Systemic change occurs when multiple partners work toward a common vision and goals to improve outcomes for children and youth.
For example, a community might analyze pre-Kindergaren (pre-K) readiness–testing data and find that children living in rural areas are not ready for pre-K programs. Additional analysis could show that child-care centers, or other readiness programs that are often offered to children in more urban settings, are not available in that area and that this could be a factor.
To address this challenge, early childhood leaders—representing various agencies and organizations—could coordinate and integrate efforts to develop a travelling pre-K program. Travelling pre-K programs employ parent aides to meet with parents and pre-K children three times a week at local community centers and churches.
Once the data in that particular community show that children are prepared for Kindergarten, the program could migrate to other state-wide locations where similar help is needed.