Culture, Language & Race in QRIS
Evidence demonstrates positive benefits for student learning when parents and families are engaged in their children’s education. For young Latino children, many of whom have parents with limited English language proficiency and low levels of education, parent engagement strategies can strengthen their school success and achievement. Early learning programs have the unique potential to equip parents with the tools to better support their children’s learning and success.
Language development is the key to literacy development and is often a predictor of a child’s academic success. For young Latino children, many of whom are English language learners (ELLs), early learning programs can provide significant language supports to help them prepare for school success. Children acquiring English as a second language, however, have a very distinct path toward language development, and instructional strategies must be carefully designed to ensure ELLs are acquiring language at a developmentally appropriate pace.
Student assessments are a critical component of any early learning program. Assessments are used to inform student instruction and to ensure that children are making significant learning gains based on age-appropriate expectations. For Hispanic English language learner (ELL) children, assessments must be structured in a manner that accurately measures children’s progress in both content knowledge and English language development. Additionally, assessments should provide information about how programs are serving young children with diverse learning needs.
Effective professional development is a key component of successful early learning programs, especially as the population of Latinos and English language learners (ELLs) continues to grow. Early childhood education (ECE) educators need the knowledge and skills to work with culturally and linguistically diverse children and families—a knowledge set that is often not provided in traditional training courses and certification processes.
Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures
This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language.
This resource list includes resources, tools, rating standards and policies used in quality rating and improvement systems that relate to cultural equity, sensitivity, relevance or appropriateness as well as to multicultural or bi-lingual education. The resource list is not exhaustive. It is a working draft that can be updated as states and national organizations develop additional tools and document their policies and processes. Many states may have processes in place that have not yet been documented.
Parent Priorities in Selecting Early Lerning Programs: Implications for Minnesota's Quality Rating and Improvement System
This fact sheet gives an overview of the findings of “Parent Priorities in
Selecting Early Care and Education Programs: Implications for Minnesota’s
Quality Rating and Improvement System.” It provides recomendations about how QRIS can give parents culturally relevent information about charactersitics of programs that are of interest to them.
A brief that provides an overview of standards that could be incorporated into QRIS to begin to address making QRIS more cultural appropriate
Quality Rating and Improvement Systems that are Culturally and Linguistically Appropriate for Latinos and English Language Learners
A powerpoint presentation that provides guiding principles as well as recommendations for knowledge, skills and abilities necessary for effective bilingual teachers & QRIS rating specialists and makes recommendations for QRIS standards that support Latino children and families and English Language Learners