We’re Hiring! Implementation Manager, Early Literacy Strategies

Ready for School, Ready for Life is hiring an Implementation Manager to oversee and deliver upon the Early Literacy strategies that were developed by the Early Literacy Design Team. See below for a role description and application guidelines.


POSITION SUMMARY

The Implementation Manager is a member of the Ready for School, Ready for Life (Ready/Ready) team, a backbone organization focused on building an innovative, responsive childhood system in Guilford County, North Carolina. The Ready/Ready team convenes key partners and galvanizes the community to: increase the number of children born healthy; ensure that more infants, toddlers and preschoolers are on track developmentally; and increase the number of children who enter kindergarten ready for school and life success.

The Implementation Manager will manage the implementation of Guilford County’s early literacy strategic plan, which addresses gaps and barriers in the current early childhood system. The plan be found on our website at www.GetReadyGuilford.org.

In this role, a strong knowledge of early literacy is critical, as is the ability to facilitate meetings with community leaders and volunteers, and build and maintain relationships with individuals, families and community based organizations and agencies.

The Implementation Manager will report to the Executive Director and work with local and national partners. With the Executive Director, the Implementation Manager will identify implementation challenges and develop comprehensive solutions to address them. This is a full-time, three-year grant funded position.

 

PRIMARY RESPONSIBILITIES

The Implementation Manager will manage the ongoing implementation of the early literacy strategic plan for Guilford County. Key responsibilities include: 

  • Manage processes that support approaches to early literacy for universal services (what every child should get); scale other services based on need of families.
  • Work with early literacy/family literacy programs and early childhood programs within Guilford County to ensure those programs have what they need to best support language/communication development for the families they serve.
  • Coordinate Active Reading Workshops and monitor fidelity and success measures
  • Recruit and train volunteers for Book Brigade and Active Reading to demonstrate the approach with families in targeted settings.
  • Build and maintain relationships as well as steward existing partnerships across a broad array of individuals, families, organizations and agencies.
  • Facilitate meetings of community leaders and volunteer committees.
  • Implement book collection and distribution strategies within the early literacy plan.
  • Work closely with Ready/Ready Project Manager to identify, implement and scale Active Reading strategies and evidence-based programs across Guilford County.
  • Work closely with Guilford County Schools and other key community partners to ensure consistency in messaging and approach.
  • Support the convening and coordination of training, technical assistance, and coaching/mentoring agencies and programs that work in child care settings and community-based service programs to determine available resources and gaps. Identify what additional supports are needed to address identified gaps. Work with Ready/Ready staff to add to the strategic plan to address.
  • Monitor progress of early literacy activities including parent engagement and Active Reading strategies within services and formal and informal child care settings.
  • Provide updates to the Ready/Ready Board of Directors about progress to date.

 

QUALIFICATIONS AND ADDITIONAL SKILLS SOUGHT

  • Bachelor’s degree in related field (Master’s degree preferred) such as public administration, business, communication, liberal arts
  • At least five years’ experience working in a facilitation role on community-based projects with multiple team members
  • Strong knowledge and understanding about early literacy and early literacy programs
  • Extensive understanding and knowledge of Guilford County service providers, early education providers, public agencies, and county-wide systems is preferred
  • Excellent organizational, communication, and relationship building skills
  • Knowledge of the early childhood system is desirable
  • Prior experience with management of projects and outcomes is highly desirable
  • Ability to work autonomously
  • Flexibility and adaptability with changing and emerging work; and
  • Intermediate to advanced skills with Microsoft desktop programs, including Word, PowerPoint, Excel and others.

 

COMPENSATION

Salary range is $47,000 – $50,000, plus benefits

 

TO APPLY

Qualified applicants may send a resume and cover letter specifying how your unique qualifications and experience match this role by:

Mail:

Ready for School, Ready for Life

Attention: Hiring Manager

500 West Friendly Avenue Suite 100

Greensboro, NC 27401

 

E-mail:

GetReadyGuilford@gmail.com

 

The Partnership for Children of Guilford County (which serves as the employer of Ready for School, Ready for Life staff) provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics.

