http://www.jumpstartfamilyliteracy.com
The JumpStart Family Literacy Corporation was created from the existing and well-established Early Childhood Associates (ECA) to produce and sell the JumpStart Family Literacy Kits which ECA developed under a Small Business Innovation and Research grant from the U.S. Department of Education-an award that ECA won over 200 competitors nationwide. JumpStart was created by a team of educators, expert in the areas of child development, adult literacy, multiculturalism and curriculum design, The goal was to produce stimulating, skill building materials that young children and their parents could use to together to increase the literacy of the family as a whole. The JumpStart curriculum also addresses the needs of adults who want to develop reading, writing, and basic learning skills. Once the research and development of JumpStart was complete, it was decided that a different sort of business with a management team more focused on developing high quality resources and products was need to produce JumpStart. The JumpStart Family Literacy Corporation was created to fill this need. The result is a dynamic set of products and materials that increase literacy in families and communities. Dr. Linda Warren is the founder of Early Childhood Associates and the JumpStart Family Literacy Corporation. A leader in the fields of early childhood education and the impact of literacy on poverty and family functioning, Dr. Warren has worked with both federal and state Departments of Education on formulating educational policy, research and evaluation, program planning, service delivery, staff training and media/resource development. She is one of only a handful of women in the United States to have received a federal Small Business Innovation and Research (SBIR) Grant for her work developing the JumpStart Family Literacy Kit. Dr. Warren's work along with the work of six other women across the country who have received SBIR grants was featured in the book, Women, Research and the SBIR Program, commissioned by the U.S. Government. Dr. Warren was a public school teacher, has been a professor at the University of Hawaii and Wheelock College, and an administrator for local education agencies. Her impact has been felt throughout the country: from Alabama to Maine, from Vermont to California, Dr. Warren has worked to improve educational systems whenever and wherever she could. She currently conducts a statewide evaluation of the Commonwealth of Massachusetts Even Start Family Literacy Programs.
http://www.cloverparenting.org
Bright Beginnings is a free parenting and family literacy service offered through the Clover School District. We empower families with young children for success with learning! We also support parents in their role as their child's best first teacher and promote the growth and healthy development of family members.
BHK is a private non-profit agency organized under Section 501c3 of the IRS code. The Agency's mission is "To strengthen and empower children and families through comprehensive, innovative and appropriate services that respond to socio-economic and individual needs to create opportunities for success. Children are our work, our hope." Two governing bodies oversee agency operations. The BHK Child Development Board is comprised of commissioners from all three counties as well as parents, school administrators and other community leaders. The BHK Parent Council is made up elected parent representatives from across the three-county service area. The BHK Board generally handles financial matters while the Executive Parent Council oversees programmatic and personnel matters. At least one member from each group serves on the other group as well, which promotes the sharing of information. Agency teachers are highly qualified in early childhood education. Teachers and assistant teachers hold degrees in early childhood education, child development, elementary education and other specialties as well as other early childhood credentials. Teaching staff also take part in training sessions throughout the year to stay current with best practices in child development. Teachers are carefully screened and are encouraged to take part in continuing early childhood education. Agency administrators work hard to operate high-quality, innovative and effective programs that result in positive outcomes for children and families. Administrators include Executive Director Rod Liimatainen, the longest serving Head Start director in the state of Michigan; Administrator Ray Tiberg, a retired school superintendent; Education Coordinator Cheryl LaRose, who has a master's degree in Early Childhood Education; Health Director Teresa Frankovich, M.D., a pediatrician with a master's degree in public health; and numerous other highly qualified staff. Safe, licensed facilities across the three-county area are a key component of BHK's focus on quality early childhood education. Facilities feature areas for group and individual activities, meals, play and rest time. BHK centers are fully licensed by the State of Michigan and are regularly monitored to ensure they provide a high-quality, safe learning environment. BHK programs are funded in part by the federal Department of Health and Human Services, Education and Agriculture, and Michigan's departments of Education and Human Services. Additional support is provided through gifts to the BHK Foundation, a separate 501c3 organization with an independent board of directors. To learn more or donate, click here.
