The racquetball courts have been gutted, as has the band/choir room. This section of the Pauline F. and W. David Robbins Family YMCA in Cambridge will be transformed into a reading hub for young children, thanks to $300,000 in funding provided by novelist-philanthropist MacKenzie Scott. It’s necessary to renovate this area for the new use because there is nowhere else in the facility for it. And what’s a reading campaign without reading space?
The Robbins Y has recently partnered with the Dorchester County Campaign for Grade-Level Reading, which focuses on ensuring that children from low-income families succeed in school and graduate prepared for college, a career, and active citizenship. Reading proficiency by the end of third grade is a critical milestone in a child’s educational development, serving as a key predictor of future academic success and high school graduation.
Sadly, Dorchester County currently ranks 21st of 24 counties in third-grade reading proficiency in Maryland, and recent assessments have highlighted the need for focused intervention. Through this new partnership, the Robbins Y aims to address these challenges by implementing the elements of the CGLR: targeted kindergarten readiness strategies, decreasing chronic absenteeism, enhancing and expanding literacy programs, engaging families, mobilizing community resources to support young readers, and increasing access to out-of-school time activities. The goal is to increase the number of Dorchester County third graders reading at grade level from 21% to 50% in the next eight years.
As the “backbone agency” of the local campaign, the Y will coordinate efforts among various stakeholders, including the John and Janice Wyatt Foundation, Dorchester County Public Schools, the Chamber of Commerce, Moving Dorchester Forward, and other community organizations.
The Spy recently chatted with Robbie Gill, CEO of the YMCA of the Chesapeake, about their part in this endeavor and why it is so important.
Did you volunteer to coordinate or were you asked?
GILL: So, we had attended the screening of a movie, Sentenced, that was done by [basketball star] Steph Curry, and really were moved by that. And then listening to [Dorchester County Public Schools Superintendent] Dr. Jymil Thompson and [Talbot County Public Schools Superintendent] Dr. [Sharon] Pepukayi kind of speak to the challenges around grade level reading, we started to figure, think a bit about how could we get involved. And then when we heard the statistic was 21% of kids in Dorchester County can read on grade level by third grade, we thought, “All right, we need to get involved.”
And so, we had some conversations with the John and Janice Wyatt Foundation Executive Director Matt Peterson and took a tour of some work they’re doing in Winchester, Virginia. And then from there thought, “Man, we could be a really good partner and help move the needle here.” And so, I think it was really through that moment of watching that movie and thinking a little more about should the Y be involved and how could we make a difference, that we said, “Hey, we’re here to help if we can get involved.” So, it was kind of an organic moment for us.
You’ve been involved with the campaign in some way for years.
GILL: So, we were doing early learning programming in the Greenwood community and very involved with that and were a part of the coalition. Never really thinking much about playing this leadership role. But it was kind of through that transition where we saw, not only saw the movie, but they were looking for a leader to step in. And we thought, “Okay, maybe we should play a bigger role than what we’re playing and have the capacity to do that.”
What does it mean that you’re the “backbone agency?”
GILL: So, basically what that means is we’re the facilitators of meetings of the coalition and all the partners that are doing work to support this campaign for grade-level reading. And so that’s a variety of organizations from the library to the school system to His Hope Ministries and all these other different groups that are working with kids. The Judy Center, WIC. And so it’s the backbone agency. You’re pulling those groups together, you’re providing information, training support, data, analyzing where potential gaps may be and trying to fill those in, working with the collective.
So, as an example, we know one of the gaps in this community is from this birth-to-kindergarten. Like there are limited programs and services that are out there to serve kids at a level that were ready for kindergarten. That’s a gap for us. And so, as a backbone agency, we’re going to work hard not only as a YMCA to offer more programming to help kids be kindergarten-ready but also supporting other not-for-profits and other community organizations serving kids to make that a bigger focus. So, you’re really kind of coordinating the collective group of partners and collecting data.
Do you think the goal of 50% of third graders reading on grade level within eight years is realistic?
GILL: That’s a great question. So, if you break it down, yes, but it’s a heavy lift, right? If you would have, we would have figured it out already. Everybody would already be doing it. And it’s an issue for us across the state and across the entire country. But I think if you eat the elephant in small bits, you can do it. And so, we need to do more around this birth-to-kindergarten focus to where kids are ready for kindergarten. There needs to be heavier work on chronic absenteeism. If kids aren’t in school, like that can be tough, right? You can fall behind. And so, what can we do as an organization and as a campaign to help create incentive strategies to support schools to keep kids in class?
And then you’ve got to have a strong, robust enrichment after-school time. So, when kids are out of school that they’re in enrichment-based programs that are helping them continue to grow in the summer, that there’s opportunities for them to where they’re not dealing with summer learning-loss. Kids that aren’t engaged in programming in the summer, fall, back as much as six months. And so, you gotta have that piece, too.
