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9/23/15
1
Supporting*the*School*Readiness*and*Success*ofYoung*African*American*Boys
Presenters:Jessica' Moore,' ECS,'Head' Start'Training' and' Technical' Assistance'
Center8 Michigan,' STG'International,' Inc.Jennifer' Buehler,' ECS,'Head' Start'Training' and' Technical' Assistance'
Center8 Indiana,' STG'International,' Inc.Panelist:
Kristie' Norwood,' Ounce'of'Prevention' Fund,'ILKimberly' A.'Crafton,'M.Ed,'Wayne' County' Head' Start,'MI'
Renee' Daniel,' Cincinnati8Hamilton' Community' Action'Agency,' OH'Kimberly' Hagler8Rhodes,' M.S,'MAE,'Family'Development' Services,' Inc.,'IN
Welcome
1. Develop'an'understanding'of'the'Supporting'School'Readiness'and'Success'of'Young'African'American'Boys'project.
2. Identify'goals'of'the'Communities'of'Practice'for'Supporting'School'Readiness'and'success'of'Young'African'American'boys'and'their'families.
3. Gain'knowledge'from'peers'and'participants'of'the'Communities'of'Practice.''
Learning*Objectives
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Objectives
✓ Provide an overview of the NCCLR School Readiness and Success of Young African American Boys project.
✓ Share current research and the societal and learning climate challenges facing young African American boys.
✓ Examine our own assumptions, beliefs, and perceptions concerning young African American boys.
✓ Explore, share, and discuss ways to translate culturally responsive caregiving, teaching and program strategies into our work with Grantees that support young African American boys development and learning.
2 Day Event Objectives
Research on Young Boys Research indicates a ‘crisis’ in the education of young boys…
• Boys’ academic achievement impacted more than girls’ from stereotyping by teachers
• Pressure on young boys to be “masculine” reduces opportunities to develop a full range of social and emotional skills prized in preschool settings. (Pollack, 1998)
• Classroom environments are better suited to girls. (Smith, 2002; Barbarin and Crawford, 2006)
• Intersection of ethnicity and gender. (Hartley and Sutton,
2013)
Learning Climate
The combination of race, social class, and gender in early childhood puts African American boys at greater risk for school failure. (Rashid, 2009)
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Journey(Toward(a(Culturally(Responsive(Strength8based(Approach
Communities of Practice for the SRS of YAAB
Overview:• Planning'at'the'grantee'level,'systematic'implementation,'and'ongoing'self8evaluation.
• Hosted'by'the'NCCLR• Ongoing'support'provided'by'Program’s'Region'V'ECS.'
• Align'a'strength'based'framework'with'Program'policies,'practices,'and'goals
Goals of the CoP for YAAB
1. Provide' individualized' TA'to'grantees' as'they'plan'and' implement'a'culturally'responsive,' strength'based' program'to'support' the' SR'of'YAAB'and'their' families.
2. Link'a'culturally'responsive,' strength' based'framework'to'professional' development,' T/TA,'and'ongoing' quality' improvement.
3. Support' decision'makers'at'various'levels' in'linking'a'culturally'responsive' strength' based' framework'to'Program'policies,'practices,' and'goals.
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Grantee Teams
! Teams'from'across'the'region.! Teams'consist'of'various'Program'Leaders.! At'least'one'team'member'attended'the'2'day'YAAB'institute'in'Chicago'or'Detroit.
! Teams'participate'in'ongoing'webinars.'! Team'members'are'available'to'contribute'to'planning,'implementation,'and'evaluation'of'the'culturally'responsive,'strength'based'framework.
