 Photo courtesy of Alameda County Fathers Corps Early childhood educators and providers looking for guidance on supporting better outcomes for young boys of color have a new resource.
“10 Promising Practices in Early Learning for Black Boys: Action Toolkit” is a practical guide for how to address institutional racism that impacts young Black boys and create equitable learning environments that serve the needs of all children. Published by the Boys of Color workgroup, the Toolkit expands on key strategies for improving educational equity that were featured in the workshop “Improving Early Learning Outcomes for Boys of Color: 10 Promising Practices.” Developing trusting relationships with Black boys and their families is the foundational building block for implementing the Promising Practices. From the start, the Toolkit identifies trust as a necessary first step that is rooted in listening to families and learning from them, and then provides suggested actions for cultivating such relationships between early learning educators and families, as well as examples of messages to reinforce these relationships. The rest of the Toolkit includes action steps and how-to examples for each of the 10 Promising Practices, which are divided into four types: Culturally Responsive and Sustaining Practice. These practices address approaches for teaching and instruction that center the cultural assets and lived experiences of young boys of color and their families. Action steps include setting aside time to get to know Black boys as individuals, making sure Black boy see themselves reflected in the curriculum, and finding ways to make respectful connections between lessons and Black boys’ lives. Family Engagement. These practices elevate the value of authentic, reciprocal partnership with Black boys’ families and fathers, and highlight the need to leverage community resources to support these relationships. Some action steps include adopting father-friendly principles to ensure Black fathers feel welcomed and valued; dispelling deficit language about Black boys’ abilities; and finding ways to forge productive partnerships to bring in resources. Teacher Anti-Racism and Racial Justice. Two of these three practices deal with educator knowledge of institutional racism, self-awareness and reflection on personal beliefs, and unconscious bias. The third asserts educators’ responsibility to take action to interrupt bias in classrooms and confront racism directly with peers who cause harm to children. Action steps include educators building a personal library of anti-racism books; attending trainings on equity, racism, privilege and power; learning about racial identity development; monitoring their own media consumption; and making the effort to examine and unlearn their own biases. Systems Equity Capacity. These three practices are grounded in assessing school, district and program capacity to provide equitable early childhood education and then taking action to address findings through systems change. Actions include creating space for young Black boys’ voices to be heard; including equity measures in program and personal evaluations; providing professional development on equity and racial justice; and reframing approaches around student behaviors to integrate trauma-informed language and empathy. The Boys of Color workgroup created the Toolkit in response to feedback from participants who attended last year’s 10 Promising Practices workshop and asked for more guidance on using the practices in early learning classrooms and programs. Education content experts Drs. Tasha Henneman, Thomas Williams, and Julie Nicholson developed the Toolkit by drawing from research and best practices in early learning. A panel of Black male educators and practitioners also contributed to the creation of the Toolkit. We welcome your feedback and implementation stories. Please use this link to ask questions or share your stories with us.  We all know that raising kids is expensive. An extra $250-300 a month can go a long way in helping families provide food and clothes, and paying for child care and rent.
This year many families are receiving that extra income due to the restructuring of the Child Tax Credit (CTC). Part of the American Rescue Plan passed by Congress in March, it made CTC payments larger -- up to a total of $3,000 per child ages 6-17 and $3,600 for children under six. It also allowed more families to be eligible. The result has been that millions of families have been lifted out of poverty nationwide. While many families are receiving the payment, there are some who do not know they qualify. Most families have automatically started to receive payments of $300 a month for each child under age 6 and $250 a month for children ages 6-17 between July and December. However, some families who need the CTC most are not currently receiving it -- because they may not have filed taxes in 2019 or 2020. The California Policy Lab estimates that in Alameda County, 27% of children enrolled in SNAP or TANF are at risk of not receiving the CTC. This means that over $53 million in tax credits might go unclaimed in Alameda County alone. Nearly all families with children are eligible, even if they don’t normally file taxes. The monthly payments will not count as income and not impact their eligibility for programs such as SNAP, TANF and MediCal. Californians can go to GetCTC.org/California-benefits and fill out simplified forms to get the Child Tax Credit. Live help is available in English and Spanish. At this site, families can also learn whether it makes sense for them to file a full return to get other benefits such as the Golden State Stimulus. For those families who do want to file a full return, there is free tax help available online and in person at the Oakland Public Library and at the Alameda County Social Services Agency (for those receiving public assistance). In addition, there is a CTC webinar for service providers and family navigators to learn about how to help families file on Tuesday, October 5, 2021 at 10 am via zoom organized by LightBox Collaborative and featuring Code for America, the creator of getCTC.org For more information on how to get the word out to families about this important program, check out the California CTC Communications Hub compiled by LightBox Collaborative. The CTC is scheduled to revert back to the former structure which means lower payments and fewer eligible families at the end of 2021. Efforts are underway in Congress to include the expanded CTC as part of the $3.5 trillion budget reconciliation process.   Image by Freepik By Julia Forte Frudden, Research Consultant for OSSS and OUSD ECE
