Section II

Recommended Practices for SuccessfulFour-component Family Literacy Programs

Section II is organized into sections that coincide with the Minnesota Family Literacy Quality Indicators.

1. Program Design

A program design that includes collaboration between a school district and another community agency is recommended. Such a partnership increases access to resources for staff, funding and services. Other design considerations include the scheduling, integration and management of the four educational components; as well as a program that reflects the core values of Family Literacy. Programs can find assistance for these tasks from the Minnesota State Family Literacy Quality Indicators Guide, especially the sections on program design and management (see Appendix resource list). A minimum of 4 hours of service/3 days per week is recommended by the MN Family Literacy core value, “Intensity of Service” (see p.7).

Provision of Support Services

Provision of support services is the glue that holds Family Literacy programs together. Programs must decide what support services they will provide for participants from within and from outside their agencies. It is essential to explore options for transportation assistance, food service, Title 1 collaboration, career counseling, school readiness, early childhood special education assessments and services as well as access to mental health consultation, MFIP work counseling, Food Shelf, WIC, Library, Recreation or Public Health services to support the Family Literacy program. Pay particular attention to intradistrict agreements that unite departments and services to create a

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Examples of Support Services Commitments

-Community Education funding for clerical assistance-Title I commitment of funds to support the Parent Education position, transportation or teacher services for K-2 children-Transportation by school district's contracted busing service at little or no additional cost-Lunch preparation and transporta-tion by District services-On-site counseling services from a local mental health agency-Police and fire safety workshops, CPR instruction, car seat checking and Santa Cop programs

separate Family Literacy program. (See Section II, Part 3 – Collaboration for additional discussion of coordination of services with other agencies.)

Program design considerations include:

What a typical day or week will look like and how that incorporates many of the other elements and core values

Plans for staff cross-training, cross-participation in components and regular meeting time (see Section II, Parts 4, 5, 10)

Input from staff and participants during the design process The commitments by intra-district and community support services (see Section

II, Part 3 - Collaboration) How the design meets the needs of the target population The age range of children to be served. Rooms and spaces assigned to the program Year-round programming and home visit services (see Section II, Part 14 –

Home Visits) Plans to recruit and retain participants (see Section II, Parts 6, 7, 11) Plans to evaluate program effectiveness (see Section II, Part 12)

A final suggestion is to research the Family Literacy program designs and support services of similar communities. Visit the programs and converse with their administrators, staff and participants to discover what works best for them and might work for your community. Contact the state coordinator (see Appendix Resource List) for a copy of the Minnesota Family Literacy Program Guide.

Year-round Programming

Minnesota’s Family Literacy Quality Indicators encourage programs to offer year-round educational services as a way to improve a program’s retention rate and minimize the risk of learning loss. Summer programs may vary in design from school year services, but must include all four educational components.

Few programs are able to maintain their regular weekly schedule year-round. One option chosen by some Family Literacy programs is to offer athree to eight week summer school session of 1-2 days per week. Sometimes the children’s educational

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Summer Food Service Options

-Collaborate with other resources-Re-apply to the Child and Adult Care Food reimburse-ment program for summer coverage (See Resource List) -Make cooking and food preparation part of your summer curriculum-Schedule programming to minimize food service expenses

focus may shift to an age group that receives less or no Family Literacy programming during the school year such as 5-7 year olds or infants and toddlers.

A combination of services may help to increase the intensity of summer programming. These include:

Home visits Enrichment field trips Other summer school offerings Job internships Recreation programs such as library story time, city Park and Recreation Department activities or YMCA services.

There are several issues to consider when designing year-round services. One caveat is to “beware of assumptions” about what support services within your district are available during the summer. The decrease in school activities can make access to scheduling, transportation, custodial, lunch and facility services more difficult.

Fortunately, summertime also presents some opportunities for increased collaboration with Title 1 and Special Education programs. There may be greater availability of school gyms, computer labs and media centers. Flexibility and foresight are needed to successfully plan summer Family Literacy services.

2. Program Management

Since Family Literacy is a combination of four or more educational components, administrators of those components must share a common vision for ongoing Family Literacy program management. Ideally, a single administrator with training in the component areas and background in Family Literacy philosophy and research is appointed to supervise the program’s operation. Whether creating a program design or putting it into action, this supervisor’s duties will include overseeing a multidisciplinary staff and a budget that receives revenue from multiple funding sources.

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Management must provide the staff with job descriptions, clear performance expectations with regular review and paid time for instruction, planning and teaming to accomplish Family Literacy objectives. Program policies must promote safe, respectful and supportive working relationships as the staff works to merge individual skills into a team effort. Procedures to address staff concerns need to be in place to alleviate the tensions or misunderstandings that can undermine the enthusiasm of personnel who are part of a Family Literacy venture.

Since there is great intensity in their assignments, and additional program responsibilities and teamwork meetings required, Family Literacy staff is paid for more “non-contact time” than other staff working in traditional educational settings. Additional weekly program duty time and meeting time for each staff person in addition to their prep and contact time is part of programming costs. As family members share the responsibility for certain household and family maintenance tasks, so too does Family Literacy staff share responsibility for program tasks. Such tasks may include:

Reviewing and responding to parent journals Lunching with families Greeting/dismissing buses Processing new intakes Planning family fun nights Writing grants Giving tours Calling absentees Participation in the other components

This paid time is essential to achieving a truly integrated, high quality program.

Management duties also include building a process for ongoing shared decision-making and team building to develop and enact the program’s mission, objectives and resources. The involved parties include anyone in the community with a related interest in a successful Family Literacy program. This can include other administrators, staff, possible future participants and such collaborators as local businesses, county departments, private social service agencies, health professionals and libraries.

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3. Collaboration

Service Collaboration/Coordination

Successful programs collaborate with many agencies and at many levels. To identify potential collaborating agencies, attend as many community meetings of related services as possible. Good places to start include the county’s human services department or the local family service collaborative. While working to develop these relationships it is important to become acquainted with the populations served, delivery system used and resources of the agencies. This knowledge allows program administrators or staff to approach other agencies with a clear idea of which of their services the Family Literacy program may access and what Family Literacy can offer in return. Agreements with collaborating agencies are made to maximize the benefits of and minimize the barriers to services for participating families.

Level of Collaboration

Many agencies find that they serve the same population and can provide easy access to each other by making mutual referrals. While this is an important practice, it is only an entry-level step on the ladder of collaborative efforts. A next step may be to provide services at each other’s sites and to work together to address issues of confidentiality in order to better serve participants through sharing of information. Later steps may include an exchange of memberships on advisory boards, combined in-services for staff, and shared costs for new services or joint activities and writing grants together to continue or increase program services.

