PEP Parenting Education Profile and Family Literacy Accountability

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PEP (Parenting Education Profile) andFamily
Literacy Accountability
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Minimum Performance Level for Ohio ABLE
II. Parents Role in Interactive Literacy
Activities

• 75 of the parents who participate in family
  literacy for at least 4 months during the program
  year will demonstrate at least a 0.3 gain in
  supporting interactive literacy activities as
  indicated on Scale II of the Parenting Education
  Profile (PEP).

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Minimum Performance Level for Ohio ABLE
III. Parents Role in Supporting Childs
Learning in Formal Educational Settings

• 50 of parents who have participated in family
  literacy for at least 4 months during the program
  year will demonstrate at least a 0.3 gain is
  supporting childrens learning in formal
  educational settings as indicated on Scale III of
  the Parenting Education Profile (PEP).

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• II. Parents Role in Interactive
  Literacy Activities
• Expressive and Receptive Language
• Reading with Children
• Supporting Book/Print Concept
• Parents Role in Supporting Childs Learning in
  Formal Educational Settings
• Parent-School Communication
• Expectations of Child and Family
• Monitoring Progress/Reinforcing Learning
• As a Partner With Educational Setting
• Expectations of Childs Success in Learning

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Expressive and Receptive Language

• 1. Parent's verbal interactions with child are
  predominately commands or discouragements.
  Parent responds inconsistently to child's verbal
  or behavioral cues.
• 2. Parent has limited verbal interaction with
  child, but the tone is more positive than
  negative. Language is characterized by simple
  sentences and questions that can be answered
  yes/no.
• 3. Parent is aware of the impact of their own
  speaking/language and listening to child in the
  child's language or behavior. Parent sometimes
  tries out strategies to support child's
  development of language.
• 4. Parent regularly adjusts own language or uses
  strategies to support child, e.g., choice of
  vocabulary, variation in words, asking questions,
  and listening to the child.
• 5. Parent actively engages the child in
  discussion, using strategies such as paying
  attention to the interests of the child, using
  open-ended questions, providing verbal
  encouragement, or giving the child an opportunity
  to process information.

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Section C Family Ties

• provides further opportunities for adults to gain
  the skills necessary to function effectively as
  parents and family members, workers, and citizens
  of the community in which they live.
• Number Wise
• a math literacy activity for parents and children
  to work together
• suggests specific, age-appropriate activities
  that will prepare children for success in school
• show parents how to engage in these activities
  with their children in other words, how to be
  their childs primary teacher

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Small WorldMath Skill Calculating Long
Distance Rates
PEP Expressive and Receptive Language

• Infants and Toddlers Tell your baby when you
  hear the phone ring. Say, Thats the phone.
  Can you hear it ringing? Lets answer it. If
  its someone that your baby know, try holding her
  and letting her hear the voice at the other end.
  Tell her who is talking.
• 3 5 years Help your child learn your phone
  number. Write the number on a piece of paper.
  Look at your phone together...Let her practice
  pressing the number keys in the right order.
• 6 11 years Businesses want you to remember
  their phone numbers. Some use words for their
  phone numbers. For example, a pet shop might
  have the number 1-555-PETSHOP. Ask you child to
  find which number each letter stands for.
• 12 years Talk about recorded messages and
  options Press 1 if..

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Section C Family Ties
PEP Expressive and Receptive Language Reading
with Children Supporting Book and Print Concepts

• Part B Reach Out in the Home
• Helps to develop skills by reading aloud and
  playing language games with children, or by
  fostering good work habits and homework
  routines.
• Part E Time Out for Literature
• Read, write or talk with your child about a
  subject identified in the worktext, and based on
  a theme from the documentary or drama.
• Part F Books Can Help
• Provides parents with a wonderful collection of
  books to read with their children.

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For You and Your Child

• Parents are provided information as to why each
  activity is important, what purpose it serves,
  and how to approach it with their child
• For example, from Small World
• Infants and Toddlers Children begin to speak
  words when they are between eighteen months and
  two years old. Before that time, they make
  sounds that arent real words. These sounds are
  important because they are the building blocks of
  language. Encourage your child to make them.
  When your child say ba, you can say ba, and then
  the vowel sound a. Then say ma or da or pa.
  This helps the child learn new sounds. Your
  child will love playing this game again and again.

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Documenting for PEP

• For You and Your Child
• Activity Report Form
• Family Activity Calendar