***A Synopsis of the 2002 Early Reading First Project Grantees***

**CFDA# 84.359B**

## Student Achievement and School Accountability Programs

**Office of Elementary and Secondary Education**

**U.S. Department of Education**

![](media/image1.jpeg){width="1.2777777777777777in" height="1.375in"}

U.S. Department of Education

Early Reading First

400 Maryland Avenue, SW

Room 3W240

Washington, DC 20202-6132

\(202\) 260-2195

January 2003

***Summary of the 2002 Early Reading First Program***

The ultimate goal of the Early Reading First Program, authorized by *No
Child Left Behind, Public Law 107-110, Title I, Part B, Subpart2*, is to
improve the school readiness of our nation's young children, especially
those from low-income families, by providing support for early childhood
education programs serving preschool age children so they may become
centers of educational excellence. This goal supports the President's
new Early Childhood Initiative to improve early childhood education and
strengthen early learning for young children.

The Early Reading First Program brings a unique and bold approach to
improving preschool programs for our nation's at-risk children,
including children with disabilities and limited English proficiency.
Early Reading First provides funding and support to turn preschool
programs into centers of excellence by improving instruction and
classroom environments through scientific research-based practices in
language, cognition and early reading.

Many of America's children face daunting challenges as they enter
kindergarten lacking the necessary skills to learn how to read. Early
Reading First offers an exciting opportunity to participate in the
President's "Good Start, Grow Smart" Early Childhood Initiative and
begin to meet this challenge by helping to ensure that children are
provided with high-quality preschool education.

Eligible applicants for Early Reading First include local educational
agencies (LEAs) and public and private organizations that meet the
following criteria:

-   One or more LEAs that are eligible under Reading First criteria, as
    designated for the purposes of the FY 2002 Early Reading First grant
    competition on the list of eligible LEAs;

-   One or more public or private organizations or agencies located in a
    community served by one of those eligible LEAs on the list. Unless
    the public or private organization is a preschool program applying
    on its own behalf, it must apply on behalf of one or more programs
    that serve preschool age children (such as a Head Start program, a
    child care program, a family literacy program such as Even Start, or
    a lab school at a university)

-   One or more of the eligible LEAs, applying in collaboration with one
    or more of the eligible organizations or agencies.

Specifically, Early Reading First grants will provide funds to

-   Support local efforts to enhance the early language, cognitive, and
    early reading development of preschool age children, particularly
    those from low-income families, through strategies and professional
    development that are based on scientifically based reading research;

-   Provide preschool age children with cognitive learning opportunities
    in high-quality language and print-rich environments so that they
    can attain the fundamental knowledge and skills necessary for
    optimal reading development in kindergarten and beyond;

-   Use language and literacy activities based on scientifically based
    reading research to support the age-appropriate development of oral
    language, phonological awareness, print awareness and alphabet
    knowledge;

-   Use screening assessments or other appropriate measures to identify
    preschool age children who may be at risk for reading failure, and
    to determine whether those children are developing the language,
    cognitive, and early reading skills they need for later reading
    success; and

-   Integrate instructional materials and programs based on
    scientifically based reading research into existing preschool
    programs.

Through multi-year awards to eligible LEA's with at-risk children, and
public and private organizations located in communities served by those
eligible LEAs, the Early Reading First Program is intended to ensure
that preschool age children have the instruction, experiences, and
environment that they need to enter kindergarten prepared for continued
learning. These grants complement the Reading First State Grants
Program, which provides support for high-quality, scientifically based
classroom-focused reading instruction for kindergarten through grade
three.

For FY 2002, Congress appropriated 75 million dollars for the Early
Reading First program. Nearly 800 pre-applications were received and
reviewed by panels made up of expert reviewers in accordance with
Department of Education regulations. Of these, 252 were invited back to
submit full applications. The Department received 248 full applications
which were again reviewed by experts. The Department is making 30 awards
immediately. The following are abstracts for each project, containing a
synopsis of what each project proposes to achieve with the Early Reading
First grant funds, as well as details about project costs and contact
information.

####### Alabama Department of Children's Affairs, Alabama

**Total Project Funds: \$824,872**

**Project Director: Millie Dorman**

RSA Tower, Suite 1670

201 Monroe Street

Montgomery, Alabama 36130-2755

\(334\) 223-0502

**Abstract**

Project EXEL is a comprehensive approach to transforming four existing
pre- kindergarten classrooms in three centers located in two counties in
Alabama into centers of educational excellence. This project builds on
the limited, but encouraging, successes of previous researchers who have
attempted to change opportunities to learn for preschool children from
low-income families. Previously, researchers have flooded child care
centers with books, taught parents and teachers how to increase the
amount of children\'s participation during book read alouds, taught
children to recognize phonemes and rhyming words, and increased the
amount of children\'s pretend reading and writing by rearranging the
classroom environment to support dramatic play.

Project EXEL draws from the successes of these programs and proposes an
approach more comprehensive than that previously taken. This project
will implement a content-focused early childhood curriculum in which
literacy plays a critical role. During daily research-based
instructional activities, teachers will provide more explicit,
systematic literacy instruction, especially for those children
identified at-risk for reading failure through screening and monitoring
assessments. The classroom environment will be strengthened to provide
optimal support for literacy and language growth. Parent involvement
activities will be enhanced and aligned with the literacy and language
goals of the program. In order to bring about these transformations,
professional development will be intensive and sustained throughout the
project. At the close of this project, every parent in Alabama will be
excited to enroll his or her child in Project EXEL classrooms because
that child will enter kindergarten prepared for academic success.

#### The University of Alabama at Birmingham, Alabama

**Total project costs: \$2,508,061**

**Project Director: Kathleen Martin**

901 South 13^th^ Street

#113A

Birmingham, Alabama 35294-1250

\(205\) 975-5369

**Abstract:**

The University of Alabama at Birmingham's Early Reading First project
will close the achievement gap in a very low-income community by
implementing significant, systemic changes in how a large proportion of
entering kindergarten children are prepared for school. The project
includes an independent child care center, a Head Start center, and two
family child care homes that are independent of a local educational
agency (LEA). The state uni­versity coordinates the provision of high
quality professional development that results in university course
credit and manages the evaluation component. Four preschool classrooms
of the LEA also participate in the project. The LEA provides classroom
space for the professional development, contributes Kindergarten Teacher
Mentors for the preschool teachers, shares follow-up data for the
longitudinal study, and participates in the professional development.

Twenty-eight preschool staff and approximately 300 children will benefit
from the project. All child­ren come from very low-income families in a
very low-income community. Professional development is designed to
include features recommended by professional organizations and to
improve teacher skills in developing children's oral language,
phonological awareness, concepts of print, letter identification,
cognitive and social develop­ment. In addition, the professional
development will train teacher in the use of assessment to inform
instruction.

