ADMINISTRATORS TRAINING PROGRAM YEAR 2004 - 2005.

ADMINISTRATORS TRAINING

PROGRAM YEAR 2004 - 2005

ADMINISTRATORS TRAINING

PROGRAM YEAR 2004 - 2005

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


* 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


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 AND SCHOOLS: PARTNERS IN FAMILY LITERACY

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.


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 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

http://www.pafamilyliteracy.org/

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

mailto:[email protected]

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

PENNSYLVANIA’SFAMILY LITERACY

INDICATORS OF PROGRAM QUALITY

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

[email protected]

Program Improvement Project

Statewide Educational Quality for Family Literacy (SEQUAL) Initiative

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


Program Performance Standards

Collaboration

2004-2005

Self-Assessment

Improve Parent

and Child Assessment

Increase


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

Pennsylvania Family Literacy

Summer Reading Program

2003 - 2004

History

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

Goals

Improve Collaboration Provide Quality Reading Instruction Expand & Intensify Summer Services

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?

What challenges have you experienced regarding

collaboration and how have you overcome them?

U.S. Department of Education

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

ADMINISTRATORS TRAINING PROGRAM YEAR 2004 - 2005.

Documents

Transcript of ADMINISTRATORS TRAINING PROGRAM YEAR 2004 - 2005.