1. Gateways to Quality: Raising the Bar of Collective Impact Together September 26, 2013 | Dallas, TX

2. Thank You to Our Signature Sponsors:

3. Thank You to Our Platinum Sponsors:

4. Thank You to Our Gold Sponsor:

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7. Framework For Building Cradle to Career Civic Infrastructure

8. Theory of Action: Creating Cradle to Career Proof Points

9. Other emerging trends…

10. Trendiest thing of all:

11. Theory of Action: Creating Cradle to Career Proof Points

12. Six Core Outcome Areas Kindergarten Readiness Early Grade Reading Middle Grade Math High School Graduation College Enrollment Degree Completion 123456

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14. 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

15. The Rigor Opens Doors We Are Applying to Build Cradle to Career Civic Infrastructure To NEW Opportunities!

17. Theory of Action: Creating Cradle to Career Proof Points

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19. 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

20. 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?

21. 2012: Building the case for urgent action 500,000

22. 2012: Building the case for urgent action 25,000 Every Year

23. 2012: Building the Partnership Key Measurable Achievement Milestones Spaced Along the Continuum 20+

24. Measuring Achievement at Appropriate Intervals Along the Continuum

25. Where to focus our energy first?

26. 2013: Developing an infrastructure for impact

27. Grades 4-12 Council Early Childhood Council Higher Ed/ Workforce Council Data Council Human Capital Council Advocacy Council 2013: Organizing the Accountability Table

28. 3 rd Grade Reading Score Variance Increases as School Poverty Rate Increases Pct. Of Students Passing Pct. Free and Reduced lunch 55% Gap

29. 4 th Grade Math Score Variance Increases as School Poverty Rate Increases Pct. Of Students Passing Pct. Free and Reduced lunch 65% Gap

30. 8th Grade Science Score Variance Increases as School Poverty Rate Increases Pct. Of Students Passing Pct. Free and Reduced lunch 60% Gap

31. 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 Kindergart en Readiness 3 rd Grade Literacy Ready Schools: Literacy support Pre-K Access Impactful Opportunities Parent E&E Data FundingPolicyHealth Academic Support

32. 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

33. Studying outliers, at both ends, to learn and spread effective practices Pct. Of Students Passing 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.

34. Our initial action networks South Oak Cliff MolinaTotal Students4,5173,9098,426 Free & Reduced Lunch 95% ELL31%59%44% African American 68%5%39% Hispanic31%94%60% Students in these schools reflect the overall regional demographic

35. 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 Kindergart en Readiness 3 rd Grade Literacy Ready Schools: Literacy support Pre-K Access Impactful Opportunities Parent E&E Data FundingPolicyHealth Academic Support

36. Elements for productive district partnerships Frame the work from the positive Align projects w/ district priorities Build real relationships Focus the work on students

37. 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 12345 Planning Data Analysis Outcomes Balanced Literacy Data Collection Literacy data analysis with principals (Commit! facilitated) Principals then deliver on campus to teachers Implementing continuous improvement Continuous improvement approach to support balanced literacy

38. 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

39. 1. Computer Station 5. Student Desks 4. Leveled Classroom Library 3. Whole Group 2. Small Group Development of instructional modules

40. Consistent collection and review of data to drive differentiated instruction

41. Install Leveled Libraries at every campus

42. Partnership with TFA and other partners to support balanced literacy instruction

43. Using data to track implementation and outcomes

44. 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 Molina An average of 321 eligible 4-year olds do not enroll in district pre-K 584 Children Every Year South Oak Cliff An average of 263 eligible 4-year olds do not enroll in district pre-K

45. Partners involved in supporting our first early childhood network

46. Connect with us: #StriveC2C Commit2Dallas@Commit2Dallas