The evaluation component includes a pre-test, post-test control group
design. The child outcome and environmental measures are valid and
reliable. Project-developed measures of improvement in parent,
community, and teacher self-perceptions and skills also are planned. The
entire project design is anchored in an ecological theory of child
development in which family, school, and community variables are viewed
as key factors in a child\'s successful development.

Santa Cruz Valley Unified School District #35, Arizona

Total Project Costs: \$782,330

**Project Director: Kristine Cleary Fontes**

1374 West Frontage Road

Rio Rico, Arizona 85648

\(520\) 375-7458

**Abstract:**

The Santa Cruz Unified School District #35 (SCVUSD) is located in
Southern Arizona, twelve miles north of the Mexican border. The school
population is predominately Hispanic (86%) with approximately 66% being
second language learners. Approximately 89% of the Kindergarten
population qualifies for free or reduced lunch, according to the USDA
Child Nutrition Program Income Guidelines. In this small, rural
community there is a noticeable lack of early childhood programs. Most
children enter Kindergarten with limited English language skills and
little or no formal preschool where there is an opportunity to benefit
from an environment that is rich in language, cognitive and early
reading skills. This basis is essential for eventual reading success and
success in school, at large. In order that no child is left behind in
this journey toward academic success, more and better programs are
needed. The SCVUSD Early Reading First Project will expand and improve
the district\'s existing early childhood programs for low income
children using scientifically based research proven methodologies.

In partnership with a non-LEA administered Head Start program, the
Project will increase the number of preschool classes available to low
income families, adopt a research proven curriculum targeting oral
language, cognitive and early reading skills, ensure that all preschool
classes have print-rich environments and necessary instructional
materials to address these key early literacy skills, provide staff with
the training and support to teach these skills, and provide increased
parent support and training to extend this learning into the home. The
success of the project will be measured in its first year by the
documented mastery of language, alphabet knowledge, phonic skills and
pre-writing skills in children completing the program and entering
Kindergarten. At the end of three years, these children will enter third
grade as fluent readers.

**Tehama County Department of Education, California**

**Total project costs:** **\$1,956,629**

**Project Director:** **Paula Brown-Almond**

P.O. Box 689

Red Bluff, California 96080

\(530\) 528-7343

### Abstract 

The California Early Reading and Literacy Project (CERLP) is a
research-based, model program that restructures five existing rural
preschools in Tehama County, California. These preschools serve only
low-income children, many of whom are limited English proficient and/or
have an identifiable disability.

CERLP has the following components:

1\. An intensive early reading program, linked to new preschool content
standards, that integrates innovative curricula and scientifically-base
strategies to address: oral\
language skills, phonological awareness, print awareness, emergent
writing skills,\
motivation to learn, and appreciation for literate forms;

2\. A dynamic child-centered learning environment;

3\. A comprehensive professional development program linked together
through the

electronic portfolio system, *\"ClipBoard\";*

4\. An innovative, online child profile system, *\"School/Gate\"* with
multiple measures\
linked to California\'s preschool and school-age standards and a summer
transition\
program; and

5\. A parent involvement and family literacy programs.

Individual learning plans are developed for each student. CERLP utilizes
multiple forms of evidence for student achievement including student
portfolios, Desired Results Developmental Profiles and the
Gates-MacGinitie-4 (Level PRE). Expected outcomes for preschool-age
children include mastery of state preschool standards and pre-reading
skills. Long-term outcomes include children that are proficient readers
and who excel academically. Rigorous process and experimental
evaluations provide information to assist in the project\'s continuous
improvement as well as compelling evidence of the project\'s impact.

#### The Clayton Foundation, Colorado

**Total project costs: \$3,134,317**

**Project Director: Meera Mani**

3801 Martin Luther King Boulevard

Denver, Colorado 80205

\(303\) 355-4411

**Abstract**

The Clayton Foundation, in partnership with the Denver Public Schools
(DPS), and the delegate agencies of Denver\'s Great Kids Head Start
program, will establish an *Early* *Reading First* program in Denver,
Colorado to serve at-risk preschool children. The five delegate agencies
(Clayton, DPS, Catholic Charities, Mile High Child Care, and Volunteers
of America) each will designate one of its centers as an Early Reading
First Center of Excellence.

The Centers of Excellence will implement the *Ready to Read, Write and
Relate* (RWR) project developed by The Clayton Foundation in
collaboration with School of Education faculty at the University of
Colorado and piloted in the 2001-02 school year. RWR aligns with state
and local content standards and with the DPS comprehensive elementary
literacy program. It incorporates the findings of scientifically based
reading research about how children learn to read and about the
environments, interactions and instruction that effectively lead this
development. The RWR project features a user-friendly implementation
handbook, an assessment for children, an inventory of literacy practices
and classroom environment for teachers, and an intensive professional
development program that includes systematic, outcomes­-based classroom
coaching.

RWR also has a purposeful focus on enhancing family literacy and
classroom-home connections to support improved outcomes for children and
greater parent involvement. A full-time Literacy Coach will work in each
of the *Centers* of Excellence to implement the RWR project. Two project
Family Literacy Coaches will provide training and support to the Family
Service Workers who work with Head Start families and will develop
workshops and take-home materials for parents and caregivers.

#### Pinon Project, Colorado

####  

# Total project costs: \$1,039,079 

> **Project Director: Virginia Howey**
>
> 300 North Elm Street
>
> Cortez, Colorado 81321
>
> \(970\) 564-1195
>
> **Abstract**
>
> The Pinon *Early Reading First* Project will provide the catalyst to
> create an ongoing, high-intensity reading readiness centers of
> excellence program targeting 332 low-income students, many of whom are
> English language learners and children with disabilities. The project
> is a partnership among the Pinon Even Start Program, the
> Montezuma-Cortez Public Schools (Cortez RE-1), the Ute-Mountain Ute
> Child Development Center and Head Start Program, Butler Tri-County
> Head Start, and the Trinity Preschool in Cortez.
>
> The program will: enhance classroom environments to facilitate reading
> readiness; provide intensive staff development to improve instruction;
> enhance and modify reading curriculum and reading instruction at all
> sites to articulate with the Colorado Preschool Content Standards (the
> Colorado Building Blocks) and with the school district programs; add
> new high-quality, research-based books and multilingual materials for
> students; implement a parent involvement and training program
> including home visits to facilitate family participation in literacy;
> incorporate an ongoing, continuous improvement assessment model using
> a data based body of evidence to identify individual student needs and
> proficiencies in skills necessary for reading readiness; and implement
> an individual *Early Reading First* Plan for all students to ensure
> reading readiness upon entry into kindergarten.
>
> The project's goal is to create sustainable, replicable preschool
> research-based centers of excellence that effectively prepare
> low-income children to become successful readers. The project outcome
> objectives include:
>
> 1\. Improve classroom environment to provide optimal conditions for
> success
>
> 2\. Provide ongoing professional development and training for teachers
> to\
> gain mastery of research-based theory and instruction
>
> 3\. Improve the quality and effectiveness of teacher instruction and
> planning
>
> 4\. Improve student proficiency in the Colorado Preschool Content
> Standards and\
> reading readiness
>
> 5\. Establish a permanent, articulated educational system for a
> seamless transition\
> into kindergarten
>
> 6\. Provide parent training in effective strategies to assist their
> children\'s literacy\
> development.