Collaborations may be effectively initiated and maintained by participants, staff or administrators. Participants often introduce new services or links to other programs of which staff is not aware (clothing distribution, diaper donations, free or reduced health care services, mini-grants from a relative’s employer, etc.) Family Literacy staff builds rapport with staff from other services (see Job Training Agency example below) and begins an informal collaboration, which grows steadily and may become formalized. Participants and staff find resources and refer them to administrators to work on more formal agreements. Because collaborators are usually government or other nonprofit agencies, it is important to work with them to find other shared funding sources by writing additional grants together. It is vital to include time to work on collaborative efforts in the schedules of Family Literacy personnel.

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Collaboration Examples

Here are examples of how collaborative efforts can grow:

Job Training Agency

Family Literacy staff learned that MFIP work counselors at the local Job Training Agency increased their efficiency when they served a number of clients at once. Family Literacy had a number of MFIP clients on site during the week. Absences for a whole day occurred when those clients had to attend meetings with their work counselor. The collaboration started simply by a Family Literacy staff invitation to Work Counselors to meet on site with clients in order to avoid participant absence.

Next, as staff from the two agencies learned about each other’s work, teachers assisted with attendance paperwork required by the Job Training Agency in exchange for staff in-service training about workforce requirements. This grew to assigning one work counselor to all Family Literacy MFIP clients to facilitate communication between clients and the two agencies. Then, Family Literacy contracted with the agency to provide in-service training for all participants about MFIP and about finding jobs. Family Literacy paid for any services that were extended to non-MFIP clients. Finally, the Job Training Agency decided to allot a portion of its funds to cover Family Literacy teaching services that were dedicated to MFIP clients.

Public Health

Public Health provides immunizations at a time convenient to participants. Family Literacy or another of its collaborators provides space for and/or helps with transportation to the immunization clinic. Public Health nurses provide in-service training for Family Literacy staff and participants on health issues. Participants help to recruit other families for services. Family Literacy and Public Health refer clients to each other and coordinate their home visit schedules. Grants are co-written to increase their joint services.

The Local Library

The local library facilitates tours and library cards for families. Family Literacy provides space for a community story time outside of the library. The agencies co-write literacy grants for staff training or participant enrichment.

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Family Counseling

Family Literacy funds staff training and emergency consultation services from a family-counseling agency. The agency provides on-site intake/counseling for participants, play groups for identified children with parental consent and guest speakers to groups about topic areas of interest such as depression or attention deficit/hyperactivity disorders.

4. Staff Selection Considerations

High quality instructional programs in Family Literacy begin with the selection of a high quality staff. Procedures must be in place to ensure the hiring of well-qualified individuals who have a commitment to the vision of Family Literacy as well as the necessary license, skills and experience. (See Appendix for sample job descriptions.) Such procedures include involving staff and learners in the hiring process, if possible, and recruiting employees who reflect the demographics of the population being served. Whenever possible consider hiring past participants to work in the program.

Certain qualities are essential for Family Literacy staff members to be successful individually and as a team including:

Flexibility Strong desire and ability to work as part of a team Willingness to collaborate with other service providers Experience working with the target population Commitment to working with families in an accepting and supportive way

These are the primary factors to consider when selecting staff, although other minor factors may affect hiring decisions. Finally, it is important to recognize that Family Literacy teams function best when team members reflect complementary strengths and multi-disciplinary backgrounds thereby forming a balanced team with a broad array of talents and abilities.

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5. Staff Development

Since Family Literacy has such a unique focus, structure and intensity, special staff training is required. Such training includes:

Initial Family Literacy orientation for new staff Cross-disciplinary training in each component area Teambuilding Basic and advanced Family Literacy training

Administrative support for systematic and ongoing staff training is key to a program's success. It will be necessary to provide paid time, substitute staff and flexible schedules to allow for greatest effectiveness. A strong team working together to create a successful Family Literacy program, leading to ongoing and additional funding, measures the return on such an investment.

Initial Orientation for Staff New to Family Literacy

Staff new to Family Literacy requires training that provides an overview of the Family Literacy model and philosophy as well as an understanding of the local program's design. Experienced staff provides much of the initial training for a new member joining the team.

When a new program is without experienced Family Literacy staff, training will most likely need to be provided by outside sources. There are a variety of resources to draw from for new staff training. (See the Appendix for a list of training options and materials.)

To provide new staff with a complete overview of the Family Literacy model, the training needs to include the following information:

Philosophy, goals and family-centered focus Descriptions of the four component areas Definitions of the core values Explanations and examples of integrating staff, practices and curriculum Explanation of any evaluation requirements

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In addition to gaining an overview of Family Literacy, new staff also needs an understanding of the local program's design, including goals and structure. Reading any of the program's grant proposal and promotional materials, and touring the program site, especially while the program is in session, are two excellent training strategies for new staff. For a new, start-up program, a staff tour of another Family Literacy program's site can provide some quick insights into the Family Literacy model.

Initial and Ongoing Training Needs for All Staff

Continuing education for Family Literacy staff includes opportunities to experience cross-disciplinary training in the educational components, teambuilding, and basic and advanced Family Literacy practice workshops. The following sections describe ways to pursue these opportunities.

Cross-Disciplinary Training in Component Areas

Cross-disciplinary staff training in all Family Literacy component areas achieves two goals for the program by encouraging staff to value each component's role and contribution to the program's success; and fostering a programmatic, whole family perspective among staff rather than an individual component perspective. Both goals are key ingredients for a fully integrated staff, functioning as a team. Cross-disciplinary training activities include sending Early Childhood and Parent Education staff to:

Adult Basic Education (ABE) Level A trainingABE fall and spring regional in-service sessionsABE Summer Intensive Training Local ABE staff workshops and in-service sessions

Likewise, send ABE staff to:

ECFE fall and spring regional training sessionsHead Start conferencesMinnesota Association for the Education of Young Children conferencesMinnesota Council on Family Relations conferences and workshopsLocal ECFE staff workshops and in-service sessions

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In addition, ask individual staff members to share with the entire staff some of the helpful information and insights gained from training opportunities they attended.

Teambuilding

Teamwork is a key element in any successful Family Literacy program. Since Family Literacy's focus is based on the family as a whole and stresses the need for integrated practices and curriculum, a strong staff team committed to working together must be in place. The initial goal of staff teambuilding is to get to know and understand each other as well as to begin identifying each other's knowledge and skills. Ultimately, the goal is for all staff to acknowledge, value and utilize each other’s abilities to contribute to the program's success.

