Early Childhood Education Policy Update for TESOL
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In response to the growing number of young English learners, the early childhood education (ECE) landscape continues to evolve across the United States. During this session, learn about the current shifts in national policies and priorities relating to ECE, early intervention, teacher preparation and more.
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Early Childhood Education Policy Update for TESOL
- 1. Early Childhood Education Policy Update 24 March 2017 2017 TESOL International Convention Seattle, Washington USA David Cutler, MPA John Segota, MPS, CAE
- 2. Agenda • Policy Statement – DLLs in Early Childhood Programs • Head Start • Every Student Succeeds Act • Federal Resource Guide • Supplemental Reports
- 3. Federal Policy Statement Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs – Released June 2016 – Joint statement between HHS and ED – 11 recommendations that focus on preparing early care and education programs for diverse populations – http://bit.ly/2odMZ6D
- 4. Federal Policy Statement • Definition of DLL • Overview of DLL Population • Legal Framework • Research Foundation • Challenges in Policy and Practice – Deficit-based view of bilingualism – Lack of PD and shortage of linguistic diversity in workforce – Implicit and explicit bias – Lack of reliable tools and curricula
- 5. Federal Policy Statement Recommendations for states 1. Develop and Implement a Plan for Supporting Young Children who are DLLs 2. Identify DLLs in the Community to Guide Policy and Inform Resource Allocation 3. Establish State-Wide Policies that Appropriately Support Children who are DLLs 4. Engage in Outreach, Recruitment, and Enrollment Strategies 5. Engage Families
- 6. Federal Policy Statement Recommendations for States 6. Invest in Workforce Development 7. Invest in Statewide Technical Assistance that Incorporates Support for Children who are DLLs 8. Support Children with Disabilities Who are DLLs 9. Support Community Hubs and Encourage Shared Services
- 7. Federal Policy Statement Recommendations for Programs 1. Use a strength based approach that embraces diversity 2. Partner with families 3. Identify and implement a plan for how languages will be used in the classroom 4. Establish a culturally responsive learning environment 5. Prepare the workforce with competencies to support DLLs
- 8. Federal Policy Statement Recommendations 6. Ensure that screenings and assessments are culturally and linguistically appropriate 7. Use linguistically and culturally appropriate curriculum 8. Promote positive teacher-child relationships 9. Support monolingual staff in serving children who are DLLs 10. Accurately identify and serve children with disabilities who are DLLs 11. Facilitate smooth transitions within and across programs
- 9. Head Start DLL Toolkit • Web-based toolkit for administrators, teachers, and families – Cultural and Linguistic Responsiveness – Planned Language Approach – Family and Community Engagement – Health and Disabilities – Program Design and Management – Early Childhood Development and Learning – Head Start Bilingual Glossary • http://bit.ly/2nkNGxa
- 10. Head Start Access by Refugees Migration Policy Institute Study – March 2016 Examined the enrollment of refugee children in Head Start programs in Phoenix, Arizona and Syracuse, New York while proposing ideas to increase enrollment figures http://bit.ly/2oeR2iS
- 11. Head Start Access by Refugees Key Population Findings: – Largest refugee populations 2009-11 were from Iraq, Somalia, Bhutan and Burma – 228 languages spoken by refugees across the US between 2004-13 – 25%, 38%, and 50% of refugees from Somalia, Nepal and Burma are literate – 75% of refugees from Iraq arrive literate – 79%, 73%, and 71% of refugees from Somalia, Iraq, and Burma are low-income
- 12. Head Start Access by Refugees • Children of refugees and immigrants are less likely than children of U.S. born parents to take advantage of ECE programs • Although both the Office of Refugee Resettlement and Office of Head Start are run by the Department of Health and Human Services, there is no official coordination between the two offices • Lack of collaboration can be a barrier to refugees who could enroll their children in Head Start • Many Head Start and refugee resettlement programs are unaware of their similar goals of making families self-sufficient
- 13. Head Start Access by Refugees • Collaboration between local refugee resettlement agencies and local Head Start programs helped increase refugee enrollment in both Syracuse and Phoenix, even as refugee arrivals remained the same • Effective coordination and recruitment techniques included: – Outreach to local ethnic community-based organizations and mutual assistance agencies – Videos and marketing targeted to refugee populations – Hiring of refugee parents as classroom aides – Unified mandated between partner organizations
- 14. Every Student Succeeds Act • Expanded emphasis on early childhood throughout law • Title III non-regulatory guidance (Sept 2016) Section F - Early Learning – Funds can be used to serve young learners – Purpose expanded to include preschool teachers – Early childhood and preschool programs now included among purposes of formula sub-grant program – Local plans must demonstrate coordination with Head Start
- 15. New Resource Guide Building a Bright Future for All – Success in Early Learning Programs and Elementary School for Immigrant Families (January 2017) – Tips for educators, schools, districts, and states – Handbook for parents and families http://bit.ly/2nl0V17
- 16. Additional Reports • MPI - Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look (2015) • http://bit.ly/2mzP4xe • Dept. of Ed - Toolkit to Ensure Meaningful Communication with Limited English Proficient Parents (2016) • http://bit.ly/2nfrMKa
- 17. Additional Reports • US Department of Education Guiding Principles for Use of Technology in Early Childhood Programs (2016) • https://tech.ed.gov/earlylearning/principles/ • US Departments of Health and Human Services and Education Joint Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs (2015) • http://bit.ly/2nZTxX2
- 18. Discussion and Questions John Segota jsegota@tesol.org @JohnSegota David Cutler dcutler@tesol.org @TESOLpolicyguy SlideShare.net
Hinweis der Redaktion
- While many of these recommendations may seem familiar, this document is newsworthy because it establishes a unified vision of how all early childhood programs should work with DLLs/ELLs with a stronger focus on careful planning, individualized implementation, and research-based practice. The details supporting each of these recommendations add a new level of depth with expectations that policies and practices will go beyond superficial or general approaches to focus on supporting individual DLLs and their families.
- For instance, according to 2000 Census data, 27 percent of children under age 6 come from homes where at least one parent speaks a language other than English.7 In Head Start, 29 percent of preschool-age children come from a home where a language other than English is spoken.
- The Department is issuing this guidance to provide States and local educational agencies (LEAs) with information to assist them in meeting their obligations under Title III of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). This guidance document contains an entire section, Section F, that covers early learning (p. 31) and clarifies the importance of including preschool in district-wide plans for English learners. The report states that Title III funds can be used to serve ELLs/DLLs as young as age 3, and the new amendments specifically promote the inclusion of ELLs in preschool programs under Title III. When the guidance addresses support and professional development for teachers, the words “including preschool teachers” have been added. Programs are encouraged to use Title III funds to develop and implement effective programs for ELLs in PreK–12. While this is an important step, it creates a significant gap between what district administrators and educators are prepared to do and what they are expected to do.
- The first half of the resource guide, entitled Resource Guide: Building a Bright Future for All, provides tips for educators in early learning programs and elementary schools as well as schools, districts, and States to (1) facilitate school enrollment by immigrant families; (2) promote healthy child development in the school setting; (3) encourage caregiver engagement in children’s education; and (4) build staff capacity and knowledge about immigrant students and their educational needs. The second half of the guide entitled Handbook for Parents, Guardians, & Families: Building a Bright Future for All provides tips for parents and guardianson how to promote and facilitate children’s education from birth and play an active role in helping to ensure their children’s success in school regardless of their own schooling history or context.