Section I



Section I

Family Literacy Overview

1. Preface

The goal of this manual is to provide guidance to readers about considerations necessary to the development of a Family Literacy program. It is not a "regulatory guidance" document. It provides background information about successful Minnesota Family Literacy programming including a definition, a philosophy, the necessary characteristics, educational components, core values and recommended practices. The manual concludes with an appendix of sample forms and resources.

If you develop as many questions as you find answers while reading these pages, then you are probably on the right track to creating a vision for a Family Literacy program in your community. The next step is to meet with like-minded colleagues and potential collaborators to discuss the possibilities.

2. Philosophy of Minnesota Family Literacy

The goal of Family Literacy is to break the cycle of intergenerational illiteracy and under-education by encouraging collaboration between relevant agencies to provide an integrated education program for families with young children. Family Literacy programs require integration of the adult, parent, parent/child and early childhood education components to address family-centered educational goals. This holistic approach has its initial, continuing and ultimate focus on enhancing the family’s educational status and resource options. Integrated practices and curriculum, staff teamwork, support services and effective community collaborations are the foundation of Family Literacy’s philosophy.

3. Definition of Minnesota Family Literacy

Family Literacy is an education program that integrates instruction for undereducated adults and their children.

Family Literacy’s purposes are to:

-Break the cycle of illiteracy in families

-Increase the literacy skills of adults

-Provide quality-learning opportunities for children of adult participants

-Assist parents in their role as their child’s first teacher

-Increase economic self-sufficiency for adults

These purposes are achieved by creating a program designed around four educational components and five Family Literacy core values. The separate educational components of Adult Basic Education (ABE), Early Childhood Family Education (ECFE), English Language Learning (ELL), Head Start or School Readiness, to name the most common, focus on specific needs of the individuals they serve. When two or more components merge to become a Family Literacy program, their focus shifts from serving the individual learner to addressing the strengths and needs of the family by combining services.

What does it mean to merge these educational components and practice the core values of Family Literacy? For example, many administrators interested in Family Literacy have asked: “We have Head Start and ABE in the same building in our district. Isn’t that the same as having a Family Literacy program? Should we apply for grant funding?” Head Start and ABE are potentially excellent partners for a Family Literacy project. However, their coexistence does not equal the necessary level of integrated, collaborative service for families that defines a Family Literacy program. Staff at the programs may not know each other’s names and certainly cannot talk about the individuals they serve without signed consent. They are, therefore, probably not motivated to find out what is going on in each other’s classrooms and are not likely to interact on a daily or even weekly basis. However, as part of a Family Literacy program, they would meet weekly to share information about participants’ achievements, attendance and access to resources as well as to plan integrated learning activities.

4. Family Literacy Core Values

The Family Literacy core values published here were originally written for the Minnesota Family Literacy Quality Indicators Guide. They are derived from several sources and provide a framework for understanding the philosophy, defining the criteria for and implementing the best practices of Family Literacy programs.

Integration

The integration of staff, components, and curriculum distinguishes Family Literacy from other programs that serve family members separately. Family Literacy combines these separate programs to serve the family as a whole in order to develop literacy skills in parents and children together. Staff members from different disciplines meet regularly and frequently to plan and work together to provide programming that meets the needs of all participating family members. The importance of integration is evident in each of the other core values.

New Roles, Relationships and Responsibilities for Staff

Family Literacy programs require staff to develop new competencies. Programs must establish staffing practices that emphasize integrated program development, active participation in all components and shared responsibility for program tasks. These practices include developing relationships with providers and requiring cross-disciplinary and cross-agency training. A fundamental goal of these new practices is for Family Literacy staff to view themselves not only as specialists in the component areas, but also as members of a team of Family Literacy educators.

Family-Centered Service

Family strengths and needs are considered first in designing Family Literacy programs. Staff offers flexible scheduling and programming within structured limits in order to intensively serve families who are most in need. Participants identify their own priorities, set goals and make decisions. Staff respects the diverse experiences, languages and cultures of families and focuses on participants’ goals when choosing curriculum.

Intensity of Services

Family Literacy programs have realistic goals and high expectations for families. Although their designs may vary, quality programs are sufficient in intensity and duration to support the attainment of participant goals. In Minnesota, Family Literacy programs are encouraged to meet 12 hours per week. Some programs meet fewer than 12 hours, but greater intensity results in greater

academic gains and family growth and success.

