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Camille Maben, Director California Department of Education Child Development Division (916) 322-6233.
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Camille Maben, Director California Department of Education Child Development Division (916) 322-6233 ACCOUNTABILITY LEADERSHIP INSTITUTEPanel on State and Regional Support for our Youngest English LearnersTuesday, December 8, 2009Part I: Overview of State Vision and Resources to Support English Learners
California Data 2000 United States Census There are 1.17 million children aged three to five: • 46% Latino • 34% White • 9% Asian Pacific Islander • 6% African American • 4% Multiple Races/Ethnicities • 0.5% Native American
California Kindergarteners • Number of English Learners in Kindergarten for 2006-07 (41.7%) Total Population 454,771 Spanish 158,878 (34.9%) Vietnamese 5,370 ( 1%)
Child Development Data STATE FISCAL YEAR (SFY) 2007-08CDD-800 CHILD CARE ANNUAL AGGREGATE REPORT NUMBER OF CHILDREN SERVED BY PROGRAM January 9, 2009 Source: CD-801A Monthly Child Care Reports for SFY 2007-08.
Jack O’ConnellSuperintendent of Public InstructionState of Education remarks, 2006 “California has the most diverse student population in the world, with more than 100 languages spoken in the homes of those students. Today, our student population is ‘majority-minority.’ Forty-one percent of our students speak a language other than English at home, and a quarter of all California public school students are struggling to learn the English language in school.
Jack O’Connell Superintendent of Public InstructionState of Education remarks, 2006(con’t) Sadly, too many people view such diversity as a big problem. I don’t. Instead, I say: Imagine the potential of that diversity in today’s and tomorrow’s global economy. If we educate these students well, our state would not only be able to compete more effectively, but it would be able to lead our nation and the world economically.”
“Research shows that all children can benefit from participating in high-quality preschool programs.”Jack O’ConnellA Message from the State Superintendent of Public Instruction
California Early Learning Quality Improvement System Advisory Committee • SB 1629 • Recommendations by 12/10 • Proposing: • Ratings that address CA’s diversity • Workforce career pathways that address the needs of English language learners and educators reflective of the diversity of children • Family engagement of all families
With a goal of ensuring that all preschools offer high-quality programs, the California Department of Education developed preschool learning foundations.On January 22, 2008, the State Superintendent of Public Instruction, Jack O’Connell formally released the foundations during his State of Education address.
CA Preschool Learning Foundations… Describe the knowledge and skills that all young children typically exhibit: • At around 48 and 60 months of age • As they complete their first or second year of preschool • With appropriate support • When attending a high-quality preschool program.
California Preschool Learning Foundations Volume 1 Four Domains: • Social Emotional Development • Language and Literacy • English Language Development • Mathematics
English Language Development Domain English learners need support in developing knowledge and skills in the following strands: • Listening • Speaking • Reading • Writing
English Language Development (con’t) Unlike other sets of foundations, the ELD foundations are defined by three levels of development: • Beginning • Middle • Later
Desired Results Assessment System Designed to document the progress made by children and families in achieving desired results Tested for reliability and validity Observation-based tools to inform providers regarding children’s progress which in turn informs curriculum planning and program improvement
Desired Results Assessment System Components • Desired Results Developmental Profile (DRDP):assessment instrument based on teacher observations that measures children’s developmental progress. • DRDP Access:birth-to-five instrument that captures the progress of preschoolers who are developmentally not yet three years old • DR Parent Survey:assesses parent satisfaction with the early childhood program and provides an understanding of families’ strengths and needs in supporting their children’s learning and development and in achieving their goals • Environment Rating Scale:assesses the learning environment
Desired Results Developmental Profile (DRDP) Aligned with the Infant/toddler and Preschool Learning Foundations for use in Fall 2010 Assessed in child’s home language Uses a developmental continuum: Exploring Developing Building Integrating
Aligned DRDP Includes4 New ELD Measures • Comprehension of English (Receptive English) • Self-expression in English (Expressive English) • Understanding and Response to English Literacy Activities • Symbol, Letter and Print Knowledge in English
Preschool Curriculum Framework, Vol. 1 Status: Developed at CDE Press for Winter 2010 Release Includes: • Guiding Principles (see the handout) • Environment & Materials to Support Each Domain • Interaction & Strategies to Learning • Vignettes of Teacher-Child Interactions • Teachable Moments • Engaging Families in Each Domain • Questions for Reflection
Early Childhood Educator (ECE) Competencies • Knowledge, skills and dispositions of Early Childhood Educators • To be used to inform coursework and career pathways • Proposing 4 levels • Proposed competency areas (10 to 12) include: • Culture, diversity, and equity • Dual-language development
Culture, Diversity, and EquityPerformance Areas • Working with families using culturally responsive approaches to promote active participation • Honoring culture and language • Creating inclusive and welcoming learning environments • Promoting and facilitating respect all differences
Dual-Language DevelopmentPerformance Areas • Educational program models for young dual-language learners • Development of the home language and of English • Observation and assessment of young dual-language learners • Relationships with families of dual-language learners
Resources in Dealing with Preschool English Learners (PEL) • DVD: “A World Full of Language” • Web site in English and Spanish: www.cpin.us, under “Preschool English Learners” • PEL Guide: “Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning”
PEL Guide Content • Message from the State Superintendent • Acknowledgements • Chapter 1: Introduction to the Resource Guide • Chapter 2: Preschool English Learners, Their Families, and Their Communities • Chapter 3: Connecting First and Second Language • Chapter 4: Paths to Bilingualism • Chapter 5: Stages and Strategies in Second-Language Acquisition • Chapter 6: Code Switching and Language Loss • Chapter 7: English Learners with Disabilities or Other Special Needs • Chapter 8: Recommended Early Literacy Practices • Appendices
Core Beliefs The list of core beliefs in the handout should be considered as information is being presented in this PEL guide. These beliefs stem from research and reflect an understanding of the challenges of educating preschool-age children, particularly English learners.
Principles for Promoting Language, Literacy, and Learning for Preschool English Learners The ten principles in the handout are included in the PEL Guide. Taken together, the ten principles foster an environment that respects and values linguistic and cultural diversity toward the eventual mastery of English.
English Learner Training provided through California Preschool Instructional Network Training includes: • Overview of the PEL Guide (6 hrs.) • Early Literacy Practices (4 hrs.) • English Learners with Disabilities or Other Special Needs (4 hrs.) • There is an EL Specialist in each CPIN region (11) • Check www.cpin.us for schedule of trainings
"Children are the world's most valuable resource and its best hope for the future" - John Fitzgerald Kennedy