[Federal Register: March 31, 1999 (Volume 64, Number 61)]
[Notices]
[Page 15607-15627]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr31mr99-127]
[[Page 15607]]
_______________________________________________________________________
Part V
Department of Education
_______________________________________________________________________
Parental Assistance Program; Notice Inviting Applications for New
Awards for Fiscal Year (FY) 1999
[[Page 15608]]
DEPARTMENT OF EDUCATION
[CFDA No.: 84.310A]
Parental Assistance Program; Notice Inviting Applications for New
Awards for Fiscal Year (FY) 1999
Note To Applicants: This notice is a complete application package.
Together with the statute authorizing the program and the Education
Department General Administrative Regulations (EDGAR), the notice
contains all of the information, application forms, and instructions
needed to apply for a grant under this competition.
Purpose of Program: To assist nonprofit organizations, and
nonprofit organizations in consortia with local educational agencies
(LEAs), in establishing parental information and resource centers that
would (1) increase parents' knowledge of and confidence in child-
rearing activities, such as teaching and nurturing their young
children; (2) strengthen partnerships between parents and professionals
in meeting the educational needs of children aged birth through five
years and the working relationship between home and school; and (3)
enhance the developmental progress of the children assisted under the
program.
Eligible Applicants: Nonprofit organizations, and nonprofit
organizations in consortia with LEAs, in the following jurisdictions
are eligible to apply for funding: California, Colorado, the District
of Columbia, Florida, Georgia, Hawaii, Iowa, Kentucky, Maine, Maryland,
Massachusetts, Michigan, Minnesota, Missouri, Nevada, New Hampshire,
New Jersey, New York, North Carolina, Ohio, Oklahoma, Pennsylvania,
South Dakota, Tennessee, Texas, Vermont, Washington, and Wisconsin.
The statute requires the Secretary to ensure that grants are
distributed, to the greatest extent possible, to all geographic regions
of the United States. Consistent with this statutory requirement, this
competition is for eligible applicants in the District of Columbia and
the States identified in the preceding paragraph. Grantees in the other
States, the Commonwealth of Puerto Rico, and the outlying areas are
eligible for continuation awards.
An LEA, by itself, is not eligible for an award. However, an LEA
may be part of a consortium with a nonprofit organization that applies.
In those instances, the award would be made to the nonprofit
organization, which would serve as the fiscal agent.
For purposes of this competition, nonprofit organizations do not
include institutions of higher education, State educational agencies,
LEAs, intermediate school districts, government entities, or hospitals.
Deadline for Transmittal of Applications: April 30, 1999.
Deadline for Intergovernmental Review: April 30, 1999.
Available Funds: $18,000,000.
Estimated Range of Awards: $200,000 to $750,000.
(Note: Due to anticipated variances in the scope of proposed
activities and the number of program beneficiaries, the estimated
range is very broad.)
Estimated Number of Awards: 28.
Note: These estimates are projections for the guidance of
potential applicants. The Department of Education is not bound by
any estimates in this notice.
Project Period: Up to 48 months.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 81,
82, and 85.
Note: The regulations in 34 CFR Part 80 (Uniform Administrative
Requirements for Grants and Cooperative Agreements to State and
Local Governments) apply to an LEA that is part of a consortium
receiving assistance.
Description of Program: Under the Parental Assistance Program,
authorized by Title IV of the Goals 2000: Educate America Act (Pub. L.
103-227) (20 U.S.C. 5801 et seq.) (the Act), grants are awarded to
nonprofit organizations (and nonprofit organizations in consortia with
LEAs) to establish and fund parent information and resource centers
that provide training, information, and support to (a) parents of
children aged birth through five years; (b) parents of children
enrolled in elementary and secondary schools; and (c) individuals who
work with these parents.
Organizations seeking funding must have the capacity to deliver
services of sufficient size, scope, and quality to reach substantial
numbers of children and families from diverse populations throughout
the State, with a particular focus on parents who are educationally and
economically disadvantaged. In providing these services, the
organizations must network with clearinghouses, parent centers served
under the Individuals with Disabilities Act, parent groups, other
organizations and agencies, and parents of elementary and secondary
school children.
Using research-based practices and technological advances, the
organizations should provide a mix of direct training services and
statewide information and support services to address the needs of the
targeted populations. Entities with established statewide
organizational structures and proven effectiveness may be more likely
to successfully address these needs.