http://www.learningfrompractice.org
Greater Pittsburgh Literacy Council (GPLC) is a volunteer-based literacy council. It provides adult literacy, family literacy, English as a Second Language, workplace, and adult basic education services to the least educated and most in need citizens of the Greater Pittsburgh area. Although many of our students give the GED as their long term goal, few are at the "GED Level" (9th to 12 grade) when they enter the program. Most enter at the intermediate ABE (5th to 8th grade) level. Last year about 35% entered at the literacy (0-4) level. When GPLC was founded in 1976, it was an all-volunteer agency. Since 1982, when it outgrew its all-volunteer structure, it has expanded to employ a staff of thirty with an annual student base of about 1400. Administrative functions and some classes are housed at our main office in East Liberty, an inner-city neighborhood. Nine neighborhood or community offices are scattered throughout the county. These are staffed by area coordinators who generally work alone in small offices. However, they meet with each other monthly and with the whole staff at staff meetings. The first staff meeting of the month is mandatory for them; the second is optional depending on the subject matter. They are also involved in many committees and many teams. Our service area is chiefly urban or suburban. Though some classes are taught by staff professionals, volunteers continue to serve the great majority of our students. About 350 new volunteers are trained each year with 500 active at any point in time. Most of our professional staff is involved in recruiting, training, and supporting the students and tutors in the volunteer-based program. A few are responsible for managing special projects which are separate from our base program. In the group of support people for our education program, many do teach students, but not as their primary responsibility. On average, those who teach do so about four hours a week often in workplace programs or special projects. As the program director of GPLC, I am responsible for the direction and quality of GPLC's programming including on-going improvement initiatives. I am also responsible for the hiring and direct supervision of about half of the staff. I am responsible for most of the other "program people" indirectly. The number of professionals who primarily teach rather than coordinate or support volunteers has increased recently. In 1992 only one staff member was assigned as a full time teacher. This class was taught at our main office, and we had daily contact with this teacher. She was very integrated into the life of the agency and was involved in many special projects with other staff members. Both the original teacher of the class and her successor were promoted to management positions within the organization. In 1995 we added another teacher, but her class was at a remote location; in 1996 we added one more; in 1997-98 our in-house class was moved to an off-site location, and we added a second teacher for this class. We now have four professional staff who are full-time teachers -- mostly at remote locations. We expect to add at least one other teacher in 1999-2000. Most of these teachers are unable to come to staff meetings because they have teaching responsibilities at staff meeting times. They work in isolation from the rest of the staff and often from each other. They have not been closely involved in the kind of team planning that is most common in our agency -- so little of their expertise is transmitted. Nor do they have easy access to the many years of experience in adult education that characterizes our main office staff. Staff development for these teachers is sporadic at best. We still behave as an all volunteer agency, just an unusually large and "sophisticated" one, and we simply haven't adjusted to having professional staff who primarily teach and whose schedules are therefore less flexible than those of our administrative or coordinating staff. I felt as I began this project that if our teachers became more of a team themselves in the way our area coordinators are and, as a group, more a part of our overall team, we would be an agency with a common approach and a common mission, and steadily growing expertise. As it is, some of the teachers don't really understand what the rest of the agency does. We have gotten into a situation where we have excellent teachers who could be doing in-services for our coordinating staff and our tutors (taking some pressure off of our specialist positions) but who have no contact with this part of the program. We also as an agency emphasize professional development for our volunteer support staff and we provide little (and demand little) of our teaching staff. Certainly we have made no attempt to identify or develop any base line approach or skills for the teaching staff. If the teachers had a network in which they supported and informed each other, participated in professional activities appropriate to them as a group and as individuals, and had a representative to the rest of the staff, my own job would be easier because I would feel that this part of the agency was growing in a planned and reasonable fashion, not like Topsy ---where teachers are hired as needed, briefly oriented and then thrown out into the field and, if not forgotten, largely ignored --until a problem develops.
