gateways to quality: raising the bar of collective impact together
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Gateways to Quality: Raising the Bar of Collective Impact Together. September 26, 2013 | Dallas, TX. Thank You to Our Signature Sponsors:. Thank You to Our Platinum Sponsors:. Thank You to Our Gold Sponsor:. Framework For Building Cradle to Career Civic Infrastructure. - PowerPoint PPT PresentationTRANSCRIPT
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Gateways to Quality:Raising the Bar of Collective Impact Together
September 26, 2013 | Dallas, TX
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Thank You to Our Signature Sponsors:
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Thank You to Our Platinum Sponsors:
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Thank You to Our Gold Sponsor:
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Framework For Building Cradle to Career Civic Infrastructure
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Theory of Action: Creating Cradle to Career Proof Points
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Other emerging trends…
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Trendiest thing of all:
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Theory of Action: Creating Cradle to Career Proof Points
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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
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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
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The Rigor
Opens Doors
We Are Applying to Build
Cradle to Career Civic Infrastructure
To NEW Opportunities!
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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
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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?
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2012: Building the case for urgent action
500,000
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2012: Building the case for urgent action
25,000 Every Year
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2012: Building the Partnership
Key Measurable Achievement Milestones Spaced Along the Continuum
20+
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Measuring Achievement at Appropriate Intervals Along the Continuum
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Where to focus our energy first?
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2013: Developing an infrastructure for impact
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Grades 4-12 Council
Early Childhood Council
Higher Ed/ Workforce Council
Data Council
Human Capital Council
Advocacy Council
2013: Organizing the Accountability Table
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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
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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
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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
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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
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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
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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.
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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
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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
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Elements for productive district partnerships
Frame the work from the positive
Align projects w/ district priorities
Build real relationshipsFocus the work on students
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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
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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
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1. Computer Station
5. Student Desks
4. Leveled Classroom Library3. Whole Group
2. Small Group
Development of instructional modules
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Consistent collection and review of data to drive differentiated instruction
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Install Leveled Libraries at every campus
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Partnership with TFA and other partners to support balanced literacy instruction
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Using data to track implementation and outcomes
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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
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Partners involved in supporting our first early childhood network
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Connect with us: #StriveC2C
Commit2Dallas
@Commit2Dallas