Benefits of School Readiness for Somali Children Table of Contents Executive Summary

Benefits of School readiness for Somali Children

Benefits of School Readiness for Somali Children

Angela M. Tindall

U07a1-Focused Evaluation DraftSHB-8316

May 25, 2014

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Dr. Trent NguyenCapella University

Table of Contents

I. Table of Contents

II. Executive Summary

III. Introduction

IV. Evaluation Proposal Project

A. Description of Program

B. Program Goals

C. Program Activities

D. Participant-Oriented Approach

V. Literature Review

A. Theoretical Approach

B. School Readiness Outcomes

C. Cultural Considerations

D. Ethical Considerations

VI. Rationale for Proposed Evaluation

A. Rationale for Evaluation Approach

VII. Program Theory of School Readiness Logic Model

VIII. Evaluation Research Questions

IX. Standards and Criteria

X. Sampling Procedures

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A. Data Collection

B. Ethical Plans for Confidentially and Informed Consent

C. Analysis of Data

XI. Timeline and Estimated Costs

XII. Anticipated Results

XIII. Conclusion

XIV. References

Executive Summary

School readiness for children is as defined by the National

Education Goals Panel includes ready children, ready families,

ready communities, ready early care and education, and ready

schools. The above are essential so that children can experience

success in school (Maxwell & Clifford, 2004). School readiness

involves a lot more than just children, it encompasses children,

families, early environments, schools, and communities, children

skills and development are greatly influenced by their families

through interactions with other people, and environments they are

a part of before attending school (Maxwell & Clifford, 2004).

School readiness includes the areas of physical, cognitive,

social, and emotional coherence that should be attached to a

positive attitude that is geared toward learning. The term 3


immigrant is defined y Merriam-Webster dictionary as relating to

a person who enters into a country to live there; taking up

permanent residence. Immigrant children face many obstacles after

arrival in a new country. The National Center for Childhood

Poverty survey found that four million immigrant families in the

United States are low income households with parents that often

work outside of the home. Research statistics have shown that

these families have little or no access to government agencies

that can offer help for low-income families that would offset

between earnings and basic family needs (U.S. Census Bureau,

2007).

Somali immigrants and their children have been consistently

arriving in the United States for years. Many of these children

were never given the opportunity to attend school in their native

country, because education for Somali children is practically

non-existence, except for the training to read the Qur’an (Brook

& Brook, 1993). Somali children face many adversities in the

American educational system, ranging from cultural differences,

language barriers, social and emotional regulation issues, and

family literacy problems. The research evaluation will explore 4


how language barriers, lack of peer relationships, parental

unemployment, employing a family literacy program will embrace

the Somali population and bring about profound positive changes

(Swick, 2009).

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Introduction

The evaluation project will review school readiness for

Somali children who are now residents in the Unites States. The

goal of the evaluation will be to employ a participant-oriented

approach with Somali families and her children to promote school

readiness. The focus will be to recognize and determine

preschooler’s social-emotional and relational strengths and

weaknesses (Denham, Bassett, Thayer, Mincic, Sirokin, & Zinsser,

2012). Zins, Bloodworth, Weissberg, & Walberg (2007) stated that

schools are social places and learning is a social process.

The authors also expounded on how positive social-emotional

behavior and positive relationships with peers and teachers can

stimulate positive classroom learning. Therefore, under

achievement of positive social-emotional and relational

foundations can lead to challenging or struggling preschool or

kindergarten environments. Research has shown that family

attitudes have a profound effect on whether children are a

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success or failure in the educational arena (Ryan, Fauth, &

Brooks-Gunn, 2006).

Somali families who have immigrated to America often

experience stressors such as separation from family members left

in the native country; immigration issues, and language barriers

(Guerin, Guerin, Dilriye, & Yates, 2004). When employing programs

for this population, they must address the total needs with

emphasis being placed n development of literacy skills. The

family should be the cornerstone in this particular situation,

with program activities that promote care of the total family

literacy development (Swick, 2009).

