Because family literacy programs are new, the definition of such programs and program models are still evolving. Broadly speaking, two criteria differentiate family literacy programs from other literacy programs: (1) the program is conceptualized around the concerns of the family as a unit; and (2) there is, at minimum, an implied educational component for the child which directly or indirectly impact the child's literacy and at least one activity of the adult component focuses on adult and child interactions. The components of a conceptual structure for family literacy programs are: focus on child only; focus on adult only; focus on both adult and child; focus on family's utilization of community resources and social network; and focus on family economic self-sufficiency. Such a framework can provide direction for program development and evaluation while capturing the dynamic nature of the process. A critical element in program development is program evaluation. A five-tiered approach to family literacy program evaluation includes: (1) pre-implementation, more commonly known as needs assessment; (2) accountability, or program utilization; (3) program clarification, or formative or process evaluation; (4) progress towards objective; and (5) program impact. To demonstrate how this approach can be used by program providers, one program is examined within the evaluation framework. In response to an increasing emphasis in education on performance-based assessment, a portfolio of assessment can be put together instead of simply providing a summary of standardized test results. (RS)