For a new, start-up program staff, consider hiring an outside teambuilding consultant to work with the staff, including administrative and support staff. Consider asking the consultant to lead a staff retreat for a day or two. Other training ideas include utilizing a variety of getting acquainted exercises and icebreakers, and organizing social outings as easy, non-threatening ways to become better acquainted. There are many personal style inventories that provide valuable information about individual staff members and can be fun to complete. School district career counselors as well as teambuilding consultants have access to a variety of these inventories. Some to consider using are:

Myers-Briggs Type InventoryLearning styles inventoriesTemperament traits inventoriesMultiple Intelligence Theory informationTeam player role preferenceMedicine Wheel inventory

A team that knows and trusts each other will problem solve effectively and work together efficiently. Do not underestimate the importance of teambuilding training to the future success of a program. In Family Literacy, it's really true that "Teamwork makes the dream work!"

Basic and Advanced Family Literacy Staff Development

There are many excellent opportunities for staff to increase their knowledge and skills within the specific area of Family Literacy. Besides the "big picture"

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orientation training described above, new staff will need basic "how to" Family Literacy training. As staff becomes more experienced and comfortable working in the field, they will be ready for advanced Family Literacy training.

There are many training resources available for Family Literacy basic and advanced training, both in Minnesota and nationally (see Appendix resource list). These include:

MN Family Literacy annual state conferenceMN Family Literacy InstituteMN Family Literacy Training ModulesMN ESL Family Literacy workshopNational Center for Family Literacy (NCFL) national conferenceNCFL basic and advanced training workshopsNational Even Start Association Fall conference

In addition, staff training that is supportive and responsive to the program participants' strengths, needs, demographics and diversity is essential. Staff members are most effective when they have an understanding of, acceptance and empathy for the families with whom they work. For such training, access expertise that's easily available within the community. Work with the program's partner and collaborating agencies to provide staff development opportunities in this area.

Even for established programs, staff training is ongoing and systematic. Eventually, staff can identify their own training needs and help to find or plan training opportunities. Also, ask for staff evaluation and feedback regarding the benefits, practical applications and satisfaction with training opportunities. Such feedback can prevent expensive future staff training mistakes.

6. Recruitment

When planning your program, it is important to design potential participant identification procedures and recruitment practices. An effective plan increases the likelihood of full enrollment, a waiting list and retention of participants. Work to develop a thorough knowledge of the target population in the community including demographic trends. Note if any change in the nature or numbers of the population to be served has occurred or is expected.

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Choosing the right collaborating partners is helpful. Work with them and other related services to identify, recruit and mutually refer participants. Discuss barriers that you need to work on together.

After establishing that there is a population to be served, it is helpful to show administrators, patrons and potential funding sources how they can be effectively recruited. This requires knowledge of recruitment and advertising strategies used by related programs in the community and by other Family Literacy programs. Various methods and resources tailored to the target population are necessary.

Creating an effective recruitment plan requires an understanding of the who, what, when and where of recruitment and advertising. This means identifying:

Who is the target population of potential participants and their current service providers?

What types of advertising strategies to use; When to advertise; and Where to advertise in the community to best reach the target population.

Who Is the Target Population?

Program staff determines the target population through consultation with other service providers within the community. Consulting basic demographic information for the community is also helpful. Information may be available from the local school district, local government office or Chamber of Commerce through programs such as WIC, county Human Services, school district free and reduced lunch, ABE and School Readiness.

What Type of Advertising Strategy Should Be Used?

The goal of an effective Family Literacy advertising effort is to convince prospective families that the program is a realistic and valuable choice for them. The information provided must be relevant to their concerns and convey a sense of caring about family and personal achievement. Every contact made with a potential participant, whether it's by

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Tips for an Effective Flyer- Highlight program benefits/services such as transportation, childcare, no program fees, free lunch, free preschool, etc.- Include minimal information about eligibility factors - Present participation in all components as an unquestioned value that makes family literacy unique - Create flyer in other languages to reach the ESL populations within a community

phone, flyer or in person, must welcome and affirm their interest. From the top administrator to the department secretary, every staff member exudes an enthusiastic and positive attitude that encourages the parent to think, "I can and I want to do this!"

The importance of a well-designed program flyer can't be overstated. It must be user-friendly, brightly colored with eye-catching graphics. Keep it simple by using few words. The main goal is to motivate the reader to pick up the phone and callfor more information. (See sidebar and sample flyers in the Appendix.)

When Should Advertising Be Done?

In advertising as well as much of life, "Timing is everything!" Advertise when families are most receptive. In anticipation of the fall back-to-school focus, distribute flyers throughout the community (i.e. laundry rooms and neighborhood stores) during the late summer. Likewise, take advantage of the "New Year's resolution" mindset of early January to launch a focused advertising effort.

Develop an advertising plan that is implemented throughout the year rather than waiting for family enrollment to drop and then advertising to fill the openings. A waiting list is desirable because it places high value on participation in the program and openings can be filled quickly.

Where Should Advertising Be Placed?

Word-of-mouth is the number one promoter for effective Family Literacy programs. Who can resist a program when your close friend raves about it? Who can argue with student testimonials that share how they've improved their lives? Include past and current participants in recruitment efforts. They know how to reach families.

Think about where to reach prospective families in the community. Where do they live, shop, work and play? Effective locations might include:

Local neighborhoods Sponsor special public events such as a Walk-a-Thon or a neighborhood

"family walk". Use personal contact through an organized, mapped-out door-to-door approach.

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Utilizing Local Community Service Agencies

- Distribute a supply of current Family Literacy flyers or brochures to such programs as: Community Education, Adult Basic Education, Early Childhood Family Education, elementary school newsletters, Head Start, WIC, MFIP, School Readiness, Title I, school district social workers, food shelves, human services office, etc.- Make the referral process simple for other community service staff: agency staff can 1) give a client a Family Literacy flyer and encourage her to call; 2) ask for the client's permission to share his/her name and number with the Family Literacy staff.- Learn and follow the agency's procedures when referring Family Literacy participants for services.

Post program flyers in key neighborhood places such as neighborhood stores, apartment building laundry rooms and community rooms.

Local elementary schools Make presentations to elementary school staff to build staff connections,

explain the family literacy program and ask for recruitment help. Develop contacts with support staff such as the school office secretaries as they

have daily contact with families and can be valuable referral sources.

Local media Submit a Public Service Announcement (PSA) about your program to local

radio stations, requesting that it be read on the air. This may be an effective way to reach ESL populations if there is a radio station broadcasting in their language.

