Official Site of The State of New Jersey

The focus of the Early Learning Networked Improvement Community (ELNIC) was to improve early learning mathematics and literacy instruction in Preschool to Third Grade (P-3). Within this ELNIC, the New Jersey Department of Education (NJDOE) and research partners teamed with educational practitioners to engage in ongoing, job-embedded, needs-based professional learning for testing and implementing promising change ideas and a framework in early learning mathematics and literacy instruction. Funded by the Council of Chief State School Officers (CCSSO), this ELNIC framework entailed multiple components that encompassed several evidence-based practices intended to meet the needs of learners by employing an instructional framework in which intentional small group instruction and workstations along with the use of formative assessment and differentiated instruction was prioritized. Accessibility and inclusivity to ensure equitable instruction that meets the needs of all learners was also a priority.

In addition to focusing on equitable, quality, needs-based mathematics and literacy instruction across the P-3 continuum, a major focus of the work was on increasing educators’ understanding of developmentally appropriate practices (DAP) and pedagogical content knowledge in early learning mathematics and literacy using research based resources and tools and making instructional decisions based on multiple sources and types of data from robust local assessment systems that include screening, diagnostic, formative, interim, and summative assessment procedures.

The ELNIC, Phase 1, was formed in 2019.   It was a partnership of diverse stakeholders, which included members of the Division of Early Childhood Services (DECS) at the NJDOE, local district improvement teams, researchers, and subject matter experts engaging in collective problem solving, disciplined by applying improvement science methods toward common, well-specified aims and problems of practice. This ELNIC was designed for local educational agencies (LEAs) committed to achieving sustainable change within a specific topic area, committed to problem-solving and continuous improvement. Through shared learning, teams included a variety of experts, researchers, state educational agency (SEA) members and LEA practitioners who worked together to rapidly test and implement changes that lead to scalable, sustainable and lasting improvement. 

During Phase 1 of this research project, a small cohort of teachers from the Long Branch Public Schools focused solely on improving mathematics instruction in kindergarten and first grade.  During Phase 2 of the project, the work of scaling and spreading the research-based practices implemented in Phase 1 began in Long Branch.  The project aims were implemented throughout the entire district, preschool-grade 2.  The original cohort of teachers from Phase 1 became mathematics ambassadors and led this work along with district administrators and coaches.  Phase 3 began in 2022, with a small cohort of teachers in Middlesex Borough Public Schools.  The focus was on early learning literacy and mathematics improvement practices.  The final phase of the project, Phase 4, began in July of 2023 and ended in June of 2024.  During Phase 4, the original cohort of teachers from Phase 3 became mathematics ambassadors and lead this work along with district administrators and coaches.  Phase 4 also welcomed six more districts; Vineland, Winslow, Northvale, Oradell, Jersey City, and Bound Brook. The work focused on improving early mathematics and literacy instruction in Preschool-third grades.

In all four phases, the following occurred:

• Members used frequent, ongoing, multiple, practical measures and data to determine improvement over accountability.
• Members engaged in ongoing, job-embedded professional learning to test promising change ideas in classrooms.
• The coordinating hub managed and coached the testing and refinement of promising change practices.

The DECS facilitated coordinating hub meetings, convenings and action periods. During hub and network meetings and convenings, members engaged in direct collaboration, professional learning, data review, reflection, and coaching with researchers/experts. During interim action period inquiry cycles, participants implemented practices and collected data about student learning to share during hub and network meetings and convenings.

The body of research around teacher learning to increase student achievement is robust.  The ELNIC offered districts support from national experts in the field of early learning mathematics and literacy experts working closely with Dr. Doug Clements, Dr. Julie Sarama, Dr. Katherine Beauchat and Dr. Sharon Walpole.  In addition, state teams leads, the CCSSO project director and administrator as well as improvement science experts from West Ed, Institute of Education Sciences-Regional Regional Educational Laboratory (IES-REL), and Studer Education will work with the ELNIC local educational organizations to implement improvement science practices that support meaningful, data driven decisions about practices, education policies, and programs designed to impact the entire system from the district level to the classroom.