**United Way of Lee County** ***Success By 6*, Florida**

# 

# Total project costs: \$1,633,807 

**Project Director:** **Greg Gardner**

######### 7275 Concourse Drive

Fort Myers, Florida 33908

\(941\) 433-2000

**Abstract**

*Success By* 6 will create centers of excellence at five sites in
Hendry, Glades and Lee counties in Southwest Florida: four rural child
care centers and IMPACT, an inclusion child care center. Hendry/Glades
is a high-poverty area designated a as a \'rural area of critical
economic concern\' by Governor Bush. The sites in Lee County include
low-income and special needs children. Sites also include limited
English proficient children.

The project builds on an innovative early literacy community-based
collaboration named *Success By 6*, which has made great strides in
reaching parents and child care professionals. Project components
include a high-quality literacy environment, ongoing professional
development for child care professionals, research-based activities and
instruction, and screening assessments. The project also has a proven
parenting component: over 400 parents a month access the
neighborhood-based *Success By 6* Resource House for early childhood
development resources. By providing parents and professionals with the
knowledge, skills and resources (environment, materials, classes,
coaching and mentoring), parents and providers will jointly implement
literacy activities to support their child\'s development. Finally, the
project has an existing collaboration with the local school board; that
relationship has been expanded through Early Reading First. Project
partners -United Way, Child Care of Southwest Florida, the School Board,
and the Library - have been working together for three years and have a
history of success. The United Way brings project management skills,
grants management, and evaluation expertise to the project.

####### Ounce of Prevention Fund, Illinois

**Total project costs:** **\$1,621,924**

**Project Director:** **Brenda Eiland-Williford**

122 South Michigan Avenue, Suite 2050

######### Chicago, Illinois 60603

\(312\) 922-3863

######## Abstract 

The Ounce of Prevention Fund (Ounce) requests funding to develop its
early childhood program sites into centers of reading excellence which
optimize children\'s early development of language and literacy skills.
In the context of two full-day, full-year child care centers, in the
Grand Boulevard community on Chicago\'s south side, the Ounce operates
comprehensive early learning, health and family support programs serving
a total of 187 children between the ages of 3-5 (as well as 90 infants
and toddlers). The Ounce's programs are funded by a unique combination
of funding from Head Start, Early Head Start, the Chicago Public Schools
Pre-kindergarten program, and the Illinois Department of Human Services
Child Care Subsidy program. The Ounce also uses private grants to
enhance the quality of its programs.

The Ounce prioritizes language development because staff belives that
this is a key indicator for school readiness. Early Reading First
funding will enable Ounce to meet the learning needs of the preschool
children it serves, nearly all of whom are at risk for poor school
success due to the circumstances of the family into which they were born
(e.g., extreme poverty, teen parent, low educational attainment and
unemployment). Specifically, Ounce will promote the early development of
oral language, phonological awareness, awareness of print and alphabet
knowledge to ensure that its children are well prepared for entry into
Kindergarten.

Through our Early Reading First program, Ounce will provide children
with rich language and literacy experiences, including specific
instruction in early literacy skills; strengthen our early childhood
staffs abilities to create language and literacy-rich environments and
use assessments and screenings to individualize children\'s learning
activities; facilitate smooth transitions for children from its
preschool program into formal classroom instruction with the Chicago
Public Schools; strengthen and broaden parents\' knowledge active
support of children\'s literacy development; and implement an ongoing
system of program evaluation to ensure children\'s achievement and to
inform continuous program improvement efforts. The Ounce is
well-positioned to share lessons learned through ERF with the early
childhood field.

#### Topeka Public Schools, USD 501, Kansas

####  

# Total project costs: \$2,143,566 

**Project Director: James L.** **Glass**

624 SW 24th Street

Topeka, Kansas 66611

\(785\) 575-6155

**Abstract**

Topeka Public Schools, USD 501, will partner with three high-poverty
preschools to create the *\"Prepared Preschoolers\" (PP*) Centers of
Excellence. This project will serve very poor families who have
difficulty finding affordable, quality preschool to help children
prepare well for school. Prepared Preschoolers participation averages
65% non-white, 83% poverty, 70% led by female head of household, 15%
ESL, and 16% special-needs children. Unemployment among Prepared
Preschoolers households is 65%, college graduates total 1%, and median
household income (1997) stood at \$18,600 (39% of Topeka\'s income.)

The project\'s vision is to become Centers of Excellence that can serve
as model literacy programs to other preschool and daycare programs in
Topeka and beyond. To that end, Prepared Preschoolers will center on
four goals that will create 22 language-rich classrooms where
Scholastic\'s \"*Building Language for Literacy*\" (BLL) is taught. The
Teacher Training Institute at the Center for Learning Disorders will
provide extensive professional development in BLL and early literacy
strategies to the preschool staffs, but also to team members in
community agencies that offer pre-literacy services to our children, to
parents, and to K-3 and Title I teachers in USD 501.

Also *Success by Six-Parents as* *Teachers* will provide parent
education and home visitations and the Topeka Public Library will
provide early literacy strategies to parents through their Lapsit
programs. Washburn University will provide Command Spanish instruction
to preschool teachers, and the local PBS station, KTWU, will work with
the project especially through its \"Ready to Learn\" series. A Student
Assessment Coordinator will lead the assessment effort on behalf of the
University of Kansas Institute for Educational Research and Public
Service, the external evaluator.

####### Waldo County Preschool & Family Services, Maine

**Total project costs: \$2,026,323**

### Project Director: Ruth H. Southworth

9 Field Street

Suite 213

Belfast, Maine 04915

\(207\) 338-2200

**Abstract**

Waldo County Preschool & Family Services (WCPFS) and the Maine School
Administrative Districts 3, 34 and 56 are seeking *Early Reading First*
funds to transform five existing early childhood centers in Waldo
County, Maine into centers of educational excellence in order to ensure
that Waldo County children are entering kindergarten with the skills
they need to become successful learners and Readers.

The Waldo County *Early Reading First* project will implement activities
that improve the following:

-   classroom and home literacy environments for 150 at-risk
    preschoolers each year;

-   early childhood teachers\' capacity to deliver research-based
    developmentally appropriate instruction;

-   assessment (including regular, direct and explicit language and
    literacy activities that support alphabet knowledge, print
    awareness, phonemic awareness and oral language);

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-   parent engagement in children\'s early learning; and

-   preschool children\'s transition to early elementary school programs

The project will implement the research-based *High/Scope Curriculum* in
order to support substantial changes in curriculum, instruction,
classroom environment, parental involvement, professional development
and student and program level assessment required to meet our proposal
goal. Project Coordinator, Parent Engagement Coordinator, Early
Intervention Specialist and Curriculum Coach positions will be created
to ensure the successful delivery and assessment of this project. Waldo
County *Early Reading First* will 1) significantly strengthen the
existing partnerships between WCPFS, Head Start and the school
districts, 2) support reading success for young at-risk children; and 3)
create a continuous bridge of learning across the preschool and early
elementary school programs.

