The document discusses using data to highlight equity and accountability in social programs. It introduces Results-Based Accountability (RBA) and Collective Impact (CI) frameworks. A case study of a Kindergarten School Readiness Assessment in Santa Clara County is presented. Key concepts in RBA like community results, indicators, and performance measures are defined. The importance of aligning community and program data is emphasized. Early results from applying RBA and CI principles to improve kindergarten readiness in the Alum Rock School District are shared, showing the positive impact of preschool, family engagement, quality programs, and collaboration.
Catalyst for Change: Cultivating Family EngagementJoseph Fratoni
We all know that family engagement is important in a child’s success, and that teacher effectiveness is enhanced by family support. Yet the amount spent on FE is shockingly low in relation to its importance.
This report explores not only the research on FE, but also the economics of family engagement and its effect on school budgets. I welcome you to review it and join the discussion.
Commuting Concerns & Transporting K-12 School Choice StudentsEdChoice
We combined the key findings from two of our 2020 research reports evaluating families' concerns with transporting their kids to school and which state transportation laws support (or lack support for) school choice students.
At the Jacksonville Public Education Fund's 2015 ONE by ONE Convention, Dr. Nikolai Vitti, Superintendent of Duval County Public Schools, presented an update on the progress of public education. The event took place on January 31, 2015.
2018 First 5 California Summit Presentation: Narrowing the Kindergarten Readi...appliedsurveyresearch
Representatives from ASR, First 5 Santa Clara, the Alum Rock Union Elementary School District, and SOMOS Mayfair, presented on a prenatal to third grade initiative launched in the Alum Rock neighborhood of East San Jose.
Catalyst for Change: Cultivating Family EngagementJoseph Fratoni
We all know that family engagement is important in a child’s success, and that teacher effectiveness is enhanced by family support. Yet the amount spent on FE is shockingly low in relation to its importance.
This report explores not only the research on FE, but also the economics of family engagement and its effect on school budgets. I welcome you to review it and join the discussion.
Commuting Concerns & Transporting K-12 School Choice StudentsEdChoice
We combined the key findings from two of our 2020 research reports evaluating families' concerns with transporting their kids to school and which state transportation laws support (or lack support for) school choice students.
At the Jacksonville Public Education Fund's 2015 ONE by ONE Convention, Dr. Nikolai Vitti, Superintendent of Duval County Public Schools, presented an update on the progress of public education. The event took place on January 31, 2015.
2018 First 5 California Summit Presentation: Narrowing the Kindergarten Readi...appliedsurveyresearch
Representatives from ASR, First 5 Santa Clara, the Alum Rock Union Elementary School District, and SOMOS Mayfair, presented on a prenatal to third grade initiative launched in the Alum Rock neighborhood of East San Jose.
Leveraging Back-to-School to Inform Parents about College- and Career-Ready S...Achieve, Inc.
As schools transition to higher, more rigorous standards, it is critical that parents are informed about what the transition means for their children, how tests (and homework) may look different, and what resources are available to help them be able to play an informed and supportive role in their students’ learning. On this webinar, leaders at the state and district levels shared concrete steps they took to leverage back-to-school to inform parents about the transition to College- and Career-Ready Standards. To ground the conversation in what parents are really saying about the standards and assessments, Michael Gilligan, Achieve’s Vice President for Strategic Initiatives, and Alex Bratty, a Partner with Public Opinion Strategies, a corporate and public affairs survey research firm, shared the latest research on what parents want to know about the transition to higher, more rigorous standards. Erin Hart and Christie Silverstein with Expect More Arizona’s Arizona Aims Higher Coalition then shared how this research propelled them to pivot from telling parents why the standards are important to informing parents about what is happening in classrooms and what they can do to help their students succeed. Throughout, speakers from the state- and district-levels shared best practices on how to engage parents and disseminate information and tangible resources that can be modified to share with parents. Related materials are at http://www.achieve.org/meetings-webinars
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
PowerPoint presentation of the 2016-2017 Annual Public Education Perceptions Poll. The poll of Duval County residents was released on January 31, 2017. For more information and complete results visit jaxpef.org.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Breaking Down the "Surveying the Military" ReportEdChoice
Our survey of military servicemembers, veterans and their spouses is the first of its kind and methodology to delve deeper this important population's thoughts on K–12 education in America. This new research aims to help policymakers and the public better understand military families' perspectives on school choice policies, the military profession and more. Click through to get the key findings, complete with critical data you should know.
To download the full report, visit www.edchoice.org/Military Survey.
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
Measuring the impact of parent engagement on student successDave Becker
Research presentation given at AHEPPP 2016 by CampusESP. CampusESP provides parent engagement services that help support student recruitment, student retention, and parent giving.
Leveraging Back-to-School to Inform Parents about College- and Career-Ready S...Achieve, Inc.
