy services
Duration of Grants
Grants may be awarded for a period not to exceed 4 years
PDE reviews progress toward meeting the US Education-approved Pennsylvania Program Performance Standards (Performance Indicators)
New projects will be given 3-6 months startup period No maximum term Four-year Grant Awards
Federal Share Limitations & Provisions*Program Year Even Start Dollars Local Match **
Year 1 90% 10%
Year 2 80% 20%
Year 3 70% 30%
Year 4 60% 40%
Years 5-8 50% 50%
Years 9 and Beyond 35% 65%
* Allowable costs only – cannot use indirect costs.
** Federal (including Title 1) and State and Local funds and/or in-kind services.
Part B-Even Start Family Literacy Program
CHANGES IN LEGISLATION
Common definition of “Family Literacy Services” Requires each State to develop Indicators of Program Quality
(Program Performance Standards) Increases emphasis on Evaluation and Accountability Use standards to monitor, evaluate and improve programs More funds to state for Quality Improvement Focus on Scientific Reading Standards Funds a National Reading Research project (National Institute for
Literacy) Encourages Family Literacy in Title 1 Allows Even Start services to older children
Staff Qualifications
Applies to Staff Paid with Even Start Funds Within 4 Years (No Later Than December 21, 2004)
– Majority of instructional staff must have Associates, Bachelors or Graduate Degree in field related to Early Childhood Education, Elementary or Secondary School Education, or Adult Education
– All Paraprofessionals must have high school diploma or equivalent Effective December 21, 2000
– All new staff must have degree same as above Effective September 30, 2003
– All staff must have training
Evaluation Federal:
– New evaluation 2003-2006– CLIO (Classroom Literacy Interventions and Outcomes) Study – Will evaluate effectiveness of enhanced early childhood education
(3 & 4-yr olds) and parenting education in promoting literacy and parent involvement
– Selective participation State:
– Responsible for evaluation of all programs using: Visitation/monitor findings Review of local evaluation plans Data collected through program and administrative reports (regarding
Program Performance Standards) E-data and forms to Penn State & ABLE Net
Local: – Responsible for conducting independent evaluation for program
improvement
Local Program Application
Must be a “Plan of Operation and Continuous Improvement”
Focused on Proposed Objectives Focused on Strategies to meet Objectives Consistent with PA Program Performance Standards
(Even Start Performance Indicators) and IPQ’s Description of How Plan of Operation provides for
Rigorous and Objective Evaluation Toward Objectives Description of How Evaluation Data is Used for
Program Improvement
Even Start Local Evaluation for Program Improvement
Annual, independent local evaluation Conducted by independent local evaluator Analyze program operation and service delivery Link data about operations to outcomes/participant gains Measure effectiveness of all components based on broad
range of sources Demonstrate continuous improvement and success Identify specific areas for improvement and recommendations
for change Prepare report and submit electronically to Bureau, Eval
Project (PSU) & Tng Project (TIU) by Sep 30
Even Start Local Evaluation for Program Improvement (Cont’d)
Program Administrator is responsible for selecting, managing and compensating evaluator.
Contractual services is limited to 4% of grant (unless granted waiver by Bureau).
Evaluator must meet specific criteria: independence; knowledge of (& experience with) family literacy and SEQUAL; knowledge of best practices (4 components); experience in conducting program evaluation and writing evaluative reports; and capability for timely submission of reports.
Sample Format for Local Evaluation
Executive Summary– Summary of Major Outcomes
Targeted Program Improvement Goals and Objectives Program Performance
– Program Performance against targeted Program Improvement Goals & Objectives
– Family Success Story – one page Program Improvement Efforts
– Description of actions taken to address evaluators recommendations from previous year
– Summary of activities undertaken through SEQUAL and/or other program improvement efforts
Sample Format for Local Evaluation (Cont’d)
Summary and Recommendations– Findings and Conclusions – extent in
meeting state Standards, and goals & objectives stated in application
– Recommendations – prioritized with discussion on implementation
Relevant Attachments (optional and limited to 5 pages)
Resources
Even Start Program Resource Manual– Overview– Federal References (Guidance, EDGAR, Cost
principles, etc.)– Department of Education Memorandums (Use of
Equipment, Title I, Eligibility for Free Meals, etc.)– Program and Administrative Resources (Research
Papers, Newsletters, etc.)
Program Resources: Topics
Even Start Program Resource Manual– Adult Education– Home Visiting– Integration– Parenting– Transitions– Collaboration– Recruitment and Retention– Curriculum– Brain Development Research– Mentoring
Resources (continued) PA Family Literacy Website www.pafamilyliteracy.org Bureau of ABLE Website
www.paadulted.org National Even Start Association Website
www.evenstart.org
NCFL & Family Literacy Alliance Website
www.famlit.org
PAACE Website www.paacesite.org
Resources (continued) PA Family Literacy Listserve AdvancE Literacy Resource Center
– Background & Historical – Adult Education– Parenting– Early Childhood– PACT
PA Family Literacy On-Line Field Guide PA Family Literacy Training Video, Inside Family Literacy:
A Look Into Pennsylvania’s Family Literacy / Even Start Programs