Baltimore City Head Start Program, Maryland

**Total project costs: \$1,394,100**

**Project Director: Carlethea Johnson**

2700 North Charles Street

Suite 201

Baltimore, Maryland 21218

\(410\) 396-7414

**Abstract**

The goal of the Baltimore City Head Start Program *Early Reading First*
project is to provide young children with the skills necessary to learn
to read. The project will provide children in Baltimore City Head Start
(BCHS) with reading readiness skills necessary for success in
kindergarten and to provide them with a seamless transition from Head
Start to Baltimore City public kindergarten and elementary classrooms
(BCPS). Accomplishing these goals requires well-trained teachers, a
carefully structured curriculum, a network of involved family and
community members, and an ongoing assessment process.

The Johns Hopkins Language and Literacy Project (JHLLP) targets these
needs through an intensive language and literacy intervention. Using a
coaching model, Johns Hopkins University (JHU) facilitators will train
lead teachers, assistant teachers, and education coordinators in five
important reading readiness areas: oral language development,
interactive book reading, phonemic awareness, letter knowledge, and
emergent writing.

In training, JHU facilitators will explain important early language and
literacy skills and introduce specific teaching techniques that foster
these abilities. Facilitators will model the strategies in each
teacher\'s classroom, observe teachers using the strategies, and provide
individual feedback.

Program effectiveness will be evaluated using an experimental design.
Assessments of children\'s language and vocabulary development, phonemic
awareness, and letter-word recognition skills, all of which are aligned
with the expected outcomes of the JHLLP, will be used as outcome
measures. Data on teacher practices will be gathered through JHLLP
assessments and the ELLCO.

#### Montgomery County Public Schools, Maryland

####  

# Total project costs: \$3,619,131 

**Project Director: Pamela Prue**

4910 Macon Road, Rocking Horse Center

Rockville, Maryland 20852

\(301\) 230-0691

**Abstract**

Montgomery County Public Schools (MCPS), Maryland, will create *Early
Reading First* Centers at five elementary schools within a single
low-performing high school cluster. These Centers encompass
MCPS-operated Head Start, Extended Elementary Education (EEEP), and
Preschool Education Program (PEP) classes, as well as two private child
care programs. Head Start, supported by federal and local funding,
serves 3- and 4-year-olds of limited-income families. EEEP, a
State-funded program for 4-year-olds, gives enrollment priority to
families with limited English proficiency, homelessness, or both. PEP is
a special education program for preschoolers with developmental
disabilities. The two child care programs accept local or state child
care subsidies from eligible families. The majority of children served
by these programs are low- to moderate-income and minority, with many
having limited English proficiency.

This *Early Reading First* program will build on expanding circles of
staff development, instructional excellence and continuity, and
parent/caregiver involvement. It will establish centers of literacy
excellence and extend purposeful instruction into the children\'s many
environments (e.g., classroom, child care, home) so that their day,
year-round, is saturated with oral language/early literacy
opportunities. The curriculum, based on State of Maryland and MCPS
standards, will focus on reflective use of research-based strategies to
promote oral language, phonological awareness, concepts of print, and
alphabetic knowledge.

Professional development, led by an early childhood literacy specialist,
will be enhanced by teacher-mentors who will coach, model, and provide
feedback to teachers, and will ensure that assessment informs
instruction. Parents and other caregivers will engage in early literacy
instruction through *Early* *Reading First* Center programs, as well as
through complementary, coordinated programs conducted by the Montgomery
County Departments of Health and Human Services and the Public
Libraries.

#### Prince George's Child Resource Center, Maryland

####  

# Total project costs: \$1,669,338 

**Project Director: Margaret** **Watkins**

9475 Lottsford Road, Suite 202

Largo, Maryland 20774

\(301\) 772-8420

**Abstract**

The Prince George\'s Child Resource Center, Inc., a community-based
nonprofit organization dedicated to improving the quality of early
childhood education, views *Early Reading First* as a unique opportunity
to positively impact the academic outcomes of at-risk children. With
partners the Prince George\'s County Public Schools and the Prince
George\'s County Memorial Library, the Prince George's Child Resource
Center, Inc. will implement this *Early* *Reading First* project in
Prince George\'s County, Maryland.

This *Early Reading First* project will work with three child care
programs in low-income communities. An average of 43% of the children
live in single parent homes and all three sites are located in Title I
school districts. Each child care program is licensed by the state\'s
regulatory agency, yet each lacks the literacy curriculum that will
allow these children to enter kindergarten ready to read. The project
will hire six full-time staff members. This staff will flood the centers
with a print-rich environment, a scientifically research-based literacy
curriculum, enhanced materials, and early childhood experts that will
provide coaching/mentoring and training.

Unique to the project is a built-in transition liaison that will not
only seamlessly move children from child care into public kindergartens,
but will align curricula that will ensure that children enter
kindergarten fully prepared and ready to read. The project also has
strong community support through a Coordinating Council whose membership
are *Early Reading First* stakeholders - parents, child care center
directors, and the three agencies, Resource Center, Library and Public
Schools.

#### Grand Rapids Community College, Michigan

######## Total Project Funds: \$2,509,424

**Project Director: Rebecca Brinks**

143 Bostwick, NE

Grand Rapids, Michigan 49503

\(616\) 234-4084

######## Abstract

The E.A.R.L.Y. (Early Accent on Reading and Learning for Young children)
is a collaborative project by the Child Development Department at Grand
Rapids Community College (GRCC), Michigan Family Resources (MFR) Head
Start for Kent County and the Grand Rapids Public Schools (GRPS). It is
a comprehensive model including parents, children, teachers, college
faculty, and program administrators. The goals of the program are to
implement a "best practices" emergent literacy curriculum model,
increase teachers' knowledge and skills through professional
development, involve parents in their children's literacy development,
address challenges facing English as a second language and special needs
families, effectively link early childhood programs with the formal
school setting and creating community leadership in modeling a systemic
early literacy approach.

Through scientifically research based design, E.A.R.L.Y. will develop a
literacy model to be piloted at four centers. The centers chosen are
diverse both in terms of program type and the populations served. The
programs include a public school early childhood center, a Head Start
center, a college lab preschool and a faith-based program. The programs
serve low income populations, diverse racial population, English as a
Second Language families, and special needs families. The programs will
receive support in the areas of curriculum development, parent
programming, professional development opportunities, and resources.

The project will be involved in ongoing assessment so that outcomes can
continue to be monitored and strategies revised. The end result will be
the development and implementation of a scientifically based research
emergent literacy model. It is expected that this model could be
duplicated and implemented in almost all environments due to the varied
programs used in the model.

