**Grantee Name: Neighborhood House**

+--------------------+-------------------------------------------------+
| Number of          | 80                                              |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 72                                              |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | The program hired two males from within the     |
| existing staff     | existing staff.                                 |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   **Fathers learned the importance of their   |
| met                |     role as the primary educator of their       |
|                    |     child.** At the conclusion of the program,  |
|                    |     fathers were able to express their views on |
|                    |     the importance of interacting with their    |
|                    |     young child around literacy activities.     |
|                    |                                                 |
|                    | -   **Fathers experienced and participated in   |
|                    |     exciting, age-appropriate literacy          |
|                    |     activities with their children.** Fathers   |
|                    |     attended monthly meetings at the Head Start |
|                    |     sites with their children which included    |
|                    |     such activities as music making and         |
|                    |     storytelling.                               |
|                    |                                                 |
|                    | -   **Fathers identified topics and questions   |
|                    |     regarding their children's developmental    |
|                    |     progress.** Fathers gave input on           |
|                    |     discussion topics for evening and weekend   |
|                    |     sessions and agendas were created from      |
|                    |     these requests.                             |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | none                                            |
| not met            |                                                 |
+--------------------+-------------------------------------------------+
| Existing Resources | Experienced & knowledgeable staff, staff who    |
|                    | could interpret and translate for non-English   |
|                    | speaking fathers, staff who were trained on the |
|                    | fatherhood initiative at conferences, materials |
|                    | from conferences, meeting spaces at the Head    |
|                    | Start sites,                                    |
+--------------------+-------------------------------------------------+
| How can program be | The Grantee created a notebook with detailed    |
| replicated         | information on how to implement the program. It |
|                    | also includes sample forms, flyers and          |
|                    | evaluations.                                    |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. "Feedback information and evaluations      |
| what they expected | demonstrated that in addition to having a great |
| it to be?          | deal of fun with their children, behavior       |
|                    | really did change for the parents. Fathers gave |
|                    | examples of literacy activities and new         |
|                    | parent-child interactions that were happening   |
|                    | in their families as a result of the Fatherhood |
|                    | sessions."                                      |
+--------------------+-------------------------------------------------+
| Other              | Holding the sessions at each of the Head Start  |
|                    | sites helped the parents at that site build     |
|                    | stronger relationships with each other and with |
|                    | the staff.                                      |
+--------------------+-------------------------------------------------+

**Grantee Name: Friends of Children and Families, Inc.**

+--------------------+-------------------------------------------------+
| Number of          | 40 parents, male friends or relatives           |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 308                                             |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | The program used existing staff to run the      |
| existing staff     | activities and the vast majority of the funds   |
| used to implement  | were spent on materials (books, bags, etc.) and |
| the program?       | other items for the events such as food, child  |
|                    | care and transportation.                        |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Increased Head Start fathers reading to     |
| met                |     their children by implementing seven hands  |
|                    |     on events. The activities took place        |
|                    |     Saturday mornings for two hours and topics  |
|                    |     included: Community helpers, Library visit, |
|                    |     Storytelling, Kite Making, The Discovery    |
|                    |     Center, Growing Experiences, Taking Things  |
|                    |     Apart, Water Safety, and Fishing.           |
|                    |                                                 |
|                    | -   Assisted fathers uncomfortable with their   |
|                    |     own reading ability by providing            |
|                    |     consultation and training                   |
|                    |                                                 |
|                    | -   Trained fathers how to choose               |
|                    |     developmentally appropriate books and       |
|                    |     activities for their children.              |
|                    |                                                 |
|                    | -   Involved fathers in their children's        |
|                    |     literacy development by creating home       |
|                    |     literacy bags with books and activities     |
|                    |     that could be checked out.                  |
|                    |                                                 |
|                    | -   Used current and past HS fathers in the     |
|                    |     development and testing of the home         |
|                    |     literacy bags                               |
|                    |                                                 |
|                    | -   Developed a core group of HS fathers to     |
|                    |     train other fathers how to use the home     |
|                    |     literacy bags through workshops and parent  |
|                    |     meetings at all of the Grantee's sites.     |
|                    |                                                 |
|                    | -   Enhanced the linkage between literacy       |
|                    |     curriculum in the classroom and learning in |
|                    |     the home.                                   |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | None                                            |
| not met            |                                                 |
+--------------------+-------------------------------------------------+
| Existing Resources | The Grantee used existing community             |
|                    | partnerships to supplement materials purchased  |
|                    | with grant funds. Firemen, policemen, and       |
|                    | paramedics brought their vehicles for children  |
|                    | and dads to explore. The public library         |
|                    | presented a program on reading to young         |
|                    | children and furnished book making materials. A |
|                    | professor at the state college created a survey |
|                    | and conducted post activity interviews. The     |
|                    | professor also volunteered to attend the        |
|                    | weekend events and talk to fathers about ways   |
|                    | to engage their children in reading. Staff from |
|                    | the library met regularly with focus group      |
|                    | participants to share ideas and make            |
|                    | suggestions for activities and books. Many      |
|                    | other community organizations were also         |
|                    | involved.                                       |
+--------------------+-------------------------------------------------+
| How can program be | The biggest expense in terms of replicating the |
| replicated         | program is purchasing books for the check-out   |
|                    | bags. The other key to replication is the       |
|                    | involvement of community partners to help       |
|                    | implement the activities.                       |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes.                                            |
| what they expected |                                                 |
| it to be?          |                                                 |
+--------------------+-------------------------------------------------+
| Other              | Fathers were interviewed for planning ideas and |
|                    | suggestions for the program. For the families   |
|                    | who didn't have books at home or access to the  |
|                    | library, the check out bags were the only means |
|                    | for them to continually read to their children. |
|                    |                                                 |
|                    | The report includes pictures and flyers that    |
|                    | were used to advertise the events in English    |
|                    | and Spanish, forms, checklists, sign-in sheets  |
|                    | and certificates.                               |
+--------------------+-------------------------------------------------+

