WHY CHALLENGE PERSISTS
There are several community programs that work to address the need. This includes early childhood education programs, volunteer tutoring programs for elementary students, parenting training, library programs, and programs that work to provide free or low cost books, such as the Dolly Parton Imagination Library, Reach out and Read, and Reading is Fundamental. Although many children are helped, far too many children continue to struggle with learning and reading proficiency.
Below is a list of issues that help to explain why the problem persists:
1. Limited resources
a. Existing programs can only serve a limited percentage of children and families who need more help and cannot afford it on their own.
b. Many of the families who need help the most cannot afford licensed childcare and do not qualify for other community programs.
c. Many children who need help the most do not or cannot attend pre-kindergarten and kindergarten.
2. Most programs do not provide a comprehensive solution
They provide one or two of many essential ingredients, but none fully address all of the factors that are causing the problem. Many students are helped, but not all students receive all of the help they need to succeed.
3. Many programs do not develop an ongoing relationship with parents/families.
Parents may receive books or attend a training, but do not take ownership of the solution. There often is insufficient or no follow up.
4. Do not cover the full age range
Some programs work with students only up to age 5, some only work age 6 or 7 and above. The solution needs to cover womb to age 8 with an integrated program and also address older students who continue to struggle, including adults.
5. Unclear who is responsible for teaching reading?
Many parents believe that teaching their child how to read is the responsibility of the schools. They may hear public service announcements or receive brochures about the importance of reading to their children, but they do not fully understand how important it is to read and talk with their children from womb to classroom. Consequently, they do not take ownership of this responsibility.
6. Parent face many challenges
Many parents do not have the time, temperament, skills, or resources to provide adequate learning experiences for their children. Alternative affordable community-driven alternatives must be developed.
7. Not an integrated, comprehensive approach
Most programs do not engage all of the community resources and organizations fully to address the challenge. There is not a unified, consistent, and emphatic delivery of the key messages.
8. Lack integrated of cognitive skill development in the paradigm
Most early childhood education and classroom models do not fully understand and properly incorporate the assessment and development of cognitive processing skills and mindset, performance character, and social emotional skills.
9. High mobility
There is often high mobility in Title 1 school communities. Most programs do not track and keep families who are moving connected to their programs.
There are several community programs that work to address the need. This includes early childhood education programs, volunteer tutoring programs for elementary students, parenting training, library programs, and programs that work to provide free or low cost books, such as the Dolly Parton Imagination Library, Reach out and Read, and Reading is Fundamental. Although many children are helped, far too many children continue to struggle with learning and reading proficiency.
Below is a list of issues that help to explain why the problem persists:
1. Limited resources
a. Existing programs can only serve a limited percentage of children and families who need more help and cannot afford it on their own.
b. Many of the families who need help the most cannot afford licensed childcare and do not qualify for other community programs.
c. Many children who need help the most do not or cannot attend pre-kindergarten and kindergarten.
2. Most programs do not provide a comprehensive solution
They provide one or two of many essential ingredients, but none fully address all of the factors that are causing the problem. Many students are helped, but not all students receive all of the help they need to succeed.
3. Many programs do not develop an ongoing relationship with parents/families.
Parents may receive books or attend a training, but do not take ownership of the solution. There often is insufficient or no follow up.
4. Do not cover the full age range
Some programs work with students only up to age 5, some only work age 6 or 7 and above. The solution needs to cover womb to age 8 with an integrated program and also address older students who continue to struggle, including adults.
5. Unclear who is responsible for teaching reading?
Many parents believe that teaching their child how to read is the responsibility of the schools. They may hear public service announcements or receive brochures about the importance of reading to their children, but they do not fully understand how important it is to read and talk with their children from womb to classroom. Consequently, they do not take ownership of this responsibility.
6. Parent face many challenges
Many parents do not have the time, temperament, skills, or resources to provide adequate learning experiences for their children. Alternative affordable community-driven alternatives must be developed.
7. Not an integrated, comprehensive approach
Most programs do not engage all of the community resources and organizations fully to address the challenge. There is not a unified, consistent, and emphatic delivery of the key messages.
8. Lack integrated of cognitive skill development in the paradigm
Most early childhood education and classroom models do not fully understand and properly incorporate the assessment and development of cognitive processing skills and mindset, performance character, and social emotional skills.
9. High mobility
There is often high mobility in Title 1 school communities. Most programs do not track and keep families who are moving connected to their programs.