DOCUMENT RESUME ED 367 860 CE 065 934 TITLE Family Literacy Report. INSTITUTION Illinois Literacy Resource Development Center, Rantoul. SPONS AGENCY Illinoi Rate Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. PUB DATE [91) NOTE 40p.; For a related document, see ED 337 052- PUB TYPE Reports Descriptive (141) Tests/Evaluation Instruments (160) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Basic Education; *Demonstration Programs; Educational Change; *Educational Practices; *Family Programs; Innovation; Intergenerational Programs; *Literacy Education; Models; *Program Development; Program Evaluation; Questionnaires IDENTIFIERS 353 Project; *Family Literacy; *Illinois ABSTRACT Seven model family literacy programs in Illinois were monitored for one year to determine successful program components and characteristics and to assist local programs in developing and implementing practical evaluation systems. Six were networking programs each of which involved several agencies, and one program was designed on a center-based model. During the study year, all of the programs experienced staff turnovers or reductions. No program made radical changes to its components. The programs generally experienced growth; however, funding reductions forced one program to reduce its services drastically. Four programs expanded into new sites. All of the programs experimented with new curricula or innovative programming ideas. At one program, families participated in a unique computer workshop conducted in Spanish. Another program worked to increase children's access to books and men's involvement in family literacy activities through "make and take nights" featuring activities such as bookshelf making. Other innovative activities at individual project included training college students to conduct home outreach and conducting a one-day course to build self-esteem and nurture adults' needs within families. (This document includes descriptions of the individual programs and program summaries. Selected program evaluation questionnaires are appended.) (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** FAMILY LITERACY REPORT OF EDUCATION U S. DEPARTMENT -PERMISSION TO REPRODUCE THIS Research and improvement Ofl,te al i Our phones MATERIAL HAS BEEN GRANTED BY SOURCES INFORMATION EDUCATIONAL RE (ERIC! NTER CE reproduced as has been 1 his document person or orgacurabon ecewed Iron, the ,s1 rn tr. ongmMmgcl improve Je, been made to Minor chafl95 have reprothe lion quality dor 0 opinions 5taied in this Points ol view 01 of bc al essarily represent TO THE EDUCATIONAL RESOURCES ment do not ner of (70,,CY 01 Rl position INFORMATION CENTER (ERIC) The Minot. Literacy Resource Development Canter ia part of a special demonstration project with support from Public Assistance through the Illinole State Board of Education - Adult Education and Literacy Section and administered by tho Champaign/Ford Counties Regional Office of Education, Charls M. Sutton, The facts and opinions stated.heirein are those of the project staff and do not necessarily Superintendent. represent those of U. U.S. Office ot Education or the Illinois State Board of Education. BEST COPY AVAILABLE INTRODUCTION ..".n 1989, the Illinois Literacy Resource Development Center was commissioned by the John D. and Catherine T. MacArthur Education Foundation, Illinois State Board of Education - Adult and Literacy Section, and the Chicago Tribune Charities to conduct an exploratory investigation of family literacy programs The investigation consisted of an intensive twelve in Illinois. month review of family literacy programs in Illinois as well as exhaustive research and development focused on program design and The findings from the initial year of the project evaluation. are described in The Mechanics of Success for Families, Family Literacy Report #1 and EValuation, Report #2. The second phase of the project, which began in June, 1990, was designed to track the development of six model family literacy Specifically, the project objectives were to: programs. I describe program progress through year 2; determine successful components and characteristiàs of the family literacy programs; and assist local programs in developing and implementing practical evaluation systems. This report summarizes the work conducted during phase two of the family literacy project. PROGRAM PROGRESS/DEVELOPMENT Methodoloav Program progress was measured at the model sites using These methods included: qualitative research methods. program coordinator and student questionnaires i. (attachment 1); structured open-ended interviews; 2. conversational interviews; and 3. on-site observations. 