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1.	Share languages and dialects of enrolled children and families. What is the number of families that speak these languages?

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1.	Share languages and dialects of enrolled children and families. What is the number of families that speak these languages?

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2.	Describe and explain your Classroom Language Model. Share documentation, for example, a picture of your schedule that demonstrates how you organize instructional time by language.

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2.	Describe and explain your Classroom Language Model. Share documentation, for example, a picture of your schedule that demonstrates how you organize instructional time by language.

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3.	Share pictures of culturally appropriate educational materials, posters, and resources – other than a book – in the target language that you use in your learning space that reflect your children and families.

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3.	Share pictures of culturally appropriate educational materials, posters, and resources – other than a book – in the target language that you use in your learning space that reflect your children and families.

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a. Using a learning material from above, share a video of yourself and the children engaged in group instruction in the target language.

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4.	Share a video tour of your educational environment narrating what you are showing.

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4.	Share a video tour of your educational environment narrating what you are showing.

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5.	Share a bilingual lesson plan that shows how educational activities develop language skills and emphasize cultural teachings.

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5.	Share a bilingual lesson plan that shows how educational activities develop language skills and emphasize cultural teachings.

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a. Add a video of the teacher applying one of these lessons. Explain how the materials and the conversations with the children helped you better:

i. Know about children’s background knowledge

ii. expand children’s vocabulary

iii. develop book knowledge and print concepts

iv. develop alphabet knowledge and early writing

v. and increase phonological awareness

*Could also tag practices in CECI and explain how a teacher can tell what the children learned.

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6.	Present documentation of ongoing child assessments, for example, written observations, pictures of children’s work with a description of the learning happening in the picture, developmental screening using Center for Disease Control (CDC) Milestone Tracker, ASQ-3, ASQ-SE.

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6.	Present documentation of ongoing child assessments, for example, written observations, pictures of children’s work with a description of the learning happening in the picture, developmental screening using Center for Disease Control (CDC) Milestone Tracker, ASQ-3, ASQ-SE.

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7.	Share evidence of professional development that you have attended. Describe what you learned and how you are applying it to your teaching practice.

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7.	Share evidence of professional development that you have attended. Describe what you learned and how you are applying it to your teaching practice.

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8.	In what special and unique ways does your classroom environment tell all families “You are part of this space”. Share a story, picture with description or narrated video.

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8.	In what special and unique ways does your classroom environment tell all families “You are part of this space”. Share a story, picture with description or narrated video.

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9.	How do you partner and learn from families in their preferred language? 

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9.	How do you partner and learn from families in their preferred language? 

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11.	What opportunities do families have to share their input and culture with the program in their preferred language? For example, suggestion box, available to 1-1 time with the families. 

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11.	What opportunities do families have to share their input and culture with the program in their preferred language? For example, suggestion box, available to 1-1 time with the families. 

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a. Share one or more of the following: family surveys, multilingual communications, for example, newsletters, resources you share with families. Could also be a description of how you use family engagement systems like brightwheel.

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Considering children with special needs: 13. Do you have a child who faces any special needs or developmental challenges? If not, can you think of a time in which you had a child with special needs or developmental or behavioral challenges? 

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Considering children with special needs: 13. Do you have a child who faces any special needs or developmental challenges? If not, can you think of a time in which you had a child with special needs or developmental or behavioral challenges? 

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a.What did you observe? What could you do to learn more from the family? Talk with a colleague or coach to begin a learning plan for the child. Consider how you will modify activities to truly support the child’s participation. Use ideas from Module 4 to plan and modify. Share a video of an activity where you and the child are fully engaged in the activity.

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Early Childhood Advocacy: 12. Think about your role in the bilingual education profession. What are ideas that come to mind that would make the profession better? Who could you talk to about your ideas? How could you work together to make them happen?

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Early Childhood Advocacy: 12. Think about your role in the bilingual education profession. What are ideas that come to mind that would make the profession better? Who could you talk to about your ideas? How could you work together to make them happen?

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Role of program leaders: What would we like to see from programs as a whole? From administrators?

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Role of program leaders: What would we like to see from programs as a whole? From administrators?

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10.	If families speak a language different from the ones you speak, how do you communicate with them? For example, interpreters, other colleagues? How do you make sure interpreters are knowledgeable in early childhood and in the language?

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10.	If families speak a language different from the ones you speak, how do you communicate with them? For example, interpreters, other colleagues? How do you make sure interpreters are knowledgeable in early childhood and in the language?

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There are great questions, that I think providers would benefit from learning from one another (for example Q9/ Q3....) is there a plan to make specific question data available for all early learning providers to see and learn from each other?