Family Literacy Standards

Saskatchewan Literacy Network

Acknowledgements

The Saskatchewan Literacy Network would like to thank the following for their assistance with the 2012 Family Literacy Standards Revision Project:

•ProvincialLibraryandLiteracyOffice,MinistryofEducation,GovernmentofSaskatchewan for their support in the revision of Family Literacy Standards.

•PostmediaRaise-a-ReadersponsoredbyTheStarPhoenixandLeader-Postfortheirsupport in the revision of Family Literacy Standards.

•TheBestPracticesCommitteewhoestablishedthefoundationfortheoriginalFamily Literacy Standards document in June 2000. They developed standards bythefieldandforthefield.ThecommitteemembersincludedHilaryCraig,EvelynGaudet,DonnaHeselwood,PatHoffman,BebeIvanochko,NormaKlassen,LynneMourot,andRuthVandekamp.

•ThecurrentSaskatchewanfamilyliteracyorganizationsandpractitionerswhoreviewedthestandardsandprovidedthoughtfulfeedback.

•Contributorsfromotherprovincialliteracyorganizations(BritishColumbia,NorthwestTerritories,Alberta,NovaScotia),whoprovidedcomparableinformationandcontextduringtherevisionprocess.

•JoanneLaBrash,FamilyLiteracyStandards2012RevisionWriter.

•TerriPeters,Editor.

•JanaBassingthwaite,LayoutandDesktopPublisher.

•MarilynStearns,ProjectSupport,FamilyLiteracyDevelopment,SaskatchewanLiteracy Network.

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Table of Contents

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

WhatisFamilyLiteracy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

WhoBenefitsfromFamilyLiteracyPrograms?TheSupportingResearch . . . . . . . . . . . 6

WhyUseFamilyLiteracyStandards? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Family Literacy Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Family Literacy Standards Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

CompletingtheChecklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2.CommunityPartnershipandCollaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3. Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

4.StaffingandVolunteers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

5.SafetyandLiability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Program Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

6.ProgramContentandMaterials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

7. Participant Recruitment and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

8.Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Program Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

9. Program Facilitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

10.LearnerAssessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

11.ProgramEvaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

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Background

What is Family Literacy?

In1983,DennyTaylorexploredthesocialcontextofthehomeasakeyfactorintheliteracy development of young children. She coined the term ‘family literacy’.

“No single narrow definition of family literacy can do justice to the richness and complexity of families, and the multiple literacies, including often unrecognized local literacies, that are part of their everyday lives”(Taylor,1997,p.4).

Today,familyliteracyencompassesmuchmorethanjustencouragingparentsorcaregiverstostrengthenchildren’sreadingskills.Programsinvolve“parents,children,andextendedfamilymembersandthewaysinwhichtheysupportanduseliteracyintheirhomesandintheircommunities”(Thomas,Shively,&Wilson,2009,p.8).Everyfamilyappliesliteracypracticesevenifadultsdonotuseprintoften.Ineachofthefollowingexamples,weseefamilymembersinvolvedineverydayactivitiesthatdirectlyenhance literacy and essential skills:

•Asmallbusinessownerteachinghisniecetouseaccountingsoftware.

•Agrandmothertellingstoriestohergrandchildren.

•Anolderbrotherpointingoutstreetsignstoayoungersibling.

•AdaughtertranslatingforparentswhodonotspeakEnglish.

•Aneighbourhelpinganewmotherbysinginglullabiestothebaby.

•AgrandsonhelpinghisgrandfatherconductresearchontheInternet.

Thesharedsocialexperiencebetweenadultsandchildreninfamilyliteracyprogramsmeansthatthefocusofliteracylearningisnotjustonthechild.Ideally,familyliteracyprogramsseektoimprovetheliteracyofbothparentorcaregiverandchild.

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Who Benefits from Family Literacy Programs? The Supporting Research

Adults Benefit

Effectivefamilyliteracyprogramsgiveadultsopportunitiestoimprovetheskillstheyuseathome,atworkandinthecommunity.AstudyoftheLearningTogetherprograminEdmonton,Albertashowedthatparentsusedavarietyofliteracyactivitiesinthehomeafter the program ended. Parents also felt more engaged in and responsive to their children’sliteracydevelopment.Seventy-fivepercentofparentswhoattendedtheprogram requested additional programs to support their children’s success at school (Phillips,Hayden,&Norris,2006,p.124-125).

