Chapter 1 Family Literacy section one: what is family literacy?



Download 2.02 Mb.
Page24/24
Date conversion22.07.2017
Size2.02 Mb.
1   ...   16   17   18   19   20   21   22   23   24

PACT Time

How do you feel about PACT Time? Great Good OK Poor

Name one thing you like about PACT Time.

Name one thing you would change about PACT Time.
Home Visits

How do you feel about the home visit? Great Good OK Poor

When is the best time for home visits? Day Evening Weekend

Name one thing you like about home visits.

Name one thing you would change in the home visit part of the program.

Even Start

Name one thing you like about Even Start.

Name one thing you would change in the Even Start program.
Do you like: (if you feel something needs to change, please explain how.)
parents planning PACT time activities? yes no needs to change
field trips? yes no needs to change
earning points to spend at the store? yes no needs to change
evening activities so all of your family

can attend? yes no needs to change


lunches provided by the school? yes no needs to change

Parent Survey

[Source: Connie Ackerman, Morehead State University, KY]


Please check whether your opinion is poor, OK, or good. You may use the space between the other items to write other comments.
What is your opinion on:



  1. How people are recruited for the program




  1. How people are welcomed and

introduced to the program


  1. How the program helps you solve

problems so you can attend


  1. The location of the program




  1. Your classroom



  1. How you set your goals for coming




  1. How much progress you are making




  1. How your class operates




  1. What are you reading and learning about




  1. How the program helps you prepare

to work or get more education


  1. How you are encouraged to continue




  1. How you spend your time with your

child in class


  1. The home visit




  1. What you’ve learned about working

with your child


  1. Your child’s class

16. Please make any general comments about

the program here – what you especially like

and what you wish would change.


17. How have you changed since coming to

this program?


18. How has your child changed since coming

to this program?




For Partners/ Advisory Committee Members

Achievement of Mission


  1. I am (check one)

[ ] an Even Start parent

[ ] an Even Start staff member

[ ] a community staff member




  1. I know what even Start is supposed to do.

[ ] yes

[ ] no



  1. I learned about Even Start by

  1. I think Even Start is


yes somewhat no not sure

  1. helping parents [ ] [ ] [ ] [ ]

  2. helping preschool children [ ] [ ] [ ] [ ]

  3. helping school-age children [ ] [ ] [ ] [ ]

  4. helping families [ ] [ ] [ ] [ ]




  1. The three best things about Even Start are

a.

b.

c.




  1. The Even Start program could be even better if

a.

b.

c.


Source: Padak, N., & Rasinski, T. Kent State University
Even Start Family Literacy Program Improvement Guide
1. What agency do you represent? How does the work of your agency relate to family literacy?
2. How regularly does the advisory committee meet? What kinds of activities occur at the meetings?
3. How have you been involved in evaluating the program?
4. How have you been involved in planning for the program? Are the results of evaluation used to guide planning?
5. Please offer any other opinions or suggestions relating to the Even Start program.
6. How does the Even Start program benefit your program? Are you satisfied with the degree of reciprocity?
7. Please identify barriers to collaboration.
8. Please identify ways in which collaboration had proven particularly successful.
9. Please offer any other comments or suggestions relating to the Even Start program.
Source: Connie Ackerman, Morehead State University, KY
SECTION III: RELATED READING

Evaluation Resources
Online:
NIFL Family Literacy Special Collections

http://literacy.kent.edu/Midwest/FamilyLit/
A Practical Guide to Family Literacy

http://www.nald.ca/clr/pgtfl/cover.htm

Assessment and Evaluation Strategies in Family Literacy Program Development


http://www.nald.ca/clr/aestrat/cover.htm
Synthesis of Local and State Even Start Evaluations

http://www.ed.gov/pubs/evenstart_final/synthesis/synthesisa_h.html
Teacher Research: Getting Started (by Bryan Bardine)

http://literacy.kent.edu/Oasis/Pubs/0200-20.html
Guidelines for Planning Action Research Projects (by Nancy Padak and Gary Padak)

http://literacy.kent.edu/Oasis/Pubs/0200-08.htm

Books:

Epstein, A. (1995). A Guide to Developing Community-Based Family Support Programs. Ypsilanti, MI: High/Scope Press.

This book has five sections: An Overview of Family Support Programs; Getting Started; Designing the Program; Implementing the Program; and Evaluating the Program. The evaluation section addresses designing, conducting, and using the evaluation.

Holt, D., & VanDuzer, C. (Eds.). (2000). Assessing Success in Family Literacy and Adult ESL Projects: Alternative Approaches to Assessment and Evaluation. Washington, DC: Center for Applied Linguistics.

Helpful chapters include Alternative Approaches to Assessment and Evaluation; Initial Assessment; First Step to Success; Next Steps: Using the Results to Refine the Project; and Assessing Progress: Are We Progressing?

Lyons, P., Robbins, A., & Smith, A. (1984). Involving Parents: A Handbook for Participation in Schools. Ypsilanti, MI: High/Scope Press.

The second part of this book provides a self-assessment model which will enable a school to evaluate parental involvement.

National Center for Family Literacy (1996). Outcomes and Measures in Family Literacy. Louisville, KY: Author.

The first several chapters discuss the terms, concepts, and issues. The bulk of the book covers assessment tests, inventories, and checklists for adults, families, and children. Each test entry contains a description, administration, scoring, reliability, validity, price, and ordering information.

Popp, R. (1992). Family Portfolios: Documenting Change in Parent-Child Relationships. Louisville, KY: National Center for Family Literacy.

This publication discusses the concept of authentic assessment and focuses on the use of portfolios as assessment tools in family literacy programs. The report defines the types of information and artifacts that can be included in portfolios, and provides ways to analyze portfolio data.




5- 




1   ...   16   17   18   19   20   21   22   23   24


The database is protected by copyright ©hestories.info 2017
send message

    Main page