4. To ensure consistency, these research methods were used for both phases of the project. Seven of the original 19 family literacy sites surveyed in 1989 This were chosen td participate in phase two of the project. support came from the John D. and Catherine T. MacArthur Sites were selected based on response to a selection Foundation. Programs were form mailed to all 19 sites (attachment 2). pr4ject. offered a $2000 incentive grant to participate in this seven'programs expressed interest in the project, all were The seven model sites are: CHOICES/Project READ, accepted. Rantoul; Ready for Reading/Rend Lake College, Ina; Literacy connection/John A. Logan College, Carterville; Bright Futures/Stone Early Childhood Centel, Galesburg; PALS/Jolibt Jr. College, Joliet; Family Literacy Project/Prairie State College, Chicago Heights; Reach Out and Read (ROAR), Chicago. Data was collected on program design and implementation during The information from each site was both tbase of the project. then compared-to determine changes in program structure, Analysis of the services, curricula, and funding and support. data took place over a five month period. Finangs The seven model Sites are diverse in their program philosophies, designs, populations served, development level, and funding. Despite these differences, the programs can be categorized according to the structures described in The Mechanics of sevtral Six of the sites are networking programs -- Success. agencies are involved in the provision of family literacy i services and one program is a center-based model -- all services are provided at one site, by one agency. The programs all experienced significant changes over the year. One-hundred percent of the model sites were subject to staff turnover or reduction. One program, for example, had three different people in charge of their family literacy project Two other programs throughout the 24 month period of the study. Two programs had tO cut had a change of administrators. positions entirely; ind the final two programs lost important staff members. None of the programs made radical changes to the components offered, although CHOICES was required to drastically reduce servide due to a lack of funding. For the most part, however, Of greatett importance was an the programs experienced growth. The expansion of the network of providers each site worked with. networking programs, in particular, spent a substantial aMiount of stafftirie in identifying, establishing, and maintaining 4 relationships with Head Start, Even Start, Pre-Kindergarten, and At one site, all interested providers social service programs. were called together and a directory of family literacy services was produced. Four programs moVed or expanded into new sites. The Literacy Connection staff moved several times and was finally able to Three other sites settle in a family literacy center of its own. were motivated by requests from cooperating agencies to expand Only one program, CHOICES, was their services in new territory. forced to drop a site. All the programs experimented with new curricula or innovAtive In Chicago Heights, families participated in programming ideas. The computer a unique computer workshop conducted in Spanish. workshop was notable for two reasons: 1. it emphasized critical thinking skills by putting participants in charge of programming, English proficient and 2. it provided an opportunity for limited hindered by adults to work on the computer, without being language. designed the "Read Faced with the need to downsize, CHOICES staff Parents keep a reading log and for each six to Me" program. This books read to their child-they choose a book to keep. in prograin is not staff intensive and has been successful increasing the use of the shelter library. Bright Futures hoped to increase children's access to bobks and activities through make and mens involvement in family literacy A majority of men attended the bookshelf making take nights. night. wayS to ROAR, John A. Logan and Ready for Reading all found new ROAR hired a vista volunteer to do polite recruit participants. John A. Logan staff trained college students tolbring outreach. information about their programs directly to people's doors. telling, Ready for Reading conducted literacy "events" (story book'reading) at community outreach centers. Joliet Jr. College cfmtinued to use experts to aid them in the This year, two social workers were design of their programs. contracted with to produce "Growing Parents," 'a one-day course which builds self-esteem and nurtures the adults needs within the family. Descriptions of the individual programs and program summaries follow, 3 Program Description of Bright Futures in Galesburg "Don't bore kids, work with parents, treat the kids and parents fairly, demonstrate excellent practices, work with the total family, and take away excuses about schooling," are the guiding principles of Bright Futures, according to Maury Lyon, principal at Stone School's Bright Futures Family Literacy Program. Bright Futures was born on February 14, 1986. Today, the family literacy program is providing literacy enrichment services to its sixth group of children between the ages of 3 and 4. The early childhood special education program, another part of the overall program, has been housed at the at-risk program for five years. The two programs are beginning to integrate their I efforts. During 1990-1991, Bright Futures delivered services to six sections of four year old children, and to three year old children at three sites in the public housing