**Grantee Name: Skagit /Islands Head Start**

+--------------------+-------------------------------------------------+
| Number of          | 136                                             |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 17,000                                          |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | A new part-time Fatherhood Coordinator position |
| existing staff     | was created to work on the grant.               |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Formed a Father Advisory Group              |
| met                |                                                 |
|                    | -   Purchased posters, books and videos for     |
|                    |     staff and parent training.                  |
|                    |                                                 |
|                    | -   Increased staff awareness and skills to     |
|                    |     increase fatherhood involvement.            |
|                    |                                                 |
|                    | -   Increased fatherhood involvement: More      |
|                    |     males participated in Center committees and |
|                    |     Policy Council than in any other program    |
|                    |     year. More fathers volunteered in the       |
|                    |     classroom, participated in field trips,     |
|                    |     read to their children, and were involved   |
|                    |     with developing educational goals for their |
|                    |     children.                                   |
|                    |                                                 |
|                    | -   Implemented a one day workshop with James   |
|                    |     May, Director of Washington State Father's  |
|                    |     Network for parents, staff and community    |
|                    |     partners.                                   |
|                    |                                                 |
|                    | -   Implemented Motheread/Fatheread training    |
|                    |     for staff to learn how to encourage parents |
|                    |     to read with their children.                |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | None                                            |
| not met            |                                                 |
+--------------------+-------------------------------------------------+
| Existing Resources | Everything necessary to implement the program,  |
|                    | aside from the funding to coordinate the        |
|                    | program and provide materials to train the      |
|                    | staff, was present prior to the grant.          |
+--------------------+-------------------------------------------------+
| How can program be | The key to replication includes:                |
| replicated         |                                                 |
|                    | Collaboration of community partners who share   |
|                    | goals in this area.                             |
|                    |                                                 |
|                    | Use of male consultants and staff to support    |
|                    | the process.                                    |
|                    |                                                 |
|                    | Motheread/Fatheread as a resource for literacy  |
|                    | goals and parenting skills.                     |
|                    |                                                 |
|                    | Formation of an Advisory group to guide the     |
|                    | process.                                        |
|                    |                                                 |
|                    | Include father involvement as a focus in        |
|                    | program-wide trainings                          |
|                    |                                                 |
|                    | and Head Start meetings.                        |
|                    |                                                 |
|                    | Home visit schedules that are inclusive of      |
|                    | fathers' needs.                                 |
|                    |                                                 |
|                    | Include fathers in the planning process and     |
|                    | decision making                                 |
|                    |                                                 |
|                    | Replication of forms and policies.              |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. "The result has been heartwarming, and     |
| what they expected | impactful on our families, staff and children.  |
| it to be?          | It has allowed us to add an important facet to  |
|                    | our classroom environments and attitudes, and   |
|                    | has expanded our ability to welcome and involve |
|                    | parents in general."                            |
+--------------------+-------------------------------------------------+
| Other              | The report includes newspaper articles,         |
|                    | pictures, book list, flyers, questionnaires and |
|                    | more. The Grantee also implemented a pre- and   |
|                    | post survey to get feedback from the fathers.   |
+--------------------+-------------------------------------------------+

**Grantee Name: Lewis-Clark Early Childhood Program**

+--------------------+-------------------------------------------------+
| Number of          | 7                                               |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 33                                              |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | The existing Parent Involvement Coordinator was |
| existing staff     | used to implement the program.                  |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Implemented a one day training for staff    |
| met                |                                                 |
|                    | -   Purchased literacy materials for fathers    |
|                    |     and created take-home packets that included |
|                    |     books, activities and journals.             |
|                    |                                                 |
|                    | -   Formed a male involvement group that met 3  |
|                    |     times and sponsored a program-wide parent   |
|                    |     conference that focused on literacy topics. |
|                    |                                                 |
|                    | -   Updated father involvement materials in the |
|                    |     program library such as videos,             |
|                    |     Channing-Bete materials, texts and          |
|                    |     brochures. Also reviewed forms and written  |
|                    |     materials to assure gender sensitivity.     |
|                    |                                                 |
|                    | -   Targeted non-custodial fathers to be more   |
|                    |     involved in their child's life by           |
|                    |     purchasing posters, brochures and other     |
|                    |     pertinent materials.                        |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | Did not develop topics for the speakers' bureau |
| not met            | on responsible parenting for high school and    |
|                    | middle school students.                         |
+--------------------+-------------------------------------------------+
| Existing Resources | The Parent Involvement Coordinator was in place |
|                    | to oversee the grant. Other staff were utilized |
|                    | to assist with the grant activities. Training   |
|                    | time and space were provided. Other grants      |
|                    | supplemented the program.                       |
+--------------------+-------------------------------------------------+
| How can program be | The two components of the program that can be   |
| replicated         | replicated include implementing a male          |
|                    | involvement group to provide a forum for men to |
|                    | support each other. Secondly, developing        |
|                    | take-home literacy packets.                     |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. "Overall we felt successful in developing  |
| what they expected | the basis for the fatherhood involvement and    |
| it to be?          | literacy efforts in our program with the funds  |
|                    | from the grant."                                |
+--------------------+-------------------------------------------------+
| Other              | The report also includes a take-home book list, |
|                    | logo, and resource list.                        |
+--------------------+-------------------------------------------------+

