• Asked people for information about their programs when they reported on their community family literacy projects.
  • Asked parents and children for feedback on the family learning kits through evaluation forms that were included in the backpacks.
  • Asked community coordinators for feedback on the distribution of family learning kits in their communities.
  • Held overall evaluation meetings at the end of Years 1 and 2. This enabled people to provide feedback after they had an opportunity to run programs and to apply what they had learned in their training. The Literacy Council asked people how the training could be improved to better support them in delivering programs, how successful they thought their programs had been, and how the Literacy Council could better support them.
photo of people in a classroom

Towards the end of the Early Childhood Development initiative, the NWT Literacy Council wanted to try to measure the impact of its family literacy programming over the three years. It developed an overall evaluation approach:

  • It interviewed people in several communities who had been involved in family literacy during these years. It asked how training, funding, resources and support had helped them to deliver programs. It also asked about changes they saw in literacy among families in their communities that might be related to their work.
  • It sent out survey forms to Kindergarten teachers in every school in the NWT, since they are the people who are most likely to see changes in the school readiness of children. While it recognized the difficulty of trying to isolate different interventions, it asked teachers to comment on any changes they might have seen.
  • It developed parent questionnaires for family literacy providers to administer.