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Engaging Families Through Early Literacy System Development
April 2013
Framework
MISSION: Read On Arizona is a statewide public/private partnership of agencies, foundations and community stakeholders who are committed to a collaborative approach to improving language and literacy outcomes for Arizona’s children from birth to age eight.
Visionary Goals
• Increase the % of students reading at or above grade level by 3rd grade to 100%.
• Increase the % of children demonstrating school readiness at kindergarten entry in the language and literacy domain. • Drive change through capacity building, group solutions, continuous instructional improvement, and integrated systems.
So that every child:enters kindergarten ready for school success and stays on track for college and career success.
Statewide and regional partners:Founding Partners• Arizona Community
Foundation• Arizona Department of
Education• First Things First• Head Start State Office of
Collaboration• Helios Education Foundation• Virginia G. Piper Charitable
Trust
Core Partners*• City of Goodyear• United Way of Northern
Arizona• United Way of Tucson and
Southern Arizona• United Way of Yuma• Valley of the Sun United
Way
* Convening role in a Read On Arizona community
Alignment
Collaborative partners:
Alignment
Challenges and solutions• Lack of information on critical factors prevents
solutions.• Data Integration and system linkages
Challenges / Solutions
• Lack of communication and coordination between efforts
• Read On Network- a collaborative effort in each community to fill the literacy gaps• Insufficient access to programs that work
• Continuum of effective practices
• Too little awareness and attention given to early literacy
• Community awareness and engagement
A model early literacy continuum (Birth to age 8)
The right program at the right time for each child
Language-rich and engaging curricula
coordinated for
impact(quality/dosage)
Ongoing assessmen
ts and screenings as early as
possible
Capacity building models
(professional
development)
Family supports
focused on language
and literacy
Bringing Early Literacy Into Focus (in a region):
Making Family Partnerships a priority in the community:
• Raising a Reader in low-income apartment communities, preschools and Kinder classrooms• Every Child Ready to Read parent training and free Reading Screenings at local libraries
• School-based Literacy fairs for families with an emphasis on home libraries
Bringing Early Literacy Into Focus (statewide):
Making Family Partnerships a priority in communities throughout Arizona:
• Summer Reading Collaborative (State agencies)
• Family Literacy Day- Nov. 1st (public/private partnership)
• Infusing literacy in framework of partner agencies with a systems approach (First Things First)
Family Support and Literacy Framework
Arizona Early Childhood Development and Health Board
Dr. Aaliyah A. Samuel
Senior Director of Family Support and Literacy
Factors Influencing families• Economic and Educational Factors
• Parents Understanding of Child Development/Educational Level of Parents
• Parents Educational Level/Economic Status
• Family Demographics and Environmental Risks
• Low Birth Weight
• Food Insecurity
• Maternal Depression
• Child Abuse Neglect
• Community Characteristics
• Varied and targeted voluntary services
• Cultural Responsiveness
• Strong and Safe Communities
Components of a Strong Family Support System
• Varied, Voluntary Services for Families
• Economic Supports
• Strong and Safe Communities
• Statewide Information Systems
Gaps in Arizona’s Family Support System
• Almost 1:4 children in Arizona under the age of six lives in poverty
• Additional 32% live in families where the income is between 100% and 200% of poverty.