**Grantee Name:Umatilla Morrow Head Start**

+--------------------+-------------------------------------------------+
| Number of          | 6 ESL class                                     |
| unduplicated       |                                                 |
| fathers            | 26 Family Reading Nights                        |
|                    |                                                 |
|                    | 13 Pine Wood Derby                              |
|                    |                                                 |
|                    | [54 Soccer Jamboree]{.underline}                |
|                    |                                                 |
|                    | Total: 99 fathers                               |
+--------------------+-------------------------------------------------+
| Total number of    | 104 hrs in ESL class                            |
| hours fathers      |                                                 |
| spent in the       | 46 hrs Family Reading Nights                    |
| program            |                                                 |
|                    | 34 hrs Pine Wood Derby                          |
|                    |                                                 |
|                    | [90 hrs. Soccer Jamboree]{.underline}           |
|                    |                                                 |
|                    | Total: 274                                      |
+--------------------+-------------------------------------------------+
| Were new or        | The Grantee hired a Male Involvement            |
| existing staff     | Coordinator                                     |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Increased the number of Fathers who         |
| met                |     participated in literacy classes to         |
|                    |     increase their parenting skill when engaged |
|                    |     with their children by implementing an ESL  |
|                    |     class with a focus on literacy development  |
|                    |     and reading to children.                    |
|                    |                                                 |
|                    | -   Increased the amount of time fathers were   |
|                    |     engaged with their children around literacy |
|                    |     activities by implementing a family reading |
|                    |     night at eight schools and distributed free |
|                    |     books. Reading nights took place monthly or |
|                    |     quarterly.                                  |
|                    |                                                 |
|                    | -   Increased time fathers spent with their     |
|                    |     children doing activities. Implemented a    |
|                    |     derby and soccer jamboree. Fathers built    |
|                    |     wooden cars for the derby with their        |
|                    |     children and raced them. The soccer         |
|                    |     jamboree was implemented at 4 Head Start    |
|                    |     sites.                                      |
+--------------------+-------------------------------------------------+
| Goals/Objectives   |                                                 |
| not met            |                                                 |
+--------------------+-------------------------------------------------+
| Existing Resources |                                                 |
+--------------------+-------------------------------------------------+
| How can program be | To have a successful program it is important to |
| replicated         | do a survey of the fathers to see what types of |
|                    | activities they are interested in. The ESL      |
|                    | class can be replicated by developing a strong  |
|                    | partnership with a local college or community   |
|                    | college.                                        |
|                    |                                                 |
|                    | Family Reading nights can be replicated by      |
|                    | building partnerships with local schools,       |
|                    | distributing flyers, and purchasing books for   |
|                    | children to take home. The Derby can be         |
|                    | replicated by partnering with the Cub Scouts or |
|                    | another organization that can provide the       |
|                    | rules, race track, space and screen. The soccer |
|                    | jamboree can be organized with the assistance   |
|                    | of a soccer league or sports organization.      |
|                    | Sign-up sheets and practice games help build    |
|                    | enthusiasm.                                     |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes.                                            |
| what they expected |                                                 |
| it to be?          |                                                 |
+--------------------+-------------------------------------------------+
| Other              | The program provided childcare to 15 children   |
|                    | while their parents were in the ESL class.      |
+--------------------+-------------------------------------------------+

**Grantee Name: Klamath Family Head Start**

+--------------------+-------------------------------------------------+
| Number of          | 172                                             |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 10,000                                          |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | A portion of the grant paid for existing staff  |
| existing staff     | to operate the program.                         |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Implemented a literacy training to teach    |
| met                |     fathers how to help their child appreciate  |
|                    |     books, read to their children, and          |
|                    |     recognized the importance of male           |
|                    |     involvement.                                |
|                    |                                                 |
|                    | -   Implemented the Garfield Reading Program    |
|                    |     and Parent Store to increase the number of  |
|                    |     books available in homes. Over 320 books    |
|                    |     were provided to families. Fathers earned a |
|                    |     total of 10,000 pointes that they spent at  |
|                    |     the Parents store. The Policy Council had   |
|                    |     six fathers who participated, which was a   |
|                    |     50% increase from last year.                |
|                    |                                                 |
|                    | -   Implemented the following Family focused    |
|                    |     events to encourage families to spend time  |
|                    |     together and provide training.              |
|                    |                                                 |
|                    | 1.  Winterfest (127 families attended)          |
|                    |                                                 |
|                    | 2.  Family Fun Day (181 people attended)        |
|                    |                                                 |
|                    | 3.  Male/child bowling (78 males & their        |
|                    |     children attended)                          |
|                    |                                                 |
|                    | 4.  Female/child bowling (60 females and their  |
|                    |     children attended)                          |
|                    |                                                 |
|                    | 5.  Male planning meeting (15 males attended)   |
|                    |                                                 |
|                    | 6.  Male/child movie (67 males & their children |
|                    |     attended)                                   |
|                    |                                                 |
|                    | 7.  New You Day (68 people attended)            |
|                    |                                                 |
|                    | 8.  Literacy training (20 males attended)       |
|                    |                                                 |
|                    | -   Literacy/Employability Specialist worked    |
|                    |     with over 50% of the families to address    |
|                    |     such issues as GED, ESL, Job information    |
|                    |     and training, College and more.             |
|                    |                                                 |
|                    | -   Two fathers were sent to the Head Start     |
|                    |     meeting in New York and will be sharing the |
|                    |     information with the Policy Council. They   |
|                    |     will also serve as mentors to the           |
|                    |     Fatherhood program next year.               |
|                    |                                                 |
|                    | -   Every parent received a book and activity   |
|                    |     to take home, a pizza coupon, and a         |
|                    |     training packet.                            |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | None                                            |
| not met            |                                                 |
+--------------------+-------------------------------------------------+
| Existing Resources | The program had a Literacy/Employability        |
|                    | Specialist, Child Literacy Specialist and       |
|                    | Father Involvement Specialist, and Parent       |
|                    | Involvement Content Area Expert on staff. The   |
|                    | program had strong connections with community   |
|                    | organizations such as the Library, Restaurants, |
|                    | Resource Centers, and local businesses.         |
+--------------------+-------------------------------------------------+
| How can program be | The report includes the form used to implement  |
| replicated         | the Literacy Training with an invitation,       |
|                    | training handouts, and a training               |
|                    | questionnaire. Finding an experienced trainer   |
|                    | is the key, as well as a time, place, door      |
|                    | prizes, and food.                               |
|                    |                                                 |
|                    | The Parent Store can be replicated by tracking  |
|                    | the points parents earn and by purchasing       |
|                    | books. The report also includes fliers and      |
|                    | pictures that show the set-up of the store.     |
|                    |                                                 |
|                    | The Literacy/Employability Specialist is        |
|                    | willing to visit other programs to share ideas. |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes                                             |
| what they expected |                                                 |
| it to be?          |                                                 |
+--------------------+-------------------------------------------------+
| Other              | The report includes a comprehensive scrapbook   |
|                    | of pictures, newspaper articles, fliers and     |
|                    | many different forms and surveys.               |
+--------------------+-------------------------------------------------+

