Essential Questions for Kindergarten Readiness: Teaching and Learning

Percentage of school leaders who have served in their current positions for less than two years, two to three years, and four or more years (Education-to-Workforce Framework).

Percentage of teachers who return to teaching in the same school from year to year (Education-to-Workforce Framework).

Percentage of teachers with less than one year, one to five years, and more than five years of experience (Education-to-Workforce Framework).

Percentage of teachers who leave the profession after five years (National Education Association).

Percentage of principals who remain in school/district leadership for more than seven years (STEP Forward with Data Framework).

Pre-K: Percentage of teachers with less than one year, one to five years, and more than five years of experience (Education-to-Workforce Framework).

Percentage of families and workforce members reporting positive relationship quality with one another (STEP Forward with Data Framework).

Retention rates of workforce members from focal populations compared to the overall population of preschool workforce members (STEP Forward with Data Framework).

Percentage of administrators rated effective based on multiple measures of performance (National Education Association).

Percentage of principals who remain in school/district leadership for more than seven years (National Education Association).

Percentage of school leaders rated as effective, using an evaluation system that includes multiple measures, such as the Administrator Evaluation component of the Tennessee Educator Acceleration Model (TEAM) (Education-to-Workforce Framework).

Percentage of preschool systems leadership and management that identify as members of focal populations (STEP Forward with
Data Framework).

Cadence of evaluation by preschool system leaders of the number of programs that implement early learning standards, curricula, assessments/screenings, professional development activities and quality monitoring tools for classroom environment and/or child-adult interactions that meet stated guidelines (STEP Forward with Data Framework).

Cadence of evaluation by preschool system leaders to determine whether their guidance meets the needs of children and families from focal populations (STEP Forward with Data Framework).

Districts use multiple measures to evaluate administrators and school leaders (National Education Association).

State policy codifies principal retention (National Education Association).

State policy promotes ongoing professional learning and support for principals (National Education Association).

Same-race student-teacher ratio by race/ethnicity (Data sources: Local school, LEA or SEA human resources, administrative and/or enrollment data) (Education-to-Workforce Framework and StriveTogether 2021).

Educational staff composition by race and ethnicity compared to student composition by race and ethnicity (Education-to-Workforce Framework and StriveTogether 2021).

Percentage of program sites that support a language other than English (STEP Forward with Data Framework).

Percentage of program sites where children from focal populations are exposed to staff in their program who reflect their own identities (STEP Forward with Data Framework).

Percentage of workforce members who are fluent in the language spoken by the children they serve (STEP Forward with
Data Framework).

Districts have plans to recruit educators from underrepresented populations (National Education Association).

Districts have plans to retain educators from underrepresented populations (West Ed).

Re-evaluate “last-in, first-out” practices which are more likely to remove early career teachers who identify as people of color (TNTP).

Engaging young men of color in early childhood education initiatives, like the Literacy Lab’s Leading Men Fellowship (Results for America).

State policy supports recruitment of promising future educators, including underrepresented populations (National Education Association).

Making educator diversity data visible and actionable to all stakeholders (Education Trust).

Setting clear goals at the state, district and teacher preparation levels to increase educator diversity (Education Trust).

Investing in efforts to retain teachers of color that improve working conditions and provide opportunities for personal and professional growth (Education Trust).

Percentage of early childhood teachers with a bachelor’s degree and specialized training in early childhood (Rhode Island Kids Count).

Percentage of kindergarten teachers that have passed a pre-service performance assessment prior to obtaining their initial license (National Education Association).

Percentage of lead pre-K teachers with at least a bachelor’s degree (Education-to-Workforce Framework). 

Percentage of lead teachers with specialized training in pre-K (Education-to-Workforce Framework).

Percentage of program sites where children with a disability or developmental delay are enrolled in which workforce members have early childhood special education training or experience working with children with special needs (STEP Forward with Data Framework).

Percentage of workforce members who have early childhood education endorsements, certification or training, or experience working with preschool-age children (STEP Forward with Data Framework).

Districts develop selection criteria to identify cooperating teachers (National Education Association).

Districts partner with teacher preparation programs on teacher residencies and induction (National Education Association).

Districts provide training for cooperating teachers (National Education Association).

Percentage of preparation program graduates surveyed indicating satisfaction with their preparedness to serve as the teacher-of-record (National Education Association).

Preparation programs survey graduates about their preparedness to serve as the teacher-of-record and report their response rates (National Education Association).

Preparation programs use pre-service performance assessments to determine candidate preparedness prior to program completion and/or initial licensure (National Education Association).

Preparation programs work with local school districts to recruit high-achieving high school graduates to pursue careers in education (National Education Association).

Child care workforce qualifications (Prenatal to 3 Policy Impact Center).

Districts mandate successful completion of a residency program prior to obtaining initial licensure (National Education Association).

Preparation programs require school-based experiences beyond a semester of student teaching (National Education Association).

State provides funding for induction programs (National Education Association).

State provides funding for preparation programs to establish residency programs with local school districts (National Education Association).

State provides resources to grow preparation programs in minority-serving institutions (National Education Association).

Investing in hiring, training and retaining a high-quality and diverse workforce of educators (Urban Institute).

Percentage of teacher leaders rated effective based on multiple measures of performance (National Education Association).

Percentage of teacher leaders who occupy hybrid roles (National Education Association).

Percentage of teacher leaders with a leadership endorsement/certificate (National Education Association).

Number of career pathway supports the preschool system offers that are intentionally tailored to workforce members from focal populations to support their unique needs (STEP Forward with Data Framework).

State codifies the Teacher Leadership Competencies and/or other standards for teacher leadership (National Education Association).

State includes a state-level endorsement/certificate for teacher leaders (National Education Association).

