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Early Childhood
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RELs work in partnership with states and districts to 1) conduct original high quality research, 2) provide training, coaching, and technical support, and 3) disseminate high quality research findings in an effort to improve learning for preschool aged child. A selected list of resources developed by the REL Program appears below.

Partnerships

Publications

  • Full-day kindergarten study (REL Northwest, forthcoming). This study will examine whether Oregon's transition from half- to full-day kindergarten has impacted student outcomes in math and reading, attendance, English proficiency, discipline, and grade retention. The study will also describe the instructional activities and teaching practices used in full-day kindergarten classrooms across Oregon.
  • A Teacher's Guide to Supporting Family Involvement in K–3 Literacy (REL Southeast, forthcoming). The Teacher's Guide to Supporting Family Involvement in K–3 Literacy will be a suite of resources teachers can use with families to encourage and facilitate literacy support for children at home. The suite of resources will be grade-specific and include a Teacher Guide, a Family Resource Packet, and videos.
  • Alaska pre-elementary grant study (REL Northwest, August 2021). This study will help stakeholders better understand the state's pre-elementary grant how the state's pre-elementary grant programs are implemented, who the programs are serving, and the relationship between program participation and school readiness. The study will provide actionable data for Alaska policymakers and grant managers to make evidence-based decisions about future funding and program implementation.
  • Oregon professional development incentives study (REL Northwest, August 2021). This study will examine whether various interventions motivate early childhood education (ECE) professionals in Oregon to enter state-defined pathways for professional development and reach higher education levels (particularly the more than 50 percent who have less than an associate's degree). This study may also inform other states' incentive structures to encourage professional development of their ECE workforce.
  • Systematic review of the literature on the effectiveness of early childhood education curricula and instructional practices on language and literacy development (REL Southeast, July 2021). The REL Southeast has been asked by members of the Southeast School Readiness partnership to provide an up-to-date systematic review of the literature on effective early childhood education curricula and instructional practices on language and literacy development. The REL Southeast will conduct a comprehensive systematic review of research covering the last 20 years (1997–2017) using What Works Clearinghouse standards for evaluating effectiveness to identify curricula and instructional practices for improving early childhood language and literacy development.
  • Center-and Program-Level Factors Associated with Early Childhood Workforce Turnover (REL Northeast and Islands, March 2021). REL Northeast & Islands is collaborating with the Connecticut Office of Early Childhood to identify promising policies and practices that can reduce turnover among early childhood educators, beyond raising wages. To do so, researchers will analyze secondary data from the National Survey of Early Care and Education, a nationally representative survey of workforce members in center-based early childhood programs.
  • Early Childhood Data Use Self-Assessment (REL Central, March 2021). The Early Childhood Data Use Self-Assessment will provide early childhood education (ECE) data teams with a research-based self-assessment tool designed to improve the use of child assessment and administrative data.
  • Analysis of Illinois District-Level Reading Achievement Outcomes in Kindergarten and Grade 1 by Student Characteristics (REL Midwest, February 2021). This Regional Educational Laboratory (REL) Midwest descriptive study has a goal of examining whether reading achievement gaps observed in two districts in Illinois are present in kindergarten; if so, to examine whether those gaps widen for some subgroups of students more than others as they move across kindergarten into grade 1.
  • Characteristics of Approved Universal Prekindergarten Programs in Vermont (REL Northeast and Islands, February 2021). This study explores program characteristics beyond their status as public or private or their quality rating level—including location, teacher liscensure information, days and hours that preK is offered, curriculum use, and other characteristics that may be related to family choice of programs or program quality, which can inform Vermont and other states regarding nuanced differences across preK providers.
  • A Tool for Integrating Foundational Reading Skills into Courses for College Instructors of Pre-service Teachers(REL Southeast, February 2021). There are two goals for the proposed product. The first goal is to improve pre-service teacher preparation in delivering reading instruction so that when teachers are hired they are better equipped to teach foundational reading skills to students in their classrooms. The second goal is to produce a tool that teacher educators may use to access What Works Clearinghouse resources focused on foundational reading skills in a way that is relevant and applicable for pre-service teachers.
