1. School Readiness
United Ways and Partners Achieving Community-Wide School Readiness Progress
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4. Kindergarten Readiness at Scale Systems Approach
Scott McLeod
VP of Collective Impact Partnerships
United Way of Salt Lake

5. 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

11. 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 ( )
8 ( )
Number of children included in first payout to investors
109
Payout Amount: $267,478.20
112
Payout Amount: $290, (to be paid by state)
Number of children receiving special education services in first grade
5 ( )
Number of children included in second payout to investors
101 (evaluator unable to find 4 children from risk group)
Payout Amount: $250,141.65

13. 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

14. 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.

15. 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

16. 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

17. 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!

18. Reading into Success
Cedar Rapids, IA

19. 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.

20. 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.   

21. 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

22. 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

23. 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

24. 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

25. 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 pm
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.

26. 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 

27. 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.

28. 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.   

29. 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 

30. 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

31. 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

32. 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

33. Takeaway
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