#### Children's TLC - Therapeutic Learning Center, Missouri 

#### 

#### Total Project Funds: \$2,651,911

#### Project Director: Laura McCrary

#### 3101 Main Street 

#### Kansas City, Missouri 64111

#### (816) 756-0780 

#### 

#### Abstract

#### 

####  Children\'s Therapeutic Learning Center (TLC) will collaborate with four preschool centers in Kansas City, Missouri to equip children with the language and emergent literacy skills they will need to become successful readers. During the three-year project, participating preschools will apply a language and literacy focused curriculum that is evidence-based and demonstrates the potential for all children, with and without disabilities, to increase their skills in language and literacy, pre-academic skills and social skills. The following preschool centers are eager to begin the proposed Early Reading First project: YMCA of Greater Kansas City Child Development Center; Metropolitan Community Colleges, Francis Child Development Institute; Corporate Kids; and the Kansas City, Missouri School District. 

Children served by the four centers include many from low-income
families. These children will enroll in kindergarten in the Kansas City,
Missouri School District (KCMO SD), the LEA involved with the proposed
project. The school district as a whole primarily serves low-income
children, including 79% who were eligible for the free/reduced lunch
program.

This project is distinct in that it proposes a significant Professional
Development component to prepare teachers and teacher assistants in
techniques and methods to promote language and literacy development
within their centers. A local Early Reading Advisory Council will guide
the staff and participants of the project. Group workshops and onsite
support offer the centers knowledge from key research literature.
Centers will have an opportunity to move research into practice as
mentors and speech-language pathologists provide onsite demonstrations,
mentoring, and support.

Assessment procedures are implemented in each classroom to provide
progress monitoring. Data will provide guidance to teachers in planning
instructional adjustments to meet the needs of individual children as
well as the class as a whole.

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#### **Baca Community School, New Mexico**

**Total project costs:** **\$912,098**

**Project Director: Jacque Mangahm**

PO Box 509,

Prewitt, New Mexico 87045

\(505\) 876-2769

**Abstract**

Baca Community School, a kindergarten through fourth grade Bureau of
Indian Affairs Operated Day School proposes through their Early Reading
First Project, to implement the Curiosity Corner curriculum in the five
Eastern Navajo Agency Head Start pre-school programs that serve students
in the rural communities of Prewitt, Haystack, and Thoreau, New Mexico
over the next three years.

######### 

######### Through Curiosity Corner implementation, students will receive developmentally appropriate instruction that focuses on the development of language and literacy skills that will provide students the readiness skills needed to be successful learners as they enter elementary school and progress beyond. The program will provide on going professional development, supplies, materials, and a coach/facilitator to support the educational components needed to prepare students to be successful learners. To identify and meet the needs of students at their developmental levels, and document student achievement, assessments will be used throughout the program. The overall goal of the Early Reading First project is to prepare children with the basic skills they need to be successful life-long learners. 

Regents of the University of New Mexico

###### Total project costs: \$2,354,711

**Project Director: Carol Westby**

######### Office of Research Services

######### Hokona Hall, Room 376

Albuquerque, New Mexico 87131

\(505\) 277-8715

###### Abstract 

The proposed project is a partnership among the Albuquerque Public
Schools (eligible LEA), the City of Albuquerque (public preschools
served by the LEA), and the University of New Mexico (fiscal agent, home
visiting program, and principal investigators). The project proposes to
serve six Even Start classrooms and three Part C classrooms in the
Albuquerque Public Schools, 8 classrooms in the City of Albuquerque
child care program, and 20 families in the Baby Amigo Home Visiting
Program at UNM for a total of 17 teachers, 25 educational assistants, a
home visitor, and 2 literacy mentors, serving total of 410 children.

Teachers, assistants, home visitor, and literacy mentors will
participate in intensive summer institutes during 2003 and 2004 led by 2
national experts on literacy, Dr. Lesley Morrow and Dr. Linda Espinosa,
Rutgers University, and by staff in the UNM Center for Family and
Community Partnerships. In addition, teaching staff will participate in
monthly site-based professional development activities. Literacy mentors
will provide on-site, hands-on professional development to teaching
staff (2-3 visits a month) for the duration of the project.

Teachers and teaching assistants will implement curricula, structure
environments, and use instructional strategies that are designed to
facilitate children\'s developmental of oral language, vocabulary, print
awareness, phonological sensitivity, and alphabet/letter knowledge,
which are included in the NM Standards of Performance and Benchmarks for
3 to 5-year-old and kindergarten children. In addition, they will engage
families to facilitate parents\' own and their children\'s literacy
skills through an enhanced family component. Teachers will be trained to
administer on-going assessments of children to measure their progress
and modify curriculum appropriately. Other assessments will be used to
determine change in classroom environments and instructional strategies
and children\'s growth in language literacy.

**Bronx Community School District 7, New York**

**Total Project Costs: \$3,158,488\
Project Director:** **John Piazza**\
501 Courtlandt Avenue\
Bronx, New York 10451\
(718) 742-6524

**Abstract**

Community School District 7 will institute Project REA (Reading for
Early Advancement) professional development, curriculum development,
instructional and parent services to promote prekindergarten early
reading skill acquisition at seven district sites, namely, P.S. 1, 5,
18, 25, 29, 154, and 156. Project REA will provide for a winter
institute and fall and spring afterschool session professional
development for project teachers, administrators and paraprofessionals
focused on acquiring knowledge of scientifically researched key early
childhood literacy components and on translating acquired knowledge into
effective classroom instruction. Project curriculum writers will develop
thematic prekindergarten lessons, in both English and Spanish, to be
incorporated within balanced literacy large group instruction and small
group learning center activities.

Professional development will be conducted by the *City University of
New York (CUNY) Literacy Project* in coordination with Project REA
Reading Specialists. They will provide intensive follow-up classroom
technical assistance to ensure that Project REA prekindergarten teachers
have established effective learning environments, addressed the needs of
general, bilingual and special education at-risk students, provided
suitable balanced literacy activities and materials for literacy-based
thematic curricula, geared instruction to meet city arid state
prekindergarten performance standards, conducted ongoing student
assessment, and effectively involved parents or guardians in the
learning process. Teachers and paraprofessionals will also have the
opportunity to take early reading college coursework for professional
advancement.

*EPIC (Every Person Influences Children),* in conjunction with Project
Family Specialists, will provide a series of workshops on family
literacy and parent involvement strategies to help parents become more
involved in program activities and in assisting their children
academically. Family Specialists will also conduct workshops for project
staff to foster greater school/parent cooperation. As a result of
Project REA initiatives, it is expected that enhanced classroom
environments will be established; that teachers will be conversant with,
and successfully implement, early childhood methodologies, strategies,
techniques and approaches; that parents will become more engaged in
helping their children both at home and in the classroom; and, most
importantly, that prekindergarten children will be prepared academically
to make successful transitions to kindergarten settings.

