Every Child Ready - Criterion 1.2

Every Child Ready materials partially meet expectations for supporting teachers in adapting the curriculum (1.2a). 

The materials include structures intended to support diverse learning styles and needs through adaptable resources and instructional practices, such as differentiation prompts, flexible small-group instruction, developmental progressions, multilingual learner supports, and guidance aligned to Universal Design for Learning principles. Small-group lessons include prompts for adjusting instruction “up or down” and offer multiple ways for children to respond based on developmental readiness. Flexible small group lessons provide Tier 1 supports across literacy, math, social-emotional learning, and language development, and the Assessment Guide (p. 18) encourages the use of data to inform instructional decisions. Additional resources, including the Support for All Learners Guide and MLL Guide, provide general scaffolding strategies such as modeling, prompting, visuals, and grouping. Materials also include lesson internalization protocols for each daily component. Each protocol includes guidance for “data decisions.” These guides help teachers reflect on relevant child data, the class’s unique cultural and linguistic background, and the class's current learning needs. Teachers are encouraged to consider that differentiated instruction may be needed to meet the needs of all learners in the classroom. 

These materials include examples and frameworks intended to support differentiation and flexible teaching approaches; however, guidance is often presented at a broad level and across multiple resources. In some instances, teachers refer to more than one guide when applying strategies within specific lessons. Adaptation prompts within lessons are brief, and more detailed strategies for addressing specific developmental differences are limited. While the materials reference flexible teaching techniques and Universal Design for Learning principles, clearer connections to lesson implementation would further support their use.

Overall, the materials include structures and resources to support instructional adaptation and differentiation. Providing more explicit connections between frameworks, strategies, and lesson-level implementation could further enhance accessibility for a range of learners.

Every Child Ready materials partially meet expectations for providing adaptations and supports for children with disabilities (1.2b). 

Materials include some supports for children with disabilities and learners with varying developmental needs through environmental design, instructional routines, and flexible approaches to participation. For sensory needs, classroom environments incorporate visual schedules, labeled materials, picture supports, and concrete objects to help children anticipate routines and access content through nonverbal means (Support for All Learners Guide, p. 9; Implementation Guide, pp. 54–56).

Classrooms are also organized with clearly defined spaces, labeled areas, and calming areas to support sensory regulation (Implementation Guide, pp. 26–30), and social-emotional supports, such as calming routines (e.g., Unit 1, Week 3 AM Small Group), are included. Instructional routines use visual supports, gestures, songs, and modeling to engage children through multiple modalities, including non-auditory approaches (Components Guide, pp. 12–14). For children with physical disabilities, the materials provide opportunities for flexible participation and expression, allowing them to demonstrate understanding through speech, gestures, pointing, drawing, building, or movement (Support for All Learners Guide, p. 5).

The materials also include broader supports, such as guidance aligned with Universal Design for Learning principles, flexible small-group structures, and general adaptations to address sensory, cognitive, and physical needs. General scaffolding approaches, including “Say, Show, Check,” breaking tasks into smaller steps, and offering varied response options during routines like morning meeting, are included across lessons. Small-group lessons sometimes include “upward” and “downward” differentiation prompts (e.g., Unit 2, Week 1), and flexible small-group activities (e.g., Language & Literacy, Narrative Construction, Tier 1.15.FSG) provide additional opportunities for targeted support. Guidance is also provided in resources such as the Support for All Learners Guide (pp. 10–14), and teachers are encouraged to use assessment information and flexible grouping to adjust instruction.

These supports are present across multiple components of the materials, including lessons and supplemental resources; however, guidance is often presented at a general level and distributed across multiple documents. Instructional materials do not consistently include specific adaptations, alternative formats, or references to assistive technology, and connections to specific instructional contexts are not always explicitly outlined. 

Overall, the materials include some support for children with disabilities and learners with varying developmental needs through environmental design, instructional routines, and flexible participation approaches. These supports are present across lessons and additional resources and include general scaffolding strategies and guidance aligned to Universal Design for Learning principles. While supports are integrated in multiple ways, guidance is often presented at a general level and across different resources, with varying degrees of explicit connection to daily instruction. The materials would be strengthened by providing clear and consistent guidance to support diverse learners across instructional experiences.

Every Child Ready materials partially meet expectations for supporting multilingual learners (1.2c). 

The materials include resources intended to support multilingual learners, including dedicated guidance within the Multilingual Learners Guide. There are opportunities for language development within lessons and supports that encourage the use of home language and connections to children’s experiences. The materials incorporate oral-language routines, predictable structures, and a range of scaffolding strategies to support language development and content access. The Multilingual Learners Guide includes strategies such as visuals, modeling, repetition, gestures, and connections to students’ backgrounds, along with language development stages (p. 7) and examples of comprehensible input (pp. 11–13). The Say–Show–Check approach, supported by planning templates (p. 4), offers multimodal strategies that incorporate verbal, visual, tactile, and kinesthetic supports. Materials also include some flexible, small-group language comprehension lessons for multilingual learners who need more explicit language instruction.

Instructional materials across units include sentence starters, modeled responses, repeated phrases, and predictable routines to support access to content. Some strategies include supports such as visuals in Check for Understanding reproducibles. Units 2 and 5 offer opportunities to connect with students’ backgrounds through discussions of family, traditions, and community, and provide some bilingual book suggestions. Family connection materials are available in English, Spanish, and Amharic, with translations adapted to support accessibility.

Scaffolds and strategies for MLL children appear in some lessons, and these supports are present across components of the materials and are designed to promote language development in integrated ways. The materials include some opportunities for students to use and develop their home languages in some activities, and cultural learning experiences reflect topics such as food, clothing, and traditions (e.g., Unit 5, Week 2, Centers Facilitation)

Overall, Every Child Ready materials include a range of resources and strategies intended to support multilingual learners and promote language development through integrated instructional practices. These supports emphasize oral language development, scaffolding, and connections to students’ experiences, with some opportunities embedded across lessons and in an additional guide. Guidance is often presented at a general level, and connections to lesson-level implementation are not always consistent. Opportunities to leverage home languages and deepen cultural and linguistic connections are present but vary in frequency. Greater clarity around language development goals and more consistent integration of supports within instruction could further strengthen accessibility.