Chapter 1
- Family Literacy
Section One: What is Family
Literacy?
This
chapter includes discussion about what family literacy is and what forms it has
taken. Excerpts and references to legislation that govern family literacy are
provided. You will also find print and web resources for further exploration.
Overview
Before
examining the concept of family literacy, we must understand what it means to
be a literate adult today. In the 1998 Adult Education and Family Literacy Act,
the US Congress defines adult literacy as an individuals ability to read,
write, and speak in English, compute and solve problems, at levels of
proficiency necessary to function on the job, in the family, and in
society. With this definition, the
traditional emphasis on reading, writing and speaking English and on
computation skills has shifted to the application of these skills in the
workplace and community and the use of information to solve problems.
For
the past 30 years, parent involvement in childrens education has been
expanding. School programs like Reading Is Fundamental (RIF) and Title I, which
were originally designed for school-age children, have incorporated programs
for families. Head Start demonstrated that parents participation produced
greater school success than programs without parent involvement. The PACE/Kenan
project in
It
is not surprising, then, that family literacy means different things to
different people. Family literacy refers to the interactions of parents
and children using languagetalking, playing, exploring, limiting, soothing,
explaining, encouraging, and nurturing. With the support of the adults in his
or her life, a child learns to navigate his or her world with the help of
language, acquiring limits and self-control, making choices and solving
problems, communicating needs to others, developing emotional ties to parents
and siblings, and responding to the print environment surrounding him or her.
In recent decades, the locus of emergent literacy has shifted from
learning to read in the first grade to preschool interactions in the home environment and from
the first-grade teacher to the parent as first teacher.
A
second use of the term family literacy applies to the federally funded
programs developed to support intergenerational education for at-risk,
low-literacy familiesprograms such as Head Start, Even Start, ABLE, and Title
I. The legislation authorizing these programs contains a uniform definition of family
literacy that entails four components:
adult basic education to improve basic skills, prepare for the General
Educational Development certificates (GED), and to learn workplace skills that
leads to economic self-sufficiency
early childhood education for preschool and school-age children to help
them prepare for success in school and life experiences
parent education in which parents and caregivers discuss parenting
practices and the importance of literacy experiences in the home
parent and child together time (PACT) for adults and children to practice
literacy activities together.
While
improving their reading, writing and math skills, parents have an opportunity
to practice language strategies with their children in areas such as storybook
reading, discipline, and play and exploration. These skills are integrated into
units arising from family issues, citizenship, and workforce readiness.
Parents,
children, and communities benefit from family literacy programs. Not only do
individual literacy skills of parents and children improve but social skills
increase and families place higher values on education. Parents expectations
of their children change as they learn more about the continuum of child
development. Parents become more involved in their childrens schools as they
better understand new educational approaches and recognize the important role
they have as partners with teachers in their childrens education.
For
more information on the research about benefits of family literacy programs see
Family Literacy: Who Benefits at http://literacy.kent.edu/Oasis/Pubs/WhoBenefits2003.pdf
Family
literacy,
whether spontaneous or promoted by formal programs, is a process of
incorporating the spoken and written word into meaningful activities within the
family unit. This becomes the legacy of language practices that passes from one
generation to the next.
Legislation
Legislation that defines and funds family literacy
programs is found in the following governmental agencies and departments:
Elementary
and Secondary Education Act (ESEA) Programs (No Child Left Behind)
Title I, Part A
Reading First (Title I, Part B, Subpart 1)
Early Reading First (Title I, Part B, Subpart 2)
Even Start, Migrant Even Start and Indian Even Start (Title
I, Part B, Subpart 3)
Even Start Statewide Family Literacy Initiative Grants
Education of Migratory Children (Title I, Part C)
State and Local Technology Grants (Title II, Part D, Subpart
1)
Ready to Learn Television (Title II, Part D, Subpart 3)
Grants and Subgrants for English Language Instruction (Title
III, Part A)
21st Century Community Learning Centers (Title
IV, Part B)
Local Innovative Education Programs (Title V, Part A)
Community Technology Centers (Title V, Part D, Subpart 11)
Indian Education (Title Vii, Part A)
Native Hawaiian Education (Title Vii, Part B)
Adult
Education and Family Literacy Act (Workforce Investment Act, Title II)
Federal
Work-Study Program (Higher Education Act)
Family
And Child Education (FACE) Program
Head
Start, Early Head Start, Migrant Head Start, and Indian Head Start (Head Start
Act)
Community
Services Block Grant (Community Services Block Grant Act)
Temporary
Assistance for Needy Families (TANF) (Title I, PRWORA)
Neighborhood
Networks Program
Resident
Technology
Opportunities Program
Departments
of Adult Education and Early Childhood Education
Departments
of Human Services, Social Services and Labor
State
Library Programs
Source:
Handout from presentation Tips for Advocacy, Tony Peyton, NCFL, Ohio ECE
Conference, Nov. 2004.
Federal
Web Sites for Legislative Information
The White House http://www.whitehouse.gov
United States House of Representatives http://www.house.gov
Federal Register http://www.archives.gov/federal_register/
Thomas http://thomas.loc.gov/
State
Web Sites for Legislative Information
Ohio House of Representatives http://www.house.state.oh.us
Ohio Legislature with bill search http://www.legislature.state.oh.us
Definitions
The
legislative definitions of literacy can be found in several different bills.
The
National Literacy Act of 1991
Literacy is an individuals
ability to read, write and speak in English and compute and solve problems at
levels of proficiency necessary to function in the job and in society, to achieve
ones goals and to develop ones knowledge and potential.
Even
Start Family Literacy
It is the purpose of this
part to help break the cycle of poverty and illiteracy by improving the
educational opportunities of the nations low-income families by integrating
early childhood education, adult literacy or adult basic education, and
parenting education into a unified family literacy program to be referred to as
Even Start. The program shall:
(1) be
implemented through cooperative projects that build on existing community
resources to create a new range of services
(2) promote
achievement of the National Education Goals and
(3) assist
children and adults from low-income families to achieve challenging state
content standards and challenging state student performance standards.
(Federal definition in the
Even Start legislation, Part B, Title I of Elementary and Secondary Education
Act).
H.R. 1385, passed by the
House in 1997
The term family literacy
services means services provided to participants on a voluntary basis that
are of sufficient intensity in terms of hours, and of sufficient duration, to
make sustainable changes in a family (such as eliminating or reducing welfare
dependency) and that integrate all of the following activities:
A) Interactive literacy activities between
parents and their children.
B) Equipping parents to partner with their
children in learning.
C) Parent literacy training that leads to
economic self-sufficiency.
D) Appropriate instruction for children of
parents receiving parent literacy services.
Several
states have developed definitions for family literacy.
Families are the center of
our communities. Parents are their childrens first and most influential
teachers. Family literacy is an approach to intergenerational learning focused
on the whole family and the whole person within the family. This approach
builds on the familys culture and traditions. Family literacy can range from
parent (and/or other significant adult) and child interaction to more intense,
comprehensive programming. Comprehensive family literacy program delivery
involves the integration of four components: adult literacy and employability
skills; developmentally appropriate early childhood and/or school-age
educational assistance; parent education and support; and positive adult and
child interaction. The primary goals of comprehensive family literacy programs
are:
to help parents become economically
self-sufficient
to improve basic literacy skills of
parents, other significant adults, and children
to increase parents involvement in their
childrens education
to enhance childrens development, school
readiness, and school success
to enhance parenting (and/or caregiving)
skills
to enhance parent (and/or other significant
adult) and child relationships
Family literacy programs
are unique to each community. Using existing resources, local organizations
collaborate to provide the integrated learning and support services that
promote literacy and lifelong learning skills for family success.
Family literacy is
coordinated learning among different generations in the same family which helps
both adults and children reach their full personal, social, and economic
potential.
Office of Adult Education,
Colorado Department of Education, 1992
Family literacy is an
approach to intergenerational learning focused on the family. It acknowledges
family and culture as the foundation of learning for the child. Family literacy
recognizes the parent as the childs first teacher and the literacy of the
parent as crucial to the development of the literacy of the child. Family
literacy provides instruction to enrich the home environment through
interactive, intergenerational learning that models, supports, values and
promotes literacy and lifelong learning skills.
In
A national organization
involved in family literacy contributed this definition.
International Reading
Association Family Literacy Commission
Family literacy encompasses
the ways parents, children, and extended family members use literacy at home
and in their community. Family literacy may be initiated purposefully by a
parent, or may occur spontaneously as parents and children go about the business
of their daily lives. Family literacy activities may be initiated by outside
institutions or agencies. These activities are often intended to support the
acquisition and development of school-like literacy behaviors of parents,
children, and families.
(1994). Family literacy: New perspectives, new
opportunities.
The LINCS Family Literacy
Collection Home Page http://literacy.kent.edu/Midwest/Familylit/whatis.html
The family constitutes a
context of informal education, a base from which members seek formal education,
and should provide a supportive environment for learning. Literacy has a
dramatic effect on the dissemination of ideas and the ability of families to
adopt new approaches, technologies and forms of organization conducive to
positive social change. Often affected by early school leaving or dropping out,
literacy is a prime conditioner of the ability of families to adapt, survive
and even thrive in rapidly changing circumstances....
(U.N. Statement on Family
Literacy)
Family literacy is an
umbrella term often used to describe a wide array of programs involving family
members and literacy activities. The nature and intensity of services can span
a wide range, from once-a-month library reading events to programs that offer
daily, direct educational services to both parents (or caregivers) and
children. We apply the term to comprehensive programs that: 1) work with
at-risk families, 2) have broad goals, 3) offer multifaceted services that
meet educational and other-than-educational needs of both parents and children,
and 4) provide intensive, long-term program services.
The goals of a comprehensive
family literacy program focus primarily on the adults in the program. Research
supports the premise that changes in the attitudes and behaviors of parents
will affect changes in their children. While individual programs may vary, the
goals of most family literacy programs include the following:
to
enhance the educational level of parents or provide English language
instruction.
to help
parents gain the motivation, skills, and knowledge needed to become employed or
pursue further education or training.
to enhance the parenting skills of adult
participants.
to enable parents to become familiar with
and comfortable in school settings.
to
increase the developmental skills of preschool children and to better prepare
them for academic and social success in school.
to
enhance the interaction(s) between parents and children through planned,
regular joint activities. (p. 5)
(1997). The Family literacy answer book.
Barbara Bush Foundation for
Family Literacy
Family literacy programs
are characterized by literacy and parenting education for adults, pre-reading
and other literacy activities for children, time for parents to use their newly
acquired skills with their children.
Many education scholars
have also articulated definitions of family literacy.
This definition includes,
but is not limited to, direct parent-child interactions around literacy tasks: reading with and/or
listening to children; talking about and giving and receiving support for
homework and school concerns; engaging in other activities with children that
involve literacy (such as cooking, writing notes, and so on). Equally
important, however, are the following, often neglected, aspects of family
literacy work:
1. Parents
working independently on reading and writing. On the most basic level, just by
developing their own literacy, parents contribute to family literacy; as
parents become less dependent on children, the burden shifts and children are
freer to develop in their own ways.
2. Using literacy to address family
and community problems. Dealing with issues such as immigration, employment, or
housing through literacy work makes it possible for literacy to become socially
significant in parents lives; by extension it models the use of literacy as an
integral part of daily life for children.
3. Parents addressing
child-rearing concerns through family literacy class. By providing mutual
support and a safe forum for dialogue, parents can share and develop their own
strategies for dealing with issues such as teenage sex, drugs, discipline, and
childrens attitudes toward language choice.
4. Supporting the development of
the home language and culture. As parents contribute to the development of the
home language and culture, they build the foundation for their childrens
academic achievement, positive self-concept, and appreciation for their
multicultural heritage. By valuing and building on parents strengths, the
status of those strengths is enhanced.
5. Interacting with the school
system. The classroom becomes a place where parents can bring school-related
issues and develop the ability to understand and respond to them. They can
explore their attitudes toward their own and their childrens school
experiences. They can assess what they see and determine their responses,
rehearse interactions with school personnel, and develop support networks for
individual and group advocacy.
Auerbach, E. (1989). Toward
a socio-contextual approach to family literacy. Harvard Educational Review, 59, 165-181.
Primarily, two frameworks
may inform the design of family literacy intervention models. Some programs
focus on helping the family support the development of skills and behaviors
required in the childrens classroom, leading to parent-child activities that
follow a school-based model of literacy acquisition. Other programs aim to
extend emerging literacy skills by embedding learning within families everyday
literacy practices and interactions, even if their purposes or circumstances
are different from those of formal school-based learning contexts. (p. 9)
Gal,
Family literacy is not
about changing people; it is about offering choices and opportunities for
families. Parents come to family literacy programs with rich histories and
experiences that should be honored and used in program development. Family
literacy learning is a matter of small wins. Family literacy is about
providing context, resources, and opportunities for families to demonstrate
what they already know and can already do. Family literacy programs MUST
respond to parents needs and interests. Family literacy is about power.
Neuman, S.B. (1997,
November). Family literacy: A social
constructivist perspective. Presented at the meeting of the College Reading
Association,
Family literacy programs
differ from traditional adult literacy programs in that they are designed to
maximize the probability that adults who receive literacy
education will actually
succeed in transferring aspects of their new beliefs,
attitudes, knowledge, and
skills intergenerationally to their children. (p. 24)
Sticht, T. G. (1995,
November/December). Adult education for family literacy. Adult Learning, 23-24.
Although not definitions in
the strict sense, this information may be useful as you work to help others
understand the family literacy concept.
Emerging research studies
assert that childrens motivation to succeed in school is influenced by the
educational achievement of their parents. Cognitive science stresses the impact
of the family and social environment on cognitive development and literacy
acquisition of children. Parental involvement in their childrens schools
influences student achievement, attendance, motivation, self concept and
behavior. Parents who read to their children, have books in their
home, exhibit a positive
attitude toward school and establish high achievement goals for children tend
to have higher achievers than parents who do not.
Fact Sheet: Family Literacy.
A salient finding from two
decades of research on early childhood intervention programs is that, aside
from the influence of a childs own years of education, the variable that has
remained most consistently influential in childrens educational achievement
has been parental education levels. Briefly, what has been discovered is that,
as a general trend, the more highly educated the parents, the greater will be
the success in providing primary education to children.
Van Fossen, S., & Sticht, T. (1991). Teach the
mother and reach the child.
Nearly 13 million children
live in poverty, more than 2 million more than a decade ago.
At least one of six
children has no health care at all.
At least 100,000 children
are homeless in
Each year 500,000 young
people drop out of school.
Dropouts are 3.5 times more
likely than high school graduates to be arrested; 6 times more likely to become
unwed parents.
Every year, approximately 1
million teenage girls become pregnant.
The percent of all births
to single teens increased 16 percent from 1986 to 1991.
Stallings, Jane A. (April
1995) American Educational Research Association. School-Linked Comprehensive Services for Children and Families.
AERA Presidents remarks. pp. xi-xii.
