[Federal Register: May 12, 1998 (Volume 63, Number 91)] [Notices] [Page 26393-26411] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr12my98-170] [[Page 26393]] _______________________________________________________________________ Part VIII Department of Education _______________________________________________________________________ Even Start Family Literacy Program for Federally Recognized Indian Tribes and Tribal Organizations; Inviting Applications for New Awards Using Fiscal Year 1998 Funds; Notices [[Page 26394]] DEPARTMENT OF EDUCATION [CFDA No.: 84.258] Even Start Family Literacy Program for Federally Recognized Indian Tribes and Tribal Organizations; Notice Inviting Applications for New Awards Using Fiscal year (FY) 1998 Funds AGENCY: Department of Education. 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: The Even Start Family Literacy Program for Indian tribes and tribal organizations is designed to help break the cycle of poverty and illiteracy by improving the educational opportunities of low-income families by integrating early childhood education, adult literacy or adult basic education, and parenting education into a unified family literacy program for federally recognized Indian tribes and tribal organizations. Eligible Applicants: Federally recognized Indian tribes and tribal organizations. Deadline for Transmittal of Applications: July 15, 1998. Available Funds: The Department estimates that there will be sufficient FY 1998 funds for one to two new projects after funding continuation awards in FY 1998. Estimated Range of Awards: $100,000-$250,000. Estimated Average Size of Awards: $175,000. Estimated Number of Awards: 1-2 Note: The Department is not bound by any estimates in this notice. Project Period: Up to 48 months. Applicable Regulations: The Education Department General Administrative Regulations (EDGAR) as follows: (1) 34 CFR Part 75 (Direct Grant Programs). (2) 34 CFR Part 77 (Definitions that Apply to Department Regulations). (3) 34 CFR Part 80 (Uniform Administrative Requirements for Grants and Cooperative Agreements to State and Local Governments). (4) 34 CFR Part 81 (General Education Provisions Act-- Enforcement). (5) 34 CFR Part 82 (New Restrictions on Lobbying). (6) 34 CFR Part 85 (Governmentwide Debarment and Suspension (Nonprocurement) and Governmentwide Requirements for Drug-Free Workplace (Grants)). Description of Program: Under the authority of section 1202(a)(1)(C) of the Elementary and Secondary Education Act (ESEA), the Assistant Secretary of Elementary and Secondary Education (Assistant Secretary) awards grants to eligible applicants for projects that-- (1) Improve the educational opportunities of low-income families by integrating early childhood education, adult literacy or adult basic education, and parenting education into a unified family literacy program for federally recognized Indian tribe and tribal organization projects; (2) Are implemented through cooperative activities that build on existing community resources to create a new range of services for federally recognized Indian tribe and tribal organization projects; (3) Promote achievement of the National Education Goals one, three, five, and eight that address school readiness, student achievement, adult literacy, and parent involvement in the education of their children; and (4) Assist children and adults to achieve to challenging State content standards and challenging State student performance standards. Eligible participants. Eligible participants are children and their parents who also meet the following conditions specified in section 1206(a) of the ESEA: (1) The parent or parents must be eligible for participation in an adult education program under the Adult Education Act; or (2) For a parent or parents within the State's compulsory school attendance age range, a local educational agency must provide (or ensure the availability of) the basic education component; and (3) The child or children must be younger than eight years of age. Note: Family members of eligible participants described in paragraphs one through three, above, also may participate in Even Start Family Literacy Program activities when appropriate to serve Even Start purposes. In addition, section 1206(b) of the ESEA generally permits families to remain eligible for Even Start Family Literacy services until all family members become ineligible for participation. For example, in the case of a family in which the parent or parents have become ineligible due to educational advancement, eligibility would continue until all children in the family reach age eight. If all children in a family have reached the age of eight, the family continues to be eligible for two more years, or until the parents no longer are eligible for adult education under the Adult Education Act, whichever occurs earlier. Budget period. Under 34 CFR 75.112 and 75.117, an eligible applicant must propose a project period (up to four years) and provide budgetary information for each year of that proposed project period in its initial application. The budgetary information provided should include, for each year, an amount for each key project component with an accompanying breakdown of any subcomponents. A written justification for all requested amounts should be provided. An applicant is also required under 34 CFR 75.112(b) to describe how and when, in each budget period of the project, it plans to meet each objective of the project. Note: This information will be used by the Assistant Secretary, in conjunction with the grantee's annual performance report required under 34 CFR 75.118(a), to determine whether to make a continuation award for the subsequent budget year. Under 34 CFR 75.253 a grantee may receive a continuation award only if it demonstrates that it either has made substantial progress toward meeting the objectives of the approved project, or has received