NYSED / P-12 / EMSC Homepage

---

2009-2013 Even Start Family Literacy Partnership Grant Application

Program Purpose/Goal

The primary purpose of Even Start Family Literacy Partnerships is to help break the cycle of poverty and illiteracy by improving the educational opportunities of low-income families with young children. The Even Start grant program provides federal support to help community partnerships offer intensive, integrated family literacy services with three interrelated goals:

• To help parents improve their literacy or basic educational skills;
• To help parents become full partners in educating their children; and
• To assist children in reaching their full potential as learners.

Even Start Family Literacy projects must build on existing, high quality early childhood education, parent education and adult education services, facilitating service integration and intensity that will promote educational achievement of eligible children and adults.  Even Start grant awards are used to intensify existing adult, early childhood, and parenting education instruction; close gaps in core component services; integrate program management, instruction, curriculum, and professional development; improve the quality of staff; and provide access to quality  instructional services.

The following sections contain more specific details about the program and its requirements.  Additional information and resources are available at: http://www.emsc.nysed.gov/evenstart/.

Authorization

The Even Start Family Literacy program is authorized by Title I, Part B subpart 3 of the Elementary and Secondary Education Act (ESEA), as most recently amended by the No Child Left Behind Act of 2001 (NCLB). 

Definition of Family Literacy

The term "family literacy services" is defined in federal statute as services provided to participants on a voluntary basis that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family, and that integrate all of the following instructional activities:

1. parent literacy training that leads to economic self-sufficiency;
2. training for parents regarding how to be the primary teacher for their children and full partners in the education of their children;
3. interactive literacy activities between parents and their children; and
4. age appropriate education to prepare children for success in school and life experiences.

Eligible Applicants

To qualify as an “eligible entity” for an Even Start Family Literacy grant, applicants must be a partnership comprised of:

• one or more local educational agencies (LEA); and
• one or more nonprofit community-based organizations, public agencies other than a LEA, institutions of higher education, or public or private nonprofit organizations of demonstrated quality other than an LEA.

 An LEA must serve as the fiscal agent of the partnership. 

NYSED Consortium Policy for Federal Discretionary Grant Programs:

Applicants/participants can form a partnership or consortium to apply for the grant.  In order to do so, the partnership or consortium must meet the following requirements:

1. The partnership/consortium must designate one of the applicants/participants to serve as the applicant and fiscal agent for the grant.  The applicant agency must be an eligible grant recipient.  All other consortium members must be eligible grant participants, as defined by the program statute or regulation.
2. In the event a grant is awarded to a partnership/consortium, the grant or grant contract will be prepared in the name of the applicant agency/fiscal agent, not the partnership/consortium, since the group may not be a legal entity.
3. The applicant agency/fiscal agent must meet the following requirements:

• Must be an eligible grant recipient as defined by statute; 
• Must receive and administer the grant funds and submit the required reports to account for the use of grant funds;
• Must require consortium partners to sign an agreement with the fiscal agent that specifically outlines all services each partner agrees to provide.
• Must be an active member of the partnership/consortium, except where SUNY or CUNY Research Foundations are the fiscal agent.
• Cannot act as a flow-through for grant funds to pass to other recipients.  NYSED may establish a minimum level of direct service to be provided by the fiscal agent.
• Is PROHIBITED from sub-granting funds to other recipients.  The fiscal agent is permitted to contract for services with other consortium partners or consultants to provide services that the fiscal agent cannot provide itself.
• Must be responsible for the performance of any services provided by the partners, consultants, or other organizations and must coordinate how each plan to participate. 

Program Priorities

The grant review process will give priority to applications that target services to federally designated empowerment and enterprise communities (identified by the U.S. Department of Housing and Urban Development), or high need communities (defined as school districts with 20% or more of its children living in poverty on the database used to calculate the Title I allocations), or that serve a special population.  A program is considered to be serving a special population if 51% or more of the enrolled participants are in one of the following categories: migrant; Native American, incarcerated or teen parents.

Project Period

Four-year grants will be awarded from September 1, 2009 until August 31, 2013.  However, funding after the first year will be subject to:

• documentation of material compliance with the terms of the grant award;
• sufficient progress toward the State's Even Start Performance Indicators; 
• provision of an updated plan and budget designed to achieve continuous program improvement and based at least in part on local evaluation data; and
• continued availability of federal funds.