district. The four year old children attend classes four times a week for half days while the three year old children attend classes three times a week for half days. The activities of The prekindergarten enrichment classes are based on the High Scope curriculum. Many of the activities include the teacher choosing a book to read to the chil4en. The book and resulting activities are tied to an overall theme chosen by the teacher. Many of the books are modeled upon the "Little Books" developed by Janna Mason at the Center for the Study of Reading. After the book is read, it is sent home with the child. The theme is carried out through additional activities or key experiences chosen by the children and teachers. For examp],e, when the book "The Three Bears" was read, the teacher plannld "key ekperiences" (activities) in seriation, sorting, and classification using different colored toy bears. Activities are also integrated in science, math, and language. Teachers, children and parents also take field trips that relate to the theme or unit. The teachers encourage active and child initiated learning. Teachers also conduct activities based on a principle from the High Scope curriculum: the plan, work, and recall sequence. Another component of Bright Futures include home visits where the teacher visits the parent and child at home to demonstrate a lesson and leave a toy or homemade activity with the family. Sometimes the teacher will take the family to the library or to a location in the community that provides a service of need to the family. The teacher remains flexible, focusing these visits and activities on the immediate needs of the family. Each teacher has one day a week to make home visits. In other pre-kindergarten programs in the county, the philosophy of home visits differs. As the programs are new, the value of home visits has been demonstrated to teachers and In the rural areas, GED classes are not administrators. The number of adults in need of ABE or GED clasSes is available. not known. However, with the Bright Futures programs, 34 of the 100 parents have not finished high school. Therefore, adult education classes and volunteer tutoring is available for the At the beginning of the school semester, the adult parents. education classes were full, however many of the parents left the Retention classes with few remaining at the end of the semester. of parents in the adult education classes is a concern of the staff at Bright Futures and an area in which they want to Since prekindergarten classes are available for iteir improve. children, and the parents may ride the bus with their childimn to school, many of the obstacles preventing parents to attend classes seem to be removed. Daycare is also available for younger siblings. However, prekindergarten teachers are quick to point out that many of the parents are facing multiple problems related to their basic survival such as housing, food for their family, etc. and perhaps these more pressing problems are preventing them from remaining with the classes. Many of the parents are young, ranging in age from 16 to 18. Another valuable component to Bright Futures is the parent- teacher resource center. This center offers a variety of services including workshops for parents, other communiy members, and DCFS daycare workers; "make and take" suggestions and work area; a "mini" store where items are for sale such as crayons, glue, etc.; books and toys for checking out; access to a laminating machine; and resource books and video tapes tor parents and teachers. The center is open during school hours and for one evening a week and one Saturday of each month. A ) resourtte staff person is available to assist parents and teachers. The resource center is open to all community members. 1 Bright Futures principal, Maury Lyon, would like to expand their job training aspect of their program. Presently, two students work for the school through a JTPA youth program. One student is a custodian at the school; the other student is a teacher aide in the classroom for the three year old children. Though the idea of providing job training for parents is a good one, Maury is concerned that there might not be enough jobs at the school for parents. Additionally, he thinks that there might not be enough space in the school to accommodate the parents who would be participating in some type of a job training program. Two other parts of the Bright Futures program include classeS for homebound teenagers who are pregnant or have just given birth and child development classes for community college students. Bright Futures has also expanded its efforts by working As both the Head Start and with the local Head Start program. prekindergarten program provide activities to children for only half days, Bright Futures prekindergarten program has provided funding to staff the Head Start program for the rest of the day so ore class of children can attend classes for a full day. Bright Futures is fortunate to have a curriculum coordinator who assists with curriculum development and teacher training. Special guidance is given to the