a. Output Measures:

• Getting more books into families’ homes is critical to improving literacy rates. We are counting how many Spanish language, age-appropriate books are being donated into our families’ homes. Our year-2 goal is to donate at least 300 books and, by the end of Q2/25, we’ve donated 267, earning a “yellow.”
• Improving the awareness of the Leyendo Juntos campaign and the importance of literacy through positive messaging is also an important strategy for our effort. We’ve mapped out the entire city, noting where key clusters of Hispanic families live and are now placing LJ messages and resources into key assets within these neighborhoods. Assets include stores, restaurants, laundromats, and churches. To date, we have materials in 95% of all identified assets in these key neighborhoods, earning a “green.” We also hold community awareness events and/or have tables at other community events. Our goal is to be present and active in at least 12 per year for year-2. By Q2/25, we’ve participated in 18, earning a “green.”
• Each summer, beginning in the summer of 2025, we work with Winchester Public Schools to identify Spanish-speaking elementary school children most at risk for not reading on grade level and provide the students and families with intensive reading supports. During the pilot program offered over the summer 2025, we had 11 students participate (goal was 20), scoring “yellow.” To ensure maximum value with attendance, our goal was to have 90% of the students attend 80% or more (4 or more) sessions over the summer. We scored “yellow” as only 80% of our students attended 80% or more of the offerings. We hoped to see 100% of the students complete the take-home materials and that goal was achieved. We also received a “green” score as 100% of our families believed the program was effective or very effective in helping their children learn over the summer (goal was at least 85% of families).
• We also provide “reading socials” at our local laundromats. For this program, we provide our families with free laundry services and, concurrent to this, we provide information to the parents while also reading to the children (the children also get free books as well). Our goal for year-2 was to host consistent laundromat reading socials so that we reached at least 30 caregivers and 30 children. By Q2/25, we achieved a “green” in both, reaching 47 children and 36 caregivers.
• Similarly, we also provide parent engagement classes to our Hispanic families. These classes may be taught at the local library branch or at our Healthy Families resource center. Our year-2 goal was to offer enough courses to reach at least 25 families. By Q2/25, we reached exactly 25 families, earning a “green.”

b. Outcome Measures: Key outcome measures focus on parent belief surveys. Our intent with Leyendo Juntos is not only child-focused, but caregiver-focused. We hope to see our families grow trust and connection with the larger Winchester community while also feeling greater agency with a stronger voice in support of their children’s education.

• In Q1/25, we administered the initial surveys asking both of those questions. Both measures scored “yellow”, meaning we definitely have a long way to go to achieving these goals. Recognizing both were baseline measures, we noted 72% of our families do feel increased trust and 65% feel more confidence, with stronger influence in their child(ren)s education.

c. Impact Measures: Finally, long-term, we hope to see improvements in 3 key fields for our Hispanic elementary school children (kindergarten readiness, 3rd grade reading, and attendance).

• Kindergarten readiness: We assess our Hispanic ES students versus the ES district aggregate. By the end of School Year 24-25, our Hispanic students assessed as 32% ready as compared with our overall aggregate of 47%, earning a yellow (goal is 50%). That reflects a 15 point difference. Our goal is to close that gap.
• 3rd grade reading: We are assessing the same two groups, with a look at the 3rd grade reading fall and spring Standards of Learning assessment. We are still awaiting final SY 24-25 data.
• Attendance: We are assessing the same two groups, with a look at reducing chronic absenteeism in our Hispanic elementary school population. At the end of SY 24-25, we noted an elementary aggregate absenteeism rate of 16%. We are still awaiting the disaggregated Hispanic data for end of SY 24-25.
• Attendance by proportion: We are assessing what the elementary school Hispanic student absenteeism rate looks like, as compared to the overall elementary school Hispanic population. Our goal is to have our Hispanic students proportionally no more chronically absent than the population of students enrolled in school. Thus, our goal for year-1 is to ensure our Hispanic student population (currently 45.43% of the WPS elementary school population) is within 5 points of our Hispanic student chronic absenteeism proportion rate (45.98%). At the end of SY 24-25 (Q2/25), the differential was -.55%, earning a “green” score. Over time, we expect to see those scores remain essentially the same, and eventually moving into positive ranges where our Hispanic students are less absent by percentage than the Hispanic student population.