Texas Even Start Administrative Manual

June 2004, (Revised January 2008, September 2008)

Even Start Guidance

---

Duration of a Project

A local project’s grant period may not exceed four years. (Section 1238(b)(1)) The Secretary encourages SEAs to award grants for periods of at least two years to allow projects sufficient time to implement fully all program elements and core components and have one year of data to use for demonstrating continuous improvement. After the end of a project’s grant period, the Even Start project may reapply and compete for additional grants or subgrants of Even Start funds. (Section 1238(b)(5))

Start-Up Period

Implementing a new Even Start project presents many challenges, and experience has shown that the average new project takes several months to become fully operational. At an applicant’s request, an SEA may provide funds to a subgrantee for a three-to-six month start-up period during the first year of a grant period before requiring full implementation of the project. During this start-up period, a project may use its Even Start funds for such activities as staff recruitment and training, and coordination of services. (Section 1238(b)(2))

Continuing Eligibility

In making continuation awards from year to year during a project’s grant period, an SEA has considerable discretion over the amount of the continuation award and may weigh a variety of factors in determining whether a subgrantee has made sufficient progress. However, in an SEA’s review of a subgrantee’s progress, it must always consider the subgrantee’s progress in meeting the objectives of its program and its progress on the State’s Even Start indicators of program quality. (Section 1238(b)(3))

Insufficient Progress

An SEA may refuse to award continuation funds to a subgrantee if the SEA determines that the program has not made sufficient progress, as evaluated against the State’s Even Start indicators of program quality. Before discontinuing a subgrantee, a SEA must first provide technical assistance to see if the program can improve its progress on the State indicators of program quality and also give the subgrantee notice and an opportunity for a formal or an informal hearing. (Section 1238(b)(4)) The hearing requirement can be satisfied by the SEA providing a formal hearing on the record as described above under the Selection Criteria section, or by providing an informal hearing before the denial and the formal hearing on the record if requested by the applicant after the final denial of funds. SEAs are ncouraged to keep records describing the technical assistance that has been given in compliance with these requirements.

LOCAL ADMINISTRATION

Program Elements

Each local Even Start program is a complex project comprised of many different elements that when added, should equal more than the sum of each individual element. The fifteen statutory required program elements for Even Start projects, primarily grounded in research and national evaluation data, are intended to ensure that projects offer high-quality services so that all participating families can achieve their literacy goals. (Section 1235)

It is important to note that all Even Start projects funded both before and after the December 21, 2000 LIFT Act reauthorization are subject to that law’s new requirements and, therefore, must be implementing all fifteen required program elements. Note that, the following program elements (numbered by their statutory paragraph number in section 1235) were new in 2000: #5 (staff qualifications); #10 (instructional programs based on scientifically based reading research); #11 (attendance and retention of families); #12 (reading readiness activities based on scientifically based reading research); and #13 (continuity of family literacy services). In addition, program element numbers 8 (year-round services) and 15 (local independent evaluation) have been amended. Local applications for continuing subgrantees should be amended to reflect compliance with the new requirements. (Section 1237(c)(2)(B))

These program elements clarify the methods for the best implementation of the four Even Start core requirements -- early childhood education, adult literacy (adult basic and secondary-level education and/or instruction for English language learners), parenting education, and interactive literacy activities between parents and their children -- and the activities needed to support successful programs. Program elements 1, 2, 11, and 14 relate to the targeting of Even Start services to the families most in need and ready to commit to the four-component program. Program elements 3-8 and 10 and 12 focus on the delivery of high-quality instructional and support services so participants can better achieve literacy gains. Program elements 9 and 13 describe coordination with relevant programs to complement and supplement the work of the local Even Start project. And program element 15 highlights program accountability and linkages between program implementation and participant outcomes. An elaboration of each program element is provided below.

1. Identification and Recruitment of Families Most In Need of Even Start Services. (Section 1235(1)) Each project must identify and recruit families most in need of Even Start services, as indicated by a low level of income, a low level of adult literacy or English language proficiency of the eligible parent or parents, and other need-related indicators. It is important to note the distinction between families that are considered “eligible” for Even Start services and those actually served by a project. Even Start projects serve a small subset of the “eligible” population and must target families who are most in need of family literacy services.
2. Screening and Preparation of Participants. (Section 1235(2)) Each project must screen and prepare parents (including teenage parents) and children to enable such parents and children to participate fully in Even Start activities and services. This includes testing of parents to ensure eligibility for services, referral to necessary counseling, other developmental and support services, and related services. A project should ensure that each member of an eligible family is fully ready to commit to the entire four-component Even Start program prior to considering them for program participation.
3. Flexible Scheduling and Support Services. (Section 1235(3)) Each project must be designed to accommodate participants’ work schedules and other responsibilities. This includes providing support services, when such services are unavailable from other sources, which are necessary for full participation in the Even Start program. Flexibility in scheduling classes in order to optimize family participation and retention is especially critical given the demands of work participation requirements for public assistance, as is providing support services such as transportation, child care, and meals. However, the main focus of the Even Start program should still remain on providing high-quality instructional services and ensuring that participants make literacy gains.
4. High-Quality, Intensive Instructional Programs. (Section 1235(4)) Each project must provide high-quality, intensive instructional programs that promote adult literacy and empower parents to support the educational growth of their children, developmentally appropriate early childhood services, and preparation of children for success in regular school programs. Each of the four core components is considered an instructional program.
5. Staff Qualifications. (Section 1235(5)) Each project must meet the following staff qualification requirements for staff whose salaries are paid in whole or in part with Even Start funds. Staff who are not paid with Even Start funds, such as staff supported by collaborators or partners, are not subject to the requirements of this program element. However, whatever the funding source, the Secretary encourages a project to make a concerted effort to use the most highly qualified staff available.