**Grantee Name: First A.M.E. Child and Family Center**

+--------------------+-------------------------------------------------+
| Number of          | 54                                              |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 5,880                                           |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | A new, full-time Father Hood Coordinator was    |
| existing staff     | hired to implement the program.                 |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | 1.  Increased Fathers' Involvement in program   |
| met                |     activities by implementing a weekly support |
|                    |     group for fathers. They met for 2.5 hours   |
|                    |     per week for 16 meetings. Fathers who       |
|                    |     attended the support group increased their  |
|                    |     commitment to being part of their           |
|                    |     children's lives and have increased their   |
|                    |     self-confidence.                            |
|                    |                                                 |
|                    | 2.  Provided training to fathers by             |
|                    |     implementing the National Center for        |
|                    |     Fathering, Urban Father-Child Project       |
|                    |     Curriculum, "Quenching the Father Thirst."  |
|                    |     This was a 13 session curriculum for        |
|                    |     developing a father's awareness of his      |
|                    |     importance in his child's life and moving   |
|                    |     him towards re-assessment of what fathers   |
|                    |     gain from knowing their children in the     |
|                    |     day-to-day world, including pre-school. The |
|                    |     outcome was that men better understand      |
|                    |     their role as a father and their            |
|                    |     relationship with their child. Training was |
|                    |     also offered to staff to help create a more |
|                    |     father friendly environment.                |
|                    |                                                 |
|                    | 3.  Reached out to incarcerated and formerly    |
|                    |     incarcerated fathers by reaching them at    |
|                    |     their most critical point, the half way     |
|                    |     house and encouraging them to be involved   |
|                    |     in the father support group and             |
|                    |     volunteering in the classroom. The          |
|                    |     Fatherhood Coordinator made efforts to      |
|                    |     provide personal attention to these fathers |
|                    |     and build partnerships with the             |
|                    |     correctional center and local agencies      |
|                    |     serving these men.                          |
|                    |                                                 |
|                    | 4.  Sent the Fatherhood Coordinator to the Head |
|                    |     Start Fatherhood Initiative Planning        |
|                    |     Meeting in Washington D.C.                  |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | The program is in the process of planning a     |
| not met            | Seattle-based community forum on issues of      |
|                    | fatherhood and healthy marriages for June of    |
|                    | 2004.                                           |
|                    |                                                 |
|                    | The Fathers Resource Center is expected to have |
|                    | its grand opening in the Fall of 2003. The      |
|                    | materials have been collected, but finding      |
|                    | space has been an issue.                        |
+--------------------+-------------------------------------------------+
| Existing Resources | Two years ago FAME established a men's group    |
|                    | called Men of Tomorrow to begin reaching out to |
|                    | fathers. FAME formed a relationship with an     |
|                    | existing fathers group so they did not have to  |
|                    | start from scratch. The Fatherhood Coordinator  |
|                    | was well established in the community and had   |
|                    | experience working with program development,    |
|                    | fathers, and had formed partnerships with many  |
|                    | community organizations.                        |
+--------------------+-------------------------------------------------+
| How can program be | Finding a male facilitator who is experienced   |
| replicated         | at forming trusting relationships with fathers  |
|                    | to facilitate a father support group. Train a   |
|                    | staff person to implement the Quenching the     |
|                    | Father Thirst curriculum. The report includes   |
|                    | documents that represent the methods used to    |
|                    | bring the issues that fathers face to the       |
|                    | program and the community.                      |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. "We feel that what we have been able to do |
| what they expected | with our fatherhood program has positively      |
| it to be?          | impacted our Head Start/Early Head Start        |
|                    | families and community, yet we are humbled by   |
|                    | the unmet need. Therefore even though without   |
|                    | continued funding to support the project, we    |
|                    | plan to continue the Fatherhood Program at FAME |
|                    | during this coming school year."                |
+--------------------+-------------------------------------------------+
| Other              | The report includes a comprehensive scrapbook   |
|                    | of fliers, forms, pictures, testimonials and    |
|                    | the complete Quenching the Father Thirst        |
|                    | curriculum. FAME (in partnership with 3 other   |
|                    | Head Start grantees and the City of Seattle)    |
|                    | wrote a grant called Finding Your Way Home      |
|                    | sponsored by ACF to help sustain the program.   |
|                    | The initial proposal was accepted and they are  |
|                    | writing the planning proposal.                  |
+--------------------+-------------------------------------------------+

**Grantee Name: Rural Alaska Community Action Program**

+--------------------+-------------------------------------------------+
| Number of          | 221 fathers                                     |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | A minimum of 2,242 hours.                       |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | Existing staff was used to implement the        |
| existing staff     | program.                                        |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | 25 WOLF Representatives attended the parent     |
| met                | conference "Literacy-A Way of Life" in          |
|                    | Anchorage, or the make-up session. Participants |
|                    | learned about:                                  |
|                    |                                                 |
|                    | -   Head Start/Early Head Start program         |
|                    |                                                 |
|                    | -   Early Brain Development                     |
|                    |                                                 |
|                    | -   Importance of father involvement            |
|                    |                                                 |
|                    | -   Literacy activities                         |
|                    |                                                 |
|                    | 12 Fathers who attended the conference were     |
|                    | given \$400 to host a community literacy event  |
|                    | and develop an incentive program for fathers.   |
|                    | Projects included:                              |
|                    |                                                 |
|                    | -   Purchasing take home kits-puzzles, books,   |
|                    |     puppets                                     |
|                    |                                                 |
|                    | -   Purchasing big letter books, take home tape |
|                    |     recorders and audio books.                  |
|                    |                                                 |
|                    | -   Developing father's reading centers with    |
|                    |     bean bag chairs                             |
|                    |                                                 |
|                    | -   Making home made books with their children  |
|                    |                                                 |
|                    | -   Purchasing reading tents                    |
|                    |                                                 |
|                    | -   Visiting elementary school computer labs    |
|                    |                                                 |
|                    | -   Hosting literacy celebrations-ice fishing,  |
|                    |     swimming, and pizza parties                 |
|                    |                                                 |
|                    | -   Building a reading loft                     |
|                    |                                                 |
|                    | -   Developing take home literacy packets       |
|                    |                                                 |
|                    | -   Purchasing dry erase boards for children    |
|                    |     and consumable workbooks.                   |
|                    |                                                 |
|                    | Implemented planning meetings to design         |
|                    | literacy events and incentive programs.         |
|                    |                                                 |
|                    | Developed a Literacy Booklet describing         |
|                    | activities fathers participated in during the   |
|                    | year (to be distributed in September).          |
|                    |                                                 |
|                    | Seven communities facilitated incentive         |
|                    | programs to encourage fathers to volunteer at   |
|                    | their local program or participate in literacy  |
|                    | activities at home.                             |
|                    |                                                 |
|                    | Offered literacy training at Head Start sites   |
|                    | at parent committee meetings.                   |
|                    |                                                 |
|                    | Developed calendars for fathers to track their  |
|                    | literacy activities.                            |
|                    |                                                 |
|                    | Linked father figures in each region of the     |
|                    | state for support and idea sharing through      |
|                    | quarterly conference calls and ongoing          |
|                    | communication.                                  |
|                    |                                                 |
|                    | -   Six fathers served as Networking            |
|                    |     Facilitators who organized the              |
|                    |     teleconferences.                            |
|                    |                                                 |
|                    | 26.7% of program fathers either volunteered     |
|                    | time to the program or participated in literacy |
|                    | activities.                                     |
|                    |                                                 |
|                    | 94 fathers participated in documented literacy  |
|                    | activities in the home.                         |
|                    |                                                 |
|                    | 22 fathers volunteered 10 or more hours in the  |
|                    | program.                                        |
|                    |                                                 |
|                    | The remaining fathers volunteered an average of |
|                    | 3.2 hours.                                      |
|                    |                                                 |
|                    | End of the year parties were held to honor and  |
|                    | reward fathers                                  |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | Not all communities implemented a literacy      |
| not met            | event as proposed.                              |
+--------------------+-------------------------------------------------+
| Existing Resources | In 1999 the Rural CAP Head Start program        |
|                    | implemented the Work of Loving Father Figures   |
|                    | (WOLF) group with the goal of increasing father |
|                    | involvement. The Father Involvement/Literacy    |
|                    | Project strengthened this existing group and    |
|                    | increased father involvement with their         |
|                    | children. A structure for the Parent Conference |
|                    | was already in place.                           |
+--------------------+-------------------------------------------------+
| How can program be | -   Provide training opportunities to fathers   |
| replicated         |     on how children learn to read and write.    |
|                    |                                                 |
|                    | -   Support fathers in planning literacy        |
|                    |     activities by providing a small budget for  |
|                    |     materials.                                  |
|                    |                                                 |
|                    | -   Design a means for tracking home literacy   |
|                    |     activities                                  |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. At the end of the program, a survey was    |
| what they expected | completed by 111 fathers.                       |
| it to be?          |                                                 |
|                    | 72% said, "I have increased the amount of time  |
|                    | I spend doing literacy activities with my       |
|                    | child..."                                       |
|                    |                                                 |
|                    | 89% said, "I have increased my understanding of |
|                    | how important my role is in my child's          |
|                    | education."                                     |
|                    |                                                 |
|                    | 87% said, "I have a better understanding of how |
|                    | children learn to read and write."              |
+--------------------+-------------------------------------------------+
| Other              | Having the funds to hire a new position         |
|                    | dedicated to father involvement would be very   |
|                    | helpful.                                        |
+--------------------+-------------------------------------------------+

