Meeting the LEAPS Act May 5, PEI: Building Rigorous and Robust PreK-3 Family Engagement 1

Activity 2

Introductions 3 3 Survey Questions

Objective for the session 4 Participants will have a better idea of what LEAPS is and how LEAPS may affect their school or district. Participants will also have a better understanding of where to find some resources for working with English learners in their setting.

LEAPS 5 In 2014, the LEAPS Act was passed. LEAPS stands for: Learning English for Academic Proficiency and Success

LEAPS 6 Today, we will discuss the highlights of LEAPS. We will not discuss all components of LEAPS. LEAPS touches on several state statutes, and today we will summarize some of the highlights that pertain to Pre-K to elementary educators.

What LEAPS does 7 1.LEAPS affects many state statutes. 2.LEAPS requires an increased emphasis on the academic and linguistic development of English learners from early education through adult education. 3.LEAPS requires educators to have knowledge and skills in the best practice techniques in working with English learners, which includes using strategies that teach reading and writing in the students’ native language and English at the same time. 4.LEAPS places emphasis not only on English language development, but also native language development.

Keep in Mind 8 LEAPS makes EL support explicit where it wasn’t before, but details regarding specific actions are less common Old “…supporting culturally responsive teaching and learning aligning state and local academic standards and career and college readiness benchmarks” “…supporting culturally responsive teaching and learning aligning the development of academic English proficiency, state and local academic standards, and career and college readiness benchmarks”

How LEAPS affects Head Start 9 The Head Start program must provide parents of English learners with oral and written information to: monitor the program’s impact on their children’s English language development, to know whether their children are progressing in developing their English language proficiency and their native language proficiency (where practicable) actively engage with their children in developing their English and native language proficiency Head Start organizations must submit a plan to MDE that includes evidence parents of English learners are provided with oral and written information to: monitor the program’s impact on their children’s English language development know whether their children are progressing in developing their English proficiency and their native language proficiency (where practicable) actively engage with their children in developing their English and native language proficiency

How LEAPS affects Head Start 10 Survey Question

How LEAPS affects ECFE 11 ECFE family education programs are encouraged to provide parents of English learners with translated oral and written information to: Monitor the program’s impact on their children’s English language development Know whether their children are progressing in developing their English and native language proficiency Actively engage with and support their children in developing their English and native language proficiency Programs must include learning experiences for children, parents, and other relatives that promote children’s early literacy and native language skills (where practicable) and activities for children that require substantial involvement of the children’s parents or other relatives.

How LEAPS affects ECFE 12 Turn and Talk: Tell a partner or small group about the ECFE program in your district or charter. Tell what you know about the program.

How LEAPS affects School Readiness 13 School Readiness Program Requirements for the provider: The comprehensive child assessment instrument must assess each child’s cognitive and language skills when the child enters and leaves the program in order to improve program planning and implementation, communicate with parents, and promote kindergarten readiness Content and instructional practice prepares children for the transition to kindergarten including early literacy and language skills Teachers knowledgeable in native and English language development programs

How LEAPS affects School Readiness 14 Turn and Talk What is your district, charter, or program doing to prepare ALL teachers to work with English learners and their families? Share with the group?

How LEAPS affects WBWF 15 A school board’s plan includes: Strategies for improving the English and native language (where practicable) development and academic achievement of English learners The district advisory committee shall: Provide translation to the extent appropriate and practicable Pursue community support to accelerate the academic and native literacy and achievement of English learners with varied needs, children to adults A school may establish a site team to develop and implement strategies and education effectiveness practices to improve cultural competencies including cultural awareness and cross-cultural communication. Each school district shall periodically survey affected constituencies in their native language where appropriate and practicable about their level of satisfaction.

How LEAPS affects WBWF 16 Turn and Talk: What are the most effective ways that your district or school welcomes the parents/families of English learners into the schools?

How LEAPS affects teachers – licensing 17 Licensing: All teachers must have preparation in English language development and content instruction for English learners in order to effectively instruct English learners in their classroom. Recognizes the importance of cultural and linguistic competencies, including the ability to teach and communicate in culturally competent and aware ways. Licensed teachers renewing a continuing license must have further preparation in English language development and specifically designed content instruction in English for English learners.

How LEAPS affects teachers – licensing 18 Survey Question

How LEAPS affects teachers – parent communication and engagement 19 Schools must annually give the parent of each student not reading at grade level timely information about strategies for parents to use at home in helping their student succeed in becoming grade-level proficient in reading English and in their native language. Intervention programs for students in grades K-2 who are not reading at grade level before the end of the school year may receive intervention methods or programs that strengthen students’ cultural connections. Parent involvement programs will engage the interests and talents of parents in recognizing and meeting the native and English language development needs of their school-age children. Parent involvement programs must include educational opportunities for families that enhance children’s native and English language development in the model plans.

How LEAPS affects teachers – professional development 20 Districts will use data to identify the staff development needs so that: Elementary teachers have training to provide scientifically based reading and oral language instruction that meets students’ developmental, linguistic, and literacy needs Licensed teachers can serve the needs of English learners by maximizing strengths in their native languages in order to cultivate students’ English language development and build academic literacy Licensed teachers are well trained in culturally responsive pedagogy that enables students to master content, develop skills to access content, and build relationships

How LEAPS affects teachers – professional development 21 Survey Question

What themes do you see throughout LEAPS? 22

Activity 23

Resources 24 Migrant Family Engagement EL Family Outreach Early Learning Development Standards

Contact Information 25 Dennis Duffy Michelle Niska