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ESEA: Early Childhood Educator Professional Development - FY 2005


CFDA Number: 84.349A - Early Childhood Educator Professional Development

Program Goal: Early Childhood Educator Professional Development (ECEPD)

Objective 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 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.
 
Measure 1.1.1 of 1: ECEPD teachers' scores on ELLCO.
Year Actual Performance Performance Targets
2004
20
999
2005
 
999

Source: Pre and post evaluation of ELLCO.

Frequency: Annually.

Next Data Available: March 2006

Limitations: Data collected may only represent a sample of grantees that use the ELLCO.
 
Explanation: FY 2004 data represent 2-year ECEPD cohorts. Beginning with FY 2005, ECEPD cohorts are funded for up to 3 years. The FY 2005 cohort will establish the baseline for reporting on the performance of 3-year funded grantees. ELLCO is used by mentors or supervisors to measure a teacher's classroom literacy environment.
 
Objective 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 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.
 
Measure 2.1.1 of 1: 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
43  
999 999
2005
   
43.40 999

Source: Annual Performance Report, grantee submissions.

Frequency: Annually.

Next Data Available: March 2006

Limitations: Data collected may only represent a sample of grantees that use the PPVT-III.
 
Explanation: FY 2004 data represent ECEPD 2-year cohorts. Data on numeracy and social/emotional skills were not reported consistently. Beginning i n FY 2005, ECEPD will fund cohorts up to 3 years. Also beginning in FY 2005, documented use of the Peabody Picture Vocabulary Test (PPVT-III) and the PALS Pre-K Alphabet knowledge Test. The FY 2005 cohort will establish the baseline for reporting on the performance of 3-year funded grantees.
 
Indicator 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.
 
Measure 2.2.1 of 1: 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

Source: ECEPD Annual Performance Report, grantee submissions.

Frequency: Annually.

Next Data Available: March 2006
 
Explanation: No data were collected in 2005 because program funds could not be used to collect this data after the pre-K level. This measure will be discontinued for 2006.
 

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