What’s Happening This Month

Ready/Ready and our partners have been hard at work making progress on our priorities in the Get Ready Guilford Initiative and our supporting priorities. We continue to be immensely grateful for the partnership of agencies, organizations, programs, and individuals both inside and outside of our community who are dedicated to the cause of getting each child in Guilford County ready for kindergarten success.

Check out some of the things happening in our community here!

Support for Families to Boost Children’s Early Learning

Ready/Ready is celebrating along with families the first LENA Start programs in Guilford County. One of the programs, presented by Parents as Teachers Guilford County, recently graduated all its families.

LENA Start helps a parent develop interactive talking habits with their child and provides parents with powerful resources. Weekly group sessions teach parents why talk matters and how conversation or “serve and return” can help build babies brains. Parents also share at the session what’s happening at home with their child, complete developmental surveys, and learn how they can positively impact behavior.

The early literacy strategic plan for Guilford County includes strategies aimed at increasing the confidence of families in their ability to prepare children for literacy success. The plan also supports building parents’ skills to promote literacy at home. The LENA Start program aligns with both aims as well as promotion of shared or “Active Reading.”

Technology plays a big part in the LENA Start program. A digital recorder, or “fit bit” for talking is placed into a vest worn by babies and toddlers to record a full day’s worth of talking between parent and child each week.

That data is used to generate a report that provides information on the number of words that the child is exposed to as well as amount of turn-taking interaction, or “serve and return”.

The recorder does not track what words parents and children are saying or hearing. Instead, it captures conversational turns between child and adult, electronic or other noise versus human talk, and how often the child attempts to communicate.

Shared or “active reading” is a focus in the program. The families in the Parents as Teachers LENA Start program reported reading over one and a half times as much with their children at graduation compared with the start of the program. Other positive outcomes for the group were captured in the developmental survey taken by parents throughout the program. The children whose parents participated in the PATGC program reported gains of over 2 months of developmental skill every month as well as increased awareness about child development and stronger sense of community engagement.

Research shows that the more words children hear in the first three years of life builds the brain structure that will be needed later to support reading and thinking skills. Those early language skills can also lead to continued academic success later in life. LENA Start outcomes show an increase of as much as 5 months of language development during the 13-week program.

Reading Connections and Greensboro Housing Authority are two other partners hosting LENA Start programs. We look forward to continuing to expand this work throughout Guilford County this year.

For more information about how your organization can host a LENA Start program or refer a family, contact Michelle Chapin, Ready/Ready project manager, at michellec@getreadyguilford.org.

What’s Ahead in 2018

Happy New Year from your Ready/Ready team!

The holidays gave us the opportunity to reflect on 2017 — the triumphs and the tribulations, the small wins and the fast fails that are all important parts of Guilford County’s early childhood system-building work. As a learning organization, we relish the opportunity to look back as we prepare for an exciting 2018.

Get Ready Guilford Initiative. Last year was one of immense growth and change. The relationship with The Duke Endowment evolved into a true partnership through their significant and intentional investments of time, talent, and resources in service of building a more responsive, innovative early childhood system in Guilford County. Together, we built a Theory of Change(TOC) for the Get Ready Guilford Initiative that will guide our work over the next ten years. The TOC explains the desired population-level outcomes, how the effort will be evaluated, and how families with young children will be connected to resources for healthy child development starting with the prenatal period through age three (and beyond). Eight workgroups, each with local team members, are moving this work forward quickly and with great intention. Read more about Get Ready Guilford here.

Early Literacy Strategic Plan. A 25-member design team from 20 Guilford County organizations developed an Early Literacy Strategic Plan that will change how families, organizations, decision-makers, and volunteers are engaged in building language and early literacy skills starting at birth. At the invitation of Dr. Contreras, Superintendent of Guilford County Schools, Ready/Ready team members invested a week at the Public Education Leadership Program at Harvard to build upon the work of this design team and develop specific goals for improving literacy outcomes from birth to age eight. This work will continue for the next two years.

