***A Synopsis of the 2006 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

\(202\) 260-0968

July 2006

***Summary of the 2006 Early Reading First Program***

The ultimate goal of the Early Reading First Program, authorized by *No
Child Left Behind, Title I, Part B, Subpart 2*, 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 *Good Start, Grow Smart*, the
President's 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 meet this challenge by
helping to ensure that children are provided with a 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:

1.  One or more local educational agencies (LEAs) that are eligible to
    receive a subgrant under the Reading First program (*Title I, Part
    B, Subpart 1, The Elementary and Secondary Education Act*, as
    amended (*ESEA*)).

2.  One or more public or private organizations or agencies (including
    faith based organizations) located in a community served by an
    eligible LEA. 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).

3.  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 LEAs 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 ensure that they 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.

# 

# 

# 

# 

# 

# 

# 

# 

Alabama

+----------------------------------------+-----------------------------+
| **Project Name:** Project SEES (Start  | **Grantee:** Gadsden City   |
| Education Early for Success)           | Board of Education          |
+----------------------------------------+-----------------------------+
| **Project Director:** Charlotte        | 1026 Chestnut Street        |
| Campbell                               |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$1,895,395               | Gadsden, AL 35901-3918      |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (256) 549-2947      |
| Served: \_\_\_**                       |                             |
|                                        | Fax #: (256) 549-2954       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | CCAMPBEL@GCS.K12.AL.US      |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** \_\_\_  |                             |
+----------------------------------------+-----------------------------+

Project Start Education Early for Success (SEES) will introduce a model
to improve oral language, phonological awareness, print awareness, and
alphabetic knowledge for the existing preschool programs in the Gadsden
City School District through the implementation of *Reading Mastery
Plus, Level K,* a research based language and pre-reading skills
program. To ensure that all learning styles are integrated in the
language and reading programs, a research based technology program,
*Waterford Early Learning Program*, will provide an auditory and
kinesthetic experience with pre-reading skills and literature.

To encourage fidelity to program implementation and ensure a successful
outcome, professional development will be provided for all staff and key
personnel prior to implementation and monthly embedded coaching will
take place in the classroom through the three years of Early Reading
First.

More specifically, Project SEES aims to:

1.  Integrate scientific reading research based instructional materials
    and literacy activities with existing programs of preschools, child
    care agencies and programs, Head Start centers, and family literary
    services by supporting and improving six literacy services.

2.  Demonstrate language and literacy activities based on scientifically
    based reading research that supports age appropriate development
    through the before mentioned curriculums/programs.

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

4.  Support local efforts to enhance the early language, literacy, and
    pre-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.

5.  Use screening reading assessments to effectively identify
    preschool-age children who may bet at risk for reading failure (i.e.
    PPVT-III, ELLCO, *Get it, Got it, Go!*).

# California

+----------------------------------------+-----------------------------+
| **Project Name:** The California Early | **Grantee:** Tehama County  |
| Reading and Literacy Project (CERLP)   | Department of Education     |
+----------------------------------------+-----------------------------+
| **Project Director:** Paula            | 1135 Lincoln Street         |
| Brown-Almond                           |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,202,738               | Red Bluff, CA 96080         |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (530) 528-7343      |
| Served:** 8                            |                             |
|                                        | Fax #: (530) 529-4120       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | PBR                         |
| 1                                      | OWNAL@TCDE.TEHAMA.K12.CA.US |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 80      |                             |
+----------------------------------------+-----------------------------+

*The California Early Reading and Literacy Project* **(***CERLP***)** is
a model Early Reading First project that targets children and families
who live below the federal poverty line in Northern California. *CERLP*
is a scientifically based instructional program that intentionally
addresses the development of a) oral language and vocabulary skills,
b) alphabet knowledge, c) phonological processing, d) print awareness,
and e) emergent writing skills through a comprehensive research-based
curriculum, *Doors to Discovery*. Additionally, *CERLP* provides high
quality, intensive professional development to teachers, as well as
parenting programs that promote parental involvement in the early
reading and language development of their children.

*CERLP* is building upon its existing validated program by proposing
three new research-based components at four new sites: a) Afternoon
enrichment sessions that provide small group and one-to-one intentional
instruction; b) ViewPoints -- a Teacher Observation System used to
record classroom teachers' progress toward meeting specific benchmarks
identified by the teacher and *CERLP* Early Literacy Coach; and
c) Libros y Más Summer Reading Program - children, parents, and project
staff participate in engaging center-base and home literacy activities.

How effective is *CERLP*? *CERLP* instituted a randomized experimental
design to determine the impact of its research-based strategies. Results
demonstrated that children in CERLP's \"Centers of Excellence"
outperformed (p\<.05) children in regular state preschool classrooms,
after controlling for initial language and literacy levels, on measures
of oral language, phonemic awareness, concepts of print, and letter
knowledge. Similarly, parents of children in CERLP classrooms showed
higher levels of involvement in home literacy activities in addition to
higher levels of satisfaction with their child's preschool experience.
The CERLP study was presented at the 2005 American Educational Research
Association's Annual Conference in Montreal, Canada. The new *CERLP*
with its additional three components promises to further increase
literacy and language gains of children, make a measurable impact in the
instructional skills of teachers, and engage parents even more in the
education of their children.

# Colorado

+----------------------------------------+-----------------------------+
| **Project Name:** Project REAL:        | **Grantee:** Clayton        |
| Results through Early Advantages in    | College                     |
| Learning                               |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Chris Sciarrino  | 3801 Martin Luther King     |
|                                        | Blvd.                       |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,598,734               | Denver, CO 80205-4972       |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (303) 355-4411      |
| Served:** 30                           |                             |
|                                        | Fax #: (303) 337-0248       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** |                             |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 160     |                             |
+----------------------------------------+-----------------------------+

The Clayton Foundation's Early Childhood Resources Institute (The
Institute) will collaborate with four participating agencies (Clayton
Family Futures, Adams County Head Start, Rocky Mountain SER, and the
Community College of Denver's Children's College) to implement Project
REAL: *Results through Early Advantages in Learning*. These diverse
agencies offer a range of implementation settings, characteristics and
capacities.

Project REAL will use Scholastic's *Building Language and Learning*, and
two instruments developed by the Institute (The *Clayton CHILD*, a
curriculum-embedded observational readiness tool, and the *Clayton
CLIP*, an inventory of practices that helps teachers organize
literacy-rich environments and interactions with children), to equip
teachers to provide intentional and explicit instruction in oral
language, phonological awareness, print awareness, and alphabet
knowledge to the children in their care. Teachers will also learn to
provide embedded literacy opportunities within meaningful classroom
routines and to provide explicit small group and individual instruction
that responds to children's developmental needs.

The design of Project REAL leverages expertise and learning gleaned by
the Clayton Institute through a precursor Early Reading First grant
(2002-2005), building on the successful momentum of that project to
evolve an even more effective and sustainable program design. The
project's intensive professional development program features
outcomes-based classroom coaching. As teachers integrate new content
into their teaching repertoires and classroom environments, the literacy
coaches will provide individualized support through an ongoing cycle of
demonstration, opportunities for supervised practice, monitoring, course
correction, and links to *BLL* curriculum. Project REAL includes a
purposeful focus on developing instructional leadership. It also seeks
to enhance classroom-family connections to foster parent involvement and
increase the quality and intensity of home-based language and literacy
development activities. Finally, it incorporates an English Language
Acquisition Plan that will help all students grow the strong language
base they need to develop pre-literacy and literacy skills.

# Connecticut

+----------------------------------------+-----------------------------+
| **Project Name:** Knowing Instruction  | **Grantee:** Bridgeport     |
| Develops Success (KIDS)                | Public Schools              |
+----------------------------------------+-----------------------------+
| **Project Director:** Deborah P.       | 45 Lyon Terrace             |
| Watson                                 |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,888,208               | Bridgeport, CT 06604        |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (203) 332-2830      |
| Served:** 36                           |                             |
|                                        | Fax #: (203) 337-0162       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | DWATSON@BRIDGEPORTEDU.NET   |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 209     |                             |
+----------------------------------------+-----------------------------+

### In 2003, Bridgeport Public Schools (BPS) put into place a widely touted research-based, comprehensive literacy plan for kindergarten through grade 6. Parts of this plan (phonemic awareness/phonological awareness, shared reading, read alouds, literacy centers, language development) have been modified appropriately and extended to preschool classrooms. Based on a pilot project funded by an ELOA grant, BPS has arranged a consortium of four preschool agencies and several supporting partners to develop KIDS.

### KIDS has set high expectations and will have significant impact on 209 preschool children, approximately 30 preschool educators, one program facilitator, three coaches, a speech and language clinician and an outreach worker (TOTS). KIDS' basic tenet for new learners is rooted in the to-with-by strategy through the Doors to Discovery curriculum. To includes the explicit and intentional introduction of new knowledge and/or skills. With comprises of learner practice under supervision of teacher/consultant. By is the assumption of full responsibility of implementation -- independent practice. This to-with-by strategy ensures a gradual and efficient release of responsibility to all learners, whether s/he is an adult or child. 

### It is KIDS' firm belief that by improving the instructional delivery of all educators, children are better prepared, and thus more successful, upon entering kindergarten. Therefore, all classrooms utilize research-based core resources. After training, coaches and a speech and language clinician provide teachers support in implementation. Ongoing assessments and screenings are scheduled to monitor progress as well as to guide future instruction/professional development for both educators and children. 

