Phillips outlines data and future priorities for multilingual learners
Phillips lists data sources used to plan supports and identify gaps. She names priorities including data-driven professional learning, bilingual educator pipeline, implementation support, and family language access.
Furthermore, across all early childhood settings, we believe every educator can create environments that support emergent multilingual leaders, instructional coordinators, education administrators,
and other members of DECE's instructional support structure work within programs on curriculum, instructional practice, professional learning, and implementation.
The ECE has access to several important sources of information, including home language information, enrollment data, the early childhood emergent multilingual learner profile,
my school's information, teaching strategies gold, provider information.
Current dual language bilingual education program locations.
and languages, and K-12 bilingual education program data.
These data provide an increasingly strong foundation for planning.
Our goal is to continue strengthening our data infrastructure so we can better understand where emergent multilingual learners are being served,
what languages are being represented, where opportunities may be limited, and how program quality and access can improve over time.
Looking ahead, our work to support emergent multilingual learners is focused on several priorities.
First is using data to identify potential gaps in foreign professional learning cycles and build educator capacity.
The second is strengthening the bilingual educator pipeline while continuing to build the capacity of all early childhood educators to support multilingual children.
The third is to strengthen implementation support to enhance the quality of children's learning experiences.
And the fourth is to ensure families have meaningful language access and a clear voice in determining which programs best meet the needs of their children.
Our goal this year is to build sustainable, high-quality programs in the communities where children and families need them, while ensuring that every multilingual learner across our early childhood system is supported,
whether or not that child attends a designated dual-language bilingual education program.
We appreciate the subcommittee's attention to this work and the council's continued partnership on behalf of New York City's youngest learners and families.
Thank you for the opportunity.
to testify today, and I look forward to your questions.