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Indicator 2.2 Instructional change: An increasing number of teachers participating in program-sponsored training will significantly align their instruction with
research-based, effective practice.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Year Actual Performance Performance Targets Status: Unable to judge—new program. Source: School Impact and Implementation
1999: New Program No target set Study.
2000: No target set Explanation: The Impact and Implementation Frequency: Annually.
2001: Baseline year Study will examine the effects of REA on district Next update: 2001.
and school activities, including REA’s impact on
language minority students, starting in school Validation Procedures: Will be verified by
year 2000-01. Department of Education attestation process and
ED Standards for Evaluating Program
Performance Data.
Indicator 2.4 Family reading: An increasing number of parents participating in program-sponsored activities will provide enriched home-reading opportunities
to their children.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Year Actual Performance Performance Targets Status: Unable to judge—new program. Source: School Impact and Implementation
1999: New Program No target set Study.
2000: No target set Explanation: The Impact and Implementation Frequency: Annually.
2001: Baseline year Study will examine in-home reading. Baseline Next Update: 2001.
data will be collected school year 2000-01.
Validation Procedures: Will be verified by
Department of Education attestation process and
ED Standards for Evaluating Program
Performance Data.
OBJECTIVE 3: IDENTIFY AND VALIDATE RESEARCH-BASED MODELS OF EFFECTIVE PRACTICE FOR READING INSTRUCTION, READING TUTORING, AND PROFESSIONAL
DEVELOPMENT.
Indicator 3.1 Model identification: By 2002, at least five research-based reading programs, strategies, or teacher training programs will be validated as effective
and suitable as models for other districts and states.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Year Actual Performance Performance Targets Status: Unable to judge—new program. Source: Causal studies, including:
1999: New Program No target set
2000: No target set Explanation: Work in the area of model Effects of REA Framework on Children's
2001: 3 model programs or strategies identification will consist of longitudinal studies Reading Growth.
2002: 2 additional model programs or in selected sites. Frequency: Annually.
strategies Next Update: 2001.
INDICATOR CHANGES
From FY 1999 Annual Plan (two years old)
Adjusted
The Goal changed to better reflect REA's program objectives.
Objective 2, Indicator 2.2 was changed based on the evaluation plan. The date for expected progress changed from 2001 to 2002. (Note that Objective 2 is now Objective 1 because
Objective 1 from last year was removed.)
Objective 3, Indicator 3.5 was changed based on the evaluation plan. The date for expected progress changed from January 2001 to summer 2001. The number of states that will revise
teacher certification changed from 15 to 16. (Note that Objective 3 is now Objective 2.)
Objective 5, Indicator 5.1 was changed based on evaluation plan. The date for expected progress changed from 2001 to 2002. The word “strategies” was also added to this indicator.