**Bronx Community School District 9, New York**

**Total project costs: \$3,117,538**

**Project Director: Melvin R Thompson**

Community School District 9

1377 Jerome Avenue

######### Bronx, New York 10452

\(718\) 681-6656

**Abstract**

The Bronx Community School District 9 will institute Project ERA (Early
Reading Assistance), which will conduct professional development,
curriculum development, and instructional and parental services to
promote prekindergarten early reading skill acquisition at seven
district sites. Project ERA will provide for a winter institute and fall
and spring afterschool session professional development for project
teachers, administrators and paraprofessionals focused on acquiring
knowledge of scientifically researched-based key early childhood
literacy components and on translating acquired knowledge into effective
classroom instruction. Project curriculum writers will develop thematic
prekindergarten lessons, in both English and Spanish, to be incorporated
within balanced literacy large group instruction and small group
learning center activities.

Professional development will be conducted by S*RA/McGraw Hill* early
reading consultants in coordination with Project ERA Reading
Specialists. They will provide intensive follow-up classroom technical
assistance to ensure that Project ERA prekindergarten teachers have
established effective learning environments, addressed the needs of
general, bilingual and special education at-risk students, provided
suitable balanced literacy activities and materials for literacy-based
thematic curricula, geared instruction to meet city and state
prekindergarten performance standards, conducted ongoing student
assessment, and effectively involved parents or guardians in the
learning process. Teachers and paraprofessionals will also have the
opportunity to take early reading college coursework for professional
advancement.

*EPIC (Every Person Influences Children),* in conjunction with Project
Family Specialists, will provide a series of workshops on family
literacy and parent involvement strategies to help parents become more
involved in program activities and in assisting their children
academically. Family Specialists will also conduct workshops for project
Staff foster greater school/parent cooperation. As a result of Project
ERA initiatives, it is expected that enhanced classroom environments
will be established, that teachers will be conversant with and
successfully implement early childhood methodologies, strategies,
techniques and approaches, that parents will become more engaged in
helping their children both at home and in the classroom, and, most
importantly, that prekindergarten children will be prepared academically
to make successful transitions to kindergarten settings.

# New York University, New York

**Total Project Funds: \$1,275,003**

**Project Director: Ms. Sheila Smith**

82 Washington Square East

Room 220

######### New York, New York 10003

\(212\) 998-5014

**Abstract**

This project will create Centers of Excellence in five New York City
early childhood programs serving low-income children. The programs are
housed in community-based organizations located in two LEA\'s and
receive support from the LEA-administered Universal Prekindergarten
Program and publicly subsidized child care and Head Start programs. They
serve children with special needs and second language learners. Two city
agencies that support preschool program quality are partners that will
help guide the project\'s professional development activities and use
the Centers of Excellence as models to promote program quality
city-wide.

Early literacy specialists at New York University will provide
intensive, individualized professional development and support in the
five programs. A research-based classroom assessment tool, the Supports
for Early Literacy Assessment (SELA), will be periodically administered
as a means of identifying strengths and weaknesses in classrooms\'
supports for young children\'s literacy development, including classroom
learning activities, features of the environment, and teacher-child
interactions that promote children\'s oral language skills, phonological
sensitivity, print awareness and letter knowledge. Training for program
staff will include group sessions every other month and weekly
classroom-based assistance that will target areas in need of
strengthening, as identified by the SELA. Trainers will provide
materials and guidance about best practices in early literacy, model
effective practices, such as language interactions, and facilitate
experiential learning of new teaching skills. Teachers will learn how to
conduct regular assessments of children\'s growth in early literacy
skills and interests using a screening tool and observational methods.
Program staff will receive support to implement a comprehensive parent
involvement component that includes use of the project\'s *Early
Literacy Series for Parents and Children* (take-home activities), a
lending library, and workshop series.

# University of Oklahoma, Oklahoma

**Total project costs: \$4,078,132**

### Project Director: Susan J. Kimmel

1901 North Moore Avenue

Moore, Oklahoma 73160

( 405) 799-6383

**Abstract:**

Sooner TALK is a collaboration of the Center for Early Childhood
Professional Development at the University of Oklahoma, part of the
Division of Public and Community Services in the College of Continuing
Education; the Department of Instructional Leadership and Academic
Curriculum in the College of Education at the University of Oklahoma;
the Oklahoma City Public Schools; Child Time Center; 4 R\' s Learning
and Daycare; and University Child Care.

Sooner TALK will target three community child care centers (listed
above) and three Oklahoma City Public School pre-kindergarten/child care
programs at low performing elementary schools. The community child care
centers will be linked with the elementary school serving their
programs. Both the schools and childcare centers serve predominately
low-income families, at least 80% of whom are receiving free or reduced
lunch and/or receive childcare subsidies from the Oklahoma Department of
Human Services.

Sooner TALK proposes an intensive research-based professional
development program aimed to help early childhood educators facilitate
young children\'s language and literacy competencies and to create
centers of excellence. The three elements of the program are: 1)
intensive professional development with mentoring and coaching to
support the implementation of literacy rich environments leading to
research-based instructional practices and high quality early childhood
programming that facilitates children\'s language, literacy and
cognitive development; 2) support for family literacy through parent
workshops and home visits; and 3) bridge-building between families,
child care, and pre-kindergarten programs and public schools through the
involvement of kindergarten and first grade teachers in the professional
development and in the development of literacy portfolios for children.
These activities will support the creation of language and literature
rich environments both in the classroom and in the home.

Sooner TALK will use a variety of standardized and informal assessments
to measure children's progress, inform classroom instruction and
facilitate communication between the teachers and the .

####### Oregon Child Development Coalition, Oregon

# Total project costs: \$2,362,745 

**Project Director: Juanita Santana**

9140 SW Pioneer Court, Suite E

Wilsonville, Oregon 97070

##### (503) 570-1110

##### Abstract 

The Oregon Child Development Coalition is the Migrant and Seasonal Head
Start Grantee for the State of Oregon providing services to over 2,719
migrant and seasonal farmworker families and their children. Within the
Early Reading First Program, our agency and its partners are proposing
to establish \"Centers of Excellence\" in Multnomah and Washington
Counties, two of the largest counties within the Portland metropolitan
area.

This area is representative of Oregon where the Hispanic population is
the fastest-growing population in the state and only fifty percent of
the Hispanic youth continue their education past high school, twice the
rate of Oregon's general population. OCDC will prepare five (5)
high-quality oral language and print-rich bilingual preschool centers to
serve as Centers of Excellence in these two counties. The Centers of
Excellence will support children in learning English while continuing
literacy and language development in their home language.

A team will be composed of Preschool Teachers, K-3 teachers, Literacy
Specialist, OCDC Parents, Education Coordinators, CDA Trainers, Local
Librarians and Community College Teachers. The team will prepare the
classroom environments by acquiring addition literacy and language
oriented materials. Professional development for the team will be
scientifically based on a reading knowledge of language, cognitive, and
early development that will assist in developing preschool age
children\'s oral language, phonological awareness, print awareness, and
alphabet knowledge in both Spanish and English.