Family Engagement & Decision Making. The Family Action Learning Team, made up of families who serve as decision-makers and consultants to our system-building work, continues to thrive and drive our work. Team members have guided decisions about the Get Ready Guilford work, the Early Literacy Strategic Plan, family engagement strategies, and more. One team member presented with our staff at the NC Infant Mental Health Association conference, and the team will teach other communities about how to engage families in a workshop at the 2018 National Smart Start Conference in May.

Other Key Priorities. Teams continue to work on other key priorities, including building public will for Kindergarten readiness, making system-changes that will ensure a smooth transition from preschool to Kindergarten, and tackling the huge issue of how Guilford County can attract, engage, and retain the best talent in early learning child care settings. Read more about the progress these and other teams are making (PDF).

What’s Ahead. In 2018, our focus sharpens. We have significant goals to meet by the end of April to attract national investments that will help scale the Get Ready Guilford Initiative work. Implementation of the Early Literacy Strategic Plan becomes a key focus, as well as expanding family engagement efforts across Guilford. We are also launching Continuous Quality Improvement (CQI) coaching with our partners at Root Cause, an effort to strengthen the data capability of programs serving families of young children.

As we gear up, a special thanks to everyone who has contributed to this system-building work over the past three years.

  • To families and our agency/organization partners: How can we thank you enough for the time and talent you put into this effort on top of your regular roles? Together, we’ll continue to build toward the vision YOU developed for young children in our community two years ago. Let’s do this!
  • To the Steering Committee (PDF): Thank you for continuing to show up, support and amplify the system-building work, while creating greater alignment to the community vision within your own organizations. You rock!
  • To our local funders (PDF)Thank you for your continued support, which has laid the foundation for creating real change and additional regional and national opportunities. Your investment matters!

Together, we’re building a community that will be THE place where North Carolina families want to live, work, and raise children who will thrive at every stage of their development.

Are you ready?

– Mary, Rachael, Michelle & Christina

Get Ready Guilford: New partnership with The Duke Endowment launches in 2018

The opportunity. Guilford County, in partnership with The Duke Endowment, has an exciting opportunity to build a stronger and more connected system of care for our community’s youngest children and their families.

Today, no such robust system exists. During the most critical years of brain development — prenatally through age three — families spend significant time and resources navigating a disconnected system of care. Some families are able to get needed resources for their children, while others are unable to do so for a variety of reasons.

Guilford is charting a new vision. It’s one in which each pregnant woman will receive high-quality, timely prenatal care. Families will be connected to additional supports tailored to their unique needs within medical homes. The goal is that families of infants, toddlers and preschoolers will get what they need, when they need it, so every child enters school developmentally on-track and ready to succeed.

Why is building an early system of care important? Experiences during the infant, toddler and preschool years build the foundation for a child’s future learning; decades of research find those who have enriched experiences are more likely to succeed in school and in life.

Data shows that almost 50% of Guilford County children enter Kindergarten behind expected developmental standards. Once behind, it’s difficult and more expensive to help them catch up. Recognizing the short-and long-term economic consequences, local business and foundation leaders joined together to explore what it would take to build a system that produces better outcomes for young children and their families.

Why Guilford? In 2014, in partnership with 60+ agencies and organizations, Guilford County leaders launched Ready for School, Ready for Life. The initiative’s charge is to build a more responsive, innovative, and connected early childhood system. The goal is population level change so that children enter Kindergarten ready for what’s ahead.

For 18 months, hundreds of Guilford County residents contributed to an early childhood community vision grounded in local data and focused on engaging families with young children. Teams explored problems within the current system, identified root causes, and developed strategies to address them.