  • Developing an Early Literacy Professional Learning Community (REL Southeast, December 2020). This tool will offer a collaborative learning experience for early childhood educators to expand their knowledge of evidence-based emergent literacy key ideas and strategies. The final product will include a Facilitator Guide, a Participant Guide, and preschool classroom videos.
  • Public Prekindergarten Participating in Oklahoma (REL Southwest, December 2020). Oklahoma offers free public prekindergarten (preK) to all 4-year-olds in the state. This study will examine the extent to which participation in Oklahoma's public preK varies across subpopulations of children and communities and whether the local availability of public preK or other education options are related to participation levels. The findings will provide education leaders and policymakers with evidence to help target their efforts to ensure that all Oklahoma families and communities are aware of and have access to public preK.
  • Neighborhood Influences on the Quality of Child Care Centers in North Carolina (REL Southeast, October 2020). This study seeks to build an understanding of the extent to which high quality of early childhood education is dependent on geographically-linked factors. Specifically, in addition to more commonly included provider-specific factors (for example, funding source), this study will investigate the influence of such factors as greater competition for families in urban communities and the limited provider access to well-educated and trained ECE teachers in rural communities further from postsecondary institutions.
  • Measuring School Performance for Early Elementary Grades for the Maryland State Department of Education (REL Mid-Atlantic, February 2020). The REL conducted a study for the Maryland State Department of Education (MSDE) to address a critical need to better understand its schools' contributions to student learning in the early elementary grades as a part of its accountability system under the Every Student Succeeds Act. The early grades lay an important foundation for students' future academic success. Yet, as is the case for nearly every state, MSDE lacks a measure of how well its schools are supporting the academic growth of its youngest students, from kindergarten to grade 3. A K–3 school-level growth measure was estimated and examined.
  • Unpacking Universal PreK in Vermont: Patterns of Program Enrollment (REL Northeast and Islands, January 2020). This study used data from the first year (2016/17) of implementation of Vermont's universal preK initiative to understand the characteristics of children enrolled in different preK programs (type and quality rating), the geographic characteristics of the preK programs, and the factors related to enrollment in particular program options (both type and quality rating).
  • Results From the First Statewide Administration of the Kindergarten Individual Development Survey (REL Midwest, October 2019). Starting in fall 2017, the Illinois State Board of Education required kindergarten teachers to use an observational kindergarten entry assessment called the Kindergarten Individual Development Survey. This Regional Educational Laboratory (REL) Midwest study examined whether the measures formed using the assessment data were valid and reliable and described the means and variation in children's knowledge and skills at school entry.
  • Using Kindergarten Entry Assessments To Measure Whether Philadelphia's Students Are On-Track For Reading Proficiently (REL Mid-Atlantic, October 2019). The School District of Philadelphia (SDP) is a partner in the Free Library of Philadelphia's Ready by 4th initiative, a citywide initiative that aims to substantially increase the percentage of students reading on grade level by the time they enter 4th grade. To measure the percentage of entering kindergarteners on track to meet this goal, SDP partnered with the REL to develop an indicator based on the Pennsylvania Kindergarten Entry Inventory (KEI). This study focused on SDP students who took the KEI in 2014/2015 and the grade 3 Pennsylvania System of School Assessment (PSSA) in English language arts (ELA) in 2017/18.
  • Children's Knowledge and Skills at Kindergarten Entry in Illinois: Results From the First Statewide Administration of the Kindergarten Individual Development Survey (REL Midwest, October 2019). The Illinois State Board of Education (ISBE) implemented a new, statewide kindergarten entry assessment titled Kindergarten Individual Development Survey (KIDS). Researchers in REL Midwest's Midwest Early Childhood Education Research Alliance (MECERA) used quantitative data collected from KIDS to answer research questions about the psychometric properties of the data, the levels of skills children in Illinois have at kindergarten entry, and variations in these skills levels across subgroups and schools. In addition, researchers collected information on barriers or obstacles that teachers and principals face during data collection to inform revisions to state-provided guidance or training.
