Sequatchie Valley Head Start uses LENA Grow to meet federal coaching requirements and work with teachers geographically separated over five counties.
The team at the West Central Health District drew on a range of existing community partners to find space to run classes, recruit parents, and scale impact.
Classrooms that used LENA Grow, an experiential professional development program for early childhood teachers, increased scores in key CLASS domains compared to classrooms that did not use the program, a pre-post evaluation shows.
Calgary Reads, a nonprofit in Alberta, Canada, uses LENA Start as a core component of their citywide strategy to boost early literacy in Calgary.
In a state where 77 percent of employers report having trouble finding employees, North Central Health Care is looking for an answer in an unexpected place: early childhood.
To help prepare children to succeed in kindergarten, one school district in northern Alabama launched an early language intervention to boost cognitive development in children ages 0-3.
Learn how one of the most successful Early Head Start programs in the country used LENA Grow to improve quality classroom practices.
We launched a learning site to gain hands-on experience implementing our professional development program for early childhood teachers. Read what we learned about establishing trust, engaging staff, and what’s next.
Read about how a nonprofit in New Jersey uses LENA SP to provide targeted feedback and coaching to parents of children who are deaf or hard of hearing.
Data from the first year of partnership with the Early Learning Coalition of Escambia County (ELCEC) shows that classrooms using LENA Grow, our professional development program for early childhood educators, showed gains on CLASS® assessment scores.
Staff from the Atlanta Speech School share how they use LENA feedback in coaching sessions with families to help increase their awareness and understanding of the audio environment in their home.
During the four-month pilot, LENA technology was used to measure talk and provide objective feedback to early childhood educators in two early childhood classrooms in central Virginia. In one classroom, an impressive 87.5 percent of children experienced an increase in either adult words or conversational turns.
Vera Dunson was skeptical at first. After all, she’s in her 70s, and she knows how to take great care of the kids in her classroom — what difference was having them wear a little device once a week going to make? But the results surprised her.