**Grantee Name: Enterprise for Progress in the Community (EPIC)**

+--------------------+-------------------------------------------------+
| Number of          | 15                                              |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 45 hours                                        |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | Not specified in the report but proposal        |
| existing staff     | indicated the hiring of one consultant and use  |
| used to implement  | existing Family Support and Family Involvement  |
| the program?       | Program Manager                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Acknowledged the importance of fathers role |
| met                |     in their children's lives through Pre and   |
|                    |     Post tests to measure outcomes              |
|                    |                                                 |
|                    | -   Enhanced the father's own literacy          |
|                    |                                                 |
|                    | -   Increased male involvement in HS activities |
|                    |                                                 |
|                    | -   Increased male involvement in literacy      |
|                    |     activities with their children              |
|                    |                                                 |
|                    | -   Developed a father friendly curriculum that |
|                    |     addresses self                              |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | Only one presentation on Hispanic culture and   |
| not met            | child development was given instead of three as |
|                    | planned, thus community awareness was not       |
|                    | achieved                                        |
+--------------------+-------------------------------------------------+
| Existing Resources | -   Agency training and support                 |
|                    |                                                 |
|                    | -   Self-assessment of father friendliness,     |
|                    |     environments, and input from fathers        |
|                    |                                                 |
|                    | -   Facilities and space                        |
|                    |                                                 |
|                    | -   Existing staff                              |
|                    |                                                 |
|                    | -   Migrant and Seasonal HS Quality Improvement |
|                    |     Center                                      |
+--------------------+-------------------------------------------------+
| How can program be | The program can be replicated by involving      |
| replicated         | various groups:                                 |
|                    |                                                 |
|                    | -   Policy Council and Parent Committees to     |
|                    |     develop a program for fathers               |
|                    |                                                 |
|                    | -   Solicit ideas from fathers through surveys  |
|                    |     and direct questioning in a forum format    |
|                    |                                                 |
|                    | -   Seek guidance and support from programs     |
|                    |     that provide father directed activities     |
|                    |     such as The National Latino Father and      |
|                    |     Family Institute, The National Compadres    |
|                    |     Network, etc.                               |
|                    |                                                 |
|                    | -   Community networking and involvement using  |
|                    |     local media for coverage                    |
|                    |                                                 |
|                    | -   All staff to provide training and           |
|                    |     information on the program                  |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. Through the Pre-test (before the program)  |
| what they expected | and Post-test (after the program) evaluation,   |
| it to be?          | they determined that fathers made progress.     |
|                    | Fathers indicated they became more involved     |
|                    | with their children and family, and became      |
|                    | aware of the importance of their role in the    |
|                    | family. The program also promoted and developed |
|                    | their own literacy.                             |
+--------------------+-------------------------------------------------+
| Others             | The final report included pictures of           |
|                    | family/father participation, Power Point        |
|                    | presentation, and a collection of literacy      |
|                    | tools for kids with their fathers               |
+--------------------+-------------------------------------------------+