  • Scientific evidence for the validity of the New Mexico Kindergarten Observation Tool (REL Southwest, December 2017). This study examined the validity and reliability of New Mexico's kindergarten entry assessment, the Kindergarten Observation Tool.
  • Quality Improvement Efforts among Early Childhood Programs in Iowa. (REL Midwest, March 2017). The study goals are to understand how early childhood programs participating in Iowa QRS approach professional development and quality improvement; to identify barriers to professional development and quality improvement; and to identify approaches to improving QRS ratings that are associated with improvements over time.
  • Measuring the "I" in QRIS: A Survey to Measure Quality Improvement Activities for Early Childhood Education Programs. (REL Midwest, February 2017). The REL has developed a new survey tool—the "I in QRIS" Survey—to help states collect data on quality improvement activities and strategies used by early childhood education programs that participate in a quality rating and improvement system (QRIS).
  • Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs (REL Northeast and Islands, October 2016). With support from the Early Childhood Education Research Alliance (ECEA), REL Northeast & Islands researchers are examining data from the Head Start Impact Study for patterns of early childhood education classroom quality across multiple domains: structural quality, process quality, teacher-child interactions, and instructional activities.
  • How Kindergarten Entry Assessments are Used in Public Schools and How They Correlate with Spring Assessments (REL Northeast and Islands, October 2016) With support from the Early Childhood Education Research Alliance (ECEA), REL Northeast & Islands researchers are examining data from the Head Start Impact Study for patterns of early childhood education classroom quality across multiple domains: structural quality, process quality, teacher-child interactions, and instructional activities.
  • Development and Implementation of Quality Rating and Improvement Systems in Midwest Region States (REL Midwest, June 2016) This study examined QRISs in use across the Midwest Region to describe approaches that states use in developing and implementing a QRIS. The purpose was to create a resource for QRIS administrators to use as they refine their systems over time.
  • Status of Data Collection and Use in Early Childhood Programs: Evidence from the Northeast. (REL Northeast and Islands, April 2015) The purpose of this study is to describe what data preschools in a mid-sized city in the Northeast collect, how they use that data, and the challenges they face. The study focuses on three types of data: early learning outcomes, dosage (i.e., the amount of exposure to early childhood education), and classroom quality.
  • Examining Ratings and Dimensions of Quality in an Early Childhood Education Quality Rating and Improvement System (QRIS). (REL Midwest, March 2015). Documenting and improving early childhood program quality is a national priority, leading to a rapid expansion of Quality Rating and Improvement Systems (QRISs). The current study described how early childhood programs were rated in Michigan's QRIS and examined how alternative approaches to calculating ratings affected the number of programs rated at each quality level.
  • Early childhood educator and administrator surveys (REL Northeast and Islands, April 2014) The Early Childhood Educator Survey and the Early Childhood Administrator Survey allow users to collect consistent data on the use of child assessments and learning standards in early childhood learning settings. Each survey includes modules on educator/administrator background information, assessment use, and learning standards implementation.

Videos

  • Building Blocks of Our Future: A Look at Quality Early Education (REL Midwest). This public television program raises awareness of the characteristics of high-quality early education experiences and what research indicates about how programs can incorporate academic content and developmentally appropriate practice.
  • Clare Irwin on ECEA's Early Childhood Educator and Administrator Surveys (REL Northeast and Islands) Early childhood state-level directors and local program leaders across the country may adapt, administer, and use the data from three new survey modules to assess implementation of EL standards, child use of assessments, and educator background characteristics.
  • Collaborative Research and the Early Childhood Education Research Alliance. (REL Midwest). Alliance lead Ann-Marie Faria discusses REL Midwest's Early Childhood Education Research Alliance and how the alliance practices collaborative research.
  • Early Childhood Math: Geometry, Patterns, Measurements, and Data Analysis (REL Central). This REL Central video focuses on actionable strategies to increase the quality of math instruction in children's early years. This brief discussion delves into the key components of "shapes and space" using Recommendation 2, "Teach geometry, patterns, measurement, and data analysis using a developmental progression" from the What Work's Clearinghouse practice guide Teaching Math to Young Children.
