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FCSS ES Coaches CoP Outcomes & Goals Statement

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Stress less, focus more, and feel happier with Headspace -- your everyday guide to meditation and mindfulness.

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Explore topics that are important to you while getting tactical strategies you can implement right away in your classroom! Each episode dives into a specific aspect of teaching and offers...more

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In this interactive demo, we will talk about CLASS professional development for coaches. You'll learn how Feedback Strategies for coaches can help you share feedback with educators in a way that builds their confidence and trust. And, you'll hear how Instructional Support Strategies for Coaches gives you tools that help educators in the challenging CLASS domain, Instructional Support.

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Desired Results For Children And Families

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Analyzing DRDP Data and Completing the Program Summary of Findings—After entering spring ratings, administrators can review DRDP data for program modifications. Administrators analyze the DRDP data for areas of strength or needing improvement. Gain insight into which reports are most helpful for this task and how to document an inclusive plan for administrators, staff, and families that supports children’s learning and development.

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All About Young Children: Information for Families on Children's Early Development is a website that provides resources for families based on the California Infant/Toddler Learning & ...

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NAEYC has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards.

Based on research on the development and education of young children, the standards were created with input from experts and educators from around the country. The standards define what NAEYC-the world's largest organization of early childhood professionals-believes all early childhood programs should provide.

Review this guide to help identify programs that meet NAEYC standards for high-quality programs.

The Standards

The program promotes positive relationships among all children and adults. It encourages each child's sense of individual worth and belonging as part of a community and fosters each child's ability to
contribute as a responsible community member.

Warm, sensitive, and responsive relationships help children feel secure. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.

What to look for in a program:

Children and adults feel welcome when they visit the program. Teachers help new children adjust to the program environment and make friends with other children.

Teaching staff engage in warm, friendly conversations with the children and encourage and recognize children's work and accomplishments.

Children are encouraged to play and work together.

Teachers help children resolve conflicts by identifying feelings, describing problems, and trying alternative solutions. Teaching staff never physically punish children.

The program implements a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive.

A well-planned written curriculum provides a guide for teachers and administrators. It helps them work together and balance different activities and approaches to maximize children's learning and development. The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used.

NAEYC and the NAEYC Accreditation system do not prescribe a specific curriculum; programs can design their own or choose a commercially available curriculum that meets NAEYC's guidelines.

What to look for in a program:

Ask about the program's curriculum and how it addresses all aspects of child development. The curriculum should not focus on just one area of development.

Children are given opportunities to learn and develop through exploration and play, and teachers have opportunities to work with individual children and small groups on specific skills.

Materials and equipment spark children's interest and encourage them to experiment and learn.

Activities are designed to help children get better at reasoning, solving problems, getting along with others, using language, and developing other skills.

Infants and toddlers play with toys and art materials that "do something" based on children's actions, such as jack-in-the-box, cups that fit inside one another, and playdough.

The program uses developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child's learning and development in the context of the curriculum goals.

Children have different learning styles, needs, capacities, interests, and backgrounds. By recognizing these differences and using instructional approaches that are appropriate for each child, teachers and staff help all children learn.

What to look for in a program:

Teachers carefully supervise all children.

Teachers provide time each day for indoor and outdoor activities (weather permitting) and organize time and space so that children have opportunities to work or play individually and in groups.

Children's recent work (for example, art and emergent writing) is displayed in the classroom to help children reflect on and extend their learning.

Teachers modify strategies and materials to respond to the needs and interests of individual children, engaging each child and enhancing learning.

The program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on children's learning and development. These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop.

Assessment results benefit children by informing sound decisions, teaching, and program improvement.

Assessments help teachers plan appropriately challenging curriculum and tailor instruction that responds to each child's strengths and needs. Assessments can also help teachers identify children with disabilities and ensuring that they receive needed services.

What to look for in a program:

The program supports children's learning using a variety of assessment methods, such as observations, checklists, and rating scales.

Assessment methods are appropriate for each child's age and level of development and encompass all areas of development, including math, science, and other cognitive skills; language; social-emotional; and physical.

Teachers use assessment methods and information to design goals for individual children and monitor their progress, as well as to improve the program and its teaching strategies.

Families receive information about their child's development and learning on a regular basis, including through meetings or conferences.

The program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children's healthy development.

What to look for in a program:

Teaching staff have training in pediatric first aid.

Infants are placed on their backs to sleep.

The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.

There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.

Snacks and meals are nutritious, and food is prepared and stored safely.

The program employs and supports a teaching staff with the educational qualifications, knowledge, and professional commitment necessary to promote children's learning and development and to support families' diverse needs and interests.

Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to provide positive interactions, richer language experiences, and quality learning environments.

What to look for in a program:

Teaching staff have educational qualifications and specialized knowledge about young children and early childhood development. Ask, for example, how many teachers have Child Development Associate (CDA) credentials, associate's degrees, or higher degrees.

The program makes provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education.

Teaching staff have training in the program's curriculum and work as a teaching team.

The program establishes and maintains collaborative relationships with each child's family to foster children's development in all settings. These relationships are sensitive to family composition, language, and culture. To support children's optimal learning and development, programs need to establish relationships with families based on mutual trust and respect, involve families in their children's educational growth, and encourage families to fully participate in the program.

What to look for in a program:

All families are welcome and encouraged to be involved in all aspects of the program.

Teachers and staff talk with families about their family structure and their views on childrearing and use that information to adapt the curriculum and teaching methods to the families served.

The program uses a variety of strategies to communicate with families, including family conferences, new family orientations, and individual conversations.

Program information-including policies and operating procedures-is provided in a language that families can understand.

The program establishes relationships with and uses the resources of the children's communities to support the achievement of program goals. Relationships with agencies and institutions in the community can help a program achieve its goals and connect families with resources that support children's healthy development and learning.

What to look for in a program:

The program connects with and uses museums, parks, libraries, zoos, and other resources in the community.

Representatives from community programs, such as musical performers and local artists, are invited to share their interests and talents with the children.

The staff develop professional relationships with community agencies and organizations that further the program's capacity to meet the needs and interests of children and families.

The program has a safe and healthful environment that provides appropriate and well-maintained indoor and outdoor physical environments. The environment includes facilities, equipment, and materials to facilitate child and staff learning and development.