**Grantee Name: Kitsap Community Resources**

+--------------------+-------------------------------------------------+
| Number of          | 71                                              |
| unduplicated       |                                                 |
| fathers            | Others: Foster grandparents, volunteers,        |
|                    | Community readers                               |
+--------------------+-------------------------------------------------+
| Total number of    | 250 hours                                       |
| hours fathers      |                                                 |
| spent in the       | Others: 1,940 hours                             |
| program            |                                                 |
|                    | Total hours: 2,190                              |
+--------------------+-------------------------------------------------+
| Were new or        | No new staff mentioned in the final report,     |
| existing staff     | only existing staff and volunteers.             |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | **Increase Male Participation in the Program**  |
| met                |                                                 |
|                    | -   71 fathers participated contributing 250    |
|                    |     hours and another 1,940 hours from other    |
|                    |     volunteers                                  |
|                    |                                                 |
|                    | **Increase Literacy Materials at Home**         |
|                    |                                                 |
|                    | -   2,000 books were sent home to children.     |
|                    |     Each child in P/D program received a new    |
|                    |     book each month for 8 months while each     |
|                    |     child in F/D program received a new book    |
|                    |     every month for 10 months                   |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | **Increase fathers' understanding of child      |
| not met            | development**                                   |
|                    |                                                 |
|                    | -   Development and Parenting "fathers only"    |
|                    |     class had 8 participants. Projected number  |
|                    |     was 25. One comment from a participant was: |
|                    |     "I will remember the entire program as a    |
|                    |     valuable contribution to the growth and     |
|                    |     well being of our family."                  |
|                    |                                                 |
|                    | **Increase time fathers spend in literacy       |
|                    | activities with children**                      |
|                    |                                                 |
|                    | -   Only eight fathers participated. Projected  |
|                    |     number was 25. Although the total number    |
|                    |     was not met, fathers in the program read to |
|                    |     their children at home (based on            |
|                    |     conversations with fathers) with only a few |
|                    |     who recorded their time spent with this     |
|                    |     activity                                    |
+--------------------+-------------------------------------------------+
| Existing Resources | Resources already in place are partnerships     |
|                    | with other organizations:                       |
|                    |                                                 |
|                    | -   The Parenting Place, formerly Project       |
|                    |     Family offered parent education classes     |
|                    |                                                 |
|                    | -   Kitsap Community Resources HS Program       |
|                    |                                                 |
|                    | -   Partnership with South Kitsap Kiwanis Club  |
|                    |     that initiated having male volunteers read  |
|                    |     to the children in the classroom            |
+--------------------+-------------------------------------------------+
| How can program be | -   Partnership with Volunteer Community        |
| replicated         |     Service Organizations like Kiwanis Club,    |
|                    |     Lions, or Rotary for positive male role     |
|                    |     models and literacy                         |
|                    |                                                 |
|                    | -   Grantee recommends a male parent educator   |
|                    |     to teach fatherhood class to meet the needs |
|                    |     of fathers                                  |
|                    |                                                 |
|                    | -   Purchase books for children to give away to |
|                    |     only one child per reading session by a     |
|                    |     volunteer                                   |
|                    |                                                 |
|                    | -   Build a lending library that parents can    |
|                    |     assess                                      |
|                    |                                                 |
|                    | -   Link with an organization that is willing   |
|                    |     to donate or purchase books for the         |
|                    |     children                                    |
|                    |                                                 |
|                    | -   Build an incentive program for fathers      |
|                    |     where participants will have an end of the  |
|                    |     year outing with their children such as     |
|                    |     attending a baseball game, hosting a picnic |
|                    |     or going to the zoo.                        |
|                    |                                                 |
|                    | -   Utilize available resources such as staff,  |
|                    |     modify HS literacy activities and partner   |
|                    |     with community.                             |
+--------------------+-------------------------------------------------+
| Was the outcome    | **Yes except for number of participants.        |
| what they expected | Grantee did not meet projected participation in |
| it to be?          | some areas**:                                   |
|                    |                                                 |
|                    | -   Child Development and Parenting class       |
|                    |     attendance was lower than projected. Only   |
|                    |     eight fathers participated out of 25        |
|                    |     projected.                                  |
|                    |                                                 |
|                    | -   Less than half or eight participated in the |
|                    |     literacy activities out of 25 the Grantee   |
|                    |     had projected.                              |
|                    |                                                 |
|                    | -   The 20 hours projected for fathers who      |
|                    |     spend time in the classroom or reading to   |
|                    |     their children at home was not met.         |
+--------------------+-------------------------------------------------+
| Other              |                                                 |
+--------------------+-------------------------------------------------+

**Grantee Name: Mt. Hood Community College**

+--------------------+-------------------------------------------------+
| Number of          | 50                                              |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 5 hrs. X 50 = 250 hours                         |
| hours fathers      |                                                 |
| spent in the       | 35 hrs. x 6 fathers who consistently attended = |
| program            | 210                                             |
|                    |                                                 |
|                    | TOTAL = 460 hours                               |
+--------------------+-------------------------------------------------+
| Were new or        | New P/T Fatherhood Specialist on a volunteer    |
| existing staff     | basis                                           |
| used to implement  |                                                 |
| the program?       | Existing key staff members including two HS/EHS |
|                    | staff                                           |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | **Committee of Fathers for Fatherhood           |
| met                | Activities**                                    |
|                    |                                                 |
|                    | -   Fatherhood Involvement Initiative was       |
|                    |     headed by the Fatherhood Specialist         |
|                    |                                                 |
|                    | -   Fatherhood Group met monthly and supported  |
|                    |     site improvement and cleaning projects      |
|                    |                                                 |
|                    | -   Wednesday Evening Services included         |
|                    |     workshops on parenting, finding a job,      |
|                    |     helping the child to read, computer lab for |
|                    |     self study                                  |
|                    |                                                 |
|                    | -   Employment portfolio through workshops      |
|                    |     called "Parent Portfolios" produced by      |
|                    |     participants to show to prospective         |
|                    |     employers                                   |
|                    |                                                 |
|                    | -   Fishing trip, wood working projects at Home |
|                    |     Depot                                       |
|                    |                                                 |
|                    | **Literacy Enhancement**                        |
|                    |                                                 |
|                    | -   Reading Is Fundamental activities in every  |
|                    |     site                                        |
|                    |                                                 |
|                    | ```{=html}                                      |
|                    | <!-- -->                                        |
|                    | ```                                             |
|                    | -   Literacy materials at the Lending Library   |
|                    |     for the monthly Fatherhood meeting          |
|                    |                                                 |
|                    | -   PAT toy and literacy lending libraries were |
|                    |     available to the Fatherhood Groups at three |
|                    |     sites                                       |
|                    |                                                 |
|                    | -   Incentives for participation: Mother Goose  |
|                    |     Asks Why free kits, RIF events provided     |
|                    |     transportation, childcare and snacks,       |
|                    |     Multnomah County Libraries presented Early  |
|                    |     Words Training to 15 fathers who also       |
|                    |     received free books for their children      |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | None                                            |
| not met            |                                                 |
+--------------------+-------------------------------------------------+
| Existing Resources | Literacy Programs already in place: Parents as  |
|                    | Teachers (PAT), Mother Goose Asks Why, You Can  |
|                    | Count on Mother Goose, and Beginning with       |
|                    | Mother Goose, Reading Is Fundamental (RIF)      |
|                    |                                                 |
|                    | Community Involvement with the Steps to Success |
+--------------------+-------------------------------------------------+
| How can program be | Items that are vital in program replication:    |
| replicated         |                                                 |
|                    | -   Grantee believes that a Fatherhood          |
|                    |     Specialist is imperative to the success of  |
|                    |     fatherhood involvement and must be          |
|                    |     supervised by management for decision       |
|                    |     making                                      |
|                    |                                                 |
|                    | ```{=html}                                      |
|                    | <!-- -->                                        |
|                    | ```                                             |
|                    | -   Program needs to provide childcare, food    |
|                    |     and transportation                          |
|                    |                                                 |
|                    | -   Key staff members must be trained,          |
|                    |     knowledgeable, and enthusiastic             |
|                    |                                                 |
|                    | -   A Survey of interest must be conducted at   |
|                    |     the beginning of the year and several times |
|                    |     a year.                                     |
|                    |                                                 |
|                    | -   A Planning Committee must be formed and     |
|                    |     represent all fathers. Due to changing      |
|                    |     interests, new ideas or issues that         |
|                    |     surface, short term plans must be made      |
|                    |     every quarter.                              |
+--------------------+-------------------------------------------------+
| Was the outcome    | **Yes for the most part.**                      |
| what they expected |                                                 |
| it to be?          | **Factors/challenges that affected outcome**:   |
|                    |                                                 |
|                    | -   Grantee's organizational structure did not  |
|                    |     allow for direct supervision of the         |
|                    |     Fatherhood Specialist by the Manager.       |
|                    |     Fatherhood Specialist and his front line    |
|                    |     supervisor were not able to make key        |
|                    |     decisions that slowed down their progress.  |
|                    |                                                 |
|                    | -   Severe budget cuts and layoffs made it      |
|                    |     difficult to schedule remaining staff       |
|                    |     members for the Mother Goose series.        |
|                    |                                                 |
|                    | -   Timely distribution of Interest Surveys     |
|                    |                                                 |
|                    | -   Lower participation due to couples' comfort |
|                    |     level or trust about attending male only    |
|                    |     groups                                      |
+--------------------+-------------------------------------------------+
| Other              | The final report was brief and provided         |
|                    | information asked by Regional office. It        |
|                    | contained photos, fliers, and bulletins that    |
|                    | were very enticing to Fathers. Grantee included |
|                    | sample Father Group Meeting Minutes, letters to |
|                    | sponsors, sample Survey, Questionnaire and      |
|                    | forms                                           |
+--------------------+-------------------------------------------------+