The family literacy concept
makes explicit what has been implicitly understood, and recognizes the family
as an institution for education and learning and the role of parents as their
childrens first teachers. The starting point for the development of human
resources within a culture is the family. Families provide an intergenerational
transfer of language, thought, and values to the minds of their newborn infants
and throughout the formative years of their childrens lives. Families provide
initial guidance in learning to use the cultural tools that will be valued and
rewarded within the culture. Families interpret the culture for their children,
and they mediate the understanding, use, and value placed on the cultural tools
for learning and education, of which the capstone tools are language and
literacy. (p. 24) Due to the intergenerational transfer of cognitive skills,
including language and literacy, an investment in the literacy education of
adults provides double duty dollars. It improves the educational level of
adults and simultaneously improves the educability and school success of the
adults children. (p. 24)
Better-educated parents
send children to school better prepared to learn, with higher levels of
language skills, and knowledge about books, pencils, and other literacy tools
needed for school and life. Better educated mothers have healthier babies,
smaller families, children better prepared to start school, and children who
stay in school and learn more. (p. 24)
Sticht, Thomas G. (1995,
November/December). Adult education for family literacy. Adult Learning, pp. 23-24.
Long-term
following:
- Fifty-one percent of adults
participating in family literacy programs earned their GED or the
equivalent.
- Forty-three percent became employed,
compared with 14% before enrolling.
- Thirteen percent enrolled in higher
education or training programs and another 11% continued in GED programs.
- Twenty-three percent of those who were
on public assistance when they enrolled are now self-sufficient.
National Institute for
Literacy. Fact sheet: Family literacy.
Family Literacy Web
Resources
Canadas National Adult
Literacy Database has a Family Literacy resource section, which provides many materials
that can be downloaded. Some of the
items available on this site include guides, handbooks and magazines. Scroll
down and locate the link titled Family Literacy Materials to locate the
resource section.
The Center for Adult English
Language Acquisition, supported
by the Center for Applied Linguistics, Abt Associates, American Institutes for
Research (AIR) and World Education, provides workshops, technical assistance,
research information, and a web site with resources for EL Civics, health
literacy, best practices, and fact sheets about English language learning.
Educational Development Center (EDC) contains several online resources such as
publications, articles, and Web pages on Adult and Family Literacy.
http://www.floridatechnet.org/FamLiteracy/guide/
Florida Family Literacy
Resource Guide Website: This comprehensive website is jam-packed with
excellent resources.
http://www.ed.psu.edu/goodlinginstitute/
Specializing in family literacy research, The Goodling Institute directs
the searcher to 1) an annotated bibliography of family literacy research
alphabetized by author and identified by category; 2) an agenda of research
issues; 3) professional development courses at
The National Center of Applied
Linguistics offers information and materials around
language and cultural issues from K-12 to adult.
The National Center for
the Study of Adult Learning and Literacy (NCSALL) site highlights research, publications,
teaching and training (Circle Study Guides), and issues of Focus on Basics publications that can be downloaded free of charge.
Ohio Literacy Resource
Center contains many resources for
family literacy, three of which are: Family Literacy Resource Notebook http://literacy.kent.edu/Oasis/famlitnotebook/,
The LINCS Special Collection on
Family Literacy, http://literacy.kent.edu/Midwest/FamilyLit/,
and Eureka!, http://literacy.kent.edu/eureka/
, searchable database of books, teaching strategies, web sites, and lesson
plans. The Family Literacy
Resource Notebook contains information for family literacy providers and
organizations who are interested in learning more about family literacy.
Digests, fact sheets, and monographs going back to
1966 are now available on the Education Resources Information Center (ERIC) site.
http://www.nifl.gov/lincs/search/search.html
The Literacy Information and Communication System
(LINCS) has
a search capability with five options: Materials, both research and curricular;
Global for web sites in the LINCS network;
The
Section Two: What
Does Family Literacy Look Like?
Family literacy describes a
variety of activities that range from a parent reading and discussing a story
with a child to a formal program with many coordinated services to help both
adults and their children. Many organizations offer activities involving
parents and children without realizing that they are involved in family
literacy. For example, some hospitals and clinics utilize waiting rooms as a
place to convey oral and printed information on nutrition, health, and hygiene
for parents and their children while providing toys and books for the children.
These are family literacy activities that could become a program with the
addition of a defined goal and some leadership direction. No two programs look
alike. Family literacy takes place in libraries, community centers, workplace
sites, and jails as well as in school classrooms. In order to recognize family
literacy in its many forms, descriptions of several programs are included in
this chapter with information on how to contact them for more details.
Proliteracy, formed by the
merger of two national tutoring programsLaubach and Literacy Volunteers of
Americahas incorporated family literacy components in some local programs.
Information about
Proliteracy can be found at http://www.proliteracy.org.
Project: LEARN of
Project: LEARN attempted to
incorporate the families of learners in a family literacy component called
L.I.F.T. (Literacy Involves Family Togetherness). Students brought their
children aged 3-12 to class with them, and a special area was set up in the
Project: LEARN center. The children participated in facilitated learning
activities while their parents were tutored. After tutoring, parents joined the
children for PACT (Parent and Child Together) activities. They were also given
activities to do at home.
Unfortunately, the L.I.F.T.
program did not last long. One reason was space limitations. The exuberant
children were distracting to the tutoring lessons going on in the same area.
Another reason was a lack of funding for a facilitator. (The project had
originally been set up by VISTAsVolunteers in Service to
To contact Project: LEARN
of
Though family literacy can
be defined in many ways, the clearest picture one could draw would be one of
a parent and child reading together.
To learn more about the
Reading Is Fundamental program visit their website at: http://www.rif.org
F.Li.P. (Family Literacy
Project) was a successful family literacy program implemented at
The
Secretary of State in
http://www.cyberdriveillinois.com/departments/library/whats_new/frn.html
Even though inmates are
usually separated from their families, innovative family literacy programs have
begun to appear in penal institutions.
Bringing Family Literacy to Incarcerated Settings: An Instructional
Guide
http://www.nald.ca/fulltext/hudson/bringing/cover.htm
The significant pieces of
the
Although direct federal
funding ended, the project has obtained alternative funding to continue. Two
existing Even Start Family Literacy Partnerships (Sodus-Lyons Even Start and
Yates-Ontario Even Start) expanded their projects to the incarcerated setting.
For more information, contact Bedford Prison Ministry
247
Tel: 914-241-3100
Born to Read
Many state and local
libraries have expanded their programming to include parents and children
together. Libraries in
This program, started in
1995, endeavors to bring together health care providers and librarians to reach
out to new and expectant parents to help break the cycle of low literacy. The
hope is that together, health care providers and librarians can help parents
improve their reading skills, impress upon them the importance of reading to
their children, and promote awareness of the health and parenting resources
available in libraries.
Reach Out and Read
The Reach Out and Read
(ROR) program (http://www.reachoutandread.org/)
began in
Library staff dedicated to
helping children and adults offer a large variety of services and programs that
promote family literacy. Public libraries are accessible, familiar, welcoming
sites for family literacy activities.
Many libraries have some
type of reading program in place, as do some schools and other community
organizations.
Local libraries are
broadening their literacy efforts as well. The West Hill Branch of the
The historic Stinson
Memorial Library located in deep southern
Provided a bilingual literacy coordinator to
the targeted families.
Formed an
advisory council comprised of academic, social service, education, and
community agencies.
Developed strategies to recruit and retain
participants.
Establish a first-step, high-interest,
low-difficulty vocational collection.
Held family
reading events that engaged local craftspeople, artisans, professionals, trades
people, and business owners to present workshops on the knowledge, skills, and
vocabulary needed in their occupations.
Project CLEARR hosted
vocational workshops in the library and at business locations. The workshops
focused on the words and phrases common to each occupation presented. Project
staff developed a glossary of terms that would enable participants to
understand and access further employment in these lines of work. Terms and
definitions appeared on large signs in English and Spanish, were used during
workshops, and were provided to participants in workshop materials. Workshops
attempted to engage full family participation. Sometimes, the children attended
a story hour on a related topic in one part of the library, while the adults
attended the workshop in another. For instance, the children read the story of
Paul Bunyan and his mighty ax while the adults were learning How to Make a
Chair from a Tree. Themes ranged from interviewing skills to money matters,
from basket-making as a home-based business to the art of stained glass.
The regular attendance
averaged 40 adults with a few workshops drawing as many as 70 participants
(both English and Spanish-speaking). Families connected on the important issues
of jobs, education, and literacy enrichment. Displaced workers enjoyed learning
with their spouses and children, and children enjoyed sharing a learning
experience with their parents.
Carnegie Library of
This library has sponsored
several innovative and successful family literacy projects. Three are described
below.
Beginning With Books
Into the childrens room of
a branch library burst lively boys, ages 7, 8, and 9, and their youthful
mother. Alexs face lights up as he catches sight of a tall, grinning man
across the room, the volunteer who has been his reading partner for 2 years.
Johns response to his volunteer reader is more restrained, but he soon is
happily choosing books from the shelves for tonights READ TOGETHER time.
Thomas, the youngest, stops to pet the live rabbit by the librarians desk. But
when a third volunteer, his reader, pulls a copy of Zelinskys Rumplestiltskin out of her canvas bag,
he is happy to settle down and listen to the story, one of his favorites. Once
the boys are occupied, their mother goes to another part of the library to meet
with her literacy tutor for 90 minutes. This scenario has been repeated twice a
week for 3½ years. The mother had enrolled in an adult literacy program, in
part to be able to help her boys with their schoolwork, but before READ
TOGETHER was established by Beginning with Books in 1987, her frequent cancellations
of tutoring sessions had led one tutor to quit. Now that she can bring her boys
with her and knows that they are having valuable experiences with books and
literacy-related activities, she rarely misses a session. My boys wont let me
cancel, she says, laughing. Theyre always asking me, Is today liberry
day? Her own reading skills are rapidly improving, her tutor reports, and her
sons, two of whom had repeated first grade, are now all enthusiastic readers.
The oldest sons volunteer reported that at one session, when he suggested they
play a game, Alex kept saying, Just one more story.
Another mother has been
bringing her son and daughter, now 6 and 4, and her 8-year-old niece to READ
TOGETHER for 2 years. The data analyst Air Force Reserve captain who reads to
the niece marvels over the improved language skills of the formerly withdrawn
child. The mother reports that the 6-year-old has cracked the literacy code.
We used to spell things we didnt want him to understand, she recently said.
Cant do that anymore. He figures out the words. At a party for READ TOGETHER
families and volunteers held in the librarys community room, her younger child
ignored the cake and entertainment and instead kept urging her volunteer to
take her across the hall to the childrens room so they could read stories.
Gift Book Program
The initial goal of the
Gift Book Program was to get the very best childrens books into the hands of
parents of babies, toddlers, and preschoolersparents who had little money to spend
on books and were unlikely to visit book-stores or librariesand to give them
the facts about the importance of reading to children. The decision was made to
work through an agency that was already serving such families and so the county
health department, whose well-baby clinics provide free health care to many
families of extremely limited means, was selected. A grant in 1984 from the
Pennsylvania Humanities Council, matched by local foundations, allowed the
program to reach 1,000 families in the clinics with packets of four
first-quality picture books and individual counseling on reading to children.
Parents were also urged to borrow books from the public library. A six-month
follow-up survey of 394 families showed a significant increase reported in time
spent reading to children (the number reporting daily read-aloud sessions rose
22% as compared to a pre-program questionnaire) and in time spent by children
looking at books alone (56% were reported as looking at books several times a
day, up from 21% before receiving the books). Library use remained miniscule
among this population, however. More than a few, when answering the question
Do you borrow library books for your children? replied, No, we have our own
books. As a result, the gift packet was modified to contain three books and an
attractive coupon to be redeemed for a fourth book at any branch of the
Carnegie Library of Pittsburgh. In addition to the Health Department, the
program now works with homeless shelters, a food bank, day care centers, Head
Starts, teen parenting programs, and other agencies that serve low income
families. An evaluation study that compared a small group of kindergarten
children who had received book packets at the age of one with a matched control
group showed that children who had received the books were now more likely to
ask their parents to read to them every day (81% vs. 64% of the control group),
and their parents were more likely to do so (55% vs. 21%). The study concluded
that participants provided more literacy experiences in the home for their
children, visited the library more often, and provided more reading materials.
Moreover, the children whose parents had received the gift packet were
perceived by their teachers as having higher reading ability than children of
parents who did not receive the packet.
Raising Readers
A different model of family
literacy programming is supplied by Raising Readers Parent Clubs, run by
Beginning with Books. At each weekly club meeting, members receive an appealing
book (usually hardcover) and are encouraged to spend 15 minutes a day or more
reading to their children. The why, how, and what of reading aloud are
discussed, with the parents learning from each other as well as from the group
leader. The new book is always read aloud, which increases the confidence of
those with poor reading skills, and a typical read-aloud session with a
preschooler is modeled. No rigid formula or list of dos or donts is
presented. Instead, parents are urged to be responsive to their childrens
reactions. The clubs usually meet in schools, community agencies, day care
centers, libraries, and at many other sites. When the group meets in a library,
a tour of the childrens room is arranged for the first meeting. Parents
eagerly sign up for library cards after the tour, and most take home each week
not only the gift book, but also library books that have been displayed and
described at the club meeting.
Here are a few additional
suggestions for educators, many of them developed and used successfully by
teachers:
Distribute
packets of appealing paperback storybooks at kindergarten orientation or at
parent conferences and share with parents information on how regular listening
to stories benefits their children. If publicized in advance, the packets will
serve as an incentive for parents to come out for these important meetings.
Recruit
high school volunteers to read to children in the school library during parent
meetings. This free child care and enrichment will improve parent attendance.
Ask a teacher or librarian knowledgeable about sure-fire childrens books to
conduct a training session for the volunteers on the basics of reading aloud
and choosing appropriate books.
More information about the
Beginning with Books program can be found at http://www.beginningwithbooks.org/
and in these articles:
Friedberg, J. B. (1989).
Making todays toddler tomorrows reader. Young
Children, 44, 1316.
Friedberg, J. B., &
Segel, E. (1990). The land where the wild things are:
Programs of Beginning with
Books.
for Young People
Newsletter, 15, 2627.
Jongsma, K. S. (1990).
Intergenerational literacy. The
43, 522523.
Locke, J. L. (1988).
Library Journal, 34(6), 2224
McIvor, M. C. (Ed.).
(1990). Family literacy in action: A
survey of successful
programs.
Segel, E. (1986). Pushing
preschool literacy: Equal opportunity or cultural
imperialism? Childrens Literature Association Quarterly,
11, 5962.
Segel, E., & Friedberg, J. B. (1991). The search for irresistible first books.
CBC Features, 44,
(unpaged).
Segel, E., & Friedberg,
J. B. (1991). Widening the circle: The Beginning
with Books model. The Horn Book Magazine, 67, 186189.
___________
From Is Today Liberry
Day? by Elizabeth Segel and Joan Brest Friedberg in Language Arts,
Vol. 68, Dec. 1991, pp.
654657.
