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Awareness & Action: Guiding Coaches on Supporting ML Learners

Overview of Language Proficiency Assessments (Language Survey, OELPA)

Understanding English Language Development Standards

Exploring Activity Level Descriptors: What they are, how to recognize them, and practical application

Identifying Key Indicators

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Session 1-Action & Awareness Presentation

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Session 1-Action & Awareness Presentation

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Session Slides

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ReadOhio Coaching Levels pertaining to MLL's

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ReadOhio Coaching Levels pertaining to MLL's

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Identifying English Learners | Ohio Department of Education and Workforce

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The steps below outline Ohio’s standardized procedures to identify multilingual students who are English learners. School administrators can develop written English learner identification procedures that include staff responsibilities, interpretation resources, and professional development to support students and their multilingual families. An orientation video may be used to help train staff in implementing the identification process.

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English Language Proficiency Standards (ELPs)

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English Language Proficiency Standards (ELPs)

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Planning with Purpose: Intentional Instructional Coaching for ML Success

Introducing the PLUSS Framework

Structuring Effective Planning Sessions: Who to involve and how often

Aligning Instructional Goals with ML Needs

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Lifting Language Learners: Coaching for Scaffolding and Differentiation

Classroom Applications: What effective scaffolding and differentiation look like

Curated Tools and Resources (Padlet, Google Docs, etc.)

Supporting Word Recognition and Reading Comprehension

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Coaching for Connections: Building Strong Partnerships

Strategies for Effective Communication with Families and Students

Encouraging Active Involvement and Engagement

Sharing Multilingual Learner Support Resources

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ASSETS is a podcast original series hosted by Dr. Jobi Lawrence. Follow along as she takes a deep dive into the educational realities of multilingual learners across the country.

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A bilingual site for educators and parents of English language learners

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A bilingual site for educators and parents of English language learners

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A bilingual site for educators and families of English language learners

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A language learning site that focuses on grammar and vocabulary differences

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A language learning site that focuses on grammar and vocabulary differences

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Welcome to our languages learning site which focuses on grammar and vocabulary. We have useful resources that you might enjoy for free such as: lessons, grammar tips, vocabulary, phrases, language tools, and audio files to download.

Languages Lessons

Learning new languages can help you communicate with other people and also understand their culture and behavior. Here is a list of the languages we offer:

MYLANGUAGES.ORG is a website dedicated to language learning. Our goal is to build an on-line language community where people from all over the world with the same passion can come and learn a language through grammar, vocabulary, audio, dictionaries, quizzes and much more resources. All our pages are available absolutely FREE. Our philosophy is that you shouldn't have to pay to learn a language! All we ask is to share this site with others so that they can benefit too.

Learning a language has many benefits some of which are: an understanding of the world, leading to a better career potential, sharpening cognitive skills, appreciating international literature, experiencing a more enjoyable travel, making lifelong friends and ultimately understanding one's own culture and self. Enjoy learning with mylanguages.org. Don't forget to bookmark this page.

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Learn Languages - Grammar and Vocabulary

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This website offers free learning lessons in 100 languages from Afrikaans to Zulu from grammar, vocabulary to phrases and quizes. Enjoy learnign with our lessons!

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WIDA-Tools and support for educators and MLLs

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WIDA-Tools and support for educators and MLLs

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In this edition of Conversations with Tim, Tim speaks with Rosalie Lincoln and Cathy Moses about their work in the Lower Kuskokwim School District in Alaska to preserve and revitalize the Yugtun language.

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WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.

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Ohio's Statewide Family Engagement Center

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Lau Resource Center for English Learners at the Ohio Department of Education and Workforce - Ohio’s Statewide Family Engagement Center

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The mission of the Lau Resource Center at the Ohio Department of Education and Workforce is to ensure equal access to standards and school success for English learners in the state of Ohio. If your family has questions about services and supports for English Learners, visit the Lau Center’s website. Goals of the Lau Resource […]

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Accessibility Features

Tools and settings in the testing system that provide support for students, such as features and tools that allow students to change the screen color and text color or font size of an online test.