Proposed Evaluation Project

The proposal will evaluate school readiness for Somali

children and how family literacy would help engage the family as

a whole in education. To date, research has documented that

Somali parents feel unsupported and misunderstood by American law

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enforcement agencies and the educational system (Nilsson,

Barazanji, Heintzelman, Siddiqi, & Shilla, 2012). Therefore, the

evaluator must pay special attention to the family dynamics of

the participants. Family dynamics involves culture, language,

discipline tactics, and communication between parent and child.

School readiness within this population means recognizing and

supporting a child’s individual differences and establishing

reasonable and appropriate expectations for what children would

be able to do when they enter or in a school setting (Nilsson et

al., 2012).

Evaluation Project Goals

The goals of the evaluation will be to promote early

intervention that would support comprehensive services to foster

high quality early education in the Somali student population.

To promote resources that bolster young children’s pre-

academic skills.

To determine what is known about the differences in Somali

children’s skills and performance at the early school level.

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Provide parental training in the area of providing learning

resources for their children.

Help Somali families become comfortable with school

involvement activities.

The evaluation will look at Somali children’s abilities when

they first enter school and the factors associated with their

abilities, and the probable implications of those abilities

for a child’s later school success. It will also examine

research regarding the performance of various interventions

that include the family and community. Previous research has

targeted the stages after birth, while others have targeted

preschool years (Boethel, 2004).

Program Activities

Community organizations and individuals are greatly

influential in the development of child’s readiness for

school. The evaluation will utilize six domains of child

development and learning, to access school readiness in the

following concepts.

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1. The child’s physical well-being and motor development

(Maxwell & Clifford, 2004).

2. The child’s social and emotional development (Maxwell &

Clifford, 2004).

3. The child’s path toward learning.

4. Language development.

5. General overall knowledge.

6. Adult education encouragement.

Research has shown that children are not inwardly ready for

school because their skills

and development are strongly formed by their families and their

interaction with other people, and the environments they are

attached to before coming to school (West-Denton & Germino-

Hausken, 2000). Therefore, adult education and literacy is a

contingent component in which to instill effective programming

for parents to help and encourage their child for school success.

The primary focus of the adult education and literacy program

will be to boost family self-sufficiency by enabling parents to

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raise their educational and life skills. It will address

parental and family needs in developing short and long term goals

that will ultimately identify with their educational aspirations

(Swick, 2009).

Participant-Oriented Approach

The participant-oriented approach will utilize the parents,

children, community supports, teachers, schools, and state

legislators to pursue improving a program that will foster

literacy in Somali families. All of the above have a vital

interest in the program because they are essential in improving

family lifestyles. The evaluation is both summative and formative

in nature. The summative aspects include that the evaluator will

maintain control, but will have input from different stakeholders

involved. While, the formative aspects will include partnering

with the children’s parents to improve family literacy skills,

which would propel improvement in the school readiness program

(Fitzpatrick, Sanders. & Worthen, 2011).

Literature Review

Theoretical Approach: Total Family Involvement Approach

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In an article written by Keyser, J. (2006) entitled: From

Parents to Partners, It expounded on how successful programming

using the family centered concept that would employ value input

from parents and family members. The article provided the

following as benefits in using the approach with participant’s

who are willing to participate to see new positive effects within

their family.

The program uses value input from parents and family member

(Keyser, 2006).

It provides activities and resources for the whole family

(Keyser, 2006).

It involves parents and children in interactive literacy

activities (Keyser, 2006).

Parents and children are encouraged to use the same

environment for learning (Keyser, 2006).

In another article by Koralek, D. (2007) entitled: Young

Children and Families. It addresses

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virtually the same aspects of the Total Family Involvement

Approach while also including how family involvement is critical

to the success of young children in early learning environments

and beyond. Educators must strive to acknowledge and value the

many differences of each family. Koralek (2007) went on to

provide the following that educators must utilize when working

with different cultures.

