This project was designed to support ECLDI to assess its current programming and support future development. The initial implementation research was followed by an additional engagement to help the organization communicate the study findings to stakeholders. Dr. Fehrer led the project and study.

What we did: We started by conducting a literature review on family engagement strategies, teacher professional development, and dual-language learning. We then worked with the program director to create a prospective theory of change to guide our implementation research. With input from the program director, we identified two sites of program implementation for in-depth study. At each site, we conducted interviews with the site/program director, teachers, assistant teachers, and families, as well as observation, to help us understand areas of strength, opportunities for growth, and potential impact. Subsequently, we co-designed colorful, attractive, and concise briefs reporting program impact and value.

Findings: The study highlighted many elements of program practice that reflected best practices in teacher professional development—for example, an instructional model that was ongoing, directly tied to classroom practice, and engaged educators in self-reflection. Additionally, it illustrated the positive impact for both staff and families as they increasingly valued home language acquisition.

Results: The partnership resulted in a series of three publications highlighting ECLDI’s program model, the foundational research underlaying that model, and lessons learned from implementation. The three publications have been powerful tools for communicating the value of ECLDI’s work and model, to school-site staff and leaders, funders, and other stakeholders.

In addition to the three briefs, the study findings were shared as part of a professional development session on the the ECLDI model in the National Association for the Education of Young Children (NAEYC) professional conference.