gateways to quality: raising the bar of collective impact together

Gateways to Quality:Raising the Bar of Collective Impact Together

September 26, 2013 | Dallas, TX

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6

Framework For Building Cradle to Career Civic Infrastructure

Theory of Action: Creating Cradle to Career Proof Points

Other emerging trends…

Trendiest thing of all:

Theory of Action: Creating Cradle to Career Proof Points

Six Core Outcome Areas

Kindergarten Readiness

Early Grade Reading

Middle Grade Math

High School Graduation

College Enrollment

Degree Completion

1 2 3 4 5 6

13

Top Ten Network Knowledge Nuggets

10. “I don’t care where it lives, I just care how it behaves.” Green Bay C2C

9. “On grantmaking, we have to move from direction to invitation.” Sammy Moon, UWW

8. “I don’t have an answer for that………yet.” Tim Henkel, Spokane C2C

7. “Our language can kill our movement.” Tad Parzen, City Heights partnership for Children

6. “There’s a difference between engaged and committed. Look at your breakfast plate. The chicken was engaged and the pig was committed.” Aspire

5. 4. “Partnerships move at the speed of trust.” Westbrook Children’s Project

3. “Action looks different now.” Suprotik Stotz-Gosh, The Learning Network

2. “To bring everyone along, you have to ninja the woo.” Mark Sturgis, Strive Mid-South

1. “Behind every piece of data is a child. And just as important, a story.” Dan Ryan, All Hands Raised

Mission: Graduate

The Rigor

Opens Doors

We Are Applying to Build

Cradle to Career Civic Infrastructure

To NEW Opportunities!

Theory of Action: Creating Cradle to Career Proof Points

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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

In late 2011, our community sought to answer three key questions

1.Why must we act now?2.What is our geographic scope?3.What do we want to measure?

2012: Building the case for urgent action

500,000

2012: Building the case for urgent action

25,000 Every Year

2012: Building the Partnership

Key Measurable Achievement Milestones Spaced Along the Continuum

20+

Measuring Achievement at Appropriate Intervals Along the Continuum

Where to focus our energy first?

2013: Developing an infrastructure for impact

Grades 4-12 Council

Early Childhood Council

Higher Ed/ Workforce Council

Data Council

Human Capital Council

Advocacy Council

2013: Organizing the Accountability Table

3rd Grade Reading Score Variance Increases as School Poverty Rate

IncreasesPc

t. Of

Stu

dent

s Pas

sing

Pct. Free and Reduced lunch

55% Gap

4th Grade Math Score Variance Increases as School Poverty Rate Increases

Pct.

Of S

tude

nts P

assin

g

Pct. Free and Reduced lunch

65% Gap

8th Grade Science Score Variance Increases as School Poverty Rate Increases

Pct.

Of S

tude

nts P

assin

g

Pct. Free and Reduced lunch

60% Gap

We used research to build our framework

Ready Families: Parent engagement and education

Ready Services – Health: Healthy bodies and minds

Ready Children: Common K readiness assessment

Ready Services – High quality early care & education

Ready Communities: State and local policy, community engagement and education

Kind

erga

rten

Read

ines

s

3rd G

rade

Lit

erac

y

Ready Schools: Literacy support

Pre-K Access

Impactful Opportunities

Parent E&E Data

Funding

Policy

Health

AcademicSupp

ort

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

TAKS Commended

Avg.

Expected v Actual TAKS

# Students Not Passing

# of Students

# of Schools

ITBS K-2 Regression

Total score indicated which schools offered the biggest opportunity

ITBS Scores

Studying outliers, at both ends, to learn and spread effective practices

Pct.

Of S

tude

nts P

assin

g

Pct. Free and Reduced lunch

What are the effective practices happening here…

…that can be spread and scaled to these schools?

Visited to uncover impactful practices

We developed a theory by going to high performers to identify patterns and common practices.

We tested that theory by having other schools self-assess and inventory their practices.

Our initial action networks

South Oak Cliff

Molina Total

Students 4,517 3,909 8,426Free & Reduced Lunch

95% 95% 95%

ELL 31% 59% 44%African American 68% 5% 39%

Hispanic 31% 94% 60%

Students in these schools reflect the overall regional demographic

We used research to build our framework

Ready Families: Parent engagement and education

Ready Services – Health: Healthy bodies and minds

Ready Children: Common K readiness assessment

Ready Services – High quality early care & education

Ready Communities: State and local policy, community engagement and education

Kind

erga

rten

Read

ines

s

3rd G

rade

Lit

erac

y

Ready Schools: Literacy support

Pre-K Access

Impactful Opportunities

Parent E&E Data

Funding

Policy

Health

Academic

Support

Elements for productive district partnerships

Frame the work from the positive

Align projects w/ district priorities

Build real relationshipsFocus the work on students

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

1 2 3 4 5Planning Data Analysis

OutcomesBalanced

Literacy

Data Collectio

nLiteracy data analysis with principals (Commit! facilitated)

Principals then deliver on campus to teachers

Implementing continuous improvement

Continuous improvement approach to support balanced literacy

Soto Elementary: Aug 10

Organized 200+ volunteers to set up ~500 classroom entryways with college décor across 14

campuses

Partnering to bring a college going culture to elementary schools

1. Computer Station

5. Student Desks

4. Leveled Classroom Library3. Whole Group

2. Small Group

Development of instructional modules

Consistent collection and review of data to drive differentiated instruction

Install Leveled Libraries at every campus

Partnership with TFA and other partners to support balanced literacy instruction

Using data to track implementation and outcomes

Ensure parents have knowledge of importance and availability of quality pre-K for their children

Access: Eligible families are missing out on quality Pre-K

MolinaAn average of 321

eligible 4-year olds do not enroll in district pre-K

584Children

Every Year

South Oak CliffAn average of 263

eligible 4-year olds do not enroll in district pre-K

Partners involved in supporting our first early childhood network

Connect with us: #StriveC2C

Commit2Dallas

@Commit2Dallas