Community Center programs
are as various as the communities that provide them. Funding involves
collaboration among many agencies and coordination of many services. Such
centers become ideal sites for incorporating family literacy since adults and
children are already attending.
Job Skills for Employment
Purposes (
With sponsorship from the
Early Childhood Family
Education (
The mission of the Early
Childhood Family Education (ECFE) Program is to promote healthy self concepts
among family members through shared activities for parents and children, parent
education, and support. The Family Learning Center also is the location of the
office of the Learning Readiness program, which offers learning opportunities
to 4-year-olds from families in need to give the children opportunities for greater
success in school. ECFE classes are a semester long (about 13-14 weeks) and are
designed for parents and their preschool children to interact in enjoyable,
age-appropriate activities. Parent discussion time focuses on learning about
the ages and stages of child development, gaining information regarding
specific topics, and finding support from others in this complex area of
parenting. Special events and field trips for families are also sponsored.
Other ECFE services include a lending library, home visits, an information
packet for parents of newborns, and collaboration with other programs (Women,
Infants, and Children; Single Parent classes at the YMCA; and parenting classes
with childcare held in conjunction with GED and ESL classes). In-person registration
for ECFE is held in August and January on a first come-first served basis.
Registration for Learning Readiness is held throughout the year on a
space-available basis.
For more information call
(763) 745-5200 or visit
the ECFE web page at:
The primary goal of Parents
as Teachers http://www.patnc.org/site/pp.asp?c=eqLNKTNGE&b=132797
is to empower parents to
give their children the best possible start in life. Parents as Teachers (PAT)
is a home-school-community partnership designed to provide all parents of
children (before birth to kindergarten entry) the information and support they
need to give their children the best possible start in life.
Wayne County Parents as
Teachers, an early-learning program for parents of children age birth through
3, is a program of Adult and Community Education. Each month, parents attend
parent education get-togethers and participate in home visits. Parents as
Teachers certified parent educators, trained in child development and home
visitation, go to each familys home on a regular basis. By far the most
popular aspect of PAT, the personal visit allows the parent educator to
individualize and personalize the Parents as Teachers program for each family
and child. It provides the opportunity to support parents in using the child
development and child rearing information specific to their own child within
their own family. Parents are helped to understand what can be expected from a
child at each stage of development. Appropriate parent-child learning
activities are also a part of the visit. The parents role in their childs
literacy development is emphasized through use of appropriate childrens
literature at each personal visit and group meeting. Developmental screenings,
which begin at 12 months, serve two purposes: to reassure parents when the
child is developing on target, and to identify problems early to assist parents
with appropriate interventions. In addition, parents are encouraged to observe
and monitor the childs development on an ongoing basis. A bi-monthly
newsletter contains articles of interest to parents of infants and toddlers,
community events, and toddler book reviews from local libraries. Twice monthly
the weekly Drop-in-and-Play Group becomes a theme party for moms and little
ones, with toddler literacy activities highlighted. Collaboration with the
Health Department adds a nutrition component to the party and allows it to
count as an education meeting for Women, Infants, and Children (WIC) moms.
For further information
call 330.263.8960.
Even
Start
Elementary
and Secondary Education Act of 1965, Title I, Part B, subpart 3, P.L. 107-110
as reauthorized by the No Child Left Behind Act of 2001.
Projects
provide for early childhood education, adult literacy (adult basic and
secondary-level education and instruction for English language learners),
parenting education, and interactive parent-child literacy activities for
participating families, often through partners, such as government agencies,
colleges and universities, public schools, Head Start programs, and other
public and private community-based groups. Projects operate year-round and
provide staff training and support services such as child care and
transportation, when unavailable from other sources, to enable participation in
core education activities. These activities include basic education for
children from birth to kindergarten, supplementary education for school-age
children through age 7, and basic and secondary education for parents of those
children.
Six
percent of the annual appropriation is set aside for family literacy grants for
migratory worker families, the outlying areas, Indian tribes and tribal
organizations. In addition, the Department must award one project in a women's
prison. Up to 3 percent is reserved for national evaluation and technical
assistance. The remaining federal funds are allocated by formula to states,
based on their relative shares of Title I, Part A, funds. State education
agencies make competitive subgrants to partnerships of local education agencies
and other organizations, giving priority to proposals that primarily target
areas with large numbers of most-in-need families or to projects located in
empowerment zones or enterprise communities. The statute also requires that
subgrants be equitably distributed among urban and rural areas and that local
projects assume an increasing share of program costs each year.
For
more information, see: http://web99.ed.gov/GTEP/program2.nsf/18cda90e9c314dfb8525644400514f31/359cc6c651d69fed852563bc00540517?OpenDocument
Two different models are
described below.
The goal of Canton City
Schools' Even Start program is to break the intergenerational cycles of poverty
and under-education through an integrated approach focusing on (1) improving
basic literacy, numeracy, and employability skills of parents; (2) promoting
children's developmental growth through early childhood education; and (3)
empowering parents to promote their child(ren)'s cognitive, social/emotional,
language, and physical development. Families come to school together at their
neighborhood elementary schools. Parents ride school buses or are given passes
for the city bus service when necessary. The adults attend 30 hours a week in
their own classrooms within the elementary buildings. Public preschool for 3-
and 4-year-olds is also located within the elementary buildings. Neighborhood
child care centers transport children under age 3 to and from the schools and
provide developmentally appropriate programming for these children.
In response to welfare
reform,
Each student develops an
Individual Career Plan, which identifies a realistic initial job, future career
goals, and a plan for reaching those goals. The process begins with a 10-hour
career assessment done by Canton City Schools Adult Vocational Education
Department and funded by DJFS. The work-based learning activities and career
development activities including mentoring, job shadowing, career exploration,
and development of a career passport, are all designed to assist the student in
preparing to attain and maintain the initial employment.
Parenting is an important
program component. Locating the adult class in the elementary school helps the
parents, who may have negative memories from their own school days, become
comfortable in the school setting. The parents provide positive role models for
their children who see them attending school each day, doing homework, and
reading. The children also benefit as their parents become more involved at
their school. Each parent contacts his/her child's teacher to see what concepts
need to be reinforced at home. Before the parents leave class, they use
classroom parenting resources to plan a short activity to do with their child
that evening, thus promoting positive parent/child interaction and helping the
child succeed at school.
For more information call
330-438-2559 or go to: http://www.ccsdistrict.org/Adult/ABLE/
Northwest Even Start serves
families in the
Northwest Even Start serves
approximately 40 families per year. Classes are offered 2 days per week, 9:00
a.m. to 2:00 p.m. and 5 p.m. to 9 p.m., at the Northwest Family Resource Center
(NFRC). Children attend early childhood classes (Head Start, Even Start, or
Preschool Program) while their parents attend adult education (Northwest ABLE)
classes. Parents also participate in parenting education and spend time playing
and working with their children. Because
Call 740-372-2812 for more
information.
Before 1994, Title I was
used primarily for pull-out programs and math and reading remediation for
children attending high-poverty-level schools. After 1994,
schoolwide Title I
programs were combined with other federal educational
funds to upgrade the
schools entire educational program and to promote parent involvement. Title I
funds may be used for children from preschool age to high school, but most of
the students served (65 percent) are in grades 1 through 6; another 12 percent
are in preschool and kindergarten programs. Title I funds can also be used to
extend family literacy services to any child in a school, regardless of age.
Currently, Title I includes both schoolwide and targeted assistance programs. Special committees (including parents) decide
how the Title I budget will be spent in a particular school. As a result, the
emphasis of Title I has changed from one of remediation to prevention, thereby
encouraging the funding of preschool programs and stressing the role of the
parent in a childs education.
To read more about Title I
visit
http://www.ed.gov/policy/elsec/leg/esea02/index.html
For more information on
Title I Part A go to http://www.ed.gov/programs/titleiparta/index.html
While some of the programs
described below may no longer be in existence, they serve as examples of the
innovative ways Title I funds can be used.
At
preschool for children ages
3 to 5 and all-day kindergarten. The developmental preschool serves both
children with special needs and children who qualify according to low family
income. The 3- to 5-year-olds attend half days either morning or afternoon. The
preschool is free to parents who otherwise would not be able to afford
preschool or daycare. As part of the program, parents are encouraged to
participate in their child's learning. The goal is to establish a rapport with
new parents who might have had a bad experience with schools. Teachers stay in
close contact with parents and stress involvement in their child's learning. A
weekly newsletter is sent home with the children so that parents know what
they're learning in the classroom. Activities are sent home for children to do
with their parents. Parents are invited into the classroom for other activities
throughout the year, such as the "Teddy Bear Tea." Telephones are
available in the classroom so that parents can reach the teachers or children
at any time. Teachers and parents discuss developmental milestones. In addition,
the program offers two home visits a year, which also alert staff to families
who may need more services. Also, an assessment at the beginning of the school
year determines what other needs the family may have (e.g., ABLE for parents,
medical needs). The extended day developmental kindergarten serves children who
have been identified with developmental delays. Parents bring their children in
for assessment before the school year begins, and children are placed according
to their developmental levels. The goal is to enable children to catch up with
their peers by the time they reach first grade. The morning curriculum in the
developmental kindergarten stresses motor skills. Then, for those who need it,
the afternoon session includes an intensive language arts curriculum. The
parents are urged to become as involved as possible in the program. The school
holds family events, such as Family Math Night. Calendars and newsletters are
sent home to let the parents know what's going on at the school. This program,
by itself or combined with other preschool programs, is very successful at
enabling children to work at grade level by the first grade.
Parent and Child Day in the
Silver St. Elementary preschool classroom in
projects throughout the
school where volunteer help is much appreciated.
Springfield City Schools
Title I Parent Resource Center provides comprehensive
services and resources to
support participation, address parenting issues, and encourage self
improvement. The school-family partnership is strengthened through offerings
which include:
a sense of
place so that families know they are welcome and expected to be active
participants in the education of their children
a lending
library so that families have access to reading materials to use in the home
teacher-designed
games in reading, language arts, and math that families request, keep, and play
with their children to reinforce skills and concepts that have been taught in
the classroom
self-help
pamphlets and brochures on parenting and involvement in their childrens
education
scheduled
workshops so parents can share and learn strategies for effective parenting
field trips
with their children to actively engage in learning experiences together
referral
services to connect families with other school and community programs to meet
their needs.
Through collaboration, the
Center also serves as both a place and a resource for transitional programming
and activities to assist families as the children prepare to enter
kindergarten. So that Title I families can access and thereby benefit from
existing services, practically all Center services and programs are available
at childrens schools. This is made possible by administrators, teachers,
home-school facilitators, and family/community volunteers who recognize that
parental presence, support, and active engagement are essential to a positive
and dynamic educational environment.
At Buhrer Elementary, a
schoolwide Title I program in
Teachers, administrators,
and the Title I coordinators of the
The very successful Kirby Readers Book Loan Club is managed by the
parent coordinator. The books are purchased with Title I funds with the primary
goal of offering quality children's literature for students to borrow for use
at home. Students can select books at their own independent reading levels.
Parents sign a contract to enroll their child and read at home with their
child. They often visit the parent center to select books. Classroom teachers
encourage students to join the club by establishing reading requirements and
offering incentives for completion of books. After completing a book, club
members enter the title and date in a log. Once the log is filled with titles,
each student receives a prize. Monthly flyers sent home with first-grade and
second-grade students invite parents to visit the school and to spend quality
time with their children. Students are eager to share a favorite book with
parents. After reading, they share refreshments. Door prizes are given away to
lucky students.
The homework club meets 2 days a week and gives students extra help and
reinforcement of new concepts presented in class. Four instructional assistants
meet with students on Tuesdays and Wednesdays for 1 hour after school. A
classroom teacher coordinates the club, monitors attendance, and orders
supplies and other resources. Parents review completed homework, sign the
assignments, and provide encouragement.
Technology classes for parents and students are used to enhance parental
involvement in the school and to expose parents to new modes of learning.
Monthly flyers advertise the after-school technology classes for parents and
children. Parents get basic training in word processing while students work on
developmentally appropriate word processing programs. Also, parents borrow
donated computers for use at home.
Parent discussion groups are coordinated by the building principal.
Parents were surveyed for specific topics of interest. The principal researches
selected topics and plans a brief presentation before opening the meeting for
discussion. The meetings are held in the early evenings, and parents are
notified via flyers and telephone invitations.
Targeted, at-risk, first
and second grade students at
volunteer at this center
calls one student at a
time to work on his/her designated sight-word list. The parent volunteers
exchange groups at 15-minute intervals, eventually working with all four
groups. The classroom teacher gives guided reading and composition instruction
to two groups in 30-minute intervals while the Title I reading teacher does
likewise with two groups of at-risk students. At the end of the hour session, a
parent volunteer announces and gives a star reward ticket to an All-Star Reader,
a student that put forth great effort and was cooperative and respectful. In
exchange, the entire class thanks the volunteers for their dedication and
assistance. The partnership of parents, Title I teacher, classroom teacher, and
students has enhanced, enriched, and reinforced learning for all students in a positive,
engaging, and motivating atmosphere.
Adult Basic and Literary
Education (ABLE), operated with state and federal funds, offers classes to
adults who want to improve their basic reading, writing, and math skills and
who want to prepare for their GED. Some ABLE programs have expanded to include
family literacy activities.
Sponsored by ABLE in
Washington Local ABLE in
Head Start and
Early Start
Head
Start and Early Head Start are comprehensive child development programs for
children from birth to age 5, pregnant women, and their families. They are
child-focused programs and have the overall goal of increasing the school
readiness of young children in low-income families. The Head Start grantee and
delegate agencies provide a range of individualized services in the areas of
education and early childhood development; medical, dental, and mental health;
nutrition; and parent involvement. In addition, the entire range of Head Start
services is responsive and appropriate to each child's and family's
developmental, ethnic, cultural, and linguistic heritage and experience.
Administered
by the Department of Job and Family Services, the Head Start Program has
provided comprehensive child-development services to low-income families since
1964. Since 1984, a special emphasis has been placed on promoting literacy and
basic education for the parents and children in the program. Since 1992, the
Head Start Family Literacy Initiative has called upon every grantee to
recognize family literacy as a priority. Head Starts Promotion of Family
Literacy serves three basic roles:
(1) Increasing the Head Start families access to materials,
activities, and services essential to family literacy development (e.g.,
acquiring childrens books for the home, and promoting family participation in
a story hour for young children at a neighborhood center);
(2) Supporting parents in the role of being their childs first
teacher by providing the encouragement and specific direction to Head Start
families; and
(3) Assisting parents as adult learners to recognize and address
their own literacy needs.
__________
Adapted from Promoting Family Literacy Through Head Start,
published by U.S. Department of Health and Human Services, Administration for
Children and Families, Administration on Children, Youth and Families.
