School Readiness United Ways and Partners Achieving Community-Wide School Readiness Progress Or this one as the title slide.

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Kindergarten Readiness at Scale Systems Approach Scott McLeod VP of Collective Impact Partnerships United Way of Salt Lake

Three Strategies to Change the Odds Social Impact Bond - Expand Access to High Quality Preschool Develop Uniform “Readiness” Metric Across Districts (statewide) Achieve Universal Preschool Access in SL County

SIB - Longitudinal Update Cohort 1 Cohort 2 Cohort 3 Cohort 4 Number of Children in Cohort 600 750 1000 Number of children scoring 70 or less on the pre PPVT (At Risk Group) 110 120 172 Number of Children Receiving Special Education Services in Kindergarten 1 (2014-2015) 8 (2015-2016) Number of children included in first payout to investors 109 Payout Amount: $267,478.20 112 Payout Amount: $290,046.40 (to be paid by state) Number of children receiving special education services in first grade 5 (2015-2016) Number of children included in second payout to investors 101 (evaluator unable to find 4 children from risk group) Payout Amount: $250,141.65

The Task: Develop a beginning of year kindergarten readiness assessment based on Utah’s Early Childhood Core Standards (UECCS) ver. 2.0 (2013) Present assessment to the Utah School Superintendents Association (USSA) Have a majority of districts in the state adopt the assessment allowing for a single kindergarten readiness assessment statewide

The Process: THE PROCESS: Process for developing the assessment Participants: Began by reviewing several assessments used throughout the state in various districts, including districts who did not have a teacher present Discussed components of the various assessments they considered strengths and weaknesses. Components included: standards, layout, wording, font, ease of administration, data collection, and more. Made decisions about structure, format, timing and duration, standards priority, and writing assignments Reviewed ALL of the standards outline in Utah’s Early Childhood Core Standards (UECCS) Version 2.0 (2013) In the first step, participants determined for each of the standards if (A) it was testable, and (B) if it was a priority for a kindergarten readiness assessment. This was done in small groups, so the testable, priority standards were subjected to THREE vetting sessions as each group considered the previous group’s decisions. Once the testable, priority standards were determined, participants began to write for each of the chosen standards. Again, because participants wrote in small groups, each question was subjected to FOUR vetting sessions, including two full group vetting conversations. In some cases, participants realized a question might have primary and secondary standards, so these were recorded. Throughout this process, participants considered accommodations that could be made for students who may need additional support, consideration, or challenge during the assessment. Once the questions were finalized, participants split into groups to weight the questions relative to one another in terms of kindergarten readiness. This was done in small groups, which allowed for TWO vetting sessions, including a final whole groups discussion To determine a kindergarten readiness cut-off score, participants were asked to consider the approximate percentage of students that are kindergarten ready within three different cohorts. These projections were based solely on teacher perceptions based on their classroom experience in context of the skills the assessment measures. These percentages will be used during the pilot year to empirically determine an appropriate cut-off score for designating students as “kindergarten ready” based on kindergarten readiness assessment scores.

The Result: 20 question formative kindergarten readiness assessment Anticipated time to administer assessment is 17 minutes Test materials will include: Test administration manual Student materials packet Recording sheet The 2016/2017 school year will be designated a pilot year. Reports will be generated in Excel The Results 20 question formative kindergarten readiness assessment Anticipated time to administer assessment is 17 minutes Test materials will include: Test administration manual in PDF format Student materials packet (included in appendix of administration manual) Recording sheet (included in appendix of administration manual) The 2016/2017 school year will be designated a pilot year. Data collection will be done via MS Excel spreadsheet that will automatically determine the weighted score and flag for students not kindergarten ready. Automatically generated reports will also be generated in the Excel sheet with both individual student charts and whole class charts

Universal Preschool in SL County 2014 Social Impact Bond changed the debate in Utah and at the Legislature Social conservatism  fiscal conservatism 2014 SIB 2016 $11M in “Quality” Preschool

Universal Preschool in SL County 2016 “Business Planning” - partnership between SL County Mayor and PPRC Co-Chair / businessman Why, Who, What, Why, Where, When Brought together preschool advocates with differing opinions on programming Work in progress, but getting closer!