An organized, properly equipped, and well-maintained program environment facilitates the learning, comfort, health, and safety of the children and adults who use the program.

What to look for in a program:

The facility is designed so that staff can supervise all children by sight and sound.

The program has necessary furnishings, such as hand-washing sinks, child-size chairs and tables, and cots, cribs, beds, or sleeping pads.

A variety of materials and equipment appropriate for children's ages, skills and abilities is available and kept clean, safe, and in good repair.

Outdoor play areas have fences or natural barriers that prevent access to streets and other hazards.

First-aid kits, fire extinguishers, fire alarms, and other safety equipment are installed and available.

The program effectively implements policies, procedures, and systems that support stable staff and strong personnel, and fiscal, and program management so all children, families, and staff have high-quality experiences.

Effective management and operations, knowledgeable leaders, and sensible policies and procedures are essential to building a quality program and maintaining the quality over time.

What to look for in a program:

The program administrator has the necessary educational qualifications, including a degree from a four-year college and specialized courses in early childhood education, child development, or related fields.

The program is licensed and/or regulated by the applicable state agency.

The program's written policies and procedures are shared with families and address issues such as the program's philosophy and curriculum goals, policies on guidance and discipline, and health and safety procedures.

Appropriate group sizes and ratios of teaching staff to children are maintained (for example, infants-no more than 8 children in a group, with 2 teaching staff; toddlers-no more than 12 children in a group, with 2 teaching staff; and 4-year-olds-no more than 20 children in a group, with 2 teaching staff).

Families on NAEYC-Accredited programs

"Valued teachers lead to valued children ... Accredited programs tend to attract employees who not only view themselves as educators, they consider themselves child advocates."
- Kate in San Antonio, Texas. Her child attends an NAEYC-Accredited program.

"Choosing a preschool for my first child was somewhat overwhelming, so when you find a program accredited by NAEYC, it adds peace of mind that you're making a good choice for your child."
- Jen in Torrance, California. Her child attends an NAEYC-Accredited program.

"NAEYC is an organization that can be trusted with the future of my child's education ... That is why I chose an NAEYC-Accredited center-nothing but the best."
- Jennifer in Newark, New Jersey. Her child attends an NAEYC-Accredited program.

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Review this guide to help identify programs that meet NAEYC standards for high-quality programs.

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Knowing another language opens doors for kids and adults alike. But most educators agree that childhood is the ideal time for language learning. While their brains don't actually work like sponges and it doesn't happen overnight, kids are more capable than grown-ups of picking up a second language and perfecting a native accent.

Whether you want to share your own mother tongue and heritage, give your kid a cognitive boost or prepare them for future study, travel and work opportunities, you will need to provide them with lots of exposure to the language and authentic speaking practice.

Two strategies families often utilize are "one parent, one language," where each parent consistently speaks one language with a child (i.e., Mom speaks English, Dad speaks Spanish), and "minority language at home," where the family uses the less-spoken language at home and children learn the "majority" language at school and in the community. Other families use a mix of strategies to expose their kids to both languages, or they take on the task of learning a second language alongside their children.

Depending on your home situation, this can require a lot of planning, effort and persistence on your part. It can be tempting to give up, especially when you don't feel like you're seeing much progress.

Gabrielle Kotkov is a Montessori educator with certification in TESOL (Teaching English to Speakers of Other Languages) who works as a consultant with families and schools around language learning. She encourages families to be patient and to have realistic expectations.

"It's a long process," she told HuffPost. "Language learning generally takes five to eight years to become fluent." And even when fluency is achieved, regular practice is essential in order to hold on to the language.

"Even if you don't see the same amount of progress each week, progress is not linear, and it might not always look the same, but that doesn't mean that it isn't working," said Kotkov.

She added that parents shouldn't let their idea of perfection get in the way. "I think a lot of people put pressure on themselves that, 'If I can't do perfect bilingualism - whatever that means - it's not worth it.' And I really, really firmly believe that any amount of language exposure is valuable," Kotkov said.

Children can cultivate meaningful relationships with others even if their language isn't fluent, and simply knowing that there are many languages that people use to communicate is valuable for a child to understand.

Be flexible and use the method that works best for your family.

Elizabeth Silva Díaz is a faculty member at Bank Street College of Education and a former teacher of bilingual special education. Born in Colombia, she is raising her son to be bilingual so that he can communicate with his grandparents and other Spanish-speaking relatives.

"When my son was first born, we decided to try the one-parent-one-language approach, but quickly found that this was not the communication style that worked for our family," Silva Díaz told HuffPost.

"I found that as soon as I started talking to my husband in English that I would forget to speak to my son in Spanish. Instead, we use a situation and context approach to bilingualism," she said, explaining that they use Spanish with the Spanish-speaking side of their family and English with the English-speaking side. Her son is now in a bilingual preschool, and switches back and forth between languages there as well.

"Our bilingualism is dynamic and changes based on the context," said Silva Díaz.

Don't worry that introducing two languages will impede your child's learning.

Grace Bernales is a licensed speech-language pathologist in California. She says that parents often ask her whether using two (or more) languages with a child will cause a speech delay.

"This is one of the most common myths," Bernales told HuffPost. "Teaching more than one language does not cause a speech delay."

In the beginning, your child will probably mix languages together when speaking.

"Children who are learning to be bilingual/multilingual may say words incorrectly or in error, and/or may combine a sentence using both languages. This is due to languages influencing each other, and not necessarily a concern," said Bernales. Your child's teachers or pediatrician can help you determine if a speech evaluation would be a good idea for your child, but there is nothing about bilingualism that makes your child more likely to need assistance.

In generations past, immigrant families were often told not to use their language at home because it would interfere with their children's learning of English, but we know now that this is not true. Children transfer their knowledge in one language over to another, and are capable of learning more than one language at a time.

Mixing languages is "a natural part of their learning," said Silva Díaz. "Language learning is not a process of simply adding a 'second language' onto a 'native language,' but rather it is a fluid process where the languages influence and interact with each other."

It's also not necessary to correct your child when they make mistakes - which they will, in both languages. It's a natural part of the learning process. If your child says, for example, "I go-ed to the park," you don't need to make them say it again using "went." They will hear you using "went" correctly as you speak to them, and sort out this irregular verb for themselves without any outside interference.

