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In 2013, the Supporting the School Readiness and Success of Young African American Boys Project began in response to national data that showed educational inequality for this group of children. Head Start programs saw an opportunity to address this concern by raising staff awareness and skills to meet the unique needs of African American boys and their families. The Office of Head Start continues to use research, meetings with subject matter experts, and feedback from Head Start educators, child care staff, and families to expand this guide, originally published in 2014.

Supporting school readiness for African American boys begins with a culturally responsive and strength-based mindset in how we view them and their families. This mindset supports a focus on providing high-quality learning environments where adults understand and celebrate the diversity of African American boys within their families' culture and lived experiences. The strategies in this resource help to bolster the development, learning, and school success of African American boys.

The reflection and strategy resources in this guide are for gaining knowledge, understanding and overcoming bias, seeing essential practices in action, and planning and implementing the practice in individual learning environments and across programs. Program leaders - coaches, education managers, and supervisors - can use them to support the learning and ongoing professional development of program and education staff. Education staff and others can also use the materials for their own self-directed learning.

In this resource, the term African American refers to African, Afro-Caribbean, African American, and Black American boys with partial or complete ancestry from African racial groups. African American boys represent a range of ancestries, languages, religions, and cultures.

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Supporting the School Readiness and Success of Young African American Boys | ECLKC

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In 2013, the Supporting the School Readiness and Success of Young African American Boys Project began in response to national data that showed educational inequality for this group of children. Head Start programs saw an opportunity to address this concern by raising staff awareness and skills to meet the unique needs of African American boys and their families.

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Providing opportunities in check ins and check outs or during site visits for sharing about the culture of the territory, Tribe or community that is being served.

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NCHBHS utilizes an internal equity workgroup to support the capacity building of our center, as well as the development of training and products around health equity.

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This past year, PFCE has explored several topics we sometimes steer clear of because of varying levels of comfort (e.g., children and families experiencing homelessness, LGBTQIA2S+, healthy gender identity development, fatherhood, etc.) to if nothing else, to start the conversation and get people thinking.

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Creating a Welcoming Early Childhood Program for LGBTQIA2S+ Families | ECLKC

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In this resource series, learn ways to enhance relationships with parents who identify as LGBTQIA2S+. Directors, teachers, providers, and parents can use this resource to help build strong partnerships.

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Helping ensure our TA is responsive specifically and intentionally to Tribal CCDF agencies. Being aware of considerations for Territory CCDF agencies (eg time of Webinars for Territories in a variety of time zones). Providing materials in English and Spanish. Using Human Centered Design to help center equity. DISCC

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Planting the equity and inclusion seed on the various projects we work on, advocating within our systems for all children and families. Finding opportunities to partner and elevate voices of those we serve.

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The NCPFCE is engaging in advancing equity and inclusion for all children by providing learning experiences for TTA staff in a variety of ways including equity drivers, Father and Male Engagement (FME), and LGBTQIA2S+ related content. Each of these efforts weave intersectionality into the content. For example in the LGBTQIA2S+ webinar series intersectionality was deliberately highlighted and examples were given on how intersecting identities affect people's lived experiences even if certain aspects of identity are shared with others.

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PFCE: Equity Drivers to Strengthen Parent, Family, and Community Engagement will be published to ECLKC soon! We hope this will be a guiding document to support our "ways of being" as TTAs, and support HS professionals in advancing equity in everything they do.

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The EHS CC P also provides avenues for being inclusionary of child care and Head Start cultures

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SCBC: Providing TA and developing resources in languages other than English to respond to the needs of lead agencies, providers and families.

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PFCE updating some of our existing resources to more clearly embed equity throughout (e.g. updates to the Birth to Five Father Engagement Guide).

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Equity for PMFO is embodied in all of the systems as well as leadership and governance. This ranges from how the GB and PC can look at equitable approaches to naming participants to both bodies; how HR practices embrace equitable approaches as well as equity being a key ingredient for our ERSEA activities

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SCBC: Providing all types of TA (including universal) at times of the day that allow all states/Territories to participate live.

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The nature of PMFO's work is systems. This helps us think about how one system naturally impacts others. This is important as we seek to develop TTA messaging and products that impact all operational aspects of an agency - this is represented by our Management Systems Wheel

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DTL'S updated Framework for Effective Practice that includes the equity pillars (Lisa G)!

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At DTL - Revising core TTA resources to ensure equity is embedded throughout: Framework for Effective Practice; Classroom Language Model; OHS MCPs