Staff must be responsive to the cultural values of the

families (Koralek, 2007).

Staff must use only choices that can impact a family/child

positively (Koralek, 2007).

Efforts should be used to mingle child/parent learning

processes as to complement and enhance one another (Koralek,

2007).

School readiness Outcomes

The article written by Koralek, D. (2007) entitled: Young

Children and families also expounded on how families and children

who participate in a program that uses the Total Involvement

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Approach are more successful in educational pursuits. The

children are more likely to continue on grade level and establish

a pattern of success in school. Those patterns are consistent

with successful reading and literacy skills. If this approach is

done correctly, the economic benefits include the following.

1. Increases in earning potential over their life span (Kirp,

2007).

2. Children, who have participated, were able to maintain an

independent living style effectively (Kirp, 2007).

3. High graduation rates (Kirp, 2007).

4. Post-secondary education (Kirp, 2007).

5. Meaningful employment (Kirp, 2007).

In an article by Dockett & Perry (2006) entitled: Starting

school, the authors expounded on

five key elements that are essential for a child’s ability to

learn and be school ready in America. But, Moore & Scarupa

(2001) also noted that the following areas must be evaluated when

seeking to get a child ready for school. Cognition and general

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knowledge of specific cultural and social practices; children’s

dispositions toward learning; language development, which will

seek to determine their ability to communicate effectively with

others; a child’s social and emotional development which enables

them to view their ability to interact with others; their

perceptions of themselves and the child’s ability to respond and

understand to the feelings of other (Kagan, Moore, & Bredekemp,

1995).

While Denham, Bassett, Thayer, Mincic, Sirokin, & Zinsser

(2012) article entitled: Observing preschoolers social-emotional

behavior: Structure, foundations, and prediction of early school

success, advised that when evaluating children for school

readiness, the use of an observational tool should be utilized to

provide researcher and early childhood educators the opportunity

to discover and determine whether children have acquired social,

emotional, and relational strengths and weaknesses. An

observation of this sort is helpful because schools are a social

place and learning is a social process (Zins, Bloodworth,

Weissberg, & Walberg, 2007). When children have good social and

emotional skills along with positive relationships with their

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peers, parents, and teachers, it can set a positive stage for

classroom learning. While on the other hand, if the above skills

are negative, it can spiral children on a cycle of failure in

both the academic and social domains in life (Ryan, Fauth, &

Brooks-Gunn, 2006).

Cultural Considerations

The article entitled: Culture structure and the refugee

experience in Somali Immigrant family transformation written by

Boyle, E., & Ali, H. (2009) states how evaluators, counselors,

service providers must be mindful of the old adage that Somali

use: It takes an entire village to raise a child. In the Somali

culture, the focus is that family is very important and more

important than an individual in all avenues of life. The average

Somali individual will live with their immediate family until

they get married. When there are major issues in a family, all

resources are pooled and it is understood that whatever one has

does not belong to them fully (Boyle & Ali, 2009). The Somali

population is a versatile and adaptable hard working group of

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people that always use family and community to draw upon

different skill set that are needed at a specific time frame.

They value education and are eager for their children to

obtain an education that would make their lives better than

theirs (Boyle & Ali, 2009). Therefore, when they do come into a

government office seeking assistance, service providers should be

familiar with the population’s background and traditional

practices to ensure cultural differences are understood and

respected. They must also make sure that misunderstandings are

prevented and services are appropriate and effective (Boyle &

Ali, 2009).