### Recognizing that parents are also educators and that children learn in all environments, KIDS assigns highly trained outreach workers to collaborate with families to ensure that home environments also stimulate language development. As all educators know more about instruction, students become thriving learners in all domains: social, emotional, cognitive, and physical. 

# Florida

+----------------------------------------+-----------------------------+
| **Project Name:** Prescription for     | **Grantee:** Nova           |
| Reading Excellence (Rx)                | Southeastern University     |
+----------------------------------------+-----------------------------+
| **Project Director:** Hilde Reno       | 3301 College Avenue         |
+----------------------------------------+-----------------------------+
| **Funding:** \$1,933,435               | Fort Lauderdale, FL         |
|                                        | 33314-7796                  |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (813) 393-4451      |
| Served:** 24                           |                             |
|                                        | Fax #: (813) 393-4450       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | HILDE@NSU.NOVA.EDU          |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 240     |                             |
+----------------------------------------+-----------------------------+

The *Prescription for Reading Excellence (Rx)* program is a partnership
between the Mailman Segal Institute for Early Childhood Studies at Nova
Southeastern University (MSI) and the Hillsborough County Board of
County Commissioners Head Start program to build literacy competence and
increase school readiness in twelve classrooms serving a diverse
population of 240 children from low-income families. The goal of Rx is
to build Centers of Educational Excellence through improvements in early
childhood instruction, enriched classroom environments, and language
supportive interactions that infuse literacy into every part of a
child's preschool experience.

Rx will provide literacy-based SBRR college-level coursework while
mentoring and coaching Head Start teachers and assistants to infuse
literacy and learning into all activities, interactions, and
environments in their classrooms. Using the *Opening the World of
Learning* curriculum, classroom staff will create an enriched learning
environment that supports the essential elements of literacy, oral
language, phonological awareness, print awareness, alphabet knowledge,
and motivation to learn. Rx staff will provide intensive classroom-based
mentoring to support teachers as they implement the curriculum and guide
them in making adaptations to meet the special needs of children.

Evaluation will be completed using IGDI and Galileo to continuously
monitor child progress, ELLCO, ELBO, and a curriculum implementation
checklist to evaluate program elements, and PPVT and PALS to measure
child growth. Workshops on assessment and how to use the above
instruments will give teachers the tools needed to appropriately assess
children's learning and literacy development, individualize curriculum,
and incorporate the results of a sound evaluative process into
continuous program improvements.

# Georgia

+----------------------------------------+-----------------------------+
| **Project Name:** Talbot County Early  | **Grantee:** Talbot County  |
| Reading First                          | Board of Education          |
|                                        |                             |
| (TCERF)                                |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Flora M Lindsey  | 405 Tyler Street            |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,824,270               | Talbotton, GA 31827-2527    |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (706) 665-8528      |
| Served:** 6                            |                             |
|                                        | Fax #: (706) 665-3620       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | FMLINDSEY57@YAHOO.COM       |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 104     |                             |
+----------------------------------------+-----------------------------+

Talbot County School System (TCSS) operates one public school, Central
Elementary (CE)/High School (school-wide Title I), for grades k-12 with
enrollment of approximately 743 students. It is considered one of the
poorest counties in Georgia (Georgia Facts and Figures, 2003). As
defined under IDEA, 19% of the students have been identified as students
with disabilities -- there are limited opportunities for academic
support beyond the regular school day. The children leave school with
limited or no supervised academic or youth development support.

In 2001, an Even Start grant was awarded which provided much needed
parent education, adult education, and P.A.C.T. (1 in 3 do not have a
high school diploma) to help curb the downward spiral creating a cycle
of poverty. The significance of Early Reading First (ERF) for Talbot
County is that it will provide the foundation so desperately needed for
the children to succeed by giving them a solid foundation in SBRR
literacy development and a blueprint for parents in the ways that they
can become their child's first teacher. *TCERF*'s goals are to:

1.  Demonstrate language and literacy activities based on SBRR that
    support the age appropriate development of young children's oral
    language, phonological awareness, print awareness, and alphabet
    knowledge.

2.  Provide cognitive learning opportunities in high quality language
    and literature rich environments with the use of the *Open Court
    Reading Pre-K* and *Language for Learning* curriculums.

3.  Provide all staff with systemic, ongoing professional development
    based on SBRR.

4.  Use valid and reliable screenings, diagnostic, progress monitoring,
    and outcome early literacy measures to identify students at-risk,
    guide instructional decisions, and evaluate program effectiveness.

5.  Coordinate ERF with similar or related efforts, and with other
    appropriate community, state, and federal resources.

*TCERF*'s proposal features a literacy team at one site (Pre-k, HS, ES
are housed in one building) lead by an expert literacy coach and family
literacy coordinator that will serve approximately 100 children (10
hr/**\--**5/week**\--**46 wk). The team will implement a program of
intentional instruction and a research-based design for PD in which
preschool staff learn and work together with families. The chosen
curricula will provide a continuous foundation from preschool to
elementary school. By unifying classroom instruction, professional
development, parent involvement, and coordination with the existing
kindergarten program, *TCERF* will serve as a national model for the
development of cognition, language, and literacy in children.

# Georgia

+----------------------------------------+-----------------------------+
| **Project Name:** Reinforce, Educate,  | **Grantee:** United Way of  |
| and Develop Early Readers Successfully | Metropolitan Atlanta, Smart |
| (READERS)                              | Start Georgia               |
+----------------------------------------+-----------------------------+
| **Project Director:** Sharen Hausmann  | 100 Edgewood Avenue         |
|                                        |                             |
|                                        | 2^nd^ Floor                 |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,489,815               | Atlanta, GA 30303-3026      |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (404) 527-7288      |
| Served:** 52                           |                             |
|                                        | Fax #: (404) 527-3560       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | SHA                         |
| 1                                      | USMANN@UNITEDWAYATLANTA.ORG |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 359     |                             |
+----------------------------------------+-----------------------------+

Under the leadership of United Way of Metropolitan Atlanta (UWMA), Smart
Start Georgia formed a coalition of five DeKalb County preschools to
create an innovative Early Reading First project, *READERS: Reinforce,
Educate, and Develop Early Readers Successfully.* Our program will focus
on 359 low-income, preschool children with special needs and risks for
reading difficulties. Over 80% of children in the school attendance
areas of our targeted preschool programs qualify for free or reduced
lunch, and 33% are English Language Learners. *READERS* will transform
existing good programs into preschools that exemplify best practices and
produce measurable gains in language and literacy for young children
through the *Opening the World of Learning* (*OWL*) curriculum.

*READERS* goals are:

-   Improve children's oral language skills (expressive and receptive
    language and vocabulary development);

-   Build children's alphabet knowledge (letter recognition);

-   Develop children's phonological awareness (rhyming, blending
    segmenting);

-   Increase children's print awareness;

-   Implement and maintain an SBRR, language and print-rich preschool
    environment to provide abundant opportunities for children to use
    print and practice literacy skills; and

-   Increase preschool teacher knowledge and use of SBRR to
    systematically address early literacy skills essential to future
    reading success including print awareness, alphabet knowledge,
    phonological awareness, and oral language.

Professional development methods include intensive in-class coaching,
study groups, training institutes and seminars, and model classroom
observation. Under the leadership of Early Literacy Coaches, teachers
will become skilled in gathering high-quality data from progress
monitoring tools and in using that data to inform instruction. Key
assessment tools include the Peabody Picture Vocabulary Test, Third
Edition (PPVT-III); Phonological Awareness and Literacy Screening (PALS)
Pre-K; the Work Sampling System (WSS); OWL curriculum-embedded
assessment; and the Early Language and Literacy Classroom Observation
(ELLCO). *READERS* will empower teachers to implement high quality
classroom instruction so children excel in early literacy development
and experience a smooth transition into elementary school.

# Illinois

+----------------------------------------+-----------------------------+
| **Project Name:** The Hull House ERF   | **Grantee:** Hull House     |
| Project                                | Association                 |
+----------------------------------------+-----------------------------+
| **Project Director:** Barbara Becker   | 1030 West Van Buren         |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,188,611               | Chicago, IL 60607           |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (312) 235-5355      |
| Served:** 20                           |                             |
|                                        | Fax #: (312) 235-5279       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | BBECKER@HULLHOUSE.ORG       |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 200     |                             |
+----------------------------------------+-----------------------------+

Jane Addams Hull House Association in partnership with Chicago State
University, University of Illinois at Chicago Center for Literacy, and,
OER LLP will work with 200 children 3 to 5 years of age from five (5)
center based preschools within the City of Chicago who are at risk for
future reading difficulties as predicted by low socio-economic status,
low-literacy levels of parents, lack of parental education achievement
and lack of familiarity with the English language. This project will
counter and respond to these at-risk indicators.

Hull House's vision is to create early learning environments using
*Opening the World of Learning Curriculum (OWL)* within both the
classroom and the home to enhance each child's advancement towards
cognitive, linguistic and early reading and writing skills. This ERF
Project will build on core practices predictive of reading success,
including alphabetic knowledge, vocabulary, concepts of print,
discourse, and the continuum of phonological awareness, including
phonemic awareness.

Project goals are to:

1)  Create scientifically based print and oral-language-rich preschool
    environments to ensure optimal learning of emergent literacy skills.

2)  Provide preschoolers with print and oral-language rich experiences
    to support attainment of the necessary early language, cognitive,
    and pre-reading skills they need to enter kindergarten prepared for
    continued learning.