Eligible Participants

Eligibility for families participating in Even Start programs is based on a low level of income and a low level of adult literacy or English language proficiency, as well as other locally determined factors that identify the family as most in need of services.  Low income means that the gross family income is at or below the federal poverty guidelines for a family of that size.  The federal poverty guidelines can be accessed at: http://www.emsc.nysed.gov/evenstart/policy-procedures/2009-10incomeelegibilityguidelines.htm.

Eligible children: Children at birth through age seven are eligible to participate in an Even Start Family Literacy program if their parent or parents are eligible for and participating in Even Start services.

Eligible adult: The parent or guardian of an eligible child either must be:

• eligible for educational services under Title II of the Workforce Investment Act (>16 years of age; not enrolled or required to be enrolled in secondary school under State law; and lacks sufficient mastery of basic educational skills, does not have a high school diploma or equivalent or is unable to speak, read or write the English language); or
• within the State's compulsory school attendance age range; or
• attending secondary school. 

Low Literacy:  To qualify as low literacy in New York State, an eligible adult must score at or below level 4 (472 or lower) on the BEST Plus, or score 8.9 or lower on the TABE in either reading or math.  A TABE is not required for a teen parent who is pursuing a high school diploma, but the teen must meet the requirements for Academic Intervention Services (AIS), low level of income and the locally identified most in need criteria.

Required Participation: At least one eligible parent or guardian and one eligible child must participate to ensure the family receives all four (4) core family literacy components.  Eligible participants may be enrolled in other high-quality programs to satisfy participation in one or more required core components.

Special Needs: The project must establish methods to serve individuals with special needs including individuals with limited English proficiency and individuals with disabilities.  This must include a process to determine the need for a referral to necessary counseling, other developmental and support services and related services to maximize participation and attainment of program objectives.

Equitable Participation of Private Schools

Federal statute requires project applicants to engage in meaningful and timely consultation with private school officials to ensure that eligible families enrolled in private schools are given the same opportunity to participate in the Even Start project as their public school counterparts.  Consultation must occur during the program design phase before the grant application is submitted.  It should continue throughout program implementation.   All aspects of such consultations must be documented.  Even Start Family Literacy projects are expected to provide equitable services to private school students and their families, if those students are part of the target population and their families meet the both eligibility and most in need criteria for participation.

Required Program Elements

Fifteen (15) required program elements are specified in Section 1235 of Title I, Part B, Subpart 3 of ESEA.  The following is a summary of the 15 elements.  Additional information and guidance are available at  http://www.ed.gov/programs/evenstartformula/index.html

• Identification and Recruitment of Families Most in Need of Even Start Services.

• The project applicant must identify the population that it will serve; that is, the population that is most in need of and can benefit from Even Start Family Literacy services.  This population will be a smaller subset of the "eligible" population in the community. The project must define the characteristics it will use to identify this population.
• Applicants must identify at least a three-year age range of children to be served as program participants who will receive instruction by a qualified teacher.
• The project must identify strategies for identifying and recruiting the population to be served and establish a process to ensure eligibility, assess individual families and apply criteria to prioritize families for enrollment.
• In developing a program design, the applicant must assess and consider the needs of the target population and the availability or lack of other appropriate community services.

• Screening and Preparation of Participants.

  Prior to enrollment, the project should ensure that each family member who may participate is fully ready to benefit from the program.  This includes testing parents to ensure eligibility for services, referral to necessary counseling, other developmental and support services, and related services.   The project must establish procedures to ensure that each family member is ready to commit to the entire four-component Even Start program (see Definition of Family Literacy on page 1) prior to enrolling them for program participation.

• Flexible Schedule and Support Services.

  To maximize family participation and retention, the program schedule and location must be designed to accommodate the work schedules and other responsibilities of participants.  This includes the provision or coordination of support services when necessary for full participation.  However, the main focus of the Even Start program is the provision of high-quality instructional services and ensuring that participants make literacy gains.  

• High Quality, Intensive Instructional Programs.

Projects must offer high quality instructional services of sufficient intensity to promote the literacy gains of both adult and child participants.  Each of the four core components is considered an instructional program.  The below chart outlines the minimum hours of instruction for each component that the U.S. Department of Education recommends be offered by Even Start programs.