Work with your public relations department to gain easy access to local newspaper and in-house newsletter publicity.

Collaborating Agencies

Ask collaborating agencies to include information about the program in their newsletters and client packets.

Offer to provide speakers for their

events.

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A new Family Literacy project can recruit participants from related services (ABE, ECFE and Head Start) to help design and advertise the Family Literacy program.

Being pioneers and leaders in a new endeavor is exciting for families as well as staff.

7. Intake and Orientation

In the fall, when openings are most plentiful, priority points that reflect various needs-based criteria are used. These criteria typically reflect both literacy and social isolation factors. Criteria information is gathered during the intake and registration interviews. Priority point sheets are completed after the intake sessions (see samples in Appendix).

During the year program openings are based primarily on the numbers and ages of children in a waiting family so that appropriate staff/child ratios in the classroom and in childcare are maintained. Priority points are used

when more than one family qualifies for the openings in childcare or the preschool classroom. If priority points are equal, then the family with the earliest application date is enrolled.

Develop a plan to screen and prepare families for program participation. The plan is carried out during the recruitment, intake, enrollment and orientation processes. It identifies those in need of Family Literacy and increases retention rates by raising the participants’ awareness of and comfort level with the program’s staff, site and services.

Most screening and preparation plans involve several processes. These may include:

Phone intake interviews Home visit registration interviews Site tours by potential participants First day/week orientation procedures Orientation and integration procedures for new participants throughout the

year Waiting list procedures

Each process requires attention to the screening and preparation of the participant’s readiness to enroll in a Family Literacy program. To help programs understand the intricacies involved in implementing this element, a complete description of one program’s practices is contained in the following section.

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Needs-Based Criteria Options

- Family income (Note: programs frequently choose to follow WIC or federal school lunch program income guidelines) - Level of education - Number of children- Access to transportation - Level of social isolation

Screening and Preparation of Participants

“You never get a second chance to make a first impression” are wise words that illustrate how intake practices have a direct effect on successful recruitment and retention of participants. The person who fulfills the “receptionist” role for a program plays a key role in the intake process and must always exude a warm and welcoming attitude, as must the intake person. The intake focus is always on what is possible for the participant. The multi-step process typically begins with a phone call and culminates with the participant’s first day of attendance at the program.

The Intake Interview

Most of the initial contact with a new family is on the phone. Sometimes a family may simply “drop-in” to find out about the program and then this first interview occurs in person. When families without phones are referred, send them a letter acknowledging the referral and setting an appointment for an intake home visit or a visit to the program.

The message during this first conversation is loud and clear “We are glad to be talking with you about our program. We would enjoy having you and your family as part of our program.” Staff conveys this message with their voice, attitude and simple words of welcome such as “I’m so glad you called.”

Once a warm welcome is established, the intake phone interview proceeds as follows. Record all information on a program intake form. (See sample intake form in Appendix). The first questions should be, “How did you hear about our program?” Responses inform the effectiveness of marketing efforts as well as how much the caller already knows about the program. Ask the caller for home address, children’s ages, income and highest grade completed in school. Explain if there are any questions that determine if the caller qualifies for the program. Gather enough information to complete a preschool census form, if applicable.

If the caller doesn’t qualify, explain why and offer referrals to other programs. If the caller does qualify, share basic facts about the program’s daily schedule and the commitment required of participants such as full participation in all the components. Ask the caller if they foresee any roadblocks to meeting the program’s commitment requirements. Discuss potential schedule conflicts such as employment or elementary children’s bus schedules and explore some possible solutions.

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If the caller is interested in the program, schedule a registration interview during a home visit or at the program site. As preparation for the interview, ask the caller to gather immunization records, emergency names and numbers, MFIP number and work counselor’s name and number, if applicable. The Home Visit Registration Interview

Most enrollment paperwork is completed during visits to the participant’s home. Exceptions to meeting in the participant’s home may be made for staff allergies to smoke or animals, safety issues or participant preference to meet outside the home. If staff is inexperienced with home visiting, provide training opportunities that address home visit procedural and safety issues.

Preparation for the home visit

Paperwork must be organized to facilitate the visit. Determine the forms to be completed to enroll a family in the program and set up home visit packets ahead of time. Common forms to include are: - Registration forms and health records required by the participating educational components and childcare service; - School district food service free and reduced lunch application;- Child and Adult Care Food Reimbursement Program application, to obtain reimbursement for other meals or snacks (see Appendix’ resource list).

Additional forms to include: (See Appendix for samples)

Registration paperwork checklist Registration interview guide Release form (permission to contact other service providers) Program flyer with phone numbers and basic introductory information Fall open house invitation flyer Program contract* Program attendance policies*

(*Programs vary as to when participants sign contracts and learn about attendance policies. See the Contracts and Attendance Policy section at the end of this section for a discussion of this issue. See the Appendix for samples.)

A team of two staff members visits the family. Team visits alleviate safety issues and provide two perspectives on the family’s situation. Call the parent the day of

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the visit to confirm that the family is healthy, at home and prepared for the visit. As a welcoming touch, bring a complimentary book, a bag of school readiness supplies or a Polaroid camera to take a photo to leave with the family. During the visit, staff will take turns managing different aspects of the enrollment interview and playing with the children. Prepare a bag or bin of toys and activities to take along for interacting with the children.

Home Visit Arrival

Arrival is an opportunity to model social greeting and introductory behavior. If someone calls “Come in” instead of opening the door, the staff should call out their names and identify their program while opening the door. Ask, “Is it OK for us to walk in?” If a child answers the door, greet them but do not go in until an adult invites you to enter. Once inside the home, staff sets the stage for the enrollment interview as follows:

1. Make introductions – Staff introduce themselves to anyone present and ask if anyone else is currently home.

2. Create a workspace - Ask for workspace for one teacher and the parent to complete enrollment paperwork and a play space for the other teacher and the children. It helps to bring a clipboard to provide a clean writing surface. If the lighting is low, ask for additional lights to be turned on or the curtains opened. This creates a more relaxed and cheerful room. If necessary, politely request no smoking and the removal of animals from the room.

3. Reduce distractions - Request that the radio or TV be turned off. At the very least, request that the TV volume be turned down. Ask if the parent is expecting any calls or if voice mail or the answering machine could answer the phone during the visit.

Home Visit Interview

The primary focus of the home visit interview is to complete the program’s enrollment paperwork. However, the way in which the interview is handled by staff can accomplish many desirable secondary outcomes such as beginning to

establish a trusting relationship with the parent and children, relieving a parent’s concerns, answering questions for the parent and creating a positive, optimistic

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feeling about the program. To accomplish these outcomes, heed the following suggestions:

Use conversational skills to learn about the family and obtain registration information. A conversational style interview is more likely to ease the parent’s nervousness and remove any sense of interrogation or investigation.