3)  Support preschoolers' attainment of the necessary early language,
    cognitive, and pre-reading skills to enter kindergarten.

4)  Increase parent knowledge of and support for their child's literacy
    development.

Professional development will be intensive, sustained, contextualized,
and classroom- focused to increase teacher knowledge for enhancing the
early language, literacy, and pre-reading development of preschoolers,
and the utilization of SBRR and strategies to enhance language and
literacy instruction.

# Illinois

+----------------------------------------+-----------------------------+
| **Project Name:** Community            | **Grantee:** Illinois       |
| Connections Early Reading              | Action for Children         |
|                                        |                             |
| First Program (CCERF)                  |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Renee DeBerry    | 4753 North Broadway,        |
|                                        |                             |
|                                        | Suite 1200                  |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,203,051               | Chicago, IL 60640-5266      |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (773) 697-6138      |
| Served:** 18                           |                             |
|                                        | Fax #: (773) 561-2256       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | DEBERRYR@ACTFORCHILDREN.ORG |
| 2                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 320     |                             |
+----------------------------------------+-----------------------------+

Action for Children proposes to implement the Community Connections
Early Reading First Project (CCERF) to transform three early childhood
programs into centers of excellence for promoting language and early
literacy development among 320 children of very low-income,
African-American families Chicago and Markham, Illinois. Of the 15
classrooms to be served, 12 are full day, full-year, and 3 are half-day
programs linked to wrap around home childcare through bi-weekly home
visits to the childcare providers.

The goal of the Community Connections Early Reading First Project is to
increase language and early literacy skills of these preschool children.
Specifically, project participants will demonstrate an increase in
vocabulary, phonological awareness, letter knowledge and understanding
of the alphabetic principal, and knowledge about print.

The objectives of the project are to:

-   Intensify the literacy environment by adding high-quality books and
    early literacy materials to each classroom.

-   Implement the *Building Language for Literacy* and *Phonemic
    Awareness in Young Children* curricula in these classrooms.

-   Increase staff knowledge about early literacy and language
    development through intensive staff development, including
    college-level coursework through Kendall College.

-   Increase implementation of research-based literacy-building
    strategies through in-classroom coaching of teachers.

-   Screen all children using the PALS -- Pre-K and Fluharty and
    identify those with delays/deficits in speech-language and early
    literacy development.

-   Provide sufficiently intensive speech-language intervention to
    students with delays/deficits in speech-language and phonemic
    awareness through direct therapeutic services and classroom
    consultation.

-   Increase early literacy activities in the children's home (and home
    childcare) environment, including increasing: the number of
    children's books at home, the number of times per week children are
    to read at home, and the number of parents using the dialogic
    reading approach to storybook reading.

-   Support effective transitions into kindergarten for all children.

-   Evaluate the effectiveness of the Project in partnership with
    Learning Points Associates.

# Illinois

+----------------------------------------+-----------------------------+
| **Project Name:** Charting a Course to | **Grantee:** The University |
| Literacy (CCL)                         | of Illinois at Chicago      |
+----------------------------------------+-----------------------------+
| **Project Director:** William Teale    | 502 MB, M/C 551             |
|                                        |                             |
|                                        | 809 South Marshfield Avenue |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,733,637               | Chicago, IL 60612-7227      |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (312) 996-4669      |
| Served:** 12                           |                             |
|                                        | Fax #: (312) 413-8083       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | WTEALE@UIC.EDU              |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 360     |                             |
+----------------------------------------+-----------------------------+

*Charting a Course to Literacy* (*CCL*) is a partnership of Passages
Charter School, LEARN Charter School, Chicago International Charter
School--Basil, and the University of Illinois at Chicago Center for
Literacy designed to create early education centers of excellence that
provide low-income, culturally diverse, urban children with a program
centered on high quality oral language and print-rich environments.
These environments will help them acquire oral language skills,
phonological and print awareness, and alphabet knowledge so that they
enter kindergarten with the necessary language, cognitive, and early
reading skills for continued success in school.

*CCL* will serve approximately 360 children, almost all of whom are
considered at-risk; the families of the children; and 6 classrom
teachers and 6 assistant teachers. The proposed program is grounded in
scientifically based reading research and provides services and literacy
instructional materials and activities (including explicit and
contextualized instruction) facilitated by the adoption of the *Opening
the World of Learning* curriculum.

Teachers and classroom assistants will participate in extensive
professional development to establish the program at the highest levels
of effectiveness. The professional development will include regularly
scheduled group sessions and also ongoing modeling, observation, and
feedback sessions conducted by full-time school-based mentors with
expertise in early education and literacy.

*CCL* also features a comprehensive assessment program using content
appropriate and psychometrically sound instruments for three main
purposes: identify children at risk for delays in oral language and
early literacy skills; continuously monitor children's progress in early
language and literacy; and use individual and aggregate assessment data
at the classroom level to make informed judgments about appropriate
instruction.

Finally, *Charting a Course to Literacy* includes an evaluation plan
that will be carried out by professionals expert in early childhood
education and literacy that is designed to assess program effectiveness
and contribute to on-going formative development of the program.

# 

# Kansas

+----------------------------------------+-----------------------------+
| **Project Name:** Topeka Creating      | **Grantee:** Topeka Public  |
| Access to Reading Excellence and       | Schools                     |
| Success (CARES)                        |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Martina M        | 624 SW 24^th^ Street        |
| Thompson                               |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,342,279               | Topeka, KS 66611-1294       |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (785) 295-3095      |
| Served:** 12                           |                             |
|                                        | Fax #: (785) 575-6161       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | MTHOMPS8@TOPEKA.K12.US      |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 150     |                             |
+----------------------------------------+-----------------------------+

Unequivocally, research literature provides strong evidence of the value
of early language and literacy interventions that facilitate later
school success. Current data from USD 501, 2002 Early Reading First
(ERF) program, *Prepared Preschoolers*, support these findings. USD 501
proposes the Topeka Creating Access to Reading Excellence and Success
(CARES) collaborative to build on the success achieved by *Prepared
Preschoolers*. CARES will develop centers of excellence where high
quality services are available for large numbers of impoverished,
at-risk preschoolers. CARES includes three community child care
classrooms and one classroom each from Head Start, special education,
and at-risk, school-based programs, each of which traditionally operates
independently. The purpose of this configuration of classrooms is to
build the USD 501 capacity for ongoing cross-program adoption of
language and literacy focused preschools. This cooperative model of
early literacy intervention, unprecedented in this region, could be of
interest to public school educators nationwide.

CARES has three primary goals:

-   Its first goal is to improve young children's oral language,
    phonological and print awareness, and alphabet knowledge using a
    research-based curriculum called *Harcourt TROPHIES*.

-   A second goal is to improve teacher competencies in creating
    environments that maximize opportunities for children to develop
    literacy skills.

-   A third goal is to provide intense, sustained quality professional
    development to support teachers' daily practice.

Pre-post analyses of the language and literacy practices of 12 teachers
and the achievement of age appropriate benchmarks on standardized
measures of oral language, phonological awareness, print awareness, and
alphabet knowledge by 150 preschool age children are planned to evaluate
the success of CARES. Teacher and child performance data of comparison
groups will help to gauge the significance of these findings.

# 

# Maine

+----------------------------------------+-----------------------------+
| **Project Name:** Supporting           | **Grantee:** Waldo County   |
| Preschoolers in Reading and Language   | Preschool & Family Services |
| Success (SPIRALS)                      |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Ruth Southworth  | 327 Main Street             |
|                                        |                             |
|                                        | P.O. Box 223                |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,118,048               | Unity, ME 04988             |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (207) 338-2200      |
| Served:** 18                           |                             |
|                                        | Fax #: N/A                  |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | RSOUTHWORTH@WCPFS.ORG       |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 160     |                             |
+----------------------------------------+-----------------------------+

Waldo County Preschool & Family Services (WCPFS) builds upon two decades
of national reading research and three years of local ERF success to
improve upon an already exceptional science-based preschool emergent
literacy model, widely acclaimed both state and nationwide. Integral to
the project, is an innovative and comprehensive professional development
component with a capacity to train hundreds of preschool teachers across
the state. Moreover, the ERF 2006 proposal describes the substantial
collaborative efforts of a statewide coalition of partners, including
WCPFS, the Maine Department of Education, the University of Maine
System, Head Start, Maine Roads to Quality (Maine's other ERF
recipient), to closely examine and address the literacy challenges
surrounding at-risk preschoolers.

Specifically, *Supporting Preschoolers in Reading and Language Success*
(*SPIRALS)*, over a three-year period will transform four early
childhood programs, in two rural Maine counties, into centers of early
literacy excellence to:

1)  Build language and literacy skills for 160 preschoolers yearly, most
    of whom are at-risk for reading failure;

2)  Increase teachers' demonstrated skills to deliver evidence-based
    literacy instruction;

3)  Intensify early literacy instruction through the *High/Scope* and
    *Creative Curriculums*;

4)  Improve instruction, professional development and program delivery
    through independent analysis of on-going child/ teacher/ classroom/
    program assessment; and

5)  Coordinate with local school districts and statewide early childhood
    education partners.

The impact high-quality preschools produce upon children's love for
learning is directly related to their literacy skill development during
their birth-five years. In its first ERF grant, WCPFS guided hundreds of
children in developing crucial literacy skills, all the while igniting
their love for the written and spoken word. This ERF *SPIRALS* project
promises to lead many more children through the doors of kindergarten,
confidently carrying the skills they need for a lifetime of success.

