**[NARRATIVE (a) Need for Project:]{.underline}**

"Alaska's young children have joined a disturbing national trend. They
are entering school less and less prepared to succeed. This is cause for
alarm and action. A battery of studies and data reinforce what parents
instinctively know: An ill-prepared child is far more likely to fail in
school and become a burden on society. Declining prekindergarten trends
contribute to Alaska's low scores on standardized third-grade tests,
poor performance on the High School graduation Qualification Exams, and
an unacceptable high dropout rate."[^1]

The Rural Alaska Community Action Program, Inc. (RurAL CAP) has
successfully worked with rural Alaskan communities for more than forty
years, helping identify and meet Alaskan Natives' self-sufficiency
goals. While great strides have been made over the years, many unserved
families remain across Alaska.

The Alaska Ready to Read, Ready to Learn Task Force, consisting of
business, nonprofit, education and government leaders, reported (Sept.
2006) findings that included the following[^2]:

-   Almost half of Alaskan children enter school unprepared to read or
    learn.

-   Alaska lags far behind most states in addressing early childhood
    literacy and learning.

-   Declining pre-K trends contribute to Alaska's low scores on
    standardized 3^rd^ grade tests, poor performance on the High School
    Graduation Exams and an unacceptably high dropout rate.

The declining percentages of Alaskan kindergarteners showing age
appropriate developmental indicators are alarming. The report shows the
following data from 2002 to 2006:

  --------------------- ------------- ------------- ------------- -------------
  **Learning/Literacy   **2002-03**   **2003-04**   **2004-06**   **2005-06**
  Skills**                                                        

  Speaking/Listening    82/73%        80/42%        80/65%        79/64%

  Emergent              61/63%        58/44%        56/43%        57/44%
  Reading/Writing                                                 
  --------------------- ------------- ------------- ------------- -------------

Percentage of Alaska kindergartners showing desired learning and
literacy skills

The Task Force report developed recommendations in two general areas; in
the home and in out of the home early learning environments. The
following are recommendations for in the home:

-   Increase the engagement of parents, grandparents and extended family
    in their child's learning by providing resources and incentives.

-   Develop and increase access to quality, culturally engaging reading
    materials.

-   Increase proven, family centered literacy programs by partnering
    with other organizations.

A study by the First Alaskans Institute[^3] found that 38% of
respondents \"blamed family background for high dropout rates: They said
many Native families do not encourage schooling and youngsters lack role
models in their homes. Violence in the home and family responsibilities
also were given as reasons to stop attending school.\" The same study
noted barriers to education that included other factors such as: lack of
educational role models and parents\' attitude toward education;
problems at home, including alcoholism, neglect, and abuse; other
factors that affect students' performance, such as poverty,
indifference, or ambivalence toward education, boredom, and low
self-esteem. The report also highlights what an academic educator felt
was the biggest problem with preparing kids for school: the "residual
effect of the boarding school."

He noted:

"People left their homes and communities, and now they are parents, and
they are unprepared to serve in that role because they weren't parented
by their own parents. Personal experiences of parenting are at the root
of this issue."

And finally, from that same report:

> "Good parenting, as envisioned by both Native and non-Native experts,
> and the training for how to parent well was a common theme when
> discussing pre-school education." Comments were noted, such
> as..."Parents need to learn how to parent." Parenting was not
> necessarily viewed as solely the mother's or father's role, but could
> include the extended family... Some educators felt it was important
> for parents...'to reinforce that education is valuable regardless of
> what form of education.' One educator adds, '***When parents
> understand this, the quicker we can help kids.'"*** (emphasis added)

Unfortunately, involving parents is often easier said than done. Parents
are faced with many environmental and economic challenges in rural
Alaska. They are dealing with their own health, mental health,
financial, and educational issues. They generally recognize the
importance of early childhood education and family bonding, but often
feel unprepared to provide age and developmentally appropriate
experiences for their children. Limited access to social service
programs, lack of supportive environments, itinerant health services,
and general lack of understanding of parental skills (again, often as a
consequence of the \"residual effect of boarding schools\") pose
challenges to effective nurturing and parenting period. Implementing
child development activities in the home is secondary to other important
basic life skills priorities for families, particularly Alaska Native
families. The following data illustrate the problem:

-   Alaska Native infant mortality rates *have increased drastically* in
    recent years -- from 3.9 in 2000 to 11.4 deaths per 1,000 live
    births in 2002. [^4]

-   Alaska Natives students have a disproportionate number of students
    identified with special needs. In 2004-05, \"AK Natives represented
    24.3% of the total public school enrollment, yet represented 31.1%
    of total enrollment for students classified as having disabilities.
    AK Native students were more likely than all other students to be
    classified with disabilities; Overall data shows 17.5% of Alaska
    Native students identified with disabilities compared with rates of
    12.49% for other students .\"[^5]

-   Parents often do not offer strong role models for educational
    achievement. Statewide, only 27% of Alaska Native adults have
    completed high school[^6] (compared with 80.4% for all adults
    nationally in 2000).[^7]

Parents' inability to connect with schools in positive ways compounds
children's lack of readiness/success. Historically, many Alaska Native
parents have felt that school personnel didn't respect parents' ability
to transfer skills and knowledge necessary for their child's success in
the world and did not value parents' input. Hesitant to question
authority, many parents and community members disengaged from the
process. Today, however, schools are eager to involve parents. Head
Start and Parents As Teachers help reluctant parents, the school and
community come together.

The PAT Expansion Program proposes to create services in four unserved
communities and expanded services in two underserved communities. These
six communities have been selected based on need: Kodiak, Seward,
Stebbins, Napaskiak, and Tok and Tanacross. Unserved Communities:

In the target communities, academic achievement and educational gains
are limited. The communities selected for this program demonstrate one
or more of the following characteristics: large Alaska Native
populations; large populations of children ages 0-5; and limited, if
any, early childhood services. A chart in the appendix shows
**[community characteristics of the proposed villages to be
served,]{.underline}** including unduplicated numbers of children who
need services. With high school graduation rates as low as 39% and with
up to 100% of third grade students scoring below/not proficient on
academic tests, these children clearly need early learning
opportunities.

