How is it organized?

The DLLPA has 10 sections, each of which is grounded in the Head Start Program Performance Standards (HSPPS), reflects current research, and identifies culturally and linguistically responsive practices. In fact, the entire DLLPA is anchored in the regulation requiring a program-wide coordinated approach to ensure full participation of children who are DLLs and their families (45 CFR § 1302.101(b)(2)). The DLLPA also incorporates other HSPPS regulations that refer to children who are DLLs, as well as citations from the Improving Head Start for School Readiness Act of 2007. The identified HSPPS inform meaningful integration of culture and language. Each HSPPS includes one or more of these terms:

  • "Children who are DLLs and their families"
  • "Culturally and linguistically appropriate"
  • "Culture and language"
  • "Subgroups of children," which implies children who are DLLs and others

The 10 sections are grouped as management systems or program service areas.

Management Systems Program Service Area
(Program Operations, 45 CFR § 1302)
  1. Communication
  2. Human Resources
  3. Training and Professional Development
  4. Program Planning and Service System Design

Education and Child Development Program Services

  1. Teaching and the Learning Environment
  2. Curricula
  3. Child Screenings and Assessments
  1. Health Program Services
  2. Family and Community Engagement Program Services
  3. Transition Services

Following the HSPPS citations for each management system and program service area, there are a series of questions that target culturally and linguistically responsive best practices. They are examples of how the HSPPS might be implemented effectively in your program.

Sources for these best practices include the Office of Head Start (OHS); the National Training and Technical Assistance (T/TA) Centers; and the Equity, Inclusiveness, & Culturally and Linguistically Responsive Practices Workgroup (EI&CLRP). Source documents include the HSPPS Preamble; the U.S. Departments of Health and Human Services (HHS) and Education (ED) Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs; the Multicultural Principles for Early Childhood Leaders; the Planned Language Approach (PLA): Research Base; PLA Classroom Language Models: A Leader’s Implementation Manual; and other Early Childhood Learning and Knowledge Center (ECLKC) publications.

The questions about these effective practices that support the regulations are drawn from a variety of sources. They are not exhaustive. In fact, you may want to ask some additional questions that reflect the uniqueness of your program and the children and families you serve.

Answer the questions by rating your program's implementation of these practices. On a scale of 1–5, indicate how well or how frequently your program engages in the effective practice. Use "N/A" if you don't feel the practice is relevant to your current situation or circumstance.

You can record details of your program's implementation in a Notes box, including:

  • How the HSPPS or best practices are being implemented in your program
  • Challenges, next steps, or questions about the data
  • Other practices that capture the unique facets of your program's coordinated approach or integration of culture and language

At the end of each section, you will find links to useful resources targeting the specific system or service areas addressed in the tool. Many of these resources are available in Spanish and other languages. The list is not exhaustive. You also might look at resources you're already using in your program's efforts to provide services to children who are DLLs and their families.

Refer to 10 Steps for Your Program to Follow for an overview of the DLLPA and its use.

Take the DLL Program Assessment