Lynwood Unified Early Education Program Commended by State’s Quality Rating and Improvement System

Lynwood Unified’s Early Education program has been recognized by the Quality Start Los Angeles Quality Rating and Improvement System (QRIS) for its focus on evidence-based child assessments, working with families to ensure health screenings of all children and creating quality educational environments at its 12 elementary sites.
Lynwood schools improved or sustained their 2016 QRIS rating, which measures schools in areas of child observation, development & health screenings, minimum qualifications for lead teacher, effective teacher-child interaction, ratio and group size, program environmental rating scales and director qualifications. 
“We are proud to be recognized for creating successful school environments,” Lynwood Unified Early Childhood Education Director Heather Harris said. “It’s a reflection of our staff and parents working together to create a culture of achievement for our children.”
QSLA is a voluntary program. Assessments are conducted every two years by trained observers who use standards set by the California Department of Education. Schools earn a 1 to 5 rating in seven categories that are averaged to achieve an overall tier rating.
Lynwood Unified achieved at least a tier four rating at 11 of its 12 sites, with Lugo Elementary receiving a perfect five. Schools that reach a tier four receive an incentive grant of $6,000 per state preschool classroom, up to four classrooms, to be used for quality improvements. Schools rated as a tier five will receive $8,000 per classroom.
“Early Education builds the foundation of a child’s future, so we’re constantly pursuing ways to set our young learners on the path of success,” Lynwood Unified Superintendent Gudiel R. Crosthwaite said. “Our District has set a strong standard for effective teacher and child interactions and we’ll continue to build upon that at all of our schools.”
The District made strides in its educational environments, in part, by hiring four site facilitators who visit and support classrooms on a weekly basis; and implementing a staff development plan, timeline and tracking system to ensure staff meet at least 21 hours of professional development each year.