Provide authentic opportunities for speaking practice.

Silva Díaz advises parents to "create opportunities for your child to engage with the various languages in everyday situations that are meaningful and authentic."

Travel is one way to provide your child with these opportunities. "Exposure to the language in its authentic context can significantly boost a child's interest in and understanding of the language," said Silva Díaz.

But time abroad is not a requirement. Authentic interactions can also take place with relatives or neighbors who speak the language. Silva Díaznotes that her son uses Spanish when playing with his Spanish-speaking cousins, for example. Children are particularly motivated to use a language when doing so provides opportunities for peer interaction and play.

Note that your child will catch on very quickly to who understands which language. If you are the Chinese-speaking parent, but your child knows that you understand English, they may persist in speaking to you in English if that is their dominant language and it is easier for them.

This may make you feel like what you're doing isn't working, but Kotkov encourages families to "stay strong and speak the minority language because they're still absorbing it and they're still grasping it."

If authentic practice is hard to come by, you might try introducing small doses of speaking practice.

Kotkov suggests taking a low-stakes approach, using the language just at bath time, or setting a timer for 10 minutes and trying to speak just that language. Gradually, you can increase the amount of time you're speaking to a half hour. "Elementary school-aged children really get excited about that structure and timing," she said.

There is no need to demand that your child use one language with certain people or in certain contexts. "Bilingual children naturally navigate between languages based on their linguistic environments and the people they interact with. Forcing them to respond in a specific language can disrupt their natural language development," said Silva Díaz.

Utilize all of the resources at hand.

While having a back-and-forth conversation with a native speaker is the most effective learning scenario, there are lots of other ways for kids to pick up vocabulary and improve their comprehension.

Introduce TV, movies, music and books in both languages to your child.

"Watching a favorite show or reading a favorite book in the non-dominant language can make language learning enjoyable and relevant," said Silva Díaz. "We have switched the language on our Netflix to Spanish and all of the cartoons that my son watches are now in Spanish. This provides another opportunity for him to be genuinely surrounded by Spanish in a fun context."

Kotkov said she knows a mom and daughter who enjoy watching "Master Chef Mexico Junior" together. It's an opportunity for the daughter to be exposed to Spanish, and it also helps her mom stay connected to the language that young people in Mexico are using today even though they are not living there right now.

Books can be used in a way that is developmentally appropriate for your child.

"No need to read the entire book if you have a younger toddler who loses interest early on. Instead, make it come to life by adding sounds to cars and animals, pretending to eat the food, as well as labeling the pictures in both languages," said Bernales.

If your child can read and write, labeling different items around the house together (refrigerator, window, etc.) can also be a fun activity.

You may be able to find playgroups in your area, or online, that provide other opportunities to expose your child to the language.

"You might still have the parents speaking in the minority language and the children speaking to each other in the majority language, but the children are still observing the parents using it with each other and I think that's important for them to observe adults using it in a social context," said Kotkov.

Depending on where you live, you may be able to find classes, preschools and dual language schools that teach in the language you want your children to learn. Government-sponsored institutions like the Alliance Française and Instituto Cervantes also provide a variety of enrichment activities.

Understand that bilingualism is a spectrum.

Keep in mind that language learning is a process that your child will continue for their entire life.

"Bilingualism exists on a continuum, and individuals can have different levels of proficiency and dominance in each language," said Silva Díaz.

It's natural that one language will dominate at certain times or in certain situations, and there may be periods where your child understands the minority language but continues to speak to you in the majority one.

While you can always change your family's language learning plan if the path that you're on isn't working, Kotkov recommends that you not get "too discouraged when things aren't happening as quickly as you might expect. Know that there's a lot happening under the surface."

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How To Help Your Kids Learn To Speak Multiple Languages

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These are the strategies experts share to help teach your kids multiple languages.

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As a researcher who examines families' language practices and their impact on children's emerging bilingualism and multilingualism, I work with Latino/a families who often have questions about home language maintenance. Many of these families are recent immigrants. Recognizing the power of English in the United States, they wonder if they should continue to speak their home languages or focus on English. They also voice concerns about their children's abilities to develop two (or more) languages at a young age. They worry children might get confused or delayed in their English language development.

Contrary to these concerns, research has shown that young children are adept at learning multiple languages. Moreover, maintaining children's cultural and linguistic heritages leads to stronger identity development and long-term academic success. This, in turn, contributes to rich early learning communities that value families' funds of knowledge. It is why NAEYC's position statement on advancing equity recommends that early childhood educators communicate the value of multilingualism so that "families of emergent bilinguals understand the academic benefits and the significance of supporting their child's home language as English is introduced through the early childhood program."

Equity-minded educators understand the power of families' home languages. By encouraging families to speak to their children in the languages in which they feel most competent and comfortable, they help children make sense of their multicultural heritage. In this article, I offer strategies teachers can use to create learning communities that welcome and support families' home languages as children develop their English-speaking skills.

Multilingualism as Part of Developmentally Appropriate Practice

Families' language choices depend on multiple factors, including historical and current inequities that have shaped the US educational system. Traditionally, schools advised families to change their language of choice because the focus was on learning English as quickly as possible. For example, I grew up in a town on the border of Texas and Mexico. My home language was Spanish. When I entered school, my parents were told I was "behind" due to my lack of English skills. They were encouraged to speak only English with me. As a result, I lost most of my Spanish-speaking abilities. Essentially, I was denied the opportunity to become bilingual because educators did not understand how my home language skills could help me learn my second language, English. Although many educators see the value in home language maintenance, these scenarios still occur across this country.

Families also must contend with young children who increase their English skills at the expense of their home language. Research has shown that emergent bilingual and multilingual children often move rapidly toward favoring the language spoken at school before they develop a strong foundation in their home language. This can lead to difficulties in communicating with their families, and it may impact future learning. To offset this tendency, emergent bilingual and multilingual children need to be exposed to all of their languages consistently to support both the maintenance of the home language and the development of English.

Equitable teaching and learning compel early childhood educators to embrace children's home languages as they are exposed to English. Recognizing that home languages enhance children's self-expression and learning, they work to support and sustain children's connections to their cultures, languages, and families. This is part of the developmentally appropriate practice (DAP) framework.

The following are strategies that educators can use to recognize and support children's home languages in the classroom. These are gleaned from my research, the broader research literature on multilingualism, and expectations and recommendations for early childhood educators outlined in NAEYC's recent position statements. (See "Further Resources" below.)

Be Curious and Make Time to Learn About Families

Ms. Cantú, a Spanish/English bilingual teacher, invites families into the classroom at the start of each school year. She does this to get to know everyone and, more importantly, to let families know they will become partners with her in their children's learning and development. Some families feel more ready and able to participate than others. Mrs. Linares, a recent immigrant from El Salvador, worries that she has nothing to offer her child's teacher. To allay her fears, Ms. Cantú asks questions that highlight the mother's expertise, such as "What does your child like to do at home?" and "What does your child like to talk about, and in what language?" She also shows Mrs. Linares around the classroom and shares examples of what her child is learning. During this visit, Mrs. Linares mentions using an herb garden for various teas. Ms. Cantú invites her to return during the class's plant unit to share about herbs and their uses with the children.

Before teachers can address instruction and learning environments for emerging bilingual and multilingual children, they must get to know the children and families in their programs. This will help develop positive, reciprocal relationships and provide teachers with the knowledge of families' contexts, strengths, and skills to integrate into their settings.

Inviting individual families to visit at the beginning of the year is helpful. Many immigrant families do not yet know the expectations in the US school context. They may not realize they can and should visit their children's classroom. Ms. Cantú's invitation signals "you are welcome, and I want to learn from you." Educators can also offer alternative locations and times to meet together. During this time, educators can ask questions to learn about families' contexts and develop meaningful connections with them. (See "Questions to Get to Know Multilingual Families" below.)

Connecting a child's program or school experiences to their home and community settings will help build on families' cultural and linguistic assets. Throughout the year, teachers can continue to connect with families through different avenues (in person, by phone or video call, in emails or text messages, or visiting outside the program) to share their stories of children's development. This creates further opportunities for them to learn about the cultural and linguistic resources families and their children draw from daily.

Questions to Get to Know Multilingual Families

Early childhood educators can gain valuable knowledge about families and their language practices by inviting them to share their backgrounds, routines, and experiences. Their answers can invoke powerful tales of a family's resiliency and resourcefulness and establish who their networks are within the community. One caveat: It is not appropriate to ask about a family's immigration status.

Questions could include the following:

Can you tell me about yourself?

What language(s) do you speak in your home?

What are some things you'd like me to know about the language(s) your family speaks?

Who are some of the important people in your child's life?

What are some important things you'd like me to know about your child?

What are some activities your child likes to do on their own and with other people?

What are your favorite things to do as a family?

Are there certain times of the year that are special to your family?

Are there certain places, near or far, that your child likes to visit? What do they like to do there?

How does your family like to communicate with each other and with people outside of the family?

Communicate the Value of Multilingualism

Mariela is a 41-year-old migrant worker who immigrated to the United States from Oaxaca, Mexico, looking for work and a better life for her family. She now works on a strawberry farm in Florida. Her 4-year-old daughter, Alicia, is enrolled in a local Spanish/English Head Start program.

Mariela's first language is Mixtec, an Indigenous Oaxacan language. Spanish is her second language. Mariela struggles with the idea of teaching Mixtec to her daughter, which would give Alicia the opportunity to be multilingual. Mariela says she wants to spare her daughter the discrimination she felt when she arrived in this country. At home, she only speaks Mixtec with her husband and adult family members. After listening to her concerns, Alicia's teacher suggests that Mariela speak with Alicia in Mixtec. She encourages Mariela to sing songs and rhymes, ask open-ended questions, and engage in child-directed conversations.

Studies have shown that one of the key predictors of an emergent bilingual or multilingual learner's future academic success is the quality of their experiences with their home language. By encouraging families to use their home languages, early childhood educators show that they value children's diverse languages and multilingual identities. In an ideal world, teachers would speak with children in their home languages; however, strategies are available to support children's language maintenance regardless of a teacher's language abilities. They can learn some words or phrases from the children's home languages to communicate the value of multilingualism. They can ask family members to share some basic phrases, such as "good morning" and "thank you," which can be incorporated into daily routines.

Teachers can also create playful learning spaces where children can use their entire linguistic repertoire when engaging with others. These might include

creating culturally relevant play spaces. Families can send in pictures and labels from items in their homes to add to these areas. They can also help label classroom areas and materials in their home languages.

encouraging peer interactions where children can practice their oral language skills in risk-free spaces without fear of correction.

Engage with Families in Designing and Implementing Learning Activities

Many Mexican families celebrate Día de las Madres, or Mother's Day, twice a year. In Mexico, it is celebrated on May 10; in the US, it is celebrated on the second Sunday of May. Mrs. Vela, a Head Start teacher, asks children's families to integrate their cultural knowledge and practices around Día de las Madres into learning activities. This includes storytelling, performances using songs, poems, and creating homemade cards.

Creating a culturally responsive and emotionally supportive climate for multilingual children and their families is vital for them to feel comfortable, accepted, safe, and connected to the learning setting. Teachers can partner with families to share their funds of knowledge in a variety of ways. For example,

families can share music, songs, or rhymes in their home languages

children can create artwork or crafts using techniques or designs from the cultures represented in the classroom

children can reenact scenes from a favorite story or dicho (saying) that they have learned at home

families can record themselves reading books in their home languages

These asset-focused instructional activities place families' language practices at the forefront of family-educator collaboration. As seen in the vignette, they also engage families in meaningful learning activities that reflect home language practices, cultures, and beliefs.

Conclusion

Early childhood educators are challenged to recognize and respond to the diversity in today's classrooms and communities. Families should not feel that they need to forego teaching their children their home languages. Educators can and should enact equitable practices by leveraging the cultural and linguistic wealth children have developed. Fostering a space where children see themselves reflected leads to the creation of affirming environments, activities, and assessments for all children.

Further Resources

Tap these resources to learn more about encouraging families to speak their home languages with children.

