1. ADMINISTRATORS TRAINING PROGRAM YEAR 2004 - 2005

2. 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

3. 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

4. Roles and Functions of Administrators – A Framework for Program Improvement

5. 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

6. 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

7. 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

8. 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”

9. 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

10. 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

11. 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

12. 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

13. Four Core Instructional Components Early Childhood Education Parenting Education Adult Education Family Interactive Literacy Activities between parents and their children The Family Literacy model integrates:

14. 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 Partnership

15. 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 3 rd 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

16. 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

17. 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

18. 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

19. 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.

20. Required Program Elements b Need b Family Literacy Experience/Results b Partners, Intensity & Duration b Program Goals and Objectives b Identification, Recruitment and Retention b Support Services b Four Instr Components b Home Visits-Even Start b Summer Services b Location of Activities b Time-Line b Staffing & Admin b Training b Coord & Collaboration b Evaluation

21. 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

22. Collaborative Efforts b Inst of Higher Ed b Community- Based Organizations b Family Literacy b Intermediate Unit b Libraries b School District(s) b Family Center b Head Start/State Collab. Proj b Child Care b Charter Schools b Volunteer Orgs b County Assist Office

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. TITLE I AND SCHOOLS: PARTNERS IN FAMILY LITERACY

31. 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

32. 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.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. FISCAL REPORTING AND REQUIREMENTS Financial Accounting Information (FAI) System Quarterly Cash Reconciliation Report Audit Confirmation Budget Revisions Final Expenditure Report

45. 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 paper web paper web State Family Literacy Consortium

46. 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

47. Where are the Forms? Go To: http://www.pafamilyliteracy.org Document Center Data Collection Forms

48. 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

49. Information PA Family Literacy Listserv – To be included on the listserv send an email message to mrg8@psu.edu. The message must include your name, agency, and a correct email address.mrg8@psu.edu Information on Forms or the Family Literacy Website – call Peggy Grumm at 814.863.0954

50. 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.

51. FINAL STANDARDS Part One: Administrative Performance Administrative Reporting Enrollment Part Two: Program Performance Retention Assessment Part Three: Adult Learning ( Performance) Part Four: Children’s Learning (Performance) Part Five: Parent-Child Literacy Activities (Performance)

52. Part One: Administrative Performance Reporting – 100% Program & Fiscal Reports on Time ReportDeadline Summer Reading Report (for June Services)7-31 Final Family Literacy e-data Report7-31 End of School Year Progress Report7-31 Parent-Child Literacy Activities Pre-Test7-31 Parent-Child Literacy Activities Post-Test7-31 Even Start Local Evaluation9-30 Summer Reading Program Report (July & August)9-30 Final Expenditure Report8-30 Parent-Child Literacy Activities Pre-Test1-31

53. Part One: Administrative Performance Enrollment – 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

54. Part Two: Program Performance Retention “Retained” Parents average 50 hours of adult education instruction during the program year; and Parents average 25 hours of parenting education; and Parents average 35 hours of PACT; and Pre-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 absences Home Visits (Even Start only) – parents average 7 home visits per year

55. Part 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%

56. Part Three: Program Performance Adult 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

57. Part Four: Program Performance Children’s Learning Get 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%

58. 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

59. PENNSYLVANIA’S FAMILY LITERACY INDICATORS OF PROGRAM QUALITY

60.  What does a great program look like?  How do we know?  What are the elements that contribute to quality in a program?

61.  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

62. 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

63.  Promote and ensure high quality services to families  Guide program improvement  Monitor delivery of services Why does this matter to you?

64. Instructional Best Practice Research-Based Learner Centered Active Integrated into a Real Word Context Multifaceted Instructional Approaches

65. Research-Based Reading Instruction Phonemic Awareness Phonics Fluency Vocabulary Comprehension Motivation to Read

66. 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

67. Adult Assessment Training Available 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)

68. 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

69. 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

70. 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.

71. Progress Review FY 01-02 Three Categories of Performance Data 1. 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%

72. 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

73. 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

74. 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

75. 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

76. 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

77. 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

78. 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

79. Technical Assistance Available to all programs Builds on Strengths Provides Support, Information, and Training Flexible User-Friendly

80. The Use of Volunteers Tutors of Literacy In The Commonwealth Free Training Available Amy Wilson 814-867-0203 Literacy@penn.com

81. Program Improvement Project Statewide Educational Quality for Family Literacy (SEQUAL) Initiative

82. 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

83. SEQUAL Training Chart Cohort # Cohort 1 14 sites Cohort 2 8 sites Cohort 3 16 sites Cohort 4 14 sites Cohort 5 13 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

84. 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

85. 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

86. Pennsylvania Family Literacy To insert your company logo on this slide From the Insert Menu Select “Picture” Locate your logo file Click OK To resize the logo Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” Use these to resize the object. If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize. Summer Reading Program 2003 - 2004

87. History  State Initiative  Launched Summer of 2000  Formalize Partnership with Library System  Focus on literacy development within the “family”

88. Goals  Improve Collaboration  Provide Quality Reading Instruction  Expand & Intensify Summer Services

89. 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

90. Second Goal  Provide High Quality Reading Curricula  Focus on Family  Parent Involvement  Family Reading & Learning Activities  Parent/School Partnership

91. 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

92. 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

93. 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

95. What are the three most important lessons you’ve learned regarding administering a family literacy program?

96. What systems do you have in place to insure program quality and adherence to the PA Performance Standards?

97. What challenges have you experienced regarding collaboration and how have you overcome them?

98. U.S. Department of Education

99. 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

100. 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

101. 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

102. Federal Share Limitations & Provisions* Program YearEven Start DollarsLocal Match ** Year 1 90%10% Year 2 80%20% Year 3 70%30% Year 4 60%40% Years 5-8 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.

103. 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

104. 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

105. 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

106. 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

107. 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

108. 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.

109. 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

110. 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)

111. 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.)

112. Program Resources: Topics Even Start Program Resource Manual – Adult Education – Home Visiting – Integration – Parenting – Transitions – Collaboration – Recruitment and Retention – Curriculum – Brain Development Research – Mentoring

113. 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

114. 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