Accommodation

Eligible students can receive adjustments to the testing conditions, test format or test administration that provide equitable access during the test. Examples of accommodations include extended time or language translations. Accommodations are available to students through an Individualized Education Plan (IEP) or 504 plan, or students who are English learners.

Accomplished

One of five performance levels. A student performing at the accomplished level has a consistent ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Advanced

One of five performance levels. A student performing at the advanced level has an exceeding ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Alternate Ohio English Language Proficiency Assessment (Alt-OELPA)

An annual test of skill in reading, writing, listening, and speaking English for English learners with the most significant cognitive disabilities. The results show your child's progress to English proficiency and determine if your child should remain in a the school's English language development program.

Basic

One of five performance levels. A student performing at the basic level has a developing ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Basic (AASCD)

One of five performance levels. A student performing at the basic level has a developing ability to demonstrate knowledge and skills that align with Ohio's Learning Standards - Extended.

Benchmark test

Available within the Readiness Assessments, Benchmark tests are full-length tests that mirror the content and test characteristics of Ohio's State Tests.

Blueprint

Test blueprints are a guide for test construction and provide an outline of the content and skills to be measured on the test.

Cognitive Demand (Science only)

Cognitive demand represents the type of thinking, or the level/depth of complexity of thought expected. Ohio's Cognitive Demands for Science include the following: Designing Technological/Engineering Solutions Using Science Concepts, Demonstrating Science Knowledge, Interpreting and Communicating Science Concepts, and Recalling Accurate Science.

Content Areas

Content areas are also known as subjects (for example, English language arts, mathematics, science, and social studies).

Cut Scores

A specific point on a test's score scale that distinguishes between two performance levels. Scores at or above that point are interpreted to mean something different from scores below that point. Cut scores can determine if a student's test score is at the limited, basic, proficient, accomplished or advanced performance level. Cut scores may also mark specific points within a certain performance level, such as the Third Grade Reading Guarantee Promption Score or the high school competency score.

Depth-of-Knowledge (DOK)

A system that classifies items based on the task's complexity (in other words, the kind of thinking required by the task). DOK levels do not reflect the difficulty of the task. There are 4 DOK levels: DOK1 Recall and Reproduction, DOK2 Skills and Concepts, DOK3 Strategic Thinking, and DOK4 Extended Thinking.

Domain

The four domains of language are the four ways that people interact with language: reading, writing, listening and speaking. Ohio's English language proficiency assessments (OELPS, OELPA and Alt-OELPA) measure a student's skill in each of these areas.

Emerging (OELPS/OELPA)

Emerging is one of three overall proficiency levels for students who have taken Ohio's English language proficiency assessments (OELPS and/or OELPA). Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content-related academic tasks in English. This is indicated on OELPS and OELPA by attaining scores of Levels 1 and 2 in all four domains. Students scoring Emerging on the OELPS and the OELPA are eligible for program support as an English learner.

End-of-Course (EOC) Assessment

An end-of-course assessment measures mastery of content in a particular high school course. Ohio's State Tests end-of-course assessments are administered in English Language Arts II, Algebra I, Geometry, Integrated Mathematics I, Integrated Mathematics II, Biology, American History, and American Government.

English Learner

A student whose native or primary language is not English and who has difficulty speaking, reading, writing, or understanding the English language.

Fairness

Also known as test fairness. Educators, parents, and community members make up committees to evaluating test fairness. The committees review and evaluate test questions to make sure that test questions are fair and unbiased for all groups of Ohio students. They also ensure that diverse cultures are represented in assessments and materials.

Formative Assessment

A test teachers conduct throughout the year to identify where their students may need additional help or practice and when they are ready to move ahead in their learning.

Graduation Requirements

Graduation requirements are a set of criteria that must be met for a student to graduate. The Ohio graduation requirements are found at https://education.ohio.gov/Topics/Ohio-s-Graduation-Requirements

Individual Student Report (ISR)

Your child receives a student report for each test they complete. Your child's report provides general information about the test and your child's results. The report may contain other elements, such as their scale score, achievement level, previous performance, and scores in each area of the test. Your child's reports may also show how your child's performance compares to that of other students who took the same test in the same school, district, and state.

