This REL Midwest study examined the effect on student reading achievement of being in schools that received enhanced coaching supports as part of Chicago Public Schools’ P–2 Balanced Literacy Initiative to improve literacy instruction and looked at the successes and challenges of implementation.
Midwest Early Childhood Education Research Alliance
Download the alliance’s overview handout [255 KB ]
Partnership Facilitator
Billie Jo Day
bday@air.org
Partnership Objective
The earliest years of a child’s life are a crucial period of development, with the brain forming more than 1 million new neural connections per second. Healthy environments and rich experiences during the early years provide a strong start and can have a lasting impact on an individual’s achievement, health, and even earnings. Investing in young children’s social-emotional development promotes long-term success, leading to higher self-esteem, increased motivation, and better relationships with peers—making this a high-leverage topic for education stakeholders across the Midwest region.
The REL Midwest Early Childhood Education Research Alliance (MECERA) brings together multiagency early childhood practitioners, policymakers, and researchers to increase the region’s capacity to access, conduct, interpret, and make sense of early childhood education research and to support the use of this research in decisionmaking at the state and local levels. MECERA’s primary focus is early childhood education in Illinois. In addition, a community of practice connects key stakeholders across the region and is an active partner in the research process.
Illinois has received several federal grants to expand access to early childhood education. Additionally, the Illinois State Board of Education is implementing a new kindergarten entry assessment and is committed to using the data to identify gaps in school readiness and to align the early childhood and K–12 systems more strategically.
Members
- Shelia Boozer, Springfield Public Schools
- Stephanie Cohen, Chicago Public Schools
- Nicole Counihan, Valley View Public Schools
- Kathleen Cox, School District U-46
- Jane Fleming, Chicago Public Schools
- Kimberly Nelson, Rockford Public Schools
- Arthur Noble, Chicago Public Schools
- Emily Simon, Chicago Public Schools
- Jillian Tsoukalas, Valley View Public Schools
Training, Coaching, and Technical Support Projects
Data Visualization for Improving Literacy Instruction: Springfield Public Schools
Building on the findings of the Trends and Gaps in Reading Achievement Across Kindergarten and Grade 1 in Two Illinois School Districts study, REL Midwest is engaging with Springfield Public Schools district staff on a coaching project focused on selecting and utilizing a data visualization tool to consistently publish early literacy data. REL Midwest is also working with Springfield staff to build their capacity to use the selected data visualization tool to tell compelling stories to relevant stakeholders about early literacy progressions in the district.
Using the Phonological Awareness and Phonics Instruction Rubric for Classroom Observation: Springfield Public Schools
Monitoring implementation of evidence-based practices in classrooms can be difficult. Through an earlier coaching project on improving literacy instruction, REL Midwest developed a classroom observation tool, the Phonological Awareness and Phonics Instruction Rubric [476 KB ], to assist school leaders in measuring whether instructional practices are aligned with recommendations 2 and 3 from the What Works Clearinghouse’s Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade practice guide. In this project, REL Midwest is coaching Springfield Public Schools school leaders to use the rubric and review the data collected to identify their teachers’ professional development needs. The content is intended for elementary school leaders and teachers.
Early Literacy Assessment Coaching With Chicago Public Schools
Aligning literacy efforts across schools is important to improving students’ early literacy outcomes. One step in that process is having common, high-quality assessments that can give a clear picture of what students know and what they are ready to learn next. Chicago Public Schools (CPS) would like to ensure that assessments used for early literacy in kindergarten–grade 2 are high-quality and support the district’s vision to increase early literacy. In this coaching project, REL Midwest is working with CPS to develop a review process and criteria for several assessments currently being used at different CPS schools, including investigating the reliability and validity of these assessments. The resulting information will support the district’s early literacy goals and adoption of high-quality early literacy assessments. Resources are available for viewing and download.
Improving Literacy Instruction in Partner Districts: Running Records
Assessing literacy is challenging, and one barrier teachers face is identifying where students are struggling with reading. Several MECERA partner districts use running records to assess what a student knows and what that student is ready to learn next, but educators need more support to use the system. REL Midwest developed a training for teachers, literacy coaches, and academic interventionists that outlines how to use running records for formative assessment and then use the data to make changes in classroom practices to better meet students’ literacy needs. The slides from each training session are available online.