Reading into Success Cedar Rapids, IA

Young Parents Network (YPN) Ready to Read Successes: High levels of volunteer engagement – FY17 saw 41 individuals volunteer their time for a total of 61.5 hours of service.  We also have a “bullpen” of 75+ volunteers who have been trained. There were 263 contacts with families (includes 16 pregnant moms which allowed for a “reading to the bump” lesson)  this year and we served 262 children. Distributed 454 books and also distributed basic needs items like children’s clothing, hygiene products, etc. The model makes a strong connection between building those pre-literacy skills and making cognitive connection through an activity connected to the book.

Young Parents Network (YPN) Ready to Read Challenges As this is a voluntary program, attendance was up and down.  The preschool teachers did allow families to “count” participation as part of their required classroom engagement hours. Staff turnover at the sites meant the constant need to educate about the benefits of the program. Funding. There is no true measurement of academic progress made in 0-5 UNTIL they get to school.  Parents were surveyed regarding their satisfaction with programming and potential behavior changes (ex. using the library, daily reading, etc.), but there is not yet a long term measurement of lasting impact.   

RED Ahead Successes More than 2,000 families reached each year Located in a place families are already going 528 ASQ screenings in FY16, 472 in first three quarters of FY17 Increased percentage of parents accept developmental referrals each year Staff attribute to parents coming to understand that a referral is not an indication of a disability Each year more than 90% of parents report understanding how their child’s brain is developing and intentionally reading and doing activities with them

RED Ahead Challenges Enrollment fluctuates since it is voluntary Families are encouraged to continue even if they leave WIC but do not Meetings can be rushed due to length of WIC visits and children are tired Had to institute a “must come in” rule, parents just wanted to stop by for the free book and not go through modeling of activities or talk about development

Reading into Success Successes Buy-in from multiple sectors— United Way, non-profits, Area Education Agency, four school districts, city council, businesses Committed committees working on each focus area Spreads the work Allows volunteers and organizations to focus on areas of most interest/concern for them New programs/projects One 2 Read – Copy of same book to every 2nd grader in metro area (2,500+) Take 10! – Summer reading program modeled after work of Dr. Richard Allington Kickoff to Kindergarten Promoting Vroom App Creating new partnerships Cedar Rapids Library partnering with non-profit summer programs United Way partnering with businesses and school districts Libraries partnering with schools

Reading into Success Challenges Missing some areas of the community Areas of the community not being served by many/any organizations Funding Entering second year of three year grant, looking at sustainability options Not the right fit for everyone Organizations may have mission/goals that align with RiS but ONLY want to focus on their project Organization want to do more but have limited resources (ie, time) Some organizations and individuals want a broader, narrower, or different focus

The Campaign for Grade Level Reading All America Cities Gathering Laurie Williamson United Ways and Partners Achieving Community-Wide School Readiness Progress Readiness Roundtable . Denver CO .Thursday . June 15 . 3pm Raleigh, Durham, Chapel Hill, Triangle area – rich in resources, urban and rural, capital, universities -   READINESS  United Ways and Partners Achieving Community-Wide School Readiness Progress  United Ways have a history of strong support in the early childhood and school readiness systems in many GLR communities. This session will explore the unique GLR leadership roles that United Ways play along with local partners in building systems and supports for vulnerable families with young children to get them ready for school.  Alicia Lara, United Way Worldwide, moderator; Laura Columbus, United Way of East Central Iowa; Cedar Rapids, Iowa; Scott McLeod, United Way of Salt Lake; Salt Lake (Clearfield, Kearns, Park City and South Salt Lake), Utah Laurie Williamson, United Way of the Greater Triangle; Wake County; N.C.  