the Assistant Secretary's approval of changes in the project to enable it to meet the objectives in the succeeding budget periods. Federal and local funding. An Even Start Family Literacy project's funding is comprised of both a Federal portion of funds (Federal share) and a portion contributed by the eligible applicant (local project share). The local share of the project may be provided in cash or in kind and may be obtained from any source, including other Federal programs funded by the ESEA. The Federal share of the project may not exceed-- * 90 percent of the total cost of the project in the first year; * 80 percent in the second year; * 70 percent in the third year; * 60 percent in the fourth year; and * 50 percent in any subsequent year. The Federal share for any grantee receiving a grant for a second grant cycle may not exceed 50 percent. Any grantee that wishes to reapply for a second grant cycle at the end of its first project period (up to 4 years) must recompete for funding with new applicants. Indirect costs. Even Start Family Literacy Program funds generally may not be used for the indirect costs of a project. Recipients of an Even Start Indian tribe and tribal organization grant may request the Secretary to waive this requirement. To obtain a waiver, however, the recipient must demonstrate to the Secretary's satisfaction that the recipient otherwise would not be able to participate in the Even Start Family Literacy Program. National and Local Evaluations: The Department is conducting a national [[Page 26395]] evaluation of Even Start Family Literacy projects. Grantees are required to participate in the Department's national evaluation and to conduct a separate independent local evaluation consistent with the grantee's responsibilities under 34 CFR 75.590. The Even Start Family Literacy Program has a set of performance indicators developed for use in managing and reporting purposes. These indicators, which follow this application notice, have been approved by the Office of Management and Budget and shared with the Congress. Applicants are encouraged to use these indicators as a framework when developing their programs. The Secretary suggests that each applicant budget for evaluation activities as follows: a project with an estimated cost of up to $120,000 should designate $5,000 for this purpose; a project with an estimated cost of over $120,000 should designate $10,000 for these activities. These funds will be used for expenditures related to the collection and aggregation of data required for the Department's national evaluation. The Secretary also recommends that projects budget for the cost of travel to Washington, DC, and two nights' lodging for the project director and the project evaluator, for their participation in annual evaluation meetings. Technical Assistance: The Department holds annual technical assistance conferences for professional development. Grantees are strongly encouraged to participate in these conferences. The Secretary suggests that each applicant budget $2,000 each year for these activities. These funds should cover the cost of travel to the West Coast, and two nights' lodging for the project director and one staff member, for their participation in annual technical assistance conferences. Selection Criteria: The Secretary uses the following selection criteria to evaluate applications for grants under this competition. (1) The maximum composite score for all of these criteria is 100 points. (2) The maximum score for each criterion is indicated in parentheses. (a) Meeting the purposes of the authorizing statute. (10 points). The Secretary considers how well the project will meet the purpose of the Even Start Family Literacy Program for federally recognized Indian tribes and tribal organizations, which under sections 1201 and 1202(a)(1)(C) of the ESEA is to help break the cycle of poverty and illiteracy by awarding grants for projects that-- * Improve the educational opportunities of low-income families by integrating early childhood education, adult literacy or adult basic education, and parenting education into a unified family literacy program for federally recognized Indian tribe and tribal organization projects; * Are implemented through cooperative projects that build on existing community resources to create a new range of services for Indian tribe and tribal organization projects; * Promote achievement of the National Education Goals; and * Assist children and adults from low-income families to achieve to challenging State content standards and challenging State student performance standards. (b) Need for project. (15 points). The Secretary considers the need for the proposed project. In determining the need for the proposed project, the Secretary considers the following factors: (i) The magnitude of the need for the services to be provided or the activities to be carried out by the proposed project. (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. Note: The Secretary invites applicants to address such factors as the following: the number of families in the area who need Even Start services, the lack of availability of comprehensive family literacy services for that population, other resources that will be used to benefit project participants, and any other factors that the applicant considers relevant to the extent of need for the project. (c) Significance. (10 points). The Secretary considers the significance of the proposed project. In determining the significance of the proposed project, the Secretary considers the following factors: (i) The extent to which the proposed project involves the development or demonstration of promising new strategies that build on, or are alternatives to, existing strategies. (ii) The potential replicability of the proposed project or strategies, including, as appropriate, the potential for implementation in a variety of settings. (iii) The