CoP'Events• Webinars'hosted'by'various'National'Centers• Onsite'support'from'ECS• Action'Planning'resources'provided'for'continuous'improvements
Community*of*Practice*A PastApril
• National' Center' on' Parent,'Family,' and' Community'Engagement
• Connections' to'School'Readiness' and' PFCE'Services
• Revisiting' the'content'during' an'upcoming'webinar' in' November
May• National' Center' on' Quality'Teaching' and' Learning'and' Early' Head' Start'National' Resource' Center
• Program' Reflections' on' SR'tool
• Discussions' surrounding'the' School' Readiness' of'YAAB
• Exploring' data' related' to'YAAB
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June*–National'Center'on'Health–Active'Play–Inclusiveness'–Mental'Health'needs'of'staff–Action'Planning'in'order'to'sustain'efforts'and'continuously'improve'services
Community*of*Practice*A Past
October• Focus' on' research'strategies' for'supporting'YAAB
• Intentional' teaching'practices
• Active' Learning• Tools' to' support' boys' and'families
November• Final' webinar' upcoming' on'November' 10,' 2015
• Review' the'content' from'the' NCPFCE' 'and' the' first'webinar
• Plan' for'ongoing'improvements' to'sustain'efforts' as'the' CoP comes'to'a'conclusion
Community*of*Practice*A Future
Final'Event
CoP'teams'will:– Reflect'on'key'messages'of'the'CoP– Look'at'systems'to'support'ongoing'improvements– Identify'successes,'challenges,'and'additional'questions'
– Share'progress'with'all'CoP'teams'towards'Grantee'goals
– Establish'a'final'action'plan'to'sustain'efforts'and'promote'ongoing'improvements
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Meet'the'Panelists'
" Kristie'Norwood,'Ounce'of'Prevention'Fund,'IL" Kimberly'A.'Crafton,'M.Ed,'Wayne'County'Head'Start,'MI'
" Renee'Daniel,'Cincinnati8Hamilton'Community'Action'Agency,'OH'
" Kimberly'Hagler8Rhodes,'M.S,'MAE,'Family'Development'Services,'Inc.,'IN
Questions
Region V Communities of Practice on Supporting the School Readiness and Success of Young African American Boys
Program Reflections on School Readiness
1. The following are selected components of the Head Start National Center school readiness
frameworks. While your program may be familiar with many of these components, reflect specifically on your progress in the context of your support of African American boys and families. Please indicate the level of support you may need for each component (1 means you would like more support, 5 means you don't need any additional support). NOTE: All answers are confidential and will be used for planning purposes only.
HS School Readiness Framework Components 1 2 3 4 5 N/A Parent, Family, and Community Engagement Framework
Program Foundations Program Leadership The director, the governing board, Policy Council, parent committees, and management teams determine the way that Head Start and Early Head Start programs engage parents, families, and the community.
Family Engagement Outcomes
Families as Lifelong Educators
Parents and families observe, guide, promote, and participate in the everyday learning of their children at home, school, and in their communities.
Families as Learners Parents and families advance their own learning interests through education, training and other experiences that support their parenting, careers, and life goals.
Family Connections to Peers and Community Parents and families form connections with
peers and mentors in formal or informal social networks that are supportive, educational, and enhance social well-‐being and community life. Families as Advocates and Leaders Families participate in leadership development, decision-‐making, program policy development, or community and state organizing activities to improve children's development and learning experiences.
Framework for Effective Practice Supporting School Readiness for ALL Children
Foundation: Engaging Interactions and Environments The foundation of the House represents the fundamental elements of quality preschool practice. These include social and emotional support, well-‐organized and managed classrooms, and meaningful teacher-‐child interactions that support children's engagement in learning.
The Roof: Highly Individualized Teaching and Learning Effective instruction for all children requires individualized teaching and learning opportunities to access, participate, and thrive in the preschool classroom.
Framework for Programs Serving Infants and Toddlers and Their Families Staff builds trusting and respectful relationships with families
Foster family engagement, healthy parent-‐child relationships, and parents' efforts to support their child's ongoing growth and learning.
Trust and attachment are the context for learning and development in the five
essential domains – physical and health, social and emotional, approaches to learning, cognition and general learning, and language and literacy.
Making the Link Between Health and School Readiness
Capitalizing on partnerships to expand school readiness and health activities that improve access for children with special health care needs and disabilities. Work as a team to avoid unnecessary duplication of services and make it easier to share information about each child's health, learning style, and progress.
Modifying and adapting services to meet children's unique developmental needs. Develop individualized plans to accommodate children with special health care needs and/or disabilities in collaboration with:
Increasing staff knowledge and skills on inclusive practices to promote children's access to learning. ● Ensure ongoing, multi-‐disciplinary
approaches to learning by collaborating with health, mental health, special education, and related service providers.
● Use the multi-‐disciplinary team's input to create an inclusive approach to all program activities that are responsive to and represent all children.
Adult Mental Health: Nurturing the Nurturer Supporting the needs of caregivers improves staff capacity to deliver
effective interventions. Head Start Management Systems
Human Resources Human resources systems provide ongoing professional development to well-‐qualified staff. It supports quality services for children and families within an effective organizational structure.
Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA) ERSEA systems provide for effective access to the program for children and families.
Self-‐Assessment Self-‐Assessment systems measure agency accomplishments, strengths, and weaknesses, and support a continuous quality improvement approach to managing Head Start programs.
Planning Planning systems occur in a continuous cycle, and involve key members of the Head Start community. The outcome of this cycle is the creation of achievable goals and short-‐term program and fiscal objectives.
Communication Communication systems keep Head Start stakeholders (including parents, staff, governing bodies, Policy Councils and community partners) informed about their program’s progress.
Other (please specify)
2. What other school readiness framework components would you like to discuss in support of
African American boys and families in your program? 3. Do you have any other comments you want to share?
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