Applicants should be aware that section 1118(g) of the Elementary
and Secondary Education Act, as amended by the Improving America's
Schools Act of 1994, requires schools and districts receiving Title I
funds to assist parents and parent organizations by informing them of
the existence and purpose of the parent information and resource center
in their State, providing them with a description of the services and
programs provided by the center, advising parents on how to use the
center, and helping them contact the center. Consequently, applicants
should be prepared to address the demand for their services created by
this requirement.
Use of Funds: Grant funds received under this program may be used--
(a) For parent training, information, and support programs that
assist parents to--
(1) Better understand their children's educational needs;
(2) Provide follow-up support for their children's educational
achievement;
(3) Communicate more effectively with teachers, counselors,
administrators, and other professional educators and support staff;
(4) Participate in the design and provision of assistance to
students who are not making adequate educational progress;
(5) Obtain information about the range of options, programs,
services, and resources available at the national, State, and local
levels to assist parents of children aged birth through five years and
parents of children in elementary and secondary schools;
(6) Seek technical assistance regarding compliance with the
requirements of title IV and of other Federal programs relevant to
achieving the National Education Goals;
(7) Participate in State and local decisionmaking;
(8) Train other parents; and
(9) Plan, implement, and fund activities that coordinate the
education of their children with other Federal programs that serve
their children or their families; and
(b) To include State or local educational personnel where such
participation will further the activities assisted under the grant.
Program Requirements: Each grantee must--
(a)(1) Be governed by a board of directors the membership of which
includes parents; or
(2) Be an organization that represents the interests of parents;
(b) Establish a special advisory committee the membership of which
includes--
[[Page 15609]]
(1) Parents of children aged birth through five years and parents
of children enrolled in elementary and secondary schools; and
(2) Representatives of educational professionals with expertise in
improving services for disadvantaged children; and
(3) A broad representation of minority, low-income, and other
individuals and groups that have an interest in compensatory education
and family literacy;
(c) Use at least one-half the funds provided in the grant in each
fiscal year to serve areas with high concentrations of low-income
families in order to serve parents who are severely educationally or
economically disadvantaged;
(d) Operate a center of sufficient size, scope, and quality to
ensure that the center is adequate to serve the parents in the area;
(e) Serve both urban and rural areas;
(f) Design a center that meets the unique training, information,
and support needs of parents of children aged birth through five years
and of parents of children enrolled in elementary and secondary
schools, particularly parents who are economically or educationally
disadvantaged;
(g) Demonstrate the capacity and expertise to conduct the effective
training information and support activities for which assistance is
sought;
(h) Network with--
(1) Clearinghouses;
(2) Parent centers for the parents of infants, toddlers, children,
and youth with disabilities served under section 631(e) of the
Individuals with Disabilities Act;
(3) Other organizations and agencies;
(4) Established national, State, and local parent groups
representing the full range of parents of children aged birth through
five years; and
(5) Parents of children enrolled in elementary and secondary
schools;
(i) Focus on serving parents of children aged birth through five
years and parents of children enrolled in elementary and secondary
schools, who are parents of low-income, minority, and limited English
proficient children; and
(j) Use part of the funds received under this program to establish,
expand, or operate Parents as Teachers (PAT) programs or Home
Instruction Programs for Preschool Youngsters (HIPPY) programs, as
defined in section 405 of the Act.
The statute does not require a specific amount or percentage of
funds to be spent on PAT or HIPPY programs. However, the PAT and HIPPY
programs, like the other components of the center, should be integrated
with the center's overall activities. On an average, grantees have used
approximately one-third of their grant to support PAT and/or HIPPY
programs. (A brief description of the PAT and HIPPY programs may be
found in the appendix.)
To be eligible for funding, an applicant must meet each of the
statutory requirements referenced above. Each application for
assistance must include assurances that the grantee will comply with
these requirements.
Non-Federal Contribution: To be eligible for a continuation award,
in each fiscal year after the first fiscal year a grantee receives
assistance under this program, the grantee must demonstrate that a
portion of the services provided by the grantee will be supported
through non-Federal contributions. Those contributions may be in cash
or in kind.
Selection Criteria
The Secretary will use the following selection criteria and factors
from 34 CFR 75.210 to evaluate applications under this competition.
The maximum score for all of these criteria is 100 points. The
maximum score for each criterion is indicated in parenthesis with the
criterion. The criteria and factors are as follows:
(a) Need for project. (20 points) (1) The Secretary considers the
need for the proposed project.