Building on the earlier training project, REL Midwest is working closely with several elementary schools in Springfield, Illinois, that are struggling to improve the literacy outcomes of their students. REL Midwest is providing coaching to help these schools review their data, identify areas for improvement, review evidence-based best practices, implement the practices, and move through two plan-do-study-act cycles. Although this project focuses on the kindergarten year, school and district leaders are learning a model that can be replicated in other grades or schools.
The Kindergarten Individual Development Survey: The Ins and Outs of Observational Data Collection
REL Midwest developed a training for district administrators and kindergarten teachers in Illinois. REL Midwest offered in-person opportunities to take the training in Illinois, as well as a virtual training. The trainings defined observational data collection, introduced best practices of observational data collection, and provided concrete examples based on the Kindergarten Individual Development Survey statewide readiness indicators. The recording, slide deck, and handouts are available online.
Demystifying the Kindergarten Individual Development Survey for Illinois Prekindergarten
Providers
Building on previous training projects with MECERA, REL Midwest developed trainings on the Kindergarten Individual Development Survey (KIDS) for prekindergarten (preK) providers in Illinois. The trainings introduced the KIDS instrument, explained and provided examples of the statewide readiness indicators, offered examples of how preK teachers can use the readiness indicators to inform literacy instruction, reviewed crosswalks between KIDS and other common early childhood assessments, and analyzed district KIDS data. REL Midwest facilitated in-person sessions to bring together groups of preK providers working in the same district, as well as a virtual session to ensure that all Illinois preK educators can learn more about KIDS. A handout summarizing the ideas for KIDS data use generated during the training is available online.
Interpreting the Kindergarten Individual Development Survey Workshops
REL Midwest hosted data use workshops to help Illinois teachers use results from the Kindergarten Individual Development Survey (KIDS), a kindergarten entry assessment, to set education goals and action steps. In the workshops, teachers had the opportunity to analyze their classrooms’ KIDS data in collaboration with their colleagues. The content was intended primarily for teachers, but school and district administrators who support kindergarten teachers also could benefit. A recording and handouts are available for viewing and download.
Additionally, REL Midwest worked with the Illinois State Board of Education (ISBE) to build capacity in the state for local stakeholders to offer the KIDS data use workshops. REL Midwest provided training-of-trainers sessions to KIDS coaches, regional education staff, district-nominated teacher leaders, administrators, and other staff to assist ISBE in developing a sustainable training plan for kindergarten teachers. Resources—including a facilitator’s guide, workbook, and slide decks—are available for viewing and download.
Publications
This REL Midwest study describes trends and gaps in reading achievement across kindergarten and grade 1 in two diverse Illinois school districts: the 2016/17 kindergarten cohort of District U–46 (Elgin Area Schools) and the 2017/18 kindergarten cohort of District 186 (Springfield Public Schools). Drawing on a different reading assessment in each district, the study revealed gaps in reading achievement. Related infographics share key findings for each district.
This REL Midwest study analyzed the psychometric properties of the survey’s 14 required items and examined average skills and the variation in skill levels at kindergarten entry. It also interviewed teachers and principals about administration barriers and suggestions for improvement. A related infographic [229 KB ] highlights the study’s key findings.
Videos
- Foundational skills to support reading for understanding in kindergarten through 3rd grade
- Literacy instruction strategies for success: Multi-tier intervention in primary grades
- It takes a village: How community organizations, schools, and families can work together to support early childhood literacy
- Integrating play into literacy instruction: Interview with Tim Shanahan
- Integrating play into literacy instruction: Strategies for your classroom
- Kindergarten: Where play and learning can meet
- Kindergarten entry assessments
- Alliance member snapshot: Kim Nelson of the Midwest Early Childhood Education Research Alliance
Infographics
- Contract in Review: 2017–21
- Supporting children’s early reading instruction at home
- Gaps and trends in District 186 and District U–46 kindergarten and grade 1 reading achievement
- On course for reading success: Best practices for teaching beginning readers
- Lessons learned from an Illinois kindergarten entry assessment
Blog Posts
- The Midwest Early Childhood Education Research Alliance: Improving school readiness and early literacy