Interim Assessment

A low-stakes test that teachers can administer at many points throughout the school year, usually given at the middle of a course, school year, or other period. It helps teachers identify gaps in understanding and instruction.

Items

Test questions that appear on a test given to a student.

Language Usage Survey

A completed language usage survey is required for all students upon enrollment in Ohio schools. The survey collects information about your child's language background and prior education. Information from the survey tells school staff if they need to check your child's proficiency in English. Answers to these questions ensure your child receives the education services to succeed in school. The information is not used to identify immigration status.

Learning Standards

Learning standards explain the knowledge and skills Ohio students in pre-kindergarten through grade 12 need to have. Ohio measures the performance of its schools based on how well students are progressing in gaining the knowledge and skills within the learning standards. We do this partly by measuring student performance on annual state tests based on the standards.

Limited

One of five performance levels. A student performing at the limited level has an emerging ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Ohio English Language Proficiency Assessment (OELPA)

An annual test of your child's skill in reading, writing, listening, and speaking English. The results show your child's progress to English proficiency and determine if an your child should remain in a the school's English language development program.

Ohio English Language Proficiency Screener (OELPS)

A test used to determine if your child should be classified as an English Learner based on their proficiency in reading, writing, listening, and speaking English.

Ohio's Learning Standards

Ohio's Learning Standards define what students should know and be able to do. Find information about Ohio's Learning Standards on the Ohio Department of Education and Workforce website at education.ohio.gov

Options

The response choices to an item from which students select an answer.

Passage (Reading Passage)

A selection of a written work, such as a non-fiction story, that students read in order to answer test questions.

Percentile Rank

A student's rank relative to other students in the same grade or group.

Points Earned

Also known as raw score. The number of points earned by your child in a Reporting Category.

Points Possible

The highest number of points that a student can earn in a Reporting Category.

Proficient

One of five performance levels. A student performing at the proficient level has a general ability to demonstrate knowledge and skills that align with Ohio's Learning Standards.

Proficient (OELPS/OELPA)

Proficient is one of three overall proficiency levels for students who have taken Ohio's English language proficiency assessments (OELPS and/or OELPA). Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. This is indicated on the OELPS and the OELPA by attaining scores of Level 4 or higher in all domains. Students with Proficient scores do not continue in the school's English lanugage development program.

Progressing (OELPS/OELPA)

Progressing is one of three overall proficiency levels for students who have taken Ohio's English language proficiency assessments (OELPS and/or OELPA). Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade level content-related academic tasks in English. This is indicated on the OELPS and OELPA by attaining scores with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on the OELPS and the OELPA are eligible for ongoing program support.

Raw score

Raw scores are the points a child earned on a test. Raw scores cannot be compared across different test forms, so they are converted to scaled scores for reporting purposes.

Readiness Assessment

Assessments designed to help schools and districts identify student progress and to receive usable performance data. These assessments are optional and can be given in grades 3 through high school in English Language Arts, Mathematics, Science and Social Studies. The readiness assessments include the benchmark and checkpoint tests.

Reading Subscore

A student's performance on individual reading standards on the grade 3 English language arts test.

Reporting Category

Each test has three to five reporting categories. Reporting categories are the major areas tested within each subject. For example, areas for grade 3 mathematics are Multiplication and Division, Numbers and Operations, Fractions, Geometry, and Modeling and Reasoning.

Reporting Category Indicators

The test results present groups of similar skills or learning standards measues on the test in reporting categories. For example, a reporting category within integrated mathematics would be statistics. Student performance on statistics or other areas within the reporting category is reported with an indicator. These indicators are below proficient, near proficient and above proficient.

Rubric

A set of criteria explaining how an answer should be scored and what a child needs to do to earn full or partial credit.

Scale Score

A numerical value that is on a common scale so that students' scores can be compared over multiple test administrations of the same test. For example, scaled scores for students who took the grade 3 English language arts state test this year may be compared with those of students who took it last year. Scaled scores are not comparable across different subjects.

Score Report

A report that details your child's tests results.

Standards

Grade-level content or grade band content that is assessed for accountability purposes.