Researchindicatesthatfamilyliteracyprogramsalsostrengthenessentialskills,thoseskillsneededforsuccessintheworkforce.AccordingtotheNorthwestTerritoriesLiteracyCouncil,programparticipationmayresultin:

•greaterindependence,

•increasedself-respect,

•effectiveproblemsolvingandcommunication,

•betteroverallhealthandwell-being,

•higherlearningandearningpotential,

•anincreasedabilitytousetechnology,

•andcapacitytoadapttochange.(n.d.,p.1)

Children Benefit

Familyliteracyallowsparents,caregiversandchildrentodevelopskillstogether andbuildnurturing,positiverelationships.Italsosupportshealthybraindevelopment. AstheEarlyYearsStudy3byMcCain,MustardandMcCuaigstates:

Childrenbeginlifereadyforrelationshipsthatdriveearlybraindevelopment.An infantisprimedtobeinterestedinfacesandinitiatenon-verbalcommunication withothers.Primarycaregiversmediateexperiencesthatencouragethebaby’s braintobecomehighlyattunedtothequalityofthoseearlyexperiences.Theabilityofchildrentoregulatetheirownemotions,behavioursandattentionincreasesovertimewithmaturation,experienceandresponsiverelationships.(2011,p.36)

Children’sliteracydevelopmentbeginsathome.Thereisastronglinkbetweenexperiencesinthehomeandlaterliteracyachievement.Anotherrecognizablelinkisadirectcorrelationbetweentheparents’educationandtheirchildren’sschoolreadiness(Phillipsetal.,2006,p.123-124).

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Familyliteracyprogramsofferstrategiestosupporthome-basedliteracygrowth.TheLearningTogetherprogramcontinuedtohaveapositiveinfluenceinfollow-upyears,particularlyforthosechildrenwhoscoredlowestinemergentliteracypretests(Phillipsetal.,2006,p.123-124).

Communities Benefit

Communitiesfeelmanypositiveimpactsfromfamilyliteracyprograms.CanadianLiteracyandLearningNetwork(2012)statesthatengagedandeducatedcitizensarebetterpreparedto:

•practicehealthylifestyles,

•improveeconomicsecurity,

•activelycontributetotheircommunities,and

•buildsuccessfromonegenerationtothenext(Citizenship&FamiliesFactSheets).

CanadianLiteracyandLearningNetwork(2012)alsostatesthat,“Everydollarspentonfamilyandintergenerationalliteracyprogramsdoes‘doubleduty’supportingbothearlychildhooddevelopmentandadultbasiceducation”(FamiliesFactSheet).

Why Use Family Literacy Standards?

Familyliteracystandardsarethebaseforprogramconsistency,credibility,andprofessionalism. The original Saskatchewan Family Literacy Standards document was developedandrefinedoveratwo-yearperiod.Theresultingstandardsencouragedcriticalreflection.Buildingonthatgoodwork,theassessmenttoolincludedinthisdocumentwillhelpyoutodevelop,improveandsustainqualityfamilyliteracyprograms.

Familyliteracyprogramshavearangeoforganizationalcapacities.Someagencieshave one staff while others have numerous staff and a long history of providing service. Someprogramsoperateinpartnershipwithhealth,education,orlibraries,whileothersstand alone.

Focusonthosestandardswhicharerelevantandrealisticforyourownorganizationalneeds.Somestandardsmaybeofmoreinteresttoaprogramfacilitator,whileothersmaybemorerelevanttoprogramadministrators.

Althoughorganizationsareasdiverseasthecommunitiestheyserve,theFamilyLiteracyStandardsarerootedinourcollectiveunderstandingofwhatitmeanstobeeffectiveinfamily literacy practice.

2. Community Partnerships and Collaboration

Worktogetherwithlocal,provincialandnationalorganizationstoestablishreferrals,andshareresourcesandprogramcontent.Engageyourconnectionsthroughallprogramstages:needsassessment,programdevelopment,participantandstaffsupport.Regularlyrenewyourrelationshipsinordertosustainandexchangerelevantsupport.

3. Funding

Ensurethatyouhaveadequateprojectfundinginplacethroughallphasesofprogramming:development,deliveryandevaluation.

4. Staffing and Volunteers

Recruitqualified,well-trainedvolunteersandstaff.Trainingandprofessionaldevelopment is a priority.

5. Safety and Liability

Provideasafeenvironmentforfamilies,staffandvolunteerstoworkandlearn.Ensureyouhaveappropriateinsurancetoprotectindividualsandorganizationsfromtheriskthattheymaybeheldlegallyresponsibleforinjuryornegligence.