For more information on
Head Start visit http://www.acf.hhs.gov/programs/hsb/
or the National Head Start
Association http://www.nhsa.org/
Books, paper, pencils,
backpacks, and Bookmobiles are some of the services, items, and materials that
are used as tools to promote literacy in the Council on Rural Service Programs
Head Start classrooms. Many activities support the literacy focus. Librarians
read to the children in some classrooms throughout an eight-county service
area, and the Bookmobile makes a regular monthly stop at others. On field trips
to local libraries, the children listen to stories and select books to take
back to the classroom. Dictated follow-ups are another part of the field trip
experience. Favorite classroom recipes are often written on large sheets of
paper and posted nearby the activity area to enhance the cooking experience.
As part of the
Council on Rural Service
Programs
Phone: 937.778.5220
Fax: 937.778.8970
E-Mail: Corsp@CORSP.org
116 East 3rd.
Phone: 937.548.8002
Fax: 937.548.2664
http://www.corsp.org/programs_offered.htm
Chapter 2 - Who's Doing
Family Literacy
The
agencies and organizations in this annotated "directory of
directories" provide services that enable family literacy programs to
function smoothly. Some are family literacy providers and funders like Even
Start and Parents As Teachers. Some contribute information for a single
component of a program like the national standards developed by Equipped For
the Future or the training in collaboration developed by For the Common Good.
The
lists may be used in many ways. In addition to containing information on family
literacy programming, the lists may suggest potential collaborators who serve
similar populations or have similar service goals. Other organizations like
Special Education Centers may offer specialized professional training for a
family literacy staff. The majority of the agencies in this chapter have
websites that you can explore for more information or to get current contact
information. The web addresses are included as part of the information about
the agency.
The
chapter is divided into two sections: "National" and "
Note:
If you have information, especially at the local level, to add to future
supplements of The Family Literacy Resource Notebook, please contact The
Ohio Literacy Resource Center 1‑800‑ 765‑2897; Research I
Bldg.,
The
home page of the vast site for the U.S. DOE with links to vocational and adult
education; information about legislation, statistics, grants, budgets, research
reports, evaluation, and noteworthy practices can be found here.
Office
of Vocational and Adult Education
Phone:
(202) 205‑5451, Fax: (202) 205‑8748
http://www.ed.gov/about/offices/list/ovae/index.html?src=mr
The
Office of Elementary and Secondary Education (OESE)
This
office includes program offices that provide financial assistance to state and
local educational agencies for maintenance and improvement of both public and
private preschool, elementary, and secondary education. For more information
about any of these programs, see http://www.ed.gov/about/offices/list/oese/programs.html
Even
Start
Even
Start is a federally-funded family literacy program administered by states to
improve the educational opportunities of low-income families.
For
more information, see http://www.ed.gov/about/offices/list/oese/sasa/esprograms.html
Even Start Family Literacy Program
Visit
the archived text of the 1998 National Evaluation of the Even Start Family
Literacy Program.
Phone:
(202) 260-0991, Fax: (202) 260-7764
http://www.ed.gov/pubs/EvenStart/index.html
Head Start
Head
Start and Early Head Start are comprehensive child development programs for
children from birth to age 5, pregnant women, and their families.
For more information
about the Head Start Program visit http://www.acf.hhs.gov/programs/hsb/index.htm
Title
I Part A of the Elementary and Secondary
Education Act
For
more information on Title I Part A go to http://www.ed.gov/programs/titleiparta/index.html
Office
of Educational Research and Improvement (OERI)
The
OERI functions of research, statistics, best practices and models has been
incorporated into The Institute of Education Sciences (IES); however,
information archived before 11/5/02 can be found on this site.
http://www.ed.gov/offices/OERI
Office
of Special Education and Rehabilitative Programs
Concerned
with identification and early intervention, the Office of Special Education and
Rehabilitative Programs provides support for individuals, parents, and school
districts in the areas of special and vocational education and research.
http://www.ed.gov/about/offices/list/osers/index.html
Partnership
for Family Involvement in Education
The
Partnership for Family Involvement in Education addresses issues, provides
information, expands professional development, and offers opportunities for
sharing and networking.
http://www.ed.gov/pubs/whoweare/index.html
The
U.S. Department of Labor site contains information on job training, employment,
and the labor market.
Office
of Research and Demonstration
Phone:
(202) 219‑7674, Fax: (202) 219‑5455
http://www.doleta.gov/
U. S. Department of Health
and Human Services
Administration
for Children and Families
The
Administration for Children and Families (ACF) is a federal agency funding
state, territory, local, and tribal organizations to provide family assistance
(welfare), child support, child care, Head Start, child welfare, and other
programs relating to children and families.
http://www.acf.dhhs.gov
Child
Care Bureau
The
Child Care Bureau enhances the quality, affordability and availability of child
care for all families.
Administration
for Children and Families
Office
of Public Affairs
370
L'Enfant Promenade, SW
http://www.acf.hhs.gov/programs/ccb
Head
Start Bureau
Head
Start promotes the economic and social well-being of low-income, refugee, and
migrant families and those with disabilities through integrated services across
agency boundaries.
Administration
for Children and Families
Office
of Public Affairs
370
LEnfant Promenade, SW
http://www.acf.hhs.gov/programs/hsb/
The
following nongovernmental organizations and agencies are more resources for
family literacy.
Foundations
These
are national foundations that provide grants to adult and family literacy
programs.
Barbara
Bush Foundation for Family Literacy
The
Barbara Bush Foundation supports the development of family literacy programs in
which parents and children can read and learn together.
Phone:
(202) 338-2006, Fax: (202) 337-6754
http://www.barbarabushfoundation.com
Dollar
General Literacy Foundation
The
Dollar General Literacy Foundation, which is dedicated to the advancement of
literacy, provides grants to non-profit organization in their market areas.
(615) 855-5201
http://www.dollargeneral.com/community/dgliteracy.aspx
John
S. And James L. Knight Foundation
The
Knight Foundation offers grants in three categories: journalism, communities
served by their newspapers, and a venture fund.
Phone:
(305) 980‑2600, Fax: (305) 908‑2698
http://www.knightfdn.org
Kiwanis
International Headquarters
A
community service organization, Kiwanis supports projects benefiting children
and young adults.
Program
Development Division
3636
Woodview Trace
(800)
879‑4769
Staples
Foundation for Learning
The
Staples Foundation funds community grassroots organization and maintains
charity partnerships with national organizations to provide educational and
growth opportunities.
http://www.staplesfoundation.org/
Starbucks
Foundation
The
Starbucks Foundation funds programs that promote youth leadership through the
power of literacy and respect for diversity in communities where Starbuck
employees live and work.
Phone:
(206) 748‑8602, Fax: (206) 447‑3028
http://www.starbucks.com/aboutus/foundation.asp
Target
Foundation
The
Target Foundation provides grants to support education in areas served by
Target stores.
http://target.com/target_group/community_giving/index.jhtml
United
Way of America, Inc.
The
701
North
Phone:
(703) 836‑7112, Fax: (703) 683‑7840
http://national.unitedway.org/
The
Wallace Foundation
Formerly
the Readers Digest Foundation, the Wallace Foundation encourages learning and
enrichment through educational leadership, student achievement, after-school learning,
and participation in arts and culture.
Work
Phone: (212) 251‑9800, Fax: (212) 679‑6990
http://www.wallacefoundation.org/
Special Needs
These
agencies provide information and resources for families who have members with
special needs.
American
Foundation for the Blind
Since 1921, the American Foundation for the
Blindto which Helen Keller devoted her lifehas been eliminating barriers that
prevent the ten million Americans who are blind or visually impaired from
reaching their potential.
(800) 232-5463
International
Dyslexia Association
(Formerly
Orton Dyslexia Society)
The
International Dyslexia Association provides information to help individuals,
families, and communities and facilitates an online forum for discussion.
Phone:
(800) 222‑3123, Fax: (410) 321‑5069
Learning
Disabilities Association of
Both
professionals and families benefit from the research, advocacy, teacher
training, and information about disabilities disseminated by the Learning
Disabilities Association of America.
Phone:
(412) 341‑1515
http://www.ldanatl.org
The
LD
Online
National
Association of Developmental Disabilities Councils (NADDC)
The
National Association of Developmental Disabilities Councils supports councils
and provides a consumer and family-centered system of services.
To
accomplish their mission of proving opportunities for people with disabilities
to succeed in school, work, and life, the National Center for Learning
Disabilities advocates to protect and strengthen their rights, posts
information for parents and professionals, and supports research in effective
learning techniques.
(888)
575-7373, Fax: (212) 545-9665
http://www.ld.org
The
NICHCY
is a central source of information on: disabilities for infants, toddlers,
children, youth; IDEA and No Child Left Behind legislation; statistics; and
researched-based educational practices.
National
Library Service for the Blind and Physically Handicapped
The
National Library Service for the Blind and Physically Handicapped works
directly with cooperating libraries to provide such services as free Braille
transcription and accessibility to music scores and instructional music.
Library
of Congress
Workforce/Service
AFL‑CIO
Contains
information on current issues and provides site guides and resources.
Phone:
(202) 637-5000, Fax: (202) 637-5058
Center on Education and Work
The
Center on Education and Work enhances the quality of career-related learning
for individuals in schools, colleges, and the workplace.
Work
phone: (608) 263‑3696, Alternative phone: (800) 446‑0399
Fax:
(608) 262‑9197
http://www.cew.wisc.edu
Americorps
AmeriCorps
is a network of national service programs that engage more than 50,000
Americans each year in intensive service to meet critical needs in education, public
safety, health, and the environment.
(202)
606-5000
TTY: (202) 565-2799
Corporation
for National Service
The
Corporation for National Service, including SeniorCorps and AmeriCorps,
provides opportunities for Americans of all ages and backgrounds to participate
in community service.
http://www.cns.gov
Corrections/Legal
CEGA
Services, Inc.
Contact
Center, Inc.
CEGA
Services, Inc. consult on criminal justice and human services nationally and
internationally.
Phone:
(402) 464‑0602, Fax: (402) 464‑5931
Correctional
Education Association (CEA)
CEA
is a professional organization for educators and administrators who provide
services to students in a correctional setting.
http://www.ceanational.org
American
Bar Association
The
American Bar Association site includes information on law education,
initiatives to improve legal services, and resources for the public.
740
l5th
(202)
662‑1024, Fax: (202) 662‑1032
http://www.abanet.org
Health
Centers
for Disease Control and Prevention
The
Centers for Disease Control and Prevention protect health and safety by
providing information, health promotion and education, and disease control.
4770
Buford Highway, MS K ‑57
(404)
488‑4744, Fax: (404) 488‑4727
http://www.cdc.gov
National
Institutes of Health
The
National Institutes of Health is the steward of medical and behavioral research
for the Nation. It is part of the U.S. Department of Health and Human Services.
Bldg.
31, Rm. l0A31
(301)
496‑6631, Fax: (301) 402‑4945
http://www.nci.nih.gov
Parents
National
Coalition for Parent Involvement in Education
The
National Coalition for Parent Involvement in Education fosters
home-school-community relationships by advocating for the participation of
parents in their childrens education.
3929
Old Lee Highway, Suite 91-A
(703) 359-8973, Fax: 703-359-0972
National PTA
A
national non-profit child advocacy agency, National PTA encourages parent and
public involvement in schools and assists parents develop skills in raising
children.
330
N.
(312)
670‑6782, Fax: (312) 670‑6783
Parents
as Teachers
The
goals of the Parents as Teachers program are:
·
Increase parent knowledge of early childhood development and improve
parenting practices
·
Provide early detection of developmental delays and health issues
·
Prevent child abuse and neglect
·
Increase children's school readiness and school success
Parents
as Teachers is a national model, but at the same time is a local
program. PAT fits as a component of larger programs such as Even Start, Head
Start, and family resource centers, or it can be the early childhood
cornerstone for programs that ultimately grow into a broader array of family
education and support offerings.
To
find PAT programs in your area, click on "Find a Program" on their
website.
(314)- -432-4330,
Fax (314) 432-8963
E-mail: info@parentsasteachers.org.
Parent
Information and
PIRCs
work closely with parents, educators and community organizations to strengthen
partnerships so that children can reach high academic standards.
http://www.ed.gov/programs/pirc/index.html
Adult Literacy
Adult
Literacy and Technology Network
The
Adult Literacy & Technology Network is a national effort dedicated to
finding solutions for using technology to enhance adult literacy.
American
Association for Adult & Continuing Education
The American Association for Adult and Continuing
Education is dedicated to enhancing the field of adult
learning.
Commission
on Adult Basic Education (COABE)
COABE
advances national and international adult education and literacy opportunities
through leadership training, publications, and professional development.
(315) 426-0645, Fax: (315) 422-6369
Institute
for the Study of Adult Literacy
Part
of the
102
Rackley Building
(814)
863-3777
National Adult Education Professional Development Consortium
The
National Adult Education Professional Development Consortium provides a
database of outreach and technical assistance, discussions, and education
information to registered members.
(202)
624‑5250, Fax: (202) 624‑8826
http://www.otan.dni.us
The
(215)
898‑2100, Fax: (215) 898‑9804
NCSALL
engages in research and professional development and disseminates publications
such as Focus on Basics, Focus on Policy, and Study Circle Guides.
Nichols
House,
(617)
496‑05l6, Fax: (617) 495‑4811
National Institute for Literacy
Federally
funded, NIFL strengthens literacy across the lifespan by promoting leadership,
coordinating literacy services, and disseminating information through LINCS
regional centers; Partnership for
HOTLINE: 1 (800) 228‑8813
(202) 632‑1500, Fax: (202) 632‑1512
http://www.nifl.gov
Proliteracy
Worldwide
A
merger of Laubach Literacy and Literacy Volunteers of America, ProLiteracy uses
its unique methodology to provide training, technical assistance, and targeted
local grants to support tailored programs that combine literacy with economic
self-reliance, health, education, peace, human rights, and environmental
sustainability projects.
(888)
528-2224, Fax: (315) 422-6369
English Speakers of Other
Languages
Center
for Adult English Language Acquisition (CAELA)
CAELA
works on policy and legislation issues related to adult education and literacy,
promotes English language learning and academic achievement, and publishes the
ELL Toolkit.
Center
for Applied Linguistics
(202)
429-9292
National Clearinghouse for English Language
Acquisition & Language Instruction Educational Programs (NCELA)
Under
Title III of No Child Left Behind, NCELA collects analyzes, synthesizes, and
disseminates information about language instruction for limited English
proficient students and children.
The
EMAIL: askncela@ncela.gwu.edu
PHONE: (202) 467-0867 (800) 321-6223
FAX: (202) 467-4283 (800) 531-9347
Teachers
of English to Speakers of Other Languages
Membership-only
resources and conference information for Teachers of English can be found on
this site.
1600 Cameron St., Ste. 300
Alexandria, VA 22314
(703)
836 0774, Fax: (703) 836‑7864
http://www.tesol.edu/index.html
Postsecondary
American
Association of Community Colleges
The
American Association of Community Colleges is the primary advocacy
organization for the nation's community colleges.
(202)
728‑0200, Fax: (202) 833‑2467
http://www.aacc.nche.edu
American
Association of University Women
The
American Association of University Women advocates for equity for all women and
girls through fellowships and grants, research, policy efforts, and diversity
initiatives.
