Name one thing you would change about PACT Time.
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.
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
[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:
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
NIFL Family Literacy Special Collections
http://literacy.kent.edu/Midwest/FamilyLit/ A Practical Guide to Family Literacy
Assessment and Evaluation Strategies in Family Literacy Program Development
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)
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.