And then, lastly, for kids who need really one-on-one help, that we’ve created a reading-mentor strategy to where, if I’m a child that needs additional help, I can be paired with a mentor who meets with me maybe here at the Y twice a week to help me with my reading. And I think, if you break those pieces out and you really start working at it, you can do it. There’s 360 kids, roughly, born in this county in a year. So, it’s not a massive number. You just have to make sure you’re connecting to those little ones when they’re infants and those families and then, as they get a little older, they get to twos and threes, that you’re like, “Okay, here are all these ways you can get your kids involved in programming that can help them be kindergarten-ready.”
And what does kindergarten-ready look like? You know, that’s “I can tie my shoes, I can eat at the table on my own, I’m potty trained, I have an attention span for 15 or 20 minutes, I can keep my hands to myself.” It’s kind of things that we don’t really think much about, but they’re key functional parts of being ready for kindergarten. If you have six or seven kids in a class of 15 or 16 that can’t do that, the teacher’s gonna spend most of their time navigating corrective behavior and not teaching. And so, yeah, I think if we just really work at it, absolutely, it’s totally doable. If we didn’t think we could move the needle, we wouldn’t have gotten involved at this level. So yeah, we believe we can do it.
So, you mentioned the reading tutoring that could happen here. What other activities would be happening here at the Y?
GILL: Well, so, I really believe that having especially little kids involved in programming at an early age can build a base around attention span and keeping your hands on yourself and all the things we just talked about. And so, we’ll be running more programming for smaller children. … So, I think, you know, it’s not just about reading books at that young age. It’s also about having kids in programs to where they’re learning some of those skills. Like, if I’m in a four-year-old swim lesson at the Y, not every kid is in the pool swimming at once. So, I have to learn to sit on the side and wait and I have to take direction, I have to trust my instructor and all those pieces with the mentoring piece too.
We feel like we have about 800 members at this YMCA that would be good candidates for mentor-reading mentors because they’re either semi-retired or retired and would have some time to do that. And so, our goal is to find about a hundred folks that could support that effort.
And then this space that we’re converting, which was the old band room and choir room here, that’ll be the reading hub. It provides an opportunity where, if you wanted to have Saturday morning book-reading events for young kids and their families to come in, and you can do that. And that’s like a, you know, it’s more interactive today than just someone holding a book. You can see that pretty regularly within the libraries. So, just accessibility and opportunity is kind of key.
And how do we make sure as a community, not only the Y is making a bigger focus on that, but everyone else is working with kids, whether it’s churches or other not-for-profits, that they’re focused on expanding that? And then most importantly, how do we communicate that in a way that parents know, “Here are all the opportunities I have to get my kids involved”?
What else do you want to tell me about the program?
GILL: Well, for us to be successful in this as a community, we’re going to have to have everyone involved. And I know that this collaborative effort has been going on since 2023, and it’s our goal to reinvigorate that and get people excited about it. It’s a huge need. I would argue it might be one of the greatest needs in this community, period. When you think about that many kids not being able to be on grade level by third grade, I mean, it is one of the most prominent indicators of success as an adult.
And so, my hope would be that as we continue to talk to folks about getting involved, that people would think about how they could play a role, whether it’s directly or indirectly through volunteering or financially supporting the program. I think the more people we get engaged and involved in this that care about it and see the need, I think the more successful we’ll be.
And just maybe last thing, [we’re] appreciative of the Wyatt Foundation, John and Janice, that they call this place home and that they see that as a need and willing to invest time and resources in this. I mean, that’s a big deal. That makes a big difference. It’s unrealistic to believe that we can, in today’s world, we can send our kids to school and expect that they’re going to have everything that they need. We’re putting too much on public education to believe that I can send a kid in there in kindergarten, and they’re going to be good all the way through 12th grade. We’ve got to do more as communities to make sure kids are ready and then, even once they get there, that we’re supporting them.
I wasn’t a super-sharp reader as a kid and needed a lot of extra help and fortunately grew up in a place where I was able to get that. And that was super helpful for me. I heard a saying from a mentor of mine a long time ago: “There are no throwaway kids.” So, we need to dedicate as much resources as we can to make an impact. And the more people we can get involved, the better.
Are you excited about leading this effort?
GILL: Yeah, man, I’m pumped. It’s going to be cool. I mean, kids are great. And reading is something that inspires your creative side. Like, when you read a book, it’s on your terms. You know, when you watch a TV show, it’s like they’re giving you the script. But when you read something, it’s in your scope. So, how you read it and perceive that story is how you do it. There’s a lot of freedom in that, and there’s a lot of creativity in that, and it’s very empowering.
Maybe the part of that movie [Sentenced] I struggled the most with is watching those adults struggle to just live day to day. Like the one girl that couldn’t work the cash register because she couldn’t read the menu. And then the other thing about that is you see how that lack of literacy passes down to future generations. Like, it’s pretty scary, right? So, being able to read is a big deal. It should be like walking or learning to swim. I think learning to swim should be the same way. Like, everyone should have that skill. Reading is the same way. It’s a gateway to future success.