(800) 326-AAUW, Fax:
(202) 872-1425
Early Childhood
Children's
Literacy Initiative
The
Childrens Literacy Initiative works to increase childrens literacy skills and
to foster a love of reading through professional development for pre-K through
3rd grade teachers.
Work
Phone: (215) 561‑4676, Fax: (215) 561‑4677
http://www.cliontheweb.org/index-main.html
Early
The
NCCIC is a national clearinghouse and technical assistance center linking
parents, providers, policymakers, researchers, and the public to early
childcare and education information.
(800)
616-2242, Fax: (800) 716-2242
The Sesame Workshop
The
Sesame Workshop provides educational content for television, radio, books,
magazines, interactive media, and outreach.
One
(212)
875-6088
UNICEF
This
United Nations organization promotes health, education, equality and protection
to children around the world; those affected by lack of immunizations, by HIV,
and by national crises like droughts, famine, and floods benefit from programs.
3
United
Libraries and Book Programs
American
Library Association (
A national study of family literacy
programming in public libraries found that public libraries play a significant
role in family literacy. The diverse offerings include programming for both
parents and children, special collections of materials, and outreach to special
populations. The study also found that libraries often provide these services
in partnership with other community organizations.
Office for Library Outreach Services
(800)
545-2433
http://www.ala.org
American
Poetry & Literacy Project
The
American Poetry & Literacy Project is a national, non-profit organization
created to champion the idea that poetry should be made accessible to all
Americans.
588
Broadway,
(212)
274-0343
http://www.poets.org/aplp
Books
and Beyond
Books
and Beyond is a reading incentive program created specifically to improve
childrens attitudes toward reading and to foster a love of books.
(858) 755-3823
Fax: (858) 755-0449
Email: info@booksandbeyond.org
http://www.booksandbeyond.org/bbinfo.html
Center
for the Book
The
Center for the Book promotes books, reading, libraries, and literacy.
Library
of Congress
(202)
707‑5221, Fax: (202) 707‑0269
http://lcweb.loc.gov/loc/cfbook/
Pizza
Hut's Book It! Program
Pizza
Huts Book It Program promotes reading with pizza certificates as rewards for
classes signed up for the project.
(800)
426-6548
A
non-profit childrens literacy organization,
Suite 400
(877) RIF-READ or
(202) 673-0020
Email: contactus@rif.org
http://www.rif.org/
This
Commission recommends policy to the President and Congress concerning libraries
and information services, statistics and surveys, and policy; the Freedom of
Information Act (FOIA) is located here.
(202)
606‑9200, Fax: (202) 606‑9203
http://www.nclis.gov/
Education
American
Council on Education
The American Council on Education is the
major
coordinating body for all the nation's higher education institutions.
(202)
939‑9300
http://www.ACENET.edu
General
Educational
ERIC,
recently consolidated from previous clearinghouses, manages an extensive
database of journal and non-journal education literature.
(800)
LET-ERIC (538-3742).
Federal
Citizens
The
Federal Citizens
Pueblo, CO 81009
Other
Funded
through the Office of the Secretary of State, The Illinois Literacy Resource
Development Center helps agencies and individuals improve literacy skills to
enhance the roles of parent, worker and citizen through grants for tutor
training, family literacy, and workplace literacy.
(217)
355-6068
International
Reading Association
The
professional organization for those teaching reading to all ages, IRA promotes
advocacy and outreach internationally, nationally, and regionally.
Public
Information Office
(302)
731-1600, Fax: (302) 731-1057
http://www.readinq.org
Lift
http://literacy.kent.edu/~missouri/resources.html
National
The
National Alliance of Urban Literacy Coalitions, a trade association of local
coalitions, functions as a clearinghouse for best practices and disseminates
resources, information, and technical assistance to coalitions.
5433
Westheimer,
(888) 269-4902 Fax: (713) 961-4775
http://www.naulc.org/about.htm
The
(502)
584-1133, Fax: (502) 584-0172
http://www.famlit.org
National
Governors Association
The
National Governors Association promotes best educational practices to assist
states in developing and implementing programs that work.
(202)
624‑5394 Fax: (202) 624‑5313
http://www.nga.org/
New
Readers Press
Publishes
a wide variety of materials to use with adult literacy students.
Phone:
(800) 448‑8878
http://www.newreaderspress.com
Newspaper
Association of
The
Newspaper Association of American Foundation encourages students to acquire and
value information in newspapers and news media.
(206)
748‑8602, Fax: (703) 620‑1265
http://naa.org/foundation/
Public
Broadcasting Service
Operated
by public TV stations, PBS supports lifelong learning by exploring news,
history, arts, science, technology through PBS Kids, PBS Parents, PBS
TeacherSource, and PBS Campus.
1320 Braddock Pl.
Alexandria, VA 22314‑1698
(703) 739‑5265, Fax: (703) 739‑7506
http://www.pbs.org
SER‑Jobs
for Progress National, Inc.
A
private, non-profit corporation, SER addresses employment and economic
concerns, education, and inequities among Hispanics and other underrepresented
groups in
1925
W. John Carpenter Fwy. #575
(972)
650‑1860, Fax: (972) 650‑1860
Wider Opportunities for Women
Through
national and local
(202) 464-1596, Fax:
(202) 464-1660
http://www.wowonline.org/
Ohio Department of Education
Listed below are the
offices of the Ohio Department of Education that can provide support and
resources for family literacy programs.
Center for Students, Families, and Communities
Provides
leadership and oversight to the Early Education and Care Community.
Office of Early Learning
and School Readiness
This office administers
programs that support the educational experiences of young children to prepare
them to learn, read, and succeed in school. Programs in this office include
Early Childhood Education, Early Learning Content Standards, Even Start, and
Head Start.
(614)466-0224
Even Start
Because the federal
requirements are general, communities develop Even Start programs to meet their
unique needs. Each program is different. Because integration of components is
stressed, innovative teaching and case management attracts and keeps
participants.
(614) 466-0224
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=468
Coordinators of Even Start
programs are an excellent source of information about family literacy. You can
find contact information for Ohio Even Start coordinators at
The purpose of the collaboration project is
to create a visible collaborative presence at the State level that can assist
in the development of significant, multi-agency and public-private
partnerships. The project coordinates federal, state and local policy to
support an efficient, effective and coordinated early care and education system
within a continuous improvement model by facilitating activities with the
governors office, key state departments and early childhood agencies,
associations and advocacy groups.
(614) 466-0224
Licensing for
Preschool Programs and School-Age Child Care (SACC)
The
(614) 466-0224,Fax: 614-728-2338
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=803
Office of Literacy
The office supports high-quality reading instruction in
the classroom, literacy support and other interventions as well as the
encouragement of literacy activities away from school to ensure that all
(614) 995-2245 or (888) 644-6732
Email: Literacy.Improvement@ode.state.oh.us
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=40&ContentID=7667&Content=29971
The
(614)466-4109
Office of Safe and
Supportive Learning Environments
This office provides services, programs and products
that focus on addressing student, family and community factors that improve
learning climates in schools and, consequently, improve learning for all
students.
Family, Community
Involvement
Adult Ed: Collaborate with
adult educators to develop curriculum about parent‑teacher conferences
and parents' advocacy for their children's needs.
Child Ed: NA
Parent Ed: Provide
information for parents who desire to know how to support their children's
learning in the home and at school.
Family Rel: Provide
assistance to school planning teams that work to support children's learning in
the home and at school.
(614) 644-8863
The
Office for Safety, Health, and Nutrition
This office assists educators in
improving the conditions for learning through a variety of child and adult
nutrition programs as well as programs that contribute to positive learning
environments.
(614)
466-2945, Fax: (614) 752-7613
Office
for Exceptional Children
This
office provides leadership, assistance, and oversight to school districts and
other entities that provide differentiated instruction for students with
disabilities, gifted students, and students with limited English proficiency.
(614)
466-2650, toll free: (877) 644-6338,
Fax: (614) 752-1429
Ohio Special
Education Regional Resource Centers (SERRC) assist educators and families in
the development and delivery of specially designed instruction aligned with
Adult Ed: Offer learning
opportunities, linkages with other agencies and support groups, library and
resource materials, individual problem solving opportunities, and assessment
materials for ages birth to 22.
Child Ed: Offer workshops
and other learning opportunities along with technical assistance to Head Start,
community‑based organizations, early childhood special education
programs, etc.; link with other agencies that support families; link with
groups that provide other resources such as technology and materials; support
parents with information, resources, and advocacy; offer technology connections
including a website; offer direct assessment of children including
recommendations for parents and teachers for intervention.
Parent Ed: Provide training
and technical assistance along with consultation to parents of children at risk
or with disabilities; link parents to parent support groups; loan books and
materials to parents at no cost; work with parent advisory councils; help
parents to access technology resources and/or communication devices and provide
training in their use.
Family Rel: (see above ‑
note problem solving and consultation opportunities)
Center
for School Finance
Includes ODE offices of Finance and Management Services,
Grants Management, Simulation Data, Pupil Transportation, Fiscal Services,
School Choice
(614) 387-2202, Fax: (614) 466-8700
Office of Grants Management
The grants program provides funding programs for schools and districts
for pre-defined purposes with the expectation of meeting specific service or
performance standards. Grants include Adult Basic and Literacy Education and
Homeless students.
(614) 752-1483, Fax: (614) 728-1042
Center
for School Improvement
This
center includes ODE offices of Educational Reform, Federal Programs, Field
Relations, Quality Assurance, Alternative Education, Chartered Nonpublic
Schools and Non-chartered, Non-taxed schools
(614) 466-5834, Fax: (614) 995-3869
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=23
Office
of Federal Programs
This
office provides leadership and technical assistance to help school districts
make the best use of their personnel, fiscal, materials and training resources
derived through federal programs. Included are the Homeless Children and Youth
program and Title I Migrant Education.
(614)
466-4161, Fax: (614) 752-1622
Adult Ed: Support adult
education programs, vocational education programs, GED prep, and Even Start.
Child Ed: Support Title I,
Head Start, Public Preschool, Even Start, Preschool Special Ed., Vocational
Child Care Training, and School‑Age Child Care Programs.
Parent Ed: Support Parents
as Teachers, Parenting Skills Classes,
Family Rel: Support Family and Consumer Sciences programs and
Head Start
Career - Technical and
Adult Education
Education programs and
services that prepare youth and adults for a broad range of careers that
require varying levels of education, from high school, apprenticeships and
postsecondary certificates to college and university degrees.
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelaonID=2
Adult Education
Long- and short-term
technical skills training and educational programming targeted to labor market
needs
Adult Basic and Literacy
Education (ABLE)
ABLE provides educational
opportunities for adults who lack a foundation of literacy skills needed for
success in their roles as citizens, workers, and family members. ABLE programs
are held in public schools, learning centers, community-based centers, homeless
shelters, correctional institutions, colleges, work sites, and institutions for
the disabled. These programs provide free instruction in basic literacy,
workplace literacy, family literacy, English as a Second Language (ESL)
instruction, and preparation for the General Education Development (GED) test.
(614) 466-5015
To find ABLE and Family
Literacy programs in
Family Literacy
Research confirms that
comprehensive family literacy programs offer an effective, long-term approach
to breaking the interrelated cycles of poverty and low literacy skills. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=155&ContentID=8301&Content=24271
Adult Workforce
Education
This office supports
labor-market driven, postsecondary education and training, including career
guidance/counseling, assessment, financial aid, job placement and transitional
services as well as customized training and specialized services for employers.
Family
and Consumer Sciences
Adult Ed: Offer programs on
a variety of topics including family life education, transitions, child care,
employability skills, and displaced homemaker
Child Ed: Child care
programs for teen parents.
Parent Ed: Offer parenting
courses in schools; fund GRADS programs in over 80% of
Family Rel: Offer family
involvement activities including Grandparent Support Groups; form partnerships
for parent/child interaction component.
(614)
466-3046
Other Helpful Resources on the ODE Website
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicRelationID=1229
In addition to the Ohio Department of Education, other departments of
state government offer programs and resources that can be helpful for the
providers and participants of family literacy programs in
Ohio Department of Job and Family Services
The Ohio Department of Job
and Family Services was formed by the merger of the Department of Human
Services and the Bureau of Employment Services. It develops and oversees
programs that provide health care, employment and economic assistance, child
support, and services to families and children.
(614) 466-6282, Fax: (614)
466-2815
Family Resources
Information on ODJFS programs including
adoption/kinship/foster care, child care, child support, protective services,
financial assistance, health care, food stamps, and links to other sites for
information on food banks, clothing, shelter and transportation.
http://jfs.ohio.gov/families/index.stm
Office for Children and
Families
The
Office for Children and Families is responsible for state level administration
and oversight of programs that prevent child abuse and neglect; provide
services to abused/neglected children and their families (birth, foster and
adoptive); license foster homes and residential facilities; license child care
homes and facilities; and investigate allegations of adult abuse, neglect and
exploitation.
(614)
466-1213, Fax: (614) 466-6185
http://jfs.ohio.gov/ocf/index.stm
Office of Child Support
Dedicated to improving the
lives of
(614) 752-6561, Fax: (614) 752-9760
http://jfs.ohio.gov/Ocs/index.stm
Office of Family Stability
Provides
customer-focused products and services to maximize the independence and
productivity of
(614) 466-4815, Fax : (614)
752-7193
http://jfs.ohio.gov/ofam/index.stm
Job Seeker Resources
Assistance with career counseling, education and
training, researching labor market information, preparing a resume, searching
job listings, assistance with finding a job, and information on unemployment
compensation.
http://jfs.ohio.gov/jobs/job_seekers/index.stm
Education and Training
Assistance is available to
Ohioans as they find their first, next or better job. There are many support
services offered throughout the state. Job resources, including links to Adult
Basic Literacy Education and Apprenticeship Programs are available.
Apprenticeship Program: (614) 644-0370, Fax:
(614) 466-7912
http://jfs.ohio.gov/jobs/job_seekers/education_and_training/index.stm
Office of Workforce Development - Support Services Bureau
Within the Support Services
Bureau is Workforce 411 http://www.ohioworkforce411.gov/ a one-stop
website for jobseekers to view job postings, find
http://jfs.ohio.gov/OWD/TaxCreditServices.stm
Special Assistance
Offers help with clothing, child care, and transportation
to enhance employability.
http://jfs.ohio.gov/jobs/job_seekers/special_assistance/index.stm
Ohio
Department of Health
The Ohio Department of Health has a variety
of programs to assist adults and children, some of which are listed below. For
a complete listing of ODH programs go to http://www.odh.state.oh.us/odhPrograms/odhPrograms.aspx
Bureau for Children with Medical Handicaps (BCMH)
The
mission of the Bureau is to assure, through the development and support of high
quality coordinated systems, that children with special health care needs and
their families obtain comprehensive care and services which are
family-centered, community-based, and culturally sensitive.
(614) 466-1547, Fax: (614) 728-3616
E-mail: BCMH@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/cmh/cwmh/bcmh1.aspx
Child
and Family Health Services Program
The goal of the CFHS Grant Program is to eliminate
health disparities, improve birth outcomes and
improve the health status of women, infants and
children in
(614)
466-5332, Fax: (614) 564-2433
E-mail: bcfhs@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/cfhs/cf_hlth/cfhs1.aspx
Family Planning Services.