State provides resources to complete voluntary national certification and endorsements that promote teacher leadership opportunities (National Education Association).

Districts begin cultivation and recruitment a year prior to the present school year (National Education Association).

Districts have plans to recruit and retain accomplished educators (National Education Association).

Districts have plans to recruit educators for shortage areas, such as special education and second language acquisition (National Education Association).

Hiring high quality staff (Results for America).

State tracks educator shortages (National Education Association).

Percentage of teachers surveyed indicating satisfaction with the conditions of employment (National Education Association).

Percentage of teachers surveyed indicating satisfaction with the terms of employment (National Education Association).

Percentage of workforce members from focal populations who receive benefits comparable to those received by the overall preschool workforce population (STEP Forward with Data Framework).

Workforce members from focal populations earn wages comparable to the overall population of preschool workforce members. (STEP Forward with Data Framework).

Districts have differentiated pay structures for clearly defined roles and responsibilities that account for hybrid/varied educator roles within a school (National Education Association).

Districts offer financial incentives for educators working in hard-to-staff schools (National Education Association).

Districts offer financial incentives for teachers to earn National Board certification (National Education Association).

Districts offer incentives for teachers to take on differentiated or hybrid roles (National Education Association).

Districts offer teachers starting salaries comparable to other professionals with similar skills, knowledge and education. Additionally, education support professionals (ESPs) are paid at least a minimum wage (National Education Association).

State and/or district contributions for health coverage increase at least enough to keep up with health care inflation (National Education Association).

State or district provides access to affordable, quality health insurance for education employees and their families (National Education Association).

Early Educator Investment Fund: A collaborative effort in Nebraska to accelerate progress in the early childhood education profession and ensure educators have the support needed to be well-prepared and appropriately compensated (Early Educator Investment Fund).

Child care workforce compensation (Prenatal to 3 Policy Impact Center).

Child Care Wage$ Tennessee: A program that provides supplemental income to early childhood workers based on education level and tenure (Child Care Wage$ Tennessee).

Teacher coaching and professional development (Education-to-Workforce Framework).

Percentage of educators surveyed indicating alignment among professional learning, standards, curriculum and assessments (National Education Association).

Percentage of educators surveyed indicating satisfaction with professional learning time and opportunities (National Education Association).

Percentage of educators who participated in job-embedded professional learning opportunities in the previous year (National Education Association).

Number of professional development opportunities the preschool system offers that are intentionally tailored to workforce members from focal populations to support their unique needs (STEP Forward with Data Framework).

Percentage of workforce members who receive training in culturally-responsive instruction, especially to understand a child’s developmental progress to inform instruction (STEP Forward with Data Framework).

Percentage of workforce members who receive training on reducing or eliminating bias in their work (STEP Forward with Data Framework).

Percentage of workforce members who receive training on trauma-informed care or responsiveness (STEP Forward with Data Framework).

Child care coaching (Prenatal to 3 Policy Impact Center).

Districts align professional learning with standards, curriculum and assessments (National Education Association).

Districts have professional learning plans, including induction and mentoring, for teachers, education support professionals (ESPs) and specialized instructional support personnel (SISP) (National Education Association).

Districts integrate theories, research and models of human learning into the planning and design of professional learning (National Education Association).

Districts provide educators with targeted support based on formative and summative evaluation results (National Education Association).

Districts provide extra resources and assistance for those educators in hard-to-staff schools (National Education Association).

Districts provide funding for educators to access professional learning that addresses new education research and technology that will help improve instruction or support for students (National Education Association).

Districts provide ongoing professional learning and support to administrators, including training in equity and racial and social justice to better support Indigenous educators and students as well as educators and students of color (National Education Association).

Districts provide teacher leadership development (National Education Association).

Districts support regular, job-embedded professional learning opportunities (National Education Association).

Districts use a variety of student, educator and systems data to plan, assess and evaluate professional learning (National Education Association).

Providing training and classroom materials (Results for America).

Preschool systems provide guidance on professional development activities that represent, reflect and uniquely support workforce members from diverse backgrounds, including those from focal populations (STEP Forward with Data Framework).

State develops a comprehensive culturally-responsive teaching policy, covering equity and racial and social justice, to increase educators’ cultural and linguistic competence through pre-service education, licensure and ongoing professional learning (National Education Association).

State provides funding and technical assistance to strengthen professional learning in areas with high concentrations of poverty, Indigenous students and students of color, with emphasis on mentoring, implicit bias and cultural competency (National Education Association).

State provides funding for job-embedded professional learning opportunities to help educators improve their instructional repertoire (National Education Association).

Percentage of educators surveyed indicating satisfaction with the number of formal teacher leadership opportunities (National Education Association).

Percentage of educators surveyed indicating satisfaction with the number of opportunities to participate in district policy setting (National Education Association).

Percentage of educators surveyed indicating satisfaction with the number of opportunities to participate in school policy setting (National Education Association).

Percentage of workforce members from focal populations who report that they are consulted, involved, collaborate or are a co-creator in the preschool system (STEP Forward with Data Framework).

Districts obtain educator input on instructional minutes (National Education Association).

Districts provide formal opportunities for educators to participate in district policy setting (e.g., accountability systems, hiring and evaluation of administrators) (National Education Association).

Districts dedicate funding to support educator engagement with educator leadership organizations and learning networks (National Education Association).

Districts dedicate resources to design professional learning that supports educator leadership and teacher agency (National Education Association).

Districts dedicate resources toward lifting and amplifying educator voice (e.g., dedicate funds to engagement) (National Education Association).

State has an autonomous standards board, the majority of whom are active pre-K through grade 12 educators and are ethnically and racially representative of the student body (National Education Association).