Results of baseline screenings and assessments administered to rural
Alaskan children entering Head Start show developmental levels below
norm. Although marked learning gains are documented throughout their
Head Start experience, exit results of children transitioning to
kindergarten still show limited mastery of key indicators of school
readiness.[^8]

New Parents As Teachers programs will be offered in Napaskiak, Stebbins,
Tok and Tanacross. These programs will meet a critical need for 0-3
services and, with existing HS programs, will provide seamless services
for children from prenatal to age 5. Under-served Communities: Parents
As Teachers programs in Kodiak and Seward will be expanded to meet the
number of families currently on the waitlist and other families who have
expressed interest in enrolling.

The Family Visitor (FV) in Kodiak is currently serving 24 families and
has a waiting list of 12 additional families. Despite her full caseload,
she provides community outreach to an additional 12 teen parents in a
group setting. With a population of over 600 Alaska Natives, a waitlist
for both Parents As Teachers and Head Start services, Kodiak is a
natural site for expansion of prenatal to 3 services. Seward, with 2,600
residents, 472 of them Alaska Natives, has no formal preschools. The
Family Visitor serves 24 families with children from prenatal to age 5.
Additionally, through community collaboration, she provides extended
learning activities one day per week at a local child care center which
serves predominantly Alaska Native families. Expanded services in Seward
would include a plan to provide preschool activities for the unserved 3
-- 5 year olds.

Napaskiak currently has a Head Start program, but no formal 0 to 3
services. The results of the Head Start Northern Lights Developmental
Assessment show that 14 out of the 20 children enrolled were unable to
count object to 10; and 20 out of 20 children recognize less than 10
letters of the alphabet. Stebbins Head Start program serves 26 children.
There are no 0 to 3 services in the community. Second quarter Head Start
assessment results show that 24 of the 26 children recognize less than
10 letters of the alphabet and 22 children are challenged by two to
three step directions. Tok and Tanacross are currently served by a Head
Start program located in Tok. 0 to 3 services were previously provided
in the community, but the provider's funds and services ended in
September 2006.

The PAT Expansion Project will also address another critical issue in
rural Alaska, the lack of trained personnel to help families understand
the importance of the early years as critical years and the importance
of providing early learning experiences. Due to the remoteness of the
communities to be served by this program, it is important to develop
local capacity to provide, improve, and expand existing resources and
services that speak to the needs of young children.

Building a trained PAT workforce is a costly task. Significant travel
and per diem costs escalate the overall costs of providing training to
rural staff. Training is provided individually on site and in group
settings in Anchorage. Due to the limited frequency of PAT certification
training in Alaska, programs have also found it necessary to send staff
outside of Alaska to obtain the required PAT curriculum training. Even
when it has been possible to offer certification training within the
state, it is was still necessary to bring an out-of-state trainer with
to Alaska for the week long in training. Many of these national trainers
have little knowledge of the unique culture and conditions in rural
Alaskan villages. In addition, the cost of travel and per diem for
out-of-state trainers increases the cost of the training.

In 2006, a partnership with the Southeast Regional Resource Center
provided funding for RurAL CAP to obtain certification training for an
in state PAT national trainer. This feature of the Alaska Parent
Information Resource Center grant enables the State of Alaska to now
have two national trainers in the 0 to 3 curriculum. The PAT Expansion
Program proposal would provide the funds necessary to further expand the
state's training team by adding two National Trainers for the 3 -- 5
curriculum. The 3-5 training is a two day training. Participants for the
3 to 5 curriculum training must be certified first in the prenatal to 3
curriculum (a five day training). All programs in the state using the
PAT curriculum, including PAT, Head Start and Early Head Start
home-based programs, would greatly benefit from RurAL CAP's ability to
provide a team of PAT National Trainers with the ability to provide
prenatal to 5 curriculum training.

The Alaska Parent Information Resource Center grant also provided RurAL
CAP with the opportunity to create a Parents as Teachers State Office.
This state office serves as a conduit for the distribution of training
information and inter-program sharing for the more than 20 PAT programs
across the State. However, the needs of a State Office are only
partially being met. Funding is needed to expand the level of support to
programs, linking them with other community providers such as Head
Start, Early Head Start, and Infant Learning. The PAT national
curriculum certification requires ongoing professional development
opportunities be completed to keep certification current. Through the
PAT Expansion Program, the State Office would organize and facilitate
some of the ongoing professional trainings This proposal would also
allow for a Program Technician to assist with data collection, training,
and clerical support. The current State Office budget does not allow for
the purchase of materials necessary for statewide PAT training events,
requiring that additional fees be charged to participating agencies.
Programs in Alaska incur the high cost of travel to a central location
for training in addition to the minimum cost of \$495/person for the
prenatal to 3 training and a fee of \$295 per curriculum for each staff
member. Slightly lower costs are incurred for 3 -- 5 training and
curriculum. With this proposed funding, RurAL CAP will subsidize the
cost of training for programs statewide and increase communication and
training for all programs in the state using the PAT curriculum.

**The proposed project will remedy the risk factors:** Alaska Native
families with young children will greatly benefit from increased access
to PAT services. PAT shares the latest research based evidence on early
development, reinforces natural parental instincts, and builds positive
self-esteem among parents, increasing their confidence as advocates for
their children. RurAL CAP\'s success with our existing PAT programs
clearly shows PAT\'s many benefits. In spring of 2006, 219 families
participating in the PAT program returned the Parent Program Evaluation
(see appendix). The results were overwhelmingly positive. Parents
reported:

-   Improved parenting skills (100%)

-   Learned activities to promote child development and brain
    development (99%)

-   Learned the importance of increased language and literacy (100%)

-   Increased their understanding of a parent's role as a child's first
    teacher (100%)

-   Received needed resource and referral information (100%)

-   Observed an increase in skills needed for their child's next
    learning environment (100%)

-   Children received regular screenings and were referred as needed
    (95%)

A particular strength of the program is the hiring and training of local
residents as PAT Family Visitors. Residents of local communities are
more likely to form trusting relationships with local staff, and
therefore are more likely to integrate the child development information
and support offered by the PAT program into their daily parenting
practices.