  • Early Childhood Math: Number and Operations (REL Central). This REL Central video focuses on actionable strategies to increase the quality of math instruction in children's early years. This brief discussion delves into the key components of "early number knowledge" using Recommendation 1, "Teach number and operations using a developmental progression" from the What Work's Clearinghouse practice guide Teaching Math to Young Children.
  • Early Childhood Math: Questioning Strategies (REL Central). This REL video focuses on actionable strategies to increase the quality of math instruction in the early years and to improve general language and broad cognitive competencies for learners.
  • Every Child Shines: Using Formative Assessment to Reflect on Children's Individual Knowledge and Skills (REL Southwest). Formative assessment is an effective way to learn about each child's knowledge, skills, and abilities. This video provides an introduction to the use of formative assessment in prekindergarten and kindergarten classrooms, including best practices and benefits.
  • Integrating Play Into Literacy Instruction: Strategies For Your Classroom (REL Midwest). This Regional Educational Laboratory (REL) Midwest video shows how to implement research-based literacy practices from the What Works Clearinghouse through play-based learning. In the video, preschool and kindergarten teachers use play-based learning in their classrooms to teach phonics, reading comprehension, and more. They also address common barriers to implementing play-based learning. In addition, the video includes an overview of play-based learning; a discussion of the benefits of play-based learning; and interviews with teachers, researcher Sarah Caverly, PhD, and literacy expert Tim Shanahan, PhD.
  • Judi Stevenson-Garcia, Research Alliance Advisory Committee Representative (REL Northeast and Islands) Judi Stevenson-Garcia, Rhode Island Department of Education discusses ECEA's early childhood educator and administrator surveys. State-level directors and local program leaders may adapt, administer, and use the data from three survey modules to assess implementation of EL standards, child use of assessments, and educator background characteristics.
  • Kindergarten Entry Assessments: What You Need to Know (REL Midwest). This Regional Educational Laboratory (REL) Midwest video discusses the need for kindergarten entry assessments, an overview of what kindergarten entry assessments are, and explains the uses and benefits of kindergarten entry assessments.
  • Kindergarten: Where Play and Learning Can Meet (REL Midwest). This documentary, produced by the Midwest Early Childhood Research Alliance at Regional Educational Laboratory (REL) Midwest and WTTW Channel 11, explores the advantages associated with a play-based approach in kindergarten and features stories of how two Illinois school districts made the transition to play-based learning.
  • Study Findings: Data Collection and Use in Early Childhood Programs, Evidence from the Northeast. (REL Northeast and Islands). A REL Northeast & Islands study explored how early childhood education programs are collecting and using data, how they would like to use data, how they could use the data that they have, and the challenges they face in these efforts. These tasks were accomplished by interviewing administrators and teachers at seven preschools in a mid-sized city in the Northeast Region and by analyzing child data already collected by two of these preschools.
  • Studying the Validity of New Mexico's Kindergarten Observation Tool (REL Southwest). Children's knowledge, skills, and experience vary widely when they enter school. This video provides an overview of a REL Southwest study that examined the validity and reliability of New Mexico's kindergarten entry assessment, the Kindergarten Observation Tool.
  • A Teaching Routine for Academic Vocabulary in Grades PreK-1 (REL West). Typically, teachers of young children may skip over complex words or concepts, believing them too difficult for young students to grasp, especially if those students' home language is not English. In fact, young students are capable of learning complex vocabulary if given the right supports and scaffolding.

Archived Webinars

  • Supporting Families in Promoting Early Learning at Home (REL Southwest, May 13, 2020). This webinar focuses on supporting young learners and their families at home during the COVID-19 pandemic.
  • The Ins and Outs of Conducting Kindergarten Individual Development Survey (KIDS) Observations (REL Midwest, May 2020). Regional Educational Laboratory (REL) Midwest hosted a workshop on research-driven best practices for conducting KIDS observations. Designed for kindergarten teachers and administrators, this workshop presented practical strategies, tools, and resources on conducting and incorporating KIDS observations into daily instruction. The workshop was provided in partnership with the Illinois State Board of Education and Springfield Public Schools.