Component	Hours of Instruction Offered Per Month
Early Childhood - under 3 years of age	60
Early Childhood - ages 3 and 4	65
Early Childhood - age 5	20 if Even Start is supplemental; Otherwise 60
Early Childhood - age 6 and up	20 of supplemental instruction
Adult Education	60
Parenting Education & Interactive Literacy Activities	20

 

• Staff Qualifications.

Each project must meet the following staff qualification requirements for staff whose salaries are paid in whole or in part with Even Start funds.  Staff that are not paid with Even Start funds, such as staff supported by collaborators or partners, are not subject to the requirements of this program element.  However, whatever the funding source, projects should make a concerted effort to use the most highly qualified staff available.

• Each program must have at least a half-time program coordinator paid in part or in full by Even Start Family Literacy federal grant funds or in-kind.  The coordinator must meet the minimum qualifications of instructional staff.  In addition, all individuals who are responsible for administering Even Start Family Literacy programs must have received training in the operation of a family literacy program.
• Instructional staff must have obtained an associate, bachelor or graduate degree in a field related to early childhood, elementary or secondary school education, or adult education; and be certified in early childhood education, elementary education, secondary education or adult education, respectively.
• All paraprofessionals providing support for the instructional components must meet the State’s certification standards for “teaching assistants” found at http://www.highered.nysed.gov/tcert.

• Staff Training.

Each project must provide professional development to ensure staff acquire the skills necessary to work with parents and young children in the full range of Even Start instructional services offered.  Effective professional development includes activities that are high quality, sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher's performance in the classroom.  Professional development also may include a set of activities that produce a demonstrable and measurable effect on the quality of instruction and student academic achievement, including coaching and mentoring.

• Home-Based Instructional Services.

Each project must provide and monitor integrated instructional services to participating parents and children through home-based services.  State policy requires a minimum of two hours of home-based instruction per family each month.  These services should be designed to encourage the use and improvement of literacy skills in the home and communicate the message that the home is a child's first learning environment, just as the parent is the child's first teacher. 

• Year-Round Services.

Federal statute requires an Even Start project to provide instructional services (activities with a literacy focus) on a year-round basis, ensuring sufficient continuity to maintain achievement and improve instructional gains of both adult and child learners.  Projects are expected to provide some regularly scheduled summer services, though such services may be less intense than those offered during the school year.  The program design should avoid significant gaps in programming.  Preferably projects should be closed for no more than two weeks consecutively during the summer months.  In general, projects should serve the same families during the school year and summer months.

• Coordination with Other Programs.

  The Even Start Family Literacy project must maximize coordination and integration of existing programs and services within the LEA and throughout the community such as the following:

• Title I Part A
• Early Reading First and Reading First
• Other programs authorized under the Elementary and Secondary Education Act School readiness programs for low-income children such as Head Start, Early Head Start, and State-funded prekindergarten programs (Universal Pre-K)
• Parenting education programs
• Title II of the Workforce Investment Act (Adult Education and Family Literacy Act)
• Individuals with Disabilities Education Act (IDEA)
• Public libraries
• Voluntary literacy programs
• Institutions of higher education
• Other school district or community-based programs, services and organizations

 

• Instructional Programs Based on Scientifically Based Reading Research.

Each project must use instructional programs based on scientifically based reading research for children and adults. The underlying premise of basing instructional programs on scientifically based reading research is that using strategies and techniques that are demonstrated to be effective through the application of scientific research methods will give projects a higher probability that children enter school prepared to learn to read and adults significantly improve their literacy skills, as well as their abilities to help their children succeed in school.

• Attendance and Retention.

The project must identify methods to encourage participants to remain in the program a sufficient time to meet program goals.  Each individual program must establish a policy of what is reasonable attendance for a family in order to achieve its educational goals and to remain as active participants in the program.  If a family is not attending regularly, the project needs to work with the family to determine whether there are accommodations that would allow them to be active participants.  If such attempts fail, the project should transition the family out of Even Start, perhaps to more suitable services, and recruit a family who is more committed or able to participate regularly.

• Reading Readiness Activities Based on Scientifically Based Reading Research.