**Table 1. Demographic, Economic, and Educational Indicators**[^9]

+-------+------+---------+----------+--------+-------+----+----+----+
| #     | No.  | ###     | ### E    | ###    | HS    | T  |    |    |
| ## Vi | of   | #/type  | st. \# o |  No. o | Grad. | hi |    |    |
| llage | Al   | of exis | f undupl | f chil | Rates | rd |    |    |
|       | aska | ting 0- | icated c | dren 0 | 20    | G  |    |    |
|       | Nat  | 5 progr | hildren  | -5 reg | 04-05 | ra |    |    |
|       | ives | ams (#  | to serve | istere |       | de |    |    |
|       | in   | served) |          | d for  |       | B  |    |    |
|       | Vil  |         |          | WIC De |       | en |    |    |
|       | lage |         |          | c 2006 |       | ch |    |    |
|       |      |         |          |        |       | ma |    |    |
|       |      |         |          |        |       | rk |    |    |
|       |      |         |          |        |       | Re |    |    |
|       |      |         |          |        |       | su |    |    |
|       |      |         |          |        |       | lt |    |    |
|       |      |         |          |        |       | s: |    |    |
|       |      |         |          |        |       | %  |    |    |
|       |      |         |          |        |       | B  |    |    |
|       |      |         |          |        |       | el |    |    |
|       |      |         |          |        |       | ow |    |    |
|       |      |         |          |        |       | /N |    |    |
|       |      |         |          |        |       | ot |    |    |
|       |      |         |          |        |       | Pr |    |    |
|       |      |         |          |        |       | of |    |    |
|       |      |         |          |        |       | ic |    |    |
|       |      |         |          |        |       | ie |    |    |
|       |      |         |          |        |       | nt |    |    |
+-------+------+---------+----------+--------+-------+----+----+----+
|       |      |         |          |        |       | Re | W  | Ma |
|       |      |         |          |        |       | ad | ri | th |
|       |      |         |          |        |       |    | te |    |
+-------+------+---------+----------+--------+-------+----+----+----+
| K     | 663  | 0-3 PAT | 75 (AK   | 498    | 77    | 10 | 13 | 16 |
| odiak |      | (24)    | Native   |        |       |    |    |    |
|       |      |         | only)    |        |       |    |    |    |
|       |      | 3-5 HS  |          |        |       |    |    |    |
|       |      | (50)    |          |        |       |    |    |    |
|       |      |         |          |        |       |    |    |    |
|       |      | 3       |          |        |       |    |    |    |
|       |      | Fait    |          |        |       |    |    |    |
|       |      | h-based |          |        |       |    |    |    |
|       |      | pre     |          |        |       |    |    |    |
|       |      | schools |          |        |       |    |    |    |
+-------+------+---------+----------+--------+-------+----+----+----+
| Napa  | 390  | 3-5 HS  | 25 (0-5) | 36     | 44    | 70 | 1  | 90 |
| skiak |      | (20)    |          |        |       |    | 00 |    |
+-------+------+---------+----------+--------+-------+----+----+----+
| S     | 472  | 0-3 PAT | 170      | 97     | 84    | 20 | 17 | 39 |
| eward |      | (24)    | (0-5)    |        |       |    |    |    |
+-------+------+---------+----------+--------+-------+----+----+----+
| Ste   | 514  | 4-5 HS  | 72 (0-3) | 44     | 39    | 40 | 50 | 50 |
| bbins |      | (26)    |          |        |       |    |    |    |
|       |      |         | 24 (3-5) |        |       |    |    |    |
+-------+------+---------+----------+--------+-------+----+----+----+
| Tok/  | 303  | 4-5 HS  | 56 (0-3) | 67     | 89    | 18 | 12 | 24 |
| Tana  |      | (29)    |          |        |       |    |    |    |
| cross |      |         | 8 (3-5)  |        |       |    |    |    |
+-------+------+---------+----------+--------+-------+----+----+----+

**[(b) Quality of Project Design]{.underline}**

**Activities to be provided:** The proposed program, the ***RurAL CAP
PAT Expansion Program,*** will increase parenting skills and parent
involvement in children's education through the delivery of high
quality, home based services and group parent/child experience. These
services will be delivered to rural Alaskan parents of children prenatal
to five who are unserved by other programs. The program will also
identify and develop a base of early childhood specialists (Family
Visitors) in local communities by providing professional training and
support to staff hired from within the community. An expanded PAT State
Office and two new PAT National Trainers will support all of these
activities. The program will achieve measurable outcomes:

-   Out of 85 Alaska Native families served (annually), 65 parents will
    report improved parenting/care giving skills, including skills
    relating to discipline and cognitive development.

-   Out of 85 Alaskan Native families served, 65 parents will report
    increased early literacy skills in their children in reading
    readiness, observation, critical thinking, etc.

-   Out of 85 Alaskan Native parents served by the PAT Program, 65 will
    report an expanded understanding of their role as educators in the
    home.

-   Out of 100 children, 85 will be prepared for their next learning
    environment (HS/Kindergarten.).

-   Out of 5 Family Visitors, 4 will increase their knowledge of 0-3
    year old children and their families by successfully completing at
    least 3 of the steps in their professional development training plan
    (PAT Certification; Family Development Credential, CDA certificate
    or higher degree) within 3 years of hire.

-   At least one new manager, one new technician, five Family Visitors,
    and two new PAT national trainers will be recruited, trained and
    will work to help meet the above objectives.