United Way – history with Denver roots In 1887, in response to the city’s problems, religious leaders in Denver came together to plan the first united campaign on behalf of 10 welfare agencies.  This effort formed the Charity Organizations Society and was the first “United Way” organization, which planned and coordinated local services and conducted a single fund-raising campaign benefitting 22 agencies. The organization served as an agent to collect funds for local charities, as well coordinated relief services, counseled and referred clients to cooperating agencies, and made emergency assistance grants in cases which could not be referred.  That year, Denver raised $21,700 and created a movement that would spread throughout the country to become the United Way. More than 125 years later, United Way remains one of the most powerful ways for individuals and corporations to make an impact on local health, education, and social service needs. Good reminder – powers spirit for the people here....Charity org vs.settlement house movement foundation for two gen work – evolve from charity model to more community based work 

Changing Generations Community investment in two- generational partnerships supporting children and parents together with a focus on young children ages 0-8 Two years ago – volunteers shift in direction – 3 pillars ed/income/health/ ACES socieconomic deteriminents of health – lead to desire for more integrated approach and focus, Open process - switched over 80% of funding to support collaborative partnerships that worked with the whole familiy,24 – renewal 17 – encouraged application of collective impact principles– common agenda, continuous communication,mutually reinforcing activities, shared data, backbone support     Family at the center – groups adjusting services activities and funds amongst themselves to meet needs of families  -continue to support some basic needs programs that provide onramps to stability.

Triangle Regional Campaign for Grade Level Reading (CGLR) $700,000+ UWGT investment in collaborative partnerships over the past 2 years addressing early childhood and literacy success in 4 county region 3 years of regional collaborative meetings 1 year working in partnership with Triangle Community Foundation and North Carolina Early Childhood Foundation 2  convenings of 5 regional county CGLR communities 1 exploratory interest meeting with potential local funders  1 community event with joint workshop on CGLR 40,000 books to all communities $100,000 raised together for initial planning and support   TCF – leveraged contributed $600,000 over 3 years $150,000 per county NC – partnerships for children in every county – all part of our campaign communities leading the 0-5 work –100 counties 75 partnerships – leader in early ed WAKE Up and READ, Close the Gap  Creating a focused learning community tailored to the needs of the Greater Triangle area  Support provided for areas of:  Parent engagement  Shared messaging and community engagement plans  Consultation on Collective Impact – Leadership and Equity  By end of 2017 – 5 county community CSAPS filed in order to pull together unifying themes for shared regional awareness and fundraising effort with 3-5 year goals.   

Triangle Regional Campaign for Grade Level Reading (CGLR) Creating a focused learning community tailored to the needs of the Greater Triangle area with support in the following areas:     Parent engagement    Shared messaging and community engagement plans    Consultation on Collective Impact – Leadership and Equity    By end of 2017 – 5 county community CSAPS will be filed in order to pull together unifying themes for shared regional awareness and fundraising effort with 3-5 year plans.   Local foundation – regional effort and collaboration –Triangle area – rich in resources, urban and rural, capital, universities -  Importance of local Uws aligning with local funders – different because we have to fundraise – have to make the case for giving. wo-generational approach  Collaboration  Funding Alignment   Broader Learning Community  Resource-Sharing 

Triangle Campaign for Grade Level Reading What’s working? Key partnerships with critical stakeholders Two-generational approach  Deliberate collaboration Opportunity for innovation Broad sector engagement WAKE up and Read – community buy in, school system, partnership for children, libraries– wake smart start, marbles, multiple non-profits,cross-sector  engagement, Eaton corp – Warehouse space, volunteers plugging into activities – Our funds along with smart start paid for coordinator which has accelerated the work  Universal application for pre-K across headstarts, school programs and others, more screenings with Briggance catching challenges earlier, 2700 families enrolled in Text to K, Triple P – attention to social emotional needs of kids, parent workshops in schools and Marbles,transition to kindergarten events readiness events at libraries, coaches going into preschool classrooms,preshools in 9 or 10 schools. Title 1 or special needs Close the GAP – focus groups with parents to understand needs and what messaging works - text program for parents grade school

Triangle Campaign for Grade Level Reading What’s challenging? Silos between school systems and early childhood systems The challenge of creating simple messaging What’s Needed?  More funds and resources  More flexibility and adaptability Bureacracy of school system -  Funds – Generating revenue – have to have a product to sell Buy in: Bigger than the counties – need the collective Be clear about our value add Regional: Community education and buy in for regional work

Triangle Campaign for Grade Level Reading Key Take-Aways Dedicated backbone functions with clear roles and communication Strong relationships and trust Gathering, sharing and using data to inform the work Funding for flexibility and innovation Regional leverage

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