Culture was also addressed by Horst (2006) in an article

entitled: Buufis amongst Somalis in Dadaab: The transnational

and historical logics behind resettlement dreams. The author

expounded on how the gruesome circumstances in Somalia continue

to place extreme pressure on emigrants to send back money,

clothing, and etc. for family that are still there. This

particular, act can place families in United States in a state of

depression because they cannot afford to so. Horst (2006) went

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on to state that within the Somali family structure, the eldest

male is held in the highest regard for respect. Professional must

also be mindful that this population practice polygamy in their

native country, but are willing to abide by the law in the United

States. Discipline is normally handled by the fathers in a

family, while the women tend to the children and all the

household chores

Ethical Considerations

In an article by the Ethical Principles of Engagement

Committee (2010) it states that ethical practices must pay strict

attention to the social contract, which is informed consent,

privacy, confidentiality, and no harm to the participant’s. The

evaluation will utilize the Ethical Principles of Engagement

Committee (2010) which was developed an expanded not only to

individual research subjects but also to interactions between the

evaluation partners. The committee explains that each partner has

certain responsibilities.

Among the most important of these is that each should

recognize the other’s needs and empower the other to assert its

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unique rights within the relationship. Ethical conduct must

utilize developing a legitimate and serious dissemination plan

for the findings of any proposed evaluation that will meet the

needs of both the community and participants. But, the Ethical

Principles of Engagement Committee (2010) also advised

professionals to use honest conservations that employ the

interest and concerns of all participants of the target

population.

Rationale for Proposed Evaluation

In the Capellaville ECFE program, a representative from the

State Legislator voiced concerns of whether early childhood

family education was a feasible use of tax dollars. The State

Legislator also wanted to know first, whether this type of

program would be better for targeting high risk children in their

early years and provide them with more intensive services.

Secondly, what were the benefits of working with the parents

instead of just putting the at risk children in quality daycare

or preschool programs. Thirdly, he wanted to understand the

programs long-term benefits for immigrants.

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Rationale for the Total Family Involvement Approach

The Total Family Involvement Approach postulates working

with the entire family as a whole unit of operation. It assists

families in building a strong family unit that supports the

development of closer parent/child relationships. While restoring

parental authority and acknowledging differing cultural

components (Nilsson, Barazanji, Heintzelman, Siddiqi, & Shilla,

2012). In another study that was conducted by Harker’s (2001)

which was on first generation immigrant children. It found that

if family involvement had been utilized, some of the children may

not have experienced depression issues if they experiences

closeness with their parents, no parent/child conflicts, higher

social support, and positive parental supervision.

Program Theory of School Readiness Logic Model

Probl

em

Community Needs/Assets

Desired

Results

Influential Factors

Strategie

s

Assumptions

Benefitsof childhood school

Provide family literacyactiviti

Successful educational

Familiesbeing connected to

Workshops that promote cultural

Improvement of Somali family functioning.

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readiness for Somali immigrants and its long-term benefits.

es.

Provide trainingto teachersand other staff onschool transition that is culturally sensitive.

Provide parenting programsand referrals for needed services.

Social support information providedto parents about school transition.

attainments.

Parents increaseknowledge.

Development of better reading and literacyskills.

Parents increaseearning potential.

Parents secure meaningful employment.

High school graduation ratesincrease.

support systems when needed.

Parent’sengaged in programsand activities.

Parent’sreports of satisfaction with program and servicesutilized.

Childrenbeing ready inthe areas ofcognitive, social, emotional, and languagedevelopment.

Employ

services.

Plan outreachand educational opportunities atthe community level.

Provide resources to assist families.

Administer trainingfor teachersand staff concerning school readiness.

Improvement of child development.

Improved family literacy.

Improved system of learning.

Parents and children build close bonds.

Parenting practices improve.

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programsthat aresensitive to culturalcompetent services.

Evaluation Research Questions

The evaluation research questions will be as follows:

1. How will the impact of the school readiness program affect

the Somali parents and children?

2. How will the impact of the school readiness program be

beneficial for the child/parent relationship?

3. How will program impact at-risk Somali children?

4. What are the long-term benefits for the Somali population

that utilize school readiness programs?