Services to parents and children will include bi-weekly home visits
lasting approximately one hour each. Combining in-depth knowledge of
early childhood development with recent neuroscience research findings
on early learning, PAT\'s *Born to Learn Curriculum* translates
neuroscience into concrete advice that supports parents in giving their
children the best possible start in life. Individual programs choose the
model that works best for the families they serve - monthly, bi-weekly
or weekly personal visit plans. Using a format that is clearly based on
the philosophy that parents are a child's first and best teacher, the
program gives parents child development and resource information as well
as suggested activities to support their child's learning on a daily
basis between visits. RurAL CAP's PAT program adopted a bi-weekly visit
schedule based on the needs of the communities served and in order to
reach a larger number of families than a weekly visit schedule would
achieve. This bi-weekly model is the one used in RurAL CAP\'s and other
successful Alaska PAT programs, with strong parent/child outcomes.

Since 1985, independent evaluations of PAT programs nationwide have
shown significant benefits to children and parents, including
longitudinal data showing that PAT children are significantly ahead of
comparison groups at the end of first grade, and that PAT parents are
significantly more involved in children's school experiences.

RurAL CAP's PAT program is showing similar gains. Using data obtained
from Head Start's (HS) developmental screening tool, the DIAL 3, it was
found that 87% of children who received PAT services scored within
normal limits on the DIAL 3 upon entering HS, indicating a readiness for
their next learning environment. In addition, nine HS teachers
completing the Program Survey for Preschool Teachers (see appendix)
reported positive differences in former PAT children and parents
compared to children who received no 0 -- 3 services. Preschool teachers
noted that PAT parents have a greater understanding of their role as
teachers and see a greater emphasis on reading at home. They report that
former PAT children tend to be more verbal, interested in stories and
books, and very sociable with other children.

Interacting with the parent and child in their natural setting enables
the FV to personalize her guidance relevant to a child's development and
home environment. Parents learn the importance of a safe environment in
which the child can explore/learn and of responding to their child's
cues and praising the child's attempts to display new skills. Parents
learn about discipline and are encouraged to set firm, consistent
limits.

During the home visit, there is a focus on rapport building with
attention to developing a mutually trusting relationship with the
family, which is key to the family being open to new information and
problem solving. Parents learn the importance of their role as teachers
of their children. Family Visitors present age-appropriate child
development information and invite parents to share observations
regarding their child. Typical concerns for the child\'s age group are
presented and the FV and parents develop strategies for managing them.
Parent and child activities are individualized to meet their needs.
Parents' feelings of competence in the parent role and as teachers of
their children are reinforced. Invited to join in the visits, other
family members often are important caregivers and contribute to the
child\'s success.

We will conduct screenings and assessments to help identify infants or
young children who are potentially at risk for developmental delays or
have health issues that need to be addressed. The "Ages and Stages
Questionnaire" (ASQ) screening tool is used to assist parents and
service providers in recognizing typical development and provides
parents with activities that will enhance their child's development.
Parents complete ASQs when the child enters and exits the program; this
approach affirms that parents know their child best. Family Visitors or
Public Health Nurses conduct hearing and vision screens. Public health
nurses provide regular well-child exams and parents are encouraged to
take their children for dental exams (local services in villages are
often limited to public health nurses and itinerant services from
doctors and dentists). If problems/delays are discovered, Family
Visitors support parents in accessing intervention or treatment.
***Identifying health, developmental, and social concerns is
critical.*** In 2005-06, staff referred ***101*** children for health
screening follow-up, early intervention, and social services. Early
referrals greatly increase children's chances of overcoming the
challenges facing them. Staff also provided 116 families with requested
information on health/development topics.

PAT services will include at least one group meeting per month (each
community has the flexibility to offer more than that and several
existing PAT community do so). Group experiences are particularly
beneficial for children in the ages 3 -- 5 when preparation for their
next learning environment is emphasized. Group meetings offer a
combination of learning activities and education on relevant topics as
well as an opportunity for socialization for children and parents.
Fathers and Elders are encouraged to actively participate.

Services to RurAL CAP\'s Family Visitors and to other PAT providers will
include enhancing the PAT State Office, training a team of Alaska-based
PAT 3-5 National Trainers, and offering coordinated and appropriate PAT
trainings. The role of a State Coordinator[^10] includes developing a
network of support for Alaskan PAT agencies. State Office activities
(funded through PIRC) are included in the appendix. With the support of
the proposed program technician, the State Coordinator will be able to
perform the required tasks more effectively as well as increase
communication through quarterly teleconferences, a PAT newsletter, and a
central clearinghouse website that offers information and support for
parents and professionals. All PAT providers and recipients of PAT
services will benefit from an expanded Alaska PAT State Office.

The attached detailed **Workplan** has 11 goals (primary activities) and
related objectives (tasks) with specific targets, dates, and responsible
parties. The workplan is summarized below:

1\. Conduct recruitment activities to identify and enroll 100 children
of eligible families.

2\. Deliver bi-weekly personal visits that support parents in their
parenting role.

3\. Provide opportunities for parents to support/learn from each other
through monthly meetings.

4\. Provide regular assessment of each child's developmental progress.

5\. Link families to needed resources.

6\. Provide a staff development process to support the professional
growth of all staff.

7\. Expand PAT State System Office at RurAL CAP to support all PAT
activities in Alaska.

8\. Train two PAT educators/Family Visitors as PAT National Trainers for
the 3-5 curriculum. Provide support for statewide trainings for programs
using the PAT curriculum from prenatal to 5.

9\. Offer at least three statewide PAT trainings and one statewide PAT
conference each year.

10\. Incorporate an evaluation process that reflects the program's
accountability.

11\. Provide a well-managed program.