  Each project must base its reading readiness activities for preschool children on scientifically based reading research, to the extent available, to ensure children enter elementary school with the cognitive, language and early reading skills necessary for reading success.  Research shows that the most effective ways to reach this goal include:

• creating classroom environments rich in age-appropriate print (from sources such as books, labeling objects and posting the alphabet, and children’s pre-writing work);
• teachers who deliver intentional, contextual, and explicit instruction that supports children’s age-appropriate development of oral language, phonological awareness, print awareness, and alphabet knowledge;
• progress monitoring to determine which skills children are learning; and
• professional development that is intensive and ongoing and includes mentoring and coaching in the classroom.

• Continuity of Services.

Each project must promote the continuity of family literacy, to the extent applicable, to ensure that individuals retain and improve their educational outcomes.  Staff should coordinate activities in order to integrate and reinforce instruction and learning across components.  Home-based instruction and other educational services supplementing in-school instruction provided through the early school years can be critical to sustaining gains made during the preschool years.

• Providing Services to Families "most in need."

  This relates to Program Element #1.  Each project must ensure that it will serve those families most in need of Even Start activities and services.  It is important to note the distinction between families that are considered "eligible" for Even Start services and those that meet the project's definition of families "most in need" of services.  Families served by a project must be both eligible and most in need.

• Local Independent Evaluation.

Each project must conduct an independent evaluation of the Even Start Family Literacy program to be used for program improvement.  These evaluations provide local programs with critical information on participant achievement results and areas of program strength and weakness.  Additional information on local evaluation, which can be found at http://emsc33.nysed.gov/evenstart/policy-procedures/home.htm.

State Program Indicators

Even Start Family Literacy must provide programs and services of sufficient duration and intensity to enable families (children and adults) to make sustainable changes in literacy and self-sufficiency.  Participants in Even Start Family Literacy programs cannot be expected to make sustainable changes without the support of high quality programs.  While a number of factors contribute to a high quality Even Start Family Literacy program, the following program indicators represent minimum requirements. 

• The program serves a minimum of 25 families in all four components each month.
• The program offers integrated instruction in the home for a minimum of two hours per month.
• Ninety-five percent (95%) of the families first enrolled in Even Start during the program year will have at least one participating parent with low literacy levels at intake.
• Ninety percent (90%) of families first enrolled in Even Start during the program year will be at or below the federal poverty level at intake.
• Even Start programs will retain fifty percent (50%) of the families for twelve or more months.
• All staff who provide direct services to families will participate in general and individual professional development activities for an average of five hours per month.
• To ensure integrated instruction, each staff member who provides direct services to families will participate in shared planning for a minimum of eight hours per month.

State Performance Indicators

All programs receiving Even Start funds are required meet the state performance indicators that were developed based on the best available research and evaluation data. The performance indicators look closely at program outcomes with regard to participant outcomes for both children and adults.  Federal statute requires that these performance indicators be used to monitor, evaluate, and improve Even Start programs within the state.   Information regarding the fourteen state performance indicators for parent literacy training (adult education), early childhood education and parenting education can be accessed at http://emsc33.nysed.gov/evenstart/performance/performancehome.htm.

 

Component	Population Assessed	Required Assessment
Adult Education	Adult Learners in ABE or GED prep	TABE
Adult Education	English Language Learners	BEST Plus
Early Childhood Education	Birth through five years	Preschool Language Scale Fourth Edition (PLS 4)
Early Childhood Education	Four-year-olds	Peabody Picture Vocabulary Test, Fourth Edition (PPVT IV)
Early Childhood Education	Four-year-olds	PALS Pre-K  Upper case letter recognition subscale
Parenting Education	Parents/guardians	Parent Education Profile (PEP)

Program Funding

The partnership must develop a cost-effective budget for the total project, including a detailed explanation of the federal share (Even Start grant) and local share.  The local share should include contributions from adult education, parent education and early childhood education sources in directly providing core component services and reflect an on-going community commitment to sustaining integrated family literacy services.  As previously stated, Even Start grant funds are to be used to intensify existing adult, early childhood, and parenting education instruction; integrate program management, instruction, curriculum, and professional development; improve the quality of instructional services and staff; and provide access to instructional services.

Maximum Grant Amount:  Each applicant may apply for a minimum annual award of $75,000 up to a maximum annual award of $300,000.  The Department estimates that there will be sufficient fiscal year 2009-2010 funds (approximately $3.2 million) for 8-12 new applications after funding continuation awards. 

