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Parent Involvement Family Literacy Survey
Background
To support and meet requirements of the National Reporting System for the Adult Education and Family Literacy Act, Ohio has developed the Ohio Performance Accountability System (O-PAS). The core indicators or outcome measures, which grew out of the Workforce Investment Act (WIA), include educational gains, entering employment, retaining employment, entering post-secondary education or training, or receiving a secondary school diploma or GED.
Ohio chose to report the NRS optional core indicators of parent involvement. Only Ohio ABLE programs designated as Family Literacy programs will be required to collect this information. All outcomes will be based on the goals selected by participants during the orientation process known as the Student Experience Model.
A statewide work group of providers and administrators developed an Ohio Survey on Parent Involvement for Family Literacy Programs to measure progress in parent involvement from intake to exit during the year 2000-2001.
Goals
Early in the process of the Student Experience Model, all ABLE participants complete the Student Registration Form with guidance from program personnel. All students will select one primary goal from item 12. Family literacy students may but are not required to check "To improve basic skills to increase involvement in children's education" or "To improve basic skills to increase involvement in children's literacy-related activities." Parents check one of these if they have entered a program because they want to improve their reading, writing, and math in order to help their children. These will be counted as improving basic skills for purposes of reporting a primary goal for the NRS.
Also during the process of the Student Experience Model, ABLE family literacy participants may choose an optional goal from item 13 on the Registration Form for the purpose of O-PAS reporting. Participants may choose "To increase involvement in children's education"(school related) or "To increase involvement in children's literacy-related activities "(home related). However, neither is a required goal for ABLE family literacy participants. The wording of these optional goals is similar to the ones in item 12 except they do not refer to basic skills but to the actual parent involvement.
Ohio Survey on Parent Involvement for Family Literacy Programs
A survey was developed by a statewide work group of family literacy providers to measure progress on the goals from intake to exit or end-of-year. Progress will be reported on The Student Exit Form. The survey has two alternate forms, A and B. Form A, which has 10 items, will be completed by students who chose the goal "To increase involvement in children's education" or school-related activities.
Form B, which has 13 items, will be completed by students who chose the goal "To increase involvement in children's literacy-related activities" or activities in the home. Six items occur on both forms. Programs may administer both forms if they wish for local program information but will officially report on the goal chosen by the student.
Each item on the survey contains 5 responses including a N/A response for parents who think the item does not apply to their situation (child is too young, parent lives apart from child and so forth). Whenever "parent" is used, it is understood that it also applies to a guardian or primary caregiver.
Administration of the Survey
The survey will be administered twice during the year, once when a student enters the program and once again before they leave or at the end of the year. The difference in scores is figured as a percentage of increase. In the program year 2000-2001, this increase must be at least 10 % in order to mark "improved" on item 1 on the Student Exit Form. This will be discussed in more detail under the heading Scoring the Survey.
The survey will be given during the orientation part of the Student Experience Model, preferably after the steps of Diagnostic Testing and Personalized Goal Setting. It can be given individually or as a group. If necessary, the survey can be read aloud. All items should be answered. The completed surveys will be kept in the Uniform Portfolio (UPS).
When administering the survey for the first time during intake, it is very important to emphasize to the participants that the scores measure the progress in the program. It is not a judgment of the participant's parenting skills but a measure of the program's success. If students answer what they think the teacher wants to hear at intake, there will be little increase in scores at exit.
Parents will select one of their children as the basis for their answers. This target child must remain the same at intake and exit.
Scoring the Survey
Documentation for the Survey
The Ohio Department of Education (ODE) asks ABLE family literacy programs to document parent involvement in the Uniform Portfolio System (UPS). If a student is unavailable and does not complete the exit or end of the year survey, there will be evidence of progress to report on the Student Exit Form.
For program year 2000-2001, there is no required reporting form as there is for Reading, Writing, and Numeracy Documentation Logs. However, ABLE family literacy programs may use or adapt the forms developed by the Parent Involvement Work Group or create local forms that suit the needs of individual programs. Suggested forms are included with the surveys.
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