texas state family literacy resource center

January 20, 2011 Statewide Data

Texas State Family Literacy

Resource Center

Professional Development Survey Preliminary Results

Statewide Results


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Texas State Family Literacy Resource Center

Staff

Deborah Stedman, Director

Lilie Elizondo-Limas, Family Literacy Specialist

Audrey Abed, Research Coordinator

Denise Guckert, Technology Coordinator

Cynthia Balboa, Secretary

Toll Free Number: 1-866-245-9605


TSFLRC Professional Development Needs Assessment

Research Base

Adult Education

Texas Adult Education Credential Model

NSCALL; Comings; Purcell-Gates, et. al.

Wrigley

Auerbach

Crandall & Peyton

Weinstein



Research Base

Early Childhood Education

Emergent Literacy Literature: Lonigan; Bredekamp, Neuman; Snow

Dialogic Reading: Whitehurst

Language Development: Hart & Risley; Dickinson & Tabors

CIRCLE



Research Base

Family Literacy

Paratore

Morrow

Auerbach

Powell & D’Angelo

Bryant & Wasik

Gadsen

Wrigley



Statewide Response

Region # of Projects # of Surveys

Central 12 60

Coastal 23 80

East 13 46

Far West 4 19

North 13 56

South 18 81

South Central 9 60

West 3 17

No Response N/A 18

TOTAL 95 437



Statewide Response

437 Surveys Received Statewide

157 Adult Education

204 Early Childhood Education

167 Parent-Child Activities

115 Parent Education

86 Home Based Instruction

94 Program Administration



Highest Level of Education Statewide

1%

5%

16%

17%

13%17%

11%

13%

7%HS/GED

Some Univ

Associate

BA Educ

BA Other

Some Grad

MA Educ

MA Other

PhD Educ



Number of Years in Family Literacy

17%

26%

29%

12%

6%

10%

0%

5%

10%

15%

20%

25%

30%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years



Working Assignment Statewide

80%

5%

15%

Daytime Evening Both

67%

33%

Full-time Part-time



PD Preferences – Days of the Week

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Mon Tue Wed Thu Fri Sat

Morning

Afternoon

Evening

Full -Time Staff



PD Preferences – Days of the Week

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Mon Tue Wed Thu Fri Sat

Morning

Afternoon

Evening

Part -Time Staff



PD Preferences – Travel

0% 20% 40% 60% 80%

Not willing

Up to 1 hr

1 - 2 hour

Overnight

Reimbursed forTravel

0% 20% 40% 60% 80%

Not willing

Up to 1 hr

1 - 2 hour

Overnight

Not Reimbursed forTravel



Professional Development Planning

0% 10% 20% 30% 40% 50%

Minimally

Somewhat

Involved

Very Involved

Past Involvement

0% 10% 20% 30% 40% 50%

Minimally

Somewhat

Involved

Very Involved

Future

Involvement



Professional Development & Technology

58%

42%

Have Attended Have Not Attended

Attendance at PD “via technology”

Need More

InfoVery

Interested

Interested

Somewhat

Interested

Not

Interested

Interest in PD delivered “via technology”



Adult Educators in

Family Literacy Settings



Adult Educators in Family Literacy Settings

17%

28%

25%

10%

6%

14%

0%

5%

10%

15%

20%

25%

30%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years

Total # of Years’ Teaching Experience in Adult Ed Settings




No

Yes

Need More

Info

Are you interested in earning an Adult Ed Credential?




Adult Education – Research & Theory

Important or

Very Important

1. Characteristics of the adult learner 76%

2. Learning disabilities in adult education 73%

3. Using multiple intelligences theory in adult education 72%

4. Implementing research-based instructional strategies 72%

5. Implementing research-based reading strategies 80%

6. Applying theory and research to adult literacy classrooms 76%

7. Developing research-based curriculum and lesson plans 74%




Adult Education – Practice

Important or

Very Important

1. Teaching academic content in a functional, real-life context 87%

2. Using student-generated projects to engage learning 80%

3. Creating a community of learners 85%

4. Encouraging problem solving in the classroom 91%

5. How to reduce barriers to participation 92%

6. Instruction that builds upon learners’ prior knowledge 88%

7. Integrating workforce needs in the adult ed. classroom 80%

8. Integrating civics education and encouraging civic participation 82%

9. Using learners’ lives and socio-cultural realities as curriculum 79%

10. Using technology to promote teaching and learning 86%

11. Teaching basic computer literacy skills 85%




Adult Education – Accountability in Texas

Important or

Very Important

1. Alternative assessment of classroom learning

(e.g., portfolio development, observation)

63%

2. Using student goal setting to “drive” the curriculum 70%

3. Identifying and implementing retention strategies 87%

4. Using classroom and student data to identify areas of success and

plan for improvement

87%

5. Implementing strategies to help learns transition to jobs and job

training

79%

6. Implementing strategies for successful college transition 73%

7. Using curriculum frameworks (e.g., EFF, SCANS, TX curriculum

framework)

