Creating a Data-fluent CulturePeople • Data • Action

ChallengeSchools and nonprofits

need data tools that interact with each other

5 Nonprofits Sharing Data Voice of Hope, Wesley-Rankin Community Center, TRM, Mercy Street, Readers 2 Leaders

1,326

Professional Developmentknowledge building for growth

TSZ partners received professional development

Teachers trained by Momentous Institute to support social and emotional wellness of students

Teachers trained to turn data into action Teachers received faculty support to implement applied research

Students included in the data management system (nFocus)

240150

718

INVOLVING COMMUNITIES IN EDUCATIONThe Budd Center

ChallengeTSZ needs systems to facilitate school/nonprofit collaboration

Resource ManagementHigh-capacity volunteers connecting

at-risk students to academic, social and emotional supports

Carver347 Assessed

De Zavala227 Assessed

Lanier336 Assessed

24

105

11

5

Faculty and staff

Undergraduates

Master’s level and Ph.D. students

SMU Alumni-led businesses

Challenge SMU and West Dallas need opportunities to

connect with each other

Challenge Schools and nonprofits

need specialized training to support at-risk students

Deploy Human CapitalSMU faculty, staff and students

PROGRESS REPORTIncrease student performance in The School Zone by 5% annually

80% 55

2,400

6,800

5,440

TSZ students on track for college Based on STAAR and End of Course exams

Nonprofit partners providing resources in TSZ

– Kindergarteners served by TSZ

Kindergarten – served by TSZ + SMU faculty

Students assessed and receiving support through Resource Management

50%

17

119

2,000

0

Available August 2014

29

360

4,567

910/90

2020 Goals SY 2012-13 SY 2013-14

What’s on the Horizon SY14-15Develop programs for gifted students

Maintain high-level performance of students K-3rd Focus on pre-K attendance

Expand teacher engagement

LEADING THE WAY WITH APPLIED RESEARCH LONGITUDINAL STUDY 2013–14 KINDERGARTEN COHORT

facilitated by the Budd Center + Center on Research and Evaluation (CORE)

419

Math AssessmentASPENS Assessing Student Proficiency in Early Number Sense

• Number identification, magnitude comparison, missing number

Reading AssessmentsDIBELS Dynamic Indicators of Basic Early Literacy Skills

• Letter naming fluency, nonsense word fluency, phoneme segmentation fluency

Easy CBMCurriculum-Based Measurement

• Word reading fluency

C-TOPPComprehensive Test of Phonological Processing

• Rapid object naming

*Kindergarteners assessed attend West Dallas public, private and charter schools.

We know...Kindergarteners assessed using reading and math measures*

55%

78%

81%

Performed at or above national math benchmark

Performed at or above national English reading benchmark

Performed at or above national Spanish reading benchmark

Students who attended Dallas ISD pre-K performed

better, on average, on 9 of 15 score categories than students who did NOT ATTEND Dallas ISD pre-K.

A majority of students are on track by Kindergarten

A higher majority of students are off track by 3rd grade