**Grantee Name: Southern Oregon Child and Family Council, Inc.**

+--------------------+-------------------------------------------------+
| Number of          | 326                                             |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 2,554.5 hours                                   |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | New Part Time Fatherhood Advocate -- 20         |
| existing staff     | hrs/week                                        |
| used to implement  |                                                 |
| the program?       | One Community Counselor                         |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | **Promote the involvement of fathers/other male |
| met                | figures in child's life in Southern OR HS**     |
|                    |                                                 |
|                    | -   3% increase in male representatives on      |
|                    |     Policy Council and committees               |
|                    |                                                 |
|                    | -   300% increase in male volunteers            |
|                    |                                                 |
|                    | -   Male attendance to Center Parent Meetings   |
|                    |     was 276 with 14 male Center Parent Group    |
|                    |     Officers                                    |
|                    |                                                 |
|                    | **Promote the role of fathers as the child's    |
|                    | primary educator, particularly in the area of   |
|                    | early literacy**                                |
|                    |                                                 |
|                    | -   89% of fathers in parent survey responded   |
|                    |     positively about a better understanding of  |
|                    |     their child's mental and physical           |
|                    |     development                                 |
|                    |                                                 |
|                    | -   23 males attended 30 trainings on Literacy, |
|                    |     with 93-94% responded positively about      |
|                    |     their awareness on the importance of their  |
|                    |     role in the child's education.              |
|                    |                                                 |
|                    | -   Increased collaboration with community      |
|                    |     partners resulted in increased male         |
|                    |     participation through reading incentive     |
|                    |     program, Family Fun Fair, Dad's Night Out,  |
|                    |     Parade, etc.                                |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | Attendance to the Men's Only Support Group was  |
| not met            | low, with only two men attending in Josephine   |
|                    | and two in Jackson County.                      |
+--------------------+-------------------------------------------------+
| Existing Resources | Parent training, family orientations, parent    |
|                    | libraries, well trained and skilled Family and  |
|                    | Community Partnership staff, a skilled          |
|                    | photographer on staff, technical equipment      |
|                    | (camera, copy machine to enlarge, VCR,          |
|                    | video...)                                       |
+--------------------+-------------------------------------------------+
| How can program be | -   Grantee provided forms, handouts, and flier |
| replicated         |     samples that can be replicated by others.   |
|                    |                                                 |
|                    | -   Grantee recommended Fatherhood internet web |
|                    |     sites for resources                         |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes, the outcome exceeded their expectation.    |
| what they expected |                                                 |
| it to be?          |                                                 |
+--------------------+-------------------------------------------------+
| Other              | -   Additional training and handouts were given |
|                    |     to staff to encourage male involvement.     |
|                    |                                                 |
|                    | -   There was outreach to fathers living        |
|                    |     outside the home. Parents meetings were     |
|                    |     modified to be of more interest to males.   |
|                    |                                                 |
|                    | -   Pictures and video were produced to show at |
|                    |     staff meetings, parent trainings, and       |
|                    |     orientation to encourage participation      |
|                    |                                                 |
|                    | -   Copy of letters from Dads expressing their  |
|                    |     thanks and appreciation were part of the    |
|                    |     final report.                               |
+--------------------+-------------------------------------------------+