# Maryland

+----------------------------------------+-----------------------------+
| **Project Name:** Johns Hopkins        | **Grantee:** Johns Hopkins  |
| Language and Literacy Project (JHLLP)  | University                  |
+----------------------------------------+-----------------------------+
| **Project Director:** Barbara Wasik    | 3400 N Charles St.          |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,100,110               | Baltimore, MD 21218         |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (410) 516-8815      |
| Served:** 38                           |                             |
|                                        | Fax #: (410) 516-8890       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | BWASIK@CSOS.JHU.EDU         |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 819     |                             |
+----------------------------------------+-----------------------------+

Fifty-nine percent of all third-graders in Baltimore City, MD Public
Schools are performing below national norms for reading (BCPSS, 2006).
In the poorest neighborhoods, which are the target for the proposed
Early Reading First sites, 65% of the children are reading below the
national norms, suggesting a crisis in these schools and a significant
need for early intervention.

To help prevent this high rate of literacy problems, the Johns Hopkins
Language and Literacy Project (JHLLP), which is a collaboration between
Johns Hopkins University, Baltimore City Head Start (BCHS), and
Baltimore City Public School System (BCPSS), is designed to develop
centers of educational excellence in four Baltimore City Head Start
centers to prepare preschoolers to enter kindergarten with the necessary
language, cognitive, and early reading skills to prevent reading
difficulties and ensure school success.

This proposal meets the individual priorities\--targeting intensive
programs and low- income children, serving 3- to 5-year-olds, who all
are eligible for free or reduced price lunch, and are enrolled in
full-day programs for two years before they enter kindergarten.

The goals of this proposed ERF project are to:

-   Implement a scientifically-based language and literacy curriculum
    (the JHLLP curriculum) which includes instruction on a) alphabet
    recognition; b) knowledge of letter sounds, the blending of sounds,
    and phonological awareness; c) development of spoken language, oral
    comprehension and vocabulary development; and d) knowledge of the
    purpose and conventions of print.

-   Implement a scientifically based professional development program to
    support readiness and to promote print and language rich centers.

-   Incorporate the use of assessment data to improve classroom
    instruction.

-   Provide a powerful family support program that is aligned with the
    language and literacy intervention.

-   Create a seamless transition program linking ERF Head Start centers
    and public kindergarten.

# Massachusetts

+----------------------------------------+-----------------------------+
| **Project Name:** Project Sprout-Out   | **Grantee:** Little Sprouts |
|                                        | Child Enrichment Centers    |
+----------------------------------------+-----------------------------+
| **Project Director:** Meghan           | 354 Merrimack Street        |
| McGinley-Crowe                         |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,499,386               | Lawrence, MA 01843          |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (978) 683-3804      |
| Served:** 28                           |                             |
|                                        | Fax #: (978) 688-0461       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | MCROWE@LITTLESPROUTS.COM    |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 260     |                             |
+----------------------------------------+-----------------------------+

Little Sprouts Child Enrichment Centers ("LSCEC") serves 670 children
and employs 125 teachers in four Massachusetts cities within a ten-mile
radius- Lawrence, Lowell, Methuen, and Haverhill, all eligible LEA's
with Reading First schools in at-risk communities. LSCEC'S
scientifically reading research-based literacy initiative, *Project
Sprout-Out*, seeks to transform four existing early childhood centers
including 14 classrooms and 28 teachers into "Preschool Centers of
Excellence." *Sprout-Out* will enrich early language and literacy
development in 260 preschool age children per year ensuring they enter
kindergarten with the language, cognitive and early reading skills
needed for highly successful learning. A comparison group of 4
classrooms, 8 teachers, and 78 children will allow *Sprout-Out* to study
the effect of explicit instruction and a comprehensive, coherent
professional development plan.

*Sprout-Out* exceeds all three invitational priorities established by
the Secretary and will implement the recommendations summarized in the
report of the *National Reading Panel* and in *Preventing Reading
Difficulties in Young Children* and will to adopt the *We Can!*
curriculum to create inclusive classrooms that are safe, stimulating,
active learning and print-rich environments that showcase literacy.
*Sprout-Out*, will achieve four goals:

1.  *Sprout-Out* graduates will achieve the language, and early literacy
    skills predictive of later reading achievement.

2.  *Sprout-Out* classrooms will be print- and language- rich.

3.  *Sprout-Out* will provide comprehensive, coherent professional
    development that enhances staff ability to cultivate early literacy
    development.

4.  *Sprout-Out* will use screening assessments to effectively identify
    students at-risk for reading failure and provide supportive
    instruction that will reduce the percentage of children designated
    at-risk by valid reliable assessments.

*Sprout-Out* is an innovative, comprehensive program built on a solid
foundation of literacy, community involvement, and professional
development.

# Michigan

+----------------------------------------+-----------------------------+
| **Project Name:** Kalkaska CARES --    | **Grantee:** Northwest      |
| Children Acquiring Reading Readiness   | Michigan Human Services     |
| Essential Skills                       | Agency                      |
+----------------------------------------+-----------------------------+
| **Project Director:** Marsh Miller     | 3963 Three Mile Road        |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,123,520               | Traverse City, MI 49686     |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (231) 947-3780      |
| Served:** 36                           |                             |
|                                        | Fax #: (231) 933-0013       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | MCRZMILLER@AOL.COM          |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 160     |                             |
+----------------------------------------+-----------------------------+

Northwest Michigan Human Services Agency (NMHSA), a Head Start grantee,
will partner with Kalkaska Public Schools (KPS), an eligible LEA, and
Kalkaska Intergenerational Center (KIC), a hospital based childcare
facility, to transform existing preschool programs into Early Literacy
Centers of Excellence through *Kalkaska CARES*. Research based and
community focused, *Kalkaska CARES* ensures all preschoolers in this
rural school district a high quality, literacy intense preschool
experience, intentionally and explicitly taught by well prepared and
knowledgeable staff, to develop the predictive skills needed to
transition to the district's Reading First program and become fluent,
motivated readers.

A growing body of research indicates that for children coming from low
income and at-risk homes, waiting until school entry is too late.
Kalkaska ranks 77 / 82 counties in Michigan for free & reduced lunch;
66/82 children living in poverty, and 82/83 children in investigated
(abuse & neglect) families. Lack of access to resources, magnified by
poverty, too often sends Kalkaska children to school ill prepared for
educational success. *Kalkaska CARES* aims to change all that by:

-   Expanding existing part day sessions to 5 full day/school year
    programs.

-   Implementing research based curricula to intentionally and
    explicitly teach predictive skills (through *Ladders to Literacy*,
    *Language for Learning*, and *Open Court Reading Pre-K* with the
    current *Creative Curriculum*).

-   Implementing research based Parent Mentor Program (NCFL), and home
    visiting program, to support parents working with Kalkaska CARES to
    provide daily experiences to expand curricula exposure throughout
    the school year (4 weeks).

-   Offering research based, intense, ongoing professional development
    over 200 hours/year to *Kalkaska CARES* staff to include: teachers,
    assistants, mentor coaches, and family literacy coordinators. PD
    time will be built into the program schedule on an annual basis and
    college credit will be sought.

-   Developing, through *Steps to Success*, the early literacy mentor
    coach role so that they have the knowledge and tools to support
    teachers in implementing curricula, ensuring fidelity to the model.

-   Using valid and reliable assessments and screening to ensure
    individual needs are met, interventions are timely, and inform and
    guide instruction.

-   Developing a *Kalkaska CARES* transition to school team comprised of
    ERF, RF, school administrators, parents, and community stakeholders
    to create ongoing activities that reflect a shared vision and
    investment in reading achievement and school success.

# Michigan

+----------------------------------------+-----------------------------+
| **Project Name:** I Can Read!          | **Grantee:** Western        |
|                                        | Michigan University         |
+----------------------------------------+-----------------------------+
| **Project Director:** Esther M         | 175 Main Street             |
| Newlin-Haus                            |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,404,136               | Battle Creek, MI 49016-1026 |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (269) 387-6864      |
| Served:** 12                           |                             |
|                                        | Fax #: (269) 387-6868       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | E                           |
| 1                                      | STHER.NEWLIN-HAUS@WMICH.EDU |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 380     |                             |
+----------------------------------------+-----------------------------+

The Special Education/Literacy Studies and Family & Consumer Science
departments of Western Michigan University propose a partnership with
the Battle Creek, Michigan Head Start to develop 5 ERF preschool centers
of excellence. This high quality Head Start program serves approximately
380 3 and 4 year olds every year; 26% of their students have special
needs or are English Language Learners, and 91% are children of poverty.
Regular workshops and weekly, intensive coaching by project faculty
(literacy, special education, bilingual studies, evaluation) and
literacy coaches will facilitate implementation of research-based
instructional strategies in oral language, phonological and print
awareness, concepts about books, and alphabet knowledge.

The project will integrate *The Creative Curriculum* with the *Vaughan
Gross Center for Reading and Language Arts Texas Preschool Literacy*
curriculum; teachers will deliver literacy instruction within
project-based curriculum units. *Ladders to Literacy* activities will
further enrich literacy instruction for children with special needs. ERF
funds will also contribute to a 5-week summer school. Student and
teacher progress will be monitored with both monitoring and screening
measures including the *PPVT-III*, *PALS Pre-K*, *Get It Got It GO!,*
*The Creative Curriculum Developmental Continuum Assessment System* and
the *ELLCO*. Assessments will guide individualization of curriculum and
instruction. Home Literacy Specialists will conduct home visits, develop
monthly Family Literacy Nights, send home weekly books with parent
suggestions, and design a library of literacy kits with books, CD
players/audio books, props, and activities to send home with children.

