• Progress Monitoring - When the program is under way, select measures which will link various program activities with family literacy objectives. Monitoring may occur quite early in the program as participants engage in reading circles, start journal writing, or play with their children in circle time. Some progress monitoring strategies may include observational checklists which remain the same and are used periodically to track progress. On the other hand, some strategies will change throughout learner participation and include a variety of performance samples such as letters, recipes, journals, etc.

• Exit - As the program draws to a close, select measures that will enable you to compare learner progress from entry and obtain participant feedback about the program. It is usual to readminister some measures which had been given at entry, unless the program is of short duration. As well, this is the time to summarize learner progress and participation by sorting through records you have made along the way to note the different dimensions of learner progress and to evaluate how well the program meet their needs. A later section on summary recording will offer some suggestions for staying on top of the job of keeping track of learner progress.

An EPE context provides a scheme for identifying three important periods of time in which information should be gathered. In considering the variety of program types whose average duration for participants may range from six weeks to three years, an EPE timeline must be flexible to accommodate these differences.

Thus, for a program which retains learners for more than one year, assessment following an EPE timeline is usual on an annual basis, where some assessments will be revisited with learners in subsequent years. On the other hand, briefer programs, of a few months or less, will tend to focus on entry and exit assessment techniques, while using minimally intrusive progress monitoring strategies such as attendance, number of books or materials signed out.