We partner with early learning programs to design and strengthen high-quality early education systems that promote exceptional outcomes for young children and families. We help leaders and staff create quality early learning programs, including strong teacher-child relationships, developmentally appropriate play-based curriculum, engaging classroom environments, health and safety systems, ongoing professional learning, and meaningful family partnerships. This service supports programs in creating nurturing, well-organized, and instructionally strong environments where children thrive socially, emotionally, and academically.

Outcomes

• Programs will strengthen classroom systems, instructional practices, and physical environments to reflect recognized indicators of high-quality early childhood education.

• Educators and leaders will build skills in responsive interactions, child development, curriculum implementation, and continuous improvement through coaching and professional learning.

• Children will experience more engaging, supportive learning environments, while families benefit from stronger communication, partnership, and confidence in the program.

Our consultants partner with district teams to review current curriculum, strengthen alignment to the Wisconsin Model Early Learning Standards developmental domains and performance standards, and embed evidence-based, play-based, and inquiry-driven instructional strategies that reflect how young children learn best. This work ensures that daily learning experiences intentionally support growth across social-emotional development, language and literacy, cognition, and physical development, while building educator capacity. 

Outcomes:

• Cohesive 4K–5K curriculum connected to WMELS and grounded in developmentally appropriate, whole child practices

• Increased consistency and confidence among educators in planning and delivering high-quality, evidence-based instruction

• Improved student engagement and readiness for success in early elementary grades

CESA 2 provides early literacy consulting that aligns with Wisconsin Act 20 requirements through developmentally appropriate, research-based literacy practices for young children. We support early educators in strengthening oral language, vocabulary, phonological awareness, and foundational literacy instruction while maximizing the effectiveness of existing curricular resources. 

Outcomes

• Implementation of high leverage early literacy practices grounded in evidence-based instruction and child development

• Early educators will build confidence and skill in enhancing current curricular resources to deliver engaging, language-rich, and effective literacy instruction

• Young children will develop stronger oral language, vocabulary, phonological awareness, and foundational literacy skills that support successful reading outcomes in later grades

We provide early mathematics consulting that helps school districts and early learning programs strengthen math instruction through developmentally appropriate, research-based practices grounded in mathematical learning trajectories. Early educators will build their understanding of how young children’s mathematical thinking develops over time and how to intentionally embed math concepts and skills into child-led play, exploration, and everyday routines.

Outcomes

• Districts and programs will implement coherent early math practices aligned to child development and mathematical learning progressions across classrooms and grade levels

• Early educators will strengthen their ability to recognize stages of mathematical development, respond to children’s thinking, and intentionally integrate math learning into play and daily routines

• Young children will develop stronger number sense, spatial reasoning, patterns, measurement, and problem-solving skills that support long-term success in mathematics

We partner with school districts and early learning programs to strengthen systems and practices that support young children’s social and emotional development and create positive, inclusive learning environments where every child can thrive. Through collaboration with program leaders and educators, this service focuses on building staff capacity to foster relationships, teach emotional regulation and social skills, prevent persistent behavior challenges, and implement proactive supports that help all children successfully participate in the program.

Outcomes:

• Leaders and educators will implement consistent, developmentally appropriate practices that promote emotional regulation, positive relationships, and social skill development across classrooms and program settings.

• Programs will see improved use of proactive support and responsive strategies, leading to fewer behavior-related disruptions and greater success including children with diverse needs in everyday routines and learning experiences.

• Classrooms and programs will foster a more positive, welcoming environment where children feel safe and connected, staff feel supported and confident, and families experience stronger trust and partnership with the program.

CESA 2 partners with the Wisconsin Alliance for Infant Mental Health to provide external coaching to support school districts and early learning programs in the full implementation of Pyramid Model practices. Through ongoing coaching, formal observations, and coaching cycles, teams strengthen their use of evidence-based Pyramid Model practices, including nurturing relationships, high-quality supportive environments, targeted social-emotional supports, and individualized interventions. This work also includes leadership support to ensure program-wide consistency, implementation fidelity, and sustainable systems that benefit all children.

