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Welcome to the

Washington State Even Start Bidders Conference June 2009Debra Williams-Appleton; Debra.appleton@k12.wa.us ; 360.725.6049,

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Agenda

10:00-10:45 Overview of Even Start Program

10:45-11:45 Overview of Application and Submission Process

11:45-12:00 Questions and Answers

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Purpose of The Even Start Program

To help break the intergenerational cycle of poverty and low literacy by improving the educational opportunities of low-income families to ensure school readiness and school success for the children.

The program integrates early childhood education, adult literacy (adult basic and secondary-level education, and English language training for parents with limited English proficiency), parenting education, and interactive parent and child literacy activities, into a single, unified family literacy program.

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Overview

The new Even Start Program, as authorized by the No Child Left Behind Act, focuses on:

Program accountability and Instruction based on scientifically-based

reading research.

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Overview: at minimum a successful Even Start project should:

Build on high-quality community resources and instructional programs

Employ highly qualified staff Provide instructional activities grounded in scientifically-

based reading research Document significant literacy achievement results (for

adults and children) for the majority of families served Annually make and demonstrate sufficient program and

participant progress Implement the 15 required program elements

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Definition of Family Literacy Services

Family Literacy Services:

(A) Interactive literacy activities between parents and their children

(B) Training for parents regarding role as first teacher

(C) Parent literacy training

(D) Age-appropriate education for children

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The Core Instructional Components

EarlyChildhoodEducation

ParentingEducation

AdultEducation

FamilyFamilyInteractive

Literacy Activities between parents and

their children

HomeInstruction

The Even Start model integrates:

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Collaborators

Local Educational Agency (LEA) Community-Based

Organizations (CBO)

Even Startpartnership

Even Startpartnership

ParentTeacher

Association

ElementarySchool Public

Library

HealthClinics

Pediatricians

SocialService Agencies and

Organizations

PrivateEnterprise

Community and Technical Colleges

Early Care and EducationProviders

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Key Players/ Partners: Who You Need to Know?

ESEA Federal Programs Title I A,B,C; Title V, etc.

Title I preschool ECEAP and/or Head Start Early Childhood Special Education Early Intervention/Part C Local Health Providers Child Care Resource and Referral Community based Early Care and Education

providers Community and Technical Colleges/Adult

education providers Parent Education Providers

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Eligible Participants

A parent or parents– Eligible for services under the Adult Education and family Literacy

Act– OR within compulsory school attendance age, LEA provides basic

ed– OR Attending Secondary School, requires the LEA to provide basic

ed cost

The child or children, from birth through age seven, of any individual described above

Other family members, as appropriate.

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Eligible Participants

Serve those familiesmost in need.

Family Literacy programs should help those who need its help the most. You must consider factors such as low

income and low adult literacy or English language proficiency, and other risk factors. You determine who is

most in need in your community.

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Legislative Requirements: 15 Program Elements:

Identification and recruitment of families most in need of Even Start services

Screening and preparation of participants Flexible scheduling and support services High-quality intensive instructional programs Special staff qualifications and training Integrated, home-based instructional services Year-round services Coordination with other state and federal

programs

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Legislative Requirements: Program Elements:

Instructional programs based on scientifically-based reading research

Attendance and retention of families Reading readiness instructional

strategies and activities based on scientifically-based reading research

Continuity of Services/Transition Providing services to families most in

need of Even Start Services Local independent evaluation Three year age range for ECE

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Legislative Requirements: Toward Self-Sufficiency

1st 2nd 3rd 4th 5th+0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Tota

l C

ost

Sh

are

Year

Federal matching funds decrease as projects mature.

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Legislative Requirements: Toward Self-Sufficiency (con’t)

Federal matching funds decrease and local project’s matching resources increase, as projects mature.

Up to 50% Federal Share -- Years 5,6,7,8– Washington: 50% Year 5, 45% Year 6, 40%Year

7, 35% Year 8 Up to 35% Federal Share -- Year 9, and any

subsequent year

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Legislative Requirements: Use of Funds

No indirect costs

No use of funds for

construction

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Federal Performance Indicators/ Required Assessment and Data Reporting

Adult Outcomes

A. Achievement in the areas of reading, writing, English-language acquisition, problem solving, or numeracy.

B. Receipt of a secondary school diploma or a general equivalency diploma (GED).

C. Entry into a postsecondary school, job retraining program, or employment or career advancement, including the military.

D. Such indicators as the State may develop (parenting).

Child Outcomes

A. Improvement in ability to read on grade level or

reading readiness.

B. School attendance.

C. Grade retention and promotion.

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Adult OutcomesA) Achievement in the areas of reading, writing, English-language acquisition,

problem solving, or numeracy.

Demonstrate significant learning gains in reading by improving one level (ABE).

Demonstrate significant learning gains in mathematics by improving one level (ABE).

Demonstrate significant learning gains in English-language acquisition (listening, speaking, reading, or writing) by improving one level (ESL).

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Adult OutcomesB) Receipt of a secondary school diploma or

a general equivalency diploma (GED).

Obtain a high school diploma during the program year.

