Among other components, the new model requires an LEA implementing the early learning model in a low-performing elementary school to:

  • Offer full-day kindergarten;
  • Establish or expand a high-quality preschool program;
  • Provide educators, including preschool teachers, with time for joint planning across grades to facilitate effective teaching and learning and positive teacher-student interactions;
  • Use data to identify and implement an instructional program that is research-based, developmentally appropriate, and vertically aligned from one grade to the next as well as aligned with State early learning and development standards and State academic standards; and in the early grades,
  • Promote the full range of academic content across domains of development, including math and science, language and literacy, socio-emotional skills, self-regulation, and executive functions;
  • Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the educational and developmental needs of individual students; and
  • Provide staff ongoing, high-quality, job-embedded professional development such as coaching and mentoring

Leaders in early learning might consider how the SIG model components apply to all high quality programs and in what ways resources, policies, and messages are supporting local programs to embed these quality concepts.

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