Each School and the School District will focus on the development
of community involvement in the 90% reading goal.
1. Daily Reading
a. 20 minutes of daily reading
| i. Student roles (daily reading log, reports,
read) |
| i. Student roles (daily reading log, reports,
read) |
| ii. Parent's role (Monitor, document, model
reading to the child) |
| iii. School roles (provide model, parental
training, books, document progress) |
| iv. Community Role (incentives, mobilize
the community, volunteer readers,) |
|
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Second Father
The Kennewick School Board heard about another victory
just a few months later from a young divorced father,
nervous at telling his story but speaking with riveting
earnestness. He had frequent visitations with his preschool
son, Jason, but he never really knew quite what to do.
So Jason spent time "at" Dads, but not time
"with" Dad. Dad was frustrated, but at a loss
to know what to do.
Jason was in an Early Childhood Educational Assistance
Program, a project run by the Kennewick School District.
The mother, as custodial parent, received the home visits,
but the father started dropping in at the classroom. He
loved seeing Jason interact with the other children, observed
the different styles of behavior management the teachers
used, and recognized quickly how much the children enjoyed
being read to.
But what really made the difference was when Jason started
bringing his books from the family educator on visits
to his father. He insisted on being read to, and he insisted
on hearing the same books over and over. The father didn't
really like being "forced" to read to his son,
but he found he was enjoying having Jason sit on his lap
during their reading time. He realized he was getting
a lot from the experience, and that he and Jason were
growing closer. Sharing stories was cementing their father-son
relationship. They began visiting the public library,
shopping for books together, and building "Jason's
library" at the father's house. Reading together
had helped an unsure father discover that there's a something
to do "with' a preschooler.
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Parents Make the Difference
|
Imagine a kid who practices batting
and pitching a ball to his dad an hour every day all summer
from the time the child is three until he is eight [ June,
July, August = 120 hours a year for 5 years.]
Imagine a second kid-no practice, no training, has never
slipped his hand in a base ball glove, has never run the
bases, has never swung a bat, has almost never seen a
full game played.
Imagine that they turn out the same day for Little League
tryouts.
The skill level between these two young ball players is
like the skill level in reading readiness of our incoming
kindergartners.
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2. Reading Foundation
| a. A Committee of School Personnel, School Board
Members and Community Members should explore the
need for a Reading Foundation to Mobilize the Community
to support Reading for children Birth to 21. |
| b. The School Board and Management Team shall
explore the possible grants to support the 90% reading
goal |
| c. The School Board and Management Team shall
explore a public relations program to mobilize the
community to support reading Birth to 21. |
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