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Date: Thu, 17 Jan 2002 09:18:49 -0500 (EST)
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From: "Paul Burnim" <BurnimP@ARPS.ORG>
To: Multiple recipients of list <nifl-family@literacy.nifl.gov>
Subject: [NIFL-FAMILY:654] Re: Documenting and Measuring PACT Time
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Marti,
Here's the address: Thanks again
Paul Burnim
Amherst-Pelham Regional Schools
170 Chestnut Street
Amherst, MA 01002
>>> mbruegg@erinet.com 01/17/02 08:31AM >>>
Dear Paul,
I would be most happy to send you a copy. Just provide me with your address. When you receive the materials, I would like to explain some of the "best uses" -- we learn over time!! If you use the scales, I would appreciate any feedback. Thanx for the interest.
Marti Brueggeman
Paul Burnim wrote:
> Greetings. As the director of the Title I Program and Even Start Program in Amherst, MA, I would appreciate if we could receive the scales you use for infant/toddler interactions. Our commuity is fairly small (35,000 population) but also contains 31 languages and children from 83 countries of origin. The Even Start Program we run has adult ABE and ESOL classes and an infant/toddler Center. We also provide all the other components of the Even Start model.
> As part of our PACT activities, we only have parents write up a brief summary of activities and their evaluation, and ways they would utilize the activity with the children in the future. We do this merely to document PACT and to have parents see connections.
> If your work can further our efforts, I would be most grateful.
> Thanks
> Paul Burnim
>
> >>> mbruegg@erinet.com 01/16/02 10:51AM >>>
> I agree with Patricia. I am familiar with the parent interaction scales and have
> produced some myself for infant/toddler literacy interactions for an Even Start
> program, BUT I do feel that culture is a vital understanding. Perhaps we need to
> explore more choices for parents? There isn't ONE way to do anything.
>
> Marti Brueggeman
> Ashland University
>
> Patricia Bowyer wrote:
>
> > Does anyone else share my concern about the direction that the family literacy
> > PACT component seems to be headed? Who gets to decide how much parental warmth or
> > sensitivity is being displayed by an individual parent? Is that really our role in
> > family literacy? How would any one of us feel about an outside entity measuring
> > these qualities about our own families' interactions? Or is PACT best used to
> > provide access to appropriate materials for parents and children and to model ways
> > to use these materials together? Families come in so many different shapes, sizes
> > and from many different cultural backgrounds. What may seem appropriate to us in
> > one culture may be totally inappropriate in another. I have worked with ESL
> > families in family literacy programs for over ten years and although I have not
> > tried to measure these qualities, I have not noticed a lack of parental support on
> > the part of these parents. What I have found are families who need access to
> > English language and literacy programs so that they are better equipped to meet
> > the everyday demands of their daily lives.
> > Pat Bowyer
> >
> > MWPotts2001@aol.com wrote:
> >
> > > Thanks to the panel of experts, Brenda, Laura and Shani, for an extremely
> > > interesting and informative week of discussion about family literacy in K-6.
> > > And thanks to Cyndy Colletti, for sharing the useful article.
> > >
> > > Now, I have a concern about how that PACT Time is documented and measured.
> > > Jon Lee mentioned that in Colorado the impact was measurable. What
> > > instruments were used? What outcomes were reported?
> > >
> > > What are others using to record the parentsâ€* knowledge of child development,
> > > and their values and beliefs about literacy? Their engagement in
> > > language-rich interactions, their support for literacy-enhancing activities
> > > in the home?
> > >
> > > Are there other critical factors that are important to child wellness that we
> > > need to track?
> > > What might you use, for instance, to record growth over time in these areas:
> > >
> > > 1. Parentsâ€* Expressiveness toward the child
> > > 2. Parental Enjoyment of parent-child interaction
> > > 3. Parentsâ€* Warmth toward child
> > > 4. Parentsâ€* Sensitivity to child's interest
> > > 5. Parentsâ€* Responsiveness to the child
> > > 6. Parentsâ€* Appropriate Achievement Orientation
> > > 7. Parental Stimulation and Inventiveness provided for child
> > > 8. Appropriate Verbal Praise
> > > 9. Effectiveness in keeping child engaged
> > > 10. Appropriate Pace in parent-child interactions
> > > 11. Acceptance of the child
> > > 12. Understanding of Directive Behaviors
> > >
> > > One of the groups that I am working with is not satisfied completely with
> > > surveys, self-reports and checklists. We are beginning to use an adapted
> > > version of the Family Portfolio, originated many years ago at NCFL by Dr.
> > > Robert Popp. This, of course, requires a commitment to a collection of
> > > products, conferencing, and evaluation, as well as skilled observation and
> > > recording. Yes, it sounds like a lot of work, but we think the rich
> > > descriptions and resulting data will be worth it.
> > >
> > > We are also using a rating scale, adapted from the study completed at the
> > > University of Michigan by Gerald Mahoney and Amy Powell (1988), which
> > > correlates with Child Wellness Indicators, published each year by the
> > > Governorâ€*s Council on Education.
> > >
> > > And I canâ€*t leave out the very important Equipped for the Future Family
> > > Member Role Map, which is our starting point for goal setting and our focus
> > > for curriculum development. The Performance Indicators that accompany this
> > > Map provide another point of reference for assessment.
> > >
> > > Who knew that staff participation in family literacy programs would be this
> > > complex? And who ever dreamed that it would be so rewarding?
> > >
> > > Meta Potts
> > > Glendale, Arizona
> > >
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