We are working to organize the Reading Success Movement (TRSM) by neighborhoods that support each elementary school. This model may be expanded at a later date to include middle and high schools. Each public school district has an established geographic definition of which students should attend which schools based upon location. However, the model can adjust as needed to accommodate private schools and cases where students attend a school outside of their location.
Ideally most parents in the defined neighborhood for each school will become members of that group. This includes parents of children starting at birth through age 9. It may be expanded to include all students attending that school, but the focus is on activities to support reading proficiency by 3rd grade.
The model is child centric. There are three major touch points that interact with children: 1) families, 2) community organizations, and 3) schools. Our goal is to help organize and empower these three touch points so that all children receive sufficient exposure to language and skill development experiences to build a strong reading-skill foundation.
Tools to manage each neighborhood group
We are in the process of establishing a membership management system. We will set up a national group and a subgroup for each neighborhood school community. Each neighborhood group will require a local leader.
We are also working with one of our strategic partners, World Alliance for the Volunteer Economy (WAVE), that is working to build an online volunteer management tool.
When a family does not have Internet access at home, the Program will work to communicate via other methods and work to get each family in the neighborhood connected.
Role of community organizations
We envision community organizations to participate in the following roles: