Consensus is growing that high-quality early education is a critical support to all subsequent learning. In early childhood education quality is generally considered holistically in terms of the physical environment, programmatic structure (e.g., length of the school day), curriculum and instruction, and the nature of interactions between teachers and children. All of these aspects of early childhood education have been studied and shown to have an impact on learning outcomes. This toolkit focuses on effective P-3 instructional strategies because research has revealed a disconnect in both educational practices and goals centered around the transition from prekindergarten to kindergarten and early elementary school. Instructional continuity is essential for maintaining an upward learning trajectory through the P-3 years. Instruction is the immediate driver of children's learning and an aspect of early childhood education that teachers are especially well positioned to affect. Teachers, principals, and instructional support staff can use this toolkit to increase the use of effective, equitable P-3 instructional strategies designed to improve learning and close well-documented achievement gaps. The framework of the toolkit is responsive to the diverse cultural, linguistic, socio-economic, and learning needs of children and families across New York State. The recent revision of the New York learning standards and mapping of the relationship between those standards and the P-3 instructional cycle highlighted the need to provide teachers and school leaders with practical tools to recognize and implement effective instructional strategies aligned with the standards. One appendix is included in the toolkit.