CAASTLC provides family counseling to individuals and families experiencing emotional stress and family problems. We offer specialized outpatient treatment for adults, adolescents, and children dealing with depression, anxiety, relationship struggles, anger management, and dual diagnosis issues. A licensed professional counselor can provide an objective viewpoint and guide an individual or a family toward a better understanding of their particular problems and their causes through non-judgmental and caring support, insight, and information. In addition, our counselors are familiar with the many community resources that are available to our clients.
http://www.volusialiteracy.org
The Volusia Literacy Council is a United Way partner agency specializing in one-on-one and small group tutoring of adults who read at a ninth grade level or below. The Volusia Literacy Council has been quietly changing the lives of thousands of people for more than 25 years. Each year, through the efforts of volunteer tutors, hundreds of adults reach their personal goals in acquiring the reading, writing, math, workplace, and English language skills needed to succeed as parents, employees, and active members of our community.
The Phoenix Indian Center, Inc., was established in 1947 to serve the needs of the American Indians who came to downtown Phoenix to sell their arts and crafts or shop for their families. They needed a place to receive messages, freshen up, help find a job or socialize with other Indians. After years of using volunteers to help maintain the location on Wall Street (Downtown), the Center received funding and created a more formal structure. In 1954, the Center incorporated with the State of Arizona as a private non-profit "501(c)(3)" status. Today, the Center is the primary resource of social, economic, educational, leadership, employment and training for urban American Indians residing in Maricopa County. The Phoenix Indian Center is the oldest urban-based nonprofit organization serving the needs of American Indians. As an outgrowth of the Federal Government's Relocation Act, one that took American Indians from the reservation to a far-away urban community in an attempt to assimilate them, several Indian Centers across the Nation appeared in metropolitan areas between 1950-1960. The Phoenix Indian Center was actually founded by Leon Grant, an Omaha tribal member from the Omaha tribe in Nebraska, now residing in Chinle, Arizona.
PFES is a private company that designs, supports, and evaluates systems for learning. Our clients include schools, community-based organizations, and state departments of education. Current projects are in the areas of family literacy, adult learning and literacy, community learning centers, and educational uses of technology. The purpose of this website is to share information with our clients and other interested readers. If you have a login account and have been given access to some of the private features on this website, please log in using the link on the left.
The Saskatchewan Literacy Network is a provincial organization. Our members include: literacy practitioners literacy learners volunteers community-based groups regional colleges and SIAST campuses schools Aboriginal organizations regional literacy coalitions Libraries government departments
The Center for New Americans (CNA) is a non-profit adult education and resource center. CNA provides immigrants, refugees, and migrants in Massachusetts' Pioneer Valley with education and resources to learn English, become involved members of their new communities, and obtain necessary tools to maintain economic independence and stability.
Project F.L.I.G.H.T. is unique in that it is designed to enhance the current national family literacy model in two ways in order to address concerns raised by practitioners. Project FLIGHT is a family literacy program, established by Dr. Betty J. Cappella and Dr. Geraldine E. Bard as a pilot program in February 1994 at Buffalo State College. Over the past seven years, Project FLIGHT has evolved from a small program to one that was presented at the NGO Forum of the United Nations Fourth World Conference on Women and has been recognized locally, regionally, nationally, and internationally. Through rapid development and implementation, Project FLIGHT and its initiatives have become identified as an effective strategy for caregivers and their families to combat the social byproducts associated with undereducation and illiteracy. Project FLIGHT accomplishes its goals by assisting families through the establishment of a collaborative university/community/business partnership that is designed to develop an integrated urban response to undereducation through literacy initiatives. Through its initiatives, Project FLIGHT has become identified as an effective strategy for children and their families to combat illiteracy and the social byproducts associated with undereducation. Project FLIGHT accomplishes the goal in three ways. First, a collaborative university and community partnership was established to develop an integrated urban response to undereducation. This innovative relationship has been shown to create system changes that augment existing ones. This relationship has also produced new direct services to assist educationally disadvantaged families through early childhood and adult education, early childhood education for at risk children, parent training, and the assistance with the intergenerational parent/child learning relationship. Project FLIGHT makes use of three integrated components: 1) The Research and Consultant Team provides technical assistance for training, funding, program design, development and delivery, needs assessment, grants, evaluation, problem solving, goal setting, service delivery, advocacy and new research initiatives. 2) The Family Literacy Resource Center contains research materials, books, pamphlets, and videos, as well as access to computer generated spin searches and information referral systems.