(2) In determining the need for the proposed project, the Secretary
considers the following factors:
(i) The extent to which the proposed project will focus on serving
or otherwise addressing the needs of disadvantaged individuals.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(b) Quality of the project design. (22 points) (1) The Secretary
considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs,
(iii) The extent to which the proposed project represents an
exceptional approach for meeting statutory purposes and requirements.
(iv) The extent to which the proposed project will be coordinated
with similar or related efforts, and with other appropriate community,
state, and federal resources.
(c) Quality of project services. (20 points) (1) The Secretary
considers the quality of the services to be provided by the proposed
project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice.
(ii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
(iii) The extent to which the services to be provided by the
proposed project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services.
(iv) The extent to which the technical assistance services to be
provided by the proposed project involve the use of efficient
strategies, including the use of technology, as appropriate, and the
leveraging of non-project resources.
(v) The extent to which the services to be provided by the proposed
project are focused on those with greatest needs.
(d) Quality of project personnel. (9 points) (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) In determining the quality of the project personnel, the
Secretary considers the extent to which the applicant encourages
applications for employment from persons who are members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
[[Page 15610]]
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(e) Adequacy of resources. (7 points) (1) The Secretary considers
the adequacy of resources for the proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(iii) The potential for the incorporation of project purposes,
activities, or benefits into the ongoing program of the agency or
organization at the end of federal funding.
(f) Quality of the project evaluation. (22 points) (1) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(Note: In designing their evaluation plans, applicants are
encouraged to consider the sample performance measures included in
the Appendix.)
Intergovernmental Review of Federal Programs
This program is subject to the requirements of Executive Order
12372 (Intergovernmental Review of Federal Programs) and the
regulations in 34 CFR Part 79.
The objective of the Executive order is to foster an
intergovernmental partnership and to strengthen federalism by relying
on State and local processes for State and local government
coordination and review of proposed Federal financial assistance.
Applicants must contact the appropriate State Single Point of
Contact to find out about, and to comply with, the State's process
under Executive Order 12372. If you want to know the name and address
of any State Single Point of Contact, see the list published in the
Federal Register on November 3, 1998 (63 FR 59452 through 54455).
In States that have not established a process or chosen a program
for review, State, area-wide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
State Single Point of Contact and any comments from State, area-wide,
regional, and local entities must be mailed or hand-delivered by the
date indicated in this notice to the following address: The Secretary,
E.O. 12372--CFDA# 84.310A, U.S. Department of Education, Room 7E200,
400 Maryland Avenue, SW, Washington, D.C. 20202-0125.
Proof of mailing will be determined on the same basis as
applications (see 34 CFR 75.102). Recommendations or comments may be
hand-delivered until 4:30 p.m. (Washington, D.C. time) on the date
indicated in this notice.
Please note that the above address is not the same address as the
one to which the applicant submits its completed application. Do not
send applications to the above address.
Instructions for Transmittal of Applications
(a) If an applicant wants to apply for a grant, the applicant
shall--
(1) Mail the original and two copies of the application on or
before the deadline date to: U.S. Department of Education, Application
Control Center, Attention: (CFDA # 84.310A), Washington, D.C. 20202-
4725, or
(2) Hand deliver the original and two copies of the application by
4:30 p.m. (Washington, D.C. time) on the deadline date to: U.S.
Department of Education, Application Control Center, Attention: (CFDA #
84.310A), Room #3633, Regional Office Building #3, 7th and D Streets,
SW, Washington, DC.
(b) An applicant must show one of the following as proof of
mailing:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial
carrier.
(4) Any other proof of mailing acceptable to the Secretary.
(c) If an application is mailed through the U.S. Postal Service,
the Secretary does not accept either of the following as proof of
mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
Notes: (1) The U.S. Postal Service does not uniformly provide a
dated postmark. Before relying on this method, an applicant should
check with its local post office.
(2) The Application Control Center will mail a Grant Application
Receipt Acknowledgment to each applicant. If an applicant fails to
receive the notification of application receipt within 15 days from
the date of mailing the application, the applicant should call the
U.S. Department of Education Application Control Center at (202)
708-9494.
(3) The applicant must indicate on the envelope and--if not
provided by the Department--in Item 3 of the Application for Federal
Assistance (Standard Form 424) the CFDA number--and suffix letter,
if any--of the competition under which the application is being
submitted.
Application Instructions and Forms
The appendix to this application is divided into three parts plus a
statement regarding estimated public reporting burden and various
assurances and certifications. These parts and additional materials are
organized in the same manner that the submitted application should be
organized. The parts and additional materials are as follows:
Part I: Application for Federal Assistance (Standard Form 424 (Rev.