6. Program Content and Materials

Respondtotheliteracyneeds,interestsandgoalsofyourparticipants.Carefullychoosecontentandactivitieswhichareageandgenderappropriate,andwhichareculturallysensitive.Understandandapplycurrenttheoriesaboutfamilyliteracy.

1. Philosophy

Yourprogram’sfamilyliteracyphilosophyisthebasisfordecision-making.Qualityprogramsrespondtocommunityliteracyneedsusingastrengths-basedapproachwhereeachcommunityandindividual’sexperience,knowledgeandskillsstrengthensthecapacityoftheprogram.Literacypractitionershonourthisexpertisebyintegratingitinprogramdevelopment,administrationanddelivery.

“Efforts to identify reality should focus on individuals and communities and the unique approaches they take to construct a worldview” (Armstrong,2003,p.111).

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Family Literacy Standards

7. Participant Recruitment and Support

Behighlyvisibleinyourcommunity.Usepersonalcontactasaneffectivewayofrecruitingparticipants.Yourprogramwillattractlearnersbyprovidingsupportandreferringfamiliestocommunityservicesthatbestmeettheirneeds.

8. Access

Thelocationofyourprogramshouldbesafe,accessible,andwelcoming.Ifyoucan,providechildcareortransportationforparticipantswhomayfinditchallengingtoattendyourprogramsotherwise.Youmayalsowanttostaggeryourprogramsatdifferent times of the day to accommodate your participants’ various schedules.

9. Program Facilitation

Fosterskillsappropriatefortheliteracydevelopmentofbothchildrenandadults.Yourprogramsshouldbelearner-centred,recognizingthatparticipantsaretheexpertsintheirownlives,familiesandculture.Effectiveprogramfacilitatorsworkhardtopromotediversity,whereeveryone’sexpertiseandexperienceishonoured.

10. Learner Assessment

Useavarietyofflexible,learner-centredmethodstoassessprogress.Whenparticipantsentertheprogram,helpthemtoidentifytheirskills,areasofinterestandthepersonalgoalstheywishtocomplete.Monitorprogresstowardsgoalsandassesslearningoutcomes after learners complete the program.

11. Program Evaluation

Continuallyevaluatehowwellyourprogramismeetingitsgoals.Thisinformationdirectsfutureplanningandkeepsyouaccountable.Besuretochooseevaluationprocessesthatmatchthecapacityofyourorganizationandthecommunityyouserve.

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Family Literacy Standards Checklist

Introduction

Thissupporttoolwillhelpyouplan,develop,assess,andimproveyourprograms.Eachpersonandprogramwillusethesestandardsdifferently.Ideally,allstakeholderswillparticipateincompletingthechecklists.Stakeholderscouldincludeboardmembers,programplanners,funders,facilitators,learnerrepresentatives,communitymembers,etc. This sharing of perspectives can:

•raiseawarenessofeffectiveliteracypracticesneededforqualityprograms.

•guideprogramdevelopment.

•serveasaframeworkforgrantwriting.

•supportpractitioners.

•trainororientnewstaff.

•provideanaccountabilityframeworkthatidentifiesstrengthsandareasfor further improvement.

•becomeareflectiveexerciseaspartofregularprofessionaldevelopment.

Mostofthe11standardshaveanadministrationorprogrammingfocus,withsomeoverlapbetweenthetwosections.However,whywemakeprogramdecisionsdirectsbothadministratorsandpractitionersalike.Forthisreason,discussthefirststandardPhilosophy,beforeallotherstandards.

Completing the Checklist

Inthisguide,eachstandardconcludeswithaForReflectionbox.Regularreflectionwillhelpyouthinkcarefullyabouthowthefamilyliteracystandardsapplytoyourprogram.Youmaywanttocompletethechecklistsinthefollowingway:

1.Readanddiscusseachofthestandardswithcolleagues,ifpractical.

2.Examinekeyelementsthatsupporteachstandard.

3.Checktheboxesthatbestdescribeyourprogram.

4.DiscussForReflection for each standard.

5.Createanactionplanbasedonyourresults.Yourplanmayinclude:

a.discussingonestandardperstaffmeetingasaregularstrategytoreview,planand document progress.

b.developingacommunityworkinggrouptoreviewfamilyliteracypracticesin your area.

c.sharingthestandardsdocumentwithyourboardasatoolforstrategicplanning.

Youmaychoosetoaddressasmanystandardsasyoulikewithinyourtimelines.Remembertocelebrateyourprogressandberealisticgivenyouruniquesituation.

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1. Philosophy

Your program’s family literacy philosophy is the basis for decision-making. Quality programs respond to community literacy needs using a strengths-based approach where each community and individual’s experience, knowledge and skills strengthens the capacity of the program. Literacy practitioners honour this expertise by integrating it in program development, administration and delivery.

“Efforts to identify reality should focus on individuals and communities and the unique approaches they take to construct a worldview” (Armstrong,2003,p.111).

yes no n/aYoucommunicateyourprogram’svisionandmissionstatement toallstakeholders(participants,funders,staff,community) . . . . . . . . . . . .

Yourprogramgoalsconnectdirectlytoyourvisionandmission. . . . . . . . .

Youregularlyreviewyourprogramvisiontoensurethatit accuratelyreflectsparticipantandcommunitygoals . . . . . . . . . . . . . . . . .

Youusestrengths-basedlanguageinallaspectsofyour program.Forexample,onestrengths-basedmessageis, “Communitiesknowbesthowtoservetheirneeds”. . . . . . . . . . . . . . . . . . .

Youvalidatethediversityoffamilies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Consideringthefollowingfactorswhenplanningprograms:

•Gender(Doyouractivitieshaveabalanceofperspectives andavoidstereotypes?)

•Familybackground,language,andvalues(Doyouseekto understand and acknowledge the values and customs of eachfamily?Doyouhonourthewordsthatfamiliesuseto describethemselves?)

•Culture(Doyouencourageprogramparticipantstouseor learntheirfamily’sfirstlanguage?)

•Regionalbackground(rural/remote,urban)

•Learningstyles

•Disabilities

•Personalitystyles

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For Reflection…

Willtheprecedingchecklistresultsleadyoutochange,uphold,orcreateanewphilosophyforyourprogramoragency?

Sharesomespecificexamplesofhowyourprogramappliesastrength-basedapproach.

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•Schoolexperiences(Areyousensitivetoparticipants’ perspectivesandattitudesaboutlearning?)

•Familiaritywithprintandliteracylevels(Doyouuseclear languageinwrittenandspokencommunication?)

Administration

2. Community Partnership and Collaboration

Work together with local, provincial and national organizations to establish referrals, and share resources and program content. Engage your connections through all program stages: needs assessment, program development, participant and staff support. Regularly renew your relationships in order to sustain and exchange relevant support.

yes no n/a

Yourprogramreflectstheneedsofyourcommunity: . . . . . . . . . . . . . . . . . .

•Youidentifycommunityneedsbyconsulting community groups.

•Youuseasset-mappingtoolstoidentifycommunityneeds.

Youusetheskillsandexpertiseofcommunitymembersor groupsintheplanning,deliveryandevaluationofprogramming. Forexample,youconsultwithelders,culturalorganizations, socialserviceagencies,employers,educators,etc. . . . . . . . . . . . . . . . . . .

Youmakeandreceivereferralsandarelinkedtootherliteracy organizationsthroughregularnetworkingandmemberships . . . . . . . . . . .

Youhavestrongandeffectiverelationshipsestablishedwith othercommunityorganizationsandagencies: . . . . . . . . . . . . . . . . . . . . . . .

•Youcollaborateinjointplanningofeventsandprojects.

•Youhaveformalandinformalpartnershipagreements thatoutlinerolesandresponsibilities.

•Youregularlyshareinformationwithotherorganizations to avoid duplication of services.

•Youhavereportingproceduresinplaceandfollow through with them.

•Youacknowledgeyourpartnersandshowyour appreciation for them.

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For Reflection…

Whatdoesaccountabilitymeantoyouintheworkthatyoudowithpartners?

Areyousharingwhatyoudowell?

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3. Funding

Ensure that you have adequate project funding in place through all phases of programming: development, delivery and evaluation.

yes no n/aYouhaveanup-to-datelistoflocal,provincial,andnational fundingsources.(RefertoSaskatchewanLiteracyNetwork websiteforfundingsourcesdocument) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourfundingsourcescomplementandsupportyourvision and mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youcompletefundingapplicationsaccuratelyandsubmitthem in a timely manner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youcost-sharewithothercommunityagenciestomakethebest useofavailableresourcesthroughin-kindorothercontributions . . . . . . . .

Youhavedetailedbudgetsthatcoverallaspectsof your programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Consider:

•Researchandneedsassessment

•Programdevelopment,delivery,andevaluation

•Humanresources(includingrecruitment,training,and ongoingsupport)

•Facilities,materials,andotherresources(suchas technologytools,childcare,transportation,etc)

Youregularlyassessandupdateyourbudget. . . . . . . . . . . . . . . . . . . . . . . .

Younetworkwithotherliteracyorganizationsandgovernment todiscussthechallengesofsustainablefunding. . . . . . . . . . . . . . . . . . . . . .

Youexploreinnovativewaystoobtainandsharefunding information,suchasusingsocialnetworkingsiteslikeFacebook and Twitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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For Reflection…

Aretherelocal,provincialornationalfundingpartnershipsyouhavenotyetexplored?

Whatlong-termfundingstrategyispossibleforyourorganizationwithinthenextfiveyears?

4. Staffing and Volunteers

Recruit qualified, well-trained volunteers and staff. Training and professional development is a priority.

yes no n/a

Recruitment and Screening

Youhavejobdescriptionsforallprogramstaff,including volunteers,paidstaffandboardmembers,ifapplicable . . . . . . . . . . . . . .

Yourecruitstaffandvolunteersfromthecommunity,including former program participants as appropriate. . . . . . . . . . . . . . . . . . . . . . . . .

Yourstaffandvolunteershaveacombinationofskills,knowledge andattitudesrequiredforworkingwithbothadultsandchildren: . . . . . . .

•Theyknowanduseadultlearningprinciples.

•Theyunderstandchilddevelopmentalandemergent literacy stages.

•Theyrecognizeparentsandcaregiversasafirstandmost important teacher of their children.

•Theyunderstandthefactorsthataffectlearningforboth adults and children.

•TheyknowtheSaskatchewanLiteracyBenchmarks andEssentialSkillsandcanintegratethemwithin program content.

Yourstaffandvolunteershavestrongprogramplanningand administrative skills: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Theyconsiderteachingandlearningstyleswhenplanning.

•Theycreateanduseauthenticmaterialsandresources.

•Theycriticallyreflectontheirownpractices.

•Theycommunicateeffectivelyorallyandinwriting.

•Theymeetdeadlines.

•Theystaywithinbudgetguidelines.

Yourpayiscompetitiveandfair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Training and Support

Youprovidetrainingandexperienceinfamilyliteracypractice. YourstaffandvolunteersparticipateintheIntroductiontoFamily LiteracyCertificatecourseasapre-requisiteforenteringthefield . . . . . .

Youprovidenetworkingandprofessionaldevelopment opportunitiestoyourstaffandvolunteersasbudgetspermit . . . . . . . . . . .

Youencouragestaffandvolunteerstokeepup-to-date professionallythroughavarietyofmeans,suchasaccessto onlinejournals,researchpublications,Twitter,Facebook,etc. . . . . . . . . . .

Youprovidestaffandvolunteerswiththesupportandmaterials necessarytoexcelintheirpositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Communication and Feedback

Youprovideconstructive,ongoingevaluationtostaffand volunteersonaregularbasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourecognizestaffandvolunteercontributionsinappropriate and meaningful ways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For Reflection…

Whataresomesignificantchallengesinstaffingfamilyliteracyprograms?

Whatcanyoudotoovercomethesechallengeswithinyourownorganization?

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5. Safety and Liability

Provide a safe environment for families, staff and volunteers to work and learn. Ensure you have appropriate insurance to protect individuals and organizations from the risk that they may be held legally responsible for injury or negligence.

yes no n/aYouhaveathoroughscreeningprocesstoensurestaffand volunteersaresuitablefortheworktheywillbedoing.Youfollow up-to-dateproceduresforworkingwithvulnerablepopulations and for criminal records checks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

YoufollowtheappropriateOccupationalHealthand Safety regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourinsurancecoversoff-siteprograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youhaveaconfidentialitypolicyinplaceanddonotrelease personal details of participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourparticipantsandstaffareawareofandfollowyour confidentialitypolicy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youfollowemergencyproceduresbykeepingfireexitsclear and respecting room capacity limits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Thetoysandequipmentyouusearesuitableforthechildren in your programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourstaffandvolunteershavefirstaidcertification . . . . . . . . . . . . . . . . . . .

Yourstaffandvolunteershaveadequateinsuranceand equipment,likecarseats,iftransportingfamilies . . . . . . . . . . . . . . . . . . . . .