  • Teaching Young Learners in a Pandemic: Supporting Children Pre-Kindergarten to Grade 3 and Their Learning Partners at Home (REL Mid-Atlantic, May 2020). This REL Mid-Atlantic webinar provides research-based information about remotely teaching young children in pre-kindergarten to grade 3, including practical steps that align with research guidance. A unique feature of learning remotely for young children is that a parent, guardian, or other adult in the home will need to be involved to support learning. The webinar also addresses ways state and local education agencies can strengthen support for remote learning over the longer term.
  • English Learner Students Webinar Series (REL West, December 2019). This webinar series, presented by REL West and the Leading with Learning program at WestEd, shares practical strategies for teachers to promote literacy and language development for English learners and dual language learners in PreK - 1st grade. They are grounded in evidence-based practices through the Teaching and Learning Cycle framework. The teaching and learning cycle (TLC) is a framework for scaffolding oral language development and emergent academic reading and writing by weaving together content, language, and literacy. This approach uses interactive reading, text-based discussions, and language awareness building to engage all students, including dual language learners (DLLs)/English learners (ELs), and is intended to provide equitable opportunities to learn and thrive.
  • Go-Learn-Grow: A New Toolkit for Improving Attendance in Pre-kindergarten and Kindergarten (REL Mid-Atlantic, November 2019). Chronic absenteeism is particularly high in the early grades, compared with elementary and middle school. For a young child to succeed and develop a strong foundation for learning, he or she must attend school regularly. REL Mid-Atlantic partnered with the New Jersey Department of Education to support a new NJDOE initiative called Go-Learn-Grow: Improving the School Attendance of New Jersey's Youngest Learners. Through this webinar we explore the initiative and highlight a user-friendly toolkit with resources for district and school leaders, early childhood providers, educators, and families that is available to download. The webinar seeks to motivate district and school leaders to (1) share available resources with their networks, (2) collect and use data to understand absenteeism in the early grades, (3) identify and implement evidence-based strategies to reduce chronic absenteeism, and (4) rigorously assess the effectiveness of the intervention or interventions they employ.
  • Supporting the Evaluation of Early Childhood Educators Webinar (REL Central, August 2019). This webinar presents state evaluation and support systems for early childhood educators. During the webinar, presenters discuss the report State Teacher Evaluation Systems: Fifty State Scan on Resources for Early Childhood Teachers and how states have addressed evaluating and supporting the knowledge and skills of their early childhood educators. Finally, REL Central and the Colorado Department of Education provide a review of a resource supporting the evaluation and growth of early childhood educators in Colorado.
  • Promoting Kindergarten Readiness for Dual Language Learners: Evidence-based Language Models and Transition Strategies (REL Northeast and Islands, January 30, 2019). This webinar presented research-based language models for dual language learners in pre-kindergarten (preK), with a particular focus on models that incorporate the use of home languages. The presenters described implementation of the models and considered alignment challenges in the transition from preK to Kâ€"3 settings. Participants learned strategies to consider when developing or refining language models for preK and aligning models between preK and Kâ€"3 settings.
  • Supporting Emotion Regulation in Early Childhood Early Warning Systems (REL Central, September 2018). This recorded webinar presents strategies for creating supportive environments and using specific teaching strategies to foster the development of emotion regulation skills in early childhood settings.
  • Transforming the Financing of Early Care and Education With a Highly-Qualified Workforce: Findings from the National Academies Panel Report and Potential Steps for States (REL Mid-Atlantic, August 15, 2018). The presenters explore recommendations for financing a highly-qualified early care and education workforce; ensuring affordability and access to high quality early care for all families; ensuring high quality across early care and education settings; and supporting systems for evaluation and continuous improvement. They also discuss next steps for states and cities seeking to support and finance early care and education systems with a highly-qualified workforce.