Outcomes:

• Increased fidelity and consistency in the implementation of Pyramid Model practices across classrooms and programs

• Strengthened educator capacity to support social-emotional development and effectively prevent and respond to challenging behavior

• Improved classroom climate, child engagement, and social-emotional outcomes for all learners

We provide support to school districts in thoughtfully transitioning from half-day to full-day 4K programming while preserving a strong foundation in developmentally appropriate practice and whole child learning. We work with district and school leaders, early childhood educators, and specialist teachers (e.g., music, art, and physical education) to design schedules, learning environments, and instructional approaches that reflect how young children learn best—through play, exploration, movement, and meaningful interactions. This work includes guidance on scheduling the extended day, integrating specials in ways that are appropriate for preschool learners, and ensuring alignment with the Wisconsin Model Early Learning Standards. Through this support, districts will build a cohesive full-day model that enhances learning opportunities without sacrificing developmentally appropriate, engaging experiences.

Outcomes:

• A well-designed, developmentally appropriate full-day 4K program that maximizes learning while honoring young children’s needs

• Increased capacity of classroom and specialist teachers to deliver engaging, age-appropriate instruction aligned to early learning standards

• Improved student engagement, stamina, and access to enriched learning experiences across the full school day

We support school districts in designing and strengthening inclusive early learning systems that ensure children with IEPs can fully access, participate in, and benefit from high-quality early childhood environments. Our consultants partner with district leaders, general educators, and special education teams to align practices with IDEA requirements, the Wisconsin Model Early Learning Standards, and developmentally appropriate practice. We help teams embed inclusive practices within daily routines, utilize Universal Design for Learning, and integrate specially designed instruction into authentic, play-based experiences. This work emphasizes strong collaboration across roles, intentional use of data, and sustainable structures that support every child’s growth within natural learning environments.

Outcomes:

• Increased access, participation, and progress for children with IEPs within inclusive early learning settings

• Strengthened collaboration between general and special education staff, leading to more cohesive and effective instructional practices

• Improved alignment of IEP goals with daily instruction, resulting in more meaningful and measurable child outcomes

This consulting service provides instructional coaching for early educators focused on embedding academic content into meaningful, play-based learning experiences aligned with the Wisconsin Model Early Learning Standards. Educators will build their understanding of how literacy, math, and content-area learning naturally develop through play, exploration, and everyday routines. Through job-embedded coaching, modeling, and collaborative reflection, educators learn to intentionally design environments, interactions, and facilitation strategies that integrate academic concepts while preserving child-led inquiry and engagement. This approach ensures that instruction remains developmentally appropriate while still promoting strong skill development and deeper learning.

Outcomes:

• Increased educator confidence and skill in embedding academic content within play-based, developmentally appropriate experiences

• More intentional, standards-aligned instruction that integrates literacy, math, and content learning throughout the day

• Higher levels of student engagement, language use, and meaningful application of skills during play and daily routines

CESA 2 partners with educators and leaders to design assessment systems that are embedded within everyday routines and play, capturing meaningful evidence of children’s growth across developmental domains. This work emphasizes observation-based practices, clear alignment to early learning standards, and the use of assessment data to inform responsive instruction. Through collaborative planning, professional learning, and coaching, educators build confidence in documenting learning, interpreting developmental progress, and using that information to make intentional instructional decisions that support each child’s development.

Outcomes:

• A cohesive, strengths-based assessment system aligned with WMELS and grounded in authentic, developmentally appropriate practices

• Increased educator capacity to observe, document, and use assessment data to inform instruction and support individual learners

• More intentional and responsive teaching practices that lead to improved child outcomes across developmental domains

We partner with school districts and early learning programs to develop strong systems of family engagement that meaningfully invite families into their child’s educational experience. We help teams create welcoming practices, effective communication systems, and partnership opportunities that strengthen connections between home and school.

Outcomes:

• Programs will build trusting, collaborative relationships with families that support student success.

• Schools and programs will implement clear, inclusive, and consistent ways to connect families to learning.

• Children will benefit from stronger alignment between home and school, leading to improved engagement, confidence, and overall development.

We provide professional learning and coaching that helps school districts and early learning programs strengthen culturally relevant practices for young children. We partner with educators to create classrooms where children see their own identities, languages, families, and experiences positively reflected in the environment, materials, instruction, and daily interactions, helping every child feel valued and connected to learning.

Outcomes:

• Programs will increase the use of materials, books, visuals, and learning experiences that reflect the diversity of children and families served.

• Educators will build confidence and skill in creating responsive instruction and environments that honor children’s backgrounds and experiences.

• Young children will experience stronger connections to school, greater participation, and a deeper sense of identity, belonging, and success.