Youreviewyourliabilityproceduresbeforeconfirmingyour program location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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For Reflection…

Doyouhaveanyliabilityconcernsconsideringthesafetyoffamiliesorprotectingyourorganization?

Whatactioncanyoutaketoaddresstheseconcerns?

Program Planning

6. Program Content and Materials

Respond to the literacy needs, interests and goals of your participants. Carefully choose content and activities which are age and gender appropriate, and which are culturally sensitive. Understand and apply current theories about family literacy.

yes no n/aYourprograminvolvesallcomponentsoffamilyliteracy: childlearning,adultlearning,intergenerationallearning, and strengthening parenting skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Doyouractivitiesencourageparentsandcaregiversto interactwithchildren?

•Doyouprovideopportunitiesforparticipantstotalkto eachotheranddevelopsupportnetworks?

•Doyouprovidefamilieswithcurrentinformationbased ontheirinterests,suchasstagesofchilddevelopment, parenting,health,ornutrition?

Yourmaterialsandactivitiesreflecttheareasofinterestof your families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Canyouractivitiesbemodifiedtosuituniquegroupsby invitinginputfromtheparticipants?

•Areyourprogramplansflexible?

•Areyourtopicsandmaterialscurrent?

•Areyourmaterialsageandgenderappropriate?

Yourmaterialsaccommodatevariousliteracylevels . . . . . . . . . . . . . . . . . .

•DoyouincorporateSaskatchewanLiteracyBenchmarks andEssentialSkillswithintheadultcomponentofyour program?(SeeSaskatchewanLiteracyNetworkfor informationandresources.)

•Doyouusematerialsinclearlanguage?

Youusematerialswhichaccommodatevariouslearningstyles, suchasprint,audio,orvideo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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For Reflection…

Howareyouensuringthatyourcontentisauthentic,relevantandvalidinmeetingparticipantgoals?

Inyourexperience,howhaveprogramthemesandtopicschangedovertimeinyourcommunityandinthefamilyliteracyfield?

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Youconductsomelearningactivitiesoutsidetheprogramlocation inthecontextandcultureofthecommunity . . . . . . . . . . . . . . . . . . . . . . . .

7. Participant Recruitment and Support

Be highly visible in your community. Use personal contact as an effective way of recruiting participants. Your program will attract learners by providing support and referring families to community services that best meet their needs.

yes no n/aYouusepreviousfamilies’andvolunteers’positiveexperiencein your program as part of your recruitment strategy . . . . . . . . . . . . . . . . . . . .

Youpromoteyourprograminavarietyofwaysinthecommunity . . . . . . .

Consider:

•Personalcontact

•Socialmedia–FacebookandTwitter

•Websitesandemail

•Communityorganizations–schoolnewsletters,churches, bingohall,RCMPoffice,etc.

•Wordofmouth

•Keycontacts–Elders,socialserviceworkers,etc.

Youhavegoodrelationshipswithreferralagencies . . . . . . . . . . . . . . . . . . .

Youpersonallycontactparticipantstoencouragethemto attend and to offer support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youactivelyrecruitdifferentcultures,genders,races,and special needs into your programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourfacilitatorsarefamiliarwithlocalsupportservicessuchas counseling,childcare,andmedicalofficesandtheyknownot tocounselfamilies,buttoreferthemtotheseorganizations. . . . . . . . . . . .

Yourstaffsharesupportinformationwithfamiliesasneeded . . . . . . . . . . .

Whenyouworkwithfamilies,youaresensitivetotheirneeds, suchasschedules,emotionalneeds,competingpriorities,etc. . . . . . . . . .

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For Reflection…

Whataresomeofthemostsuccessfulrecruitmentmethodsinyourcommunity?

Whatarethemosteffectivewaysofrecruitingpeoplefromthefollowingperspectives:rural/remote,urban,lowliteracylearners,AboriginalandNewcomers?

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8. Access

The location of your program should be safe, accessible, and welcoming. If you can, provide childcare or transportation for participants who may find it challenging to attend your programs otherwise. You may also want to stagger your programs at different times of the day to accommodate your participants’ various schedules.

yes no n/a

Location

Yourprogramsareofferedattimesthatareconvenientfor families.Considernaptimes,communitysportsandleisure schedules,workschedulesofparticipants,communityevents, when choosing program times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youchooseprogramlocationstoensurethecomfortofall families.Forexample,considerdiverselearningorculturalneeds andbackgroundswhenchoosingachurchorschoolspace. . . . . . . . . . .

