U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

ESEA: Early Childhood Educator Professional Development - 2005

CFDA Number: 84.349A - Early Childhood Educator Professional Development


Program Goal: Early Childhood Educator Professional Development (ECEPD)
Objective 8.1 of 2: Early childhood educators will more frequently apply research-based approaches in early childhood instruction and child development and learning, including establishing literacy-rich classrooms.
Indicator 8.1.1 of 1: Apply research-based approaches to early childhood pedagogy and child development and learning, including establishing literacy-rich classrooms: Average Early Languge and Literacy Classroom Observation (ELLCO) score will improve.
Targets and Performance Data Assessment of Progress Sources and Data Quality
ECEPD teachers' scores on ELLCO.
Year Actual Performance Performance Targets
2004
 
999
2005
 
999


Explanation: Teacher performance documentation; documented use of the Early Language and Literacy Classroom Observation (ELLCO). The FY 2004 target is to establish a baseline. The target for FY 2005 is the baseline plus 1%.  
Additional Source Information: Documentation of application of research-based approaches, as recorded by mentors or supervisors working with participating educators (i.e., logs or reports); pre and post evaluation of educator lesson plans; results of the ELLCO.

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: May 2004

Limitations: Not all ECEPD grantees use the ELLCO literacy environment checklist. Data collected only represent the sample of grantees who use the checklist.

 

Objective 8.2 of 2: Children will demonstrate improved readiness for school, especially in the areas of appropriate social and emotional behavior and early language, literacy and numeracy skills.
Indicator 8.2.1 of 2: Demonstrated improved readiness for school: At the end of the last preschool year, children will demonstrate improved readiness for school, especially in the areas of appropriate social and emotional behavior and early language, literacy, and numeracy skills.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of children who demonstrate improved readiness for school in the areas of appropriate social and emotional behavior and early language, literacy, and numeracy skills.
Year Actual Performance Performance Targets
 
Cognitive Social / Emotional
Cognitive Social / Emotional
2004
   
999 999
2005
   
999 999


Progress: Documented use of Get It Got It GO, the Developmental Indicators for the Assessment of Learning (DIAL-3), and the Peabody Picture Vocabulary Test (PPVT-III). The FY 2004 target is to establish a baseline. The target for FY 2005 is the baseline plus 1%.

 
Additional Source Information: Results of Get It Got It Go, DIAL-3, and PPVT-III.

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: May 2004

Limitations: Data collected represent the sample of grantees who use the PPVT and the Individual Growth and Development Indicators available from Get It, Got it, Go! Not all ECEPD grantees use the PPVT or the Individual Growth and Development Indicators.

 
Indicator 8.2.2 of 2: Demonstrated skills needed to benefit from formal reading instruction: One year following instruction from a teacher who participated in an Early childhood Educator Professional Development program, children will demonstrate that they have the skills needed to benefit from formal reading instruction at the end of the kindergarten year.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of children who demonstrate that they have the skills needed to benefit from formal reading instruction at the end of the kindergarten year.
Year Actual Performance Performance Targets
2005
 
999


Progress: Documented use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

Explanation: The FY 2005 target is to establish a baseline.  
Additional Source Information: Results of DIBELS.

Frequency: Annually.
Collection Period: 2004 - 2005
Data Available: May 2005

 

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