Standard setting

The process that determines what each performance level minimum and maximum score will be. Standard setting is based on input from educators, community and business leaders, and the public, as well as the state's education leadership.

Stem

The question or prompt in a test item to which a student must respond.

Stimulus

A reading passage or multimedia resource in a test that students must review in order to respond to a set of associated items.

Summative Test

A test that measures student learning near the end of an instructional unit.

Test Reason

A category assigned to a test opportunity and used to group tests for reporting purposes.

Test Specifications

Test specifications include descriptions of the assessment components and item types, assessment blueprints, and item specifications, to help educators and the general public better understand the design of Ohio's State Tests. These documents are used to guide the development of Ohio's State Tests.

Test Window

The season and year in which the test was given to students (for example, Fall 2022). Can also refer to the specific range of dates during which a test may be given.

Writing Condition Code

This code when assigned explains why the student received an irregular score on the student's Writing response. For example, condition code "TR" means a response was off topic. Condition code "NO" means a response did not contain enough original text.

Writing Rubrics

A set of characteristics describing each possible score point for writing items across three dimensions: purpose, focus, and organization; evidence and elaboration; and conventions. There are four writing rubrics: grades 3-5 informative/explanatory rubric, grades 3-5 opinion rubric, grades 6-12 informative/explanatory rubric, and grades 6-12 argumentation rubric.

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Accessibility Features Tools and settings in the testing system that provide support for students, such as features and tools that allow students to change the screen color and text color or font size of an online test. Accommodation Eligible students can receive adjustments to the testing conditions, test format or test administration that provide equitable access during the test.

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PLUSS Framework for Lesson Planning for English Learners

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PLUSS Framework for Lesson Planning for English Learners

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Welcome

Thanks for visiting the webstore to add a new resource to your English learner instructional toolkit. We appreciate all you do for English learners and their families in your states and communities. We are here to support you in your work with English learners and their families, and will be adding additional products in the near future. Please stay tuned.....

Quickly Becoming EL Educators' Favorite Planning Tool

● 24 x 36 inch printed poster
● An essential resource for educators working with ELs
● Organized by domain and student proficiency level
● Provides instructional strategies and assessment scaffolds for planning
● Includes QR code for additional in-depth strategic resources

Buy Now!

Purchase Order Option Coming Soon

For bulk orders over $2,000 we will be accepting purchase orders. Check back periodically for updates.

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Thanks for visiting the webstore to add a new resource to your English learner instructional toolkit. We appreciate all you do for English learners and their families in your states and communities. We are here to support you in your work with English learners and their families, and will be adding additional products in the near future.

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Welcome to our languages learning site which focuses on grammar and vocabulary. We have useful resources that you might enjoy for free such as: lessons, grammar tips, vocabulary, phrases, language tools, and audio files to download.

Languages Lessons

Learning new languages can help you communicate with other people and also understand their culture and behavior. Here is a list of the languages we offer:

MYLANGUAGES.ORG is a website dedicated to language learning. Our goal is to build an on-line language community where people from all over the world with the same passion can come and learn a language through grammar, vocabulary, audio, dictionaries, quizzes and much more resources. All our pages are available absolutely FREE. Our philosophy is that you shouldn't have to pay to learn a language! All we ask is to share this site with others so that they can benefit too.

Learning a language has many benefits some of which are: an understanding of the world, leading to a better career potential, sharpening cognitive skills, appreciating international literature, experiencing a more enjoyable travel, making lifelong friends and ultimately understanding one's own culture and self. Enjoy learning with mylanguages.org. Don't forget to bookmark this page.

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Learn Languages - Grammar and Vocabulary

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This website offers free learning lessons in 100 languages from Afrikaans to Zulu from grammar, vocabulary to phrases and quizes. Enjoy learnign with our lessons!

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Graphic Organizer Sample by Second Language Acquisition Stage

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Visual Arts Compare and Contrast Artwork Colorful Venn Diagram

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English learners comprise a growing population of students across the country. Effectively serving English learners requires qualified educators, evidence-based instruction, and policies and practices to monitor student progress and adapt instruction accordingly. Research indicates that MTSS can support English learners' language and literacy development, especially in early grades. When implementing MTSS, school leaders should consider the following guiding questions:

Who are English learners in our school? What is their educational and linguistic background?

