1. Several items refer to "adults (or children) with matching pre and post tests." What does this mean?
This refers to individuals for whom you have both pre and post test scores. You may have pretest scores for families who started the program but did not continue long enough to take a posttest. Though you should include these individuals in Enrollment (Section 1), do not include them in your recorded scores (Sections 2 and 3).

2. When does the YEDR need to be submitted?
The due date is July 16, 2007. Data should be collected through June 30, 2007.

3. What does ELL stand for?
English Language Learners. It is a term used to describe learners whose native language is not English and who would like to become more proficient in English. The term "English as a Second Language (ESL)" is often used as well.

4. How do "participant hours" differ from "hours offered?"
Participation hours (or "program intensity") measure families' actual involvement in the program. To determine participant hours, you will need to go back to your sign-in sheets and determine how many hours individuals participated each week for the time they were enrolled in the program during the 2006-2007 recording period. Add everyone together and that will be the total of program intensity hours. This is different from just multiplying enrollment times number of hours offered as many families will only have been enrolled for part of the year and others may only attend 3 or 4 days per week.

5. Section II-B asks how many adults were enrolled more than 12 months. Would that be possible since we are reporting for only one year?
Though the reporting is for one year, most programs will have some families who enrolled prior to July 1, 2006. We want to make sure we are reporting how long it takes adults to achieve their goals, the average length of time people remain in the program, etc., so while we are only collecting data for 12 months, we need to accurately report how long families remain in the program. This is automatically computed by the KDE electronic database.

6. Concerning "Adult Education," how do we list participants whose Math and Reading scores are at different levels?
YEDR Section III, list them according to their lowest score. For example, if a student began the program this year at a Low Intermediate ABE level in Math but a High Intermediate ABE level in Reading, his/her scores would be recorded in the Low Intermediate section.

7. What if their lowest score raises enough to change their level over the course of the year?
Record each student's progress according to his/her scores upon entering the program (if they enrolled after July 1, 2006). Students who have continued from the previous year should be listed according to their level as of July 1, 2006. Each student's progress will be noted in the section in which they began the 2006-2007 session.

8. On Early Childhood Assessment and School Age Assessment data (Section IV), do we need to record the child's name or ID number as we do with the parents?
It is not necessary to identify the children by name or ID number but it may be helpful to do so if you have more than one child who pre-tested at the same age. The important thing is that you are comparing the pre- and post-test data for the same child. If including their names, initials, or ID numbers helps you to keep them organized, feel free to do so.

9. Is anecdotal documentation sufficient for adult employment outcomes (i.e., a note in the parent's file that they reported getting a promotion)? Or do we need some kind of notification from the employer?
The adult's report of his/her job status is sufficient.

10. Should "Early Education Offered" (Section IV) only include those hours provided by Even Start or should Early Head Start and/or Head Start hours be included if children are being served by those programs instead of Even Start?
If Even Start is not the direct provider of Early Education, please record the hours of the agency/agencies that provide this service for your Even Start children. Only count the time equivalent to when the children's parents are participating in adult education, parenting, or PACT.

11. Under "Staff Qualifications" (Section VIII), should we list only those individuals paid by Even Start or should we include any staff member who serves the families?
Please list the qualification of any staff members serving Even Start families who are paid in full or in part with Even Start funds.

12. On Early Childhood Assessment and School Age Assessment data (Section IV), can we just use words like "good," "improving," or "slowly improving"?
No. Please do not create your own scoring system or use any terminology other than that utilized in the assessment instrument you're using.

13. How do I record scores of adults who pretest higher than 11.9?
The lowest score in a TABE test subject area determines the enrollment entry level. If a score above 11.9 is the lowest score on the battery, the learner may not be eligible for services (see FAQ Question 14 for further details on eligibility). If a score is below 11.9, the student's score is recorded in the section that corresponds with the lowest score (see FAQ Question 6).

14. How should I record scores for those individuals who had already earned their GED by July 1, 2006, but were in the program to enhance their job skills?
Adults are considered enrolled after receiving 12 hours of services and the adult has completed an enrollment assessment. The GED is not considered an enrollment assessment, but the previous year's TABE scores, if administered in May or June, can establish an enrollment level for the current program year. If the student gains the GED during the program year and has a child still eligible for services, the entire family can remain enrolled in the program until all children in the family attain the age of 8 (section 1236 (b)(2)(B)). The family would be included in enrollment, and the adult learner's goals and outcomes may count toward performance indicators 2.2 (GED) and 2.4 (employment outcome). Please include in the report families with 12 or more hours of service with parents who were not assessed, and indicate in the narrative sections if they had other goals (e.g., GED, postsecondary education, employment).