Applicants may be new partnerships or renewal partnerships (those reapplying at the end of a four-year cycle).

A partnership must designate an LEA as the sole fiscal agent for this grant.  The partnership must clearly delineate the respective roles and functions of the partner agencies in planning, using, and documenting the fiscal resources received to provide high quality programs.  All partner agencies must agree to all required assurances.

Local Share: The Even Start Family Literacy Partnership funding is comprised of both a Federal share and local share. The local share must contribute to the direct provision of core component services and be necessary to sustain the day-to-day operation of the Even Start program. The local share of the program may be provided in cash or through in-kind contributions, fairly evaluated, and may be obtained from any source, including other federal programs funded by ESEA.  The project must secure the local share of the total project cost according to the following schedule:

The local share for a new partnership that includes an agency that was a partner in a previous Even Start Family Literacy program will be 50% in the first through eighth year.

The applicant is encouraged to document and report any and all contributions that are necessary and reasonable for accomplishing program objectives.  The project must maintain records that verify cash and in-kind contributions including the date and source of the contribution and information on how in-kind value was determined.

1. Volunteer services should be valued at rates consistent with those paid for similar work within the organization or, if not found within the organization, at rates consistent with those paid for similar work within the local labor market.
2. The value of donated supplies and equipment should not exceed fair market value at the time of donation.
3. The value of space under the ownership of one of the partners must be determined through depreciation or use allowances as defined in Office of Management and Budget (OMB) Circulars A-21, A-87 and A-122, as applicable.
4. Cash contributions count toward the local share when expended.  In-kind contributions count for the period when services are provided or when the donated goods are received and used.

(For more information on cost sharing, please refer to EDGAR 34 CFR Parts 74.33 or 80.24.)

Non- Allowable Activities and Costs: Federal Even Start grant funds and the local matching share may not be used for indirect costs. Indirect costs are considered to be general management costs for the direction and control of the grantee’s affairs that are organization-wide. Examples of indirect costs include staff salaries and benefits associated with accounting, payroll, personnel management, and maintenance and fixed costs property/liability insurance and auditing services.

Start-Up Period and Costs: New programs may include in the application a plan for a start-up period of up to three months before full implementation of the program is required.  The Department encourages applicants to use the start-up period as a planning and preparation period to acquire and train staff, screen and recruit families most in need of family literacy services and coordinate the community resources necessary to provide an integrated family literacy program. 

Review and Rating of Applications

The New York State Education Department is required to establish a review panel to approve applications that are most likely to succeed, that are representative of both urban and rural regions of the State, and that show the greatest promise for providing models that may be adopted by other partnerships.  Panels of three members each will review and evaluate each eligible application based upon the selection criteria.  Review panels must include one early childhood professional, one adult education professional and one family literacy professional.

Each application will be reviewed and scored independently by panel members using the Proposal Evaluation Rubric (attached).  A fourth review will be performed if there is a difference of at least 20 points between the highest and lowest scores.  Final scores of all the reviewers will be added and averaged.  No application with a final average score of less than 75 will be considered for funding.

Priority will be given:

• To applicants that provide substantial evidence to demonstrate that services are targeted primarily to families who reside in Empowerment Zones OR Enterprise Communities (as defined by the U.S. Department of Housing and Urban Development) or high need communities as determined by the percentage of children living in poverty used to calculate the Title I allocations; and

• To applicants whose proposals demonstrate that they will be serving a special population. A program is considered to be serving a special population if 51% or more of the enrolled participants are in one of the following categories: migrant; Native American; incarcerated; or teen parents.     

In making awards, proposals that meet the criteria for one of the above categories will be funded first.  Applications will be ranked in order of final average score within these two categories.  Unallowable and inappropriate items will be eliminated from proposed budgets (FS-20).  Awards will be made in the amount of the budget, as adjusted, alternately to the highest-ranked proposals in each of the above two categories until the funds are insufficient to fund the next ranked proposal in full.  If funds remain after all eligible applicants in the above two categories have been funded, the remaining funds will be used to fund other applicants in rank order of final average score. If funds are insufficient to fully fund the next ranking applicant, that applicant will be given the opportunity to operate a smaller program with the remaining funds.  If the applicant declines, the funds will be offered to the next ranking applicant. 

