Gateways to Quality: Raising the Bar of Collective Impact Together

1. Gateways to Quality: Raising the Bar of Collective Impact Together September 26, 2013 |Dallas, TX

2. Thank You to Our Signature Sponsors:

3. Thank You to Our Platinum Sponsors:

4. Thank You to Our Gold Sponsor:

7. Framework For Building Cradle to Career Civic Infrastructure

8. Theory of Action: Creating Cradle to Career Proof Points

9. Other emerging trends…

10. Trendiest thing of all:

11. Theory of Action: Creating Cradle to Career Proof Points

12. Six Core Outcome Areas College Enrollment Middle Grade Math • Kindergarten Readiness 1 2 3 4 5 6 High School Graduation Degree Completion Early Grade Reading

14. Top Ten Network Knowledge Nuggets 1. “Behind every piece of data is a child. And just as important, a story.”Dan Ryan, All Hands Raised 2. “To bring everyone along, you have to ninja the woo.” Mark Sturgis, Strive Mid-South 3. “Action looks different now.” Suprotik Stotz-Gosh, The Learning Network 4. “Partnerships move at the speed of trust.” Westbrook Children’s Project 5. Mission: Graduate 6. “There’s a difference between engaged and committed. Look at your breakfast plate. The chicken was engaged and the pig was committed.” Aspire 7. “Our language can kill our movement.” Tad Parzen, City Heights partnership for Children 8. “I don’t have an answer for that………yet.” Tim Henkel, Spokane C2C 9. “On grantmaking, we have to move from direction to invitation.” Sammy Moon, UWW 10. “I don’t care where it lives, I just care how it behaves.” Green Bay C2C

15. We Are Applying to Build Cradle to Career Civic Infrastructure Opens Doors To NEW Opportunities! The Rigor

17. Theory of Action: Creating Cradle to Career Proof Points

19. Commit! is… The Commit! Partnership helps drive student achievement throughout Dallas County from cradle to career by leveraging data and collaboration to: • Measure what matters • Identify effective practices • Align community resources to spread what works

20. In late 2011, our community sought to answer three key questions • Why must we act now? • What is our geographic scope? • What do we want to measure?

21. 2012: Building the case for urgent action 500,000

22. 2012: Building the case for urgent action 25,000 Every Year

23. 2012: Building the Partnership 20+ Key Measurable Achievement Milestones Spaced Along the Continuum

24. Measuring Achievement at Appropriate Intervals Along the Continuum

25. Where to focus our energy first?

26. 2013: Developing an infrastructure for impact

27. 2013: Organizing the Accountability Table Higher Ed/ Workforce Council Grades 4-12 Council Early Childhood Council Data Council Human Capital Council Advocacy Council

28. 3rd Grade Reading Score Variance Increases as School Poverty Rate Increases Pct. Of Students Passing 55% Gap Pct. Free and Reduced lunch

29. 4th Grade Math Score Variance Increases as School Poverty Rate Increases Pct. Of Students Passing 65% Gap Pct. Free and Reduced lunch

30. 8th Grade Science Score Variance Increases as School Poverty Rate Increases Pct. Of Students Passing 60% Gap Pct. Free and Reduced lunch

31. We used research to build our framework Ready Families: Parent engagement and education Ready Services – Health: Healthy bodies and minds Kindergarten Readiness 3rd Grade Literacy Ready Children: Common K readiness assessment Ready Schools: Literacy support Ready Services – High quality early care & education Impactful Opportunities Pre-K Access AcademicSupport Parent E&E Data Ready Communities: State and local policy, community engagement and education Funding Policy Health

32. How did we go from 400 schools to 14? The Boston Consulting Group used multiple data points to help identify the schools with the highest need ITBS Scores # Students Not Passing ITBS K-2 Regression Expected v Actual TAKS # of Schools TAKS Commended Avg. # of Students Total score indicated which schools offered the biggest opportunity

33. Visited to uncover impactful practices Studying outliers, at both ends, to learn and spread effective practices Pct. Of Students Passing We developed a theory by going to high performers to identify patterns and common practices. What are the effective practices happening here… We tested that theory by having other schools self-assess and inventory their practices. …that can be spread and scaled to these schools? Pct. Free and Reduced lunch

34. Our initial action networks Students in these schools reflect the overall regional demographic

35. We used research to build our framework Ready Families: Parent engagement and education Ready Services – Health: Healthy bodies and minds Kindergarten Readiness 3rd Grade Literacy Ready Children: Common K readiness assessment Ready Schools: Literacy support Ready Services – High quality early care & education Impactful Opportunities Pre-K Access Academic Support Parent E&E Data Ready Communities: State and local policy, community engagement and education Funding Policy Health

36. Elements for productive district partnerships Frame the work from the positive Align projects w/ district priorities Focus the work on students Build real relationships

37. Implementing continuous improvement 1 2 3 4 5 Planning Balanced Literacy Data Analysis Outcomes Data Collection Balanced literacy module with CICs (TFA facilitated) CICs then deliver on campus to teachers Action plan and/or Commit! plan finalized Teacher and principal collection of data Observations, coaching, student outcomes, and differentiated instruction Literacy data analysis with principals (Commit! facilitated) Principals then deliver on campus to teachers Continuous improvement approach to support balanced literacy

38. Partnering to bring a college going culture to elementary schools Soto Elementary: Aug 10 Organized 200+ volunteers to set up ~500 classroom entryways with college décor across 14 campuses

39. Development of instructional modules 5. Student Desks 1. Computer Station 2. Small Group 4. Leveled Classroom Library 3. Whole Group

40. Consistent collection and review of data to drive differentiated instruction

41. Install Leveled Libraries at every campus

42. Partnership with TFA and other partners to support balanced literacy instruction

43. Using data to track implementation and outcomes

44. Access: Eligible families are missing out on quality Pre-K 584 Children Every Year Molina An average of 321 eligible 4-year olds do not enroll in district pre-K South Oak Cliff An average of 263 eligible 4-year olds do not enroll in district pre-K Ensure parents have knowledge of importance and availability of quality pre-K for their children

45. Partners involved in supporting our first early childhood network

46. Connect with us: #StriveC2C Commit2Dallas @Commit2Dallas