Early Learning

Building Literacy with Indigenous Early Learners 

This report provided a review of the literature on culturally responsive early childhood programs and best practices in early literacy instruction for Indigenous learners. Strategies include intentional relationship building, culturally responsive teaching practices, and culturally affirming literacy development through oral language and sheltered instruction. 

Using Improvement Science for Innovation in Kindergarten

This report provided assistance in designing a program evaluation model for the improvement and evaluation of the nine sites involved in the district’s pilot Kindergarten Innovation Cohort program. Researchers provided a literature review, recommendations, and relevant resources. 

Teacher and Administrator Perceptions of Early Learning Values Alignment 

Through survey data and interviews, this report investigates how well kindergarten teachers and administrators perceive the alignment between the standards of learning for early childhood and their own philosophies, practices, and goals within their schools. Participants also identified obstacles and challenges to embedding these standards in their classrooms.

Early Learning Instructional Materials Evaluation Tools

This report explores existing tools for evaluating instructional material for application with early learning programs. Portions of the Instructional Materials Evaluation Tool (IMET) may be adapted to reflect district early learning standards. Includes a sample tool created by a district using the IMET format to evaluate early learning materials.

Understanding Families’ Decisions to Exit the Head Start Program

This report provides resources for surveying families who leave the Head Start early learning program in order to help the district understand the sharp decline in enrollment that echoes national trends. Researchers compiled relevant questions from the Head Start Family and Child Experiences Survey to create a sample exit survey for district use.

Evaluation of Full-Day Kindergarten Model

An analysis of the extensive kindergarten booklet data was examined to identify the effects of full-day kindergarten beyond DIBELS. Kindergarten data from beginning, mid-year, and Spring testing was compiled and student achievement data from each assessment was analyzed.

Inquiry Based Preschool Evaluation Plan

This literature review and program evaluation outlined the key findings and recommendations for consideration in schools looking to bridge their preschool curriculum to criterion-based kindergarten classrooms.

Kindergarten Best Practices

This report investigated current research on various models of effective kindergarten education. The report explored current research on kindergarten readiness, improving early literacy, play-based learning, and social-emotional learning.

Pre-K Program Models

A literature review was completed of Social Emotional Learning (SEL) program models for pre-K students to provide a district with options for new program implementation. Research identified the benefits of SEL, screening techniques, approaches to program development, and program models already in existence.

Social-Emotional Preschool Education 

This Literature Review explored the research effects of social-emotional learning at the preschool level. Several curriculum programs are included, in addition to screening tools and implementation strategies.

SEL Screening Tools

Following a report prepared for a school district on Social Emotional Learning (SEL), the district requested a report on potential screening tools that could be used to measure and identify at-risk students and progress-monitor students over time. The report included a variety of potential assessment methods for children and adolescents, including: direct behavioral observation, behavior rating scales, self-report instruments, and interviewing techniques.

Effects of Preschool Programs

This report identified research-based benefits of preschool education through a literature review and then provided a data analysis of one school district’s preschool programs. District data from a variety of preschools was analyzed, including participation rates, kindergarten DIBELS Letter Naming Fluency (LNF) assessment, and third grade OAKS scores.