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Classroom Reflective Inventory of Classroom Libraries

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Classroom Reflective Inventory of Classroom Libraries

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the emphasis is on "shallow culture"- things that are observable like language, dress, art, etc. Would love to incorporate more "deep cultural practices"- thinking about how our systems are organized around standard western hierarchies vs. communally organized and other things like that

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Love the language “ funds of knowledge”

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The teaching shortage has forced newer teachers to move up as leads, and they are missing having a mentor/seasoned teacher to learn from. That has kind of made us need to improve in the teaching practices area

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The teaching shortage has forced newer teachers to move up as leads, and they are missing having a mentor/seasoned teacher to learn from. That has kind of made us need to improve in the teaching practices area

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Truly individualizing for all families and students

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Truly individualizing for all families and students

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Mindful that we are all included. Creating awareness in all of our practices to support children and families.

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we are noticing all areas are currently represented in our classrooms to some extent but we are always looking to ramp up in every area knowing some resources in our area may currently be limited.  We are all trying to constantly strengthen our "siding"

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we are noticing all areas are currently represented in our classrooms to some extent but we are always looking to ramp up in every area knowing some resources in our area may currently be limited.  We are all trying to constantly strengthen our "siding"

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Classroom materials labeled in a child's home language and food is representative of families cultures.

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Individualized and child initiated learning to learn about differences

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Classroom libraries represent all communities.  Using a tool to examine books to make sure we are providing diversified materials for all children and families.

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We talked about how Head Start already has many equity tools in place (Home visits, assessments in home language) but, it is the people who need to understand and appreciate the WHY we do what we do.

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Really like the structure of the document - the indicators are very helpful.

Surprised to see health screenings (hearing and vision) were not mentioned in the screening pillar.

Programs are doing some pieces really well and others need more work. Being conscious of our biases. Especially with children who have high needs. It’s not only being aware of the bias you have but then acting to prevent it interfering with your work.

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Very conscientious in our language and ensuring that anything that goes out to families that it is available in several languages for our community.

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Strength based work with the families and use their identities and backgrounds in this 

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Strength based work with the families and use their identities and backgrounds in this 

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Engaging parents and families- having family advocates on the team who work with the families as a bridge between home and school, making goals finding needs and supporting the family as a whole 

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Engaging parents and families- having family advocates on the team who work with the families as a bridge between home and school, making goals finding needs and supporting the family as a whole 

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Reintroducing children, families, and the community to “who we are, what we do, and what we stand for”

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Going back to basics in onboarding-relationship based competencies

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-TOA Head Start: there are some places we are doing well in culturally and other areas we are really lacking (e.g. our current curriculum is not a cultural match to our students and we are looking into changing to one that is more representative of our students and families)
-we feel this framework is largely addressed through the head start standards
-one area we fall short in is in our high-level screening/assessment because we depend on the state developmental program and they are severely lacking resources and capacity to provide timely services to students
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Equity focused mindset to include all cultures, not just those listed in the framework and invite all who want to join in program and policy making to ensure they are inclusive of all

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-the framework has a suggestion of some basic aspects of culture but lacks nuance regarding culture
-it only specifically lists "language" re: cultural issues and doesn't include the breadth of things that reflect a child's/family's culture at school or in home visiting relationships
- the new monitoring practices allow programs to do more of a deep dive
-we like that the framework lists some specific examples, makes it more concrete for sharing with others
-"research based" is often not inclusive of all children
-developmental screening to understand children is sometimes a pretty abelist way to view children and not always culturally resonant for our families

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Foundation: The whole program is affected by this. It's not always possible to be provide engaging environments if there are families/children we cannot communicate effectively with, need more bi-lingual staff. We could use community resources better to provide effective interactions and environments for children and families.
Barries: staff, finances
First Pillar: All children/families affected. English speaking families and children have the advantages with curriculum as most materials used are in English. We make efforts at using multi-cultural books, translating words, etc. but it's limited.
We should evaluate curriculum more with an equity lens during program self-assessment and with child outcomes.
Second Pillar: Screenings are not all created equal. ESI doesn't work well with DLL children. ASQ is better. But you need to do all of these with the parent in order to screen well. Most staff have difficulty admin

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Breakout Session

1. 25 minutes

2. Read the Framework for Effective Practice: The House Through an Equity Lens

3.Discuss the Framework for Effective Practice: The House Through an Equity Lens  Is your program practices reflective of this framework?  Why or why not or somewhat? Discuss why.

4.Capture on your conversation on the Padlet board

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FEP with an Equity Lens.pdf | Powered by Box