State requires that all planning and decision-making bodies related to the educator profession include active pre-K through grade 12 educators (National Education Association).

Availability of skill-based curricula (Education-to-Workforce Framework).

Availability of social skills training (Education-to-Workforce Framework).

Availability of evidence-based curricula (Education-to-Workforce Framework).

Percentage of kindergarten students enrolled in a physical education course that meets NASPE standards (National Education Association).

Availability of social-emotional learning curricula and programs (such as growth mindset interventions) (Education-to-Workforce Framework).

Percentage of educators surveyed indicating access to sufficient curriculum resources (Education-to-Workforce Framework).

Percentage of educators surveyed indicating alignment among standards, curriculum, resources and assessments (National Education Association).

Quality and extent of use of culturally-responsive curriculum (Data sources: Local policy and practice assessment, inventory or review) (StriveTogether 2021).

Schools implement an anti-racist curriculum (National Education Association).

Access to arts education and/or well-rounded curriculum (Birth to Grade 3 Indicator Framework).

Percentage of program sites that use materials, projects, activities, curricula and resources that reflect or celebrate the identities of children from focal populations and their communities (STEP Forward with Data Framework).

Preschool system provides guidance on the types of culturally-responsive curricula that represent, reflect and uniquely support children and families from focal populations (STEP Forward with Data Framework).

Preschool system provides guidance or training on recommended culturally-responsive assessments/screenings that represent, reflect and uniquely support children and families from focal populations (STEP Forward with Data Framework).

Schools implement the Welcoming Schools program founded by the Human Rights Campaign (National Education Association).

Schools include educators in curriculum design (National Education Association).

Schools use the community as a contextualized learning environment (National Education Association).

Schools include educators in implementation plan development for standards and curriculum (National Education Association).

Building Blocks Pre-K: Supplemental math curriculum that uses software, manipulatives and print material (Results for America).

Delivering evidence-based curricula in small classes (Results for America).

HighScope: Play-based, child-centered early education curriculum (Results for America).

Stepping Stones to Literacy is a supplemental early literacy curriculum for preschool and kindergarten students. It has been demonstrated to produce positive impacts on phonological awareness, letter knowledge and phonics (Results for America).

Districts provide resources to help educators understand and apply content standards. Resources may include funding for professional learning (National Education Association).

Home Instruction for Parents of Preschool Youngsters (HIPPY) is an early literacy curriculum and peer home visiting program designed for parents and caregivers of children aged two through five. The model aims to build parents’ capacity to support their children’s cognitive, social, emotional and physical development (Results for America).

Offering individual and group learning: Evidence-based early childhood curricula can be delivered in three settings — with individual students, small groups or an entire class. Comprehensive curricula often include programming for all three. Many curricula also supplement in-school learning with home-based activities to be delivered by a parent or caregiver (Results for America).

Playing and learning: Broadly, learning through play can take two forms — child-directed and teacher-guided. For instance, children may be encouraged to explore their creativity and interpersonal skills by playing with blocks. After a certain period, a teacher may add some structured learning to the activity, such as asking children to count the number of blocks or to describe what they are building (Results for America).

State develops a plan to solicit feedback from classroom teachers and adjust curriculum guidelines and resources accordingly (National Education Association).

Stepping Stones to Literacy: Supplemental curriculum designed for preschoolers and kindergarteners having trouble with reading (Results for America).

Curriculum quality audits are performed (Birth to Grade 3 Indicator Framework).

Evidence-based curricula that fulfill students’ diverse needs are created (Urban Institute).

Making Pre-K Count and High 5s programs: Enhanced childhood math instruction, coupled with the Building Blocks curriculum and aligned professional learning for educators (Results for America).

State develops a policy that requires alignment between curricular content and rigorous standards and is inclusive of every ability, race, ethnicity, socio-economic status, gender and gender identity (National Education Association).

State policy mandates alignment among content standards, curriculum, resources and assessments (National Education Association).

State has an autonomous curriculum review board with a majority of active pre-K through 12 educators (National Education Association).

State policy recognizes physical education as a core subject (National Education Association).

State policy recognizes the value of fine arts in curricula (National Education Association).

State policy requires educator involvement in developing content standards and curriculum guidelines (National Education Association).

State provides funding to all districts for fine arts education (National Education Association).

State provides funding to all districts for physical education (National Education Association).

State provides funding to ensure curricular content is inclusive of students of every ability, race, ethnicity, socio-economic status, gender and gender identity. (National Education Association).

State provides high-quality resources that are aligned with standards and curriculum. Resources may include textbooks, workbooks, technology and supplies (National Education Association).

Percentage of educators surveyed indicating feelings of confidence in analyzing and interpreting formative and summative assessment data (National Education Association).

Percentage of educators surveyed indicating satisfaction with the time allotted to analyze assessment results and inform instruction (National Education Association).

Percentage of schools that exit improvement status within five years (National Education Association).

Percentage of teachers indicating satisfaction with the sources used to measure student growth (National Education Association).

Percentage of teachers surveyed indicating assessments adhere to the principles of Universal Design for Learning (UDL) (National Education Association).

Percentage of teachers surveyed indicating satisfaction with the quality of student assessments (National Education Association).

Districts engage educators, families and students in the school improvement process (National Education Association).

Districts involve educators in assessment design and development (National Education Association).

Districts provide resources and funding for job-embedded professional learning for teachers to become proficient users of formative and summative assessment data (National Education Association).

Districts release assessment results in time to inform learning (National Education Association).

Districts train school personnel to interpret data system results to inform and improve instruction and identify needed supports (National Education Association).

Districts use both formative and summative student assessments that adhere to the principles of UDL (National Education Association).

State collaborates with educators to develop school performance indicators (National Education Association).

