BUILD conf-July 2015-Soodie Ansari (SMCOE).pptx

Advancing Issues of Language and Culture in QRIS: beyond standards to measurement and professional development Panel Presenta*on QRIS Na*onal Mee*ng July 15, 2015 www.smcoe.org What Does RTT-­‐ELC Look Like in California? §  CA’s RTT-­‐ELC Consor4a is comprised of 17 lead agencies in 16 RTT par4cipa4ng coun4es §  The Consor4a developed and approved a hybrid QRIS matrix with 7 elements including 3 common 4ers (i.e., 4ers 1, 3, & 4) in 2012 §  We have local flexibility in 4ers 2 and 5 §  14 mentee coun4es were added in 2013 (San Mateo County is a mentee county) §  Pathways & other CA matrix-­‐related Documents: hWp://www.cde.ca.gov/sp/cd/rt/rWelcapproach.asp www.smcoe.org What Does QRIS Matrix Look Like in San Mateo County? Element #4: (original) Effec*ve Teacher-­‐Child Interac*ons: CLASS Assessments (*use tool for appropriate age group as available) Element #4: (revised – San Mateo County) Effec*ve, linguis*cally and culturally responsive teacher-­‐child interac*ons New Elements: (San Mateo County) #8: Facility Quality & #9: Family Partnerships www.smcoe.org Early Childhood Language Development InsMtute (ECLDI): a project of the San Mateo County Office of EducaMon ECLDI provides a dual capacity PD framework that consists of 2 series of trainings: one for early learning providers/teachers/directors, and one for families of children with home languages other than English – ECLDI also provides TA/coaching support and Self-­‐Reflec4on Tools for early learning professionals Ul>mate goal: connect ready dual language learners to culturally and linguis*cally responsive ready schools to ensure academic success in P–12 schooling, and beyond www.smcoe.org Link Between ECLDI and SMC QRIS Matrix §  2 Self-­‐Reflec4on tools focusing on prac4ces related to DLLs and Family Engagement: one geared towards teachers, one geared towards directors/
administrators §  Self-­‐Reflec4on tools are based on CA Early Childhood Educator Competencies (CDE Publica4on, 2011) §  Focused on 2 competency areas: “Culture, Diversity, & Equity” & “Dual Language Development” hWp://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf www.smcoe.org ECLDI Self-­‐ReflecMon Tools: sample items from DIRECTORS’ tool 1. Develops and implements policies that promote inclusion of all children and families in the program. §  1.1 Program Director demonstrates a commitment to culturally and linguis4cally responsive services through: o  1.1.1 Development of vision and mission statements for the program o  1.1.2 Development of a plan in collabora4on with key staff, families and community members to put into ac4on the mission statement §  1.2 Program Director ensures that surveys are conducted to collect feedback from families on the extent to which the program is being culturally and linguis4cally responsive to all children and families being served. www.smcoe.org ECLDI Self-­‐ReflecMon Tools: sample items from DIRECTORS’ tool 6. Designs an approach that allows early childhood educators to explore their own cultural perspecMves. §  6.1 Program Director ensures that teachers par4cipate in professional growth ac4vi4es that support them to understand how their values affect their a`tudes and prac4ces in the classroom. Ra4ng scale: if yes, indicate how many hours for each ac4vity in most recent year §  6.2 Program Director engages in professional development ac4vi4es aimed at building his/her own cultural and linguis4c knowledge, skills, and culturally responsive prac4ces. Ra4ng scale: if yes, indicate how many hours for each ac4vity in most recent year www.smcoe.org ECLDI Self-­‐ReflecMon Tools: sample items from TEACHERS’ tool 3.  Creates a learning environment that supports home language and English. §  3.1 Annually, teachers conduct a family orienta4on to the program for all new families (regardless of enrollment date) including a discussion about the vital role the home language plays in the development of English §  3.2 Teachers foster children’s use of their home languages in the classroom by: o  3.2.1 encouraging conversa4ons with their peers and adults who speak their home language. o  3.2.2 providing ac4vi4es where children’s home languages are encouraged and honored. www.smcoe.org ECLDI Self-­‐ReflecMon Tools: GOAL To promote a more integrated approach to addressing the needs of Dual Language Learners and authen4c family engagement – both at the classroom level and program wide. Encourage programs to reflect on this ques4on: How can a culturally and linguis*cally responsive approach be integrated into the everyday life of the classroom and the program at large? www.smcoe.org ECLDI Professional Development Model Based on three overarching principles that are anchored in evidence-­‐based prac4ces including: §  Suppor4ng children’s home languages and cultures, §  Suppor4ng children’s second language acquisi4on in a culturally responsive learning environment, and §  Developing authen4c and meaningful teacher-­‐family partnerships with the goal of suppor4ng children’s language and literacy development in their home language and English. ECLDI Mission: To beUer prepare young dual language learners to be eager and ready to learn in school and throughout life. www.smcoe.org Now that we have the ‘linguis*cally and culturally responsive’ language in place on our local QRIS matrix, how do we plan to opera*onalize it with the goal of moving prac*ce forward in this area? www.smcoe.org What We Are Planning In San Mateo County: §  Element #4: Effec*ve, linguis*cally and culturally responsive teacher-­‐child interac*ons Tier 2: ECLDI Teacher and Director Self-­‐Reflec4on tools are used, and ac4on plans are developed and implemented for a minimum of 2 items in DLL prac4ces category Tier 5: ECLDI Teacher and Director Self-­‐Reflec4on tools are used, and ac4on plans are developed and implemented for a minimum of 5 items in DLL prac4ces category www.smcoe.org What We Are Planning In San Mateo County: §  New Element: Culturally responsive partnerships with families Tier 2: ECLDI Teacher and Director Self-­‐Reflec4on tools are used, and ac4on plans are developed and implemented for a minimum of 2 items in Family Engagement prac4ces category Tier 5: ECLDI Teacher and Director Self-­‐Reflec4on tools are used, and ac4on plans are developed and implemented for a minimum of 5 items in Family Engagement prac4ces category www.smcoe.org “It’s important for me to teach my children Spanish for
communication and closeness. If they lose Spanish, I lose them.”
Parent participant at ECLDI training, San Mateo County
www.smcoe.org Contact Informa>on Soodie Ansari Coordinator, Early Learning Dual Language Support Services 650-­‐802-­‐5326 [email protected] ECLDI Overview: hUp://www.smcoe.org/learning-­‐and-­‐leadership/early-­‐
learning/early-­‐childhood-­‐language-­‐development-­‐
ins*tute.html www.smcoe.org