What are unique considerations and important factors to understand about English learners to determine instruction and intervention?

What progress monitoring tools are appropriate for English learners? Can existing tools be adapted for English learners?

What evidence-based interventions and instructional tools are available to support English learners?

English learner specialists at AIR provide valuable technical assistance and professional development to help states and districts understand and implement evidence-based practices to improve instruction and learning for English learners within MTSS.

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English learners comprise a growing population of students across the country. Effectively serving English learners requires qualified educators, evidence-based instruction, and policies and practices to monitor student progress and adapt instruction accordingly. Research indicates that MTSS can support English learners' language and literacy development, especially in early grades.

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ODEW's Family Road Map for English Language Learners

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ODEW's Family Road Map for English Language Learners

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Note: The icons on the graphic above are described below, where you can access more information.
Welcome to the Family Roadmap

Your Education Rights

In the United States, schools and families can work together to help children learn and grow. There are laws to make sure every child gets a good education.

The same public school rights and protections apply to all students and families. Students who are learning English as a new language have protections related to receiving language supports and being able to participate in all school activities.

Schools can help families understand their students' rights so they know what to expect and help prepare students for a bright future.
Learn more about education rights.
School Options

This resource will help you learn about the various school options available for you and your family in the state of Ohio. It includes information about traditional public schools, charter schools, and private schools. Ohio has eight school options, as well as options for students with disabilities.

Children are more likely to do well in school when their parents or caregivers are involved.
To be involved in their child's education, it is helpful for parents or caregivers to understand how schools are organized. School systems can be different. It is helpful to know what options families, parents, or caregivers have to support their child.

Explore the Ohio Statewide Family Engagement Center's Choose a School Tool to help your family choose the best school option for your child.

Enrollment

Enrolling Children in Ohio Schools

Before your children can start school, you must enroll them. During enrollment, you will learn about many programs and what the school has to offer students and families. It is also the start of new relationships with friends and teachers and a time when your family is becoming a part of the school community.
Learn more about enrolling your child in school.
Understanding School Attendance

Children who go to school regularly are more likely to do well in school. Students who attend school every day are nine times more likely to graduate high school. They are also six times more likely to achieve reading success by the third grade. For this reason, children are expected to attend school as much as possible. In Ohio, schools keep a record of the number of hours that children attend school.
Learn more about school attendance.
Understanding Your Child's Academic Progress

Understanding your child's academic progress is crucial for their success in school. By knowing how well they are doing in their studies, you can support and guide them effectively. There are various ways your child's school may assess their learning, such as exams and assignments. These provide important insights into their education journey.
Explore more about academic progress and grading.
English Language Supports

English Language Supports at School

Ohio schools and educators want children to take advantage of opportunities for them to communicate well in the world. This includes providing English language supports to the students who need it.
Schools have specific steps and supports to help students improve their English skills.
Learn more about English language supports.
Working Together for Success

Working Together with the School for Your Child's Success

No one knows your child better than you and your family. You can contact the school when you want to learn about how to support your child's education or when your child needs help. You can also contact the school to make sure your child is on track.
Learn more about working with schools.
How to Participate in School Committees and Teams

When families and teachers work together, children are more likely to be successful, attend school every day, and feel connected to their classmates and teachers. Parents and caregivers who are involved with school feel like they are part of the school community. One important way some families choose to participate in their child's school is by joining a school team or committee. Parents and caregivers are able to meet other families in and work with teachers and administrators to make decisions about the school or district.
Explore more about participating in your child's school.
Graduation

"We know it is not easy, but you are doing a great job for the future of your children." - Ohio Teacher

Supporting Your Child's Graduation

High school graduation is an important first step for young adults to explore their college and career options. To make sure students are prepared for future success, Ohio schools have requirements that students must complete to graduate. You can help your child graduate and prepare for their future. Review the graduation requirements and the different ways you can support them.
Explore more about graduation.
Preparing Your Child for a Bright Future