The Centre for Family Literacy (CFL) offers a variety of adult and family literacy programs designed to enhance the oral language and literacy needs of less fortunate children and their parents, as well as other adults, in the Edmonton area. CFL involves a broad range of community agencies as partners in the delivery of programs in addition to offering training in family literacy programs, and providing programs and services that sensitize the community at large to issues about literacy in general and family literacy in particular. In addition, CFL provides Foundational Training in Family Literacy and offers family literacy program models training across the province. Following is a summary of the quantitative and qualitative data collected from the Adult and Family Literacy programs offered by Centre for Family Literacy (CFL) in 2006.
Phoenix Day serves more than 3,500 children, families and community members annually through high-quality early education and health services. The majority of our clients are low-income area residents, often single mothers, struggling to make ends meet. By offering subsidized childcare and early education programs, as well as free health screenings, referrals and meals, Phoenix Day helps families better meet the challenges of daily life. Our programs include: , Early Education and Childcare. Open from 6:30 a.m. to 6:00 p.m. Monday through Friday and serves children from 6 weeks of age to 5 years. Full-time care is provided in order to meet the scheduling needs of parents who work various hours and days.
http://www.bookmatesfamilyliteracycentre.ca
Bookmates is a not-for-profit organization focused on the development, training and delivery of family learning programs to communities to enhance the learning of both children and adults. Bookmates offers training programs for families and community agencies. Bookmates inspires families to grow together through the joy of learning together. Bookmates Alphabet Soup Program was the 2006 recipient of the Dietitians of Canada Regional Award. This program was developed with the community in partnership with the Winnipeg Regional Health Authority through the support of The Winnipeg Foundation. Bookmates was the proud recipient of The International Reading Association 2003 Celebrate Literacy Award.
Literacyworks, an educational nonprofit organization, was created to address these unmet needs of underprivileged and underrepresented adults, families and children. By using educational technology to increase the quality, availability, and accessibility of literacy curriculum for individuals with low literacy skills, Literacyworks is helping people secure better jobs, become better parents, and contribute more to their community. Our mission is twofold: We provide free, top-quality multimedia educational materials, adaptable for ethnically and culturally diverse learners and for multiple learning styles. We deliver these materials through the Internet, CDs and video to literacy and education organizations, including library, community-based, and public adult and family education and literacy programs. We assist education and literacy programs with consultation in the areas of technology support, educational material, funding, and assessment. Our expertise includes resource and grant development, staff training to integrate technology into learning and teaching, technical assistance in the design and maintenance of learning laboratories, and the creation of meaningful methods and assessment for distance-learning programs. In addition, through our vast network of partnerships, Literacyworks promotes more successful collaboration between education and literacy programs to share curriculum, resources, and ideas. Literacyworks also coordinates the Western/Pacific LINCS Regional Technology Center of the National Institute for Literacy. Through the LINCS Project we partner with national, state and local library and education programs.
Reading Is Fundamental, Inc. (RIF), founded in 1966, motivates children to read by working with them, their parents, and community members to make reading a fun and beneficial part of everyday life. RIF's highest priority is reaching underserved children from birth to age 8. Through community volunteers in every state and U.S. territory, RIF provides 4.5 million children with 16 million new, free books and literacy resources each year.
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