Test of Preschool Early Literacy (TOPEL)

Before the program can begin an institutional review board (IRB) approval will be needed. WKKF (n.d.) does not have any specific requirements for an IRB approval. However, the school district will want internal IRB approval and, as per the ethical codes of the American Psychological Association [APA], the director will obtain approval to ensure that testing procedures are ethically sound. Then parents must be notified of the program by a letter sent home to sign and return, before testing can begin. The letter will include an informed consent, as per approval of the IRB.

The first evaluation is a completion of the Test of Preschool Early Literacy (TOPEL) (Lonigan et al., 2018). This evaluation was chosen because it has a high reliability and validity in accurately measuring literacy for individuals in the early childhood age range. A teacher in the program, that the child will work if the child qualifies for the program, will administer the assessment. The children will be evaluated as per each subtest; phonological awareness (27 items), print knowledge (36 items), and definitional vocabulary (35 items) (Goodrich et al., 2019). If the child does not respond in English then the child is prompted to respond in English, if the child does not respond then the item is scored as incorrect. This is due to the need to be English proficient in literacy as well as proficient in their home language. Each of the sub-tests will give a quantitative score, however the three subtest scores are combined to determine a composite score as well as standard scores and percentile ranks to determine emergent literacy skills (Lonigan et al., 2018). The TOPEL test takes a total of 25-30 minutes.

The second evaluation will be the weekly log of days and minutes that a teacher works with each child. The amount of time is determined by the results of the TOPEL scores of the individual child. The third evaluation is also a weekly log of activities and the amount of time activities are worked on at home. These activities and the time needed will also depend on the TOPEL scores of the individual child.

The TOPEL will be administered again at the end of the program by the teacher that has worked with the child during the program. Each child will again be evaluated on each subtest; phonological awareness (27 items), print knowledge (36 items), and definitional vocabulary (35 items) to determine a composite score (Goodrich et al., 2019; Lonigan et al., 2018). The score will be compared to the pre-test score at the beginning of the program to show progress. Also, an evaluation of time spent per week and the composite score at the beginning and at the end of the program will allow for the director to show that the work with the teachers and partnering at home results in positive progress in literacy.

The results of the TOPEL and the log activities of both the teacher and the parents will be summarized in an overall report for WKKF (n.d.). The results will show the summative individual scores of the pre and compared post-tests and an average of weekly time with the teacher and parent for each child. A report will be written to show the statistical significance of the literacy program and how continued effort in this area is promising to the child, but also to the families and the community.

Part 3: Budget, Budget Narrative, and Sustainability Plan

Part 3 will address a budget plan that will contain all non-personnel and personnel resources given in Part 2. These will be addressed line per line for a total annual budget. A budget narrative will follow that will state each non-personnel and each personnel budget in a rationale of the costs needed. Lastly, a sustainability plan will be discussed how the program plans to continue operating this once the funding has depleted. The sustainability plan will also indicate where future funding and other resources might be obtained.

Budget

The budget worksheet is on the next page, as per the limited space and spacing.

Personnel Name Personnel Title Time/Effort Percentage (%) Time/Effort Hours/Week Dollar Amount for Yearly Salary Dollar Amount for Fringe Benefits Grand Total Dollar Amount
Nicole Hamilton Project Director 20% 10 hours/week $7200/year n/a $7200/year
Teacher 1 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 2 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 3 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 4 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 5 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 6 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 7 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 8 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 9 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher 10 Literacy Teacher 12% 5 hours/week $4300 n/a $4300
Teacher Training 10% 4 hours/one time training $50.00 n/a $500.00
Subtotals 11 140% 60 hours $72,000 n/a $72,500
Amount Dollar Amount per each item Total Dollar Amount Grand Total Dollar Amount
Itemized Equipment Test Kit with Manual & Picture Book 10 $260 $2600 $2600
25 booklets 4 $66 $264 $264
Teacher Literacy Packets 10 $50 $500 $500
At-Home Literacy Packets 100 $20 $2000 $2000
File Cabinet 1 $250 $250 $250
Pencils & file folders 100 $50 $50
Monthly Stipend to Copy sheets at the school 1 $100 $100
Subtotals 326 $5764 $5764
Personnel: Grand Total Dollar Amount Requested Non-Personnel Grand Total Dollar Amount Requested Grand Total Dollar Amount Requested
Grand Total Direct Costs $72,500 $5764 $78,264