Your family plays an important role in preparing your child for the future. No matter what path your child takes, you can support them by helping them explore their options for the future. You can ask them about what paths or careers they are interested in. Or you can start by asking them about their dreams and goals. You may also explore what help is available at your child's school and in your community.
Learn more about college and career options.
Additional Supports

Helping Your Child with Virtual (or Online) Learning

Virtual learning is a way of learning using technology and has changed the way we learn in school. It provides children of all ages the opportunity to quickly grow their understanding of the world around them. To make the most of this technology, schools use virtual learning to help students with their learning. The way schools use virtual learning can be different at each school and grade level. It is important to understand how to support virtual learning at home.
Explore more about virtual or online learning.
Programs for Students Outside of School Time

In Ohio, there are programs students can join outside of school time. These programs can be before or after school. Some may be during school breaks. Some programs can provide extra support to students who need help with school. They can help kids do better in school by giving them a quiet place to do homework and access a computer and the internet. They also can provide extra help with schoolwork or have fun activities that teach new things. In these programs, children can make new friends and learn from others. Families may need to register their child or meet certain criteria. These programs may be free or there may be additional costs. Some may give kids food or help with transportation.
Learn more about programs outside of school.
Supporting Your Child's Mental Health

In Ohio, schools work to support the whole child. This means that schools care about the academic success and wellbeing of each student. For this reason, schools provide resources to support studentsʼ mental health. Families can also access the Family and Student section of the Supporting School Wellness Toolkit.
Learn more about supporting your child's mental health.
Using Interpreters for Communication with Schools

In Ohio, schools and families work together to help children succeed. They may do this by talking and sharing important information with each other. Schools must share information in the languages families prefer. Your family can get help from interpreters to ask questions and share your ideas or concerns with the school.
Learn more about using interpreters.
Organizations List

Resources in Ohio

These organizations focus on helping families who are new to Ohio and speak languages other than English.

Download a copy of the organizations list to your computer or device's Downloads folder.

Glossary

This glossary is designed to provide you with simple definitions and explanations of common terms about school and education. This resource will help you better understand your child's education.
Explore the glossary. These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English Learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.

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Note: The icons on the graphic above are described below, where you can access more information. In the United States, schools and families can work together to help children learn and grow. There are laws to make sure every child gets a good education.

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Translations of Welcome in many languages

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How to say ‘Welcome’ to people in a variety of different languages with audio recordings from quite a few of them.

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Developing positive partnerships with the families of the children you teach is one of your most important tasks as a teacher. It can also be among the scariest or the most challenging tasks! I offer five Rs-respect, responsiveness and reassurance, relationship, reciprocity, and reflection-to help you build trust and promote positive family engagement in your preschool classroom.

Families Want Respect

Showing families respect is more than being polite-it is esteeming or honoring families. Family members want to feel respected as their child's first and most important teacher; they also want to see that you respect their family values, culture, and home experiences. Respect does not equate to agreeing with every decision made by families. It means being aware of your own biases and making sure that your own ideas, beliefs, and opinions don't interfere with your work to understand each families' choices and circumstances.

Respect also calls on educators to embrace a strengths-based approach to their interactions with children and families. In other words, a strengths-based approach demonstrates respect for families by recognizing, appreciating, and celebrating what they bring to a program or school. Families are viewed as contributors, creators, and participants.

Here are strategies you can utilize to develop respect:

Listen to families. First and foremost, allow enough time to truly listen to families. This confirms for families that their thoughts, suggestions, and opinions matter and are valued.

Maintain constant communication with families through apps and other means. Use an app (like Seesaw or Bloomz.com) or design a private, secure webpage that includes the classroom newsletter, weekly plans, photos of the children, a resources and upcoming events section, a forum for asking questions, and an activity for families to complete with their children each week. Activities should be meaningful and doable, such as an "all about me" questionnaire (which you might complete first to help introduce yourself to children and families). You can also share photos and videos. Include the same items on a family bulletin board inside or near your classroom.