Over the past year and a half, Oakland Starting Smart and Strong and Oakland Unified’s Early Childhood Education Department have been meeting with parent leaders from the San Antonio Family Resource Center to discuss their local Early Development Instrument (EDI) results and learn about their advocacy work. The Resource Center’s Parent Action Research Team (SAFRC PART) is a community of multicultural, multilingual parent leaders who live or work in this Oakland neighborhood; they come together to improve services and resources for families with young children. In our meetings with SAFRC PART, parent leaders told an important and intimate story about their neighborhood, sharing what they love about where they live and work. From that point, they discussed what they lose out on when early childhood systems -- what we dubbed the“ECEcosystem” -- fail to meet their community’s needs. As our relationship developed with SAFRC PART and we built trust with one another, we at OSSS and OUSD wanted to create something tangible to support SAFRC PART’s work, particularly their proposal for a full-service community resource center in San Antonio Park. We hoped that early childhood data could be an asset to their efforts; above all, we wanted to provide support as the community told their own story and advocated for solutions grounded in their lived experience. The result was draft ECEcosystem Zone Profiles, centering interviews with parent leaders and the organization’s community resource center proposal. We used quantitative data to support the rich stories that were shared with us. These draft zone profiles were then shared with SAFRC PART so their feedback could shape them. We recognize that data about a community should be owned by that community; they have the right to validate, refute, question, and analyze it. The parent leaders made important changes to the profiles and then identified groups to share the profiles with, including other parents in the community, early care providers, and policy makers. Through this process, we made sure that researchers and early childhood advocates from outside of the community listened to the experts on early childhood needs in the San Antonio neighborhood -- the families themselves. Parent leaders shared their frustration that the language we used when talking about the EDI tool and the EDI results were sometimes contradictory. We would say that the EDI results were a reflection of how systems were doing, but then we used language centered on children (i.e. X% of children are vulnerable or X% of children are not on track). Parent leaders also shared concerns that phrases like “vulnerable” or “not ready for school” focused on deficits, not strengths. We adjusted our language to “X% of children are fully supported” and we further refined this with more feedback from the community to “X% of children were fully supported by the ECEcosystem.” SAFRC PART provided us with critical feedback -- both on the EDI results and on the research tool itself. Their feedback also helped us think more deeply about how we could use our power and proximity to power to advocate for ECE data and research tools to be more equitable and antiracist. We are now making important changes to how we present data and we are also currently advocating for changes to be made to the EDI tool itself. We thank SAFRC PART for their hard work and dedication to improving the ECEcosystem for young children and their families in the San Antonio neighborhood. We are incredibly honored to be in partnership with this amazing group of parent leaders. We look forward to more opportunities to support their work and to following their lead as they advocate for the future they want. Moreover, we look forward to using our imaginations in our roles as advocates and researchers as we think about how early childhood data can truly be in service to community-led systems change, if and when the community wants it. If you’d like to connect with us and learn more about this project or review the EDI results for your community together, please request a presentation or email Trisha Barua at trisha@oaklandsmartandstrong.org. SAFRC PART was created through First 5 of Alameda County’s Neighborhoods Ready for School (NRFS) initiative. NFRS funded ALL IN Alameda County which partnered with Lotus Bloom, EBAYC, and Trybe to launch the San Antonio Family Resource Center.  Participants from Part IV reflected on the year in the above word cloud.  2021 Oakland Early Learning Symposium Part IV, Speakers & Staff The planning team for the Oakland Early Learning Symposium faced the challenge of 2020-21 similarly to everyone else, by moving one step at a time and doing our best to respond to the needs of those we serve. The result was a series of four online events over the 2020-2021 school year entitled, “Navigating the New Now: Child Care During COVID-19. As one event participant shared, “You really capture a feeling in all of these events. I have not attended in person but virtually you all have created timely content, had engaging speakers, honored the land, just created such a wonderful meeting space. I truly know in my heart that whatever next year looks like virtual/in person or both, that it will be great.” The symposium navigated the “new now” by focusing Part I on how to reopen child care safely in August 2020. Two other events followed, and we finished in May 2021 with Part IV, entitled “Celebrate and Reflect.” Throughout, the planning team sought to provide the most recent data, information, support, and on the ground perspectives to the Oakland early learning community during a very difficult year. The result is that over 95% of participants were satisfied or very satisfied with this year’s symposium events. You can find detailed information about each of those events on our symposium webpage, including the event recordings and resource sheets packed full of information. Make sure you check out the tribute videos from local elected officials and leaders, shown at our last event (at the bottom of this post). A particular challenge for the planning team was how to provide ways for Oakland early learning professionals to support and share with each other virtually in a spirit of community, similar to the 2019 in-person event. The result was the birth of “Let’s Talk Early Learning,” a drop-in informal Zoom gathering for all early learning professionals. Led by Oakland Unified School District preschool teachers Annette Wright, Jacquetta Wallace, and Nini Humphrey, it was a safe and welcoming space to share with each other. The capstone was an amazingly informative event about COVID-19 safety in child care centers from UCSF medical professionals hosted by Let’s Talk in March. If you want information about upcoming Let's Talk Early Learning events, please join our symposium participant google group by emailing earlylearning.symposium@ousd.org. As we face a new school year, with its own unique challenges, we want to hear from you! What is your vision for the 2021-22 Oakland Early Learning Symposium? What type of resources and support are you looking for this year? Take our quick survey to let the planning team know! |
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Looking for data? Find it here: Oakland Starting Smart and Strong — All Reports By Year
Many of the photos on this site appear courtesy of Hasain Rasheed Photography
Many of the photos on this site appear courtesy of Hasain Rasheed Photography