  • Language, Discussion, and Questions in Early Math (REL Central, May 2018). This recorded webinar presents research-based strategies that support early childhood language development and mathematical thinking through posing rich mathematical questions. It reviews strategies to implement Recommendation 4, "Teach children to view and describe their world mathematically," from the WWC practice guide Teaching Math to Young Children (Frye et al., 2013)
  • Creating Caring and Culturally Responsive Classrooms for Students in Prekindergarten to Grade 3 (REL Northwest, April 24, 2018). This REL Northwest webinar offers strategies for creating culturally responsive and emotionally supportive preK–grade 3 classrooms for children from diverse racial and cultural backgrounds.
  • Financing Early Educator Preparation, Support, and Compensation: A Conversation About State Action Steps (REL Northeast and Islands, March 27, 2019). This webinar provided findings from the National Academies report Transforming the Financing of Early Care and Education. Dr. Lynn Karoly, senior economist from RAND Corporation, provided a broad overview of the report and presented specific recommendations related to supporting the education, skills, and credentials of the early education workforce. Dr. Ola Friday from the Massachusetts Department of Early Education and Care engaged Dr. Karoly in a discussion around action steps states can take that align with recommendations in the report.
  • Early Learning Inventories: Insights from State Colleagues (REL Southwest, June 18, 2018). This research-to-practice webinar provides an overview of early learning inventories (ELIs), summarizes the research base supporting their use, and features lessons learned from three states (Alabama, California, and New Mexico) on selecting and implementing ELIs.
  • Kindergarten Individual Development Survey (KIDS) Data Use Webinar (REL Midwest, January 2018). In this 2-hour virtual workshop hosted by Regional Educational Laboratory (REL) Midwest, Illinois kindergarten teachers learned about how to use Kindergarten Individual Development Survey (KIDS) data to inform their classroom practice. Participants will have the opportunity to analyze their own KIDS data and to set their own educational goals.
  • The Path Forward for the Early Education Workforce: National Policies and Examples from Vermont (REL Northeast and Islands, October 19, 2017). As states across the country expand access to high-quality preschool programs, opportunities exist to address issues related to early childhood workforce development, including teacher qualifications, certification requirements, and compensation. This REL Northeast & Islands webinar introduces participants to The Early Childhood Workforce Index, which provides the first comprehensive look at early childhood workforce issues and policies in all 50 states and the District of Columbia. Co-author Dr. Caitlin McLean presents specific findings and implications raised by the Index. Following this presentation, Vermont early childhood leaders Melissa Riegel-Garrett and Tierney O'Meara discuss their state's universal prekindergarten initiative and its implications for the state's early childhood workforce.
  • Equipping Parents to Support Kindergarten Readiness (REL Midwest, May 2017). In this webinar, Regional Educational Laboratory (REL) Midwest and its Midwest Early Childhood Education Research Alliance hosted a webinar on strategies to help parents prepare their children for kindergarten. During the webinar, presenters discussed how parent engagement affects nonacademic factors of kindergarten readiness. Presenters also discussed trauma-informed care, which encourages healthy social and emotional development in children who have been affected by traumatic circumstances, and strategies to engage parents.
  • Teaching Math to Young Children Practice Guide: Introduction (REL Southwest, April 15, 2015). This webinar provides an overview of the five evidence-based recommendations in the Teaching Math to Young Children practice guide, with a focus on "Recommendation 4: Teach children to view and describe their world mathematically." The webinar is in three parts:
  • Leading the Way: How States Are Addressing Early Learning Under ESSA (REL Southwest and CEELO, March 21, 2017). This webinar presents resources, strategies, and examples for integrating early learning into state plans for the Every Student Succeeds Act (ESSA), including examples from Arkansas, Louisiana, Michigan, and Washington. The webinar is in four parts:
  • Effective Components of Successful Early Learning-to-Kindergarten Transitions (REL Northwest, October 14, 2016). This webinar recording, Dr. Shannon Riley-Ayers of the Center on Enhancing Early Learning Outcomes (CEELO) and the National Institute for Early Education Research (NIEER) presents three components that support a child's successful transition to school: leadership, effective instruction, and family and community engagement.