• Over half the population of young children in Arizona living in families of low income
• High number of rural areas and significant differences in family needs
Gaps
School Readiness Indicators 1. #/% children demonstrating school readiness at kindergarten entry in the
development domains of social-emotional, language and literacy, cognitive, and motor and physical
2. #/% of children enrolled in an early care and education program with a Quality First rating of 3-5 stars
3. #/% of children with special needs/rights enrolled in an inclusive early care and education program with a Quality First rating of 3-5 stars
4. #/% of families that spend no more than 10% of the regional median family income on quality care and education with a Quality First rating of 3-5 stars
5. % of children with newly identified developmental delays during the kindergarten year
6. #/% of children entering kindergarten exiting preschool special education to regular education
7. #/% of children ages 2-4 at a healthy weight (Body Mass Index-BMI)
8. #/% of children receiving at least six well-child visits within the first 15 months of life
9. #/% of children age 5 with untreated tooth decay
10. % of families who report they are competent and confident about their ability to support their child’s safety, health and well being
Coffman’s Framework
Context – Improving the political environment that surrounds the system so it produces the policy and funding changes needed to create and sustain it
Components – Establishing high-performing programs and services within the system that produce results for system beneficiaries
Connections - Creating strong and effective linkages across system components that further improve results for system beneficiaries
Infrastructure – Developing the supports systems need to function effectively and with quality
Scale- Ensuring a comprehensive system is available to as many people as possible so it produces broad and inclusive results for system beneficiaries
FTF Strategies
Parent Kits Helpline
Parent Outreach and Awareness Newborn Follow Up
Reach Out and Read Home Visitation
Parent Education Community-Based Training Native Language Preservation
Family Support Coordination Family Resource Centers
Family Support Children with Special Needs Food Security
Curriculum Development—Parent Education
Recommendations
• Context - Improving the political environment that surrounds the system so it produced the policy and funding changes needed to create and sustain it.
Continued collaboration with BUILD – Early Grade Success and Read On Arizona to assist fostering the political environment regarding the importance of family support and literacy.
Broaden outreach and awareness to parents of children birth – 5 on the Common Core Standards and Move on when Reading initiatives.
• Components - Establishing high-performing programs and services within the system that produce results for system beneficiaries.
Utilizing the Quality Assurance measure and ensure high quality service provision, determine which family support strategies meet the child and family in various systems and provide effective wrap around services. Rubrics will help inform, identify and assist with establishing a comprehensive set of family support strategies by determining what services and supports a community needs.
Analyze findings from targeted family support regional studies. Determine how the results can be used in conjunction with other data sources to better understand the full impact of a comprehensive set of family support strategies that are funded in a region. Utilize scope of the evaluation, data sources and how the results from the targeted evaluation study can inform best practices.
Recommendations
• Connections - Creating strong and effective linkages across system components that further improve results for system beneficiaries.
Initiate and engage Child Protective Services (CPS) or the juvenile court system to provide supports for high risks families who have not entered or are exiting the CPS or juvenile court system.
Systems building training for all strategy, determine and discuss shared goals, how regionally funded strategies can be best utilized
• Infrastructure - Developing the supports systems need to function effectively and with quality.
Establish a regional risk profile and well-being profile of each region based on the needs and asset report. The purpose would be to take a deeper look at the composite of family support and literacy services in each region to ensure that there is a solid match between the services that are provided and the needs of the community.
• Scale - Ensuring a comprehensive system is available to as many people as possible so it produces broad and inclusive results for system beneficiaries.
Identify specific regions that have high carry forward funds and determine how to assist with scaling up Family Support and Literacy programs.
Hualapai and Hopi Tribes Native Language Enrichment Strategy
Native Language Preservation connects children in tribal communities to their native language and culture in the critical early years. Provides materials, awareness and
outreach to promote native language and cultural acquisition for the young children of Tribal families.
Santa Cruz County Family Resource Center
Parent Education – Community Based Training CourseKindergarten Readiness ClassKey’s for 3’s Class
Family Resource Centers strengthen families of young children by providing locally-based information and instruction on health and child development issues. Provides local resource
centers that offer training and educational opportunities, resources, and links to other services for healthy child development.
Local Family Support Resources
Parent Out Reach and Awareness improves child development by educating parents and connecting them to resources and activities
that promote healthy growth and school readiness. Provides families with education, materials and connections to resources and activities that promote healthy development
and school readiness.
Parent Kits
Arizona Parent Kits are available to the family of each newborn when they are discharged from the hospital.
The Arizona Parent Kit has a wealth of information for all phases of your child's youngest years.
All Kits Contain: •Arizona Parents Guide•Infant Board Book•6 Videos/DVDs•Refrigerator Magnet with the toll free number for the Birth to Five Helpline.
