Technical Report # 1802 - Project ICEBERG Exploration - Using Implementation Science to Guide Preschool Reading Disabilities Prevention

Oct 15, 2026

Uploaded by Margaret

The technical report details implementation strategies from the first two years of Project ICEBERG exploration. A preschool assessment, curricular activity, and teacher training tool—the Learning Receptiveness Assessment-Greenhouse application—was iteratively developed, refined, and piloted to support preschool children’s literacy, behavioral, and working memory processing, easing transition to kindergarten. Expert input assessed tool readiness and contextual fit, including resource support, classroom diversity, and alignment with state and community initiatives. Lessons emphasize observing variation in real classrooms and addressing stakeholder alignment gaps.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages47

Reading Time1 h 58 min

AccessFree to download

Abstract

Implementation strategies and tool development

Expert input and contextual fit assessment

Lessons learned for sustained implementation

Technical Report \# 1802 Project ICEBERG Exploration: Using Implementation Science to Guide Preschool Reading Disabilities Prevention P. Shawn Irvin Leilani Sáez Marissa Pilger Julie Alonzo Jane Squires Liz Twombly Gerald Tindal University of Oregon Published by Behavioral Research and Teaching University of Oregon • 175 Education 5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689 [http://brt.uoregon.edu](http://brt.uoregon.edu) Note: Funds for this dataset were provided by the U.S. Department of Education: Office of Special Education Programs (OSEP) \#H327S150007 . Copyright © 2018. Behavioral Research and Teaching. All rights reserved. This publication, or parts thereof, may not be used or reproduced in any manner without written permission . The University of Oregon is committed to the policy that all persons shall have equal access to its programs , facilities, and employment without regard to race, color, creed, religion, national origin, sex , age, marital status, disability, public assistance status, veteran status, or sexual orientation . This document is available in alternative formats upon request. Abstract In this technical report, implementation strategies from the first two years of Project ICEBERG exploration are described. Over this period of time, a new preschool assessment, curricular activity, and teacher training tool called the Learning Receptiveness Assessment-Greenhouse application, was iteratively developed, refined, and piloted to better support preschool children’s literacy, behavioral, and working memory processing skills and facilitate improved learning as they approach the transition to kindergarten and beyond. During the exploration phase of tool implementation, we gathered experts from the field of assessment and early learning to determine and evaluate areas of need and contextual fit such as the availability and allocation of tool-appropriate support resources, the readiness of the tool for use across diverse classroom contexts, and its fit and alignment with relevant state and community initiatives and support systems. We highlight associated lessons learned that can influence effective and sustained tool implementation, namely the importance of observing and studying variations in tool use in actual preschool classrooms over protracted periods of time and identifying gaps in stakeholder alignment, with the goal of helping researchers build on our experience in their own work. Project ICEBERG Exploration: Using Implementation Science to Guide Preschool Reading Disabilities Prevention There is growing realization that to benefit from early learning investment, effective implementation strategies must be used in developing, piloting, and scaling up innovations. The development of innovations to support evidence-based approaches to teaching and learning in preschool is critical, but they must also be accepted, implemented as intended, and sustained over time (Kainz & Metz, 2016). To support such ends certain elements should be present across each stage of implementation (e.g., exploration, installation, initial implementation, and full implementation; Metz & Bartley, 2012): (a) expert teams to lead and monitor implementation,(b) data and feedback loops to support decisions for ongoing improvement, and (c) sustainable infrastructure to promote and grow capacity (Metz, Naoom, Halle, & Bartley, 2015) . Implementation teams, composed of individuals with expertise in initiating and steering innovations (Metz & Bartley, 2012; Metz, Bartley, et al., 2015; Meyers, Durlak, & Wandersman, 2012),(a) enact improvement and sustainability approaches to support core innovation components,(b) build capacity,(c) use data-and outcome-driven problem-solving, and (d) apply system change to support scaling-up (see Coffman, 2007). Data and feedback loops serve as a basis for engaging in structured ongoing evaluation, refinement, and improvem

FAQs

What was developed during the first two years of Project ICEBERG exploration?

A new preschool assessment, curricular activity, and teacher training tool called the Learning Receptiveness Assessment-Greenhouse application.

How was the tool refined and evaluated during the exploration phase?

The project iteratively developed, refined, and piloted the tool, gathering experts to evaluate needs, readiness for diverse classrooms, and contextual fit including available support resources.

What key lesson does the report highlight for effective and sustained implementation?

Observe and study variations in tool use in actual preschool classrooms over extended periods and identify gaps in stakeholder alignment to support sustained implementation.

Oct 15, 2026

Uploaded by Margaret