The Duke Endowment, which has long-standing partnerships with key early childhood programs delivered within Guilford, took an even stronger interest in Ready/Ready’s system-building approach in 2016. The Endowment’s staff participated in the vision building work from the beginning, and started making strategic investments in this work in mid-2017.

The goal. There are five outcome areas for the work: (1) Planned and well-timed pregnancies; (2) Healthy births; (3) On-track development at 18 and 36 months; (4) School readiness by kindergarten; and (5) School success by third grade. Child well-being will be measured using sixteen indicators that are described in the Get Ready Guilford Theory of Change (PDF).

Ready/Ready and The Duke Endowment have co-developed a shared theory of change to guide this work. We believe that we can measurably improve outcomes for both individual families and across Guilford’s population when the following five conditions exist:

  • All families are offered assessments to identify their needs
  • The right resources are available in the community
  • Families get connected to those resources at the right time, based on their needs and with the right information shared
  • Our community is informed about healthy development
  • We sustain the new system.

Pilot activities to launch in early 2018. Several pilot activities will launch in early 2018 to support this theory of change. The pilots leverage existing programs and expand the reach and integration of some key programs to reach more families. The new system will:

  • Identify and screen every pregnant woman in Guilford County as early as possible in pregnancy so she can be offered the resources and services she needs, including intensive home visiting programs (Outcome area: Healthy births)
  • Ensure that all families receive a home visit within three weeks of birth by a nurse who will provide needed support to the new mother, baby and family, as well as connection to resources. (Outcome area: On-track development at 18 and 36 months)
  • Additional child development experts work with all families at well-child visits in pediatric practices that serve a large proportion of Medicaid-eligible families (Outcome area: On-track development at 18 and 36 months)
  • Home visits offered to all families of toddlers (15-18 months old) and preschoolers (36 months) by parent educators to connect with needed resources (Outcome area: On-track development at 18 and 36 months)
  • Help Guilford County programs and services use data to continuously improve their effectiveness, make decisions, and coordinate their care for families (Intended outcomes: ALL)

The system will be supported by continued engagement with families to evaluate success and change course as needed. A rigorous evaluation process has been developed with an external evaluator to be hired in early 2018. A feasibility study for a new data infrastructure designed to help measure progress, manage referrals, and coordinate care for families will be completed by Duke University by February 2018. Our public will-building efforts to drive demand for better early childhood outcomes will intensify, and sustainability planning to maximize private investments is underway. Selected programs and supports will also be scaled to meet community need.

What’s next? Work groups of local and national experts are hard at work to develop the pilots, learn what’s effective and what needs to shift, and to begin pilot implementation. Stay tuned for updates and send any questions you have to our team at getreadyguilford@gmail.org.

 

New Report on Raising Family Voice to Guide Early Childhood Policy

A new report by the North Carolina Early Childhood Foundation (NCECF) highlights how communities across the state, including Guilford County’s work through Ready for School, Ready for Life, are leveraging family voice to build a more responsive, innovative and effective early childhood system.

 Not About Me, Without Me, lifts up the voices of more than 2,000 North Carolina families who shared what works and doesn’t work in their early childhood systems. According to NCECF, “This meta-analysis…is intended to educate policymakers and state and community leaders about parents’ needs, constraints, options, and preferences as they strive to support their children’s success.”

In 2015, Ready for School, Ready for Life conducted family meetings with 240+ families representing the diversity of Guilford County. We found that all families have big dreams for their children, and all families face barriers to achieving those dreams. The data we gathered from those meetings were used by NCECF to understand the wants and needs of families in our community, and are synthesized in the report to paint a more comprehensive picture of what helps and hinders families in North Carolina as they support their young children’s healthy development.

The report includes themes and quotes from families around three key areas: good health and on-track development; supported and supportive families and communities; and high-quality education from birth through third grade, which all help ensure that children will be reading on grade level by the end of third grade. The report also includes factors that families identified as important for elected officials, teachers, and community leaders to know, providing guidance for policymaking.