Foster classroom community with a Family of the Week backpack. To foster cross-cultural learning and deeper relationships in an ongoing way, ask family members to complete an "all about my family" activity that you package in a backpack. Ask families to include items that are important to them in the backpack and to unpack it in class as they share information about each item and answer children's questions. If family members are not able to join in person, don't worry. They can join virtually using video conferencing (like Zoom) or share a recorded video of themselves unpacking the backpack and explaining the items they pull out. If families are unable to participate directly, the child can share the backpack while showing pictures of their family. Suggest that families include items that represent their culture, a favorite family memory, and a family interest or hobby.

Use the information and experiences shared to connect with the broader curriculum so that families' funds of knowledge are integrated into learning in meaningful and sustained ways. For example, find children's literature that mirrors cultures, languages, and experiences shared. (Check out weneeddiversebooks.org or tfcbooks.org/best-recommended/booklist to find children's books that celebrate diversity.)

Families Want Reassurance and Responsiveness

Family members need to be reassured that you care about meeting their child where they are and that you are knowledgeable about their child as an individual and as a part of social and cultural communities. They want to be reassured that their child will not be singled out, labeled, forgotten, or harmed-but will be kept safe and be engaged in activities that are suited to their child's unique strengths, interests, preferences, and needs. They also want to feel that you are responsive and that they can trust you to address their concerns and questions. For educators to be responsive, they must embrace flexibility. Educators who are flexible in their understanding, their expectations, and their responses to the families they serve will build that trust.

Here are strategies you can utilize to offer reassurance:

Take a lot of photos and videos. Keep a device nearby to take photos and video recordings (and keep in mind which families have agreed to have their children photographed and what types of sharing they are permitting). Families want to know what their child does during the day, who they play with, the activities they enjoy, and how they are progressing. Most love keeping up with these things through photos and videos. Sharing photos and videos weekly gives every family regular opportunities to peek into their child's daily school routine, which also helps to reassure them that their child is happy and is learning at their program. Make sure you gather documentation for every child on a regular basis to share with their families. (To learn more, read Experiences Can't Go Home in Cubbies: Using Digital Technology and Documentation to Connect with Families, by Stephanie Haney.)

Provide daily or mid-week talking points. Unlike more thorough weekly updates, talking points can be just a few sentences to let families know topics, concepts, or vocabulary words that their children are learning and how to expand on those things at home.

Pick up the phone. Responding to family members is the most important and easiest way to develop a trusting relationship with them and to reassure them that you are on their team. Respond to phone calls, emails, and other messages within 24 hours. Returning these in a timely manner reassures families because it shows that their questions, thoughts, and concerns are important to you.

Families Want a Relationship

Creating and maintaining partnerships with families is a critical component of developmentally appropriate practice and for good reason: families have expertise about their children, and they play a critical role in their child's growth and learning. When families do not feel that they are part of the classroom community, they might distance themselves from the school or program. This might impact their willingness to interact with you and to volunteer in classroom activities.

Here are strategies you can utilize to build relationships:

Say "Hello!" It is amazing how far a simple Hello! will go toward building a positive relationship. Just by acknowledging a family member's presence, you are being welcoming. Short, inviting conversations can lead to positive relationships and family engagement.

Invite family members into your classroom community. Some families may not know whether they are allowed to be involved in their child's classroom and may not be clear about how to support their child's learning at home. This provides a great opportunity to help the family become engaged with your program's community and to share activities for extended learning. Invite families to serve as a mystery reader or a mystery guest speaker (virtually or in-person). Ask children to guess the mystery reader or speaker by providing clues. For at-home learning, provide a weekly calendar (such as the one provided at RIF.org) of activities families can do at home with their children.

Make it easy for families to ask questions. Offer opportunities at the program and online for families to communicate any questions, concerns, comments, or suggestions they may have. You could create forum space on your classroom webpage, in your newsletter, or on your family bulletin board. You could also have a comment box in your classroom for families to share more private communications.

Families Want Reciprocity

Reciprocity often involves a shift in thinking about engagement and communication because it relies on interdependence, or depending on each other to accomplish something. One member of a relationship must coordinate their thinking and actions with others to reach shared understanding and decision making. Such coordination involves being flexible with our approaches and expectations. When we do so, we can foster a supportive and trusting relationship with families and enhance their motivation to communicate and participate.