Collaborative Efforts

Quality Family Literacy programs foster seamless, family-centered services across components and within the community. Programs collaborate with other agencies to integrate services and to advocate for families. Family Literacy staff, adult participants, businesses and other service providers work together to create and use community resources.

5. Continuum of Literacy Services

There are many educational programs for children and adults that include family literacy activities as part of, or perhaps the primary focus of, the program. However, only programs that meet the criteria described by the core values are considered Family Literacy programs. The Continuum of Literacy Services in Figure 1 illustrates the stages of services offered by programs.

The Continuum describes literacy programming from low to high intensity of family-focused services. The first and second stages represent literacy activities and environments that provide learning opportunities for children and adults. These activities are provided to adults and children separately in Stage 1 programs and to parents and children together sometimes in Stage 2 programs. Examples of literacy activities are listed on the Continuum chart.

Stage 3 programs are focused on making intentional connections between adult literacy programs such as ABE, Workforce Centers, etc. and early literacy programs such as Head Start, Child Care, School Readiness and ECFE. These connections may be as simple as complementary schedules and referrals between programs or may extend to some shared resources or experimental trial programs. No supplemental funds are required for these efforts since each program is providing its own separate services. This is a transitional stage for many programs that want to enter into a greater Family Literacy focus by reaching out to populations that have not yet been served or could be better served in their community.

Stage 4 describes intensive Four-Component Family Literacy programming that typically takes time to develop. All four educational components are fully integrated in ways that support each other. Parents and children attend the program together to participate in a well-planned learning experience that meets the needs of the children, parents and families. The five Family Literacy core

values are fully embedded into the program’s design. (See Family Literacy Core Values).

In Stage 4 there is true collaboration among programs and agencies throughout the community. Pooled resources assist in providing a variety of services that help families reach their goals. In this stage, individual program and agency staff of varying expertise works together. This team maintains a connection to their own program, while at the same time holding a new identity as the Family Literacy Program staff.

The information shared in this guide is intended for Four-Component Family Literacy programs.

Continuum of Literacy Services

Common Characteristics

Ellison, Jarnot, Campbell, 2000

| | | |4. Family Literacy |

| | | |Programming |

| | | |(Four-Component) |

| | | | |

| | |3. Adult and Early |( Integration of Essential |

| | |Literacy Connections |Elements: |

| | | |Adult Education |

| |2. Family-Focused |( Cooperation (not integration) |Parent Education |

| |Literacy Activities |between adult education |Early Childhood Education |

| | |programs (ABE, Work Force |Parent-Child Interaction |

|1. Separate Literacy |( Interactive early literacy |Centers, etc.) and early | |

|Environments |activities for parents and |childhood programs (ECFE, |( Integrated curriculum and |

| |children |School Readiness, Head Start, |practices |

|A. Children: | |child care, etc.) to address | |

|( Typical early childhood |( Field trips to libraries |both adult and early literacy |( Pooled resources |

|environments and | |needs. | |

|activities that promote |( Check-out systems for | |( Enrichments: |

|early literacy |reading activities | |transportation, home |

| | | |visits, food programs, |

|( Planful environments |( Education of parents about | |child care, job skills |

|and activities |emergent literacy, school | |training, internships, |

|specifically designed to |readiness, kindergarten | |transitions to higher |

|enhance early literacy |transition and parents are | |education, mental health |

| |partners in education | |services |

|B. Adults: | | | |

|( ABE,GED,ESL classes, | | |( Possible Collaborators: |

|Work Force Centers for | | |ABE, Community |

|remediation | | |Education, ECFE, |

| | | |Extension, School Readi- |

| | | |ness, Head Start, County |

| | | |Human Services, Job |

| | | |Training, Libraries, Title |

| | | |I, Volunteers, Special |

| | | |Education, Businesses |

Types of Family Literacy Services

Once those most in need of Family Literacy services are identified in a community, it is possible to determine the type of service needed. Are those most in need…

- teen parents who have left high school?

- refugees from other countries who do not speak English or have citizenship yet? Do they speak the same or multiple languages?

- MFIP recipients who have additional barriers to work due to their lack of literacy and employability skills or the ages of their children?

Effective Family Literacy services are designed with their learner population in mind. In addition, available funding sources, collaborators and staff assignments are often determined based on the population to be served. The more diverse the population, the more support services and program options will be necessary.