State offers additional support to schools identified for improvement (National Education Association).

State provides sufficient support to all schools so that they perform well across multiple measures of school quality and student success (National Education Association).

State requires that districts provide resources and job-embedded professional learning for teachers to become proficient users of formative and summative assessment data (National Education Association)

State accountability system holds schools accountable for multiple measures of school quality and student success (multiple measures may include chronic absenteeism, school climate and access to advanced and rigorous courses) (National Education Association).

State develops a policy that requires educators to be involved in assessment design and development (National Education Association).

State develops a policy that requires the use of both formative and summative student assessments that adhere to the principles of UDL (National Education Association).

State has a comprehensive, aligned and integrated information management system that enables districts and schools to analyze, evaluate and continuously improve student, educator and school performance (National Education Association).

School and district accountability systems advance continuous improvement and a comprehensive vision of student success (Urban Institute).

Teachers’ overall and subscale scores on an observation rubric associated with an educator observation system (Education-to-Workforce Framework).

Percentage of teachers rated effective based on multiple measures of performance (National Education Association).

Scores on measures of teacher-child interactions which assess equitable classroom interactions, such as the Classroom Assessment Scoring System (CLASS), the Early Childhood Environment Rating Scale (ECERS) Interactions subscale or the Assessing Classroom Sociocultural Equity Scale (ACSES) (Education-to-Workforce Framework).

Percentage of workforce members that demonstrate high-quality instructional practices and interactions with children (STEP Forward with Data Framework).

Preschool system provides guidance or training on quality monitoring tools for classroom environment and/or child-adult interactions that represent, reflect and uniquely support children and families from diverse backgrounds, including those from focal populations (STEP Forward with Data Framework).

Teacher observations, instructional quality reviews and teacher/student interaction measures (Birth to Grade 3 Indicator Framework).

Districts design, monitor and implement evaluation systems based on state framework in partnership with educators and their associations (National Education Association).

Districts provide “peer assistance” or “peer assistance and review” (PAR) teams (National Education Association).

Districts use evaluations aligned with induction (National Education Association).

Districts use performance evaluations employing multiple measures (National Education Association).

State policy mandates multiprofessional collaboration on educator support and evaluation systems staffed by active pre-K through 12 educators (National Education Association).

State policy requires that evaluations be based on multiple measures of performance to determine effectiveness. Measures may include classroom observations, portfolios, leadership roles and professional learning (National Education Association).

State provides funding for “peer assistance” and “peer assistance and review” (PAR) teams (National Education Association).

Percentage of students meeting benchmarks (National Education Association).

Percentage of students proficient in core academic subjects (Promise Neighborhoods; The Urban Institute, prepared for U.S. Department Of Education).

State allocates funding to programs to ensure positive achievement outcomes for all students, including strategies to reduce opportunity and learning gaps (National Education Association).

Percentage of educators surveyed indicating satisfaction with collaborative time (National Education Association).

Percentage of educators surveyed indicating satisfaction with guidance and support for instruction (National Education Association).

Percentage of educators surveyed indicating satisfaction with instructional time (National Education Association).

Percentage of educators surveyed indicating satisfaction with the time dedicated to planning (National Education Association).

Percentage of workforce members who report that they utilize more than one form of evidence to inform their instruction (STEP Forward with Data Framework).

Districts implement scheduled job-embedded planning, instructional support and collaborative time (National Education Association).

Districts provide resources to guarantee dedicated time for teacher teams to plan and review student data to improve instructional results (National Education Association).

State policy supports regular job-embedded planning, instructional support and collaboration (National Education Association).

State provides resources for planning, instructional support and collaboration. Instructional support and collaboration may include professional learning communities, professional learning teams, lesson study, cohort learning, mentoring and induction) (National Education Association).

State requires districts to obtain educator input on instructional minutes (National Education Association).

Usage of Response to Intervention (RTI) ​​early detection and prevention strategy (Education-to-Workforce Framework).

Percentage of eligible students enrolled in an extended learning opportunity (National Education Association).

Percentage of eligible students who participate in a peer support program, are part of a mentoring program and/or regularly visited by specialized instructional support personnel (SISP) (National Education Association).

Percentage of students surveyed indicating they feel supported in their school (National Education Association).

Percentage of children from focal populations who can fully participate in learning activities (STEP Forward with Data Framework).

Percentage of children from focal populations who have a learning accommodation provided to them in an inclusive setting (STEP Forward with Data Framework).

Percentage of children from focal populations with identified concerns who are connected to services (STEP Forward with Data Framework).

Percentage of families from focal populations who are satisfied with the learning accommodations provided to their children (STEP Forward with Data Framework).

Percentage of teachers trained in Positive Behavior Intervention and Supports (PBIS/PBS) (National Education Association).

Schools implement Positive Behavior Intervention and Supports/Positive Behavior Supports (PBIS/PBS) (National Education Association).

Percentage of teachers who receive professional learning on analyzing student data to differentiate instruction for students with disabilities, as needed (National Education Association).

Percentage of teachers who receive professional learning on analyzing student data to differentiate instruction for students with gifts and talents (National Education Association).

Percentage of teachers who receive professional learning on analyzing student data to differentiate instruction for students with limited English proficiency (National Education Association).

Schools implement Response to Intervention (RTI) (National Education Association).

Percentage of programs that have a funding mechanism for allocating funds to be spent on identified needs for children, families and workforce members from focal populations (STEP Forward with Data Framework).

Schools implement Universal Design for Learning (UDL) (National Education Association).

Preschool system provides guidance on early learning standards, including how to uniquely support children and families from diverse backgrounds, including those from focal populations (STEP Forward with Data Framework).

