Kylie Flynn

About

Kylie Flynn co-leads the Regional Educational Laboratory West (REL West) partnership with San Francisco Unified School District focused on reducing racial discipline disparities for Black students through coaching of district and school staff in continuous improvement processes and research to test policies and practices. She also provides content expertise for the development of REL West’s toolkit based on the What Works Clearinghouse Practice Guide for improving K-3 reading comprehension. She has extensive research experience leading federally funded randomized control trials to test early reading and math interventions for students from underserved populations. She was state trainer on an Investing in Innovation (i3) validation study throughout California, training and supervising curriculum coaches to support Pre-K and kindergarten teachers’ implementation of evidence-based strategies. She received her PhD in special education from Florida State University.
Kylie Flynn: kflynn2@wested.org

Associated IES Content

FY2022

FY2022 Special Education Peer Review Panel
Grant

National Replication Study of the Effects of Self-Affirmation on Black and Latinx Students' Academic, Disciplinary, and Socio-Emotional Outcomes in Different School Settings

The research team will replicate a prior impact study of a self-affirmation (SA) intervention to counteract the harmful effects of negative racial stereotypes on the academic, disciplinary and socio-emotional outcomes of seventh grade Black and Latinx students. This study differs from the prior studies because it is specifically designed to provide new evidence concerning: (1) the impact of self-affirmation on Black and Latinx students in different schools with different demographic composi...
Federal funding program:
Research Grants Focused on Systematic Replication
Award number:
R305R220018
Grant

Systematic Replication of Pre-K Mathematics Tutorial: The Effect of Variation in the Intervention Delivery Model on Mathematics Achievement of At-Risk Preschool Children

The goal of this project is to replicate the efficacy of an intensive Tier 2 math intervention, Pre-K Mathematics Tutorial (PKMT), for pre-k children at risk for mathematics difficulties, and compare the relative effectiveness of two delivery models (Pull-Out vs. In-Class) for implementing the intervention. Math difficulties occur early in childhood and are associated with negative long-term outcomes. PKMT is designed to address these difficulties by providing intensive instruction on a core...
Federal funding program:
Research Grants Focused on Systematic Replication
Award number:
R324R200011
Grant

Efficacy Study of Adventures Aboard the S.S.GRIN: Social, Emotional, and Academic Skills

The purpose of this study was to evaluate the Adventures Aboard the S.S. GRIN (Adventures) program, an online game with embedded social skills training to improve social, emotional, and academic outcomes for children experiencing social difficulties. Prior research indicated that direct social skills instruction can benefit these students, yet most schools are not equipped to provide this type of targeted support. The Adventures program was created through an IES development grant (R305A1105...
Federal funding program:
Education Research Grants
Award number:
R305A180224
Grant

Word Learning Strategies: A Program for Upper-Elementary Readers

The purpose of this project is to test the efficacy of Word-Learning Strategies (WLS), a fully-developed, comprehensive, supplementary program designed to improve upper elementary students' vocabulary by focusing on teaching students to use strategies for word learning. Results from standardized tests have consistently shown that a large proportion of students in the U.S. are below proficient in reading comprehension and vocabulary and this is especially true for students who are learning En...
Federal funding program:
Education Research Grants
Award number:
R305A150108