- Report examines the use of enhanced coaching for teachers to improve early reading instruction and achievement
- Three concrete steps educators can take to accelerate reading growth for primary students during the 2021/22 academic year
- Resource roundup: Evidence-based strategies to cultivate early literacy skills as schools reopen
- It takes a village to support early literacy
- Supporting beginning readers: New report looks at reading achievement gaps and trends in kindergarten and grade 1 for two districts
- Emerging challenges and creative solutions for early childhood play-based learning in remote settings
- Meaningful online education for our youngest learners: Tips to reconcile the need for e-learning with how young children learn best
- Tips from a teacher: Supporting early childhood literacy skills in the time of COVID-19
- Three ways early childhood educators can support young children and their caregivers during the COVID-19 health crisis
- Report examines the results and lessons learned from a new statewide kindergarten entry assessment
- The ABCs of academic success: A focus on early literacy
- Resource roundup: Supporting early literacy development
- The power of centering equity in social and emotional learning
- Hitting the road to promote children’s success in kindergarten
- Resource roundup for early childhood educators
- Developing a sustainable training plan to help kindergarten teachers understand and support students’ development
- Resource roundup: The transition to kindergarten
- Video: Kindergarten entry assessments
- Building a coordinated data system to support early childhood education
- How to tackle early childhood data coordination challenges by sharing lessons learned across state lines
- Coordinating early childhood state data
- Resource roundup: Early childhood education
- Let’s talk about an important benefit of the research alliance structure
- Assessing kindergarten children’s knowledge and skills
- Helping kindergarten teachers understand their students and tailor instruction
- Alliance member snapshot: Kim Nelson of the Midwest Early Childhood Education Research Alliance
- Meet the alliance member: Kimberly Nelson
Events
- The Challenges and Opportunities of Assessment Data Collection, Quality, and Use in Primary Grades (K–2) (STATS-DC Data Conference)
- Evidence-Based Literacy Interventions to Support Young Learners During and After the COVID-19 Pandemic
- Running Records for Early Literacy Assessment Session 2: Evaluating Data (Springfield)
- Running Records for Early Literacy Assessment Session 1: Collecting Data (Springfield)
- Children’s Knowledge and Skills at Kindergarten Entry in Illinois (Association for Education Finance and Policy Conference)
- Demystifying the Kindergarten Individual Development Survey for Prekindergarten Teachers and Providers (Rockford)
- Kindergarten Individual Development Survey: Ins and Outs of Observational Data Collection (2019 Mastering KIDS Summit)
- Cross-REL Working Group on School Readiness: Actionable Research—We’ve Got That!
- Children’s Knowledge and Skills at Kindergarten Entry in Illinois (Association for Public Policy Analysis and Management Conference)
- Kindergarten Individual Development Survey: Ins and Outs of Observation Training (Virtual)
- Kindergarten Individual Development Survey: Ins and Outs of Observation Training (Chicago)
- Kindergarten Individual Development Survey Data Use Workshop: Ready…Set…Teach! Summer Institute
- Play-Based Learning in Kindergarten: Ready…Set…Teach! Summer Institute
- A REL Midwest Research-Practice Partnership in Illinois
- ‘Kindergarten: Where Play and Learning Can Meet’ Documentary Screening: Tefft Middle School
- A REL Midwest Research-Practice Partnership in Illinois
- Play-Based Learning in Kindergarten: Illinois ESSA Conference
- Kindergarten Individual Development Survey Data Use Workshop: Ready…Set…Teach! Winter Institute
- Play-Based Learning in Kindergarten: Ready…Set…Teach! Winter Institute
- Advancing Social and Emotional Learning in Educational Settings with Research-Practice Partnerships
- Power of Translating Data to Improve Classroom Outcomes: 2018 Mastering KIDS Summit
- Kindergarten: Where Play and Learning Can Meet
- Kindergarten Individual Development Survey (KIDS) Data Use Train-the-Trainer Workshops
- Kindergarten Individual Development Survey (KIDS) Data Use Workshop: Session 5
- Kindergarten Individual Development Survey (KIDS) Data Use Workshop: Session 4
- Kindergarten Individual Development Survey (KIDS) Data Use Webinar: Session 2
- Kindergarten Individual Development Survey Data Use Workshop: Illinois ASCD Conference
- Researcher-Practitioner Partnerships and Kindergarten Entry Assessments
- Kindergarten Individual Development Survey (KIDS) Data Use Workshop: Session 3
- Kindergarten Individual Development Survey Data Use Workshop: Mastering KIDS Summit
- Power of Translating Data to Improve Classroom Outcomes
- Kindergarten Individual Development Survey (KIDS) Data Use Webinar: Session 1
- Kindergarten Individual Development Survey (KIDS) Data Use Workshop: Session 2
- Kindergarten Individual Development Survey (KIDS) Data Use Workshop: Session 1
- Equipping Parents to Support Kindergarten Readiness