Use humor gently. Reflect the parent and family’s strengths frequently. Convey positive feelings about having the family as part of the program. Introduce sensitive sections of the interview by explaining the purpose for the

questions. Reassure the parent of the confidentiality of their statements. The information

will be shared only with program staff. Be aware of boundaries regarding what the program is capable of doing for the

family. Emphasize the common ground they share with other families who have faced

similar stresses and situations.

Throughout the visit, emphasize the program as a “family” learning program that requires attendance and full participation in all the classes. If separation from a young child seems to be an issue, describe how staff will work with the parent and child to gently assist the child’s adjustment to separation from the parent.

Ending the Home Visit

Upon completion of the enrollment paperwork, the focus of the interview shifts to addressing the parent’s remaining questions or concerns and explaining miscellaneous program logistical details:

Confirm how work or school schedule conflicts will be handled. For example, will the parent be checking with neighbors to get a child off the bus or checking with an employer for different days or shifts? Does staff need to check with the program supervisor about modifying the family’s contract to allow them extra time to go to or from work?

Explain the program’s smoking policy. Smokers need to know the policy and to think of ways to cope with

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Smoking Policy Example

Two-10 minute smoke breaks during a 6 1/2-hour program day. Gum and hard candy are available during parent group and adult study time.

the restrictions. Put a positive spin on the policy by encouraging the parent to use it as a way to cut back and possibly quit smoking.

Explain the program’s admission procedures. For fall enrollment, admissions will be determined by a specific date after which the participant will receive a congratulatory phone call or letter. Describe the prioritization criteria for program admission and waiting list procedures. Reassure the parent that, if they are on the waiting list, opportunities for admission occur as families graduate or leave the program.

Promise to call soon with any referral information requested. Invite them to call with any additional questions.

Invite the family to a fall Open House by giving them an invitation flyer. If the visit is during the school year, schedule an individual tour of the program site, providing transportation if necessary.

Saying good-bye provides another opportunity for staff to model appropriate social and leave-taking skills. Say good-bye to the adults and children, reaffirming that it was good to meet them and thanking them for their hospitality. Comment about looking forward to seeing them at school soon.

After the Home Visit

Follow up with the family regarding schedule conflicts, waiting list status, and site tour arrangements or promised resource information. Determine who will complete and organize the paperwork. Once admitted, a family is notified with a congratulatory phone call and/or letter and asked to confirm their intent to attend. Once confirmed, relevant forms need to be sent to the childcare room, transportation department and food service. Team intake is an integrated practice and any staff person should be able to complete any part of the enrollment paperwork.

Contracts and Attendance Policies

Contracts and attendance policies set expectations for participants and programs.A contract should clearly state the Family Literacy and support services that the program provides. It should also state the participant’s effort and related behaviors

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that are expected in return for these services (see Appendix). Attendance policies specify how participants must report and account for their absences (see Appendix).

Some programs choose to introduce these forms as part of the Home Visit registration. Others will discuss the policies conversationally during the enrollment process but save the actual paperwork for some time during the first weeks of program services. A more gradual introduction of the paperwork gives families the opportunity to experience the program and the commitment required. Waiting also makes it possible to get participants’ suggestions for the attendance policy. The program must set the framework for the policy but participant input increases their ownership and likelihood of adherence to it.

It is important for programs to document in writing when participants are not able to keep their contract or follow the attendance policy. In some instances it will be necessary to dismiss a participant from the program. However, ending someone’s enrollment does not mean that the door to his or her return is closed. Discussing the situation with the participant is helpful, but a letter explaining the reasons for their dismissal and the conditions under which they may return should be sent to the family and kept in their file (see Appendix for sample dismissal letter).

On-Site Orientation…The Adventure Begins!

Orientation to the program’s site and procedures is another opportunity to provide welcome and comfort to new participants. Some orientation occurs during the intake and enrollment process when staff shares information with parents. The opportunity to make this information “real” comes when families visit the site during a tour or a fall Open House.

Site Tours

For new family intakes, a site tour is recommended. Tours last 20-30 minutes and are conducted by staff or a veteran participant. Conduct the tour as if guiding them through the usual daily schedule of the program. If a current participant conducts the tour, a staff person should be available to answer any additional questions. Include time to double-check and complete the new participant’s paperwork. Consider inviting families to tour in the late morning and to stay for lunch, which provides a greater opportunity to become comfortable with the setting and personnel.

Fall Open House Procedures

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In the fall before the start of a new school year, consider holding a program Open House as a way for all enrolled families to become better acquainted with the site, staff and each other. Encourage participants to invite extended family to come along to see their new school. This is an effective way to connect with extended

family and gain their support of the program.

Flyers advertising the Open House are left with families at registration home visits or mailed as reminders to previous participants who plan to return. If transportation is provided, note on the flyer how participants can arrange for this. All teaching staff and some paraprofessional staff attend the one-hour Open House.

Recommendations for a Successful Open House

Reminder phone calls to families the day before or the day of the Open House make the event more inviting, improve attendance and provide the opportunity to confirm any transportation assistance to the event.

Have a greeter and sign-in table near the main entrance where families make nametags and receive a suggested schedule for the evening and a building map. The schedule lists rooms for families to find and visit including the office, childcare room, ABE classroom, parent group room and the children’s classroom.

Program transportation plans are confirmed by this time, so individual bus schedules are handed out to participants, including instructions regarding who and when to call to report an absence.

During their self-guided tour, families will meet staff in the various rooms who will help them note how to sign-in for attendance and lunch counts as well as

where to hang coats. Stackable plastic bins labeled with the participant’s name are helpful for storing personal items.

Have photo albums of past years’ groups on display and/or a video running in either the ABE or parenting classroom.

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Planning Suggestion: Hold the program Open House the evening before the first day of program, following an all-staff meeting and supper where plans are completed for the first week's orientation and many last minute details can be handled.

Free play is available in the children’s classroom, so suggest that as the last stop. Hold a brief circle time in the children’s classroom about 20 minutes prior to the end of the Open House.

After circle time, invite families to the lunchroom (or another space) for ice cream novelties or juice and cookies. This helps to move the children out of the classroom and ends the evening on time.

When the Open House hour is over, one staff person takes care of saying good-bye to families and assisting with any transportation arrangements while the other staff members clean up or call the families who missed the Open House regarding their bus pick-up times for the next morning.

