This study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum involved 5 subcomponents targeting children’s literacy skills and social-emotional development. Teachers were provided with inperson and on-line training and in-person implementation support from a REDI coach. Implementation fidelity included ratings of of curriculum dosage and child engagement, as well as coach ratings of teaching quality using a modified version of the Classroom Assessment Scoring Scale (CLASS). Teachers indicated which adaptations they made to the curriculum and the reasons for these adaptations. Teachers also completed qualitative, post-implementation interviews to obtain their impressions of REDI and the need for planned modifications in their context. Analyses included measures of implementation fidelity and qualitative evaluation of adaptations. Results indicated that teachers found the REDI program both feasible and helpful for their students. Suggestions for planned adaptations included more STEM activities and the freedom to choose the dialogic reading books. Many spontaneous adaptations were noted. Teachers indicated that pragmatic issues, such as lack of time, were the main reasons for adapting the program, and deletions and substitutions of curricular activities were the most common types of changes. Implementation of program subcomponents improved gradually over the course of the school year. Some subcomponents were more likely to be adapted than others.

这项研究涉及在新社区背景下试点实施基于证据的入学准备干预措施。 Head Start 基于研究的发展信息 (REDI) 计划在美洲原住民保留地及其附近的学前班实施，其中包括土著和非土著学生和教师。 REDI 课程涉及 5 个针对儿童识字技能和社交情感发展的子部分。 REDI 教练为教师提供了现场和在线培训以及现场实施支持。实施保真度包括课程剂量和儿童参与度的评级，以及教练使用修改版课堂评估评分量表（CLASS）对教学质量的评级。教师指出了他们对课程进行了哪些调整以及这些调整的原因。教师们还完成了实施后的定性访谈，以获得他们对 REDI 的印象以及根据其背景进行计划修改的必要性。分析包括实施保真度的衡量和适应性的定性评估。结果表明，教师们认为 REDI 计划对学生来说既可行又有帮助。计划调整的建议包括更多的 STEM 活动和自由选择对话阅读书籍。人们注意到许多自发的适应。教师们表示，时间不足等务实问题是调整课程的主要原因，而课程活动的删除和替换是最常见的变化类型。在整个学年中，计划子组成部分的实施逐渐得到改善。一些子组件比其他子组件更有可能进行调整。