9/23/15

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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

9/23/15

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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)

9/23/15

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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.

9/23/15

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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

9/23/15

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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

9/23/15

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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?