The evaluation is qualitative in nature because it will allow

for unexpected changes and

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challenges that may arise from cultural issues within the Somali

population. This method will help the evaluators to define a

problem and develop the proper protocol in finding a feasible

solution to the problem. But, the quantitative method will also

be used because data will be taken from surveys, questionnaires,

and social service inquires.

Standards and Criteria

The following standards will be utilized in the school

readiness program:

Parents

1. To build awareness of the program components necessary

to support the child’s development (Reynolds & Neuman,

2012).

2. To provide information needed to choose a high quality

setting that is both constructive for adult/child

learning (Reynolds & Neuman, 2012).

Policymakers

1. To assess the impact of public policies governing young

children and their families on school readiness

(Reynolds & Neuman, 2012).

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2. To highlight shared goals and priorities across

different types of early childhood programs (Reynolds &

Neuman, 2012).

Teachers and Staff

1. Utilize guidance in curriculum planning, teaching

strategies, and using assessments to check a child’s

progress in the program (Reynolds & Neuman, 2012).

2. To provide staff training and program development

(Reynolds & Newman, 2012).

3. To provide the linking of outside services that are

needed to support and maintain family stability

(Reynolds & Neuman, 2012).

The criteria to be utilized will consist of the following:

Children from families in which an adult is receiving

temporary cash

assistance and subject to federal work requirements

(AWI, 2010)

Children who are eligible for a school readiness

program but who have

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not yet entered school, who are served by child

protective services, and for whom child care is needed

to minimize the risk of further abuse, neglect, or

abandonment (AWI, 2010).

Children who meet one or more of the following

criteria:

1. A child under the age of kindergarten eligibility

who is: At- risk of welfare dependency, including

an economically disadvantaged child, or a child

of a participant in the welfare transition

program, a child of a migratory agricultural

worker or a child of a teen parent (AWI, 2010).

2. A child of a working family that is economically

disadvantaged. A child for whom financial

assistance is provided through the Relative

Caregiver Program (AWI, 2010).

3. A three year-old or four year-old child who: Has

a disability; Has been served in a specific part-

time exceptional student education program or a

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combination of part-time exceptional education

programs with required special services, aids, or

equipment (AWI, 2010).

Collaboration is a prerequisite for school readiness and its

success. It is highly necessary for schools to reach out to work

with families and their communities. Collaboration with

stakeholders, which may include state legislators, teachers,

administers, and community agencies will work best when the

evaluation strategies build a profound consensus that is used to

channel communication in an open format for all who have a vested

interest in the program’s effectiveness. The standards would

consist of how school and families can effectively engage each

other for the support of student achievement (Boethel, 2004).

Sampling Procedures

The sampling procedure to be use will be purposive sampling.

Fitzpatrick, Sanders, & Worthen (2011) stated that this

particular procedure will allow evaluators and stakeholders to

have a great interest in the opinions or performance of a

26


particular population who is not responding favorably to a

program or policy.

Data Collection

Data collection will consist of utilizing the quantitative

method. In this method, information will be gathered from surveys

and questionnaires, and interviews from the parents. This

particular method will enable the evaluator to secure the

information through the input of responses to the research

instrument containing the questions. The questionnaires will

consist of the participant checking yes or no on the form. The

information will be provided by the participant’s, which then

will allow the evaluator to use numerical findings to estimate

the findings and view where the need is great (Fitzpatrick,

Sanders, & Worthen, 2011).

After gathering information from all sources and

observations the team will then proceed to make photocopies of

all recording forms, records, and any other collected materials,

to guard against loss, accidental erasure, or other problems.