  • Preschool to Kindergarten: Successfully Navigating the Transition (REL Southwest, August 2, 2016). This bridge event webinar, "Preschool to Kindergarten: Successfully Navigating the Transition," was sponsored by the Regional Educational Laboratory (REL) Southwest on August 2, 2016. The transition to school is a rite of passage in the lives of children and their families. This webinar examined the transition as a process that begins during preschool and continues through grade 3, with a focus on the pivotal transition to kindergarten.
  • Child Assessment: A Key Component of Statewide Early Childhood Assessment Systems (REL Southwest, December 10, 2015). This bridge event symposium, "Bridging Research, Policy, and Practice in Early Childhood Education," was hosted in St. Francisville, Louisiana. This is the keynote presentation, "Child Assessment: A Key Component of Statewide Early Childhood Assessment Systems.
  • Building Educators' Understanding of Early Math to Promote Students' Later Math Success (REL West, October 22, 2015). In this archived webinar, Dr. Douglas Frye and Dr. Akihiko Takahashi share practical, research-based information about the IES Teaching Math to Young Children Practice Guide and recommendations for instruction.
  • Building Capacity for School Success in Families of Young English Learner Students (REL West, September 30, 2015).This archived webinar addresses the foundational knowledge of successful home-school partnerships and also discusses activities that can create a linguistically rich home and school environment to support young English learner students' school readiness.
  • Bridge Event—Data Collection and Use: An Early Childhood Perspective (REL Northeast and Islands, August 13, 2015). Across the country, states are increasingly focused on using comprehensive assessment systems to inform educational decision making in early childhood classrooms. A new REL Northeast & Islands study explores how several preschool programs in New England are collecting and using this data.
  • Social and Behavioral Readiness for Kindergarten: Research and State-Level Perspectives (REL Northeast and Islands, August 9, 2016) Deborah Gross, Johns Hopkins University, and Amie Bettencourt, the Fund for Educational Excellence, present findings from their study on the costly consequences for children who have not yet learned skills such as following directions, complying with rules, managing emotions, solving problems, organizing and completing tasks, and getting along with others.
  • The State Role in Early Warning Data Systems (REL Midwest, March 24, 2015). REL Midwest and its Dropout Prevention Research Alliance hosted a webinar designed to provide participants with relevant research and practices to guide their own efforts in building state level support of early warning system (EWS) development and implementation.
  • Effective Teaching in Early Childhood Education (REL Mid-Atlantic, September 18, 2014). Effective teaching in early childhood has been linked with positive long-term student outcomes. The webinar focused on the importance of early childhood education and the critical role early childhood teachers play in supporting student success.
  • Engaging Families in the Assessment Process and Use of Data: An Early Childhood Example (August 12, 2014). This webinar examines the strategies the Research Program Partnership at the University of Kansas employs to foster the use of early childhood data at multiple levels, particularly with families. The webinar is in three parts:
  • Building Coordinated Early Childhood Data Systems (REL Midwest and REL Southwest, April 17, 2014). Statewide early childhood data systems can provide valuable information for policymakers and practitioners, as well as families and caregivers. This webinar is designed to help participants better understand the current status of the development of early childhood data systems in states across the country.
  • Engaging Families in the Assessment Process and Use of Data: An Early Childhood Example (REL Northeast and Islands and REL Southwest, August 12, 2014). This Bridge Event Webinar hosted by the Early Childhood Education Research Alliance at REL Northeast & Islands examined the strategies that the Research Program Partnership at the University of Kansas employs to promote the use of education data at multiple levels, particularly families.
  • State Early Learning Standards: Lessons from Applying Implementation Research (REL Northeast and Islands, April 24, 2013). The Early Childhood Education Research Alliance at REL Northeast & Islands and the Center for Enhancing Early Learning Outcomes (CEELO) co-hosted this Bridge Event on the research around implementing early learning standards.
  • Comprehensive Early Childhood Education Assessment: Research, Policy, and Practice Perspectives (REL Northeast and Islands, July 19, 2012). The Early Childhood Education Research Alliance at REL Northeast & Islands hosted this Bridge Event to present research, policymaking, and practitioner perspectives on early childhood assessments. The webinar addressed some of the many questions about how these assessments should be designed, what they should measure, and whether or not they will improve children's academic outcomes.

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