For more information about the report, visit the NCECF website.

To download the full report, click here.

Guilford County Featured in Reading Across the State 2017

The Early Literacy Design Team was featured in Reading Across the State 2017, on the North Carolina Department of Public Instruction website. This series highlights collaborative efforts to promote literacy for North Carolina Students, with the goal of grade-level reading proficiency for all children by the end of third grade. Read the full article below.


Ready for School, Ready for Life (Ready/Ready), a Guilford County initiative, is a collective leadership initiative focused on building an innovative, responsive early childhood system that meets the needs of today’s families. The initiative, led by local foundations and community leaders, is committed to ensuring that every child in Guilford County enters kindergarten ready for school and life success.

Based on a year of data gathering, community input and collective impact work, Ready/Ready is focused on 10 priorities for system change. One priority is to leverage and expand early literacy resources so more children are reading on grade level by third grade.

Last year, nearly half of entering kindergartners in Guilford County started school below widely held expectations for their age when it comes to language and communication development. This puts the youngest students at a significant disadvantage even before their formal K-12 education begins, said Mary Herbenick, executive director of Ready/Ready.

To address this need, Ready/Ready convened an early literacy design team consisting of 25 individuals from 20 organizations across the county. The team worked together for seven months to develop powerful strategies to drive better outcomes.

They started by talking with families. Team members conducted a total of 50 interviews to learn more about what’s working and not working when it comes to helping children gain needed language/communication skills starting from birth through age five. The team gathered more data from early literacy programs and started to build strategies

“One of our commitments is to engage families in every part of the work, including the design of programs,” Herbenick said. “We’ve made significant shifts based on family feedback and have stopped pursuing strategies when parents tell us that they’re off course.”

The resulting strategic plan is designed to help parents build skills and confidence, to engage the whole community in active reading practices, and more.

One of the main lessons they have learned from working with families is that life with young children can be hectic, so families really want the initiative’s efforts to be focused in places they already visit, such as pediatrician offices, grocery stores, in waiting rooms, and more.

Herbenick says one rewarding aspect of the work is seeing community partners develop stronger relationships and getting creative about how to better serve families and children.

“Guilford has the talent, the will and the ability to tackle difficult problems as long as we go at it together,” said Herbenick. “Together is probably the most important word in our vocabulary.”

To learn more about Ready for School, Ready for Life, visit getreadyguilford.org/.

Ready for School, Ready for Life is part of the national Campaign for Grade-Level Reading, representing 312 community coalitions nationwide. The campaign recognizes that achieving grade-level reading takes engaged communities that are mobilized to remove barriers, expand opportunities and assist parents to be committed to the success of their children. The North Carolina Early Childhood Foundation serves as the state lead organization for the campaign, leading 13 rural and urban community collaboratives in the state vested in children’s success to read at grade-level by the end of third grade.

See the original article – and more about what is going on across the state – at the NC Department of Public Instruction website.

New Resources from the North Carolina Early Childhood Foundation: What Works for Third Grade Reading

The North Carolina Early Childhood Foundation (NCECF) has released a groundbreaking new resource for the Pathways to Grade-Level Reading Initiative: What Works for Third Grade ReadingThis collection of working papers addresses whole-child, birth-to-age-eight factors that move the needle on children’s reading proficiency at third grade and offers research-based policy, practice and program options that can make progress on those factors. Specifically, the working papers address 12 of the North Carolina Pathways to Grade-Level Reading Initiative’s Measures of Success. There are four working papers in each of three Pathways goals areas:
  • Health and Development on Track, Beginning at Birth
  • Supported and Supportive Families and Communities
  • High Quality Birth-through-age-Eight Learning Environments with Regular Attendance

Each working paper details why the Pathways measure matters for third-grade reading, outlines how it is connected to the other Pathways Measures of Success, defines relevant terms and offers national research-based options that can impact the measure, including polices (federal, state legislative, state departmental, and local), practices (protocols to implement policies, some which might be driving good outcomes, and some which might be obstacles to improving outcomes), and programs and capacities (provider capacity, parent capacity, public understanding and will-building, and array of quality programs to move the measures). All sources are cited.