6. Family Literacy Funding

Programs require funding from a variety of sources. Many Family Literacy- specific grant programs such as the Barbara Bush Foundation and Even Start require matching funds from additional sources. Typical sources of funds are the early childhood (including ECFE, Head Start, School Readiness, Title 1) and adult education programs (ABE, ESL, Workforce) that provide services to the participants. Community Education departments may choose to designate additional funds for Family Literacy purposes.

Additional sources include County Workforce training funds and childcare reimbursement funds. Federal Nutrition funding for free and reduced lunches and for children’s snacks is available for qualifying participants. Financial support can be sought from private corporation grants (Target, Cargill), private foundation grants (Barbara Bush nationally; statewide Minnesota Council of Nonprofits, ) and government grants (Children’s Trust Fund, Family Collaborative or Time Study monies). Look for local community organization funding sources such as Chamber of Commerce, Women of Today, Kiwanis or Lions.

It is essential that program leadership seek funds continuously. Leads for funding may come from many different places. Opportunities to write grants or request

funds may be discovered at community meetings, from colleagues, participants, government personnel, publications and web sites.

Programs also find funds by connecting with other agencies and services by joining ongoing meetings and making collaborative agreements. The more connections that staff, administrators and participants accomplish within the community the more likely it is increase funding sources and to become an integral part of the community.

Even Start and Barbara Bush grant funding serves as an impetus for current quality programs to merge their separate services and efforts into a Four-Component Family Literacy program. Even Start grants are for four years with annual continuation requirements and the opportunity to competitively apply for additional four-year grants. There is a matching funds requirement equal to a minimum of 10% of the program budget in year 1 that increases annually by 10% to a maximum of 50% for years 5-8 and 35% in any subsequent year. The maximum annual grant in Minnesota is currently $200,000. Matching funds can be from any other source for direct or indirect services, materials and space. For information about applying for these grants or to review sample budgets of Family Literacy programs see the appendix.

Family Literacy Resources

This is a compilation of possible resources available for Family Literacy programs to pursue. The intent of this document is to provide a list of possible funding and/or support sources within the state and local communities. Each community has its own unique opportunities for funding and supporting collaborations. It is hoped that the ones identified below will be the starting point for your search for funding and resources to sustain and enhance your Family Literacy Program.

As with any collaboration, these resources in your particular community will vary depending on your community’s existing resources and their commitment to the Family Literacy concept. Each organization or agency sets its own goals for funding initiatives and budget priorities. It is in the best interest of the Family Literacy Program to be aware of these spending priorities and play a role, where possible to influence them. It is important to realize that not all of the agencies listed are aware of their obligations or possibilities to support the families in the Family Literacy programs. You may need to advocate for the resources your families need and those to which they are entitled.

The most important initiative for any Family Literacy Program is awareness. It is critical to education service providers, legislators, school administrators, local businesses and any other agency or organization in your community. Family Literacy speaks for itself once others are made aware of the program.

Since collaborative resources are critical for sustaining Family Literacy programs, if you have additional collaborative resources, please contact the Minnesota Department of Education to request that they are added to the list.

|COLLABORATIVE RESOURCES |

|Agency |Type of Service |Contact Information |Limitations |

|Adult Basic |ABE provides instructors for the Adult Education Component, both |Local ABE coordinator or Barry Shaffer, (651) |Adults must qualify for the ABE |

|Education |ESL and ABE learners. |582-8442. |program. |

|America Reads |Colleges and Universities can provide Federal Work study tutors |Contact the local College or University Financial|The tutors are limited in |

| |to work in Family Literacy Programs. These tutors provide |Aid Office. |participation by the amount of aid |

| |additional staff at no cost to the Family Literacy program. | |they qualify for and they are |

| | | |employed by semester. They must |

| | | |work around their college academic |

| | | |schedule. |

|AmeriCorp |Volunteers to help in the classroom with children or adult |Contact Regional Coordinator, Michael Bowan, |Must meet the mission of the local |

|Volunteers |learners. |(312) 353-1959. |efforts. |

|Child Care |Child Care funding through the County sliding fee schedule for |Contact your county Child Care Resource and |Family must meet funding criteria. |

|Resource and |children in a child care setting. The children in Family Literacy|Referral Agency or |All teen parents automatically |

|Referral. |qualify for this funding resource. Additional resources are | |qualify. |

