Monday Supporting dual language learners and their families in the crucial early years: “How beginning and established early years educators can network and share best practices”? room
8–10
202B
am
This session aims to identify international policy and research surrounding the needs, educational focus, and goals for dual language learners in diverse international settings. It will address the impact of positive and negative initial experiences in the early years as a foundation for future learner success and explore classroom strategies and approaches that can support this goal. Participants will have opportunities to share practices through networking and future online pathways to allow educators to collaboratively support dual language learners and families. Donita Bell , Suzhou’s International School
Technical assistance and professional learning for teaming and high-quality inclusion room
8–10
203A
am
Maximizing resources to assure implementation of a practice is a challenge. We provide training and technical assistance to increase the number of preschoolers who have access to high-quality inclusive environments. We maximize our efforts, using a team-based model to build on the collective knowledge of the classroom teams. Hear about our strategies and reflect on how to use a team-based model to build on the collective knowledge of the classroom teams, help build teaming and collaboration across programs, and increase the quality of inclusive practices within classrooms. Ann Kremer , Early CHOICES; Emily Ropars , Early CHOICES Technical Assistance (Coaching, Mentoring, Consultation)
Language & Literacy
Building and sustaining engaged and developmentally appropriate school-age programs room
8–10
202C
am
Moving from participation and engagement to true partnership: How to use formative assessment to build family partnerships for dual language learners in kindergarten room
8–10
203B
am
Participants will (a) review the process and tools (SACERS) used to assess program quality within two after-school programs, (b) review challenges faced and addressed by the program leaders and staff, and (c) discuss the curriculum model and lessons learned during the partnership between the programs and the college. This presentation will be framed around the NAEYC Professional Preparation standards and how the project supported the development of these skills for both students and the after-school program staff.
This presentation provides a review of research indicating the importance of family partnership for dual language learners’ academic success, followed by a framework of strategies kindergarten administrators can implement to decrease barriers for family partnership and increase opportunities for dual language learners’ academic successes. Participants will learn strategies to use formative assessment with key family partnership and cultural competence research. Presenters will share free resources and provide time for small group discussion and reflection.
Margaret Hoose , SUNY Morrisville , Norwich Campus
Tamarra Barrett , WestEd; Heidi Mendenhall , WestEd
Program Quality, Evaluation, & Accountability
Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)
2019 NAEYC Professional Learning Institute
45