Districts have outreach plans for underserved student populations. Outreach may include peer support programs, mentors, and full-time specialized SISP (National Education Association).

Districts implement and track guidance standards and benchmarks for all students (National Education Association).

Districts provide extended learning opportunities for students (before- and after-school programs, academic enrichment, mentoring, tutoring and programs that extend the school day or school year for students in need of such services) (National Education Association).

Districts provide job-embedded professional learning to help educators provide accommodations to meet the range of students’ needs (National Education Association).

Developing additional supports for underprivileged students, such as afterschool programs, high-impact tutoring and summer learning programs (Urban Institute).

State allocates funding toward comprehensive school guidance systems with standards and benchmarks that address the social and academic needs of all students (National Education Association).

State develops a policy that requires equitable accommodations and differentiations in curriculum, instruction and assessment to meet the range of students’ needs (National Education Association).

State develops a policy that requires supports for students’ social, emotional and physical well-being (National Education Association).

State provides funding for accommodations and differentiations in curriculum, instruction and assessment (National Education Association).

Percentage of students surveyed indicating satisfaction with the amount of one-on-one time they receive from their teacher (National Education Association).

Percentage of students surveyed indicating they feel listened to and understood by their educators. Note that students in kindergarten are typically surveyed by an adult on campus (e.g., through an interview) given their young age (National Education Association). 

Percentage of children from focal populations reporting positive feelings toward their program (STEP Forward with Data Framework).

Students’ perceptions of their teacher’s effectiveness, using a survey instrument such as the Pedagogical Effectiveness subscale of the Panorama Student Survey, the Tripod Student Survey, the Ambitious Instruction and Supportive Environment domains of the 5Essentials Survey, or the Elevate survey’s Feedback for Growth, Meaningful Work, Student Voice, Teacher Caring, Learning Goals, Supportive Teaching, and Well-Organized Class scales (Education-to-Workforce Framework).

Days and percent of school year missed by homeroom teachers, by school and student subgroups (Birth to Grade 3 Indicator Framework).

Percent of student school days and/or learning time taught by a substitute teacher, by grade and subgroup (Birth to Grade 3 Indicator Framework).

Percentage of teachers missing ten or more days of regular school, per year (required biennially at the school district level by the CRDC) (Birth to Grade 3 Indicator Framework).

Percentage of highly-effective teachers, as measured by the state or local teacher evaluation system (Birth to Grade 3 Indicator Framework).

Districts track the distribution of effective teachers and leaders (National Education Association).

State policy requires school districts to track the equitable distribution of effective teachers and leaders (teachers with full licensure who are rated effective in their positions according to multiple measures of performance) (National Education Association).

Young English Language Learners (ELLs) are regularly screened using linguistically- and culturally-appropriate screening tools. Results of screenings are used to determine what further supports and services are needed (NAEYC, Where We Stand).

Assessments of young English Language Learners are used primarily to understand and improve children’s learning; to track, monitor and support development in all areas, including language development; and to identify disabilities or other special needs (NAEYC, Where We Stand).

Young English Language Learners are included in program evaluation and accountability systems, and culturally- and linguistically-appropriate assessment instruments and procedures are used. Inclusion of English Language Learners in accountability systems never acts as a disincentive for programs to serve English Language Learners (NAEYC, Where We Stand).

All screenings and assessments used with young English Language Learners are culturally appropriate (NAEYC, Where We Stand).

All screenings and assessments used with young English Language Learners are linguistically appropriate (NAEYC, Where We Stand).

Translations of English language instruments are carefully reviewed for linguistic and cultural appropriateness by native speakers well versed in the complex issues of assessment and translation (NAEYC, Where We Stand).

Assessments for young English Language Learners are based on multiple methods and measures (NAEYC, Where We Stand).

Assessments are ongoing; special attention is given to repeated assessments of language development over time (NAEYC, Where We Stand).

Assessments are age appropriate (NAEYC, Where We Stand).

Decision makers and those conducting assessments are aware of the concerns and cautions associated with using standardized formal assessments with young English Language Learners (NAEYC, Where We Stand).

Decision makers and test developers carefully attend to test development issues, including equivalence and norming (NAEYC, Where We Stand).

Decision makers and those conducting assessments know appropriate conditions for using and interpreting standardized formal assessments with young English Language Learners (NAEYC, Where We Stand).

Providing explicit, systematic instruction in vocabulary (Colorín Colorado).

Children require multiple exposures to words in order to develop a rich understanding of their meaning and use. Teachers should make a point of introducing interesting new words for children to learn into each classroom activity (Tabors, 2008 as cited in Colorín Colorado).

Presenting vocabulary thematically helps children make associations between words and scaffolds students’ learning (McGee & Richgels, 2003 as cited in Colorín Colorado).

Read-alouds that include explanations of targeted vocabulary can support word learning (Brabham & Lynch-Brown, 2002; Coyne, Simmons, Kame’enui, & Stoolmiller, 2004 as cited in Colorín Colorado).

Dramatic play organized around a carefully chosen theme can support word learning (Barone & Xu, 2008; Tabors, 2008 as cited in Colorín Colorado).

Ensuring that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement (Colorín Colorado).

English Language Learners need lots of opportunities to engage in social interactions with other children, but they also need support from adults as they develop the language skills they need to negotiate those interactions (Ballantyne et al., 2008 as cited in Colorín Colorado).

For group activities, pair English Language Learners with children who have strong English language skills, and make sure that all the children who speak the same home language (L1) are not grouped together (Barone & Xu, 2008 as cited in Colorín Colorado).

Providing opportunities for self-directed activities so that ELLs can choose activities that match both their interests and their language abilities (Bunce & Watkins, 1995 as cited in Colorín Colorado).