| |available for teen parents receiving parent education. | | |

|Community |Youth enrichment provides extended day opportunities for |Contact your local Community Education Director |These programs vary in each |

|Education, Youth |recreation and academic enrichment to school age children. |or Dan Smith at the MN Department of Education at|district and often require fee for |

|Enrichment | |(651) 582-8330. |service. |

|County Human |County Services such as housing assistance, food subsidy, mental |Contact your County Social Service Agency or the |Each program has their individual |

|Services |health, and child protection. These agencies can provide staff |State Department of Human Services |criteria for qualification. |

| |training and support, family referrals, and resources for basic | | |

| |needs. | | |

|Early Childhood |ECFE provides instructors and paraprofessionals for children, |Contact your local ECFE Coordinator, Community |Children must be under the age of 5|

|Family Education |infant through 4 years of age and their parents. |Education Director or Betty Cooke at the MN |years old or not yet in |

| | |Department of Education at (651) 582-8329 |Kindergarten. Adults must have |

| | | |qualifying children. |

|Family Services |Develop and expand early intervention and prevention services for|Contact your County Family Service Collaborative |Varies from each county based on |

|Collabor-atives |children and families through collaborative efforts of county |Coordinator or Anne Borth at the State Department|goals and spending objectives. |

| |agencies. Through the LCTS dollars, these collaboratives can be | | |

| |a direct funding source for Family Literacy Programs. | | |

|Head Start |Head Start can provide transportation, space, Early Childhood |Contact your Local Head Start Agency or Sandy |The family must meet the Head Start|

| |instructors, staff development and training. They are also a |Simar at the MN Department of Education at (651) |economic criteria. |

| |resource for referrals. |634-2203. | |

|Integration |To provide integration efforts and support for families and |Contact your local Superintendent. |Your District must meet the |

|Districts |children. These efforts may include housing, social, economic, | |requirements of being racially |

| |and infrastructure needs. In addition, this can include | |isolated or be an adjoining |

| |interpreters, transportation, computers, or other resources | |district. |

| |needed for student success. | | |

|Libraries |Provide story hour and book check out. They will also train |Contact your local library. |Vary with each community based on |

| |adults on library use or will bring their resources to your site | |resources. |

| |to provide services. | | |

|Local |Don't over look the possibilities of local funds. Walmart, |The Chamber of Commerce would have a listing of |These are usually small, annual |

|contributions and|Target, charitable gambling, Rotary, Lions, Pizza Hut, |local businesses. |funds. |

|grants |McDonald's, and any other local organization or business. | | |

|Local District |Family Literacy participants qualify for the Free or Reduced |Contact your local food service director or Lee |Adult participants must be reported|

|Food Service |School Lunch Program. |Jones at the State Department, (651) 582-8526. |as working toward their High School|

| | | |diploma/GED and meet the financial |

| | | |criteria. |

|Local District |Family Literacy meets the requirements for service on the local |Contact your District Transportation Director. |Would need to fit into the District|

|Transporta-tion |district transportation. | |daily service and there would need |

| | | |to be space on the bus. This is |

| | | |where Special Education buses can |

| | | |fit in. |

|Migrant Education|This program is designed to address the special needs of |Contact your local Migrant Office or Jan Bourdon |Must be a child between 3 -21 years|

| |migratory children in a coordinated, integrated and efficient |at the State Department, (651) 582-8236. |of age and have moved within the |

| |manner. | |past 36 months to a different |

| | | |county, state or school district |

| | | |seeking agricultural or fishing |

| | | |work. |

|Public Health |Through new born visits, immunization, teen parenting, WIC and |Contact your local county public health office or|These resources are usually in-kind|

| |other early intervention and prevention efforts, Public Health |the MN Department of Health at (651) 296-9133. |and collaborative. |

| |provides both resources and referrals for Family Literacy. They | | |

| |also provide on site education for Family Literacy families. | | |

|REA Recipients |Districts that have received additional money to enhance programs|Contact you District Superintendent or Karen |Must have qualified as an REA site.|

| |for students at risk of not succeeding. Family Literacy is a |Bihrle at the State Department, (651) 582-8681 | |

| |required component of these monies. | | |

|Senior Citizens, |These volunteers can provide extra support in all program |Contact your local agencies such as RSVP, |They can't replace licensed staff. |