12/98)) and instructions.
Part II: Budget Information--Non-Construction Programs (ED Form
524) and instructions.
Part III: Application Narrative.
Additional Materials
Estimated Public Reporting Burden.
Assurances--Non-Construction Programs (Standard Form 424B).
Certifications regarding Lobbying; Debarment, Suspension, and Other
Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-
0013-6190).
Certification regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014, 9/90)
and instructions.
Note: ED 80-0014 is intended for the use of grantees and should
not be transmitted to the Department.
Disclosure of Lobbying Activities (Standard Form LLL) (if
applicable) and instructions.
An applicant may submit information on a photostatic copy of the
application and budget forms, the assurances, and the certifications.
However, the application form, the assurances, and
[[Page 15611]]
the certifications must each have an original signature. No grant may
be awarded unless a completed application form has been received.
For Further Information Contact: Daisy Greenfield, U.S. Department of
Education, 400 Maryland Avenue, SW, Washington, D.C. 20202-6400.
Telephone: (202) 401-0039.
Individuals who use a telecommunication devise for the deaf (TDD)
may call the Federal Information Relay Service (FIRS) at 1-800-877-8339
between 8 a.m. and 8 p.m., Easter time, Monday through Friday.
Individuals with disabilities may obtain this document in an alternate
format (e.g., Braille, large print, audiotape, or computer diskette) on
request to the contact person listed in the preceding paragraph. Please
note, however, that the Department is not able to reproduce in an
alternate format the standard forms included in the notice.
Electronic Access to This Document
Anyone may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable document format (pdf) on the World Wide Web at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
htt://www.ed.gov/news.html
To use the pdf you must have the Adobe Acrobat Reader program with
Search, which is available free at either of the preceding sites. If
you have questions about using the pdf, call the U.S. Government
Printing Office toll free at 1-888-293-6498.
Anyone may also view these documents in text copy only on an
electronic bulletin board of the Department. Telephone: (202) 219-1511
or, toll free, 1-800-222-4922. The documents are located under Option
G--Files/Announcements, Bulletins and Press Releases.
Note: The official version of this document is the document
published in the Federal Register.
Program Authority: 20 U.S.C. 5911 et seq.
Dated: March 25, 1999.
Judith A. Johnson,
Acting Assistant Secretary, Elementary and Secondary Education.
Instructions For Application Narrative
Before preparing the Application Narrative an applicant should read
carefully the authorizing statute and the information in this notice,
including the selection criteria the Secretary uses to evaluate
applications.
The narrative should encompass each function or activity for which
funds are being requested and should--
1. Begin with an Abstract; that is, a summary of the proposed
project;
2. Describe the proposed project in light of each of the selection
criteria in the order in which the criteria are listed in this
application package; and
3. Include any other pertinent information that might assist the
Secretary in reviewing the application.
The Secretary strongly requests the applicant to limit the
Application Narrative to no more than 20 double-spaced, typed pages (on
one side only), although the Secretary will consider applications of
greater length. The Department has found that successful applications
for similar programs generally meet this page limit.
Estimated Public Reporting Burden
The time required to complete this collection of information is
estimated to average 48 hours per response, including the time to
review instructions, search existing data sources, gather the data
needed, and complete and review the collection of information. If you
have any comments concerning the accuracy of the time estimate or
suggestions for improving this form, please write to: U.S. Department
of Education, Washington, D.C. 20202-4651.
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless it displays a
valid OMB control number. The valid OMB control number for this
collection of information is 1810-0578. Expiration date: March 31,
2002.
If you have any comments or concerns regarding the status of your
individual submission of this form, write directly to: Daisy
Greenfield, U.S. Department of Education, 400 Maryland Avenue, S.W.,
Washington, D.C. 20202.
Appendix
Descriptions of the Parents as Teachers (PAT) and the Home
Instructional Program for Preschool Youngsters (HIPPY)
Parents as Teachers (PAT)
Parents as Teachers (PAT) is an early childhood parent education
and family support program designed to empower all parents to give
their child the best possible start in life. The program provides
parents with information on child development from birth to age 5
and suggests learning opportunities that encourage the development
of language, intellect, and physical and social skills. PAT National
is located in Missouri and since 1985 has served more than a half
million Missouri families. The program has also been replicated in
43 other states, Washington, DC, Australia, England, New Zealand and
the West Indies.