As schools transition to higher, more rigorous standards, it is critical that parents are informed about what the transition means for their children, how tests (and homework) may look different, and what resources are available to help them be able to play an informed and supportive role in their students’ learning. On this webinar, leaders at the state and district levels shared concrete steps they took to leverage back-to-school to inform parents about the transition to College- and Career-Ready Standards. To ground the conversation in what parents are really saying about the standards and assessments, Michael Gilligan, Achieve’s Vice President for Strategic Initiatives, and Alex Bratty, a Partner with Public Opinion Strategies, a corporate and public affairs survey research firm, shared the latest research on what parents want to know about the transition to higher, more rigorous standards. Erin Hart and Christie Silverstein with Expect More Arizona’s Arizona Aims Higher Coalition then shared how this research propelled them to pivot from telling parents why the standards are important to informing parents about what is happening in classrooms and what they can do to help their students succeed. Throughout, speakers from the state- and district-levels shared best practices on how to engage parents and disseminate information and tangible resources that can be modified to share with parents. Related materials are at http://www.achieve.org/meetings-webinars
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
PowerPoint presentation of the 2016-2017 Annual Public Education Perceptions Poll. The poll of Duval County residents was released on January 31, 2017. For more information and complete results visit jaxpef.org.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Breaking Down the "Surveying the Military" ReportEdChoice
Our survey of military servicemembers, veterans and their spouses is the first of its kind and methodology to delve deeper this important population's thoughts on K–12 education in America. This new research aims to help policymakers and the public better understand military families' perspectives on school choice policies, the military profession and more. Click through to get the key findings, complete with critical data you should know.
To download the full report, visit www.edchoice.org/Military Survey.
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
Measuring the impact of parent engagement on student successDave Becker
Research presentation given at AHEPPP 2016 by CampusESP. CampusESP provides parent engagement services that help support student recruitment, student retention, and parent giving.
Creating Schools That Are Successful In Teaching And Learningnoblex1
Nationwide, low-performing schools are high on the agenda of urban school reform leaders. The current focus reverses the neglect that has plagued these schools for years. Many of them are situated in distressed communities that show the results of years of disinvestment, communities where a growing concentration of poverty and its consequences has taken a social and economic toll. These issues spill over into the schools. These schools, nevertheless, must teach all children to high standards of achievement and mastery, with no excuses.
Most urban schools are vulnerable to society's preconceptions or biases regarding race and ethnicity, income, and class. But problems affecting academic achievement are just as likely to begin in the schools. Teachers' low expectations for student performance, whether out of misplaced sympathy, burn-out or frustration, are self-fulfilling prophecies. Low expectations produce a correspondingly low level of curriculum that is taught in an unengaging manner, that results in low levels of student achievement.
We believe that reciprocal accountability is critical to creating schools that are successful in teaching and learning.
Urban schools, and public education in general, have been undergoing fundamental review. Broad and accelerating changes in society are demanding higher standards of performance than ever before from the nation's public schools. In response, national, state and local leaders are developing academic standards for what children should know and be able to do at specific stages in their education. Almost every state has adopted or is in the final stages of adopting standards, and many states are aligning teacher certification, testing and accountability provisions to the standards. Within this context, school districts across the country have decided to intervene and take an active role in addressing low school performance. The educational interventions are long overdue and welcome, if done well. The high visibility, take-charge leadership of some urban superintendents has a broadly beneficial result of increasing public confidence in urban public education. It is important, however, to explore these interventions to see if they result in serious improvement in teaching and learning in schools. It would be unfortunate if the only results were slightly improved standardized test scores that provided a positive "spin" for political leaders.
As school districts across the country began aggressive interventions in low-performing schools, we decided to examine these interventions and, at the other end of the spectrum, initiatives that recognize school success. This report describes, analyzes and draws lessons and recommendations from the current interventions, which are primarily district-led.
Source: https://ebookschoice.com/creating-schools-that-are-successful-in-teaching-and-learning/
Families CAN Make A Difference
2014 Summer Institute – Equity in the Era of Common Core
Metropolitan Center for Research on Equity and the Transformation of Schools
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
The purpose of this session was to create a forum for open dialogue among attendees of the 2017 Alternative Accountability Policy Forum regarding challenges associated with authorizing schools serving majority opportunity youth. Authorizers from NY and DC illuminated approaches underway in their states, as moderator Leslie Talbot posed and probed for answers to audience questions. Key take-aways from this session are included.
The Fundamentals of Charter Authorization for Schools Serving Majority Opportunity Youth Populations:
Alki is participating in National PTA's School of Excellence for the 2019-2020 school year. This presentation will provide information about the framework of family/school partnerships. The School of Excellence timeline and National Standards are also included.
Educating the New Kids on the Block in our Country SchoolsRobert Mackey
The changing rural school student demographics cause them to have more in common with their urban counterparts; especially in the area of a growing number of students experiencing adverse social and economic conditions. This presentation shares a comparison of a rural school, the BOCES it is in, and three urban schools. There is also discussion on next steps for rural schools to take to ensure all kids learn at high levels.