|Community, School|component areas as well as during lunch. |Community Education, service learning in the | |

|and Business | |schools and other community service organizations| |

|Volunteers | |and business that contribute volunteer time to | |

| | |their community. | |

|Special Education|They provide support for children that qualify for Special |Contact your local District Special Education |These resources need to be |

| |Education Services. They can also provide on site staff, |Director. |connected to children identified or|

| |licensed teacher or para. Also, can help provide transportation | |potentially identified with special|

| |services. They are also a good resource for staff development. | |needs. |

|Targeted Services|Provide extended day and extended year academic support for |Contact the principals of your local elementary |Is not available during school |

| |children at risk of academic failure K-middle school. This can |schools or Glory Kibbel at the MN Department of |hours. |

| |provide the academic support for the school age children in your |Education, Learner Options, at (651) 582-8586. | |

| |program during the summer or during non-school hours. | | |

|Title I |They provide extra math and reading support for children during |Contact your local School District Superintendent|Services vary with districts. |

| |their school day and during non-school hours, as well as Family |or the Minnesota Department of Education. |School must qualify and receive |

| |Activities on a regular basis. They can also provide resources | |Title One funds. |

| |and training for Work Sampling. Title I can also provide direct | | |

| |funding resources to Family Literacy Programs. | | |

|University of |Can provide nutrition education, meals, and educational |Contact your county extension agent. |Can vary from County to County. |

|Minnesota |resources. | | |

|Extension Service| | | |

|Work Force Center|Provide support for student employment and training. |Contact your local Work Force Center or Dan |These agencies can provide staff, |

| |Opportunities for resume writing, interview skills, job mentoring|Korthuis at the State Office Of Economic |but may be a fee for service. They |

| |and placement. They can also provide support staff through job |Opportunity, (651) 582-8389. |are good collaborative partners for|

| |placement training programs. Additionally, participation in | |additional funding opportunities. |

| |Family Literacy can help students meet time requirements for | | |

| |their MFIP funding. | | |

|YMCA |Local agencies provide activities and scholarships for families |Contact your local YMCA Program. |Limitations would be set by the |

| |and children. They provide an option for activities for school | |local agency's guidelines and |

| |age children during non- school hours. | |program goals. |

|Child Care Resource & Referral Programs (CCR&R) |

|The State of Minnesota created CCR&R programs in all of the Governor's economic regions to help families find child care in their communities. We |

|have listed Minnesota's local CCR&R programs below. For child care referrals or to find out more, call the statewide toll-free number |

|1-888-291-9811, visit the state CCR&R website at , or call the local CCR&R in your area. |

|Minnesota Child Care Resource & Referral Programs |

|Anoka County Community Action Program |

|(Serving Anoka County) |

|(763) 783-4884 |

|Arrowhead CCR&R |

|(Serving Aitkin, Carlton, Cook, Itasca, Koochiching, Lake, & St. Louis Counties) |

|(218) 726-2273, (800) 450-0450 |

| |

|CAP Agency, Inc. CCR&R |

|(Serving Carver & Scott Counties) |

|(952) 496-2125 |

|Child Care Choices, Inc. |

|(Serving Benton, Sherburne, Stearns, & Wright Counties) |

|(320) 251-5081, (800) 288-8549 |

| |

|Child Care Resource & Referral, Inc. |

|(Serving Dodge, Fillmore, Goodhue, Houston, Olmsted, Rice, Wabasha, & Winona Counties) |

|(507) 287-2020, (800) 462-1660 |

|Subcontractors |

|SCOPE |

|(Serving Steele County) |

|(507) 455-2560 |

|Parenting Resource Center, Inc. |

|(Serving Freeborn & Mower Counties) |

|(507) 437-8330 |

| |

|Community Action Council CCR&R |

|(Serving Dakota County) |

|(952) 985-4040 |

|GMDCA |

|(Serving Hennepin County) |

|(612) 341-1177 |

| |

|Region 4 CCR&R |

|(Serving Becker, Clay, Douglas, Grant, Ottertail, Pope, Stevens, Traverse, & Wilkin Counties) |

|(218) 299-7026, (800) 452-3646 |

|Leech Lake CCR&R |

|(Serving the Leech Lake Reservation) |

|(218) 335-8345, (800) 331-3465 |

| |

|Mahube CCR&R |

|(Serving Beltrami, Clearwater, Hubbard, Lake of the Woods, & Mahnomen Counties) |