**Our two primary regional partners play important advisory and
implementation roles** in this program. See attached Memorandum of
Understanding (MOUs) and Advisory Board section below for details.
**Activities address needs and achieve outcomes:** The purpose of this
program is to help meet the unique educational needs of Alaska Natives
and to develop a solid infrastructure of PAT programs and training to
benefit Alaska Natives. The program will increase the percentage of
children who will improve on measures of school readiness. This will be
achieved by training and supporting Family Visitors and helping parents
master new skills, bringing them to a higher level of competence as
educational and social emotional supporters of their children. The
program will use the national scientifically-based PAT model. The
National PAT website notes, "independent evaluations continue to confirm
the positive impact of PAT," including the following outcomes:

-   PAT children score higher on kindergarten readiness tests.

-   PAT children at age 3 are more advanced than comparison children.

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-   PAT parents have more knowledge about child-rearing practices/child
    development.

-   PAT parents engage in more language-/literacy-promoting behaviors
    with children.

-   PAT parents are more involved in their children\'s schooling.

RurAL CAP PAT requires a three-year implementation period **(a**
**multi-year award)** to serve new families and to build long-term
capacity within each community. The program will help break through the
barrier of poverty and reduce risk factors to positive development by
providing opportunities for training and services [that would not
otherwise exist]{.underline}.

**The target population** for this program consists of 100 children ages
0[^11] to 5, their parents and the members of the communities in which
they live. **Design will successfully address needs of target
population:** Meeting quarterly, the existing **Advisory Board** will
continue to provide input on the needs of their communities and on
culturally appropriate practices. The Advisory Board is comprised of
representatives of the Copper River Native Association (CRNA), the
Association of Village Council Presidents (AVCP), and 3-4 Elders from
communities with PAT services. This model also relies heavily on input
from parents and service providers from the regions served to continue
to provide high quality, effective, and relevant services. Compelling
evidence of the appropriateness/effectiveness of the program is a
summary of the ***2006 Parent Program Evaluation*** in which parents
reported the following gains:

-   Improved parenting skills **(100%)**

-   Learned activities to promote child development and brain
    development **(99%)**

-   Learned the importance of increased language and literacy **(100%)**

-   Increased their understanding of a parent's role as a child's first
    teacher **(100%)**

Recruitment and service delivery strategies include making materials
accessible in the primary language of the participants. For parents of
children with special needs, adaptive equipment appropriate for the
child's level of disability is secured through partnerships with other
agencies. Please see the GEPA Statement for more information.

A home-based service delivery model is ideal because jobs are limited
and few parents work outside the home. The home-based model also reaches
related caregivers. In most cases, staff is bilingual and can deliver
the services in the families' preferred language, whether English or a
Native language. Three benefits associated with this program for
preschool children relate to school, family, and community. First, early
childhood programs ease the child's transition to primary school. When
young children enter school well prepared, positive social relationships
are fostered and academic skills are enhanced. As a result, children
perform better, are more likely to remain in school, are less likely to
repeat grades, have higher self-esteem, and have a greater ability to
learn and problem-solve. Second, providing early childhood development
information to parents and families increases parental knowledge,
enhances their child rearing skills, and encourages them to become more
involved in their children's education. Finally, better-adjusted
children and improved family participation lead to enhanced social
contributions and ultimately improve the productivity and cohesiveness
of the community. Following are testimonials from Head Start staff on
the impact of the RurAL CAP PAT program on children who entered Head
Start from the PAT Program in the fall of 2006:

-   Children seem to follow the routines and make transitions more
    easily.

-   Children's fine motor skills were more advanced. They were better at
    beginning writing.

-   The parents were more focused and really paid attention to the small
    things at home as well.

-   Parents volunteer in the classroom quite often. The attendance of
    their children is great.

Communities with past PAT programs have trained paraprofessionals that
will be recruited for this expansion program. In new PAT communities,
however, most hires will have only a high school education, thus making
ongoing professional development opportunities crucial. One goal of the
program is to develop a pool of community-based paraprofessionals by
providing training and education toward obtaining PAT Certification, a
Family Development Credential, and a Child Development Associate
certificate. PAT certification training is provided through a five-day
curriculum institute for the 0-3 component, followed by a two-day
institute for the 3-5 component. Family Visitors are trained in the
basics of child development, including the latest research on brain
development. In addition, they learn how to implement the award-winning
national PAT curriculum using a home-based services model. In the 2^nd^
year of employment, staff will earn a Family Development. credential
through the University of Alaska, Fairbanks. This 7-credit class focuses
on a strengths-based approach to family services, helping Family
Visitors improve skills in rapport building, parent education, and
crisis intervention. This distance delivery model (with monthly
teleconferences and 3 face-to-face meetings) has been used successfully
for HS, Early HS, and PAT home visitors for the past 6 years. A Child
Development Associate credential is the next educational goal for staff
members who do not already possess an AA or higher degree in a related
field. With an advisor\'s support, Family Visitors complete a lengthy
self-study process (includes writing competency statements and
completing a portfolio of resource information). Observation by a Child
Development Association council representative is required for
certification.

Upon completion of these three educational goals, Family Visitors will
be given the opportunity to take classes toward their Associate of
Applied Science (AAS) in Early Childhood Education with financial
support from this program. In addition to pursuing formal educational
goals, Family Visitors will attend an annual pre-service training in
Anchorage prior to the start of each program year. Family Visitors will
receive training in a number of relevant topics, review program
requirements, and have an opportunity to network and share ideas with
other RurAL CAP Family Visitors. This is particularly important since
Family Visitors are the sole providers of PAT services in their
individual communities. Group training is followed by a coordinator
visit to each site to meet individual training needs and provide
oversight and monitoring. RurAL CAP will use trainings, peer mentoring,
teleconferences, handouts, and other media/venues to introduce key
themes in early childhood to parents, community members, and staff.
Topics will focus on needs identified through parent surveys, state and
federal studies, and staff individual Development Plans.

Using methods appropriate to the target population, this program will
successfully: develop and implement plans, methods, and strategies to
improve the education of Alaska Natives; develop and operate home
instruction programs for Alaska Native preschool children; research and
collect data to determine the educational status and needs of Alaska
Native children and adults; provide parenting education for
parents/caregivers of Alaska Native children to improve skills
(including skills relating to discipline and cognitive development and
parenting education provided through in-home visitation of new mothers).

