Minnieland Academy School Network Pilots First Private Pre-School Assessment

Minnieland Academy has partnered with The University of Virginia (UVA) Center for Advanced Study in Teaching and Learning (CASTL) and the Curry School of Education to pilot the first private pre-school assessment with the Virginia Kindergarten Readiness Program (VKRP). 

Charles Leopold, owner of the Minnieland school network, shares, "We are committed to providing the highest quality programs for the children and families we serve. Our partnership with UVA, who are leaders in education research, has allowed us to develop cutting-edge programs that support children and their development so they have the strongest foundation when they start school".  

This pilot will expand further the assessment of children entering kindergarten in Virginia Public Schools beyond the Phonological Awareness Literacy Screening (PALS) to include school readiness domains of math, social skills, and self-regulation. Research has shown that skills in these areas are indicators of future achievement in both school and life. Data shows that 34% of children in the Commonwealth arrive at kindergarten unprepared in one or more critical learning domains in Literacy, Math, Self-Regulation and Social Skills. 

The VKRP team has expressed, "We are excited to receive grant support from the Curry School of Education at UVA to conduct this pilot in Junior Kindergarten (four year old) classrooms. This pilot helps us understand how to best design readiness assessments that are practical, valid, and can be used over time to track children's development." 

Minnieland Academy's school network has Junior Kindergarten and PREP (three year old) programs at more than 50 schools throughout Virginia. UVA is continuing to roll out the VKRP to public school divisions across the State as well as allowing select other collaborations, beyond Minnieland, to pilot system. 

Minnieland Academy partnered with UVA in developing the first Micro-Credential for pre-school teachers in Virginia to develop critical classroom skills for higher level teacher-child interactions.




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