65%




Adult Education & Family Literacy

Important or Very

Important

1. Implementing a team-based approach to program component

integration in family literacy

67%

2. Integrating parenting into the adult education curriculum 73%

3. Integrating how young children learn into the adult education

curriculum

78%

4. Interpreting adult education Even Start policies 77%




Adult Basic Education/Adult Secondary Education

Important or Very

Important

1. Implementing research-based instructional strategies for working

with ABE or ASE level adult learners

81%

2. Instructional strategies for integrating reading, writing, and math

for ABE or ASE level adult learners

89%

3. Strategies for English language learners in the adult basic

education classroom

82%

4. Using materials that are appropriate for the range of literacy levels

in a multi-level classroom

92%

5. Teaching academic content in a functional, real-life context

approach to the lives of adult learners

88%

6. Using participatory strategies in the ABE/ASE classroom 84%




English as a Second Language

Important or

Very Important

1. Implementing research-based instructional strategies for working

with adults who are English language learners

82%

2. Using participatory strategies in the language classroom 89%

3. Teaching ESL in a multi-level classroom 95%

4. Teaching ESL to adults with limited native language literacy skills 91%

5. Teaching ESL to adults whose native language is represented by

a non-Roman based alphabet

53%

6. Theories of second language acquisition 66%

7. Language teaching methods and techniques 88%

8. Transition strategies from ESL to ABE/ASE 87%

9. Instructional strategies for integrating math, reading, and writing

for adults who are English language learners

83%



Early Childhood Educators in




Early Childhood Educators in Family Literacy Settings

10%

20%

23%

14%

9%

24%

0%

5%

10%

15%

20%

25%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years

Total # of Years’ Teaching Experience in Early Childhood Ed Settings




0 to 2 Year Old Early Childhood Education

Important or

Very Important

1. Age and culturally appropriate curriculum and instruction for infants and toddlers 95%

2. Age appropriate and useful screening and assessment procedures for infants and toddlers 89%

3. Research-based instruction that supports young children’s language development 93%

4. Setting up a language and print-rich environment 90%

5. Setting up an environment that reflects the culture and language of the homes and lives of

participant children

90%

6. Talking and asking questions about books with infants and toddlers as a way to introduce

reading

92%

7. Encouraging interactive experiences and child initiated learning 95%

8. Understanding bonding and attachment relationships 89%

9. Instruction that supports children’s social-emotional development 94%

10. Instruction that supports children’s physical development (e.g. “tummy time” for infants) 92%

11. Instruction that integrates art, music, and dance to support young children’ learning and

development

95%

12. Encouraging active parent-staff communication that values parental input and observations 95%




3 to 5 Year Old Early Childhood Education

Important or

Very Important

1. Age and culturally appropriate curriculum and instruction 94%

2. Age appropriate and useful screening and assessment procedures 92%

3. Research-based instruction that supports young children’s language

development and emergent literacy skills

97%

4. Research-based instructional programs & reading readiness activities 96%

5. Setting up a language and print-rich environment 92%

6. Setting up an environment that reflects the culture and language of the homes

and lives of participant children

93%

7. Encouraging interactive experiences & child initiated learning 94%

8. Instruction that supports children’s social-emotional development including

positive reinforcement techniques

94%

9. Instruction that supports children’s physical development 91%

10. Talking and asking questions about books with children as a way to introduce reading 95%

11. Instruction that incorporates story-time and dramatic play 95%

12. Design and use of quality book areas and writing centers 93%

13. Using technology to teach preschool children 89%

14. Encouraging active parent-staff communication that values parental input and observations 96%



Parent-Child (ILA)

Educators in




ILA Educators in Family Literacy Settings

23%

29%

23%

12%

5%

8%

0%

5%

10%

15%

20%

25%

30%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years

Total # of Years’ Experience with ILA Activities



ILA Educators in Family Literacy Settings

Parent-Child Interactive Literacy Activities (ILA)