First Day Orientation

The first day of a program year is an exciting and confusing day for everyone. Each year will be a unique adventure for staff and participants. Staff must plan this day carefully as it sets the tone for the upcoming year.

Expect “all hands on deck” for this first morning of meeting and greeting new arrivals. All staff is expected to help out wherever needed regardless of their teaching and working assignments. Provide additional paraprofessional staff and all available teachers as extra help in the children’s classroom and childcare room during the first week, especially at naptime. This intense staffing helps the children adjust more quickly to the routine of the day.

Each component during the day will address orientation issues on a “need to know” basis. Participants discover what happens “next” in their day, not what happens in 3 hours or 3 days as that can be too overwhelming. Enthusiastic determination by the staff that everything will work out and every problem can be addressed is the attitude that carries the day. The following section is an example of one program’s first day plan.

“All Hands On Deck” – A First Day Example:

Two staff members greet the buses and guide families through the procedures of attendance and lunch sign-in, storage space for coats and personal items and childcare check-in (see Appendix for form). Families are then led to the early childhood

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Childcare SuggestionMany parents have not had experience with an organized childcare setting. It is important for parents to meet the childcare staff and get an orientation as to how their children are cared for. Many issues arise in regard to childcare throughout the year and it is best to check in regularly with staff and parents for their concerns. (See Appendix for childcare daily log sheet.)

classroom for parent/child interaction time, the first activity of the day. Families who do not show up are contacted immediately to determine if there is any way to get them to the program for this all-important first day.

A simple daily agenda in each classroom prepares participants for what happens in that room and where they will go next (see Appendix). During parent-child time, staff encourages parents to follow their child’s lead and intentionally models how to prepare children for the transitions of clean-up, circle time, washing hands, snack time and parent departure. Extra care is taken to help children with the transitions and routines of the day.

The parent educator focuses the group on getting acquainted with each other and reviews the lunch time, S.T.A.R. (Sit Together and Read) time and afternoon childcare check-in procedures which are the next activities of their day. Information is provided both in writing and verbally. Parents are encouraged to ask questions and are given reassuring, positive responses. All teaching staff that is available attends parent group time to participate in getting acquainted activities. Refreshments are served as a way to create a welcoming, comfortable atmosphere. After lunch, ABE time begins with a group meeting to explain the first week’s classroom plan which is that every student will get time with a teacher to start developing an individual learning plan within the next day or two. In the meantime participants are given tests and surveys to complete individually, which meet program evaluation requirements, assess their abilities and their learning style preferences (see Appendix). The day’s ABE goal is for everyone to be busy and productive immediately.

One half hour before the end of the day another group meeting, with snacks, is held to review the day’s activities and address participant questions or concerns

for tomorrow. End-of-the-day busing procedures are discussed and the protocol for calling in an absence is reviewed. Congratulations are shared with staff and students for taking this first step toward a successful year. Each family takes home something as evidence of the day’s learning such as a child’s art project, a book to keep or a folder of program information.

Staff members assigned to “bus duty” that day accompanies families to the door and oversee bus loading, lending a helping hand with children and babies whenever needed. Phone calls are made to the bus company if any transportation

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problems arise. Staff intentionally says and waves good-bye to families as they leave, promising to see them at school tomorrow.

8. Program Environment

There are two aspects to a program’s environment – the physical environment and the emotional environment. Each is equally important and affects the other and needs to be carefully and intentionally attended to by program staff and administration.

Physical Environment

Primary concerns in the physical environment are health and safety. A program’s space must be well maintained and clean, meeting all state requirements for health and safety for all ages of participants. If there are concerns about safety by staff or participants, programs must provide a process for addressing those concerns. In addition, program space must meet accessibility requirements for people with disabilities.

For educational purposes, a program’s classroom spaces are flexible to accommodate diverse learning needs. Space for individual study as well as group interaction is available. Programs also provide quality materials in well-furnished classrooms, creating a literacy-rich environment for each Family Literacy component.

Emotional Environment

A final consideration of the physical environment is also an essential element of the emotional environment: a program’s space reflects the diversity of the

participants and the community. This sends the all-important emotional message, “You are welcome here. You belong here.”

The emotional environment of a program is warm, welcoming, accepting and encouraging. The focus is on identifying and building upon the participant’s strengths. Staff exudes optimism, support and interest in each participant. (See Section II, Part 11 for more information.)

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9. Curriculum Design

Family Literacy curriculum design is responsive to the strengths and needs of the learners and allows for learner-initiated education. It incorporates appropriate strategies and practices, and quality materials within a literacy-rich environment.Program staff is committed to the family focus of Family Literacy and demonstrates a strong understanding of the educational resources available and how to best use them in a Family Literacy setting. They are also aware of the current research in Family Literacy and its related fields and use this information when designing curriculum.

A primary overall focus of Family Literacy curriculum is to support parents in their role as their child’s first teacher. The curriculum assists parents in setting realistic goals for themselves, their children and their families. In addition, the curriculum systematically promotes the transfer of newly acquired skills and knowledge from the classroom to the home and community. Home visits help with this process as well.

The key to planning effective Family Literacy curriculum is to consider the families' needs and interests as primary and to use them as a guide for prioritizing topics of study. Balanced with the families' needs and interests will be curriculum topics identified by staff as the essential basics for participants to know within each component. Commercially prepared curriculum can be used effectively in Family Literacy programs when staff adapts it to the needs of the group.

One goal of family literacy curriculum planning is to integrate the curriculum across components whenever feasible. Integrated curriculum may occur as an on-going focus or as a time-limited unit of study. Examples of on-going curriculum integration include:

Daily STAR time (Sit Together And Read) Family strengths focus of all staff within each component Parent journals reviewed and responded to by all staff Books read to children also read to parent group or ABE group

Sometimes topics of interest arise from the group, or staff observes a learning need with adults or children, which can be addressed in all component areas for a

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focused, specific time period. When this occurs, staff creates an integrated curriculum plan across all components as a time-limited unit of study. This process occurs most easily when staff has access to and an understanding of a broad array of teaching resources. Some examples of time-limited topics may be:

Valentine's week focus on love and affirmations for children, others and self Safety issues and practices Dental health and care Math skills Computer skills Violence prevention

Even with careful curriculum planning, immediate needs or crises may emerge within the group on a given day. Staff must be prepared to adjust the day's plan to address a more immediate need when it arises. Such situations offer staff "teachable moments.” The day's plan can be delayed to the next day or week, if necessary.