" In Our Voices: Creating Community Responsive Listening Centers," by Emily Brown Hoffman and Kristin Cipollone ( Teaching Young Children, 2022)

Promoting the Educational Success of Children and Youth Learning English: Promising Futures, by the National Academies of Science, Engineering, and Medicine (2017)

" Supporting Language: Culturally Rich Dramatic Play," by Irasema Salinas-González, María G. Arreguín, and Iliana Alanís ( Teaching Young Children, 2018)

Want to Learn More?

NAEYC offers an array of resources about bilingual and multilingual learners, including The Essentials: Supporting Dual Language Learners in Diverse Environments in Preschool and Kindergarten, by Iliana Alanís, María G. Arreguín, and Irasema Salinas-González. In this book, you will read about key concepts from a developmental and asset-based perspective as well as examples of children's and teachers' experiences in early educational settings. Connections are made to NAEYC Early Learning Program Accreditation Standards, and answers are provided for frequently asked questions. Visit NAEYC.org/essentials-supporting-DLLs for more information.

Photographs: © Getty Images
Copyright © 2023 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC.org/resources/permissions.

This article supports the following NAEYC Early Learning Programs standards and topics
Standard 2: Curriculum
2A: Essential Characteristics
2D: Language Development
Standard 7: Families
7B: Sharing Information Between Staff and Families

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To Speak or Not To Speak My Language: Supporting Families' Home Language Practices

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This article offers strategies teachers can use to create learning communities that welcome and support families' home languages as children develop their English-speaking skills.

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High-Quality Dual

Language Programming

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The California Department of Education (CDE) has chosen the Classroom Assessment Scoring System (CLASS®) and CLASS® Environment as the classroom assessment scoring system for the California State Preschool Programs (CSPP) pursuant to the requirements of Section 106 of Senate Bill 114 (Chapter 48, Statutes of 2023).

As CDE continues to align Universal Prekindergarten (UPK) efforts across California and support a system of high-quality prekindergarten learning experiences for all children, the CDE is focused on how to best support an educator-first system of improving adult-child interactions and enhancing equity for all children. To support this goal the CDE is implementing CLASS 2nd Edition® and the CLASS Environment tool across all CSPPs, and investing in a regional and statewide support system through the Achieving Success in Positive Interactions Relationships and Environment (ASPIRE) program. A broad literature of more than 200 independent empirical research studies substantiate the positive effects the CLASS tool and coaching has on early learning programs and outcomes for children.

CLASS is widely used across the country by the Office of Head Start and in more than 10 other states as a quality monitoring tool for their state-funded preschool programs. Pursuant to California Education Code Section 8203.1, the CDE administers the CSPP Quality Rating Improvement System (QRIS) Block Grant, which is allocated to local Quality Counts California (QCC) with the intention of supporting the local early learning QRIS. In California, the CLASS has been utilized for many years as a quality component of California's QRIS system in which 2,461 of the 3,449 CSPP sites participated during FY 2020-21. The CLASS is required within every Head Start program to measure quality and support quality improvement within their programs. Many CSPP contractors are also grantees of the federal Head Start program.

This page includes the following:

Information on Requirements for Implementing CLASS and CLASS Environment

Information on CLASS 2nd Edition

CLASS stands for Classroom Assessment Scoring System and measures the quality of the interactions teachers have with children which impact learning and development. CLASS is an observation tool developed to assess these interactions across three areas: Emotional Support, Classroom Management, and Instructional Support. CLASS also supports continuous quality improvement that enables high-quality interactions.

The CLASS instrument is an empirically validated system originally developed by University of Virginia's Center for the Advanced Study of Teaching and Learning (CASTL) at the Curry School of Education. Delivery of the CLASS tool and supporting professional development and technical assistance is provided by Teachstone®. CLASS has been shown to produce gains in children's math, literacy, social, emotional, and cognitive abilities. Specifically, CLASS and CLASS Environment are observation instruments that assess the quality of teacher child interactions and the physical learning environment in preschool classrooms.

CLASS 2nd Edition updates the original CLASS® 2008 tool, with a focus on three priority areas:

1. Centering on equity to ensure CLASS reflects and supports the diverse communities it serves,

2. Increasing the accessibility and ease of use for CLASS users, and

3. Measuring for impact to drive actionable insights for educators to make optimal improvements in the areas that matter most for children.

CLASS 2nd Edition was developed in close consultation and collaboration with experts, including educators, from varied and diverse backgrounds and with expertise representing a range of settings and perspectives, including extensive engagement of the California early childhood community.

California's historical use of the CLASS tool to measure interactions and support coaching options in mixed delivery programs creates an opportunity to efficiently transition existing infrastructure-currently certified CLASS observers, trainers, and coaches-to the CLASS 2nd Edition. The transition to the CLASS 2nd Edition in California's state subsidized programs is currently specific to the prekindergarten (pre-K) tool.

Resources

Information on CLASS Environment

CLASS Environment is used with the CLASS 2nd edition to measure and improve the features of the learning environment that matter most for supporting high quality interactions between teachers and children. CLASS Environment measures 29 specific elements of the environment alongside CLASS 2nd Edition, which helps to reduce time spent observing with multiple tools, further streamline data collection and reporting, and strengthen opportunities for efficiency and impact. Teachstone closely collaborated with experts representing diverse backgrounds to develop the CLASS Environment and create a measure that supports educators working in diverse settings, including programs serving multilingual learners (MLLs),children with disabilities, and children from diverse cultural and racial backgrounds. Throughout the measure, items reflect the most important ways the environment can support children by providing equitable, diverse, and inclusive materials, displays, and arrangements.

Resources

Funding for Achieving Success in Positive Interactions, Relationships, and Environments (ASPIRE) Program

The ASPIRE program is funded by Provision 6 of Item 6100-194-0001 and Provision 6 of Item 6100-196-0001 of the Budget Act of 2023 (Assembly Bill (AB) 102, [Chapter 38, Statutes of 2023]). According to AB 102, a total of $1,075,000 was allocated to the CDE on an ongoing basis to support the use of CLASS as a tool to strengthen teacher-child interactions and to support continuous quality improvement. In addition, Section 106 of Senate Bill (SB) 114 (Chapter 48, Statutes of 2023) was adopted requiring the CDE to issue guidance to implement the tool funded through the Budget Act, until formal regulations can be initiated on or before December 31, 2024. That guidance, Management Bulletin 23-10, sets forth requirements that all CSPPs implement CLASS and CLASS Environment according to the timeline and in the manner prescribed in the MB.

