School Readiness Capacities

School Readiness Capacities

Click on one of the capacities below to see an expanded list under each topic.

Leadership

  1. The GLR coalition ensures that all partners in the health, home visiting, early care and education, and K-12 systems have a common understanding of the role they can play in promoting healthy development, with particular attention to early brain development.
  2. The GLR coalition recruits partners to the table who have capacity to influence or shape the policies and systems that affect school readiness across education, early childhood, human service and health systems, and ensures that parents and community residents are included and have a voice in these decisions.
  3. The GLR coalition has the credibility and clout to identify and begin to address specific organizational, system and governmental policies that must change in order to accelerate impact.
  4. The GLR coalition maximizes the power and expertise of the ever-expanding set of partners at the table, including relationships with local, regional and statewide early childhood advocacy organizations such as United Way, Head Start, business leaders, child care providers and health providers, in order to advocate for issues and influence policy leaders.
  5. The GLR coalition understands the social responsibility agendas of local and regional corporations that align with a school readiness progress framework.

Management

  1. The GLR coalition identifies someone within the coalition to take the lead in school readiness.
  2. The GLR coalition identifies a subgroup of the coalition that has an interest in school readiness, including health department staff, a Head Start representative, K-12 leaders, child care staff, local health providers, home visiting programs, K-12, Child Care Resource and Referral (CCRR), regulatory bodies and parents.
  3. The GLR coalition ensures that the work of the partners is coordinated, the plan moves forward and partners remain engaged.
  4. The GLR coalition researches and engages local, regional and national foundations and other partners that fund school readiness activities, such as United Way, community foundations, hospital foundations, health conversion foundations and corporate philanthropies, to ensure adequate resources are available to support implementation and sustainability efforts.
  5. The GLR coalition identifies partners with local, state and federal public funding that are currently funding or that can be mobilized to fund school readiness programs such as Medicaid, Temporary Assistance for Needy Families (TANF), Community Development Block Grants (CDBG), Federally Qualified Health Centers (FQHC), State Quality Rating Improvement Systems (QRIS) and Public Broadcasting.

Program

  1. The GLR coalition identifies all school readiness programmatic resources in the community, including health resources, noting where there are disparities in resources for children from low-income households/communities and those from higher-income households/communities. This includes inventories of all existing services and identifying gaps in services and any inequities that may exist.
  2. The GLR coalition identifies organizations with effective strategies for working with parents and caregivers, with input from the public on which organizations are effective with and trusted by the community.
  3. The GLR coalition ensures that joint professional development opportunities are implemented, both formal and informal, between health, home visiting, early care and education, and K-12 staff.

Data

  1. The GLR coalition establishes a disaggregated baseline of all children birth to age 5 in the community by race/ethnicity, income and geography in order to understand the most significant conditions and underlying issues impacting the well-being of children.
  2. The GLR coalition identifies other sources of data that are available through public health, early intervention, K-12 systems and state regulatory bodies for child care and local providers of literacy.
  3. Public knowledge acquired through effective community engagement and community conversations is collected and used to help inform quantitative data and expert opinion.
  4. The GLR coalition collects, analyzes and shares data among partners and the greater community in an accessible manner.
  5. The GLR coalition identifies all kindergarten readiness assessments currently administered in the community including any state mandated instruments. The coalition understands when the assessments are administered and how the data is used within the early education and K-12 systems. If no assessment is in use, the GLR coalition partners work with the school system(s) to implement a common assessment tool for kindergarten readiness.
  6. The GLR coalition familiarizes all partners with confidentiality policies and laws such as HIPAA (Health Insurance Portability and Accountability Act) and FERPA (Family Educational Rights and Privacy Act), which govern school districts’ and health providers’ ability to share student data.
  7. The GLR coalition identifies local data and evaluation experts who are available as needed for technical assistance and training.

Communication

  1. The GLR coalition creates common messaging around the importance of healthy development (including brain development) and early literacy for use by community partners from child care, human services, home visiting programs, WIC, health care providers and faith-based organizations.
  2. The GLR coalition engages local media in the Campaign. In particular, public broadcasting partners have a variety of resources and are eager to be engaged in early literacy efforts. The coalition engages a media champion who will work consistently with its efforts.
  3. The GLR coalition recruits business and government partners to the table who communicate to their networks and the broader public about how school readiness affects the community’s economic development opportunities.
  4. The GLR coalition develops a process for engaging with the community in dialogue to learn the aspirations and concerns of residents. This public knowledge helps inform the language and messages used in communication efforts.