For summative evaluation, *I Can Read!* will use a quasi-experimental,
matched subjects random sampling design with two treatment levels and a
control level. To evaluate the impact of the early literacy
interventions for children at high risk of low literacy achievement
(e.g., children with special needs and English Language Learners), *I
Can Read!* will use a series of single-subject designs (e.g., multiple
baseline). The project will also use a graphic analysis worksheet (GAW),
goal attainment scaling (GAS), and an examination of effect size
estimates.

# Minnesota

+----------------------------------------+-----------------------------+
| **Project Name:** Duluth Head Start    | **Grantee:** Independent    |
| ERF                                    | School District #709 --     |
|                                        | Duluth Public Schools       |
+----------------------------------------+-----------------------------+
| **Project Director:** Marilyn Larson   | 215 N. 1^st^ Ave. E         |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,408,617               | Duluth, MN 55802            |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (218) 733-2084      |
| Served:** 38                           |                             |
|                                        | Fax #: (218) 733-2088       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | MARI                        |
| 1                                      | LYN.LARSON@DULUTH.K12.MN.US |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 298     |                             |
+----------------------------------------+-----------------------------+

Duluth Public Schools Head Start Program will create Early Reading First
(ERF) Centers of Literacy Excellence programs at all five existing Head
Start preschool sites, expanding from 10 classrooms to 19, to provide a
full-day program for all participants. The project will both expand and
enhance the intensity of literacy services at the sites, providing
targeted services to low-income children with significant learning
challenges, including poverty (over 95%) and special physical, mental,
or emotional needs (over 15%), helping Head Start sites to implement
curriculum and instructional strategies that are based on best
practices, founded on scientific reading research, and driven by ongoing
assessment and progress monitoring.

Through ERF, each site will expand to a full-day, full-year early
childhood educational program, providing literacy-based preschool
education 6.5 hours per day, 5 days per week, 46 weeks per year,
creating a program of explicit, intentional skill-based literacy
instruction to ensure that students begin kindergarten with the skills
they need to be successful in school. The project will serve a total of
298 children a year, and an estimated 600 children over the project
period. Each class will be limited to 16 children.

All Head Start ERF sites will use a literacy framework developed by the
Center for Early Education and Development at the University of MN Twin
Cities, that provides research-based training and coaching to help all
instructional staff acquire the knowledge and skills they need to
increase early literacy and language development in the classroom and
use assessment and progress monitoring data to drive instruction for
individual students. The project will build on this framework by
implementing *Opening the World of Learning (OWL)*, a nationally
recognized, research-based curriculum shown to improve the literacy
skills of diverse preschool children.

Assessment and ongoing progress monitoring, conducted in partnership
with an outside evaluator, and using the ERF-required instruments, will
drive classroom instruction and help those involved evaluate the success
of proposed strategies.

# Minnesota

+----------------------------------------+-----------------------------+
| **Project Name:** Saint Paul Public    | **Grantee:** Saint Paul     |
| Schools' Project Early Reading First   | Public Schools              |
| (Project ERF)                          |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Ann Lovrien      | 360 Colborne Street         |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,817,043               | Saint Paul, MN 55102        |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (651) 767-8127      |
| Served:** 20                           |                             |
|                                        | Fax #: (651) 767-8367       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | ANN.LOVRIEN@SPPS.ORG        |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 152     |                             |
+----------------------------------------+-----------------------------+

Saint Paul Public Schools' Project Early Reading First (ERF) aims to
expand and enhance opportunities for low-income preschool-age children
to participate in rigorous, high quality, literacy-based early childhood
programs at four preschool sites -- two district school sites and two
center-based partner sites. The sites serve a diverse group of preschool
age children with high percentages of low-income and English language
learner children and children of color. The proposed project will
provide intensive professional development and literacy-rich programming
for 152 at-risk children for each of 3 years, 20 early childhood
educators, a literacy coach and parent educator, 4 site administrators,
3 project staff, and 4 different program sites.

Project ERF increases school readiness of Saint Paul children by:

-   Increasing the intensity of programs with a formalized literacy
    curriculum (including research-based literacy curriculum Doors to
    Discovery), literacy-rich preschool environments, extended hours for
    programs, and two years of instruction for pre-school-age children
    prior to entering kindergarten;

-   Providing access to a high-quality preschool program that is
    targeted towards low-income (programs with at least 75% of children
    from low-income families), special needs**,** and English language
    learner children;

-   Increasing capacity of early childhood educators through
    comprehensive, on-going professional development; and

-   Developing and nurturing strong partnerships between school-based
    and center-based programs in order to align preschool programs in
    Saint Paul with Saint Paul Public Schools standards-based K-6
    program and create a smooth transition into kindergarten. The
    partnership and alignment between schools and childcare centers are
    key aspects of the project. As stated in the National Research
    Council report on early childhood education, "care and education
    cannot be thought of as separate entities in dealing with young
    children."

Project ERF provides important resources, focus, and a well-developed
plan that will make an impact on the children, families, and early
childhood educators who are served and influence district, community,
and state early childhood programs and policy.

# Missouri

+----------------------------------------+-----------------------------+
| **Project Name:** Early Reading First  | **Grantee:** Board of       |
| St. Louis (ERFSL)                      | Education of the city of    |
|                                        | St. Louis                   |
+----------------------------------------+-----------------------------+
| **Project Director:** Nahid            | 801 North 11^th^ Street     |
| Nader-Hashemi                          |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,276,926               | St. Louis, MO 63101         |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (314) 345-4433      |
| Served:** 50                           |                             |
|                                        | Fax #: (314) 345-4440       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | NAHID.HASEHMI@SLPS.ORG      |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 405     |                             |
+----------------------------------------+-----------------------------+

It is well documented that the successful acquisition of early reading
skills plays a critical role in whether or not children learn to read,
how well they will read later, and their later success in school and in
life. In this context, many young children face significant obstacles to
reading success, such as attending schools in which achievement is
chronically low, residing in low-income families, living in poor
neighborhoods, and having limited English proficiency. Early Reading
First St. Louis (ERFSL) will focus on children representing these groups
who are at a high risk for failure in reading and other important school
and life skills. The overarching goal of ERFSL is to prepare low-income
preschool children with the language, cognitive, and early reading
skills required for reading success in kindergarten and beyond.

ERFSL activities will be carried out in five centers of educational
excellence serving low-income children: a Title I center (150 children);
a district/Head Start collaboration center (140 children); an English
language learner (ELL) center (20 children); a magnet center (20
children); and a community-based center (75 children). A total of 405
preschool children, 25 teachers, and 25 teacher assistants will
participate. Preschool classrooms in 14 of the district's 15 Reading
First schools will be included, ensuring a strong literacy foundation
among preschoolers entering Reading First kindergartens.

Activities will include:

-   Integrating scientifically-based reading research (SBRR) into the
    existing preschool curriculum with a focus on oral language skills,
    phonological awareness, print awareness, and alphabet knowledge
    (*Open Court Reading Pre-K*, *Language for Learning*, *Ladders to
    Literacy*);

-   Establishing and maintaining high-quality language and
    literature-rich environments to enhance cognitive learning;

-   Providing intensive, ongoing SBRR-based professional development for
    teachers;

-   Providing support and mentoring for teachers through highly
    qualified literacy coaches, one for every three-to-four teachers;
    and

-   Providing valid, reliable, and ongoing screening and assessment to
    identify students at risk, guide instructional decisions, and
    evaluate program effectiveness \[*PALS Pre-K, Peabody Picture
    Vocabulary Test-III, Pre-LAS, Early Language and Literacy Classroom
    Observation (ELLCO)*\].

# Missouri

+----------------------------------------+-----------------------------+
| **Project Name:** RURAL Excellence --  | **Grantee:** Boone Early    |
| Readiness Umbrella for Reading and     | Childhood Partners          |
| Language                               |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Lana Poole       | 1400 Rock Quarry Road       |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,706,477               | Columbia, MO 65211-3280     |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (573) 884-1799      |
| Served:** 18                           |                             |
|                                        | Fax #: (573) 884-0598       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | POOLEL@MISSOURI.EDU         |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 168     |                             |
+----------------------------------------+-----------------------------+

The RURAL Excellence initiative is a partnership between Boone Early
Childhood Partners, five preschool centers and three eligible LEAs that
serve a high proportion of at-risk, rural children in central Missouri.
The vision for RURAL Excellence is to create preschool "Centers of
Excellence" that support children's development of oral language and
literacy skills, thinking and mathematical skills, and social skills, so
children experience a successful transition to kindergarten. The goals
of RURAL Excellence practices and the *Emerging Language and Literacy
Curriculum (ELLC)* include the following:

-   Children experience significant gains in oral language skills,
    phonological awareness, print awareness, alphabet knowledge, and
    cognitive development.

-   Children experience "hands on" learning designed to support
    curricular objectives.

-   Educators are knowledgeable and skilled in instructional methods to
    facilitate language, literacy, and cognitive development in young
    children.

-   Ongoing progress monitoring is used to inform instructional
    practices.

-   Classrooms will be high quality language and literacy-rich
    environments.

-   Materials, activities, and the physical environment enhance learning
    opportunities.

-   Families are involved in their child's school readiness activities.

-   Kindergarten transition plans are developed for all children and are
    coordinated with local LEAs.