The RurAL CAP PAT Expansion Program applies a holistic training model
for families in remote communities in Alaska. A home-based program
involving paraprofessionals, parents, and community members will address
the social, emotional, physical, and cognitive needs of children while
remaining respectful of individual parenting styles. The purpose of this
program is to assist parents in their role as educators and ensure their
involvement in their children's education from the earliest age. This
program addresses the authorized grant activities by:

-   Recognizing the unique educational needs of Alaska Natives

-   Reflecting the cultural diversity and utilizing the contributions of
    Alaska Natives

-   Providing professional development activities for educators in rural
    communities

-   Providing home-based instruction for Alaska Native children from
    prenatal to age three

-   Ensuring the active involvement of parents in children's education
    from the earliest ages

-   Providing parenting education and family literacy services for
    parents and caregivers

**[(c) Quality of Management Plan]{.underline}**

**Management plan achieves objectives on time/within budget:** RurAL CAP
has provided oversight for distance delivery programs for over 30 years,
and the central office in Anchorage currently houses managers and
coordinators for 25 Head Start, 6 Early Head Start, and 15 PAT programs.
Using a combination of site visits, regional training, and distance
communications (telephone, fax, mail and e-mail), central office staff
provide support and on-going monitoring of programs around the state.
Head Start staff, Teacher Directors (TD) or On Site Coordinators (OSC),
provide direct supervision to site staff in each PAT community that also
has a Head Start (HS) program (the PAT program pays a small percentage
of the TD or OSC salary). Central office staff is responsible for all
monitoring of program requirements, including enrollment, home visit
attendance, screenings, and program evaluations. In the two communities
without an existing HS program, all supervision and support is provided
by central office staff.

Following policies and procedures approved by the RurAL CAP Board of
Directors, management activities will occur on the following four
levels: Administration - such as financial record-keeping, hiring, and
reporting activities; Supervision and management of personnel;
Implementation of program activities in each community; and Program
Evaluation. An organizational chart can be found in the appendix. The
management plan to achieve the objectives on time and within budget,
including clearly defined responsibilities, timelines, and milestones
for accomplishing program tasks are defined in the attached Workplan.

Current funding (primarily Alaska Native Education and Parent
Information Resource Centers) allows for a PAT Manager; two full-time
and one half-time Coordinators; one Program Technician; 17 Family
Visitors throughout the state; and a PAT State Coordinator. The proposed
expansion of the program will necessitate a restructuring in the central
office in Anchorage. A full-time Project Director position will be added
to oversee all aspects of program management including budget oversight,
program evaluation, supervision of all central office staff, and all
reports (existing funding for the Manager position will be shifted to
pay for 80% of the Director salary and 20% is requested here). A new
Manager position will be hired (through this proposal) to supervise the
Family Visitors, in conjunction with the Training Directors/On-Site
Coordinators. The manager will also oversee the support provided by the
PAT Coordinators and provide assistance to the Director. A new 0.75 FTE
Program Technician will support the State Office as well as assisting
with data management for the additional PAT sites. Please see the budget
narrative for details on the cost of new positions and a representation
of the existing versus proposed structure.

**Key Personnel:** Expanding direct services by approximately 30% and
providing more in depth support/training for existing PAT programs
requires a restructuring of the RurAL CAP\'s existing PAT management
system as described above. Because RurAL CAP believes that permanent
change comes from within communities, we will continue hiring staff from
within the villages and training and supporting them as they perform
their duties. This program will use local site staff (Family Visitors)
to provide direct services. Local program supervision will be provided
by Training Directors and On-Site Coordinators, already established in
HS/PAT communities. Central office program support staff will provide
training, supervision, interagency coordination, professional support,
data collection, and analysis functions. This program will benefit from
past and current PAT programs by recruiting Family Visitors trained
during those grant periods. This program will also benefit from RurAL
CAP\'s existing PAT infrastructure. Resumes and job descriptions are
attached.

**Child Development Division Director: Debi Baldwin, B.S.** is nearing
completion of a Master of Public Administration degree and serves as an
Adjunct Faculty member for the University of Alaska. She holds a PAT
Supervisor certificate. Ms. Baldwin oversees all programs in the Child
Development Division, ensuring that program goals and objectives meet
the needs of rural Alaskan families. No funding is requested for this
position.

**Project Director: Brenda Marshall, B.A.** combines knowledge of child
development and family services with strong organizational and
management skills. She has extensive experience in providing supervision
for staff in early childhood programs including PAT, HS, and Early HS as
well as direct service to children and families in a home-based program.
In addition to a BA in Psychology, she has completed PAT Supervisory
curriculum training and has a Family Development Credential from the
University of Alaska, Fairbanks. Ms. Marshall is responsible for all
aspects of program management, including budget oversight; finalizing
reports; collaborating and maintaining working relationships with local
and state agencies; overseeing evaluation activities and analyzing
program outcomes and data; and supervising the PAT central office staff.
Creating a Program Director position will allow Ms. Marshall to provide
the oversight necessary for the expanded program.

The **PAT Manager (to be filled)** will provide direct supervision
Family Visitors (working closely with Training Directors and On-Site
Coordinator's); oversee the monitoring and support provided by PAT
Coordinators; and assist the Program Director. Strong supervisory and
support skills, as well as knowledge of Alaska Native culture, will be a
requirement of the position. PAT supervisory curriculum training will be
provided to supplement PAT program experience.

**PAT Coordinators** provide logistical and administrative support to
Family Visitors and PAT programs through site visits and
teleconferences; assist Family Visitors in professional development
activities; prepare developmentally appropriate and culturally relevant
materials; and perform related duties. All three PAT Coordinators are
paid out of other grant funds.

Responsible for the direct services offered in each village, **Family
Visitors' (FVs/to be filled)** work is the heart of this program. Hired
from within the community, Family Visitors represent the cultural groups
and languages of the families they serve. This is one way RurAL CAP
encourages applications for employment from persons who are members of
groups that have traditionally been underrepresented based on race,
color, gender, age, or disability.

