This document reviews key research that exists on effective early literacy models, provides an explanation of what early literacy development looks like, describes how teachers can best support children’s acquisition of these skills, and identifies specific interventions that have shown positive evidence.

This document provides information about KEA measures used by other states, the processes states have used to develop their KEA state policy, and how states are supporting the training and professional development of practitioners and administrators in various settings.

This document provides a snapshot of the number of states that include pre-kindergarten teachers in state teacher evaluation systems. It also provides additional information related to infant/toddler and other early childhood staff.

This document provides information on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to early childhood indicators of progress for children birth to three and three to five years old.

This document recommends experts in the field of assessing young children who are English Language Learners (ELL) to train administrators and psychologists working in district preschool programs for young children with special needs.

This document gives recommendations about research and practical resources to inform technical assistance conducted with state education staff on Formative Assessment.

This document provides information on what steps states are taking, that have received Race to the Top-Early Learning Challenge funding, to design their validation studies to inform their approach to validation studies.

This document provides assistance in developing a tool to assist with cross walking with the Common Core Math and English Language Arts with this state’s kindergarten ½ day program to transition with the Common Core State Standards.