The working papers will be used as resources for the Pathways Design Teams as they work to create policy, practice and capacity-building agendas in the prioritized areas of work. The papers are also a resource for states and communities to:
  • Learn the research and evidence base around what works in key areas that impact third grade reading
  • Organize collaborative work around measures that impact third grade reading proficiency and consider how those measures—and therefore the strategies to address them—are interconnected
  • Understand a variety of policy, practice, program and capacity-building options that have been used in communities across the country to improve outcomes for young children and families

While these papers are still a work in progress, NCECF is eager to share this information and is releasing them now in draft form.

You can find the papers online at: http://buildthefoundation.org/pathways-working-papers/. Follow #bthru8pathways on Twitter to learn more and receive updates.

What Works for Third Grade Reading was produced by the Institute for Child Success and the North Carolina Early Childhood Foundation, in collaboration with BEST NC, to support the work of the NC Pathways to Grade-Level Reading (Pathways) initiative. The papers were authored by Janice M. Gruendel, Ph.D., Institute for Child Success; Mandy Ableidinger, North Carolina Early Childhood Foundation; and Keller Anne Ruble, Institute for Child Success.

Active Reading: What and How to Read with Infants, Toddlers & Preschoolers

Empowering families, child care professionals, and the community to improve early literacy skills with our youngest children is the right thing to do and a smart investment. Everyone has a role to play!

Here’s how you can get involved:

  • Learn about Active Reading  (link) and use it whenever you read (or interact) with young children. For an overview, you can watch this 3-minute video in English (link) or in Spanish (link) about the A, B, Cs of Active Reading. (A huge thanks to our partners at READ Charlotte, who developed the Active Reading videos/materials and encouraged us to share them widely so our community members could benefit.)
  • Check out other resources available to parents and caregivers (click on “For Families” at the top of the page). Share them!
  • Spread the word! Babies recognize their mother’s voice at birth! Talking and singing starting a birth increases parent/child bonding and helps babies’ brains develop in a healthy way.
  • Give the gift of reading to young children. The Greensboro Public Library curated a “best books” list for each stage of development. Use this list to build the home libraries of children in our community and share Active Reading tips and tools to make the most of reading time together. (We’re also creating a way for community members to donate books so that every newborn in Guilford County receives one. Stay tuned!)

For Infants (Birth to 6 Months Old)

  • Where is My Baby? (Authors: Harriet Ziefert and Simms Taback)
  • Spot’s First Walk (Author: Eric Hill)
  • Maisy’s First Numbers 123 (Author: Lucy Cousins)
  • Move It! (ISBN 9781454923114)
  • Red Apple, Green Pear: A Book of Colors (Scholastic Inc.)
  • Goodnight Moon (Author: Margaret Wise Brown)

For Infants/Toddlers (Up to 12 Months Old)

  • My Car  (Author: Byron Barton)
  • This Little Chick (Author: John Lawrence)
  • Sylvia Long’s Mother Goose: Four Classic Board Books (4 books)
  • Dear Zoo (Author: Rod Campbell)
  • Five Little Monkeys Jumping on the Bed (Author: Eileen Christelow)
  • The Very Hungry Caterpillar (Author: Eric Carle)
  • The Big Red Barn (Author: Margaret Wise Brown)
  • Please, Puppy, Please (Author: Spike Lee)

For Toddlers (18 Months Old)

  • Feast for 10 (Author: Cathryn Falwell)
  • The Busy Little Squirrel (Author: Nancy Tafuri)
  • Freight Train (Author: Donald Crews)
  • Growing Vegetable Soup (Author: Lois Ehlert)
  • Blue Hat, Green Hat (Author: Sandra Boynton)
  • Leo Can Swim (Author: Anna McQuinn)
  • Book! (Author: Kristin George)
  • The Everything Book (Author: Denise Fleming)