teachers to adapt the High Scope curriculum. The coordinator also observes in the classroom, makes suggestions to the teachers but does not "dictate" to them, and meets with the different groups of teachers each week. a month all of the prekindergarten staff gather together 'or county-wide workshop or group discussion. The assessment used to identify children eligible for the prekindergarten enrichment program is the Chicago Early Assessment. Additionally, the COR, Child Observation Record, is used to determine children's goals. By coulbining information from the Chicago Early Assessment and teacher observations, four or five goals are developed or the children and shared with the parents during the parent/teacher conference. Children's progress is tracked through the CAR, Child anecdotal records where the teacher observes children's learning and writes comments on the record form. Other parent activities include special activity nights which occur oncq a month. At the "Big Guy and Me" night, fathers and children made bookshelves for their home. There are also a Attendayce at "Lady-and Me" and "Grandparents" night activities. three parenting activities are required of the parents. Bright Futures represents an innovative family literacy program in west central rural Illinois. The staff would like to expand their program to provide quality services to meet the needs of families in Galesburg. E RAG V' SURAT' Mr SLT14144.M2."St FAME I L,Y 31_. Bright Futures Program Name: Student Population: families of children attending the Stone Early Education Center Recruitmqnt Methodp: mandatory attendance of parents at three family stctivity nights home visits Staff Structure: paid instructors for children and adults volunteer literacy coordinator housed ,on site curriculuM coordinator Curriculum: GED curriculum understanding your child's behavior, communication and discipline vs. punishment are topibs of parenting classes High Scope Program Components: Adult ./ . Child Adult and Child Program,Activities: Pte-Kindergarten enrichment classes parent-child activities at home 0 one-to-one tutoring resource room open to parents and teachers : Male Involvement; make-and-take bookshelves activity has been highly successful in attracting men Ideas Suggested,: teach thematically give teachers one day a week to conduct home visits get parents working in the building when possible provide educational activities for homebound, pregnant teens 9 7 PROJECT READ/CHOICES YEAR 2 This year has been a difficult one for the staff and participants of the CHOICES program. Funding cuts have forced services to be significantly curtailed. Until September 1990, funding was available to have the Educational.Services Coordinator (ESC) on site daily, since that date the Educational Services Coordinators have volunteered at the sites once a week. This cut in funding and consequently time has made it difficult to offer comprehensive services at the sites. Each week, the ESC spends a significant amount of time re-establi....thing her relationship with the staff and residents at the shelter. Because building and maintaining trust is such a significant issue in working with this population, the funding difficulties have been frustrating tor all involyed. A small infusion of money presently allows the CHOICES ESC, Sherry Langendorf, to be on site two days a week at A Women's A Women's Place is a temporary sanctuary for victims of Place. domestic violence. While at the shelter, Langendorf works individually with women who request her help. According to Langendorf "Without being there every day, the clients and staff don't know me. Each week I may be introducing myself to an entirely new group of women at the shelter. Sometimes it takes most of my time there to establish a comfort level." Once Langendorf reintroduces herself, she makes herself / accessible to residents with educational or social service questions. Adults are worked with individually or in small groups. services are tailored specifically to meet the needs of the resident. If the resident is interested in finding a job, the Educational Services Coordinator will go through the jobs ads with her, take her to the employment security office, discugs intervi,ewing techniques, or show her a computer program that aids in resume writing. Children at the shelter also receive individual and small group attention from the Educational Services Coordinator and from trained volunteers. Activities for the children include book reading, play groups, and opportunities to work on the computer. There are specifically tailored activities for "differently- abled" children. Parents and children participate together in.the "Read to Me" For this activity, parents keep a reading log. program. For each six books read to their child, the parent-child team can choose a book to keep. Residents can borrow books from the shelter library or, if they have a card, from the local libary. The gift books come from donations and are kept at the shelter. Computer activities are generally done by parents and children Children are not allowed to use the computer together.