This
office provides womens health care and reproductive health care services to
individuals as a means to exercise responsible, personal choice in determining
the number and spacing of their children. These family planning clinics are the
entry point into the health care system for the young and the low-income, and
for many clients, these services are considered to be their primary care.
http://www.odh.ohio.gov/odhPrograms/cfhs/famv/familyv1.aspx
Child and Adolescent Health
The
goals of this office are to improve access to child and adolescent health care
services, improve childhood immunization rates, reduce childhood lead
poisoning, reduce the percentage of children who are overweight, ensure that
social/emotional health needs of children and adolescents are met, and reduce
the rate of infant mortality.
http://www.odh.ohio.gov/odhPrograms/odhPrograms.aspx
This program provides funding, public and
professional education, public health lead investigations, case management,
data collection and analysis. The program addresses the needs of lead-poisoned
children from birth through 72 months of age. The program assists family
members, medical care providers and other community members to reduce and
prevent lead poisoning. Greatest emphasis is placed upon children from birth
through age 36 months.
(614) 728-9454, Fax: (614) 728-6793
E-mail: BCFHS@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/cfhs/lead_ch/leadch1.aspx
Child
Passenger Safety Program
The
statewide Child Passenger Safety Program provides child safety seats to
eligible low income families in all
(800)
755-GROW(4769), Fax: (614)
644-7740
E-mail: BHPRR@odh.ohio.gov
http://www.odh.ohio.gov/odhprograms/hprr/cpsafe/cpsafety.aspx
Children
Injury Prevention Program
The
health department funds 20 local health department programs designed to prevent
childhood injuries. These community projects focus on promoting behavioral
changes targeting high risk populations, enhancing educational efforts and
increasing the use of safety devices to protect children such as child safety
seats, bike helmets and smoke detectors.
(614) 466-2144, Fax: (614) 644-7740
E-mail: BHPRR@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/hprr/childinj/childinj1.aspx
Dental
Health Program
This
program provides information and resources including free educational materials
to promote good oral health for families with young children.
http://www.odh.ohio.gov/odhPrograms/ohs/oral/oral1.aspx
Early
Intervention Programs Help Me Grow
Help
Me Grow provides prenatal services and newborn home visits along with
information about child development. The program helps families with young
children connect with resources they need. The program provides service
coordination and ongoing specialized services to those families that are
eligible. Help Me Grow also provides services to children birth through age 3
with disabilities so that children have access to and receive needed intervention
services. Help Me Grow provides Ohioans with a number of helpful information
packets. http://www.ohiohelpmegrow.org/
(614)
644-8389
http://www.odh.ohio.gov/odhPrograms/ei/ein/earlyint1.aspx
Healthy
Child Care
This
is a collaborative effort of health care professionals, child care providers
and families working in partnership to improve the health of children in child
care settings. The campaign is based on the principle that families and child
care providers can promote the healthy development of young children in child
care and increase access to comprehensive and coordinated health care services.
(614) 644-8389, Fax: (614) 728-9163
E-mail: BEIS@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/ei/ch_care/childcare1.aspx
Immunization Programs
The
goal of ODH's Immunization Program is to reduce and eliminate
vaccine-preventable diseases including hepatitis, diphtheria, tetanus,
pertussis, invasive Hib disease, polio, measles, mumps, rubella, varicella, and
influenza among the state's adults and children. The program offers technical
support and education, administers grant funds to improve immunization levels,
and provides a variety of vaccines to local health departments and physician
offices free of charge.
(614)
466-4643, (800) 282-0546 (
Email: Immunize@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/idc/immunize/immindex1.aspx
Medical
Specialty Clinic Program for Children
The
Specialty Clinic Program provides access to pediatric specialists for children
in medically underserved areas of
(614) 466-5332, Fax: (614) 728-6793
E-mail: BCFHS@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/cfhs/medspec/medspec1.aspx
Women's
Health Program
The
purpose is to improve the health status of
http://www.odh.ohio.gov/odhPrograms/hprr/wom_hlt/sadvwhlth.aspx
Women, Infants, and Children (WIC)
WIC
helps eligible pregnant and breastfeeding women, women who recently had a baby,
infants, and children to age 5 who are at health risk due to inadequate
nutrition or due to a medical condition. WIC provides nutrition education;
breastfeeding education and support; supplemental, highly nutritious foods; referral
to prenatal and pediatric health care and other maternal and child health and
human service programs (examples: Head Start, Medicaid, and Food Stamps).
(614)
644-8006, Fax: (614) 564-2470
Email: OHWIC@odh.ohio.gov
http://www.odh.ohio.gov/odhPrograms/ns/wicn/wic1.aspx
Department of Aging
The Ohio Department of
Aging serves more than 2 million older Ohioans and helps mature adults live
active, healthy and independent lives through a variety of programs.
Adult Ed: STARS program
(Seniors Teaching and
Child Ed: STARS program
provides volunteers as tutors/mentors to elementary school children.
Parent Ed: AAA program
could provide multiple services for grand-parents who care for young children.
Family Rel: NA
(800) 266-4346
http://www.goldenbuckeye.com
Dept. of Alcohol & Drug
Addiction Services (ODADAS)
ODADAS plans, initiates and
coordinates an extensive system of services designed to prevent substance abuse
and treat
Adult Ed: Offer conferences
and workshops, Ohio Violence Prevention Process, Drug‑Free Workplace
Program, Drugs Don't Work in
Child Ed: Drug‑free
programs funded for preschools, Head Start, Ohio Violence Prevention Program,
community centers, DARE, youth mentoring programs, and television broadcasting.
Parent Ed: Offer parent
component to Safe & Drug‑Free School Grants for Head Start, DARE,
community centers, Ohio Violence Prevention Program, youth mentoring programs,
teen pregnancy prevention programs; have funds for television programs,
residential programming and facilities.
Family Rel: Offer Employee
Assistance Programs, television programs, workshops, and trainings.
(800) 788-7254
Department of Mental Retardation
and Developmental Disabilities (MR/DD)
The Ohio Department of Mental Retardation and
Developmental Disabilities (ODMRDD) is responsible for overseeing a statewide
system of supports and services for people with mental retardation or other
developmental disabilities and their families.
Adult Ed: Offer ABLE Set‑Aside
Grant in Developmental Centers, work training programs, staff development
trainings (including such topics as team training, collaboration, leadership
skills, how to involve families, family support, general disabilities issues,
and self determination issues).
Child Ed: Offer Early
Intervention and Preschool components at county level, Foster Grandparent
Program, and Medicaid funding.
Parent Ed: Offer parent
component to Early Intervention and Preschool component at county level, Family
Resources Services Program at county level, training and technical assistance.
Family Rel: Offer Project
Capable at county level; have developed a family‑centered planning
process.
(877)464-6733
Department of
Rehabilitation and Corrections
This department oversees
prisons and jails, partners with communities to promote citizen safety and
victim reparation, and works to rehabilitate prisoners.
Adult Ed: Offers ABLE classes, GED prep, Literacy Unit/Tutor
Training, vocational training, apprenticeship training, high school options,
Title I, special education classes, library services, parenting classes, pre‑natal
classes, displaced homemaker classes, single parenting classes, Project Learn.
Child Ed: Offers Prenatal
Program and parenting classes
Parent Ed: Offers Prenatal
Program, parenting classes, Work and Family Vocational Program.
Family Rel: Offers Work and
Family Vocational Program, Positive Solutions Curriculum, pamphlets on family
issues, counseling services
(614) 752-1159
http://www.drc.state.oh.us
Children of Incarcerated
Parents: Breaking the Cycle Program
This program assists
offenders and their families in reuniting and strengthening family
relationships. Increased programming opportunities in and out of prison and the
development of "family reentry plans" will help guide the offender
and his or her family upon release into the community.
(614) 752-1797
http://www.drc.state.oh.us/CoIP/coip.htm
Department of Youth
Services
The Ohio Department of Youth Services is the juvenile corrections system for the
state of
During their stay
with DYS, youth are engaged in programming
that is designed to address their criminological and behavioral needs. Each DYS
facility also operates a year-round school
that offers general curriculum as well as vocation opportunities.
Adult Ed: Services include
clinical, developmental, educational, medical, substance abuse, and sex offense
counseling.
Child Ed: NA
Parent Ed: Services include
educational, clinical, and medical.
Family Rel: (see Adult Ed
list)
(614) 466-4314
Email: webmaster@dys.state.oh.us
Rehabilitation Services Commission
RSC is
(614) 438‑1200
The
following nongovernmental organizations and agencies provide more
Ohio
Parents and Teachers (PTA)
The Ohio PTA is an association of volunteers
seeking to unite home, school and the community in promoting the education,
health and safety of children, youth and families.
(614) 781-6344, Fax: (614) 781-6349
e-mail: oh_office@pta.org
http://www.ohiopta.org
Ohio
PIRC provides parents, families, students, educators, and communities with
information, resources, and training as mandated by the No Child Left Behind
Act.
(888) 647-4729
Learning
Disabilities Association of
LDA's
mission is to create opportunities for success for all individuals affected by
learning disabilities and to reduce the incidence of learning disabilities in
future generations.
(937)
325-1923
http://www.ldanatl.org/state_chapters/state_info.asp#OH
Prevent
Blindness
This
organization offers vision screening programs and low-cost vision clinics for
adults as well as children. It also provides educational materials to
elementary school age children for making informed decisions about eye health
care.
(614) 464-2020
Email: info@pbohio.org
http://www.preventblindness.org/Ohio/
State Partners Group
An interagency group formed
to discuss ways that state agencies and local providers can support the
One-Stop system in
GOAL I: To provide quality
professional development in the form of training, resources, and technical
assistance.
GOAL II: To support research and
development efforts related to ABLE
Goal III: To provide leadership through collaboration, advocacy, and
communication.
The Ohio Resource Center
Network maintains a calendar of professional development events for each region
and for the state http://www.ohiohighered.org/ABLE
Promote public awareness
of adult literacy issues and needs,
Function as an advocate
for adult learners and organizations,
Serve as a clearinghouse
for exchange of literacy information.
The
OLN maintains an on-line directory of
(800)
228-7323
The
The
(330) 672-2007, Fax: (330) 672-4841
e-mail: olrc@literacy.kent.edu
The
(866) 996-2223
E-mail: oaace@oaace.org
The
was one of five federal
grants to states to promote family literacy and staff development. Begun in the
spring of 1997, the grant contained two spheres of activity, a Policy Makers
Seminar and Retreat and Partnership Training. The Project Coordinator worked in
The
Policy Makers Seminar and Retreat met to explore the concept of family literacy
and to discuss the resources and challenges that affect family literacy
programming.
The Partnership Training,
part of the grant housed at the
Community Colleges
The OACC focuses on issues
affecting
Adult Ed: ABLE programs,
GED prep, Basic Skills Refresher, ESL programs, workplace literacy programs,
pre‑employment training programs (partnerships may be formed with Ohio
Department of Education, County Department of Job and Family Services, Ohio
Department of Development Ohio Industrial Training Program, Ohio Board of
Regents Productivity Improvement Challenge Program, local school district,
local businesses, etc.).
Child Ed: One‑year
Child Development Certificate training.
Parent Ed: NA
Family Rel: On‑campus
day care centers for students' children.
(888) 533-6222, Fax: (614) 221-6239
E-Mail: info@ohiocc.org
The
(614) 466-6000, Fax: (614) 466-5866
http://regents.ohio.gov/students_families.php
Family Service Council of
this council enhances
family living and family serving systems in Ohio by actively advocating
for/with families; monitoring and disseminating information on state
legislative and administrative policies, programs and services that influence
families; and facilitating the exchange of information pertinent to
strengthening family life in Ohio.
Adult Ed: NA
Child Ed: NA
Parent Ed: Provide experts
for family life and family development programming
Family Rel: Provide local
and national experts for family‑focused program development; facilitate
workshops, trainings, and model development for family‑focused programs;
analyze family advocacy and family impact issues.
(614) 461-1476, Fax : (614) 461-0204
E-mail: FSCO@fsco.org
The Ohio Association of Child Caring Agencies is a
state-wide network of public and private child and family serving agencies.
Adult Ed: Lobby legislative
bodies and sponsor advocacy events related to child, family, health, welfare
reform, and foster care issues; newsletters and updates on issues for member
agencies and legislators (support programs primarily).
Child Ed: NA
Parent Ed: Provide training
for foster care families.
Family Rel: Operate family
resource centers; collaborate with ADOPT
(614) 461-0014, Fax : (614)
228-7004
http://www.oacca.org/
This is a partnership of
state and local government, communities and families that enhances the
well-being of
(614)
752-4044, Fax: (614) 752-9453
http://www.ohiofcf.org
Ohio Head Start
Association, Inc.
The association offers
support for professional development through training and technical assistance
for Head Start administrators, staff and parents.
Adult Ed: Provide staff
training; facilitate agreements between Head Start programs and local colleges
and universities for credentials and certificates.
Child Ed: Offer center‑based
and home‑based collaborations for day care; facilitate the State
Education Roundtable.
Parent Ed: Provide state
level trainings for staff development; facilitate parent meetings, classroom
volunteerism, and parent involvement.
Family Rel: Facilitate
state level Parent Roundtable, home visits, and involvement of extended family;
provide training materials.
Note: Head Start legislation
now mandates a family literacy component in every program
(937)
435-1113, Fax: (937) 435-5411
http://www.ohsai.org
The
OSU Extension is a dynamic
educational entity that partners with individuals, families, communities,
business and industry, and organizations to strengthen the lives of Ohioans.
Adult Ed: Offer multiple
resources at varying reading levels including curricular materials, brochures,
fact sheets, and bulletins on such topics as budgeting, better living,
nutrition, using a calendar, balancing work and home life, money management,
health, food safety, life skills, and so forth. Over 800 publications are
available on CD called Ohioline as well as online. Speakers and materials are
available at Extension offices in every county.
Child Ed: Offer over 200
projects in youth development; collaborate with USDA for nutrition education
program; facilitate teen programs such as car safety and smokeless tobacco
program.
Parent Ed: Offer multiple
programs and resources including Practical Education for Parenting Program
(PEP), Positive Parenting Newsletter, Child Care Provider Curriculum, Family
Life Newsletter and website, and Mentoring Moms Program.
Family Rel: Offer programs
such as Divorcing Parents, Family Communications, and Single Parent Family
Camps.
(614) 292-4481, Fax: (614)
292-4706
http://www.ag.ohio-state.edu
Information and Referral (I&R)
This is a unique
process of assessment and information-giving that enables people to make
informed decisions about accessing community resources. The Ohio Council of
Information & Referral Providers (OCIRP) is leading an effort to implement
211
State Library
The State Library of Ohio
offers Federal LIBRARY SERVICE AND TECHNOLOGY act funds to libraries for
projects that fit to the following criteria:
Programs which provide services to youth in poverty, as defined by the
federal government.