The ASPIRE program was developed to support the implementation of the CLASS and CLASS environment requirements set forth in MB 23-10. In addition to the $1.075 million in funding awarded in the 2023 Budget Act, $2.5 million in funding for year one and two of the ASPIRE program comes from AB 210 (Chapter 62, Statutes of 2022) which appropriated up to $50 million to the CDE to address state-level systems building and align local practice with the research and practice-based strategies that support inclusive classrooms and effective teacher-child interactions for all children.

Resources

ASPIRE Request for Applications (RFA) (Coming Soon)

ASPIRE Regional and Statewide Leads (Coming Soon)

Information on How CLASS Supports Inclusion

CLASS has been implemented across diverse settings, including those serving children with disabilities. CLASS domains and dimensions describe interactions that support the learning and development of children with diverse backgrounds, experiences, abilities, and needs across a variety of setting types. For example, below are indicator definitions of the Regard for Child Perspectives dimension. They highlight the CLASS tools' inclusivity of variations in interactions. These aspects are particularly relevant when observing in settings serving children with disabilities.

Activities reflect children's interests.

Children are encouraged to share in both verbal and nonverbal ways.

Children have opportunities to wiggle, move, stand, and fidget.

In the Support for Autonomy and Leadership and Child Expression indicators, observers can capture the ways educators:

Adapt or modify materials so that children can fully engage with them.

Adapt or modify activities so that children can contribute in meaningful ways.

As part of its work to expand opportunities and improve services for young children with disabilities, the CDE will provide resources and training to CSPPs to utilize the CLASS system and support early educators that work with children with disabilities. The CLASS system supports these educators by:

Providing resources that will support their understanding of the tool and the importance of interactions that support children's success.

Describing interactions using more equitable and inclusive definitions of effectiveness in CLASS training, videos, and materials for educators, leaders, and observers.

Assuring that CLASS Observers are trained and prepared to observe across all settings, with special support provided around observing in settings serving children with disabilities.

Resources

As educators interact with children with disabilities, they connect in ways that cultivate emotionally supportive relationships, engage learners in ways that create a context for learning, and leverage instructional support tailored to the needs of each child in order to inspire learning. The resources on Teachstone's CLASS and Children with Disabilities Resource page are designed to guide efforts to use CLASS to capture these interactions.

Questions: Early Education Division | 916-322-6233

Last Reviewed: Tuesday, January 09, 2024

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Classroom Assessment Resources - Child Development (CA Dept of Education)

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Resources to support implementation of CLASS and CLASS Environment in the California State Preschool Program.

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Ep 159 5 Ways to Normalize Emotions in your Coaching Conversations

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Ep 159 5 Ways to Normalize Emotions in your Coaching Conversations

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If you want to be a Transformational Coach, you must be able to coach emotions.
If you want to coach for equity, you must be able to coach emotions.
The first step to coaching emotions is to acknowledge and normalize them. In today's episode, Elena shares five ways to do so in your coaching conversations.
Opportunities for continued learning:
Episode 37: How to ACE Your Coaching Conversations Episode 158: What do we mean by "every conversation is an equity conversation?" Webinar on WednesdayAttend an upcoming Coaching for Equity workshop Read Coaching for Equity Visit https://brightmorningteam.com/podcasts/ for links to everything we mention on the show.
Follow us on Facebook, Twitter, LinkedIn, Instagram
Receive weekly wisdom and tools from Elena delivered to your inbox! Sign up at https://brightmorningteam.com/newsletter/
Support us

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ep 159: 5 ways to normalize emotions in your coaching conversations

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‎The Bright Morning Podcast: Ep 159: 5 Ways to Normalize Emotions in Your Coaching Conversations on Apple Podcasts

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If you want to be a Transformational Coach, you must be able to coach emotions. If you want to coach for equity, you must be able to coach emotions. The first step to coaching emotions is to acknowledge and normalize them. In today's episode, Elena shares five ways to do so in your coaching conver...

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Opportunities for Reflective Practice in Early Childhood Apprenti

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ASQ-3 Parent Activities - Ages and Stages

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Share these fun and easy ASQ-3 activities with parents to help them support their child’s development.

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Early Education Division Resources
Early Education Resources

The Alignment of the California Preschool Learning Foundations with Key Early Education Resources, Second Edition

Creating Equitable Early Learning Environments for Young Boys of Color: Disrupting Disproportionate Outcomes - NEW

Best Practices for Planning Curriculum for Young Children

Early Childhood Education (ECE) Competencies

California Early Learning Career Lattice

Guidelines for Early Learning in Child Care Home Settings

Infant/Toddler Resources

Infant/Toddler Learning and Development Foundations

Infant/Toddler Curriculum Framework

Infant/Toddler Learning and Development Program Guidelines

Parent Resources

Care About Quality: Your Guide to Child Care
Preschool Resources

Preschool Learning Foundations

Preschool Curriculum Frameworks

Preschool Program Guidelines

Preschool English Learners

Other Publications

California Comprehensive Early Learning Plan

First Class - A Guide for Early Primary Education

Inclusion Works! Second Edition

Responsive Early Education for Young Children and Families Experiencing Homelessness

Early Education Resources

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Infant/Toddler Resources

California Infant/Toddler Learning and Development Foundations
TheCalifornia Infant/Toddler Learning & Development Foundations are at the center of California's infant/toddler learning and development system. The foundations describe how children develop and what they learn, and are designed to illuminate the competencies that infants and toddlers need for later success.

The Spanish translation of this document, Fundamentos del aprendizaje y el desarrollo infantil de California (ISBN 978-0-8011-1709-1) (PDF) , was published in 2010.

A companion set of DVDs for the California Infant/Toddler Learning & Development Foundations depicts children's behavior for each of the 28 foundations at each of the three ages described in the foundations. There is an introductory overview of the foundations, a segment on "The Early Months," and extended segments provided with and without narration. The set is designed to support training on the foundations. This DVD set can be ordered from California Department of Education (CDE) Press by calling the toll-free number at 1-800-995-4099. The price of the set of DVDs is $32.95.