Encouraging child talk by providing prompts when children need help in expressing themselves; for example, “Tell Bobby, ‘May I have the red crayon now?’” (Colorín Colorado).

Using open questions, or questions that can have multiple answers, to help ELLs expand their own utterances; for example, “Why do you like this doll best?” instead of “What is this doll’s name?” (Colorín Colorado).

Exposing ELLs to rich language input. Exposure to rich language, whether through shared book reading or through teacher talk, has been shown to enhance children’s oral language development (Aukrust, 2007; National Early Literacy Panel, 2008 as cited in Colorín Colorado).

Structuring the classroom space and routine to provide scaffolding for ELLs’ language learning (Colorín Colorado).

One effective strategy to expose ELLs to rich language input is for the teacher to provide an ongoing commentary on activities that are taking place in the classroom in order to expose children to language associated with the immediate context (Bunce & Watkins, 1995; Tabors, 2008 as cited in Colorín Colorado).

Arranging the classroom in a way that supports each type of instructional activity that will take place, and then keeping changes to the physical environment to a minimum. Once ELLs learn which activities take place in various parts of the classroom (e.g., centers, circle), the physical environment will cue them as to what they are to do and how they are to behave in that area (Barone & Xu, 2008 as cited in Colorín Colorado).

Predictable classroom routines can also provide scaffolding for English Language Learners by allowing them to anticipate what will happen each day, including the type of language they will need for each activity (Bunce & Watkins, 1995; Tabors, 2008 as cited in Colorín Colorado).

Encouraging parents to talk and read to their children in their home language as a way of strengthening children’s L1 language skills (Colorín Colorado).

Incorporating children’s home language in the classroom when possible. Songs and videos can be used effectively for this purpose if teachers do not speak their students’ language (Gillanders, 2007 as cited in Colorín Colorado).

Designing instruction that focuses on all of the foundational literacy skills. Activities that promote early literacy skills in preschool include: interactive storybook reading; “pretend” reading and writing; games and other activities to help children identify the letters of the alphabet; interactive experiences with language and print through poems, nursery rhymes and songs. The emphasis should be on code-based instruction, or instruction that helps children understand the relationship between spoken language and print (National Early Literacy Panel, 2008 as cited in Colorín Colorado).

Recognizing that many literacy skills can transfer across languages. A child who has developed early literacy skills in his or her first language will find it easier to develop those same skills in English. Parents who are not proficient in English should be encouraged to help prepare their children for learning to read by using the home language to: teach rhymes and songs, play word games and share storybooks (Colorín Colorado).

Teachers can support parent-child reading by sending home books in the child’s home language. This makes L1 text available to parents, and it lets them know that the teacher considers reading to children in the home language to be important (Colorín Colorado).

Accelerating English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English (Colorín Colorado).

Similarities between English and the child’s home language can be used as a foundation for instruction (Helman, 2004 as cited in Colorín Colorado). For example, if L1 has some of the same phonemes as English, start with those phonemes for rhyme or beginning sound activities because those are sounds the child is already familiar with (Colorín Colorado).

Early proficiency in both children’s home languages and English at kindergarten entry is critical to becoming academically proficient in a second language. Systematic exposure to English and ongoing support of a child’s home language is critical (Promoting Kindergarten Readiness for Dual Language Learners).

Incorporating instructional supports in English literacy instruction, including interactive and dialogic reading. Interactive and dialogic reading promotes literacy skills for dual language learners by building oral language, including listening, comprehension and vocabulary. Instructional strategies include: anchoring text by giving a clear, intentional message as to what you are trying to teach; reinforcing vocabulary through songs and chants; using gestures and other visual clues to indicate the meaning of a word (Promoting Kindergarten Readiness for Dual Language Learners).

Other strategies to incorporate instructional supports include pre-reading in a home language (parent volunteers are helpful here), and interactively reading a book or other literary selection multiple times with students. Each reading can have a different focus, fostering vocabulary and concept development. Students are also encouraged to speak and tell stories. Even when the teacher may communicate entirely in English, all of the children’s language attempts in any language should be encouraged and praised (Promoting Kindergarten Readiness for Dual Language Learners).

Involving families in the language learning process by conducting a Languages and Interests Interview. This interview covers topics not only about languages spoken at home, but also about family members, toys, books, songs, child interests and any talents that the child has exhibited (Promoting Kindergarten Readiness for Dual Language Learners).

Teachers can use environmental supports in the classroom to help children feel safe, accepted, understood and respected. Teachers can label items around the classroom in English and other languages, and color-code objects — providing young students with environmental literacy cues. For example, displaying the words for “Hello” and singing a “Hello” song in every home language can help students understand that they and their home language are valued in the class (Promoting Kindergarten Readiness for Dual Language Learners).

The cognitive, communicative, cultural and economic benefits of knowing two languages (e.g., English and a home language) are most likely to occur when individuals have high levels of linguistic and functional competence in both languages, including speaking, listening, reading and writing in both. This is most likely to occur if development of the home language is maintained throughout the preschool and school years as dual language learners learn English (Promising Futures).

Research indicates that children’s language development benefits from the input of adults who talk to them in the language in which the adults are most competent and with which they are most comfortable (Promising Futures).

Dual languages learners’ (DLLs’) language development, like that of monolingual children, benefits from the amount and quality of child-directed language — that is, language that is used frequently in daily interactions, is contingent on the child’s language and focus of attention, and is rich and diverse in words and sentence types. For most DLL families, this quantity and quality of child-directed language are more likely to occur in the home language, not English (Promising Futures).

Young dual language learners’ language development can benefit from shared book reading and storytelling that are characterized by diverse and rich language that promotes interaction and engagement between another person and the child. Infants and toddlers have not been shown to learn language from television or computer applications that do not involve interactions with other people (Promising Futures).