Programs which provide services to a specific, targeted population in
the library's service area.
The grants are open to
libraries partnering with Early Childhood agencies in their communities or
other child-serving organizations, including family literacy programs. A family
literacy tip sheet is included for libraries interested in writing such a
grant. http://winslo.state.oh.us/publib/lstafamlit.html
For more information on
this funding program or Family Literacy in
Adult Ed: Offer facilities
for literacy tutoring.
Child Ed: Offer Ohio
Reading Program and Youth Services website. Local libraries offer Story Hour
and other reading activities.
Parent Ed: Offer parenting
and "lapsit" programs; offer literacy/early childhood education
information to parents through the "Born to Read" collaborative
project between libraries and pediatricians; produce "Ohio Childrens Book
Review"; collaborate with parent‑ driven agencies such as OAEYC.
Family Rel: Offer Ohio
Reading Program, Youth Services website, and Daycare Teacher Training through
"Best Literacy Resources."
(614) 644-7061
http://winslo.state.oh.us/services/LPD/tk_famlit.html
The State Library of Ohio and the Ohio Library Council have created the
Ready To Read Initiative to help address the early literacy needs of
http://winslo.state.oh.us/newsletter/may07news.html#mnews
Public Libraries
The local public library
has long been a promoter of reading for children and their families. Libraries
across
Literacy Coalitions
Several communities in
The
coalition exists to improve, expand, and coordinate services to meet the
literacy needs of
·
Literacy information, speakers, referral
services
·
Family literacy information, speakers,
referral services, materials
·
GED, basic skills, and ESL classes
·
Volunteer tutors and tutor training
workshops
·
Workplace education and career development
programs
·
Comprehensive services via a network of
member organizations and service providers
(440)
576‑6015 x254
The
coalitions members are dedicated to improvement and self- sufficiency of
adults in
·
Trains adult literacy volunteer tutors
·
Trains tutors that assist in family literacy
·
Instruction in reading, writing, and math
·
Instruction in life and employment skills
·
Individual literacy tutoring for adults
·
Classes and tutoring in English For Speakers Of Other Languages (ESOL)
·
Teaching Children to Read using the Stevenson Method
·
PICK-A-Pack (Parents Increasing Childrens Knowledge)
·
Preparation to enter a G.E.D. class
(937) 323‑8617
http://www.clarkcountyliteracy.org/
(FORMERLY GREATER
To
serve as the Greater Cleveland central resource and advocate for youth, adult
and family literacy.
Operates a Literacy Hotline (216-436-2222)
Recruits and trains volunteer tutors
Presents "Raising Real Readers" workshops for parents
Develops "Book Kits for Kids," reading tools for tutors
Maintains a Community Literacy Council
Offers staff development workshops for non profit organizations
Advocates for literacy issues at the local, state, and national level
Creates public awareness about the importance of literacy
(216) 436‑2223Email: ClevelandReads@uws.org
http://www.clevelandreads.org/
LITERACY NETWORK OF GREATER
A nonprofit organization
that serves as the contact center for literacy programs in the tri-state area.
Service area includes eight counties: Hamilton, Clermont,
Recruiting students, tutors and other volunteers for literacy programs
Providing tutor training for volunteers and staff
Recruiting and training Cincinnati Reads volunteers to work 1-on-1 with
kindergarten through 4th grade students struggling with reading
Assisting with the formation of new workplace and community literacy
programs
Providing a regional literacy resource center
Advocating for legislation to provide funding for literacy Promoting
literacy to the community
Serving as a coordinating body for over 60 literacy programs that
operate in 100 different sites in the tri-state area
(513) 621‑7323
LITERACY COALITION OF
·
Individual tutoring for adults who wish to
learn to read or improve their literacy skills.
·
Individual tutoring for ESOL (English for
Speakers of Other Languages). (As conversation partners)
·
Family literacy activities, such as The
Summer Reading Program and The Ventures Program.
·
Partnership with ABLE/GED in helping adult
learners improve basic skills.
(740) 363-1993 x2217
http://www.delawareareacc.org/literacy.htm
One-on-one Tutoring - "each one teach one" method of
instruction.
GED -
ESOL (English For Speakers of
Other Languages)
Family Literacy Program - "Teach the parent, reach the child."
Work Place Basics Programs focus on the basic skills necessary to
perform current or future jobs.
PROJECT: READ
Through
Project READ, over 35 literacy and basic skills providers, 83 schools and
tutoring sites in Montgomery, Greene, and Preble counties, and over 55 businesses and community partners are committed to building literacy
in the
GED classes
One-on-One tutoring
ESOL
Family Literacy
Work Place Basics
Learning Links
(937) 512-5201
The Literacy Coalition
offers
·
Basic skills in math, reading, and writing
·
English as a Second Language (ESL)
·
Volunteer tutors and tutor training
(330)
297‑4418
LITERACY UNITED
A local coalition of
organizations and individuals that provide and support Adult Basic and Literacy Education programs
and associated activities in Marysville and Union County
(937) 644-2796
http://www.hagertys.org/BEAR/2005/Literacy.html
Chapter 3 - How Do We
Get Started?
This chapter contains
resource material to help new family literacy programs plan. Much of this
information was gathered from existing programs--mostly in
We know that behavior is
guided by assumptions. Family literacy programs are grounded in important
beliefs about families and learning. Here are a few of them:
The family unit is the appropriate focus if we plan to influence the
attitudes, values, and expectations communicated in the home.
Families are culturally and individually diverse; this diversity is
healthy and enriches the community.
Literacy has a strong intergenerational effect; it exists on a
continuum.
All families have strengths.
Change takes time; it is a gradual process. It is more meaningful and
lasting if the community as a whole participates in the change.
Before beginning a family
literacy program, you should examine your own beliefs because they will affect
your attitudes toward parents and children as well as your teaching style,
content, and methods. Sometimes program staff realize well into their first
program year that their team has been operating under different assumptions
about the mission of their program, the needs of families, the proper role of
teachers, etc. We encourage you to set aside time before you open your doors to
examine and discuss the assumptions that underlie your work with families. You
may want to use the list above as a starting point for staff discussion.
Dont try to do it alone.
First you need a team of teachers and the support of your school or agency.
Teamwork is vital to family literacy. Youll need each other to plan integrated
activities across the components; share responsibility for Parent and Child
Together Time, parent group meetings, and recruitment activities; observe and
assess individuals and families; solve problems; and maintain the community
collaboration you need for a successful program. And that is your second
important need: a collaborative group that represents the agencies and
organizations in your community that have a stake in the welfare of families.
Integrated services require strong, effective collaborative networks. Build
your collaboration in the planning stages of your program. Public schools, colleges
and universities, libraries, social service agencies, local government,
churches, businesses, and other organizations all have parts to play. Links
with local businesses are especially important to facilitate the next steps for
parents: job training and employment. Input from business can make your
curriculum more workplace-relevant and responsive to the specific needs of the
local economy. Similarly, you will want to connect with colleges and
universities to help parents make the transition to further their education.
The Family Literacy Answer Book.
An Overview of Planning Issues
Focus on
Families: Putting a Program Together
by Nancy Padak and Tim
Rasinski
It makes sense to think of
families as educational units, and research supports this contention http://literacy.kent.edu/Oasis/Pubs/WhoBenefits2003.pdf
Because of this potential,
many groups have recently initiated family literacy programs. But because
family literacy is a complex educational effort, those who begin programs are
often not aware of the start-up problems they may encounter. This is
unfortunate, since many problems are typical and can be solved during planning,
thus ensuring a smoother beginning and a more enduring program. We conducted a
study (Rasinski & Padak, 1993) to learn about the initiation process for
Even Start Programs in
We surveyed Program
Directors for these Even Start programs to identify the difficulties they
encountered during the beginning stages of their programs and the solutions
they developed. Below we summarize the processes these programs used to get
started. We also report the problems they encountered. Finally, we detail the
suggestions or advice that personnel from these programs offer to others
beginning family literacy programs.
We asked Project Directors
to rate the ease they experienced in starting their projects, using a 1 (very
easy) to 5 (very difficult) scale. The mean rating for the projects was 3.7,
suggesting that, in general, Project Directors believed that they experienced
significant challenges and difficulties in initiating their programs. The
challenging nature of program initiation was also evident when we asked Project
Directors to describe the tasks and procedures they undertook to get their
programs started. Some experienced more frustration than others, of course, but
even though the programs differed in many ways, we found considerable overlap
in the types of activities that were seen as essential to successful
initiation. These included:
selecting, hiring, and training staff members;
selecting and preparing sites;
purchasing equipment and essential materials;
coordinating and networking with other agencies;
introducing the program to the community;
defining responsibilities of the program, especially when there was
potential overlap with other agencies;
identifying and recruiting families for the program.
These tasks were especially
daunting because programs were not, in many cases, adequately staffed; if staff
were in place, they were typically not trained to address these issues. The
lack of previous experience or a model upon which the programs could base their
own actions and decisions was a further complication. We also asked about significant
problems that the projects encountered as they initiated their programs and
about how those problems were overcome. Overall, projects reported a variety of
very practical problems, including site and staff selection; staff orientation
and training; coordinating with and gaining the cooperation of related
agencies, especially local school districts; finding appropriate materials; and
recruitment and retention of parents, including provisions for transportation
and child care.
When we compared these
problems with the start-up tasks that the projects described, we noticed that
nearly every task was perceived as problematic. This is another indication that
getting a family literacy program started is a challenging endeavor.
The programs dealt with these
problems, even those that they could not satisfactorily resolve, forcefully and
with initiative and imagination. For example, trouble finding space led some
programs to look elsewhere; some even changed the nature of program delivery so
that families could be served in their homes. When site accessibility was a
problem, programs sought ways to provide transportation. One of the most
important solutions was to develop as early as possible a clear vision of what
the program was about, who it served, and in what ways. Programs then organized
themselves very quickly to realize that vision and to address problems in an
informed and rational manner.
Finally, we asked the
existing programs what advice they would offer to those just beginning their
projects. The following summarizes their suggestions:
Collaborate with other family literacy projects and personnel
Meet frequently to clarify expectations and brainstorm solutions to
problems.
Seek resources from other programs, state agencies, universities, etc.
Seek mentors among established programs. Collaborate within your own
program.
Meet frequently; work at creating a cohesive team; commit yourselves to
functioning as a team.
Make communication among team members a priority; make sure everyone
knows what everyone else is doing.
Organize staff; assign specific tasks and responsibilities.
Find resource people (e.g., social workers, school personnel) who can
assist if needed.
Work together to find additional funding for family literacy efforts.
Collaborate within your community.
Decide with whom and how your program should collaborate. Convince these
persons/agencies of the importance of family literacy programs, in general, and
your particular project goals.
Invest time in establishing these collaborative relationships early in
your project.
Work to make these relationships strong and flexible.
Communicate frequently with these agencies. Seek their advice.
Advertise your program to the local community through the media, flyers,
talks, etc.
Be realistic about program goals.
Decide the number of families and the age range of children that can
realistically be served.
Realize that delays and unanticipated problems are inevitable and that
program start-up will take a great deal of time and energy, usually more than
originally planned. Dont get discouraged. Develop a plan for addressing
unanticipated concerns.
Hire staff as quickly as possible. Be aware of both formal and informal
qualifications for staff (See Chapter 7).
Create a staff development plan that offers long-term support. Obtain
help from others.
Develop goals and objectives to guide the program.
Develop a system to ensure that program goals are addressed. Continually
review to be certain that progress is being made. Keep a paper trail
documenting progress.
Plan recruiting strategies carefully and early. Involve other agencies.
Initiating a family
literacy program is extremely challenging. It requires the completion of many
diverse and seemingly unrelated tasks, often with a limited or insufficiently
trained staff. Establishing and nurturing connections within and among family
literacy programs is one key to successful initiation. Vertical connections to
the state for the purpose of support are vital. Similarly, establishing early
and strong connections with potential families to be served can ensure that the
program addresses family needs.
Horizontal connections are
also critical to successful program initiation. These include connections with
well-established family literacy programs and with related agencies in the
community that can help with pragmatic needs and concerns.
Family literacy programs
have incredible potential for improving the educational development of adults
and children. The time spent carefully planning the initial phases of these
projects will help ensure the early and continuing success of these programs.
Rasinski, T., & Padak,
N. (1993). Initiating Even Start Programs (Occasional Paper #1).
OH:
OLRC Publication #030 0200
0005. February, 1994.
The research reported here
was supported by a grant from the Ohio Department of
Education, Division of
Federal Assistance (Project #062976-EV-SD-94).
The Even Start Initiative: An Overview
This section is intended
for groups who are considering developing an Even Start program in their
communities. The information provided comes from local Even Start program
personnel and the State Even Start Consultant. First, we provide an overview of
Even Start. Next we answer questions and offer suggestions about collaboration,
recruitment, transportation, and food services--areas new programs frequently
wonder about. We conclude with some general questions that groups may wish to
consider before submitting their applications and several sources for further
information. According to law, Even Start (ES) programs are intended to
improve educational opportunities of the Nations children and adults by
integrating early childhood education and adult education for parents into a
unified program... The program shall be implemented through cooperative
projects that build on existing community resources to create a new range of
services. (PL 100-297, Sec. 1051). If you would like to read the ES
legislation, see a) the Hawkins-Stafford Elementary and Secondary School
Improvement Amendments of 1988; http://www.thomas.gov/cgi-bin/bdquery/z?d100:HR00005:@@@D&summ2=m&|TOM:/bss/d100query.html b) the National Literacy Act of 1991 http://www.nifl.gov/public-law.html
; c) the Improving Americas Schools Act of 1994 http://www.ed.gov/legislation/ESEA/index.html and d) the William F. Goodling Even Start Family
Literacy Programs legislation http://www.ed.gov/policy/elsec/leg/esea02/pg6.html
Parents and children
participate in ES as family units. In general, families qualify when a)
parent(s) are eligible for adult basic education (they lack a high school
diploma or equivalent academic skills) or are in high school and b) children
are younger than age eight.
ES must provide integrated
programming in early childhood education, adult basic education, parenting
education, and opportunities for parents and children to interact in
literacy-related activities. Therefore, ES focuses on the family rather than
just parents or children. Some instruction must occur during home visits. ES
goals are to:
help parents become full partners in the education of their children.
assist children in reaching their full potential as learners.
provide basic education and literacy training for parents.
ES funding to states is
based on their proportion of Title I Basic Grant funds. ES programs are
four-year demonstration projects, awarded through a competitive grant process.
The statute sets minimum funding for individual programs with the federal
portion of a programs total budget diminishing over the years of the award.
Local programs are expected to take on more of the fiscal burden for the
program as the federal share lessens.
Take time to find out what already exists in your community; try to find
ALL the providers of certain services. See if your area has a child care
collaborative, such as a Unified Child Service Plan, or a Family Council. Check
with ODE or the Ohio Literacy Network (adult education), human services, Departments
of Job and Family Services, health department, MRDD, public library, hospitals,
public housing authority, vocational schools, etc.
