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Texas Even Start Administrative Manual

Beth Thompson, June 2004

Indicators of Program Quality

Details for implementation, data collection and reporting of the early childhood and parenting education indicators are found in the Guide to the Revised Early Childhood and Parenting Education Indicators of Program Quality (The Guide). Programs can download or print the document at any time.

Texas Early Childhood and Parenting Education Revised Indicators of Program Quality

Effective September 1, 2005

ECIPQ 1 Attendance: 85% of the first and second grade children from Even Start families enrolled at least four months will attend 95% or more of the school days in membership during Even Start enrollment.

ECIPQ 2 Promotion: 90% of the kindergarten, first and second grade children from Even Start families enrolled in the program at least four consecutive months of the school year will advance to the next level.

ECIPQ 3 Assessment of Developmental Progress: 85% of the birth through two year olds and all newly enrolled three year olds from Even Start families will be screened for developmental progress by the end of the third month of enrollment in Even Start. All children identified in high risk or delay categories will be referred for additional assessment. Screening instruments are to be selected from the following list: the Bayley Infant Neurological Screener (BINS), Brigance Infant and Toddler Screen, Brigance Early Preschool Screen, Brigance Preschool Screen and the Denver Developmental Screening Test.

ECIPQ 4 Parenting Skills: 70% of Even Start parents with children ages birth to five years old who are enrolled in the program at least four consecutive months will show gains on at least one subscale of the Caldwell and Bradley Home Inventory Scale completed during pre- and post- assessments conducted during visits to families’ homes. Only one pre- post measure per family is required.

ECIPQ 5 Reading/Reading Readiness: 75% of the kindergarten, first and second grade children from Even Start families enrolled in the program at least four consecutive months of the current school year will meet or exceed the district’s reading standard on the district-selected assessment(s) for the grade in which they are enrolled.

ECIPQ 6 English Language Development: 70% of students who are 3-5 years of age by September 1 of the program year from Even Start families enrolled in Even Start at least four consecutive months will show progress between pre and post testing on the Peabody Picture Vocabulary Test, Third Edition (PPVT) administered in English. Progress is shown by achieving the same or greater standard score on pre and post measures which would indicate growth according to assessment norms.

Texas Even Start Adult Education Performance Measures

Effective September 1, 2006

Adult education cooperatives are the largest collaborator of Even Start. At the state level, Even Start is housed in the adult education department. Therefore, adult education performance measures parallel the performance measures for adult education in Texas. The minimum targets are established annually by the federal office for each state. The January 2005 Title I monitoring visit and the June 2005 Peer Review of Indicators and Performance Measures yielded the suggestion that some adult education performance measures could be consolidated. Analysis showed that adult education performance measures for Even Start could be consolidated without adversely impacting data collection or performance expectations for adult education cooperatives. Specifically, the 12 Completion Performance Measures were consolidated into three and Transition indicators were moved to the state level. The revisions of adult education performance measures were approved by the Texas Committee of Practitioners on September 13, 2005 and become effective September 1, 2006.

*Retention

  1. Percent of adult students with at least 12 hours of instruction and baseline assessment.
  2. Percent of adult students with baseline assessment and progress assessment.

*Gains

  1. TABE Reading: Percent of adult students who will demonstrate required gains in reading.
  2. TABE Language: Percent of adult students who will demonstrate required gains in language.
  3. TABE Mathematics: Percent of adult students who will demonstrate required gains in mathematics.
  4. BEST Oral Interview: Percent of adult students who will demonstrate required gains in BEST oral interview
  5. BEST Literacy Skills: Percent of adult students who will demonstrate required gains in BEST literacy skills.

*Completions

  1. Percent of adult students who will complete a level of Adult Basic Education by the end of the grant year.
  2. Percent of adult students who will complete a level of English As A Second Language by the end of the grant year.
  3. Percent of adult students who will complete a level of Adult Secondary Education by the end of the grant year.

Transitions
Transitions data is collected by the state via electronic data matches. There is as much as a one year time delay in getting the data to local programs. The IPQ Revision Task Force proposes removing these items as indicators of local program quality. Instead, transitions data would continue to be tracked reported at the state level with the eventual goal of disaggregating data for each program.

* Performance Targets are negotiated annually with the U.S. Office of Vocational and Adult Education. Final targets for the 2006-07 program year are expected during the summer of 2006.

 

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