Dual language learners (DLLs) need both systematic exposure to English and ongoing support for L1 maintenance and development for two major reasons: (1) DLLs exposed to both languages show as much growth in English language and literacy skills as those instructed only in English; and (2) children immersed in English at an early age often show declines in their L1 skills, and strong language skills in a child’s first language have been shown to facilitate English language development (Promising Futures).

It is important for early care and education and home visiting providers to know specific information about individual dual language learners’ backgrounds, including their early language learning opportunities, family cultural values and prior knowledge, so they can individualize instruction and services (Promising Futures).

Dual language learners benefit from consistent exposure to both their L1 and English in early care and education settings. Research is limited on how much and what type of support for each language is most effective in supporting bilingual development (Promising Futures).

All early care and education teachers of dual language learners can learn and implement strategies that systematically introduce English during the infant, toddler and preschool years while simultaneously promoting maintenance of the home language — an important principle. Not all teachers can teach in all languages, but all teachers can learn specific strategies that support the maintenance of all languages (Promising Futures).

The following characteristics of instructional programs support English learners’ oral language development: specialized instruction focused on components of oral language proficiency, opportunities for interaction with speakers proficient in the second language, feedback to students during conversational interactions and dedicated time for instruction focused on oral English proficiency (Promising Futures).

Promising methods for engaging the families of dual language learners include creating a welcoming environment, providing orientation programs, using technology to enhance two-way communication, instituting district- and school-level parent advisory committees and school support teams that include parents of ELLs to support ELLs’ academic success and emotional well-being, and instituting adult education programs for parents of ELLs (Promising Futures).

Case studies of districts and schools that demonstrate their effectiveness in educating English Language Learners find that such districts and schools are led by superintendents and principals who foster a common commitment to high expectations for all students; invest in teacher collaboration and ongoing, focused professional development; implement a coherent instructional program for students; attend to the needs of ELLs who are struggling to meet grade-level expectations; and engage families and communities (Promising Futures).

To conduct an accurate assessment of the developmental status and instructional needs of dual language learners/English learners, it is necessary to examine their skills in both English and their home language (Promising Futures).

When used for developmental screening for dual language learners/English learners with potential disabilities, effective assessments use multiple measures and sources of information, involve consultation with a multidisciplinary team that includes bilingual experts, collect information over time and include family members as informants (Promising Futures).

Assessments and significant assessment decisions involve two or more professionals (NAEYC, Where We Stand).

Programs rely on systematic observational assessments, using culturally- and linguistically-appropriate tools as the primary source of guidance to inform instruction and to improve outcomes for young English Language Learners (NAEYC, Where We Stand).

It is primarily teachers who assess young English Language Learners, but paraprofessionals, assessment assistants and specialized consultants also play an important role (NAEYC, Where We Stand).

Those assessing young English Language Learners are bilingual and bicultural (NAEYC, Where We Stand).

Those assessing young English Language Learners know the child (NAEYC, Where We Stand).

Those assessing young English Language Learners are knowledgeable about language acquisition, including second language acquisition (NAEYC, Where We Stand).

Those assessing young English Language Learners are trained in and knowledgeable about assessment in general and about considerations in the assessment of young English Language Learners in particular (NAEYC, Where We Stand).

Professionals involved in the assessment of young English Language Learners seek information and insight from family members in selecting, conducting and interpreting assessments (NAEYC, Where We Stand).

Programs refrain from using family members to conduct formal assessments, interpret during formal assessments or draw assessment conclusions (NAEYC, Where We Stand).

Professionals involved in assessment regularly inform and update families on their child’s assessment results in a way that is easily understood and meaningful (NAEYC, Where We Stand).

Scholars provide an expanded knowledge base about second language acquisition and the development of young English Language Learners (NAEYC, Where We Stand).

More and better assessments are developed to meet the most pressing needs of English Language Learners  (NAEYC, Where We Stand).

Policy makers, institutions of higher education and programs adopt policies and practices to recruit and retain a diverse early childhood workforce, with a focus on increasing the number of bilingual and bicultural early childhood professionals (NAEYC, Where We Stand).

Early childhood professionals, including program administrators, receive ongoing opportunities for professional development and support in the area of assessing young English Language Learners (NAEYC, Where We Stand).

Districts have a plan to identify in a timely manner English Language Learner students in need of language assistance services (Department of Education English Learner Toolkit).

Districts administer a home language survey (HLS) effectively to ensure accurate results (Department of Education English Learner Toolkit).

Districts have a plan to assess all potential ELLs with a valid and reliable assessment to determine if they are in fact ELLs (Department of Education English Learner Toolkit).

Districts inform parents and guardians in a timely manner of their child’s English Language Proficiency level and ELL program options (Department of Education English Learner Toolkit).

Districts communicate information regarding a child’s English Language Proficiency level and English Language Learner program options in a language the parent understands (Department of Education English Learner Toolkit).

Districts provide English Language Learner services and programs that are educationally sound in theory and effective in practice (Department of Education English Learner Toolkit).

English Language Learner programs are designed to enable ELLs to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time (Department of Education English Learner Toolkit).

Districts offer English Language Learner services and programs, until ELLs are proficient in English and can participate meaningfully in educational programs without English Language Learner support (Department of Education English Learner Toolkit).

Districts provide appropriate special education services to English Language Learners with disabilities who are found to be eligible for special education and related services (Department of Education English Learner Toolkit).

Districts provide the personnel necessary to effectively implement English Language Learner programs. Necessary personnel include teachers who are qualified to provide English Learner services, core-content teachers who are highly qualified in their field as well as trained to support ELL students and trained administrators who can evaluate these teachers (Department of Education English Learner Toolkit).