In the event that two or more applications receive the same final score, the applications will be ranked according to the final averaged scores received on the following section(s) of the Program Narrative in the following order: 1) Project Design; 2) Partnership/Collaboration; and 3) Project Personnel and Staff Development.

Vendor Responsibility

State law requires that the award of state contracts be made to responsible vendors. Before an award is made to a not-for-profit entity, a for-profit entity, a private college or university or a public entity not exempted by the Office of the State Comptroller (OSC), the Department must make an affirmative responsibility determination. The factors to be considered include: legal authority to do business in New York State; integrity; capacity- both organizational and financial; and previous performance. Before an award of $100,000 or greater can be made to a covered entity, the entity will be required to complete and submit a Vendor Responsibility Questionnaire.  Although school districts and BOCES are exempted from Vendor Responsibility by OSC, a partner would be required to complete and submit a Vendor Responsibility Questionnaire if both of the following conditions exist: 1. the partner is a not-for-profit entity, a for-profit entity, a private college or university or a public entity not exempted by the Office of the State Comptroller (OSC); AND the partner’s share of the award is $100,000 or greater.

Vendors are invited to file the required Vendor Responsibility Questionnaire online via the New York State VendRep System. To enroll in and use the New York State VendRep System, see the VendRep System instructions at: http:\\www.osc.state.ny.us/vendrep/systeminit.htm or go directly to the VendRep System online at https://portal.osc.state.ny.us.

For direct VendRep System user assistance, the OSC Help Desk may be reached at 866-370-4672 or 518-408-4672 or by email at helpdesk@osc.state.ny.us. 

Vendors opting to file a paper questionnaire can obtain the appropriate questionnaire from the VendRep website: http://www.osc.state.ny.us/vendrep/templates.htm or will receive it with the award letter.

Application Instructions:

Applications that do not adhere to these instructions will not be considered for review.

Required Signature(s):

The original signature of the Superintendent or District Superintendent of the LEA that is the fiscal agent must appear on the Application Cover Page in blue ink.

Partnership Applicant(s):

Applicant information for all the partner agencies must be provided.  Please make multiple copies of the Application Cover page to document all partner agencies.

Type of Applicant and Special Population:

Please check the applicable box to denote the type of applicant.  Also, check the appropriate box that applies to the special population to be served.

Number of Copies:

Please submit one (1) original and three (3) copies.

Due Date: 

Applications must be postmarked by May 29, 2009.

Checklist: 

Please use the Application Checklist to ensure that you send a complete application package.  Incomplete applications will not be reviewed.

Page Limits and Standards:

The Project Narrative (not including the Budget Narrative and Category Forms) must not exceed 15 pages and must use the following standards:

• A page is 8.5” x 11” (on one side only) with one-inch margins (top, bottom, and sides).
• Single space all text in the application narrative; double space between titles, headings, footnotes, quotations, references, and captions, as well as all text in charts, figures, and graphs.
• Use a Times Roman or Arial font in a 12-point size, except that a 10-point size font may be used in charts.
• Required charts may be excluded from the 15 page limit. Other charts and graphs must be included in the page count.

An application will be rejected if:

• The applicant applied these standards and exceeded the page limit; or  
• The applicant applied other standards and exceeded the equivalent of the page limit.

 

Budget Forms and Narratives:

The application must include a Budget Category and Narrative Form for each category of expenditure (Professional Salaries, Support Staff Salaries, Purchased Services, Supplies and Materials, Travel Expenses, Employee Benefits, Indirect Cost, BOCES Services, Minor Remodeling, and Equipment) and a separate FS-20, Budget Summary Form available at http://www.oms.nysed.gov/cafe/forms.html .   

The Budget Category and Narrative forms should include sufficient detail to allow reviewers to understand what the funds will be used for and the relationship between the proposed expenditures and project activities and goals. The totals on each Budget Category and Narrative form must correspond to amounts shown on the FS-20 Budget Summary.  Please be sure to check your math. 

General information on allowable costs and applicable federal costs principles and administrative regulations are available in the Fiscal Guidelines for Federal and State Aided Grants. 

 

APPLICATION FORM (In Word)

 

 

Last Updated: May 14, 2009