ADMINISTRATORS TRAINING PROGRAM YEAR 2004 - 2005

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 gt220
• 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

• The Family Literacy model integrates

EarlyChildhoodEducation
AdultEducation
Family
Interactive Literacy Activities between parents
and their children
ParentingEducation
14
What Entity Is Eligible to Apply for a Grant?
Family Literacy Partnership
A Local Educational Agency
A Non-profit Community-Based Organization, Public
Agency, IHE, or Public or Private Non-profit
Organization
15
Who Is Eligible to Participate?

• 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
• - 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

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

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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

• Support Services
• Four Instr Components
• Home Visits-Even Start
• Summer Services
• Location of Activities
• Time-Line
• Staffing Admin
• Training
• Coord Collaboration
• Evaluation

• Need
• Family Literacy Experience/Results
• Partners, Intensity Duration
• Program Goals and Objectives
• Identification, Recruitment and Retention

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

• Inst of Higher Ed

• Community-Based
  Organizations

• Family Literacy

• School District(s)

• Intermediate Unit

• Libraries

• Family Center

• Head Start/State Collab. Proj

• Charter Schools

• Child Care

• Volunteer Orgs

• 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
• lt24 mos on TANF
• 30 hours per week of Adult Services
• Second Priority
• Job
• lt 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

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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 gt 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 childrens 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 childs 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 childrens 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

State Family Literacy Consortium

PA Department of Education Bureau of ABLE
Even Start Family Literacy Programs
Act 143 Family Literacy Programs
e-data system
web
web
paper
paper
Statewide Evaluation (all FL programs)
ES local evaluation
FL Professional Development
SEQUAL (local program improvement process)
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_at_psu.edu. 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

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 Childrens Learning (Performance)
• Part Five Parent-Child Literacy Activities
  (Performance)

52
Part One Administrative Performance

• Reporting 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
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

• Childrens 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
PENNSYLVANIASFAMILY LITERACYINDICATORS 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
Why does this matter to you?

• Promote and ensure high quality services
  to families
• Guide program improvement
• Monitor delivery of services

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 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)

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 Curriculums 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 childrens 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
• Administrative Performance
• Reporting - 25
• Enrollment 75
• Program Performance
• Retention 25
• Assessment 25
• Outcomes 50
• Summer Reading Program Administrative Performance
• Reporting 25
• Enrolled 50
• Non-enrolled 25

72
Progress Review FY 02-03 (Contd)

• Progress Profile Prepared on Each Agency
• Data Based on Program Performance Standards
• Other Information Reviewed (but not Scored)
• Cost per Family
• Funds Returned (past 3 years)
• Years in Operation

73
Funding Decisions - Renewals

• Evaluate each agencys 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 (Contd)

• 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 (Contd)

• 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_at_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
SEQUALTraining Chart
 
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

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• 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  _at_  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 Librarys Permanent
  Collection
• Materials Supplies
• Recruitment and Outreach
• Unacceptable Use of Funds
• Purchasing Equipment

94
(No Transcript)
95
What are the three most important lessons
youve 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 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.
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 IPQs
• 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 (Contd)

• 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 (Contd)

• 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.or
  g
• 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 Pennsylvanias Family
  Literacy / Even Start Programs