Head Start Systems and Assessments: A Case for Dual Language Learners

• In Event: 70.051 - Assessment and Young Dual Language Learners in Pre-Kindergarten and Kindergarten: Issues to Consider

Abstract

Purpose

The Office of Head Start views staff language proficiency and content knowledge, as well as classroom and programmatic assessments, as integral and foundational for quality service delivery. Additionally, Head Start programs are required to use assessment tools that are developmentally, culturally, linguistically appropriate, and when conducted with children who are dual language learners (DLLs), must capture children’s learning progress separate from their English language development skills (OHS, 2010).

At the same time, one-third of children attending Head Start are DLLs and 87 percent of all Head Start programs serve this population (OPRE, 2013). Not surprisingly, the capacity of Head Start grantees to implement such practices in a high quality manner can vary (Knapp-Philo & Stechuk, 2013). This presentation highlights research on the infrastructure of three Head Start programs which have focused on the implementation of DLL assessment practices as a means for also highlighting the early education programmatic inputs that may be necessary when addressing the assessment needs of young DLLs.

Perspective

Head Start requires that assessment procedures must be integrated with other early education services to ensure high quality practices at programmatic level (Head Start Act, 1998), similar to the system approach of organizational management (Child & Keiser, 1981). In short, assessment data cannot effectively support on-going quality improvement unless it also is part of a coordinated system of program evaluation, instruction, child progress, family/community engagement, and professional development. While such regulations may emphasize a systems approach, because each Head Start community is unique, programs need to figure out how assessments will best serve their enrollees and families, particularly those who are DLLs.

Methods & Data Sources

To highlight the different ways in which Head Start programs might incorporate assessments into their systems serving DLLs, this presentation highlights three case studies of grantees in Oklahoma, Ohio and New Mexico. Data was obtained through analysis of each program’s self-assessment reports and federal audits, as well as structured conversations with key stakeholders.

Results

Preliminary results show each grantee/program has a unique systemic structure based on contextual characteristics. Analysis of the overall data also shows an improvement in delivery of services for young DLLs and their families. In addition, programs reported stronger coordination of efforts to include culturally and linguistically diverse families beginning at enrollment, modification of assessment instruments used to inform practice, implementation of protocols to learn about DLL’s background language experiences and on-going language development, and establishing more responsive professional development plans. Of particular note is how assessment practices are integrated into program-wide systems to ensure responsivity and continuity in quality care service delivery, specifically for children who are DLLs.

Significance

Head Start programs are becoming more involved in federal Race to the Top—Early Learning Challenge/Quality Rating and Improvement Systems efforts. This collaboration brings an opportunity to influence early learning programming in states where limited funding has restricted opportunities for quality improvement for young children, and more specifically children who are DLLs and their families.

Author

• Carola Matera, California State University - Channel Islands