*ELLC)* curriculum-based progress monitoring system supports educators'
use of appropriate teaching strategies for large- and small-group
settings as well as individualized instruction for children who may be
at-risk for language or reading difficulties. The University of
Missouri-Columbia's Center for Family Policy and Research will be RURAL
Excellence's featured advisory council that will coordinate such
evaluations.

# Ohio

+----------------------------------------+-----------------------------+
| **Project Name:** Lorain's Centers for | **Grantee:** Lorain City    |
| Early Literacy Excellence (LCELE)      | Schools                     |
+----------------------------------------+-----------------------------+
| **Project Director:** Bonnie           | 2350 Pole Avenue            |
| Strykowski                             |                             |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,265,856               | Lorain, OH 44052-4301       |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (440) 233-2268      |
| Served:** 10                           |                             |
|                                        | Fax #: N/A                  |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | BSTRYK@LORAINSCHOOLS.ORG    |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 196     |                             |
+----------------------------------------+-----------------------------+

The Lorain City Schools (LCS) will develop the *Lorain's Centers for
Early Literacy Excellence* (*LCELE*), to serve an estimated 200 children
in five racially mixed public pre-school programs currently partnering
in a Head Start Collaborative. The LCS will build the capacity of its
current public preschool programs to incorporate scientifically
research-based early literacy curriculum and instruction into their
existing educational services. They will implement a comprehensive early
literacy curriculum centered on *Trophies Pre-Kindergarten* and *Tools
of the Mind* using systematic, sequential instruction in group- and
center-based learning activities.

*LCELE* will deploy a cadre of Early Literacy Specialists (ELS) trained
by Kathleen Roskos and her professional staff to provide site-based
professional development (PD) for teachers and paraprofessionals. This
PD will help them learn teaching strategies and facilitation techniques
to design, organize and manage strong language and literacy
environments. The *LCELE* will stock each classroom with high quality
children's books. In-school and out-of-school experiences will enable
staff to create content and language rich experiences for their
preschoolers and families. *LCELE* will enhance their highly successful
parent program by adding more family-school experiences, and providing
in-home parent training to help strengthen family literacy practices.

*LCELE* will establish a multi-purpose early literacy assessment system
that coordinates measures and methods aligned with SBRR on early
literacy learning and Ohio's Academic Content Standards to screen,
monitor progress and measure outcomes. The *LCELE* program will seek to
establish clear, strong connections with the LCS's three-year *RF*
sub-grant in key areas of curriculum, assessment, and PD.

*LCELE* will conduct external evaluations using formative research
techniques to adjust, modify and improve project implementation and
summative research techniques to monitor performance data. The external
evaluator will also assess impact measures to determine the progress
toward student mastery of the five essential elements of early literacy.

# Oklahoma

+----------------------------------------+-----------------------------+
| **Project Name:** Project LEARN!       | **Grantee:** Atoka Choctaw  |
| (Literacy and                          | Headstart Center            |
|                                        |                             |
| Excellence to Achieve \[school\]       |                             |
| Readiness Now!)                        |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Anita Zurline    | 711 Greathouse Drive        |
|                                        |                             |
|                                        | P.O. Box 516                |
+----------------------------------------+-----------------------------+
| **Funding:** \$1,301,509               | Atoka, OK 74525             |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (580) 889-7054      |
| Served:** 18                           |                             |
|                                        | Fax #: (580) 889-7054       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** |                             |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 513     |                             |
+----------------------------------------+-----------------------------+

Two local education (LEA) Preschool Centers and three Choctaw Nation of
Oklahoma Tribal Head Start Centers located in the eligible Districts of
Atoka and Antlers in southeastern Oklahoma have formed a consortium
Early Reading First program, *Project Literacy and Excellence to Achieve
\[school\] Readiness Now!* (*LEARN*) Under *Project LEARN*, the five
Centers of Excellence will provide high quality education for 513
low-income children (82% average free/reduced lunch, 58% Native
American) to improve their early literacy and reading readiness so they
enter kindergarten with the necessary skills to succeed in school.

*Project LEARN* will base its program of excellence on:

-   Implementing a scientifically research based early childhood
    instructional program, *Breakthrough to Literacy* (*BL*), that
    integrates extensive language and literacy development in oral
    language, phonological awareness, print awareness, and alphabet
    knowledge in order to equip preschool children with the necessary
    skills to be successful readers who are able to enter kindergarten
    at desired benchmark levels.

-   Creating high quality language and print-rich learning environments
    that integrate and intensify literacy development in each classroom.

-   Providing intensive, ongoing professional development in order to
    build teachers literacy knowledge, skills, and practice by
    participating in 1) a three credit hour college course "Steps to
    Literacy" taught by the University of Oklahoma's Early childhood
    Development Center, 2) weekly in class mentoring by literacy
    coaches, 3) extensive three-year *BL* curriculum training, and 4) a
    series of specialized workshops conducted by experts (e.g. early
    literacy classroom environment and student assessment and
    instruction improvement specialists).

The project will also improve the coordination between the Centers and
the school systems in order to align instruction (Reading First) and
ensure seamless transitions for the children served.

# 

# Pennsylvania

+----------------------------------------+-----------------------------+
| **Project Name:** Success Starts Early | **Grantee:** Heritage       |
| (SSE)                                  | Health Foundation, Inc.     |
+----------------------------------------+-----------------------------+
| **Project Director:** Barbara Willard  | 445 Fourth Street           |
+----------------------------------------+-----------------------------+
| **Funding:** \$1,887,754               | Braddock, PA 15104          |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (412) 351-0535      |
| Served:** 14                           |                             |
|                                        | Fax #: (412) 351-0509       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | BWILLARD@HHFI.ORG           |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 91      |                             |
+----------------------------------------+-----------------------------+

The *Success Starts Early* Initiative (*SSE*) is an Early Reading First
partnership of the Woodland Hills School District (WHSD) and Heritage
Health Foundation's 4 Kids Early Learning Program. 4 Kids is a
full-time, full-year, early childhood educational program that offers
developmentally appropriate activities to ensure that children are ready
to succeed in school as they enter kindergarten. Children who attend 4
Kids live in the lowest income neighborhoods of WHSD (79% of our
children qualify to receive free/reduced meals). The *SSE* partnership
between WHSD and 4 Kids will improve the school readiness of over 150
children by preparing them with the cognitive and oral language skills,
phonological and print awareness, and alphabet knowledge they need to be
successful in kindergarten.

Activities implemented through *SSE* will tie into WHSD's Reading First
project and will be guided by the latest scientifically based reading
research, including that of the *National Reading Panel*, *National
Association for the Education of Young Children*, and *PA Early Learning
Standards*. Specifically, *SSE* will:

-   Enhance the 7 preschool classrooms at 4 Kids by integrating
    additional language/literacy resources and implementing Harcourt
    *Trophies* Pre-K and SRA *Language for Learning* (for more
    challenging learners);

-   Enhance 4 Kids' professional development component by providing
    preschool teaching staff with on-site language/literacy mentors,
    tuition support to increase their early childhood/literacy
    credentials, and training/support from University of Pittsburgh,
    Duquesne University, WHSD, and other qualified professional
    development providers; and

-   Create a formalized kindergarten transition plan between 4 Kids and
    WHSD.

The language and print-richness of each classroom and the effectiveness
of the professional development component will be assessed using the
*ELLCO*. Children's baseline performance, continued progress, and
outcomes will be measured utilizing built-in screening/ assessment tools
from *Trophies* and *Language for Learning*, the Peabody Picture
Vocabulary Test-III, the PALS Pre-K assessment, and the DIBELS.

# 

# Pennsylvania

+----------------------------------------+-----------------------------+
| **Project Name:** Lebanon Early        | **Grantee:**                |
| Reading First                          | Lancaster-Lebanon           |
|                                        | Intermediate Unit 13        |
+----------------------------------------+-----------------------------+
| **Project Director:** Sandra Strunk    | 1110 Enterprise Road        |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,080,059               | East Petersburg, PA 17520   |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (717) 569-7331      |
| Served:** 34                           |                             |
|                                        | Fax #: (717) 560-6110       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | SANDY_STRUNK@IU13.ORG       |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 344     |                             |
+----------------------------------------+-----------------------------+

Lancaster-Lebanon Intermediate Unit 13 (IU 13) aims to utilize Early
Reading First (ERF) funds in Lebanon, PA, to support, integrate and
significantly improve preschool instruction offered by Lebanon School
District, Lebanon Head Start, the Lebanon Family Literacy program and
the Lebanon Early Intervention program. The Goodling Institute for
Family Literacy and faculty from the Pennsylvania State University will
provide leadership related to project evaluation and research-based
professional development.

ERF funds will be used to establish three Centers for Preschool
Excellence. These will be 1.) Northwest Center for 106 four-year-old
children, 2.) Cumberland Center for approximately 120 three-year-old
Head Start and Early Intervention children, and 3.) South Lebanon Center
for approximately 118 four-year-old children. Approximately 81% of the
children are living in poverty, 19% are limited English proficient, and
19% have documented disabilities.

Project goals include:

1.  Implementing Pennsylvania's Early Learning Standards across all
    partner programs;

2.  Increasing student achievement in oral language skills, phonological
    awareness, print awareness, and alphabetic knowledge through the
    *Open Court Reading* curriculum;

3.  Increasing intensity and duration in targeted classrooms;

4.  Improving the language and print richness of existing classrooms;

5.  Providing high-quality professional development activities including
    a Research to-Practice Institute, Center-based differentiated
    coaching, in-depth SBRI training, support for continuing higher
    education and regular team meetings.