**Head Start Teacher Directors/On Site Coordinators (Training
Directors/On-Site Coordinators)** continue to be responsible for the
daily supervision of the Family Visitors (in partnership with the PAT
Manager). Training Directors/On-Site Coordinators will meet with Family
Visitors weekly to discuss successes/concerns. They will review Monthly
Reports, meet with the Program Manager monthly, complete quarterly
observations of home visits/group meetings, review child files, and
assist PAT Manager with Family Visitors\' annual performance
evaluations. Training Directors/On-Site Coordinators are HS employees,
are hired from, and live in, the community.

The PAT State office will be expanded to include enhanced communication
with all state agencies providing PAT services, including quarterly
teleconferences, a quarterly newsletter, a central website with PAT
information for parents and staff, and an annual state meeting. Costs
for statewide training participants will be substantially lowered by
providing training materials and covering the cost of each
participant\'s curriculum, subsidized by this expansion grant.

**National Trainers:** Funds from this proposed program will be used to
recruit, screen, select, and train a team of two PAT National Trainers
for the 3 -- 5 curriculum. The trainers will be selected from the pool
of existing PAT educators (including RurAL CAP\'s Family Visitors) in
Alaska who have the appropriate qualifications.[^12] After completion of
the year-long training process, the trainer will commit to at least
three training institutes per year. Trainer's fees will be recouped from
registration fees of institute attendees (see appendix for more
information regarding national trainers). The new national trainers will
be on call to participate in the PAT trainings sponsored through this
proposal and through other funding sources as available.

The **Program Technician** will assist with support for the additional
five sites and will provide clerical support for the PAT State Office
State Coordinator. Duties will include data input, purchasing and
mailing supplies, and assisting with reports as necessary. Duties
associated with the State Office will include publication of a quarterly
newsletter, support for planning and implementing PAT curriculum
training, and arranging travel. **Program Technician II, Carolyn
Robison,** funded through other grants, will also support the new PAT
Expansion activities. She is responsible for PAT child and family data
input, reporting for PATNET, clerical support and publication design.

**Management Activities:** In addition to the activities discussed
above, please see our ***detailed Workplan*** for additional
information. **Beneficiaries and anticipated results:** The anticipated
results of the program include children more prepared for entering
kindergarten, more prepared to succeed in future academic activities,
and more likely to become contributing members of their communities. The
primary beneficiaries of the proposed program are the children and
families in rural Alaska who participate in the PAT Expansion Program.
Other beneficiaries include the staff who receive training and support
and the communities as a whole who benefit from better educated and
prepared children and families. **Relationship to budget:** The budget
narrative relates the management plan and program scope to the budget.

**Staff development and training:** RurAL CAP recognizes that ongoing
staff development and training is critical to this program\'s success
and has made that a significant component of the proposed PAT Expansion
Program. **Level of effort:** The Project Director will be 100%
committed to managing and overseeing all of the PAT activities at RurAL
CAP (0.2 FTE funded through this proposal). **Staff availability:**
Staff named in this proposal are available to implement the project. New
staff will be hired by the sixth week of the grant period.

**Project fits into RurAL CAP\'s structure:** Administered through the
Child Development Division, the project will be incorporated into the
PAT Department. It **meets RurAL CAP\'s goals and objectives** in that
it builds local capacity to solve local problems. This project will
improve the quality of life for rural Alaskans - RurAL CAP\'s overall
mission.

**[(d) Adequacy of Resources]{.underline}**

The consortium of RurAL CAP, Copper River Native Association (CRNA), and
Association of Village Council Presidents (AVCP) brings the program a
wide array of support services, experience, and facilities. As the lead
agency, RurAL CAP's resources are highlighted.

RurAL CAP has served on the leading edge of developing and operating
programs to benefit Alaska Natives for the past 40 years. With more than
350 employees working in rural communities across Alaska, RurAL CAP has
mastered distance delivery of services and program management. In
addition to its energy conservation, weatherization, public advocacy,
wellness and prevention programs, RurAL CAP currently administers 31
village-based HS and Early HS programs serving 1,389 children and their
families. As a result of RurAL CAP's well-developed organizational
structure, high quality services supported by strong community
partnerships have been developed. There will be some economies of scale
(and complementary support provided among grant budgets) as the
supervision/support, trainings, and other services that are designed for
all PAT staff benefit both the existing PAT programs and the proposed
sites as well. In communities where we are expanding existing PAT
services, there will also be a sharing of some of the resources at the
local office and group meeting spaces. In addition, the existing HS
infrastructure (physical and personnel) will support this proposed
program, on an in-kind basis.

RurAL CAP's central office in Anchorage houses 100 employees who support
its rural programs. The central office provides the following resources
to the program: receptionist services and clerical support; accounting
and budgeting services; an annual audit; personnel support; purchasing
and procurement services; data processing and computer support; and
graphic design, printing, and publication services. Other resources
include the following: computer networks; access to the Internet and
other on-line services; a telephone system with voice mail and in-state
1-800 telephone and fax numbers; and photocopiers and fax machines. All
of these services and resources are handicap accessible. RurAL CAP's
resources are also accessible to the Alaska communities it serves by
phone, fax, email, and regular mail.

