Recast(ing) is when a teacher repeats what a student says with more detailed language or correction. In this change idea, teachers can help promote verbal comprehension by using loose parts. While this approach can be used for all students, we see that it can be especially useful for emerging multilingual or emerging verbal students.
Imagine being a student in a predominantly white space, with a teacher that doesn’t look like you and literature that doesn’t represent you. With more data showing the discrepancy in literacy rates for Black students, we wanted to find an exciting way to get our young readers and their families excited about literacy using culturally responsive approaches.
We started having a yearly evening baby shower in honor of every new parent in the community. Parents invited guests and we invited partners who could provide needed resources like library cards, WIC, medical and dental services, breastfeeding support, etc.
Our change plan is to ensure Black, Brown, and Indigenous students have access to literacy resources outside of school by providing free and low-cost tutoring services, ensuring parents are equipped to advocate for their children, and training white educators to see the beautiful diversity in each of our children.
Educators work with families and community members to co-design strategies to support students in need of self-regulation. Families and communities use their culture, experience, and knowledge of the student to offer tools and practices that better support the student with self-regulation, like breathing, tapping, rocking, movement, etc.
The team at the Center of African Immigrant and Refugee Organization (CAIRO) knew that African immigrant and refugee children between 3 and 4 years old were waitlisted for long periods to start preschool. The team identified that the system was not designed to accommodate the unique needs of bilingual, bicultural communities and their school-aged children.
We partnered with Clackamas Community College to ensure that our teachers could have access to ECE courses. We also had a professional development specialist to help them create their professional learning plan to navigate Oregon’s Early Childhood system.
Families collaborated with the Family Engagement team and the teachers to plan a graduation event.