California Infant/Toddler Curriculum Framework
The California Infant/Toddler Curriculum Framework (ISBN 978-0-8011-1723-7) supports early childhood educators working in programs serving children birth to three years of age in implementing high-quality curriculum practices that lead to acquisition of the knowledge and skills described in the Infant/Toddler Learning and Development Foundations. The publication can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $20.85.

Infant/Toddler Learning and Development Program Guidelines, Second Edition (PDF; 21MB)
This publication presents information about how to provide high-quality early and care, including recommendations for program policies and day-to-day practices that will improve program services to all infants and toddlers. The Infant/Toddler Learning and Development Program Guidelines, Second Edition (ISBN 978-0-8011-1798-5) can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $29.95.

The Spanish translation of the first edition, Guias para programas de aprendizaje y desarrollo infantil (PDF; 6MB) , was published in 2010. The price of the publication is $21.95.
A companion set of DVDs for the Infant/Toddler Learning and Development Program Guidelines, first edition released in 2009, includes conversations with experts; rich discussions with infant care teachers, program leaders, family child care providers, and family members about the guidelines activities; and video clip illustrations of practice. This DVD set can be ordered from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the set of DVDs is $32.95.

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Parent Resources

Care About Quality: Your Guide to Child Care
This resource guide was published by the California Department of Education in 2000 to provide parents and family seeking child care with key indicators of quality child care settings, information on the types of child care available, and tips for interviewing potential child care providers.
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Preschool Resources

California Preschool Learning Foundations
The California Preschool Learning Foundations describes competencies-knowledge and skills-that most children can be expected to exhibit in a high-quality program as they complete their first or second year of preschool.

California Preschool Curriculum Frameworks
Created as companion volumes to the California Preschool Learning Foundations, the California Preschool Curriculum Frameworks present strategies for early childhood educators that enrich learning and development opportunities for all of California's preschool children.

California Preschool Program Guidelines (PDF; 5MB)
TheCalifornia Preschool Program Guidelines provides the detailed guidance needed by administrators and teachers to offer high-quality preschool programs that prepare children to arrive in kindergarten with the foundational skills necessary for school success.

Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning: A Resource Guide (2nd Edition) (PDF; 8MB)
This resource guide offers a user-friendly review of current research on how to support the language development of English learners during the preschool years (ages three to five).

Preschool English Learners: A Resource Guide (ISBN 978-0--8011-1667-4) can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $17.55.

The Spanish translation of this document, Niños de edad preescolar que aprenden inglés: Principios y prácticas que fomentan el lenguaje, la lecto-escritura y el aprendizaje: Guía de Recursos (PDF; 14 MB) can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099. The price of the publication is $17.55.

A companion DVD, A World Full of Language: Supporting Preschool English Learners, is a Telly Award program produced by the California Department of Education, Early Learning and Care Division, in 2007. The DVD provides information on how young children acquire English as a second language, and offers strategies teachers can use to support English learners. The DVD and accompanying booklet in English and Spanish are available.

The resource guide, DVD, and booklets can also be purchased together by submitting one of the following brochures:
For English, please submit theEnglish-language brochure (PDF; 2MB) .
For Spanish, please submit theSpanish-language brochure (PDF; 2MB) .

Return to Top Return to ELCD Resources
Questions: Early Education Division | 916-322-6233

Last Reviewed: Wednesday, February 15, 2023

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Publications - Child Development (CA Dept of Education)

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Publications for child care and development funded by the Early Learning and Care Division.

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Building Adult Capabilities to Improve Child Outcomes: A Theory of Change

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Transforming the Workforce for Children Birth to Age Eight- All Aspects of Research on the Field of ECE

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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Best-selling author and coaching expert, Elena Aguilar, brings weekly tips, tools, and wisdom to educators with one goal: to help you thrive.

Best-selling author and coaching expert, Elena Aguilar, brings weekly tips, tools, and wisdom to educators with one goal: to help you thrive.

Must Listen

I can't say enough how grateful I am for the time and intention that Elena Aguilar and the entire Bright Morning Team put into their work. As a school leader, this podcast provides a sense of grounding and purpose when I listen. I always leave with actionable takeaways, questions, and ideas to implement the very same week. Thank you, thank you, thank you!

You are a gift!

Elena, you are a such a gift to the world. Thank you for your gentle yet powerful spirit and deep analysis on transformational coaching. While I don't work in the education space, I am career, leadership, and executive coach and I learn so much from you every episode. I especially love your coach demos. Thank you thank you thank you!

Growing on my drive to work!

Elena, I look forward to listening to your podcast on my drive to and from work. Coaching can be lonely, and your podcasts are always timely and provide me with actionable steps that I can put into practice in my coaching practice. I was recently asked who I most admire as a leader in education today, and I told them it is you, Elena! You model leading yourself first, you help us create conditions for transformation, and you are a student-focused advocate. Thank you for help me grow as a person and a coach.

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‎The Bright Morning Podcast on Apple Podcasts

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Best-selling author and coaching expert, Elena Aguilar, brings weekly tips, tools, and wisdom to educators with one goal: to help you thrive. Best-selling author and coaching expert, Elena Aguilar, brings weekly tips, tools, and wisdom to educators with one goal: to help you thrive.

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One Minute Calm | Calming Waterfalls 10 | Mindfulness | 1 Minute Meditation

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One Minute Calm | Calming Waves 11 | Mindfulness | 1 Minute Meditation

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National Black Leadership Commission on Health

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Coaching for Equity Tools - Bright Morning

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Tools from Coaching for Equity Welcome to the downloadable tools for Coaching for Equity. Here you will find worksheets, rubrics, and other documents to augment and enhance the material available in Elena's Coaching for Equity. The Coaching Lenses The Consultancy Protocol Planning for an Equity-Focused Conversation Reflecting on My Own Biases The Equity Rubric (Appendix [...]Read More...

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Worksheets and Other Resources for Coaches

This webpage offers a variety of documents that can help both new and seasoned coaches better serve their clients.

Many documents are from Elena's book The Art of Coaching, but we've included some additional tools not found in the book. Click from the list below to jump to a category of documents or download the entire set of documents using the button below.

The Art of Coaching Reader's Guide

The Art of Coaching Reader's Guide is a collection of guiding questions that will enrich your experience with the text. It's great if both for independent readers and those who are using the book with group.