Major components of the program include personalized home visits
by certified parent educators, group meetings for parents to share
information, developmental and health screenings, referrals to other
community services not offered by PAT, and administrative and
clerical support. Programs may be designed to provide weekly,
biweekly or monthly home visits. The parent educator would invest
approximately 1073 hours making home visits, planning and keeping
records, traveling, conducting group meetings, etc. to provide a
year-round (1 month start-up, 11 month service delivery) program for
30 families (including additional visits for selected families).
For additional information call (314) 432-4330, write to Parents
as Teachers National Center, Inc., 10176 Corporate Square Drive,
Suite 230, St. Louis, Missouri 63132, or visit the web site at
www.patn.org.
Home Instruction Program for Preschool Youngsters
The Home Instruction Program for Preschool Youngsters (HIPPY) is
a home-based, early intervention program that provides parents with
the training and materials to engage in daily learning experiences
with their preschoolers, ages three, four and five. HIPPY, USA is
located, in New York City and is the national network, technical
assistance, and training program that supports the growth and
development of new sites, as well as the current 121 local
organizations serving over 15,000 families in 28 States, the
District of Columbia and Guam.
Major components of the program include paraprofessional home
visits, group meetings for parents to share information, training,
curriculum, research evaluation and technical assistance.
Paraprofessional home visitors train parents to use developmentally
appropriate and culturally sensitive HIPPY materials as the basis of
these opportunities for learning and time together as a family.
Programs may be designed to provide weekly or biweekly home visits,
and biweekly or monthly group meetings. A paraprofessional working
20 hours per week could serve 12-15 families, making home visits,
conducting group meetings, traveling, completing weekly reports,
etc. A program coordinator would be responsible for administering
the HIPPY program, supervising and monitoring the paraprofessionals,
and record keeping. For additional information, please call (212)
532-7730, write to HIPPY USA, 220 East 23rd Street, Suite 300, New
York, New York 10010, or visit the web site at www.c3pg.com.
Performance Measures
Parental Information and Resources Centers (PIRCs)
The Government Performance and Results Act (GPRA) of 1993 places
new management expectations and requirements on Federal departments
and agencies by creating a framework for more effective planning,
budgeting, program evaluation, and fiscal accountability for Federal
programs. The intent of the Act is to improve public
[[Page 15612]]
confidence by holding departments and agencies accountable for
achieving program results. Departments must set program goals and
objectives and measure and report on their achievements. One
important source of program information on successes and lessons
learned is the project evaluation and other information collected
under individual grants.
In addition, the U.S. Department of Education is committed to
forging a new partnership with grantees that is focused on results.
The Department is required to publish performance standards and
measures as a part of the program announcement to enable applicants
to develop applications that incorporate such standards. After the
competition for awards is completed, the Department will work
cooperatively with grantees to develop performance agreements that
include the performance standards to measure progress toward meeting
project objectives. These performance agreements will be developed
within 60 days after grants are awarded.
The Department has identified four performance objectives for
the Parental Assistance Program: (1) to increase the number and
types of partnerships between parents and schools, (2) to increase
parents' awareness of education issues, (3) to establish, expand or
operate Parents As Teachers (PAT) and/or Home Instruction Programs
for Preschool Youngsters (HIPPY), and (4) to develop and sustain
partnerships/networks with other organizations, agencies, and parent
centers. These performance objectives and others that are directly
related to the purposes of the authorizing legislation shall form
the basis of the performance agreement that all discretionary
grantees will develop in cooperation with the Department.
To assist applicants in understanding how a performance
agreement might be developed, we are providing a sample template
(see Table 1). The sample identifies the key components of a
performance plan (objectives, indicators, baseline data, desired
outcomes, and source, periodicity, next update of data) and an
example of each component. Applicants may incorporate all or parts
of the examples on the sample template along with additional
objectives in their application; applicants may also use another
similar format. It is important, however, that all applications are
not only developed to achieve successful project outcomes, but that
they also include a process to measure progress towards attaining
those outcomes.
The performance agreements will be used during the life of the
grant to ensure that project outcomes are achieved. Progress will be
assessed via regularly scheduled communication, which may include
telephone calls, letters, and site visits, between Department staff
and the project director. Where sufficient progress is not being
achieved, the Department and the grantee will work together to
identify strategies and resources to overcome challenges and resolve
problems. When necessary, the Department and the grantee may modify
the performance agreements.