Whatever curriculum staff utilizes, the activities must provide concrete, experiential learning opportunities using multiple strategies that take into consideration the full range of learning styles and multiple intelligences. The curriculum must also be respectful of differences in learner goals, experience, development, ability and culture. In addition, learners are provided with regular opportunities to practice and apply their newly acquired skills and knowledge.

Successful implementation of well-planned curriculum depends upon utilizing appropriate practice and methods, and providing quality materials in a literacy-rich learning environment. Programs must provide quality materials in well-furnished classrooms for adults and children, as well as a wide variety of curriculum resources for staff. Staff must employ developmentally appropriate practices, hands-on learning opportunities and individual learning plans for all learners.

10. Integration of Components

A primary indicator of a high quality instructional program is the integration of program components into a cohesive whole. Families are required to participate in all program components because each component is valued equally within the program, although time allotments may not be equal. In other words, Parent Education is considered by the staff to be as important as Adult Basic Education

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(ABE), although participants may spend more time in ABE class than in Parent group.

All staff values and appreciates each program component and actively models mutual respect, cooperation and problem solving as they work together. The teamwork modeled by the staff is similar to healthy family behavior and serves as a model of such for the participating families who learn much by observing staff interactions. A healthy, well functioning "staff family" provides valuable lessons for the families in the program.

Staff is assigned time to "crossover" and participate in portions of the day that are not their primary responsibility. For example, ABE teachers may attend at least one circle time and one parent group per week, where they may lead a finger play or an icebreaker.

Besides equal emphasis of components and teamwork, staff communication is essential to accomplish the full integration of program components. Staff must connect with each other daily to share information so that each is aware of what is happening in other program components and common messages are being communicated to participants across components. Much of this staff communication will occur casually throughout the day. However, establishing a dependable process for such daily communication to occur is strongly recommended whether it be during a paid lunch meeting, a brief staff meeting at the start or end of the day, or a staff "huddle" time during the day.

In addition to daily connection time and prep time, an extended weekly staff meeting of 2–3 hours for program planning and integration is essential for creating a high quality instructional program. During staff meetings, integrated curriculum plans and implementation strategies are discussed. This staff time is used to debrief the session and provide support for each other. This time is an essential part of preventing staff burnout and turnover. (See Appendix for a meeting plan form.)

11. Retention

A primary challenge facing Family Literacy programs is the retention of families. This is particularly challenging given the unstable, sometimes chaotic daily lives of many eligible families. There are several strategies programs can implement to encourage the continued participation of families.

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Program Design

Providing transportation, food and childcare for families removes many of the barriers to program participation. Also, the program’s schedule (days of the week and hours of the day) must mesh well with the typical schedules of eligible families in the community. In addition, intentionally collaborate with community agencies to offer multiple family services at the Family Literacy site.

Emotional Environment

Establishing a welcoming and positive emotional environment for families is an essential intangible retention strategy. Participants need to feel accepted and affirmed by a supportive, caring staff. They need to feel a sense of belonging. The program’s focus is on identifying and building upon the strengths of each family member. Two specific strategies that encourage a sense of belonging are to:

- Make clear when there is a waiting list so that current participants further value their place in the program

- Phone, write and/or stop by to check on participants’ absences in a way that lets them know they are missed.

Defined Program Standards

Clearly define and communicate program standards and expectations to participants. Ask participants and staff to sign a contract that delineates participant obligations to the program and program obligations to the participants. In the contract, include a standard that requires participation in all parts of the Family Literacy program. Also, with input from the participants, establish a written attendance policy for the program. (See Section II, Part 7 and see Appendix for examples of contracts and attendance policies)

Willingness to Work with Families Who Are Not Meeting Standards

Even with clearly defined program standards, some families may struggle to meet program expectations at times of stress or crisis in their personal lives. When this happens, a staff member meets with the participant to discuss the situation and to work out a satisfactory solution for both parties. Some solution options for staff to consider include:

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Referring the participant to outside community resources for assistance; Offering a short leave of absence to the participant without jeopardizing their

spot in the program; Designing a “special circumstances” contract for the participant to

accommodate a unique family situation; Establishing an emergency fund to which participants can apply for small grants

to meet immediate family needs. (When setting up such a fund, participants and staff work together to establish guidelines and procedures for fund grants.)

Opportunities for Participants to Interact and Form Support Networks

Provide opportunities for program participants to interact and get to know each other well so that a supportive and caring community is created within the program. One way to do this is to hold a “Winner’s Circle” at the end of each week during which participants and staff gather together to individually share something positive that happened to them during the week. This is also a time for staff to formally recognize participant accomplishments. Other typical opportunities for interaction include:

Parent group time Lunch break Smoke breaks Bus rides to and from school Field trips

Opportunities for participant involvement in the program

Involving past and current participants in the program via volunteer or paid positions aids retention and provides job skills experience. Programs have utilized participants in the following ways:

Tour guides for potential participants Receptionist

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Advisory committee members Emergency fund committee members Attendance policy input Smoke break policy input Childcare paraprofessionals Intermittent childcare help Cleaning Plant care Mentors for new participants

Celebrations

Celebrating participant accomplishments and program milestones is fun, gives participants something to look forward to and can even serve as motivation to accomplish a goal. Programs have celebrated in the following ways: Weekly Winners’ Circle (See description above) Awards for academic achievements as they occur (i.e. passing a test or earning

a credit) Potluck parties for holidays or other occasions ABE graduation ceremony Family Literacy year-end ceremony and celebration

Summer programming

To keep families connected to the program during the summer break, offer summer programming for parents and children. For specific ideas and more information about summer programming, see Section II, Part 1.

Clearly, there is no one magic answer to the retention question. Rather, the goal is to create a place for participants that is warm, welcoming and affirming, has clear boundaries, offers many learning opportunities and knows how to have fun.

12. Program Evaluation

Successful Family Literacy programs develop effective evaluation plans.An effective plan documents program and participant outcomes in

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accordance with the goals and objectives set forth in the program’s design. It requires evaluation methods that are appropriate for the adult and child learners and reflect each component of the program. The plan also includes participant feedback and demographic measures. Its success requires an ongoing record keeping system and a means for dissemination of the results. Evaluation results are used to:

a) Inform staff, collaborators, administration, school board and advisory council members of what is going well, needs improvement or needs further assessment

b) Inform future programming and evaluation changes

Ongoing self-assessments in order to improve services are an important part of an effective evaluation plan. The Minnesota Family Literacy Quality Indicators document is one method of self-assessment that covers the multiple features of a Family Literacy program. Quality Indicators are also available for Adult Basic Education and Early Childhood Family Education services and can be used for the aspects relevant to Family Literacy.