Important or

Very Important

1. Developing interactive parent and child activities with a language and literacy focus 96%

2. Helping parents learn more about their child through observation and play 95%

3. Involving parents in planning and child activities 94%

4. Developing research-based reading readiness activities 91%

5. Teaching parents to talk and ask questions about books with children as a way to

introduce reading

94%

6. Creating culturally appropriate and relevant parent and child activities 94%

7. Modeling and practicing center-based parent and child experiences that can be

transferred to the home setting

97%

8. Developing parent and child activities for 0-2 year olds 93%

9. Developing parent and child activities for 3-5 year olds 94%

10. Developing parent and child activities for school-aged children 91%



Parent Educators in




Parent Educators in Family Literacy Settings

18%

26%

24%

14%

7%

11%

0%

5%

10%

15%

20%

25%

30%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years

Total # of Years’ Experience in Parent Ed Settings




Parenting Education Curriculum

Important or

Very Important

1. Development of research and needs-based culturally appropriate

parenting curriculum

83%

2. Helping parents create a home environment that supports their

children’s literacy development

94%

3. Helping parents become the primary teacher for their children 96%

4. Guiding parents as they support their children’s language and

literacy development

97%

5. Helping parents become full partners in the education of their

children

97%

6. Helping parents support their young children’s growth 96%

7. The parent’s role in language development 99%

8. Promoting parenting curriculums that focus on helping families

maintain healthy relationships

98%




Parenting Education Instructional Strategies

Important or

Very Important

1. Instruction that promotes family self-determination 90%

2. Balancing your classroom between information and skill-building

opportunities

85%

3. Developing problem solving skills in the parenting context 95%

4. Encouraging male/father participation in their child’s education 90%

5. Communications training for working with parents and community

collaborators

87%

6. Working with families from divers family systems 87%

7. Group process and facilitation of adults’ learning 84%

8. Professional boundaries and limitations 79%

9. Helping parents learn about the Internet and their child’s safety 80%




Working with Families Most in Need of Services

Important or

Very Important

1. Recruitment and screening of families most in need 78%

2. Providing advocacy and referrals to other services 83%

3. Learning about families’ strengths and resources 87%

4. Recognizing potential abuse/neglect and referring families to the

appropriate resources

88%

5. How to work effectively with teen parents 78%

6. Helping low literacy mothers learn the U.S. system 88%

7. Working with parents of special needs children 79%



Home-Based Educators in




Home-Based Educators in Family Literacy Settings

19%

26%

30%

8%9%

8%

0%

5%

10%

15%

20%

25%

30%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years

Total # of Years’ Experience in Home-based Instruction or Home Visits



Home-Based Educators in Family Literacy Settings

Home-Based Instruction

Important or

Very Important

1. Strategies to support and encourage language and literacy development 96%

2. Building on families’ strengths as a basis for home-based instruction 96%

3. Maintaining a relationship with families that promotes self-sufficiency 95%

4. Recognizing potential abuse/neglect and referring families to the

appropriate resources

94%

5. Balancing families’ immediate needs with literacy instruction in the home 96%

6. Helping parents create a home environment supporting children’s learning 95%

7. Helping parents support their children’s learning at school 95%

8. Implementing research-based reading readiness activities 93%

9. Using items found in the home as instructional materials 95%

10. Home-based activities that support the social-emotional and physical

development of young children

95%



Program Administrators in




Program Administrators in Family Literacy Settings

26%25%

19%

15%

8%7%

0%

5%

10%

15%

20%

25%

30%

< 1

Year

1-2

Years

3-4

Years

5-6

Years

7-8

Years

8+

Years

Total # of Years’ Experience in Administration of Family Literacy Program




Program Management

Important or

Very Important

1. Strategies for enhancing integration of Even Start program components 95%

2. Ensuring identification, recruitment and service of families most in need 82%

3. Designing a criteria selection process to identify families most in need 72%

4. Designing a family literacy program based on families’ work schedules and other

responsibilities

80%

5. Program design that encourages families to attend regularly 97%

6. Program design that encourages male/father participation 94%

7. Coordinating with community resources to provide food services, transportation,

and other support services

92%

8. Providing screening and preparation of children and parents 81%

9. Operating your family literacy program on a year-round basis 84%

10. Leading effective staff meetings; encouraging cohesiveness and integration of

services

90%




Program Accountability

Important or

Very Important

1. Using your program data and working with your evaluator for

program improvement

92%

2. Providing needs-based professional development 92%

3. Understanding program performance indicators and using them for

program improvement (IPQ’s, TESPIRS, AEGIS, etc.)

89%

4. Interpreting federal and state programmatic policies 92%




Research-Based Instruction

Important or

Very Important

1. Establishing a program that provides high-quality, intensive instruction 95%

2. Establishing research-based reading programs for adults and children 93%

3. Implementing research-based reading-readiness & emergent literacy activities

for preschool children

90%

4. Providing integrated instructional services to families through home-based

instruction

87%

5. Implementing research-based curriculum for children ages 0-2 yrs 91%

6. Implementing research-based curriculum for children ages 3-5 yrs 85%

7. Implementing research-based curriculum for adult learners 90%

8. Implementing research-based curriculum for parenting education 89%

9. Implementing research-based curriculum for home-based instruction 83%

10. Implementing research-based curriculum for parent-child interactive literacy

activities for the age groups your program serves

91%




Coordination and Collaboration

Important or

Very Important

1. Fostering commitment by your local school district 87%

2. Collaborating with your local adult education program 87%

3. Collaborating with your local school district’s PEIMS Coordinator 76%

4. Coordinating with other programs assisted under Title I 84%

5. Coordinating with Reading First and Early Reading First Programs 84%

6. Collaborating with Head Start and Early Head Start Programs 83%

7. Coordinating with the TWC and other workforce entities 86%

8. Establishing an advisory board to help articulate a vision for your

program

79%

texas state family literacy resource center

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