|(218) 732-7204, (800) 450-1385 |

|Prairie Five Community Action Council |

|(Serving Big Stone, Chippewa, Lac Qui Parle, Swift, & Yellow Medicine Counties) |

|(320) 269-8727, (800) 292-5437 |

| |

|Region 5 CCR&R |

|(Serving Cass, Crow Wing, Morrison, Todd, & Wadena Counties) |

|(218) 631-7691 |

|Child Care Choices Inc. |

|(Serving Kandiyohi, McLeod, Meeker, & Renville Counties) |

|(320) 214-0030, (800) 221-1421 |

| |

| |

|Region 7E CCR&R |

|(Serving Chisago, Isanti, Kanabec, Mille Lacs, & Pine Counties) |

|(320) 629-5146, (800) 633-7284 x146 |

|Region 9 CCR&R |

|(Serving Blue Earth, Brown, Faribault, Le Sueur, Martin, Nicollet, Sibley, Waseca, & Watonwan Counties) |

|(507) 389-1716, (800) 373-2782 |

| |

|Resources for Child Caring |

|(Serving Ramsey County) |

|(651) 641-0305 |

|SMOC, Inc. |

|(Serving Murray, Nobles, Pipestone, Rock, Cottonwood, Jackson, Lincoln, Lyon, & Redwood Counties) |

|(507) 376-4195 |

| |

|Tri-Valley Opportunity Council, Inc. |

|(Serving Kittson, Marshall, Norman, Pennington, Polk, Red Lake, & Roseau Counties) |

|(701) 772-7905, (800) 543-7382 |

|Washington County Community Services |

|(Serving Washington County) |

|(651) 430-6488 |

| |

7. Family Literacy Training and Staff Development Opportunities

There are many opportunities to learn about Family Literacy program implementation. The State Family Literacy Conference is held in early March and a Family Literacy Institute is offered in the fall. A conference that focuses on English Language Learners’ Family Literacy programming is held in January. The National Center for Family Literacy offers workshops for new and advanced Family Literacy programs as well as an annual conference. Even Start grant writing technical assistance workshops are scheduled approximately six months prior to the next grant competition. The National Even Start Association sponsors a conference every October in San Diego.

In addition, the Even Start Family Literacy Quality Indicators will be of help to you in planning and evaluating your program. Regional coordinators and a regional training system are in place. The MN Department of Education also has a Family Literacy newsletter and directory. Contact Dianne Dayton, the state coordinator for Family Literacy to get the directory. Check out the State Family Literacy website at to access training modules on related Family Literacy topics and further information. See the Appendix for a Resource List that includes contacts for the above training opportunities and materials.

8. Educational Components within the Context of Family Literacy

Educational components within the context of Family Literacy unite from separate service arenas to integrate practices and curriculum in a family-centered, intensive program. This unification challenges teachers, administrators and support personnel to achieve new roles, relationships and responsibilities, as they become Family Literacy program staff. An overview follows, explaining the primary responsibilities and goals of each component.

Adult Basic Education

Traditional Adult Basic Education (ABE) concentrates on the adult’s educational goals that may include increased ESL skills, basic literacy skills or attainment of the GED or high school diploma. The ABE classroom in the context of Family Literacy takes an approach that addresses the adult’s roles as parent, citizen and worker as well as learner. Thus, the ABE Family Literacy teacher strives to relate academic learning to parenting and working. The teacher works with the team to help the parent acquire the academic and social skills necessary to succeed in the workplace and to help her children succeed in school. The skills acquired build confidence in the parent’s role as her child’s first teacher. The parent is then able to help her child(ren) with their homework, study skills, and advocate for them at their schools.

Additionally, ABE teachers in Family Literacy programs have the opportunity to work more intensively with a group of students. This increases the teachers’ opportunities to plan for effective small group as well as individual learning options. It also increases the likelihood of progress for students who may receive 250-300 hours of ABE service annually in a Four-Component Family Literacy project.

Due to the emphasis on integrated practice and curriculum within a Family Literacy program, ABE teachers work not only in the ABE room, but also make regular, planned contributions to the early childhood room and the parent group.

This is an enriching experience for the teacher and the students while strengthening the program and the teaching team.

