ONGOING CHILD ASSESSMENT:
A GUIDE FOR PROGRAM LEADERS
§13 02 .33(c) Characteristics of screenings and assessments.
Consider the need for additional bilingual/bicultural staff
Programs can create assessment teams to help implement ongoing assessments. The teams include staff members (e.g., education staff, family
outreach workers, interpreters, etc.) who, together, have backgrounds in early childhood development and assessment, as well as proficient
bilingual/bicultural skills. Assessment team members will need time to collaborate to plan for and conduct ongoing assessments and review
Assessment teams with bilingual/bicultural members will also be helpful in meeting with families to gather information about each child’s language
background. As indicated earlier, it will be important to ask families about their child’s language history and current language environments.
Interpreters will need time to learn about ongoing assessment procedures, review the assessment tool, and review interpretation etiquette with
other team members. As a program leader, you need to determine if team members need additional training on dual language learning,
working with interpreters, using the assessment instrument, collecting observations, or interpreting assessment results. Your program might consider
collaborating with your school district or other community partners in early care and education. You can help each other find interpreters/
translators and staff trainings related to second language acquisition or specific language assessment tools.
Remember! Assessing children who are DLLs requires a combination of staff skills.
• Cultural knowledge and language proficiency in the children’s home language
• Knowledge and training in early childhood development
• Knowledge of early dual language learning
• Knowledge of the assessment instrument
• Training, experience, and professional development to help them use it with fidelity
Relevant Head Start Program Performance Standards for ongoing
assessment of children who are DLLs
(1) Screenings and assessments must be valid and reliable for the population and purpose for which they will be used, including by being conducted
by qualified and trained personnel, and being age, developmentally, culturally and linguistically appropriate, and appropriate for children with
disabilities, as needed.
(2) If a program serves a child who speaks a language other than English, a program must use qualified bilingual staff, contractor, or consultant to:
(i) Assess language skills in English and in the child’s home language, to assess both the child’s progress in the home language and in English
(ii) Conduct screenings and assessments for domains other than language skills in the language or languages that best capture the child’s
development and skills in the specific domain; and,
(iii) Ensure those conducting the screening or assessment know and understand the child’s language and culture and have enough skill level
in the child’s home language to accurately administer the screening or assessment and to record and understand the child’s responses,
interactions, and communications.
(3) If a program serves a child who speaks a language other than English and qualified bilingual staff, contractors, or consultants are not able to conduct
screenings and assessments, a program must use an interpreter in conjunction with a qualified staff person to conduct screenings and assessments as described in
paragraphs (c)(2)(i) through (iii) of this section.
(4) If a program serves a child who speaks a language other than English and can demonstrate that there is not a qualified bilingual staff person or interpreter, then
screenings and assessments may be conducted in English. In such a case, a program must also gather and use other information, including structured observations
over time and information gathered in a child’s home language from the family, for use in evaluating the child’s development and progress.