**Grantee Name: Spokane County HS/ECEAP**

+--------------------+-------------------------------------------------+
| Number of          | 18                                              |
| unduplicated       |                                                 |
| fathers            |                                                 |
+--------------------+-------------------------------------------------+
| Total number of    | 443                                             |
| hours fathers      |                                                 |
| spent in the       |                                                 |
| program            |                                                 |
+--------------------+-------------------------------------------------+
| Were new or        | 2 were contracted staff                         |
| existing staff     |                                                 |
| used to implement  |                                                 |
| the program?       |                                                 |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | -   Several specialized trainings were hosted   |
| met                |     and were conducted by 2 males from Eastern  |
|                    |     WA State Univ. and MSW who have been in     |
|                    |     father-inclusive practice for the past 10   |
|                    |     years.                                      |
|                    |                                                 |
|                    | -   Participants became the core members of the |
|                    |     *Focus on Fathers* Workgroup along with     |
|                    |     community partners.                         |
|                    |                                                 |
|                    | -   Training the trainers was done by several   |
|                    |     experts in parenting/fatherhood. This was   |
|                    |     open to fathers in the community. Among the |
|                    |     successful programs are: *Removing          |
|                    |     Roadblocks to Respectful Co-Parenting,      |
|                    |     Nurturing Fathers Group*, and *Developing   |
|                    |     Fatherhood*. The curriculum and             |
|                    |     facilitation were developed by staff that   |
|                    |     has been core members of the *Focus on      |
|                    |     Fathers* Project.                           |
|                    |                                                 |
|                    | -   Community Service Providers from various    |
|                    |     agencies presented at sessions on *Removing |
|                    |     Roadblocks*. This was open to single        |
|                    |     mothers who openly discussed the challenges |
|                    |     in raising their children and barriers      |
|                    |     involving fathers. Response was             |
|                    |     overwhelmingly positive.                    |
|                    |                                                 |
|                    | -   [Unexpected benefit and                     |
|                    |     collaboration:]{.underline} A Regional      |
|                    |     Supervisor for DSHS Division of Child       |
|                    |     Support and a Case Manager requested        |
|                    |     permission from the WA State Attorney       |
|                    |     General to collaborate, and pilot a project |
|                    |     designed to help non-custodial fathers get  |
|                    |     back on track. The Atty. General granted a  |
|                    |     waiver for non-custodial fathers who were   |
|                    |     significantly in arrears on child support   |
|                    |     owed to the State to be enrolled in the     |
|                    |     HS/S/EHS fatherhood group, and obtain a     |
|                    |     meeting with the caseworker to review their |
|                    |     support order to determine appropriateness. |
|                    |     Ten HS/E/EHS Family Service Coordinators    |
|                    |     and Social Services Specialists were        |
|                    |     training in assisting fathers in            |
|                    |     negotiating child support paperwork, and    |
|                    |     understanding vocabulary, timelines, and    |
|                    |     consequences of not complying with support  |
|                    |     orders.                                     |
+--------------------+-------------------------------------------------+
| Goals/Objectives   | **Recruitment and participation of fathers were |
| not met            | not fully met for the following reasons**:      |
|                    |                                                 |
|                    | -   Lack of publicity on availability and       |
|                    |     enrollment information for groups and       |
|                    |     program-wide activities due to a cumbersome |
|                    |     process of having all promo materials pass  |
|                    |     through the approved by the CCS Marketing   |
|                    |     and PR Dept.                                |
|                    |                                                 |
|                    | -   Projects got the attention when staff was   |
|                    |     directly involved, and ignored by sites and |
|                    |     staff when they were not involved. DSHS'    |
|                    |     program Work Source parallels the program   |
|                    |     for non-custodial fathers.                  |
|                    |                                                 |
|                    | -   Lack of available childcare for 0-5 year    |
|                    |     olds for those not enrolled in HS/E/EHS.    |
|                    |     Child care providers were unable to         |
|                    |     accommodate families who needed only a few  |
|                    |     hours, one day a week.                      |
|                    |                                                 |
|                    | -   Age limit and father profile did not fit    |
|                    |     the father population. Most are over the    |
|                    |     recommended age limit of NPCL, i.e., 16-24, |
|                    |     unmarried, first time fathers.              |
+--------------------+-------------------------------------------------+
| Existing Resources | -   Existing collaboration with service         |
|                    |     providers, agency partners, and reciprocal  |
|                    |     referrals with other community groups aided |
|                    |     in recruitment of participants.             |
|                    |                                                 |
|                    | -   Relationships with community partners and   |
|                    |     staff who are committed to reach and serve  |
|                    |     low-income fathers.                         |
|                    |                                                 |
|                    | -   Representatives from each HS/EHS site in    |
|                    |     the Focus on Fathers workgroup who received |
|                    |     additional training and professional        |
|                    |     development increased staff commitment.     |
+--------------------+-------------------------------------------------+
| How can program be | -   NPCL research on fatherhood and the         |
| replicated         |     National Head Start Association website     |
|                    |     were explored                               |
|                    |                                                 |
|                    | -   Preliminary training materials were         |
|                    |     developed through conversation with Pamela  |
|                    |     Wilson, a consultant and national expert on |
|                    |     fatherhood                                  |
|                    |                                                 |
|                    | -   No charge training was offered to           |
|                    |     facilitators of Nurturing Fathers through   |
|                    |     partnerships with WSU Coop Extension, and   |
|                    |     WA Council for Prevention of Child Abuse    |
|                    |     and Neglect                                 |
|                    |                                                 |
|                    | -   Partner with representatives from local     |
|                    |     domestic violence programs and parent       |
|                    |     enrichment programs                         |
|                    |                                                 |
|                    | -   Documentation of male involvement through   |
|                    |     tracking of in-kind hours, and completion   |
|                    |     of database to focus on fathers             |
|                    |     contributions                               |
|                    |                                                 |
|                    | -   Provide parents with employment             |
|                    |     opportunities, training, value parent       |
|                    |     perspectives in decision-making, program    |
|                    |     leadership, evaluation, and direct service. |
|                    |                                                 |
|                    | -   Strategize on addressing difficult          |
|                    |     questions, have willing staff take on role  |
|                    |     of "instructor" at co-facilitation of       |
|                    |     education and support groups and increase   |
|                    |     involvement of non-custodial dads.          |
+--------------------+-------------------------------------------------+
| Was the outcome    | Yes. Some were unexpected benefits as described |
| what they expected | in the previous page.                           |
| it to be?          |                                                 |
+--------------------+-------------------------------------------------+
| Other              | Resources, training materials, videos, and      |
|                    | newsletters accessed by the program are         |
|                    | available online. Grantee provided a list of    |
|                    | videos, books and magazines, and Curriculum.    |
|                    |                                                 |
|                    | The final report included sample handouts,      |
|                    | surveys, Power Point presentation, and a list   |
|                    | of books for preschoolers that feature          |
|                    | fathers/other significant male figures in their |
|                    | lives.                                          |
|                    |                                                 |
|                    | Grantee had excellent attachments with the      |
|                    | final report.                                   |
+--------------------+-------------------------------------------------+