Hello, Early Learning Leaders!

According to the American Community Survey (2016), approximately one-third of children under age 8 in the United States have at least one parent who speaks a language other than English at home. Children under age 5 who have at least one parent or guardian who speaks a language other than English at home and are mastering their native language proficiency while learning English simultaneously are called dual language learners (DLLs). Current research documents the cognitive, social, and linguistic benefits of early bilingualism; however, research further documents that most DLLs in the United States do not receive enriched early childhood education that supports dual language learning.

In this edition of Early Learning, we have included resources that can help ensure the full and effective participation of children who are DLLs and their families. We also interviewed Secretary of Alabama Department of Early Childhood Education Barbara Cooper. Cooper talks about how Alabama’s early childhood systems strive to support DLLs and her role in the state’s work.

Enjoy reading the rest of the newsletter to find out about recent developments in the field and resources to support our youngest learners and their teachers, caregivers, and families. In addition to exploring these resources, please continue visiting ED’s COVID-19 information and resources page.

Thank you, as always, for reading Early Learning. We hope you and your loved ones stay healthy and safe!

Laurie VanderPloeg
Director
Office of Special Education Programs

Christopher Rinkus
Deputy Assistant Secretary
Discretionary Grants and Support Services
Office of Elementary and Secondary Education

Preschool Development Grant Birth Through Five

The Preschool Development Grant Birth through Five (PDG B-5) program is co-administered by U.S. Department of Health and Human Services' (HHS’) Office of Child Care at the Administration for Children and Families (ACF) and the U.S. Department of Education’s (ED’s) Office of Innovation and Early Learning. PDG B-5 grants are focused on strengthening states’ integrated early childhood education systems to prepare low-income and disadvantaged children to enter kindergarten and improve their transitions across early childhood into the early elementary grades; increasing program operating and cost efficiencies; expanding parental choices and involvement; and ensuring families are linked to the full range of needed services. A recent ACF report provides a synthesis of grant applications that were awarded in fall 2019. Several key topics were explored across states, including special populations, parent engagement, trauma/adverse childhood experiences, racial equity, and more.

The Use of Restraint and Seclusion on Children with Disabilities

ED’s Office for Civil Rights (OCR) recently released the 2017–18 Civil Rights Data Collection (CRDC). The CRDC is a universal collection of data related to OCR’s civil rights enforcement responsibilities at public pre-K through 12th-grade education programs, including charter schools, magnet schools or programs, alternative schools, schools serving students with disabilities, and long-term secure juvenile justice facilities.

In addition, OCR published a CRDC issue brief to support ED’s initiative to address the possible inappropriate use of restraint and seclusion in public elementary and secondary schools as it applies to students with disabilities.

Alabama’s Support for Dual Language Learners

We recently interviewed Secretary of Alabama Department of Early Childhood Education Barbara Cooper. Cooper discussed how Alabama’s early childhood systems strive to DLLs and her role in the state’s work. We invite you to read the full interview on the OSERS Blog.

Dual Language Learners Program Assessment

The HHS-funded National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) developed the Dual Language Learners Program Assessment (DLLPA). The DLLPA helps Head Start, child care, and pre-K programs ensure the full and effective participation of children who are DLLs and their families. It outlines strategies for a coordinated approach across management systems and program services. Programs can use it to assess systems and services for improving school readiness. The tool also supports cultural and linguistic responsiveness and family engagement.

Making It Work: Implementing Cultural Learning Experiences in American Indian and Alaska Native Early Learning Settings for Children Ages Birth to 5

Making It Work was originally developed by the HHS-funded Office of Head Start National Center on Cultural and Linguistic Responsiveness in collaboration with representatives from American Indian and Alaska Native Head Start programs and other experts from throughout the country. Current updates and revisions have been made by NCECDTL. It provides a three-step process that supports users to connect and integrate cultural practices into their current curriculum by planning and implementing cultural learning experiences for young children. You can also visit the Making It Work webpage on the Early Childhood Learning and Knowledge Center for more information and additional resources.

COVID-19 Resources for Children From Birth to Age 5

The ED-funded Early Childhood Technical Assistance (ECTA) Center developed a COVID-19 website with resources for states and local programs serving young children with disabilities and their families. One of its newest interactive infographics is COVID-19 Family Resources to help families navigate the ECTA website for COVID-19 tools and information to support their children's learning and development. This resource was developed by ECTA and the Center for IDEA Early Childhood Data Systems (DaSy), and also received extensive contributions from several parent training and resource centers across the country.

National Survey of Children's Health

The National Survey of Children’s Health (NSCH), funded and directed by the Health Resources and Services Administration’s Maternal and Child Health Bureau, provides national- and state-level estimates of key measures of children’s health and well-being. These data are essential to understanding the health status and health services needs of children across the nation, in every state and community. NSCH data are publicly available and updated annually. New data from 2019 are now available, along with the data brief.

American Indian and Alaska Native Teacher Webinar Series

Many communities continue to use physical distancing and stay-at-home orders to slow the spread of COVID-19. Because of this, families experiencing domestic violence may have a harder time finding support and resources. At a Sept. 10 webinar, the Department of Health and Human Services (HHS)‑funded National Center on Parent, Family, and Community Engagement facilitated a discussion on responding to domestic violence during COVID-19. Presenters discussed key ways early care and education programs can support resilience building for families experiencing domestic violence.

Elevating the Role of Cultural Responsiveness in Effective Teaching Practices

The HHS-funded National Center on Early Childhood Development, Teaching, and Learning developed the American Indian and Alaska Native Teacher Webinar Series. The webinars feature in-service suites that can help teachers and home visitors better understand and identify effective teaching practices. Learn why these practices are important, what they look like in action, and how to use them in classrooms and during home visits. Each webinar offers practice-based strategies that teachers can use immediately to improve their practice.

Attract, Prepare, Retain: OSEP National Summit on Improving Effective Personnel for Children with Disabilities

ED’s Office of Special Education Programs (OSEP) recently hosted a virtual summit on strategies to attract, prepare, and retain effective personnel: general and special education teachers, early childhood personnel, and related services providers. The 2020 OSEP Summit is an opportunity to bring together various stakeholders to explore potential strategies and innovative approaches to address this critical need. This event was held over three days and recordings of the summit and resources on the topics will be posted at the Summit Web page.

Preschool Development Grant Birth Through Five Renewal Grant

The HHS’s ACF and ED are soliciting applications from eligible states and territories to carry out the renewal grant activities of the Preschool Development Grant Birth through Five (PDG B-5). The PDG B-5 Renewal Grants seek to empower state governments to lead the way in leveraging federal, state, and local early care and education investments. Eligible applicants are those states that were awarded an initial grant in 2019. Please visit grants.gov for additional information. Applications are due Nov. 17, 2020.

OSERS is on Twitter with the latest tweets from special education and early intervention advocates, educators, families, and students. Be sure to follow @Ed_Sped_Rehab and tell your friends.