CFDA Number: | 84.359 - Early Reading First |
Goal 8: To support local efforts to enhance the early language, literacy, and prereading development of preschool age children through strategies and professional development based on scientifically based reading research. |
Objective 8.1 of 1: Preschool-aged children will attain the necessary early language, cognitive and prereading skills to enter kindergarten prepared for continued learning, including the age appropriate development of oral language, and alphabet knowledge. |
Indicator 8.1.1 of 2: Language: The percent of children who demonstrate age appropriate development of receptive language. | ||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||
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Progress: Data from FY 2004 will provide the baseline. (The code for setting the baseline is 999.) The target for FY 2005 is baseline +1%. Explanation: The first full program year for Early Reading First grantees is 2003-2004. Early Reading First preschool children will take a Peabody Picture Vocabulary Test-III pre-test and a post-test after the year of Early Reading First intervention. Post-test scores of ERF preschool children will be compared to the national norms provided by the test publisher. |
Source: Other Other: Other. Sponsor: Early Reading First Annual Performance Report.. Date Sponsored: 12/31/2003. Frequency: Annually. Collection Period: 2004 - 2005 Data Available: March 2005 Validated By: On-Site Monitoring By ED. Peabody Picture Vocabulary Test-Third Edition (PPVT) is a nationally normed tests which has been validated internally and correlated with other measures of cognitive development. Limitations: Data collected represent the sample of grantees who use the PPVT. NOt all Early Reading First grantees use the PPVT to measure cognitive development.. |
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Indicator 8.1.2 of 2: Early Reading: Alphabet Knowledge: The score ERF children attain on the Letter Naming Task.. | ||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||
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Progress: Data from SY 2004 will provide the baseline. (The code for setting baseline is 999.) The target for FY 2005 is baseline +1%. Explanation: FY 2003-2004 is the first program year for Early Reading First grantees. The first Early Reading First Performance Report will be due December 2004. The Letter Naming Task is a measure of alphabet knowledge that will be administered to ERF preschool children with scores reported in t he ERF Performance Report. |
Source: Other Other: Record/File. Sponsor: The Early Reading First Performance Report. Date Sponsored: 12/31/2003. Additional Source Information: The PALS Pre-K tests the mastery of early developing reading skills. The Early Reading First Performance Report is submitted to the Department by ERF grantees as an annual performance report. Frequency: Annually. Collection Period: 2004 - 2005 Data Available: March 2005 Validated By: No Formal Verification. On Site Monitoring by ED. The Letter Naming Task is a measure that has been normed using a national sample from the Head Start population. It has been demonstrated to have a strong positive correlation withthe Woodcock-Johnson Letter-Word Identification test.. Limitations: Not all Early Reading First granteees use the Letter Naming Task to measure alphabet knowledge. Data collected represent the sample of grantees who use the Letter Naming Task. Improvements: Early Reading First grantees will be encouraged to use the Letter Naming Task as the measure of alphabet knowledge. |