Download Free Worksheets and Other Tools

Tools found in The Art of Coaching:

Additional tools not found in The Art of Coaching:

Tools from The Art of Coaching
For Planning & Reflection: For Observation and Debriefs: For Conversations with Clients: For Coach Development: For Hiring:
Additional Tools
(Not found in The Art of Coaching)
For Planning & Reflection: For Conversations with Clients:
* These resources are from the Onward Workbook.
For Coach Development:
Recommended Podcast Episodes
Podcast Starter Episodes
Episode 29: Coaching Tools for Transformation: Core Values, Mind the Gap and Strengths-Based Coaching

Episode 43: The Spheres of Influence

Episode 83: Coaching Conversation: How Do I Set Our Coaching Program Up for Success?

Episode 98: When it Feels Like it's Never Enough
Coaching Emotions
Episode 36: Kathrina Mendez Revisited: Virtual Reality: Confronting Self-Doubt

Episode 37: How to ACE Your Coaching Conversations

Episode 127: Coaching Emotions: Anger

Episode 128: Coaching Emotions: Sadness

Episode 129: Coaching Emotions: Joy

Episode 147: Coaching Resistance: Part 1 - What is Resistance

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Worksheets and Other Resources for Coaches This webpage offers a variety of documents that can help both new and seasoned coaches better serve their clients. Many documents are from Elena's book The Art of Coaching, but we've included some additional tools not found in the book.

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Achieving Desired Results for Children and Families

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There are a number of benefits to using a trauma-informed approach, not only for patients but also for providers and staff. Many patients with trauma have difficulty maintaining healthy, open relationships with a health care provider. For patients, trauma-informed care offers the opportunity to engage more fully in their health care, develop a trusting relationship with their provider, and improve long-term health outcomes. Trauma-informed care can also help reduce burnout among health care providers, potentially reducing staff turnover.

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Learn about how trauma-informed care shifts the focus from "What's wrong with you?" to "What happened to you?"

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Developmental Screenings can help support your child's learning and social emotional growth. Help Me Grow uses the Ages and Stages Questionnaire (ASQ-3) and Ages and Stages Questionnaire Social Emotional (ASQ-SE).

Developmental Screening helps to:

Track your child's development

Learn about your child's developmental strengths

Learn if your child needs extra support in an area

Help prepare your child for school

Receive personal assistance and referrals

Ages and Stages Questionnaire-3 (ASQ-3)

The first screening Ages and Stages Questionnaire-3 (ASQ-3) screens your child in the areas of communication, fine motor, gross motor, problem solving and personal social. It is recommended to start with this questionnaire as it provides an overview of several areas of your child's development.
Complete the Ages and Stages Questionnaire-3 (ASQ-3)

Ages and Stages Questionnaire-2 Social Emotional (ASQ-SE)

The second screening Ages and Stages Questionnaire-2 Social Emotional (ASQ-SE) screens your child in social emotional development, including behavior, relationships and managing emotions. This screening is recommended if you have specific concerns about your child's behavior or interactions with others.
Complete the Ages and Stages Questionnaire Social Emotional (ASQ:SE)

All screenings are free and confidential. If you have any questions, please call 1-866-KIDS-HMG (1-866-543-7464)

Español
Llenar un evaluación gratiz y confidencial de ASQ:3 y ASQ:SE

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Developmental Screenings can help support your child's learning and social emotional growth. Help Me Grow uses the Ages and Stages Questionnaire (ASQ-3) and Ages and Stages Questionnaire Social Emotional (ASQ-SE).

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Caring for Our Children | National Resource Center

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Search the CFOC Online Standards Database by health and safety topic, search term, chapter, or standard number.

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First 5 California DLL Pilot Community of Practice: Meeting Summaries – Early Edge California

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Resources | January 19, 2022 Dual-Language Learners, Early Childhood Education (ECE), Teacher Development, Child Care Providers 2022-23 California State Budget Proposal Summar…

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Five Resources to Support English Learners

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ENGLISH LEARNER MASTER PLAN PLAYBOOK that is organized into 3 key steps, and offers tools and timeframe to support educators, families, and community members engage in policy dialogues and development processes to support the creation of a local policy document.

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Personalized Oral Language Learning (POLL) Strategies – Videos and resources to help early childhood educators support dual-language learners

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Walking Up the CA Teaching Pyramid: Tools to Support Children’s Return | Teaching Pyramid

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It Always Starts with YOU! Teacher Self-Reflection and Support:

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Black Boys Matter_ Cultivating Their Identity, Agency, and Voice _ NAEYC

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An Introduction to Early Childhood Educator Competencies

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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Excited to explore, but unsure where to begin?

The User Guides are designed to support teachers, administrators and professional development (PD) providers, and teacher education faculty to find a helpful place to start using the Multilingual Learning Toolkit! The guides offer a reflection tool to support educators to identify priorities for their own learning, plus activities and protocols forexploring the resources in the site.

For Administrators
and PD Providers

For Teacher
Education Faculty

Watch this video to learn more about the Multilingual Learning Toolkit website!

Starter Guide

Foundational Principles

Instructional Strategies

Best practices + resources

A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
Explore the Starter Guide >

Allison Shelley/The Verbatim Agency for EDUimages

Key foundational principles for educators working with Multilingual Learners
Learn about Foundational Principles >

"I appreciate the ML Toolkit Overview as a teacher."

"What an amazing job of putting strategies, resources, and information together which will be an essential tool for children, parents, and teachers! Thank you."

"This really helps with new ideas. It's easy to get stuck on what you already do."

"I think that the Toolkit is very well written and is a very easy read as a teacher."

Support the diverse linguistic and cultural assets of children
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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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Supporting Documents for ERS Re-Certification

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Conference-Quality Professional Development by Early Childhood Experts

Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC., and presented by leading authors, experts, and leaders. Now, you can participate in conference-quality training without leaving your home, classroom, or office.
UPCOMING WEBINARS

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Early Childhood Webinars - Conference-Quality Professional Development

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Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC., and presented by leading authors, experts, and leaders. Now, you can participate in conference-quality training without leaving your home, classroom, or office. UPCOMING WEBINARS

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CompSAT Health, Safety, and Nutrition Invitation

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Invitation to Culture, Diversity, and Equity - CDE

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Teaching Pyramid Coaching Strategies- Isidro Bruno