Family Literacy enrollment procedures include the opportunity for the ABE teacher to know a great deal about the student’s family life prior to the start of program. While the focus is on identifying family strengths, many barriers to learning are discovered and addressed with referrals to community collaborators or other resources. This helps to prepare the student to learn and the teacher to make learning meaningful and relevant.

The ABE career counseling option available at many programs addresses working parent issues when used in Family Literacy programs. Career planning for participants emphasizes family needs over individual career counseling. Links to community resources are vital for assisting participants’ transitions from Family Literacy to post-secondary education, employment or other resources. (See Appendix for transition form.)

Parent Education

Parent education has been a key part of the Minnesota’s Early Childhood Family Education (ECFE) programs for more than 25 years. Minnesota continues to be the only state that offers and requires a parent education teaching license. Therefore, Minnesota Family Literacy teams will have licensed staff in at least three of the following areas: Adult Basic Education, Elementary of Secondary Education, Early Childhood Education or Parent Education. If you are working in a Head Start program a CDA certificate or an AA in Early Childhood Education is accepted.

Parent education within the context of Family Literacy is unique in many ways. Like the other components, it needs to be more frequent and intense than the typical ECFE model. In addition, the focus of parent education in Family Literacy is on literacy development, rather than general parenting. Family Literacy research reports the greatest language gains are made by children whose parents participate in 20 or more hours of combined parent/child and parent education service each month (1994). In addition, due to the emphasis on integrated practice and curriculum within a family literacy program, parent educators work not only with the parent group, but also in the early childhood room and the ABE room. This is an enriching experience for the teacher and the students while strengthening the program and the teaching team.

The parent educator’s philosophy is to approach each parent from a strengths perspective by overtly identifying those strengths to the parent, encouraging their growth, creating an atmosphere of trust and accepting and affirming each parent’s experiences and perspective. Self-identified needs and interests of the parents determine much of the curriculum presented with the balance of topics identified by program staff based on their knowledge of the group. Curriculum presentation methods that incorporate concrete, hands-on activities and utilize creative resources work best.

For many parents, Family Literacy is their first opportunity to participate in a group so there are many skills to learn and practice. Within the group, parents learn valuable interpersonal skills that will serve them well in their roles as family members, workers and citizens. Social group skills, communication skills, conflict resolution skills and problem-solving skills are all learned during parent group time. Group rules are essential in this setting as a way to set expectations for appropriate group behavior. In fact, most of the first three weeks or more of programming is centered on group building activities. These activities and group rules are revisited regularly and especially upon entry of new participants.

Another key aspect of the parent education component is creating a connected community within the group so that the parents will find dependable support and friendships that extend to their personal lives. Many parents in Family Literacy programs have lived isolated lives with minimal social support. Parents receive much support from the group for the difficult job of parenting young children. Opportunities for parents to share resource information with each other within the group as well as receive referrals from staff members are frequent.

Like the other components, Family Literacy parent education emphasizes the parent’s role as their child’s first and most influential teacher. The benefits of reading daily to children, being involved in their learning now and in future school activities are emphasized constantly and practiced regularly. Parents are offered information about and strategies to address how literacy skills develop.

Linking parent education to the world of work is also emphasized. Consideration of the many challenges and potential solutions to being a successful working parent is woven into the fabric of the group’s discussions on an ongoing basis. Whenever possible, past participants who are now successfully employed or in post-secondary training, return to share their experiences.

Early Childhood Education

The children's classroom in a Family Literacy program shares goals similar to most preschools. The emphasis is on language, literacy and social skill development. However, the Family Literacy early childhood teacher plans activities to stimulate learning for a wider range of ages than in a regular preschool. Providing individual and small group activities in the early childhood classroom works best. Paraprofessionals and staff from the other components assist with the implementation of these activities just as the early childhood teacher makes planned contributions to parent group and to the ABE classroom. This strengthens the connections between teachers, parents and children and reinforces participants’ learning across components.

Attention to the children’s self-esteem is a primary focus in the classroom. Enhancing each child’s view of self as lovable and capable strengthens the child’s desire and ability to learn. Special attention is paid to the impact of the family’s situation on the child’s development and behavior. Building a strong relationship with the child and parent as well as attending to the social-emotional needs of both is necessary.

Clear, consistent boundaries, predictable routines and short, structured activities foster a sense of security and trust. They are also a way to cope with the challenge of class turnover common to Family Literacy. Because of the wide age range and the frequency of children and parents with special needs, it is necessary to have additional paraprofessional assistance in the classroom. It is also necessary to have access to early childhood special education and behavior consultants.