Receipt of high school credits during the program year.

Obtain a GED during the program year.

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Adult OutcomesC) Entry into a postsecondary school, job

retraining program, or employment or career advancement, including the military

Improved employability/workplace skills during the program year.

Obtain full- or part-time employment during the program year.

Keep current employment during the program year.

Begin postsecondary education during the program year.

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Adult OutcomesD) Such indicators as the state may

develop (parenting).

Demonstrate a .3 PEP gain in supporting children’s learning in home environment.

Demonstrate a .3 PEP gain in supporting interactive literacy activities.

Demonstrate a .3 PEP gain in supporting children’s learning in formal education settings.

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Child OutcomesA) Improvement in ability to read on grade

level or reading readiness

Current immunizations within 30 days of enrollment. Receive vision, hearing, dental/oral health, and

developmental screening when appropriate. Demonstrate significant learning gains in language

development (Birth through age 2). Demonstrate significant learning gains in language

development and reading readiness (3 to 5 years). Demonstrate age appropriate development of

language and reading readiness (K-entry). Demonstrate reading on grade level (school age).

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Child OutcomesB) School attendance

Participate in 60 percent of ECE hours offered including home-based instruction and parent and child literacy activities. (birth through age 2).

Participate in 85 percent of ECE hours offered including home-based instruction and parent and child literacy activities (3 to 5 years).

Attend 90% of school days during each reporting period (school age).

C) Grade retention and promotion Be promoted to the next grade level each school

year (school age).

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Lessons Learned

Even Start is a tough model to implement.

Serving most-in-need families,partnering and collaborating with other

agencies, delivering integrated and coordinated services, and working with limited resources is a major challenge.

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Lessons Learned

Full participationis necessary.

Even Start relies on the dynamic interaction between its four core components. The whole is greater than the sum of its parts. Without family’s full participation in

each part,Even Start becomes just another

isolated, fragmented program.

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Lessons Learned

Even Start is the “glue.”Even Start is about delivering quality education to needy families using existing high-quality community

resources. This prevents duplication, but more importantly, it teaches community providers the

necessity of working together to comprehensively address the multiple needs of families.

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Lessons Learned

Intensity counts.

“The amount of instruction received by Even Start participants was related positively to nearly all

outcomes measured.”

- National Evaluation (1997)

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Lessons Learned

Support servicesare important.

Most-in-need families are difficult to serve. Providing appropriate support services (transportation, child care, etc.) makes their participation in Even Start

possible.

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Challenges for Improvementin Even Start Family Literacy

1. Recruitment and Retention of Most in Need

2. Intensity: Hours Offered/Hours Participated

3. Focus on Research-based Instructional Strategies

4. Teacher Preparation/Qualifications/ Ongoing Professional Development

5. Screening/ Assessment/Data Collection

6. Improved Local Evaluations – Using Results for Continuous Improvement

7. Accountability for Outcomes

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Available Funding

Available Funds $800,000 Range of Awards $150,000–$200,000 per year Average Amount of Awards $180,000 per year Estimated Number of Awards 3-4 Minimum $75,000, year 1-8; Minimum $52,500, year 8+ 2 year funding cycle Annual continuation application(as funding is available) Continued annual funding based on demonstrated

progress in meeting program and participant outcomes/indicators, fiscal and program management.

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Priority for Funding

1. High percentage or large number of children and families who are in need of Even Start services as indicated by:

high levels of poverty, illiteracy, unemployment, limited English proficiency, homelessness, or other need related indicators, teen pregnancy

student achievement, schools in improvement those needs cannot be met with existing services in the

community.

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Priority for Funding

2. Demonstrated capacity to provide high quality instructional programs of enough intensity to make a significant impact on the language and literacy skills

learning environments that support language and literacy

research-based instructional strategies, activities, and curriculum materials support intended outcomes

highly qualified staff local professional development plan supports

appropriate assessment practices, research-based instruction and quality leaerning environments.

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What Questions Do You Have?

Brainstorm questions as a group Prioritize top 2 questions by site Round Robin 5 minutes per site

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Submission Process

Application available electronically, via OSPI iGrants, Federal Competitive Grants at https://eds.ospi.k12.wa.us/iGrants/(S(bp5lljuscbkeu545z4cnja45))/Default.aspx

Applications must be submitted electronically following the iGrants Even Start Form Completion Instructions, Even Start Framework and Essential Information.

Incomplete proposals will not be considered viable and will not be reviewed.

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Review On-line Application

iGrants Home Page iGrants Login Information Profile Page (additional resources and links) Instructions for Completion of Even Start Application

– Essential Information– Even Start Framework/ Plan of Operation Guidance

iGrants Application iGrants Budget Form

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Submission Process

Faxed or emailed applications not accepted. All required pages and attachments must be

submitted electronically in the OSPI iGrants Application System.

Due to OSPI by 5:00 p.m. June 29, 2009 Notification by July 9, 2009 Funding will commence on September 1,

2009.

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What Questions Do You Have?

Break Brainstorm questions as a group Prioritize top 2 questions by site?

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Thank you