Here are strategies you can utilize to practice reciprocity:

Involve families by dialoguing and including them in making decisions. Inquire about a family's goals and expectations for their child, their child's teacher, and their child's school. Telling families about their child is a one-way form of communication. Two-way forms of communication give families opportunities to collaborate with you and to actually talk about their concerns, wants, goals, and dreams. In addition, keep them informed about upcoming plans or changes, with sufficient time to consider their options and preferences, to ask questions, and to communicate with you. As stated in NAEYC's position statement on advancing equity, educators should "uphold every family's right to make decisions for and with their children."

Consider culture, language, and literacy when communicating with families. This means knowing about the families and ensuring that accommodations are made so that every family can access and respond to the information you share. Translate documents into families' home languages and use interpreters to help strengthen the two-way engagement and communication between you and families.

Families Want Teachers to Reflect

True reflection is ongoing and an essential part of assessment and teaching. Reflecting helps teachers engage children and families intentionally instead of falling into routines. You may find it most useful to reflect daily or weekly (such as taking an extra 10 minutes before you write your weekly update for families). As long as you find time to reflect while your memories are still fresh, you'll have new insights that will positively impact your instruction and your interactions with each child and their family.

Here are strategies you can utilize to promote reflection:

Ask yourself: How well do I know each of the children and their families, and how can I learn more about them? How often do I interact with each family? What strategies do I use to ensure they know they are an important part of the learning community?

Ask family members: How would you like to be involved in the classroom? Is there a book you would like to read to the class, a cultural tradition you would like to share, or an activity related to your job or a hobby (like bird watching) you would like to lead? What do you think your child needs to have an even more enjoyable and educational experience in the classroom?

Ask your colleagues: How do you engage families? Is there something we should do together-like host a family science and art night-to get to know family members better and show ways to extend learning at home?

Conclusion

At its best, early childhood is a time when teachers, children, and families open themselves to each other, inviting joyful play, collaborative inquiry, thoughtful observation, and deep caring. Together, families and early childhood educators nurture positive social, emotional, and intellectual development.

One More R: Sharing Resources with Families

By using the five Rs, educators can build trust and foster positive family engagement. Families will know that you have their child's best interests in mind, and they may want to learn about resources they can use at home. Here are strategies you can use for sharing resources:

Include family-friendly resources on your website or family communication app and bulletin board. Free events, concerts, educational websites, local places of interest, book fairs, and more are examples of valuable resources for all families. In addition, list (and regularly update) support services and organizations, like food banks, the local United Way office locations, and clinics offering free dental care, eyeglasses, and flu shots.

Create a monthly Family Fun calendar. To support playful learning at home, you could create a monthly calendar with suggested activities that may be completed by families to supplement their child's classroom learning. Suggest easy-to-use apps along with readily available non-digital materials at home that promote learning and engagement. For example, check out:

Rif.org/literacy-central/calendars-This literacy-based website equips educators with interactive calendars. Each day on the calendar provides either information about that day, an activity to complete with an adult, or a question to ponder.

Pbskids.org-This interactive website offers resources and tips for families. In addition, the free website includes games and videos.

Readingrockets.org-This literacy website provides articles, videos, blogs, and PBS television shows related to reading.

Recommend family-oriented magazines. Highlight available magazines and articles related to child development, parenting, or early education during family conferences and back to school night. Also display them on your bulletin board, online communication platform, or in the waiting area during family conferences. Many have free subscriptions: Family Magazine, Family Fun Magazine, Working Mother, and Highlights.

Photograph: © Getty Images.
Copyright © 2022 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC.org/resources/permissions.

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Five Rs for Promoting Positive Family Engagement

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I offer five Rs-respect, responsiveness and reassurance, relationship, reciprocity, and reflection-to help you build trust and promote positive family engagement in your preschool classroom.

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Online teaching resources for multilingual learners

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Online teaching resources for multilingual learners

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Online teaching resources for multilingual learners

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Here are some helpful digital resources to support teaching and learning for multilingual learners.