Idaho Even Start Performance Indicators for Adults and Children
In response to the Reading Excellence Act of 1998, states are required to develop indicators in order to measure progress for adults and children participating in Even Start Family Literacy Programs. Recognizing the importance of assuring that the parents of K-12 students have sufficient skills to actively support, participate, and assist in their children’s education, the indicators will help Even Start Programs improve the quality of services for adults and children. The performance indicators will help Even Start Programs improve the quality of their services by providing guidelines for this measurement and allowing for real measures of progress to validate the effectiveness of the program. A common definition for family literacy (based on the Even Start model) now exists in the Reading Excellence Act: Title I – Amendments to Even Start Family Literacy Programs; the Workforce Investment Act: Title II – the Adult Education and Family Literacy Act; and the Head Start Amendments Act of 1998. All require states to develop core measures of performance in order to document learning gains and outcomes for adults and children and to provide greater information to gauge program effectiveness. The common definitions and requirements allow us to align program quality and expected outcomes for participants. States are required to use the indicators they have developed to evaluate Even Start projects’ program performance and improvement for the purpose of continued funding. Idaho Even Start Performance Indicators for adults and children are designed to strengthen and expand existing local Even Start programs’ efforts to address the needs of low-income, low literate, and hard to serve families. Through the use of outcome results, Even Start programs can plan and implement a well-integrated program of adult education, early childhood education, parenting education, and home visits that focus on improving literacy skills of both the adult and the child. Recently, Congressional legislation has revised the definition of family literacy. Family Literacy Services are defined (now in section 14101(15), ESEA) as follows: 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, and that integrate all of the following activities: Interactive literacy activities between parents and their children. Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children.
Parent literacy training that leads to economic self-sufficiency. An age-appropriate education to prepare children for success in school and life experiences.
This document presents the draft standards of achievement for Idaho Even Start Family Literacy Programs funded through the Idaho State Department of Education. The Adult Education and Early Childhood Education Performance Indicators are a response to the Reading Excellence Act, Public Law 105-277. The Performance Indicators are designed to guide and direct the quality services through observable participant outcomes related to family literacy. Performance Indicators for both groups, adults and children, set standards for each of the bulleted areas listed: Adult Education: Improvements in literacy skills such as reading, writing, and speaking English, numeracy, problem-solving, and other literacy skills Placement in, retention in, or completion of post-secondary education, training, unsubsidized employment or career advancement including the military Placement in, retention in, or completion of post-secondary education, training, unsubsidized employment or career advancement including the military Receipt of a secondary school diploma or equivalent
Early Childhood Education: Attendance in school or educational setting Improvement in ability to read on grade level or reading readiness Promotion / Retention Parent Involvement
Standards for the Performance Indicators are set by the Idaho State Department of Education. They are written in terms of the number and percent of Even Start participants who will achieve each indicator at each program. Each local program is responsible for submitting required data that will demonstrate the program’s outcomes.