Our evaluation has two purposes. First, we will use formative evaluation
as a mechanism for continually improving the sustainability of SBRI
practices. Second, we will use summative evaluation to establish the
effectiveness of two-tiered intervention by minimizing the likelihood of
rival explanations.

# Rhode Island

+----------------------------------------+-----------------------------+
| **Project Name:** Ready to Learn       | **Grantee:** The Providence |
| Providence                             | Plan                        |
+----------------------------------------+-----------------------------+
| **Project Director:** Joyce Butler     | 56 Pine Street, Suite 3B    |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,659,640               | Providence, RI 02903        |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (401) 490-9960      |
| Served:** 39                           |                             |
|                                        | Fax #: NA                   |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | JBUTLER@PROVPLAN.ORG        |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 230     |                             |
+----------------------------------------+-----------------------------+

Ready to Learn Providence (R2LP) is a 4-year-old initiative of The
Providence Plan, a nonprofit with a mission to build local capacity to
reduce poverty and urban decline. R2LP seeks to "change the
developmental trajectory and school readiness status" of 230 children a
year who exhibit characteristics that put them most at-risk for early
reading difficulty. As a 2004 ERF grantee, R2LP has indeed demonstrated
the positive impact of their work on the early education system in the
city through statistically significant data. This time around, R2LP used
a competitive process to select four preschool sites to serve as ERF
partners. These sites (13 classrooms) serve children from low-income
families and are located close to Reading First schools - creating
unique opportunities for joint professional development and continuous
intervention for children.

> Project goals include:

-   Integrating a research-based early literacy curriculum (*Building
    Language for* Literacy) into the sites' existing curricula to
    support the development of children's oral language, phonological
    awareness, print awareness, and alphabet knowledge.

-   Creating classrooms that provide rich environments of print and
    non-print experiences related to language and literacy development
    to improve preschoolers' early reading and early writing skills.

-   Providing teachers with a scientifically based professional
    development scope and sequence that equips them with the skills
    needed to provide the environments and high quality instruction
    children need to develop language and literacy skills necessary to
    begin school.

Teachers will learn and apply explicit instructional techniques to
support children's development of language and early literacy skills.
With support from Early Literacy Mentor-Coaches, sites will learn how to
support English Language Learners and use assessment tools to identify
and help children who are most at risk of early reading difficulty. The
Education Alliance at Brown University will conduct all evaluations.

# South Carolina

+----------------------------------------+-----------------------------+
| **Project Name:** Building Literacy    | **Grantee:** Georgetown     |
| Opportunities for                      | County United Way, Inc.     |
|                                        |                             |
| Coastal Kindergartens (BLOCK)          |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Pat Strickland   | 515 Front Street            |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,650,870               | Georgetown, SC 29440-3621   |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (843) 546-6317      |
| Served:** 6                            |                             |
|                                        | Fax #: (843) 527-3213       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | PAT-GCUW@SC.RR.COM          |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 160     |                             |
+----------------------------------------+-----------------------------+

Led by the United Way of Georgetown County, a coalition of early
childhood advocates and professionals\--First Steps of Georgetown and
Williamsburg Counties, Little Smurfs Child Care Center; and the
Georgetown and Williamsburg County School Districts\--have joined forces
to implement *Building Literacy Opportunities for Coastal Kindergartens
(BLOCK).* *BLOCK's* efforts focus on ensuring that students in the
rural, poverty-stricken area of coastal South Carolina receive the types
of enhanced learning opportunities that will lead to future academic
success. Key *BLOCK* goals include:

-   Improving children's oral language skills.

-   Building children's alphabet knowledge skills (letter recognition).

-   Developing children's phonological awareness skills (rhyming,
    blending, segmenting).

-   Increasing children's print awareness skills.

-   Implementing and maintaining scientifically based research language
    and print-rich preschool environment to provide abundant
    opportunities for children to use print and practice literacy
    skills.

-   Increasing preschool teacher knowledge and use of scientifically
    based reading research to systematically address early literacy
    skills essential to future reading success.

In order to transform four existing, good early childhood programs into
centers of excellence, *BLOCK* proposes a literacy focused,
scientifically based curricula, *Ready, Set, Leap! (RSL)* and the
expansion of current early childhood programs to 6.5 hours a day, 5 days
per week, and 46 weeks per year to serve a total of 160 students.
*BLOCK* also addresses the special instructional needs of the English
language learner population through the comprehensive English language
acquisition plan.

*BLOCK's* comprehensive early childhood literacy program aims to
establish a firm foundation for ensuring that their students achieve
early literacy and academic success for a lifetime---child-by-child, and
*BLOCK*-by-BLOCK*.*

# Tennessee

+----------------------------------------+-----------------------------+
| **Project Name:** The Literacy         | **Grantee:** Knox County    |
| Environment Enrichment Project (LEEP)  | Schools                     |
+----------------------------------------+-----------------------------+
| **Project Director:** Marilyn Davidson | 912 S. Gay Street           |
|                                        |                             |
|                                        | P.O. Box 2188               |
+----------------------------------------+-----------------------------+
| **Funding:** \$1,450,080               | Knoxville, TN 37901-2188    |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (865) 594-1802      |
| Served:** 24                           |                             |
|                                        | Fax #: (865) 594-2188       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | DAVIDSONM1@K12TN.NET        |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 432     |                             |
+----------------------------------------+-----------------------------+

Knox County School, the Local Educational Agency, and two non-profit
agencies have collaborated to create the *Literacy Environment
Enrichment Project* to prevent later reading and literacy difficulties
for 432 children. Driven by the *Opening the World of Learning* (*OWL*)
early literacy curriculum and supported by an intensive and coherent
professional development program for project staff, the *Literacy
Environment Enrichment Project* will be implemented in 4
well-established preschool centers that operate 6.5+ hours/day, 5
days/week, and 46+ weeks/year. All sites serve children predominantly
from low-income families.

The *Opening the World of Learning* curriculum and *Literacy Environment
Enrichment Project* are founded upon thorough knowledge of the
scientific research on early language and literacy development.
Utilization of these programs will provide children with an intense,
intentional, age-appropriate development of oral language, phonological
awareness, print awareness, and alphabet recognition and understanding.
The program training will facilitate teacher knowledge necessary for
success as the children enter kindergarten. Following assessments that
include progress monitoring and screening, each child will have a plan
for developing his/her emerging literacy (including those who are
English Limited Learners or special needs children). Independent
evaluators will assist in tracking each child's skills annually, as they
transition into Knox County public kindergartens. This Early Reading
First project is designed to ensure that Knox County's 5,125 very young
children of poverty will have access to state-of-the-art instruction
necessary for ensuring that *no child is left behind.*

# Texas

+----------------------------------------+-----------------------------+
| **Project Name:** Ready to Read,       | **Grantee:** South San      |
| Preparing to Lead                      | Antonio Independent School  |
|                                        | District                    |
| (R2R-P2L)                              |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Mourette Hodge   | 2515 Bobcat Lane            |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,500,000               | San Antonio, TX 78224       |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (210) 977-7125      |
| Served:** 12                           |                             |
|                                        | Fax #: (210) 977-7013       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | MHODGE@SOUTHSANISD.NET      |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 245     |                             |
+----------------------------------------+-----------------------------+

South San Antonio Independent School District (SSAISD) educators believe
the root of so many children struggling to read lies in the lack of
school readiness among the youngest and least advantaged students. Using
guidance from *The National Reading Panel*, the Early Reading First
(ERF) Initiative, and implementing scientifically based reading research
(SBRR), District leaders will reduce and/or eliminate the need for extra
support programs in later grades by reaching approximately 245
vulnerable children in 5 SSAISD elementary school campuses before
kindergarten via the R2R-P2L Program. The model presented by R2R-P2L has
6 major components with each building long-range capacity and
sustainability:

-   Intense Professional Development (PD) designed to build capacity,
    not dependence upon consultants, within the teaching staff.

-   PD that includes hands-on workshops addressing classroom
    environments, assessments, use of standards, and weekly classroom
    demonstrations in oral language development, phonological/phonemic
    awareness, print awareness and alphabetic knowledge.

-   PD schedule that incorporates extensive professional development in
    Year 1, coaching in Year 2, and allowing the teachers to become
    trainers in Year 3.

-   Classroom environments rich with books, real-life print, and student
    work.

-   Integration of the *Open Court Reading* (OCR) curriculum with Texas
    Pre-K guidelines and SBRR into SSAISD's existing Early Childhood
    Education and Pre-K Programs.

-   Research based assessments with predetermined achievement
    benchmarks.

-   Partnering with parents for increased and improved home reading and
    early literacy skills, leading to a seamless Kindergarten
    transition.

-   Extending the Pre-K school year from 40 weeks to 46 weeks.

# Utah

+----------------------------------------+-----------------------------+
| **Project Name:** Rural Utah's Central | **Grantee:** Rural Utah     |
| and Eastern                            | Child Development           |
|                                        |                             |
| Centers of Early Childhood Excellence  |                             |
| (RUC3E3)                               |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Maria Snyder     | 150 West Main Street        |
+----------------------------------------+-----------------------------+
| **Funding:** \$3,947,241               | Wellington, UT 84542        |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (928) 697-3148      |
| Served:** 24                           |                             |
|                                        | Fax #: N/A                  |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** |                             |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 135     |                             |
+----------------------------------------+-----------------------------+

Rural Utah Child Development (RUCD) and the Ute Indian Tribe (UIT)
partnered to design *Rural Utah's Central and Eastern Centers of Early
Childhood Excellence* (*RUC3E3*). Located in a geographical region rich
in both cultural heritage and history, each of the 8 Head Start
classrooms serve a diverse population of 3 and 4 year-old children,
including an ethnic population of Navajo and Ute. Based on the review of
research, best practice, existing programs and strategies the partners
developed a child-centered interactive learning model designed to
improve pre reading readiness and help reduce reading difficulties.