For Older Toddlers (24 Months Old)

  • Lola Loves Stories (Author: Anna McQuinn)
  • The Three Bears (Author: Byron Barton)
  • The Snowy Day (Author: Ezra Jack Keats)
  • Dinosaur Zoom (Author: Penny Dale)
  • Kite Flying (Author: Grace Lin)
  • Jazz Baby (Author: Lisa Wheeler)
  • Shhhhhhh! Everybody’s Sleeping (Author: Julie Markes)
  • Maisy Goes to Preschool (Author: Lucy Cousins)

For Preschoolers (3 Years Old)

  • If You Give a Mouse a Cookie (Author: Laura Numeroff)
  • Caps for Sale (Author: Esphyr Slobodkina, full text, not board book)
  • The Gingerbread Man (Author: Eric Kimmel)
  • If You Were a Penguin (Author: Wendell Minor)
  • I Spy Under the Sea (and other “I Spy” books by author Edward Gibbs)
  • The Little Red Hen (Author: Byron Barton)
  • Chicka Chicka Boom Boom (Author: Bill Martin)
  • Don’t Let the Pigeon Drive the Bus (Author: Mo Willems)
  • Goodnight, Goodnight, Construction Site (Author: Sherri Rinker)
  • I Got the Rhythm (Author: Connie Scofield-Morrison)

For Older Preschoolers (4 Years Old)

  • Miss Bindergarten Gets Ready for Kindergarten (Author: Joseph Slate)
  • Frog and Toad Are Friends (Author: Arnold Lobel)
  • Three Billy Goats Gruff (Author: Janet Stevens)
  • Up, Down, and Around (Author: Katherine Ayres)
  • Duck on a Bike (Author: David Shannon)
  • Dinosaur Pirates (Author: Penny Dale)
  • Bear Snores On (Author: Karma Wilson)
  • The Feel Good Book (Author: Todd Parr)
  • Excellent Ed (Author: Stacy McAnulty)

Stay tuned for more ways that you can help ensure that all Guilford County children enter kindergarten on track and ready for what’s ahead.

Early Literacy Design Team Launches Strategic Plan

Congratulations to the Guilford County team that recently developed the first comprehensive Early Literacy Strategic Plan designed specifically to meet the needs of families with children from birth through age five. The team consists of 25 professionals from 20 agencies/organizations who worked together for six months to meet an ambitious goal: Design a set of powerful strategies to solve the problem that too many children arrive in Kindergarten without the language/communication skills needed to succeed in school.

To develop the plan, the team:

  • Interviewed 50+ families with infants, toddlers and preschoolers to learn about perceptions of language/communication development, community resources they use, and what’s working/not working to prepare children;
  • Gathered additional data from early literacy programs and service providers about key success factors and barriers;
  • Analyzed qualitative/quantitative data to build a pathway that aligns with North Carolina standards;
  • Identified root causes for why too many children are not on track; and
  • Developed powerful strategies to address those root causes.

The plan focuses on improving upon six indicators in Guilford County:

  • The % of families using effective Active Reading strategies daily with children;
  • The % of families reporting confidence in their ability to prepare children for literacy success;
  • The % of literacy programs effectively building parents’ skills to promote literacy at home;
  • The % of children engaged in quality, culturally competent early literacy programming;
  • The % of formal childcare settings (and informal childcare settings, such as care by a relative) with high-quality, culturally competent literacy programming aligned with North Carolina standards; and
  • The % of adults who see their role in supporting early literacy.

Implementation of the plan is already starting. New pilot programs are being launched. Agencies are aligning their own programs to include Active Reading practices. A community campaign around Active Reading is under development. A team led by Superintendent Contreras is building upon this work, which will be part of the Guilford County Schools’ 2018-2022 Strategic Plan.

Watch for more details as the work continues in Guilford County!