**[Budget Adequacy:]{.underline}** The attached budget is adequate to
perform the activities described in this proposal. Other support for the
program will be contributed by organizations that provide training
assistance, conference collaboration, participant support, and technical
assistance. Additional collaborative relationships will exist with
village health aides, village councils, and local schools.
**[Reasonableness of Costs:]{.underline}** The three-year cost of this
program is \$1,282,997. Start-up costs are limited because significant
infrastructure is already in place for existing HS and/or PAT programs.
Our budget is realistic as it is based on the implementation experience
from recent fiscal years. The overall cost of program services are
dependent upon and affected by the geographic remoteness of the
communities. The cost of delivering these services throughout Alaska --
an area two-and-a-half times the size of Texas - far exceeds the
individual communities', the State's, or RurAL CAP's ability to pay for
them without this grant. Most of these remote communities are accessible
only by small planes. The cost of travel alone from Anchorage to most
rural villages in Alaska generally exceeds the cost of an airline ticket
from Anchorage to Washington, DC. All program materials must be shipped
from Anchorage by plane. Heating fuel prices have soared in recent
months, resulting in higher costs for all utilities. And finally, salary
scales are higher in the more remote villages due to the higher cost of
living. Although the cost of a distance delivery program with a central
office in Anchorage is high, it has proved to be the most cost-effective
method of providing services to a widespread population. Anchorage is a
centrally located hub community with access to a wide variety of
resources, and is a logical choice as a training site for programs
across the state. While the benefits of hiring paraprofessional staff
for direct services is documented within this proposal, many rural
communities do not yet have a pool of qualified personnel to fill
coordinator/manager positions.

In addition to serving the parent and child, this program positively
impacts the larger community. In studies about the long-term savings to
society by programs serving young children, it was shown that savings
far outweigh costs. The Perry Preschool findings documented a return to
society of more than \$17 for every tax dollar invested in early care
and education.[^13]

**[(e) Quality of Project Evaluation]{.underline}**

RurAL CAP commits to submitting annual performance reports and a final
report, including financial information, if this proposal is funded.
This Evaluation section and the attached Workplan provide additional
details about collecting data and reporting on successes. **Methods:**
RurAL CAP will conduct a formal evaluation measuring quantitative and
qualitative indicators and consisting of outcome and process evaluation
components. The evaluation involves ongoing review of the effectiveness
of program activities in reaching stated goals and objectives. All
stakeholders will be involved and the Project Director will lead the
evaluation process. The **[outcome evaluation]{.underline}** will focus
on three areas: 1) changes in parenting skill, ***2) increased mastery
of school readiness skills for children (GPRA),*** and 3) increased
competency levels among staff. A sample objectives/milestones worksheet
follows. Pre and post parent surveys will be administered to measure
changes in knowledge, attitudes, behaviors and parental skills as a
result of the PAT program. School readiness will be measured through age
appropriate indicators in the ASQ, as well as Head Start's developmental
screening tool, the DIAL 3. Additional input will be provided by Head
Start staff using the Program Survey for Head Start Teachers (see
appendix). RurAL CAP will provide an annual report to the Department of
Education showing how the PAT Program helps meet the performance target
of an increased percentage of Alaska Native children who improve on
measures of school readiness. RurAL CAP will assess the outcome measure
for staff development by tracking the number of staff completing the
educational requirements of PAT Certification, Family Development
Credentials, and CDA Certification. Other progress toward Early
Childhood degrees will be tracked. We will also monitor the development,
staffing, and activities of the PAT State Office. With multiple inputs,
the **[process evaluation]{.underline}** will ensure a balanced program
review. Parents will complete a Program Evaluation form (see appendix)
documenting their satisfaction with services, providing input on program
planning, and assessing their perceptions of the stated program
outcomes. Further data will be gathered using Parent Surveys. Family
Visitors will participate in weekly staff meetings, monthly reflective
supervision teleconferences, monthly individual support conferences, and
monthly group teleconferences. They will submit weekly and monthly
reports to supervisors. Training Directors/On-Site Coordinators will
conduct weekly staff meetings, participate in monthly teleconferences
with the PAT Manager, and observe family visits and group socializations
quarterly. PAT Coordinators will review FV monthly reports, participate
in monthly teleconferences with Family Visitors, facilitate monthly
group teleconferences, and conduct site visits (observing family visits
and reviewing files). PAT Director will review program status through
weekly meetings with central office PAT staff and through reports
prepared by the PAT staff. PAT Director will monitor the budget monthly
and submit quarterly narrative/statistical reports to the Child
Development Division Director, Advisory Board, Executive Director, and
Board of Directors; these entities will provide feedback/guidance as
appropriate and PAT Director will modify the program if needed.

**[Competitive Preference Priority Points (5 points)]{.underline}**

RurAL CAP meets the **Competitive Priority** in that it is in a
consortium of regional Alaska Native nonprofit organizations. A key
consortium member in this grant is the Association of Village Council
Presidents, the non-profit arm of the Calista Regional Corporation.
RurAL CAP has a long standing history of providing programs in
Association of Village Council President's region and has a well
established partnership with their organization. RurAL CAP also has a
long standing relationship with the Copper River Native Association who
is also a member of this consortium and a partner in this program.
Please see attached MOUs for details*.*

[^1]: Investing in Alaska's Young Children, System for Early Education
    Development (SEED), February 2007

[^2]: akhf.org/programs/readlearn/reports/R2R_report%20_final_sep2006.pdf

[^3]: Alaska Native Education Study, First Alaskans Foundation, November
    2001

[^4]: Healthy Alaskans 2010 Alaska Native Indicators

[^5]: Alaska NativeK-12 Education Indicators, 2005. First Alaskans
    Institute, Oct. 2006

[^6]: Alaska Native Education Study, First Alaskans Foundation, Nov.
    2001

[^7]: Census 2000

[^8]: 2004-2005 & 2005-2006 RurAL CAP Child Assessment Profile and
    National Reporting System Profile

[^9]: Demographic/economic statistics from the AK Dept. of Community and
    Economic Development Community Profile Database. Educational
    statistics from the AK Dept. of Education's Report Cards to the
    Public 2004-05.

[^10]: Defined in the Covenantal Agreement required by PAT National
    Center

[^11]: "zero" in this program includes prenatal to age 1

[^12]: Bachelor\'s degree, at least three years of PAT educator
    experience, and a current caseload of at least 15 people.

[^13]: The High/Scope Perry Preschool Study Through Age 40: Summary,
    Conclusions, and FAQ; Highscope Educational Foundation/