Kindergarten Readiness Assessment: Demonstrating Readiness
Story Behind the Curve
- Economic impact (poverty)
- How the assessment is delivered and by whom - in a prior year tests were only delivered via iPad which might be a barrier for young children with limited technology access/experience, create lag times that show up as deficiencies in motor skills, etc.
- Who developed the assessment?
- Potential for bias - both in the assessment itself as well as in early learning teachers/providers (similar to classroom discipline disparities in school-aged children)
- Language Barriers (tests aren't available in other languages) which further perpetuates gaps for ELL
- Technology Barriers
- Consistency in the assessments
- Comparing tests from earlier years - would love to know about MSDE/AACPS's staff opinions on the change to the test content/process and how that has shifted us from 80%+ readiness
- Concerns about COVID compounding issues that contribute to readiness
- Parents may be unaware of the things they could/should work on with their young children to ensure readiness
- Quality childcare/early childhood education programming - we need more of it
- Accesss to childcare/early childhood education is equally problematic - not enough slots, most options are not affordable for a large percentage of parents
- Lack of programs that are involving the parents to reinforce concepts learn in preK/childcare settings
- Headstart Model/empowering parents to support early childhood learning is the ideal model - need more headstart & early headstart locations & spots!
- Parents capacity - working parents may lack time, energy, capacity to provide enough learning at home, time to do regular reading, etc.
- Trusted relationships in the community to connect parents/families to supports and programs
- Engaging the village not just the parent
- Consistency with providers - lots of turnover means lack of consistency in learning as well
- Impact of trauma - community and personal
- Incremental successes need to be celebrated and built on!
- Lack of bilingual resources/resources that address cultural differences
- When are resources available? Timing may make them difficult for working parents to access.
Links shared during discussion:
- City/County Gov
- School system
- Infants and toddlers
- Child Find
- Health Department
- Healthy Start
- Early Head Start/Head Start
- Family Support Centers
- Faith Community
- Children's Collab Non-Profit?
- Babies in Bloom
- Mental Health Providers
- Childcare Providers
- Parents/Family Members
- Partnership CYF
- Systems of Care
- community feeding programs
- community gardening programs
- Judy Center
- Parent Ambassador Programs - leverage interpersonal relationships & peer support
- Going out in the communities knocking on doors - bringing information and services to people where they are
- Incentives- but beyond incentives! "cotton candy and broccoli model" - need to mix incentives and fun with content & proven tools/techniques
- Celebrate/build on small wins to help parents and families feel successful
- Creative service delivery models (mobile, informal at bus stop, community-based/focused)
- Increase trauma-informed practices to support both family and community and reduce intergenerational harm
- integration of interfaith as part of the process
- Engaging in community activities
- More headstart/early headstart
- Expand programs/services like BEST 2.0 that help parents (like incarcerated parents) understand their role/value as child's first teacher and give them skills/tools to foster success
- Increase bi-lingual programming options
- More access to Headstart/Early Headstart (or programs that utilize similar models)
- More affordable quality early childhood programs/services/childcare options
- Expansion of BEST 2.0, particularly for underserved communities (bi-lingual families, families impacted by incarceration, families impacted by substance use, single-parent households, etc.)
- Integration of ACES/trauma-informed practices into early childhood and family programs & services
Unless otherwise specified, any missing data is either because there are no individuals who identify with the race/ethnicity or the data is suppressed to protect privacy. The race/ethnicity groups included in the indicator are as written in the original data source.