Youhaveparkingavailableatornearyourlocation . . . . . . . . . . . . . . . . . .

Yourlocationisaccessibletopeoplewithphysicaldisabilities . . . . . . . . . .

Thereissuitabletransportationavailable: . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Youprovidetransportationtoyourprogramasappropriate, suchasprovidingbusticketsortaxislips.

•Yourlocationiseasytogettobypublictransportation.

Yourlocationisfamilyfriendly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For consideration:

•Youhaveababychangeroom.

•Youhaveclearlymarkedwashrooms.

•Yourdecorationsarebrightandwelcoming.

•Youhavecomfortableseatingforadultsandchildren.

•Yourplayareahasdevelopmentallyappropriate equipment and toys.

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Childcare

Youprovidefreechildcare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Yourpaidorvolunteerchildcarestaffarequalifiedandtrained in family literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Other

Youprovidenutritioussnacksthatreflecttheneedsandcultures of your families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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For Reflection…

Otherthanwhatismentionedabove,howdoyoureducechallengesthatmightpreventfamiliesfromattendingprograms?

Whatotherchallengesdofamilieshaveinattendingyourprogramsthatyouhavenotaddressedatthistime?

Program Delivery

9. Program Facilitation

Foster skills appropriate for the literacy development of both children and adults. Your programs should be learner-centred, recognizing that participants are the experts in their own lives, families and culture. Effective program facilitators work hard to promote diversity, where everyone’s expertise and experience is honoured.

yes no n/a

Staffisresponsiveandlearner-centredintheirapproach . . . . . . . . . . . . . .

Yourstaffknowthedifferencebetweenteachingandfacilitating . . . . . . .

Yourfacilitatorscreatetrust: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Theymodelrespectfullanguage.

•Theycreatepositivegroupdynamics.

•Theybuildrelationshipswithparticipants.

Yourfacilitatorsregularlyreflectontheirownpractice: . . . . . . . . . . . . . . . .

•Theyexaminetheirattitudesandpracticeswithin the program.

•Theyanalyzehowtheparticipantsrespondedto the program.

•Theyimprovethingsthatneedchanging.

•Theyacknowledgeandbuildontheirownstrengths.

Yourstaffcommunicateeffectively: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Theyuseclearlanguage.

•Theyaskopen-endedandbroadquestionsappropriately.

•Theygiveandreceiveeffectivefeedback.

•Theyuseappropriateconflictresolutiontechniques.

Yourstaffcanmotivateparticipants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Yourstaffpracticesculturalcompetency: . . . . . . . . . . . . . . . . . . . . . . . . . . .

•Theyencourageparticipantstosharetheircultural knowledge and skills.

•Theyincludelocalcultureandhistoryintheprogram.

•Theyincludetraditionalknowledge-keepersinprograms, suchaseldersandartists,etc.

•Theyparticipateincross-culturaltraining.

Yourstaffkeepup-to-daterecordsandcompletereportsontime . . . . . . .

For Reflection…

Whatarethemostimportantqualitiesforstafftopossesswhenworking withfamilies?

Howwillyouaddresssomeofthebiggestchallengesinfacilitatingfamily literacyprograms?

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Assessment and Evaluation

10. Learner Assessment

Use a variety of flexible, learner-centred methods to assess progress. When participants enter the program, help them to identify their skills, areas of interest and the personal goals they wish to complete. Monitor progress towards goals and assess learning outcomes after learners complete the program.

yes no n/a

Initial Assessment

Yourassessmentprocessfocusesonparticipantgoals. . . . . . . . . . . . . . . . .

Yourassessmentprocessisrealisticgivenyourcapacity and resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youadaptassessmentprocessesasneededtobemoreeffective . . . . . . . .

Youidentifythelearningneedsofyourparticipantsthroughan initial interview or registration procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youinvolveparticipantsinassessingtheirownneeds . . . . . . . . . . . . . . . . .

Ongoing Assessment

Youuseongoingassessmenttoadaptyourprograminresponse to changing needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youkeepassessmentresultsconfidential.Youdonotshare participant information with other service agencies or communitymemberswithoutpermission . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Final Assessment

Youuseavarietyofassessmentmethods,bothtraditionaland non-traditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youbuildinenoughtimetocollectfeedbackfromparticipants, suchasgroupbrainstormsessionsorfocusgroupsfacilitatedby non-biasedoutsiders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Yourassessmentresultsshowhowspecificexamplesofchange are connected to desired outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Someexamplesare:

•Increasedinvolvementincommunityactivities:“Wejoined thelibraryasaresultofattendingthisprogram.”

•Improvedrelationshipbetweenhomeandschool:“After discussingaproblemwithhisson’steacherinourparent group,afathercalledtheteacherandsetupan appointment to discuss his concerns.”

•Higherself-esteem:Oneparentreported,“Ifeelmore confidentaskingquestionsatmybanknow.”

•Moreeffectiveparentingpractices:Ajournalentryfrom aparentstated,“Mychildisholdingthescissorscorrectly todayandherfacelitupwhenIencouragedher!”

For Reflection…

Inyourexperience,whatassessmentstrategiesaremostvaluable?

Howmightyouchangeyourassessmentprocedurestosavetimeandstilleffectivelyassessparticipantsinyourprogram?

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11. Program Evaluation

Continually evaluate how well your program meets its goals. This information directs future planning and keeps you accountable. Be sure to choose evaluation processes that match the capacity of your organization and the community you serve.

yes no n/a

Youregularlyandsystematicallyevaluateyourprogram . . . . . . . . . . . . . .

Yourprogramisbasedonidentifiedoutcomes . . . . . . . . . . . . . . . . . . . . . . .

Youconsiderliteracylevelswhencollectinginformation: . . . . . . . . . . . . . .

•Youuseclearlanguageconsistentlyonevaluationforms.

Youonlycollectdatathatisrelevantandrelatedtoprogram goalsorspecificfunderordemographicrequirements . . . . . . . . . . . . . . . .

Youfollowethicalguidelineswhencollectinginformation . . . . . . . . . . . . .

•Youonlycollectnecessaryinformation.

Youuseavarietyofevaluationtools,bothtraditionaland non-traditional,qualitativeandquantitative: . . . . . . . . . . . . . . . . . . . . . . . .

Evaluationtoolsinclude:

•Questionnairesandsurveys

•Observation

•Documentreview

•Interviews–formalandinformal

•Focusgroup

•Logsandjournals

•Surveys

•Photosandvideos

•Tests

•Testimonials

Youanalyzewhygoalsandtargetswerenotmet,suchaswhy people dropped out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Yourreportsclearlyidentifyyouroutcomes,specificindicators, ortargetgoals.Yourreportshowshowwellyoumetyour intended outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youexplainyourevaluationterminology(suchasoutcomes, goals,outputs,inputs)toallstakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Youuseevaluationfeedbacktowriterecommendationsfor changes to future programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

For Reflection…

Whatismostimportantinevaluation?

Howcanyoulessenthechallengesofcollectingevaluationdata?

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References

Armstrong,D.G.(2003).Curriculum today.UpperSaddleRiver,N.J.:MerrillPrenticeHall.

CanadianLiteracyandLearningNetwork.(Jan.2012).Literacyandessentialskillsfact sheet:Citizenship.Retrievedfromhttp://www.literacy.ca/content/uploads/2012/02/ citizenship.pdf

CanadianLiteracyandLearningNetwork.(Jan.2012).Literacyandessentialskillsfact sheet:Families.Retrievedfromhttp://www.literacy.ca/content/uploads/2012/02/ families.pdf

McCain,N.,Mustard,F.,&McCuaig,K.(2011).Early years study 3: Making decisions, taking action.Toronto,ON:Margaret&WallaceMcCainFamilyFoundation. Availableathttp://earlyyearsstudy.ca/en/report/download-early-years-study-3/

NorthwestTerritoriesLiteracyCouncil.(n.d.).Understandingessentialskills.Retrieved June8,2012fromhttp://www.nwt.literacy.ca/adultlit/understanding-essential- skills.pdf

Phillips,L.,Hayden,R.,&Norris,S.Family literacy matters: A longitudinal parent-child literacy intervention study.Calgary,AB:DetseligEnterprises,2006.

Taylor,D.(Ed.).(1997).Many families, many literacies: An international declararion of principles.Portsmouth,NH:Heinemann.

Thomas,A.,Shively,J.,&Wilson,E.(2009).Foundations in family literacy: Understanding family literacy – Module 1, Chapter 1.Edmonton,AB:CentreforFamilyLiteracy.

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Saskatchewan Literacy Network Toll Free: 1-888-511-2111

Email:saskliteracy@sk.literacy.ca Visitusonthewebat:www.sk.literacy.ca