Staff providing academic instruction

Instructional staff are considered those staff members who provide instruction in the four core Even Start components.

All instructional staff – by December 21, 2004, a majority of the individuals providing academic instruction:

1. must have obtained an associate's, bachelor's, or graduate degree in a field related to (see Q11) early childhood education, elementary or secondary school education, or adult education; and
2. if applicable, must meet qualifications established by the State for early childhood education, elementary or secondary school education, or adult education provided as part of an Even Start program or another family literacy program. (Section 1235(5)(A)(i))

New instructional staff who are hired to work in Even Start projects must, when they are hired:

1. have obtained an associate's, bachelor’s, or graduate degree in a field related to early childhood education, elementary or secondary school education, or adult education; and
2. if applicable, meet qualifications established by the State for early childhood education, elementary or secondary school education, or adult education provided as part of an Even Start program or another family literacy program. (Section 1235(5)(B))

 

 

Project Director

Not later than December 21, 2004, the individual responsible for administration of family literacy services must have received training in the operation of a family literacy program. (Section 1235(5)(A)(ii))

Paraprofessionals

Not later than December 21, 2004, paraprofessionals who provide support for academic instruction must have a high school diploma or its recognized equivalent. (Section 1235(5)(A)(iii))

 

• 6. Staff Training. (Section 1235(6)) Each project must train staff, including child care staff, to develop the skills necessary to work with parents and young children in the full range of Even Start instructional services offered. Effective staff professional development may include a set of activities that produce a demonstrable and measurable effect on student academic achievement, and may include activities such as coaching and mentoring. While not directly applicable to the Even Start program, you may find useful concepts on high-quality professional development in Part B of the Title II, Part A guidance (Improving Teacher Quality, State Grants). (Please download the Adobe® Acrobat® Reader to view PDF documents.)
• 7. Home-Based Instructional Services. (Section 1235(7)) Each project must provide and monitor integrated instructional services to participating parents and children through home-based services. Even Start projects should provide home-based services for every Even Start family on a regular basis. These services should be designed to improve the literacy skills of parents or their children, or both, and communicate the message that the home is a child’s first classroom, just as the parent is a child’s first teacher.
• 8. Year-Round Services. (Section 1235(8)) Each project must operate on a year-round basis, including the provision of some program services, instructional and enrichment, during the summer months. This allows families to receive continuous opportunities to improve their learning and avoid the drop-off in achievement that often occurs during long breaks or vacations. Therefore, the families served during the summer should be the same families served during the school year.
• 9. Coordination with Other Programs. (Section 1235(9)) Each project must coordinate with relevant programs, such as Title I, Part A, Early Reading First, Reading First, Migrant Education, 21 st Century Community Learning Centers, Head Start, and volunteer literacy programs. Local projects must also coordinate with any relevant programs under the Adult Education and Family Literacy Act, the Individuals with Disabilities Education Act, and Title I of the Workforce Investment Act of 1998, and any other relevant programs.
• 10. Instructional Programs Based on Scientifically Based Reading Research. (Section 1235(10)) Each project must use instructional programs based on scientifically based reading research (as defined in section 1208) for children and adults, to the extent such research is available. The underlying premise of basing instructional programs on scientifically based reading research is that using strategies and techniques that are demonstrated to be effective through the application of scientific research methods will give States, districts, and schools a higher probability that children enter school prepared to learn to read and adults significantly improve their literacy and help their children succeed in school.

• 11. Attendance and Retention. (Section 1235(11)) Each project must encourage participating families to attend regularly and to remain in the program a sufficient time to meet their program goals. Each individual program determines what is reasonable attendance for a family in order to achieve its educational goals and to remain as active participants in the program. If a family is not attending regularly, the project needs to work with the family to determine what is needed to allow them to be active participants. If such attempts still fail, the project should transition the family out of Even Start, perhaps to a more suitable program, and recruit a more committed family.
• 12. Reading Readiness Activities Based on Scientifically Based Reading Research. (Section 1235(12)) Each project must base its reading readiness activities for preschool children on scientifically based reading research (as defined in section 1208), to the extent available, to ensure children enter elementary school with the language, cognitive, and early reading skills necessary for reading success. Research shows that the most effective ways to reach this goal include: 1) creating classroom environments rich in age-appropriate print (from sources such as books, labeling, and posting the alphabet and children’s pre-writing work); 2) teachers who deliver intentional, contextualized, and explicit instruction that supports children’s age-appropriate development of oral language, phonological awareness, print awareness, and alphabet knowledge; 3) progress monitoring to determine which skills children are learning; and 4) intensive and ongoing professional development that includes mentoring and coaching in the classroom.
• 13. Continuity of Services. (Section 1235(13)) Each project must promote the continuity of family literacy, to the extent applicable, to ensure that individuals retain and improve their educational outcomes. Educational services supplementing in-school instruction provided through the early school years can be critical to sustaining gains made during the preschool years.

• 14. Providing Services to Families Most In Need. (Section 1235(14)) Each project must ensure that the program will serve those families most in need of Even Start activities and services. This is related to Program Element #1.
• 15. Local Independent Evaluation. (Section 1235(15)) Each project must provide for an independent evaluation of the program that it will use for program improvement. The independent evaluation generally is conducted annually and provides critical data and information to the local program on the performance of each family, as well as on the quality of the implementation of the core components and program elements. The project must use the data and information for participant progress monitoring and continuous program improvement to lead to better participant outcomes. (See the Local Evaluation section of this guidance for further information.)

Although included as an application requirement rather than as a program element, each project must also provide services for at least a three-year age range of children, which may begin at birth. (Section 1238(a)(1)(C) and the State Administration – Selection criteria section.)

---

Previous | Next | Table of Contents