Use this vignette to reflect on and meet the standards around child screening and assessment for individualization.

Discover ways promote a program-wide coordinated approach to supporting dual language learners and their families.

Children who are new English learners may need some additional support with classroom transitions, since they may not yet be able to understand enough English to follow your directions. The strategies below will allow you to provide dual language learners (DLLs) with ways of understanding and participating in classroom transitions that are not dependent on understanding and speaking English.

Explore this activity calendar for families includes month-by-month activity lists for supporting the kindergarten transition in the year prior to kindergarten entry.

Teachers can use this activity calendar to find  ideas to support children and families during their Head Start-to-kindergarten transitions.

Learn about the key components of a Planned Language Approach (PLA). Find out why it's important, who can use it and where, and how a PLA can support systems and practices.

Explore this resource to learn more about various data management strategies within the context of Head Start programs. Find out what quality data is and why it is important. Also, learn what makes data valid and reliable.

This document addresses three main questions: What do the CLASS results mean; what are the different ways CLASS results can be used, and how should CLASS results be reported and shared?

Explore this guide that describes how the CLASS^® relates to school readiness, and how using it to collect and apply data, including case studies that show how programs have applied CLASS^® for support and improvement.

Caregivers and teachers, even when they do not know the home language of children, can use a number of effective strategies throughout the day to support the children’s English language development.