The guide defines six competencies that guide elementary school principals to deepen their own knowledge related to Pre-K–3rd grade, and to reflect that knowledge through strong school leadership. This guide provides specific suggestions for principals to become more effective and visible leaders on behalf of young children. The National P-3 Center authored this guide, in …
This Framework anchors much of the work conducted by the National P-3 Center. It is designed to address key questions facing those who are developing and implementing comprehensive P-3 approaches in their school, district, or community. The Framework is divided into eight major “buckets” or categories of effort that require alignment within and between 0-5 …
Framework for Planning, Implementing, and Evaluating P-3 Approaches Read More »
This policy brief addresses recent results from two studies: one focused on alignment of math instructional practices PreK to Kindergarten (Making PreK Count/High 5s in New York City), and the other focused on alignment of an integrated curriculum and professional development from PreK through 2nd grade (ExCEL in Boston Public Schools). The brief examines the concept of instructional …
Preschool to Third Grade Alignment: What Do We Know and What Are We Learning? Read More »
This report takes an in-depth look at two school districts’ efforts to increase alignment and continuity between PreK and elementary schools, paying particular attention to mathematics. The comparative case study approach lays bare the complexity of this work – and also highlights how it can look quite different from one district to another. The authors …
This report, funded by the Wallace Foundation, intends to help researchers, educators, and policymakers “look inside” Social and Emotional Learning (SEL) programs and interventions to see how they differ and what makes each program unique. This report includes background information on SEL, recommendations for adapting SEL for Out-of-School-Time (OST) settings, summary tables for looking across …
This in-depth guide to 25 evidence-based programs—aimed at elementary schools and out-of-school-time (OST) providers—offers information about curricular content and programmatic features that practitioners can use to make informed choices about their Social and Emotional Learning (SEL) efforts. The guide allows practitioners to compare curricula and methods across top SEL programs. It also explains how programs can be adapted from schools to …
Navigating SEL From the Inside Out: Looking Inside and Across 25 Leading SEL Programs Read More »
Oregon’s Early Learning and Kindergarten Guidelines are for everyone who interacts with children ages three to six. Through alignment of and, in some cases, adjustments or additions to the goals and progressions identified in the Head Start Early Learning Outcomes Framework and the Kindergarten grade-level standards identified in the Common Core State Standards, this document …
Oregon’s Early Learning and Kindergarten Guidelines Read More »
The First through Third Grade Implementation Guidelines are a resource for primary teachers to empower them to teach in developmentally appropriate ways. These guidelines provide information on early childhood development and developmentally appropriate practice; appropriate learning environments for early learners; early learning content; teaching and instructional strategies; and teacher evaluation and classroom observation measures.
Alignment of standards requires more than just addressing the developmental continuum of specific domains of children’s learning, it also requires aligning those domains — in particular, aligning social and emotional skills with content-based skills. This brief discusses the importance of social and emotional learning (SEL) for children’s early and sustained success, as well as key …
This brief focuses on the importance of developing children’s language and reading skills through strong PreK-3rd grade literacy instruction. Lesaux identifies effective literacy instruction as that which spans the early childhood through elementary years; is responsive to the developmental needs of students; combines direct instruction and inquiry-based learning; integrates skills-based and knowledge-based instruction; and is centered …