importance or magnitude of the results or outcomes likely to be attained by the proposed project. (d) Quality of the project design. (15 points). The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers the following factors: (i) The extent to which the design of the proposed project includes a thorough, high-quality review of the relevant literature, a high- quality plan for project implementation, and the use of appropriate methodological tools to ensure successful achievement of project objectives. (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 will be coordinated with similar or related efforts, and with other appropriate community, State, and Federal resources. Note: In designing the project, an eligible applicant must propose a project that incorporates, at a minimum, the following program elements required by section 1205 of the ESEA: (A) Identification and recruitment of families most in need of services provided under the Even Start Family Literacy Program, as indicated by a low level of income, a low level of adult literacy or English language proficiency of the eligible parent or parents, and other need-related indicators. (B) Screening and preparation of parents, including teenage parents and children, to enable those parents to participate fully in the activities and services provided under the Even Start Family Literacy Program, including testing, referral to necessary counseling, other developmental and support services, and related services. (C) Design that accommodates the participants' work schedule and other responsibilities, including the provision of support services, when those services are unavailable from other sources, but are necessary for participation in the activities assisted under the Even Start Family Literacy Program, such as-- * Scheduling and location of services to allow joint participation by parents and children; * Child care for the period that parents are involved in the project; and * Transportation to enable parents and their children to participate in the project. (D) High-quality, intensive instructional programs that promote adult literacy and empower parents to support the educational growth of their children, developmentally appropriate early childhood educational services, and preparation of children for success in regular school programs. (E) Special training of staff, including child care staff, to develop the skills necessary to work with parents and young children in the full range of instructional services offered through the Even Start Family Literacy Program. (F) Providing and monitoring of integrated instructional services to participating parents and children through home-based programs. [[Page 26396]] (G) Operation on a year-round basis, including the provision of some program services, instructional or enrichment, during the summer months. (H) Coordination with-- * Programs assisted under other parts of Title I and other programs under the ESEA; * Any relevant programs under the Adult Education Act, the Individuals with Disabilities Education Act, and the Job Training Partnership Act; and * The Head Start program, volunteer literacy programs, and other relevant programs. (I) Ensuring that the proposed project will serve those families most in need of the activities and services provided by the Even Start Family Literacy Program. (J) An independent evaluation of the project.) (e) Quality of project services. (20 points). The Secretary considers the quality of the services to be provided by the proposed project. 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. In addition, the Secretary considers the following factors: (i) The likelihood that the services to be provided by the proposed project will lead to improvements in the achievement of students as measured against rigorous academic standards. (ii) The likely impact of the services to be provided by the proposed project on the intended recipients of those services. Note: An eligible applicant must propose a project that has ``high-quality, intensive instructional programs'' in the three core instructional areas (early childhood education, adult education, and parenting education), as required by section 1205(d) of the ESEA. Concerning the quality of project services, the Secretary invites applicants to describe the level of intensity in these three core instructional services that the applicant believes sufficient to produce positive and sustainable outcomes for families, and how the project will provide that level of intensity of services. (f) Quality of project personnel. (5 points). The Secretary considers the quality of the personnel who will carry out the proposed project. In determining the quality of 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. In addition, the Secretary considers the following factors: (i) The qualifications, including relevant training and experience, of key project personnel. (ii) The qualifications, including relevant training and experience, of project consultants or subcontractors. (g) Adequacy of resources. (5 points.) The Secretary considers the adequacy of resources for the proposed project. 