early childhood education policy update for tesol

Early Childhood EducationPolicy Update

24 March 20172017 TESOL International Convention

Seattle, Washington USA

David Cutler, MPAJohn Segota, MPS, CAE

Agenda

• Policy Statement – DLLs in Early Childhood Programs

• Head Start

• Every Student Succeeds Act

• Federal Resource Guide

• Supplemental Reports

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

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

Federal Policy StatementRecommendations 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

Federal Policy Statement

Recommendations for States6. 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

Federal Policy Statement

Recommendations for Programs1. Use a strength based approach that embraces

diversity2. Partner with families3. Identify and implement a plan for how languages

will be used in the classroom 4. Establish a culturally responsive learning

environment5. Prepare the workforce with competencies to

support DLLs

Federal Policy Statement

Recommendations6. Ensure that screenings and assessments are culturally

and linguistically appropriate7. Use linguistically and culturally appropriate curriculum8. Promote positive teacher-child relationships9. Support monolingual staff in serving children who are

DLLs10. Accurately identify and serve children with disabilities

who are DLLs11. Facilitate smooth transitions within and across

programs

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

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

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

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

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

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

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

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

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

Discussion and Questions

John Segotajsegota@tesol.org

@JohnSegota

David Cutler dcutler@tesol.org @TESOLpolicyguy

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