The professional development of the team will be comprised of a
combination of for-credit and non-credit courses. Family literacy will
also be a key to the success of the Centers of Excellence. Parents will
receive information on how to facilitate their children\'s language and
literacy development, as well as improve their own literacy levels.

#### School District of Philadelphia, Pennsylvania

####  

# Total project costs: \$4,483,364 

**Project Director: Donna Piekarski**

Office of Literacy Development

Philadelphia, Pennsylvania 19103

\(215\) 299-7502

##### Abstract 

*Project EXCEL (Exemplary Centers of Early* *Literacy)* is an intensive,
multi-agency effort to transform five existing pre-kindergarten Head
Start centers distributed across the city of Philadelphia - all facing
significant challenges familiar to urban educators, but also
demonstrating great potential for success - into models of best practice
in early literacy development. The overall purpose is to improve early
literacy development among low-income preschool-age children by infusing
research-proven methodologies/materials into their classrooms and by
providing intensive and ongoing supports for their teachers and their
families. A partnership comprised of the School District of Philadelphia
(lead applicant/fiscal agent and largest local Head Start provider) and
Ken-Crest Services (partner non-profit/Head Start provider with focus on
children with disabilities) - and supported by leading researchers, city
policymakers/service providers and other key stakeholder agencies --
will conduct capacity-building activities targeting five existing
Pre-Kindergarten Head Start centers distributed throughout the city in
order transform them into models of best practice in early literacy
development.

Six major programmatic goals are envisioned for all five sites:

1.  

2.  To establish high-quality oral language and literacy-rich
    environments in all classrooms.

> 2\. To provide systemic on-going professional development for
> classroom\
> staff on: creating print-rich environments; explicit, systematic,
> scaffolded\
> instruction; intentional teaching for oral language development,
> phonological\
> awareness, print awareness and alphabet knowledge; engaging
> curriculum; and\
> using data to monitor progress and inform instruction.
>
> 3\. To implement a literacy curriculum and daily program that is
> designed to\
> enhance children\'s
>
> language, cognitive, and early reading skills.

4.  To use screening assessments to effectively monitor children\'s
    progress in acquiring early literacy skills and to identify children
    who may be at risk for reading failure.

5.  

6.  

5\. To provide support for children, especially those identified as
having difficulty with early literacy skills, to make a successful
transition to\
kindergarten and elementary school.

6\. To help parents and caregivers improve their own literacy skills,
obtain high\
school diplomas or equivalencies, and learn to provide quality literacy\
experiences for their children.

#### Puerto Rico Department of Education, Puerto Rico

### Total project: \$3,267,456

##### Project Director: Eileen L. Reyes

######### PO Box 190759

San Juan, Puerto Rico 00919

\(787\) 759-8910

**Abstract:**

The purpose of the *Puerto Rico Early Reading First Program* (PR/ERF) is
to prepare 277 preschool children from low-income families to enter
kindergarten with the knowledge and skills necessary for reading
success.

The goals of the program are: (1) for program teachers to receive and
apply intense, ongoing professional development and mentoring in the use
of scientifically based reading research strategies in instruction; (2)
for preschool classroom environments to contain abundant supplies of
books in both Spanish and English and sufficient instructional time to
produce substantial gains in student achievement; (3) for teachers to
use data from a variety of screening assessments in Spanish and English
to monitor student progress and make instructional improvements; (4) for
the preschool curriculum to be coordinated with K-3 literacy programs;
(5) for teachers and other project personnel to increase the time and
activities allocated for helping parents participate in their
children\'s literacy development; and (6) as a consequence of the
project, for project participants to demonstrate higher levels of
literacy readiness for kindergarten.

The professional development component of the project will include
mentoring and in-class coaching, monthly after-school study groups
during the school year and an intensive summer academy. Teachers will
spend 306 hours per year in professional development activities
throughout the course of the project. An independent evaluation will
include three cumulative components: (1) evaluation of professional
development activities; (2) evaluation of the effects of professional
development activities on classroom environments and implementation of
scientifically based reading research (SBRR) instructional activities;
and (3) the effects of professional development, classroom environment
and SBRR implementation on preschool students\' literacy achievement.

# Marion City School District #1, South Carolina

**Total project costs: \$4,257,946**

**Project Director: Cleo Richardson**

616 East Northside Avenue

Marion, South Carolina 29571

\(843\) 423-1811

**Abstract**

Marion 1, Marion 7, Marlboro, and Chesterfield County School Districts
and our partnering Head Start Centers, have formed the *PRIDE (Pee Dee*
*Reading Initiative for Developing Excellence)* coalition to provide the
types of program services, curriculum, and cognitive language, and early
reading skills based upon scientifically based reading research
necessary for children to become proficient readers and achieve academic
success. *PRIDE* and our Head Start partners will serve approximately 35
children ages three and four in 3K and 4K center-based programs in the
Northeastern region of the state. The project will provide instructional
curriculum and activities conducted by certified, well-educated early
childhood instructional staff.

*PRIDE*'s intensive, comprehensive, research-based program has multiple
program components including family literacy, parent education, outreach
and recruitment, incentives for parents, training stipends for
professionals, professional development for instructional staff,
educational field trips, mentoring, student assessment, and independent
evaluation of all program components. The project will transform the
existing early childhood programs into centers of excellence serving as
models to South Carolina and the nation with increased staff-child
ratios, smaller class sizes, and professional development for our
program staff. The ultimate vision of *PRIDE* is to provide early
learning experiences enabling students to not only succeed, but to
achieve. And with PRIDE, they will!

**Community Action, Inc.** **of Hays, Caldwell and Blanco Counties,
Texas**

####  

# Total project costs: \$4,353,282 

**Project Director: Corina Jaimes**

######### 101 Uhland Road

######### Suite 107

######### PO Box 748

San Marcos, Texas 78667

\(512\) 392-1161

**Abstract**

Community Action, Inc. (CAI) will use *Early Reading First* funds to
implement *Step Up For Literacy: Helping At Risk Children Love to Read,*
a high quality preschool literacy project for about 400 three and four
year olds. The *Step Up For Literacy* *Project* will serve four child
development centers: the Head Start Center/ Pre-K program at Hemphill
Elementary School in Hays Consolidated Independent School district
(HCISD); the Henry Bush and A. Washington Head Start Centers in San
Marcos; and the Bonham Early Childhood Center which is the
pre-kindergarten for all eligible children in the San Marcos school
district (SMCISD).

The Project will incorporate the complementary literacy components of
the High/Scope educational approach, the Center for Improving the
Readiness of Children for Learning and Education\'s (CIRCLE) training,
and the Scholastic Pre-K curriculum. A Project Director, an
Administrative Assistant and 3 Literacy Mentors will over-see the
implementation of the literacy components. *Step Up For Literacy* has a
comprehensive management plan that ensures that all key project staff
from CAI and its partners will engage in the intensive and ongoing
training and mentoring necessary to create centers of excellence.

