Texas Even Start Administrative Manual
June 2004, (Revised January 2008)
Even Start Guidance
STATE ADMINISTRATION (cont'd)
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))
Q10: When does a previously
funded applicant qualify as proposing a new project? As a new project,
how much does it receive for its Federal share?
A10: States have flexibility in making these
determinations. A significant project change is needed to create
a new Even Start program eligible for funds. For example, a State
could reasonably interpret the statute to allow an LEA that has
previously been a partner in a funded project to join with other
entities in a new partnership and apply for funds to operate
a project in a different high-need area of the city.
When a new eligible recipient qualifies for year 1 funds, the maximum
Federal cost share begins anew at the 90 percent maximum because
there is, in effect, a new program. However, as always, a State has
flexibility in providing whatever level of Federal funding it believes
appropriate, up to the maximum allowable level. |
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.
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.
- 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.
- 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.
- 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.
- 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.
- 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:
- 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
- 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:
- 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
- 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))
| Q11: What is considered “a
field related to…”?
A11: Because States have different teacher certification
requirements for the various Even Start core components, States
have discretion over what qualifies as “a field related to…” when
monitoring the quality of local projects’ staff. The Secretary
encourages States to be mindful that the intent of the staff qualification
requirements is to improve participant and programmatic outcomes,
and more of the correlation between highly qualified staff and
student achievement. |
| Q12: When is a staff member
considered “new instructional staff”?
A12: Any staff member who is newly hired by a
project is considered to be new personnel; regardless of any previous
experience that staff member may have in other Even Start projects.
In addition, if an Even Start project applies and qualifies as
a new local project because of changes in the partnership or nature
of the project; all staff then are considered to be new personnel. |
| Q13: Are the staff qualification
requirements different for Even Start instructional staff when Even
Start is part of a schoolwide program as defined in section 1114?
A13: Yes. If Even Start is part of a schoolwide
program as defined in section 1114, public elementary and secondary
school teachers of core academic subjects (English, reading or
language arts, mathematics, science, foreign languages, civics
and government, economics, art, history, and geography), regardless
of the source of their salary, must meet the Title I, Part A teacher
qualification requirements as set forth in sections 1119(a)(1)
and 9101(23) and implemented in Title I regulations published at 67
Federal Register 71710-71771 (12/2/02). |
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))
| Q14: What type of training
should administrators of family literacy services receive?
A14: States have discretion over what qualifies
as appropriate training. However, to ensure successful Even Start
projects, training should be of sufficient quality, duration, and
intensity to increase an administrator's knowledge of how to manage
and operate a family literacy program successfully. |
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))
| Q15: Given the new staff qualifications
requirements for those staff providing academic instruction, what “support
for academic instruction” activities can be performed by paraprofessionals?
A15: Paraprofessionals can reinforce and practice
instructional activities with students after instructors have initially
taught the activity or lesson. |
| Q16: Are the staff qualification
requirements different for Even Start paraprofessionals when Even
Start is part of a schoolwide program as defined in section 1114?
A16: Yes. If Even Start is part of a schoolwide
program as defined in section 1114, Even Start paraprofessionals,
regardless of the source of their salary, must meet the Title I,
Part A paraprofessional requirements as set forth in section 1119(c-g)
and implemented in Title I regulations published at 67
Federal Register 71710-71771 (12/2/02). |
- 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).
- 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.
Section 1208 states that the term “scientifically
based reading research” means research that–
- (A) applies rigorous,
systematic, and objective procedures to obtain
valid knowledge relevant to reading development,
reading instruction, and reading difficulties;
and
- (B) includes research
that –
- (i) employs systematic,
empirical methods that draw on observation or
experiment;
- (ii) involves
rigorous data analyses that are adequate to test
the stated hypotheses and justify the general
conclusions drawn;
- (iii) relies
on measurements or observational methods that
provide valid data across evaluators and observers
and across multiple measurements and observations;
and
- (iv) has been
accepted by a peer-reviewed journal or approved
by a panel of independent experts through a comparably
rigorous, objective, and scientific review.
|
- 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.
| Example: A participating family
is comprised of a limited English proficient father and his 4-year-old
daughter. He is working on completing his GED through the local community
college, his daughter receives early childhood services through Head
Start, and the Even Start project provides the remaining core Even
Start services. When the daughter transitions to kindergarten, the
Even Start project must ensure that there is continuity in her educational
services. This continuity could be promoted through periodic conversations
between the Even Start teacher, her school teacher, and her parents
to track her academic progress. The Even Start teacher could then
maintain a portfolio that contains copies of her schoolwork and provide
any applicable supplementary educational services to support her
learning. |
- 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
*Please download the Adobe® Acrobat® Reader (free)
to view PDF documents, or convert PDF to HTML via Adobe's conversion form.
|