Sample Template Performance Agreement Parental Information and Resource Assistance Centers (PIRCS)
Program Purpose: To assist nonprofit organizations and nonprofit organizations in consortia with local education
agencies in establishing parental information and resource assistance centers to increase knowledge of and
confidence in child-rearing activities, and strengthen partnerships between parents and professionals in meeting
the educational needs of children, the working relationship between home and school; and enhancing the
developmental progress of the children assisted under the program.
----------------------------------------------------------------------------------------------------------------
Data source,
Performance Baseline data Desired outcome periodicity,
Objective (examples:) indicators (examples:) (examples:) next update
(examples:) (examples:)
----------------------------------------------------------------------------------------------------------------
1. To increase the number and 1.1 Parents and 1.1 In year 1999, 1.1 In year 2000, 1.1 Survey of
types of partnerships school personnel, 50% of parents and 80% of parents and Parents and
between parents and schools. particularly those school personnel, school personnel, School
in Title I schools, particularly those particularly those Personnel,
will report greater in Title I schools in Title I schools, 1999, 2000.
levels of parent reported greater reported greater
involvement in levels of parental levels of parental
their child's involvement in involvement in
school and learning their child's their child's
after receiving school and learning school and learning
services through after receiving after receiving
the PIRC. services through services through
the PIRC. the PIRC.
1.2 PIRCs will 1.2 Descriptive 1.2 Descriptive 1.2 Anecdotal
provide information information of information of information,
and support to parental changes in parental informal case
schools to develop involvement involvement in a studies of a
strategies to strategies used in sampling of schools. sampling of
encourage ongoing a sampling of schools.
parental schools.
involvement in
school activities
(e.g. working with
children at home on
homework and
reading, making
parent aware of
chances to
volunteer at
school).
1.3 Other..........
2. To increase parents' 2.1 Parents that 2.1 In 1999, 50% of 2.1 In 2000, 85% of 2.1 Customer
awareness of education the PIRC serve will parents served parents served will survey, 1999,
issues. report that they reported that they report that they Workshop pre
are more are knowledgeable are knowledgeable and post test
knowledgeable about about education about education measures of
education issues issues. issues after parents'
after receiving receiving knowledge.
information and information and
services through services through
the PIRC. the PIRC.
2.2 There will be 2.2 In 1998, 50,000 2.2 In 1999, 75,000 2.2 Web site
an increase in the parents received parents will hits, toll
number of parents materials and receive materials free number,
receiving information that and information mailing lists.
information about informed them of regarding education
how to help their education issues via the PIRC.
child succeed in via the PIRC.
school.
2.3 Other..........
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3. To establish, expand or 3.1 The number of 3.1 In 1998, 150 3.1 In 2000, 200 3.1 Parent
operate Parents As Teachers families families in the families in the educator logs
(PAT) and Home Instructional participating in states participated state participated PAT/HIPPY.
Programs for Preschool PAT/HIPPY will in PAT/ HIPPY in PAT/ HIPPY
Youngsters (HIPPY) services. increase. programs. programs.
3.2 The number of 3.2 In 1999, PAT/ 3.2 In 2000, PAT/ 3.2 Observatio
parents that can HIPPY parent HIPPY parent n records of
demonstrate educators will educators will PAT/ HIPPY
developmentally observe and observe and parent
appropriate document 150 document 200 educators.
parenting behavior parents parents
as defined by PAT/ demonstrating demonstrating
HIPPY will increase. developmentally developmentally
appropriate appropriate
parenting behavior. parenting behavior.
3.3 Other...........
4. To develop and sustain 4.1 There will be 4.1 In 1999, the 4.1 In 2000, the 4.1 List of
partnerships/networks with an increase in the PIRC will identify PIRC will identify, organizations
other organizations, number and types of the number and develop and sustain participating
agencies, and parent centers partnerships/ types of an increased number in
(e.g. schools, school networks that the partnerships/ and various types partnerships
districts, PTAs national PIRC identifies, networks with other of partnerships/ and networks.
coalition of Title I schools develops and organizations, networks with other
etc.). sustains with other agencies and parent organizations,
organizations, centers. agencies and parent
agencies and parent centers.
centers.
4.2 The number of 4.2 In 1999, 50 4.2 In 2000, 60 4.2 List of
collaborative collaborative collaborative partners and
efforts jointly efforts will be efforts will be the type of
undertaken by the undertaken by the jointly undertaken parenting
PIRC and partners PIRC and partners. by the PIRC and activities
will increase. partners. jointly
developed and
implemented.
4.3 ther...........
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[FR Doc. 99-7785 Filed 3-30-99; 8:45 am]
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