High/Scope, CIRCLE, and Scholastic are aligned with the Texas Pre-K
Guidelines and the Kindergarten Texas Essential Knowledge of Skills.
Five Family Literacy Specialists will work with families to support
literacy development in the home and to provide early intervention
assistance for children with language/literacy deficiencies. An
Information Technology Specialist will establish computer centers and a
user-friendly web site for teachers, mentors, and parents.

An independent evaluator will conduct a quantitative and qualitative
evaluation that will provide both formative and summative information.
Assessment instruments will be aligned with the school districts\' and
state required assessments.

#### Region 19 Education Service Center, Texas

####  

# Total project costs: \$3,000,000 

**Project Director: Blanca** **Enriquez**

11670 Chito Samaniego

El Paso, Texas 79925

\(915\) 790-4610

**Abstract**

The *Region* *19: A Pathway Toward Achievement Center* is specifically
designed to ensure excellence in three urban and two rural Head Start
centers serving 1,255 low income preschoolers. *Early Reading First*
funds will be used to improve instruction resulting in the successful
academic readiness of 3 and 4 year-old children through the
implementation of research based instructional strategies and through
classroom environments which promote the development of literacy.

The focus on scientifically based research and using corresponding
instructional core materials and assessment instruments promise to
provide successful child and teacher outcomes. All children, including
those with disabilities and those who have limited English proficiency,
will receive high­ quality early reading curricula, which are aligned
with the local educational agency. The activities will be based on
reading research which supports the development of emergent literacy.
Classrooms will be staffed with two teachers, who are proficient in both
English and Spanish and who will provide instruction in accordance with
a dual-language approach.

The project will implement a four-tiered plan for professional
development for 86 teachers, which will be strengthened through
classroom support and mentorship by 6 mentors. The project will
establish a strong partnership with parents, based on the premise that
parents are their child\'s first and lifelong teacher. The project also
will implement an evaluation plan to assess both process and product
through formative and summative evaluation.

**City of Seattle, Washington**

**Total Project Costs: \$2,979,414**

**Project Director: Billie Young**

618 Second Avenue, Fourth Floor

Seattle, Washington 98104

\(206\) 386-1143

**Abstract**

The City of Seattle Human Services Department; Seattle Public Schools;
Shoreline Community College; Seattle Public Library; and five early
childhood programs have formed the Seattle Early Reading First (SERF)
partnership to transform five programs into language and literacy-rich
cneters of excellence for preschoolers from low-income families who may
be at risk of academic failure.

SERF will be a comprehensive program that will enable preschoolers to
sustain literacy-learning oucomes as they transition into more formal
education. SERF will use empirical evidence to address school readiness
in the areas of: 1) Early Learning Environment 2) Professional
Development 3) Curriculum and Instruction 4) Ongoing Screening
Assessment 5) Parent Engagement, and 6) Kindergarten
Transition/Continuity. Using scientific research, we will implement an
exciting and innovative early reading curriculum. Parents will have an
explicit role through parent education, modeling reading and writing,
and other support services. To support an intentional curriculum,
well-equipped classrooms will provide a stimulating learning
environment, provide accomodations for special needs, be full of
literacy-rich print media and provide books in the children's home
language.

Early childhood educators will learn the scientific basis of literacy
development through professional development activities that will be
part of a pathway towards a degree in early childhood education. We will
offer a comprehensive professional development package consisting of
scheduled observations and discussions with kindergarten teachers,
college level on-site classes, and on-site observation and coaching.

Teachers will conduct ongoing screening assessments to measure learning
outcomes. SERF will conduct a baseline and annual comprehensive program
evaluation. Collaboration with the LEA and other community members will
lead to school success as preschoolers transition into kindergarten and
the Reading First program.

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#### Webster County Board of Education, West Virginia

**Total project costs: \$1,368,615**

**Project Director:** **Madonna Blyler**

315 South Main Street

Webster Springs, West Virginia 26288

\(304\) 847-5638

**Abstract**

The Webster County *\"Early Promise\"* initiative will use *Early
Reading First* funds to create centers of educational excellence that
develop the language, cognitive, and early reading skills of preschool
children through scientifically research-based developmentally
appropriate instructional practices, screening and assessment,
engagement of parents, sustained professional development, early
literacy intervention supports/resources for at-risk children, and
formal transition activities.

The Webster County program is supported by scientific research that
supports the early literacy development that forms the foundation for
acquisition of conventional literacy. Research consistently demonstrates
that the more children know about language and literacy before they
begin formal schooling, the better equipped they are to succeed in
reading.

The program design will include whole/small-group and individual
cross-curricular literacy activities in which all children work at their
own level and pace. Facilitated by adequately trained teachers, the
literacy and language rich environment of Webster County *\"Early
Promise\"* classrooms will provide a daily instructional cycle that will
provide multiple opportunities for instruction and reinforcement of
foundational skills at children\'s individual readiness and interest
levels in phonological awareness, oral language, print awareness,
alphabet knowledge, and comprehension.

Through the *\"Early Promise\"* initiative, Webster County educators
will meet the challenge of delivering the promise of hope versus the
despair that all too many children and youth have faced in the past. The
*\"Early Promise\"* initiative will assure literacy language and
literacy attainment before they begin formal schooling, so that all
children can succeed in reading.

#### Big Horn School District #1, Wyoming

**Total project costs: \$1,573,750**

**Project Director:** **Matt Davidson**

155 West Main, Box 102

Cowley, Wyoming 82420

\(307\) 548-2238

######## Abstract

The Big Horn Partnership project adopts an approach to early childhood
education to ensure that the children of poor, rural communities have
access to preschool centers of excellence and opportunities to acquire
the literacy skills they need to be successful readers and to be
successful in school and in life.

The project's collaborative approach is based on proven theories of
child development*.* It incorporates a private preschool, public
preschools, and a State Children\'s Resource Center preschool, which
specializes in working with children with special needs. With a
scientifically based research-validated preschool curriculum and an
intense, research­-demonstrated professional development plan provided by
McREL (Mid-continent Research for Education and Learning), child- and
program-level assessments, and a significant investment in parental
involvement and family literacy, this collaboration will transform
existing preschools into Centers of Excellence. This approach will
foster the development of preschool children\'s oral language,
phonological awareness, print and book awareness, and alphabet
knowledge, allowing them to enter the formal school system with these
essential prereading skills.

The program will provide professional development activities to all
teachers and assistant teachers, resulting in a direct impact on
preschool children, primarily from low ­income families and at
educational risk. McREL consultants will provide teaching staff with
intensive training. They will offer on-site support and mentoring as
teachers implement these strategies in their classrooms. Training and
implementation will focus on establishing a language- and print rich
environment to enhance children\'s language, cognitive, and early
reading skills.

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