Programs with significant Programs with significant grant dollars usually are required to meet specific evaluation criteria and to contract with a local independent evaluator. Ask the Department of Education for assistance with finding an evaluator familiar with Family Literacy. Other programs may design plans according to their own priorities and budgets. Suggestions for Even Start evaluation design strategies, budget considerations and data collection strategies are found on page 43 of the Minnesota Even Start Family Literacy Guide. Two publications offer a helpful overview of evaluation planning. They are The Program Manager’s Guide to Evaluation found at www.acf.dhhs.gov/programs/rde/manual/.htm and The Even Start Guide to Local Evaluation available from the state Even Start Coordinator.

Programs can help the De Programs can help the Minnesota Department of Education track Family Literacy efforts statewide by completing the Minnesota Even Start and Family Literacy Evaluation Report form each year.

Recommended Practices for Effective Local Evaluation Planning

Design Strategies

Choose measures that build on the state requirements. (see Appendix) Choose relevant measures that will reflect program outcomes, learner outcomes,

participant satisfaction across components and achievement of goals.57

Focus on program improvement in all components. Use information collected for the Minnesota Even Start/Family Literacy

evaluation.

Budget Considerations

Evaluation supplies such as specific assessment tools, computer upgrades, disks and mailing supplies

Additional costs unique to your program or community such as interpreters or the AT&T Language line

Clerical time to sort, input and mail data Additional staff time for some assessment tasks and training

Data Collection Strategies

Request that the adult participants sign a research consent form. (see Appendix.)

Inform participants about how the process helps to improve and fund the program.

Include any of the evaluation forms’ demographic questions in the intake interview.

Schedule the administration of any pre- and post-evaluation measures within appropriate time limits.

Develop a plan to keep accurate records of participants’ achievements, attendance and referrals to other agencies or services (see Appendix)

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Keep staff informed about data collection requirements and assign related responsibilities.

13. Transitions from Family Literacy

The desired outcome of participant enrollment is successful completion of the Family Literacy program. Success is defined as the accomplishment of the family’s educational goals and objectives. This may mean a GED for the parent, improved English speaking skills for parents and/or child(ren) or other educational achievements.

The next step for parents and children after Family Literacy can be defined and prepared for as part of a Transition Plan. (See Appendix for sample plans.) Staff works with each family to determine the school or community resources and connections most relevant to the children’s and adults’ goals. This can be accomplished at the site or on a home visit. The plans should address steps to obtain the information and resources necessary to address the family’s goals. Examples may include facilitating transportation to work or parent-teacher conferences, accessing child care subsidies and YMCA reduced cost memberships, learning about the local job market or other job training opportunities, etc.

In anticipation of these transitions, programs can provide opportunities for participants to explore a range of post-Family Literacy options. Consider scheduling field trips to and speakers from the children’s future schools, other adult education or job training services, Job Fairs, local businesses human resources personnel and YMCA or Park & Recreation programs. It is important to develop a focus on the future across program components as well as celebrate current achievements so that whenever a family leaves, they have had access to information about other opportunities.

Many families hesitate to move on after the success and sense of belonging they achieve at Family Literacy. It is vital for staff to facilitate a sense of confidence that allows the participants to look forward to their next goals. On many occasions, participating families leave before completing their goals. Whenever possible, the reason for leaving should be documented and other resources or referrals offered to the family.

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14. Home Visits

Home visits are tailored to the individual family members present and include all four family literacy components. The visits and activities are documented for teaching and evaluation purposes (see Appendix).

For some communities, the home-based instruction component may be an effective program design alternative for families who are on the waiting list or who are not able to attend an in-center program because of medical, transportation, work or other barriers. In this case, the visits are more frequent and regular.

Home Visit Scheduling

Experienced programs have used one or more of the following ideas for scheduling visits:

Seasonally so that a summer visit occurs, assisting with year-round program planning.

At the beginning and end of each semester to set and review goals in all components.

In response to 2 or more absences to help participants “make-up” what they missed.

Monthly in order to regularly review the transfer of what is learned in-center to the family’s home.

On days or weeks that the program is not in session in order to avoid disruption of service to families.

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Barriers to Home Visits-Family resistance for social or cultural reasons-Financial burden on a family whose culture encourages preparation of a "banquet" for honored guests such as teachers-Active domestic/drug abuse activity that makes it unsafe for staff to visit-Staff allergies to pets or smoke present in the home

Home-based instruction attempts to increase:

a) Staff awareness of and sensitivity to the style and routine of the family’s home life in order to design relevant curriculum;

b) Opportunities to model for families the transfer of what is learned in the center-based program to their home life.

Planning for Successful Home Visits (See Appendix for sample forms)

Provide staff with training specific to home visits. Coordinate visits with other in-home service providers to avoid overloading the

family’s schedule. Involve participants in planning and evaluating the visit. Be aware of cultural or family issues, which may make home visits

burdensome. Provide an alternative visit location if necessary (McDonald’s, library, a

community site). Whenever possible, send two staff on the first visit and evaluate the number of

staff required for subsequent visits. Use the home visit as an opportunity to check on the family’s needs for

resource referral. Use a contract to establish expectations for and minimize disruptions on the

home visit. Have alternative assignments available for staff when home visits are cancelled.

15. Summary: Family Literacy as anIntegral Part of the Community

Establishing a quality Family Literacy program is an immediate goal of many educational services. It is essential for those initiating and building Family Literacy efforts to address the long-term goal of becoming fully established in the community. By becoming an integral part of the community Family Literacy is better able to command the conviction and determination of its collaborators to continue to contribute resources to the program. Ways to achieve this integration include:

1) Invite potential partners to the table as you design your program.

2) Include mention of partners and collaborators on all publications or media releases.

3) Look for and welcome in-kind resources and support as well as additional funding streams or grant collaborators.

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4) Support the work of other providers by facilitating their communication with and service to program participants.

5) Invite community members, media and collaborating partners to participate on advisory committees and at program events.

6) Attend to other initiatives in your community and play a supportive role in any way you can.

7) Define community broadly: businesses, schools, faith communities, private social service agencies, public agencies such as libraries, counties, public health nurses, workforce centers, etc.

8) Remember to thank the seen and unseen contributors to your program including school secretaries, bus drivers, food service personnel, etc.

9) Share year-end and on-going reports of participant progress and achievements with the above and with local policymakers and community leaders such as the school board, representatives and senators and Chambers of Commerce and service and fraternal organizations.

10) Work continuously to add new collaborators and partners to avoid isolating your program from potential supporters.

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