Entering narratives, numbers, and other information into a

computer program, where they can be arranged and/or worked on in 27


various ways. Then proceed to perform any mathematical or similar

operations needed to get quantitative information ready for

analysis. Then, the task of coding data which is translating

data, particularly qualitative data that isn’t expressed in

numbers, into a form that allows it to be processed by a specific

software program for statistical analysis. Finally, the

organization of data collected will be done in a way that it will

be easy to work with (Fitzpatrick, Sanders, & Worthen, 2011)

Ethical Plans for Confidentially and Informed Consent

Research ethics and informed consent mandates’ that

participant’s be protected from physical or psychological harm,

which would include loss of dignity, loss of autonomy, and loss

of self-esteem. Be protected of privacy and confidentiality;

against unjustifiable deception and the participant must give

voluntary informed consent to participate in research. Guardians

of children must give consent for minors to participate. In

addition to guardian consent, minors over age of seven must also

give their consent to participate (Siegle, 2012). The Belmont

Report stipulates that research that involves human participates

must adhere to the following also:28


1. Respect for Persons- that should include treating

individuals as autonomous human beings, capable of

making their own decisions and choices, and do not use

people as a means to an end. Obtain and document

informed consent while respecting of the privacy of the

research subjects (Siegle, 2012).

2. Beneficence- means to minimize the risks of harm and

maximize the potential benefits by using the following:

Always use procedures that present the least risk to

subjects consistent with answering the scientific

question (Siegle, 2012).

Gather data from procedures or activities that are

already being performed for non-research reasons

(Siegle, 2012). Risks to subjects should be reasonable

in relation to both the potential benefits to the

subjects and the importance of the knowledge expected

to result. While always maintaining promises of

confidentiality and monitoring all data to ensure the

safety of subjects (Siegle, 2012).

29


Justice –means to treat people fairly and design

research so that its burdens and benefits are shared

equitably over the length of the research. The

research or evaluation must select subjects

equitably as to avoid exploitation of vulnerable

populations or populations of convenience (Siegle,

2012).

Analysis of Data

The evaluation will use both qualitative and quantitative

data. Quantitative data is usually subjected to statistical

procedures such as calculating the mean or average number of

times an event or behavior happens. Numbers are considered

hard data and not interpretation, which can give definitive,

or nearly definitive, answers to different questions

concerning the evaluation. While qualitative data will be

changed into numbers, usually by counting the number of times

specific things occur in the course of observations or

interviews or by assigning numbers or ratings to dimensions

30


such as the importance, satisfaction, or ease of use by the

participant (Siegle, 2012).

Timeline and Estimated Costs

The timeline and estimated cost for doing an evaluation

centered on Somali parents and their children on school readiness

would be a two year period. The evaluator would apply for a

federal grant to proceed with such an evaluation. The cost of

school readiness programs typically utilize administrative cost

which usually come from the School Districts, who may use up to

five percent but no more than seventy-five thousand dollars of

their School Readiness Allocation for coordination, program

evaluation and administration in the United States (Maxwell &

Clifford, 2004).

Anticipated Results of Evaluation

After the participant’s have completed all of the required

actions of the school readiness evaluation, it is the

evaluators hope that the Somali parents and children will have

found receiving educational knowledge was a great force in

their live. Dockett & Perry (2006) stated that school

31


readiness programs should be community efforts in which the

importance of education and that school readiness is a

relational concept. The profound hope of the evaluation is to

have Somali parents advocate for their children’s education.

Research has proven that programs who help parents with

English language learning prepare these parents to navigate

school challenges.

Conclusion

When high quality early childhood family literacy programs

are improved, they have the greatest potential to magnify the

literacy skills of everyone in the family. The program should

be drafted to engage parents and children in worthwhile

learning experiences by way of the following venues.

1. Early childhood education

2. Adult education

3. Life skills education

4. Parenting education

5. Family literacy

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Therefore, the programs should be responsive to the

resources participant’s need to genuinely participate in any

family literacy activities. Once participation has been

successfully completed, the benefits include improved school

performance, better parenting practices, parental stable

employment, financial growth, and higher graduation rates.

33


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Boyle, E., H., Ali, H. (2009). Culture structure and the refuge

experience in Somali Immigrant

Family transformation. International Migration.

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Benefits of School Readiness for Somali Children Table of Contents Executive Summary

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