Ready to Learn provides a lesson-based approach to SEL. It includes programming for grades preK-1 and demonstrates evidence of effectiveness in Kindergarten.
- SEL lessons
- Instructional practices
- Relationship building
- Positive classroom management
- Activities and Resources for Home
- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
- Administrator support
- Technical assistance
- Professional Learning Communities (PLCs)
- Online resource library
- Self-report tools for monitoring implementation
- Observational tools
- Tools for measuring student success
Evidence of effectiveness
Results from a randomized control trial (RCT) published in 2003 support the effectiveness of Ready to Learn for elementary students. The evaluation included 260 kindergarten students (predominantly white; middle class) in a suburban area in the US Southeast. The evaluation found that the students who participated in the program achieved higher scores on a standardized test of listening comprehension compared to students in the comparison group (outcomes were reported 1 year after baseline while controlling for outcome pretest). Additionally, students who participated in the program performed better on a teacher-reported student ADHD-related behaviors over this same period.
Results from a quasi-experiment (QE) conducted in the 2016-2017 academic year (unpublished report written in 2020, Kuba et al.) supported the effectiveness of Ready to Learn for elementary students. This evaluation included 297 kindergarten students (white = 33%, Black = 32%, Latinx = 26%) enrolled in Title 1 public schools in the US Southeast. The study found that kindergarten students who participated in the program had significant teacher-reported improvements in prosocial behaviors, as well as improvements in reading performance compared to students in the control group (outcomes reported a year after baseline while controlling for outcome pretest).
- Black / African American
- Hispanic / Latinx
- Low income
- Not Specified
- Improved academic performance
- Reduced emotional distress
- Improved identity development and agency
- Reduced problem behaviors
- Improved school climate
- Improved school connectedness
- Improved social behaviors
- Improved teaching practices
- Improved other SEL skills and attitudes
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- Accepted by CASEL
Brigman, G. A., & Webb, L. D. (2003). Ready to learn: Teaching kindergarten students school success skills. The Journal of Educational Research, 96, 286-292.
Kuba, S.P., Villares, E., Brigman, G. & Mariani, M. (unpublished). The Impact of the Ready to Learn Program on Kindergarteners’ Pro-Social and Self-Regulation Skills, Reading Performance, and Teachers’ Perceptions of Classroom Climate.
- Other references
Cohen, L., Bowers, H., Brigman, G., & Villares, E. (unpublished). The Impact of Ready to Learn on Prosocial Skills and Reading Skills of First Grade Students
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