Districts provide adequate professional development and follow-up training in order to prepare English Language Learner program teachers and administrators to implement the English Language Learner program effectively (Department of Education English Learner Toolkit).

Districts ensure that administrators who evaluate English Language Learner program staff are adequately trained to meaningfully evaluate whether English Language Learner teachers are appropriately employing their training in the classroom in order for the English Language Learner program model to successfully achieve its educational objectives (Department of Education English Learner Toolkit).

State education agencies ensure that districts have qualified teachers and administrators for their English Language Learner programs (Department of Education English Learner Toolkit).

State education agencies and school districts design and implement services and programs that enable English Language Learners to attain both English proficiency and parity of participation in the standard instructional program, within a reasonable length of time (Department of Education English Learner Toolkit).

State education agencies and school districts provide equal opportunities for English Language Learner students to meaningfully participate in curricular, co-curricular and extracurricular programs and activities (Department of Education English Learner Toolkit).

State education agencies ensure that school districts and schools use appropriate, reliable and valid evaluations and testing methods to measure English Language Learners’ acquisition of English and core-content knowledge (Department of Education English Learner Toolkit).

School districts limit the segregation of English Language Learners to the extent necessary to reach the stated goals of an educationally sound and effective program (Department of Education English Learner Toolkit).

School districts do not keep English Language Learners in segregated English Language Learner programs (or “ELL-only” classes) for periods longer or shorter than required by each student’s level of English proficiency, time and progress in the English Language Learner program, and the stated goals of the English Language Learner program (Department of Education English Learner Toolkit).

While English Language Learners may receive intensive English language instruction or bilingual services in separate classes, it would rarely be justifiable to segregate English Language Learners from their non-ELL peers in subjects like physical education, art, music or other activity periods outside of classroom instruction (Department of Education English Learner Toolkit).

School districts identify, locate and evaluate English Language Learners with disabilities in a timely manner (Department of Education English Learner Toolkit).

School districts consider the English language proficiency of English Language Learners with disabilities in determining appropriate assessments and other evaluation materials (Department of Education English Learner Toolkit).

School districts provide and administer special education evaluations in the child’s native language, unless it is clearly not feasible to do so, to ensure that a student’s language needs can be distinguished from a student’s disability-related needs (Department of Education English Learner Toolkit).

School districts do not identify or determine that English Language Learner students are students with disabilities because of their limited English language proficiency (Department of Education English Learner Toolkit).

School districts provide English Language Learner students with disabilities with both the language assistance and disability-related services they are entitled to under federal law (Department of Education English Learner Toolkit).

Parents have the right to opt their children out of English Language Learner programs or particular ELL services. This decision must be voluntary and based on a full understanding of the English Language Learner child’s rights, the range of services available to the child and the benefits of such services to the child. If a parent decides to opt his or her child out of English Language Learner programs or particular ELL services, that child still retains his or her status as an English Language Learner (Department of Education English Learner Toolkit).

Districts continue to monitor the English language proficiency (ELP) and academic progress of students who opt out of English Language Learner programs and services. If a student does not demonstrate appropriate growth in ELP or maintain appropriate academic levels, the school district must inform the parents in a language they understand and offer English Language Learner services (Department of Education English Learner Toolkit).

School districts monitor the progress of all English Language Learners in achieving English language proficiency (ELP) and in acquiring content knowledge (Department of Education English Learner Toolkit).

School districts establish rigorous monitoring systems that include benchmarks for expected growth and take appropriate steps to assist students who are not adequately progressing toward those goals (Department of Education English Learner Toolkit).

State education agencies monitor school districts to ensure that they are providing ELLs meaningful access to grade-level core content instruction and remedying any academic deficits in a timely manner (Department of Education English Learner Toolkit).

For a student exiting from English Language Learner status, districts document that an English Language Learner has demonstrated English proficiency using a valid and reliable ELP assessment that tests all four language domains (Department of Education English Learner Toolkit).

Students exiting from English Language Learner status must be monitored for at least two years, to ensure that (1) they have not been prematurely exited; (2) any academic deficits incurred as a result of participating in the ELL program have been remedied; and (3) they are meaningfully participating in the standard program of instruction comparable to their never­-English Language Learner peers (Department of Education English Learner Toolkit).

The Elementary and Secondary Education Act (ESEA) now requires school districts to report on the number and percentage of former English Language Learners meeting state academic standards for four years (Department of Education English Learner Toolkit).

Districts implement successful English Language Learner programs that enable ELL students to attain both English proficiency and parity of participation in the standard instructional program within a reasonable period of time (Department of Education English Learner Toolkit).

Districts collect longitudinal data to monitor and compare the performance of current English Language Learners, former English Language Learners, and never-English Language Learners in the school district’s standard instructional program. Data should not be limited to data collected for Elementary and Secondary Education Act (ESEA) accountability purposes (Department of Education English Learner Toolkit).

When English Language Learner programs do not produce both English proficiency and parity of participation within a reasonable period of time, state education agencies and school districts must modify the English Language Learner program (Department of Education English Learner Toolkit).

State education agencies and school districts communicate meaningfully with limited English proficient (LEP) parents and to notify LEP parents adequately of information about any program, service or activity called to the attention of non-LEP parents (Department of Education English Learner Toolkit).

School districts have a process to identify LEP parents and provide them with free and effective language assistance, such as translated materials or an appropriate and competent interpreter (Department of Education English Learner Toolkit).

Appropriate and competent translators or interpreters have proficiency in target languages; ease of written and oral expression; knowledge of specialized terms or concepts; and are trained on their role, the ethics of interpreting and translating, and the need for confidentiality (Department of Education English Learner Toolkit).