The traditional Navajo medicine wheel and the sacred 4 directions of a
"Beauty Way of Life" symbolize the *RUC3E3* interactive model. The 4
components include: a scientifically based research reading (SBRR)
curriculum; literacy rich classrooms and home environments; an English
Language Acquisition Plan for English language learners; and SBRR
philosophies and strategies. Four highly-trained Literacy Coaches will
facilitate *RUC3E3* through extensive classroom-centered professional
development and support for 24 Head Start teachers and teacher aides to
ensure 135 children attain strong foundational skills to transition
successfully into formal education annually.

*The We Can!* curriculum, aligned with Head Start Outcomes Framework,
will provide a logical combination with the *High/Scope* and/or
*Creative Curriculum* philosophies currently utilized in the
participating classrooms. The *Early Language and Literacy Classroom
Observation* (*ELLCO*) will be used to ensure systematic continuous
improvement of RUC3E3 literacy rich classrooms. Support and training for
parents to provide a literacy-rich home environment will also be a vital
component. Finally, the *Center for Research on Education, Diversity,
and Excellence's* (*CREDE)* research-based *Sheltered Instruction
Observation Protocol* (*SIOP*) will guide teachers through an explici*t
model of sheltered instruction as part of the English Language
Acquisition Plan (*ELAP). The *RUC3E3* Project will ensure that "No
Child Is Left Behind" in rural central and eastern Utah.

# Virginia

+----------------------------------------+-----------------------------+
| **Project Name:** Richmond's           | **Grantee:** Virginia       |
| Partnership for Excellence in Early    | Commonwealth University     |
| Language and Literacy Skills (PEELLS)  |                             |
+----------------------------------------+-----------------------------+
| **Project Director:** Joan A Rhodes    | 800 E. Leigh St., Suite 113 |
|                                        |                             |
|                                        | P.O. Box 980568             |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,471,558               | Richmond, VA 23298-0568     |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (804) 712-3359      |
| Served:** 24                           |                             |
|                                        | Fax #: (804) 828-1326       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | JARHODES2@VCU.EDU           |
| 1                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 253     |                             |
+----------------------------------------+-----------------------------+

Richmond's Partnership for Excellence in Early Language and Literacy
Skills (PEELLS), an interdisciplinary, university-community partnership
will enhance the Richmond Public Schools' Head Start and Virginia
Preschool Initiative programs by creating centers of excellence that
provide high quality preschool education focusing on early language and
literacy development. This partnership includes the Virginia
Commonwealth University School of Education's Department of Teaching and
Learning and Department of Special Education and Disability Policy, The
Literacy Institute at VCU, and Richmond Public Schools. Through
instructional strategies, curricula (*Houghton Mifflin Pre K: Where
Bright Futures Begin*), and staff development based on
scientifically-based reading research, increased parental involvement,
and enhanced support for children with limited English proficiency and
special needs, the program will promote preschoolers' successful
transition to kindergarten with the early language and literacy skills
necessary for future success**.**

The goals of PEELLS are to:

-   Provide high-quality, print- and language-rich preschool
    environments for *all* students.

-   Provide intensive, ongoing professional development, coaching and
    formal educational opportunities to increase teachers' knowledge and
    application of SBRR in their instructional and assessment practices.

-   Enhance home literacy environments through parent workshops and
    consultation.

-   Provide individualized instruction for students identified as at
    risk for reading difficulties and/or with special needs or LEP.

-   Equip preschool children with the early language and literacy skills
    needed for successful reading development.

-   Conduct ongoing evaluations to inform literacy instruction and
    professional development.

# Washington, DC

+----------------------------------------+-----------------------------+
| **Project Name:** The Literacy         | **Grantee:** Bridges Public |
| Partnership                            | Charter School              |
+----------------------------------------+-----------------------------+
| **Project Director:** Carol Osborn     | 1250 Taylor St., NW         |
+----------------------------------------+-----------------------------+
| **Funding:** \$2,527,746               | Washington, DC 20011        |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (703) 753-9703      |
| Served:** 44                           |                             |
|                                        | Fax #: N/A                  |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** |                             |
| 3                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 151     |                             |
+----------------------------------------+-----------------------------+

Tri-Community Public Charter School, E.L. Haynes Public Charter School,
and Bridges Public Charter School, The Chesapeake Center, Inc.,
University of Maryland Hearing and Speech Sciences Department, and
Educational Solutions, LLC collaborated to form a *Literacy Partnership*
(*LP*) to deliver high-quality early childhood education programs to
at-risk preschoolers. The project is designed to support meaningful
changes in instruction, curriculum, professional development, and
classroom environment. These goals will be accomplished by:

-   Providing theoretically sound and scientifically motivated
    classroom-based literacy instruction.

-   Administering assessments and on-going progress monitoring to
    identify at risk students.

-   Providing ongoing professional development.

Multi-disciplinary teams including classroom teachers, speech-language
pathologists (SLPs), and literacy experts will implement programs to
create preschool centers of excellence that will endure well beyond the
grant period.

All program components are designed to improve children's oral language,
phonological awareness, print awareness, alphabet knowledge, and
cognitive development. The proposed *LP* will utilize a 3-Tiered
Response to Intervention model:

-   In Tier 1, teachers collaborate with SLPs and literacy experts to
    assess students as a means to inform high quality, explicit, and
    comprehensive classroom-wide instruction using the *Creative
    Curriculum*-Preschool augmented by instructional supplements.

-   In Tier 2, children with known risk factors or those unresponsive to
    Tier 1 activities will participate in small group or one-on-one
    instruction in the *Promoting Awareness in Speech Sounds* (*PASS*)
    Program and vocabulary enhancements.

-   Tier 3 students not progressing in Tier 2 will receive additional
    intensive instruction.

-   Tier 3 students that do not respond to further intensive instruction
    will be referred for evaluation by a multi-disciplinary team to
    determine eligibility for special education services.

Student learning will be systematically monitored on a frequent schedule
using Individual Growth and Development Indicators (*IGDIs*)*.* Teacher
learning will be monitored on an ongoing basis using the *ELLCO* and
other CBMs.

# Wisconsin

+----------------------------------------+-----------------------------+
| **Project Name:** Building Blocks to   | **Grantee:** Milwaukee      |
| Literacy                               | Public Schools              |
+----------------------------------------+-----------------------------+
| **Project Director:** Sandra Ivers     | 5225 W. Vliet Street        |
+----------------------------------------+-----------------------------+
| **Funding:** \$4,190,467               | Milwaukee, WI 53208         |
+----------------------------------------+-----------------------------+
| **Number of Teachers/Assistants        | Tel. #: (414) 475-8094      |
| Served:** 18                           |                             |
|                                        | Fax #: (414) 475-8737       |
+----------------------------------------+-----------------------------+
| **Number of School Districts Served:** | IVERSSA@MILWAUKEE.K12.US    |
| 3                                      |                             |
+----------------------------------------+-----------------------------+
| **Number of Students Served:** 360     |                             |
+----------------------------------------+-----------------------------+

Milwaukee Public Schools (MPS) is highly committed to improving school
readiness skills for preschoolers. MPS is an urban school district
serving over 93,500 students with diverse racial, ethnic, and
socio-economic backgrounds. Over 78% of the students come from families
in poverty. MPS *Building Blocks to Literacy* will support the
President's Early Childhood "Good Start, Grow Smart" Initiative and the
"No Child Left Behind" Act, by improving the instruction and learning
environment of pre-school programs through the implementation of a
scientifically based reading program that prepares students, especially
at-risk students, for kindergarten and beyond. *Building Blocks to
Literacy* will also support the MPS Division of Early Childhood's
mission of "promoting and providing high quality, developmentally,
linguistically and culturally appropriate education programming and
services responsive to the needs of all children and families within the
community." The selected preschool sites will include three district
schools, a faith-based child development center that partners with one
of the selected schools and an MPS charter school. The following project
goals will guide the improvement of preschool instructional practices
and classroom environments in creating "Centers of Excellence."

The project goals are to:

-   Show 12 months improvement during the regular school year for ELL,
    special education and low-income children in oral language,
    phonological and print awareness, and alphabet knowledge as measured
    by PALS, PPVT, TROLL, and IGDI.

-   Immerse children in literacy with classrooms that promote print
    awareness and oral language and build on background knowledge as
    measured by achieving a score of 41 on the ELLCO classroom
    environment section.

-   Have teachers understand and apply research-based practices as a
    result of at least 60 annual hours of diverse professional
    development as documented by ELLCO assessment, E-LOT assessment and
    classroom observation by ERF grant staff, and literacy coaches.

-   Ensure instructional strategies are meeting the academic needs of
    all students through ongoing monitoring and assessment as measured
    by assessment schedules and instructional plans that reflect
    assessment results.

-   Establish a structure for a seamless transition into kindergarten as
    measured by follow up with teachers and longitudinal data.

-   Empower parents to become actively involved in early literacy as
    measured by Family Literacy Pack feedback forms, attendance at
    parent trainings, and parent participation in home activities.