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. Note: Applicants may address this criteria in any way that is reasonable. An eligible applicant must provide an increasing local project share over the grant period (at least the following amounts: 10% in the first year, 20% in the second year, 30% in the third year, and 40% in the fourth year), as required by section 1204(b) of the ESEA. In addressing adequacy of resources, the Secretary invites applicants to describe the resources that they will use to increase the amount of the local project's share over the four years of the grant, which will contribute to the applicant's ability to sustain the project at the end of the Federal funding. (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. (h) Quality of the management plan. (10 points). The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors: (i) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks. (ii) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project. (iii) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project. (iv) How the applicant will ensure that a diversity of perspectives are brought to bear in the operation of the proposed project, including those of parents, teachers, the business community, a variety of disciplinary and professional fields, recipients or beneficiaries of services, or others, as appropriate. (i) Quality of project evaluation. (10 points). The Secretary considers the quality of the evaluation to be conducted of the proposed project. In determining the quality of the evaluation, the Secretary considers the following factors: (i) 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. (ii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes. 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: Patricia McKee (CFDA #84.258), Compensatory Education Programs, Room 3633, Regional Office Building #3, 7th and D Streets, SW, Washington, DC 20202-4725 or, (2) Hand deliver the original and two copies of the application by 4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: Patricia McKee (CFDA #84.258), Compensatory Education Programs, Room 3633, Regional Office Building #3, 7th and D Streets, SW, Washington, DC 20202-4725. (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. [[Page 26397]] 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 10 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 notice contains the following forms and instructions, plus a statement regarding estimated public reporting burden, a notice to applicants regarding compliance with section 427 of the General Education Provisions Act, and various assurances and certifications. a. Instructions for the Application Narrative. b. Estimated Public Reporting Burden Statement. c. Notice to All Applicants. d. Objectives and Performance Indicators for the Even Start Family Literacy Program. e. Application for Federal Assistance (Standard Form 424 (Rev. 4- 88)) and instructions. f. Budget Information--Non-Construction Programs (ED Form No. 524) and instruction. g. Assurances--Non-Construction Programs (Standard Form 424B). h. Certifications regarding Lobbying; Debarment, Suspension, and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013, 6/90). i. 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.) j. Disclosure of Lobbying Activities (Standard Form LLL) (if applicable) and instructions. This document has been marked to reflect statutory changes. See the notice published in the Federal Register (61 FR 1413) by the Office of Management and Budget on January 19, 1996. An applicant may submit information on photostatic copies of the application, budget forms, assurances, and certifications. However, the application form, assurances, and certifications must each have an original signature. No grant may be awarded unless a completed application form, including the signed assurances and certifications, have been received. FOR FURTHER INFORMATION CONTACT: Laura Chow, Compensatory Education Programs, Office of Elementary and Secondary Education, U.S. Department of Education, 600 Independence Avenue, SW (4400, Portals), Washington, DC 20202-6132. Telephone (202) 260-2683. Individuals who use a telecommunications device 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., Eastern 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. Individuals with disabilities may obtain a copy of the application package in an alternate format, also, by contacting that person. However, the Department is not able to reproduce in an alternate format the standard forms included in the application package. 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 http://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 previous 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 a document is the document published in the Federal Register. Program Authority: 20 U.S.C. section 6362(a)(1)(C). Dated: May 7, 1998. Gerald N. Tirozzi, Assistant Secretary, Elementary and Secondary Education. Instructions for the Application Narrative Before preparing the Application Narrative an applicant should read carefully the description of the program and 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 the selection criteria in the order in which the criteria are listed in this application package; and 3. Provide the following in response to the attached ``Notice to all Applicants'': (1) a reference to the portion of the application in which information appears as to how the applicant is addressing steps to promote equitable access and participation, or (2) a separate statement that contains that information. 4. Provide a copy of the signed set of assurances specified in section 14306(a) of the ESEA (20 U.S.C. 8856(a)) that the applicant has filed with its SEA and that is applicable to this grant application. 5. 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. Instructions for Estimated Public Reporting Burden 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 information collection is 1810-0540. The time required to complete this information collection is estimated to average 15 hours per response, including the time to review instructions, search existing data resources, gather and maintain the data needed, and complete and review the information collection. 