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.
Early Kindergarten Transition
An evaluation of the longitudinal effects of the Early Kindergarten Transition (EKT) program of the implementation years 2010, 2011, 2012, 2013, 2014, 2015, 2016, and 2017. Examined the effects of the program on attendance, behavior data, and DIBELS reading scores across kindergarten, first, second, and third grades.
This report investigated current research on various models of effective kindergarten education. The report explored current research on kindergarten readiness and improving early literacy.
This literature review explored research-based effective literacy interventions with an elementary school focus. This research targeted interventions specifically for students of color, English Language Learners, students in Special Education, and students in poverty.
Multi-Tiered Systems of Support
This report identified best practices in both academic and behavioral multi-tiered systems of support (MTSS), plus suggested for starting and scaling up MTSS practices.
The Power of Early Learning
This literature review examined how educators can use evidenced-based early learning programs to improve the educational and social emotional outcomes for young children as well as highlighted the neurological, academic, and social-emotional benefits of early education, and information on play-based strategies and other common practices used to assist in early learning.
Parent Perceptions of Participating in an Early Kindergarten Transition Program
This qualitative study investigated the perceptions of parents who participated in parent sessions as part of an early kindergarten transition program. Participants were interviewed and data was analyzed regarding the perceptions of impact of the program for both parents and their children.