Parent/Child Interaction

Consistency and fun are the hallmarks of the parent/child interaction time. Parents and children are more likely to enjoy their time together if they know what to expect. At first, all staff members, including the parent educator and ABE teacher do a great deal of modeling and guiding of the parents to encourage observation of children’s cues. This requires clear examples to parents of age-appropriate expectations for their children. Teachers intentionally plan activities to increase parent awareness of child development and child guidance techniques. They watch closely for ways to adapt the activities to meet the varied needs of the group.

Expectations are set high for learning and laughter. Staff models enjoyment of the activities and the children in order to facilitate the parents’ full participation, which eventually may include planning activities and making props for stories and songs. Parents are encouraged to talk to their child about the activities. Over time, parents learn appropriate redirection of children and how to set limits fairly.

Time spent in the other components reflecting on the parent-child activities develops the parents’ observation skills and facilitates learning. When parents observe the positive responses of the children to the classroom routines, it is easier to encourage the practice of routines at home, such as for mealtime and bedtime. This transfer of learning to families’ homes is a key goal for the program, especially as it relates to developing literacy skills and supporting language development of the children. Periodic home visits with families are opportunities to further encourage and build upon the transfer of learning to home.

Parents and children who attend program regularly exhibit increasingly positive attitudes about learning and trying new activities. Parents are empowered in their role as their child’s first teacher. For many participants, the Family Literacy program provides the primary source of routine, consistency and fun in their current lives.

Infant/Toddler Programming

The first years of life are a time of tremendous opportunity to increase brain pathways and connections, enhance attachment and help parents develop age appropriate expectations for their children. Programs that include infants and toddlers should regularly schedule a separate parent/child time, which includes a circle time and a time for the family to sit together and read. Occasional separate discussion time for parents of infants and toddlers is important for increasing parents’ sensitivity to their child’s needs and confidence in their parenting skills. Providing a consistent, familiar caregiver during childcare time is essential for this age group.

School-Age Programming

Families served by Family Literacy programs frequently have children in elementary school. Programs may choose to serve these children directly or indirectly. Direct service means that elementary children are included in the

program’s activities. Classroom and parent-child activities are designed for this age group in addition to those provided for younger preschoolers. This can be facilitated in a number of ways including:

• Program location in an elementary school

• Parent involvement or volunteer opportunities in their child’s classroom

• Collaboration with Title 1 for service provision at the Family Literacy site

• Collaboration with special education providers for on-site service

• Scheduling program during after-school hours and providing an evening meal

• Transportation to and from the Family Literacy site and the elementary school

Programs that do not include direct service for this age group still must consider providing services to accommodate the related transportation and childcare needs. This frequently requires arranging transportation to or from elementary schools and the Family Literacy program site. The coordination of Family Literacy and elementary schools’ regular daily schedules, as well as days off is necessary to maximize attendance of families.

Programs can collaborate with other district or community agencies to provide activities for elementary children. This can be particularly helpful during the summer months. Community education, special summer school programs, city park and recreation departments and YMCAs frequently offer enriching experiences with sliding fee scales.

In addition to programming, teaching staff provides participants with education and support for parent-teacher conferences. This may include attending conferences with parents. It is also important to assist with home-school communication procedures and with referral to special education assessments. Keeping elementary school personnel informed about the Family Literacy program and its families is helpful in improving communication and connections for staff and participants. School secretaries, social workers, principals, cafeteria managers and nurses as well as teachers are important allies in providing services to Family Literacy families.

Section I Summary

In summary, successful Minnesota Family Literacy programs must include:

• Integration of adult, parent, parent/child and early childhood education components to address family-centered educational goals;

• Diverse and multiple funding sources;

• Staff development opportunities specific to Family Literacy practices;

• Commitment to and implementation of the five core values;

• Ongoing review of the Minnesota Family Literacy Quality Indicators;

• A level of intensity commensurate with Stage 4 on the Continuum of Literacy Services;

• Adaptation of each educational component in order to reflect its role in the context of Family Literacy.

Finally, implementation of the practices recommended in the following Section II is essential.

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Staff Expectations Within All Components

- Regular staff meeting time

- Shared program duties such as bus duty, lunch duty, & intake

- Component crossover training.

- Regular, planned participation in all program components

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