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. If you [[Page 26398]] have comments or concerns regarding the status of your individual submission of this form, write directly to: Patricia McKee, Compensatory Education Programs, Office of Elementary and Secondary Education, U.S. Department of Education, 600 Independence Avenue, SW, Room 4400, Portals Building, Washington D.C. 20202-6132. Notice to All Applicants Thank you for your interest in this program. The purpose of this enclosure is to inform you about a new provision in the Department of Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This provision is section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Pub. L. 103-382). To Whom Does This Provision Apply? Section 427 of GEPA affects applicants for new discretionary grant awards under this program. All Applicants for New Awards Must Include Information in Their Applications To Address This New Provision in Order To Receive Funding Under This Program. What Does This Provision Require? Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its federally assisted program for students, teachers, and other program beneficiaries with special needs. This section allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or participation that you may address: gender, race, national origin, color, disability, or age. Based on local circumstances, you can determine whether these or other barriers may prevent your students, teachers, etc. from equitable access or participation. Your description need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if appropriate, may be discussed in connection with related topics in the application. Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for Federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies. What are Examples of How an Applicant Might Satisfy the Requirement of This Provision? The following examples may help illustrate how an applicant may comply with section 427. (1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language. (2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for students who are blind. (3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it tends to conduct ``outreach'' efforts to girls, to encourage their enrollment. We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision. Estimated Burden Statement 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 information collection is 1801-0004 (Exp. 8/31/98). The time required to complete this information collection is estimated to vary from 1 to 3 hours per response, with an average of 1.5 hours, including the time to review instructions, search existing data resources, gather and maintain the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. Objectives and Performance Indicators for the Even Start Family Literacy Program For your information, following are objectives and performance indicators for the Even Start Family Literacy Program (Part B of Title I of the ESEA) that the Department has developed in accordance with the Government Performance and Results Act. Objective 1. The literacy of participating families will improve. 1.1 Adult literacy achievement. Increasing percentages of adults will achieve significant learning gains on literacy measures. In 1996, 53% of adults achieved and posttest a moderate-to large-sized gain between pretest on a test of functional math skills, 19% on a test of functional reading skills, 17% on a test of math achievement, and 14% on a test of reading achievement. 1.2 Adult educational attainment. Increasing percentages of adults will obtain their high school diploma or equivalent. In 1996, 10% of adults earned a GED since participating in Even Start. 1.3 Children's school readiness and success. Increasing percentages of children participating in Even Start will attain significant gains on measures of school readiness and achievement. In 1996, 80% of children made better than expected gains on a test of school readiness, and 63% achieved moderate to large gains on a test of language development. 1.4 Parenting skills. Increasing percentages of parents will show significant gains on measures of parenting skills, knowledge, and expectations for their children. In 1996, 41% of parents scored 75% or higher correct on the posttest measuring the quality of cognitive stimulation and emotional support provided to children in the home. Objective 2. Self-sufficiency outcomes of participating families will improve. 2.1 Adult employment. Increasing percentages of adults will attain employment during or after participating in Even Start. In 1996, 13% of parents unemployed at intake found employment by the end of the year. 2.2 Continuing adult education. Increasing percentages of adults will continue in their education. Objective 3. Even Start projects will reach their target population of families that are most in need of services. 3.1 Recruitment of most in need. The projects will recruit low- income, disadvantaged families with low literacy levels. In 1996, 71% of families had less [[Page 26399]] than $12,000 in annual income and 47% of parents had less than a ninth grade education at intake. Objective 4. Local Even Start projects will provide comprehensive instructional and support services of high quality to all families in a cost-effective manner. 4.1 Service hours. Projects will offer increasingly higher levels of service hours annually. In 1996, projects averaged 371 hours of adult education, 201 hours of parenting education, and 530 hours of early childhood education. 4.2 Participation, retention and continuity. Projects will increasingly improve retention and continuity of services. In 1996, 60% of families were expected to continue. The adult education participation national average in 1996 was 114 hours, parenting education, 27 hours. 4.3 Local collaborations. Projects will increasingly promote high- quality, cost-effective collaborations. In 1996, on average, projects had 11 collaborators. Objective 5. The Department of Education will provide effective guidance and technical assistance and will identify and disseminate reliable information on effective approaches. 5.1 Federal technical assistance. An increasing percentage of local project directors will be satisfied with technical assistance and guidance. 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