Get people together to talk. Dont assume this is already happening. Ask
about existing collaboratives. Read your countys Unified Service Providers
Plan.
Keep the focus during planning on families, not on agencies.
Keep the focus during planning on pulling existing services together
rather than creating a new program.
Conduct a needs assessment and/or survey of existing services related to
family education. Use ES funds to fill in gaps and provide coordination.
Start by discussing what services can be provided. Initially, at least,
disregard decisions about who will assume fiscal responsibility for the
project.
Find out about (and join) collaborative groups already operating in the
community, especially those related to any aspect of ES programs. Possibilities
include Family and Children First Councils and Common Good Linkage Teams.
Look for partners who can offer what your families need (e.g.,
transportation, housing, counseling, vocational training).
Keep it simple. Start small and grow. Begin with partnerships that are
highly likely to be successful.
Good contacts: ABLE and other adult education providers (such as Proliteracy
programs), ECE programs (such as Head Start and public preschools), social
service providers, county departments of job and family services, YMCA/YWCA,
hospitals, colleges/ universities, vocational schools, K- 12 schools
(especially those with Title I school wide projects), boards of MRDD, mental
health services. Some needed services are obvious, but many coordinators of
established programs say they wish they had involved mental health services
earlier.
Effective
Partners/ Partnerships
Willingness to commit resources in a very specific written agreement.
(Be certain agency heads will honor the commitments made by their
representatives.)
Willingness to meet for planning and for ongoing management.
Willingness to provide funds, services, or other assets that will
benefit the project. Even Start is the second funder. The partners are the
first funders of the family literacy program.
Willingness to develop and work to implement a program with a clear
sense of mission for the four-year period.
Elect a leader as soon as
the planning group is formed; then select a fulltime coordinator ASAP. Ideally,
the coordinator will be involved in planning the program.
Co-applicants, sitting on a
management team, should be jointly responsible for recruitment, management, and
coordination of all aspects of the project. The coordinator should ensure that
collaborative efforts are tracked and that all ES components are followed.
The fiscal agent should be
the agency where the coordinator is housed and one accustomed to dealing with
grants; analyze the structure and mission of all interested agencies to make
this decision.
The coordinator should be a
people person who has the respect of the team. S/he also needs good
organizational skills and follow-through ability. Good teachers are not always
good hustlers; go for the hustler. The goals of the coordinator are:
to ensure that the project is carried out according to plan.
to facilitate all aspects of the project: daily management, recruitment,
program implementation and design, cooperation among agencies, staffing,
evaluation, budgeting, making decisions, keeping all informed.
to promote the program throughout the community, particularly with
social service agencies.
to act as program representative within agencies and the community.
to seek new opportunities for services, recruiting, funding, etc. (see
chapter 7 for staff job descriptions)
When
recruiting students for the program:
Start with existing pools: adult education, Head Start, public
preschool, county Department of Human Services, early childhood education
programs, K-2 teachers, WIC clinics, hospital neonatal units, churches.
Work one-on-one, face-to-face.
Use students as recruiters and speakers.
Create events and share them faithfully with local media.
Make a recruitment plan that involves all staff and follow through on
it.
Make recruitment a top priority for all staff by including it in written
job descriptions.
Follow up on referrals and let the person who made the referral know
what the outcome was.
Recruit honestly. Make the program meet students needs. If ES isnt an
appropriate placement, recommend another program to the student. (see chapter 8
for more information on participant recruitment and retention)
Locate programs as near as possible to the population to be served. If
possible, locate all services in one site to minimize need for transportation.
Use bus tokens or passes; public school, Head Start, or church buses or
vans.
Use ES money to lease buses or vans.
Coordinate your reimbursement policies and procedures with other state/
federal programs.
Include food in your budget. It is a great motivator.
Buy a small refrigerator and crock pot. Buying and preparing food is a
great learning activity.
Check into buying food from your school districts food services.
Ask local food stores and restaurants to make donations.
Apply to a local food bank for membership. (Schools do not qualify, but
other co-applicants may.)
Serve healthy snacks during half-day sessions rather than full meals.
Parents under 20 are
entitled to free food through the U.S. Department of Agriculture. (See
Government Offices, U.S. Government in your yellow pages.) http://www.fns.usda.gov/wic/
Contract with existing providers (Head Start, public preschools,
nonprofits, YMCA/YWCAs) or supplement existing programs.
Try to locate the parents class in (or near) the childrens school.
Learn about licensing requirements before developing your own child care
facility.
Questions
to consider before applying for a grant
What are community needs, and how can ES help address them? What are
community assets, and how will ES build on them?
Is true collaboration possible in this community among these agencies?
To what extent does the program fit with school district and community
goals? Do the agency heads and/or building principals really want a family
literacy program?
Are we willing to comply with ES regulations?
Who will provide the core components? Where? When? Where will ES offices
be located? Who will develop policies and procedures to implement ES federal
guidelines?
Where will matching funds come from?
How will the curriculum reflect learners interests? How will successful
students be different from when they began the program?
Are there barriers (e.g., transportation, child care) to successful
implementation?
How many families can we realistically serve? What age(s) of children
should we target?
As a demonstration project, how will we demonstrate that ES dollars are
being used effectively and are adding value to existing educational services?
Visit an existing ES program, ideally one that is similar to what you
have in mind. Contact the Office of Family and School Partnerships for
visitation sites.
For general information
about family literacy, contact the Ohio Literacy
olrc@literacy.kent.edu
For
more information about ES, contact
The State Coordinator
Ohio Department of
Education
Office of Early
Learning and School Readiness
(614) 466-0224
In the paper Turning
Points in Even Start Programs: Occasional Paper #4 by Nancy Padak and Tim
Rasinski of Kent State University, Even Start program coordinators described
what they considered to be the activities that led to a sense of security and
unified purpose. The advice that follows, which is drawn from the results of
this study, may give direction to new
projects on what they might expect to experience in getting established and
what sorts of activities seem to push fledging programs out of the nest.
(1) Craft a mission statement
that will give planners a sense of purpose. Make it so meaningful that in
difficult times partners can return to it and be reminded of why they developed
a family literacy program in the first place. Usually, this simply means
remembering that the program is to serve families.
(2) Develop with cooperating
agencies firm, written agreements outlining exactly what each agency will
contribute and receive from the overall project. Too often, program planners
collect general letters of support and then find themselves trying to specify
working relationships at the same time they are trying to hire staff, recruit,
order equipment, and so on. Save time and effort by getting specific agreements
first.
(3) Secure a site based not only
on convenience but also, maybe more importantly, on the commitment of the
building administrator. An administrator who will sell your program to parents
walking down the hallway and who will enlist the support of his or her building
staff will move your project months ahead of the administrator who does not
recruit and who lets other building staff complain about having to share space
with Even Start. Again, get a written agreement as to the commitment of space.
(4) Clarify with cooperating
agencies that provide staff (most likely ABLE and preschool programs) what kind
of persons are needed to make a holistic approach to serving disadvantaged
families succeed. And clarify that the Even Start coordinator needs the right
to reject instructors who cannot effectively work in a family literacy setting.
(5) Start up! Dont wait until
everything is perfectly in place. The program will experience periods of
stumbling, and they might as well be encountered sooner as later. Jump in and
start serving families.
(6) As staff are hired, ask them
about their attitudes toward instructional issues that can make Even Start sink
or swim. What do they believe about assessment, about how adults learn to read,
about methods of instruction, about the use of workbooks, about the use of
real-life materials, about willingness to plan instruction as a team, about the
purpose and value of home visits? Staff who cannot agree on most of these
matters and who are not flexible will keep the program from moving forward -
and will keep coordinators awake at night.
(7) Dont start from scratch in
recruiting families. Go to ABLE classes, Title I parent meetings, Head Start
parent meetings; send notices by way of public school and Head Start children.
And as you recruit, be clear about what Even Start provides and expects from
participants. There is no value in recruiting families who do not want the
entire Even Start package. Also think about ways to introduce parents gradually
into the program by first introducing them to the components they do want (most
frequently, GED preparation) and then adding the other components once they
have a sense of commitment. If families are not successfully recruited fairly
quickly, staff becomes demoralized.
(8) Staffing patterns in Even
Start can be complicated - adult educators, parent educators, early childhood
educators, child care aides, some working at a central location and some
working in homes, some hired by Even Start
and some working for cooperating agencies. Insist that staff experience
training as a team and plan some instruction together as a team. This
expectation has to be communicated to cooperating agencies and to staff being
interviewed, and it needs to be included in those written agreements mentioned
above. Some projects spend months in frustration because staff did not have a
shared sense of purpose.
(9) Give
parents ownership in every way possible. Involve them in developing and
carrying out recruitment plans. Ask them to write orientation materials. Ask
them to provide orientation to new families. Ask them what they would like to
learn about their children, about parenting, about health, about job
preparation, about other training opportunities. Examples of what can result
include
(10) Remember
that the federal legislation says that the applicant is a PARTNERSHIP. Even
Start does not belong to a single agency. Figure out and write down how
agencies will function in a partnership. Make decisions as partners. Hire staff
as partners. Solve problems as partners. Evaluate the program as partners.
Family Literacy Program Development:
Issues to Consider
Who are the
people to be served?
What are
their needs around family support issues?
What are
their literacy needs?
What key
community and agency leaders can help define the needs to be served?
How are the
potential learners involved in expressing their concerns and needs about
parenting and family life?
What
information is needed about the community and the issues it faces?
How have
issues of language and culture been addressed?
Program
Design and Development
How will
family needs be met most effectively?
Direct or
indirect programming for parents
Direct or
indirect programming for children
Combined parent/child
programming
What age
children will be served?
How are
funding priorities and constraints addressed and met?
What are
specific program goals and objectives? Anticipated outcomes?
How are
learners involved in program planning?
How will learners
initial needs, strengths, and goals be assessed?
How does
program staffing address family and cultural backgrounds of learners?
What kind
of professional development opportunities are needed and made available--in
child development/parenting skills, adult literacy, emergent literacy, and
cultural awareness/multicultural education?
Community/Agency
Involvement and Collaboration
How are
ongoing relationships maintained with community partners, agencies?
How are
family literacy programs and services integrated with the delivery of other
family and social services?
Scope:
determining program components
What will
be included for parents?
Literacy
instruction?
Parenting
skills?
Employment-related
skills?
Support of
childrens learning?
What will
be included for children?
Emergent
literacy instruction, support?
Structure
Home-based
vs. site-based?
What
activities are for parents and children together vs. separately?
Language
and culture
How are
learners native languages and cultures incorporated into the curriculum?
How are
learners family cultures and patterns incorporated into the curriculum?
What family
and cultural resources are utilized as instructional materials?
How are the
strengths, wisdom, and history of the family valued and integrated into the
learning process?
Collaboration
among learners and program staff
What
opportunities are available for sharing successes, concerns, learnings, and
problem solving?
Is a sense
of community fostered among the learners and teachers?
What roles
are played by adults, children, and program staff? What kinds of opportunities
are there for flexible roles?
What kinds
of learner and program outcomes are expected?
How are
they evaluated? Measured?
Source:
Planning for Diversity: Discussion Grid
Brainstorm
with colleagues to fill in the cells
|
|
How can needs of adults, as they themselves define them, be identified and addressed? |
How can native language and culture be supported? How can tradition and change be integrated? |
How can channels for inter-generational transmission of knowledge be restored and/or nurtured? |
How can community be fostered among learners and practitioners who serve them? |
|
1. Early childhood education |
|
|
|
|
|
2. Adult
education/ English as a second language |
|
|
|
|
|
3. Parent time |
|
|
|
|
|
4. Parents and children together |
|
|
|
|
How to add family literacy to your program.
Checklist:
Learners Lives as Curriculum
·
Have community leaders and key players been identified for adult
learners you wish to serve?
·
Are these leaders invited to teach you about the needs, concerns, and
interests of adult learners?
·
Are adult learners given ways to express their concerns and interests
about parenting and about family life?
·
Does the program have bilingual personnel or volunteers to talk to adult
learners in the languages they know best?
·
Do language teaching materials reflect the concerns that adult learners
raise?
·
Are narratives about learner experiences collected and used in the language and literacy classrooms?
·
Do adult learners have an opportunity to discuss how they did things in
their country (or region) of origin?
·
Do they have an opportunity to learn about new ways and new resources in
the
·
Do adult learners have an opportunity to evaluate for themselves, in
discussion with peers, which strategies for living to keep, and which
strategies to change?
·
Do teachers and administrators have information about parenting,
schooling and discipline in adult learners countries or regions of origin?
·
Is acquisition of parents native languages and understanding of places
of origin encouraged for children?
·
Are parents native languages used or demonstrably valued in the
program?
·
Is there an opportunity in the educational curriculum for adult learners
to remember and document the past?
·
Is there an opportunity for children in the program to hear about or
imagine what life was like in their parents countries (or regions) of origin?
·
Does the program use folk tales, oral history, proverbs, or other media
for transmitting native cultural values?
·
Do family members or community elders play any part in the program?
·
Do adult learners in this program have an opportunity to share
experiences with one another?
·
Is there any opportunity for collective problem-solving among adult
learners?
·
Are the learnings and reflections of adult learners shared with others?
·
Do practitioners have an opportunity to discuss successes, concerns, and
insights on a regular basis as part of the job (i.e., on paid staff time)?
·
Is time built for team-building and fun, both for learners in the
classroom and for practitioners at work?
·
Are the learnings and reflections of program personnel made available,
in some form, to share with others?
How to add family literacy to your program.
Overview of First-Year Tasks
A sample overview of the
work to be accomplished in the family literacy projects first year. Note that
this is a program with volunteer tutors not teachers. You may need to adapt it
for your program.
Task Month
|
|
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
On-Going |
|
Needs Analysis/Community
Survey |
X |
|
|
|
|
|
|
|
|
|
|
|
|
|
Plan Project/Evaluation |
|
X |
X |
|
|
|
|
|
|
|
|
|
|
|
Get Support of Board,
Staff, Tutors |
|
X |
|
|
|
|
|
|
|
|
|
|
|
|
Network with Appropriate
Agencies |
|
X |
X |
|
|
|
|
|
|
|
|
|
X |
|
Set up Detailed Budget |
|
X |
|
|
|
|
|
|
|
|
|
|
|
|
Secure Funding/Resources |
|
|
X |
X |
X |
X |
X |
X |
X |
X |
X |
X |
X |
|
Secure Family Literacy
Coordinator |
|
|
|
X |
|
|
|
|
|
|
|
|
|
|
Student Recruitment/
Orientation |
|
|
|
|
X |
X |
X |
X |
X |
X |
X |
X |
X |
|
Tutor Recruitment/
Orientation |
|
|
|
|
X |
X |
X |
X |
X |
X |
X |
X |
X |
|
Tutor Workshop |
|
|
|
|
X |
|
|
X |
|
|
X |
|
X |
|
Match Tutors and Students |
|
|
|
|
X |
|
|
X |
|
|
X |
|
X |
|
Tutoring Sessions |
|
|
|
|
X |
X |
X |
X |
X |
X |
X |