Budget Narrative and Sustainability Plan

Budget Narrative. The total budget for the CELP program is $78,264.00 for the first year, however the total personnel budget is $72,500 for the year. The personnel budget includes 1 director and 10 teachers. The director will work 10 hours a week, after school, and is paid $7200.00 for the year, while school is in session. This amount is based on an administrative salary of $65,000.00 per year. There will be 10 teachers that work for the school that will be hired for additional time and pay to work with students before or after school. Each teacher is expected to work 5 hours a week, leaving them time to work with at least 2 children per hour for a total of 5 hours per week. Each teacher will be paid a salary of $4300.00 during the school year. This amount is based off a $50,000.00 teacher salary in the state of Texas. In addition, each teacher will be trained one time before the program for a 4-hour session at $50.00 each, for a total of $500.00.

The non-personnel budget has items that are a one-time purchase and others that need to be replenished each year. The non-personnel budget for the first year is $5764.00. First, a total of 10 Test Kits (containing a manual and picture book) will be needed for pre and post-testing at $260.00 each, or $2600.00 total. A total of 100 booklets will be needed for the year at $66 for a packet of 25, which is $264 for the year, and this item will need to be purchased each year. Teacher Literacy Packets are $50.00 each, 10 will be needed for a total of $500.00 for the year and these do not need to be re-purchased each year. At-Home Literacy Packets are $20.00 each, 100 will be needed for a total of $2000.00 for the year and these do not need to be re-purchased each year. 1 file cabinet at $250 is needed as a one-time purchase. Folders and pencils are needed each year at $50.00. Lastly, a monthly stipend of $10.00 for a total of $100.00 for the year is to use the copier at the school.

Sustainability Plan. The sustainability plan is an area of interest to the program as well as to WKFF (n.d.). Several of the items do not need to be re-purchased each year including; the Test Kits, Teacher Literacy Packet, At-Home Literacy Packets, and the file cabinet. However, these items can be worn and re-purchased at a later date. Books, pencils, file folders, and the monthly copy stipend will need to be purchased each year. In order to sustain the financial stability of the program CELP will benefit from a relationship with the school district and the school and other community agencies. The evaluations will show the administration of the school, and the district, how each child’s score is improving and that this can have a direct effect on standardized scoring. This will be an evidence-based preventive intervention and approach for the children, families, and the district. This makes the program a beneficial partner to the school and the district. The district may be able to allocate money for non-personnel resources and for some teachers, leaving only a small amount needed. Surrounding communities can be appealed to make this difference in the finances needed. There are multiple sources that would provide funding. These include large organization such as; Bill Millers, H-E-B, and Taco Cabana do utilize money each year towards philanthropic and community needs. Also, the grant with WKFF can be appealed to as can other grants to close the gap in the yearly funding. A weaving of financial efforts will allow for this program to continue to serve low-income children and the need for literacy development starting at a young age. The CELP program is still in the developmental stage. However, with the strong support of the school, the community, and the W.K. Kellogg Foundation then the school and the families can take advantage of the literacy services offered.

Conclusion

The Child Early Literacy Program is designed to begin in the 3-year old program through the second-grade year at an elementary school that is considered to be low-income in order to address the need for early literacy. The program will be initiated with teacher referrals and follow-up for children to join the program. The teachers will be trained in order to give the pre and post-assessment for literacy including; print knowledge, definitional vocabulary, and phonological awareness. Each teacher will work with a child two to three times a week and at varying times based on the scores of the child. The teachers may individualize, small group, or large group as per the needs of the children. The children will also take home a literacy pack to work with their family. All teacher and family interactions will be recorded. At the end of the year the post-assessment can be given for an evidenced-based approach to improve literacy. In conclusion, this program will show evidence of how literacy is improving for the children, the family, and the surrounding community to enable continued support for the Child Early Literacy Program.

References

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Lonigan, C.J., Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (2018). Test of Preschool Early Literacy (TOPEL). Retrieved from https://www.academictherapy.com/detailATP.tpl?

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