An update on PUSD's Master Plan survey, presented at the October 8. 2015 Special Board Meeting by Associate Superintendent of School Support Services Mercy Santoro.
Similar to The Difference You Make: Using Data to Highlight Equity for All (20)
How to Split Bills in the Odoo 17 POS ModuleCeline George
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The Difference You Make: Using Data to Highlight Equity for All
1. The Difference You Make:
Using Data to Highlight Equity for All
Susan Brutschy | susan@appliedsurveyresearch.org
Lisa Colvig-Niclai | lisa@appliedsurveyresearch.org
March 9, 2018
2. - ASR's Approach to Accountability, Equity, and Outcomes
- Results-Based Accountability (RBA) and Collective Impact (CI)
- Kindergarten School Readiness Assessment (KSRA) Case Study
- How You Can Tell Your Story
- Closing
2
Agenda
3. Action Agenda:
If we work
together
through the
Vision Council…
To implement the
Children’s Agenda
and achieve
community results…
We will bring about
lasting and
equitable
Community
Impact.
3
Turning the Curve on the Children’s Agenda
4. 4
The Major Components of RBA
- The importance of a common language
- Determining the ends and working back towards the means
- What are the quality of life conditions we want to achieve for
children, adults and families in our community and in our
programs?
- Community/ population change
- Focus on equity
- Effect versus contribution
- Choosing indicators
- Turning the curve
- Aligning programs and communities
5. 5
A Key Distinction in RBA
- WHOLE POPULATION:
e.g., all people in a county,
community, or age group
- PROGRAM POPULATION:
the particular sub-set of a whole
population served by a program or
service system
6. 6
3 Key Concepts & Their Labels
» COMMUNITY
RESULT
» INDICATOR
» PERFORMANCE
MEASURE
Conditions of well-being for whole
populations: e.g., all children, older adults,
community
Measures to quantify progress toward a
community result
Measures of how well a program, agency, or
service system is working
7. 7
Linking Community and Program Data
ALIGNMENT
OF RESULTS
County-wide
Leadership
is Expanding
Number of children
in the program
Attendance rates
equal across groups
ENTER KINDERGARTEN READY
PERFORMANCE MEASUREMENT
Kindergarten Transition Program
COMMUNITY RESULT
Children are ready for school
8. 8
Collective Impact
- Funders select individual grantees that offer
the most promising solutions.
- Nonprofits work separately and compete to
produce the greatest independent impact.
- Evaluation attempts to isolate a particular
organization's impact.
- Large scale change is assumed to depend on
scaling a single organization.
- Corporate and government sectors are often
disconnected from the efforts of foundations
and nonprofits.
- Funders and implementers understand that
social problems, and their solutions, arise
from the interaction of many organizations
within a larger system.
- Progress depends on working toward the
same goal and measuring the same things.
- Large scale impact depends on increasing
cross-sector alignment and learning among
many organizations.
- Corporate and government sectors are
essential partners.
- Organizations actively coordinate their
action and share lessons learned.
Isolated Impact Collective Impact
9. - Common Agenda/Vision
(work together to move shared outcomes)
- Shared Measurement
(Agreeing to track progress in the same way and to use this
information to improve collective efforts)
- Mutually Reinforcing Activities
(Activities should be what stakeholders already do,
NOT in addition to what they do)
- Strong Backbone
(Guide vision, support aligned activities, establish shared
measurement practices, build public will, advance policy,
mobilize funding)
- Continuous Communication
(Consistent and open communications is needed across many
players to build trust, assure mutual objectives, and
appreciate common motivation)
?
?
?
?
?
9
Collective Impact & Collaborative Function
How do you or your
organization relate?
Elements of Collective Impact
11. 11
RBA Example
Source: Kindergarten Observation Form, 2008, 2012, Santa Clara County.
COMMUNITY
RESULT:
Every child successful in
learning
INDICATOR:
Kindergarten readiness
STORY BEHIND THE
TREND:
Parents are not sure about
their role in preparing
their child for
kindergarten; disparities
are evident
2.85
3.19
2.80 2.82 2.81
3.12
3.48
3.05
3.23
2.88
3.32
3.58
3.23
3.33 3.27
1.00
2.00
3.00
4.00
Overall Self-Care &
Motor Skills
Self-Regulation Social
Expression
Kindergarten
Academics
Cesar Chavez, 2012 SCC-Low income, 2008 SCC, 2008
COMPARING READINESS LEVELS:
Cesar Chavez Elementary Students,
County-wide, and County-wide Low Income
12. 81%
63%
59% 57%
52%
44%
40%
33%
Los Gatos Evergreen Milpitas Countywide San Jose
Unified
Oak Grove Franklin
McKinley
Alum Rock
Case Study: Alum Rock
PERCENT OF 3RD GRADE STUDENTS MEETING OR EXCEEDING
STANDARDS FOR ENGLISH LANGUAGE ARTS, 2016
12
13. Our Goals With the Pre-3rd Initiative
COLLABORATION
PRESCHOOL
QUALITY
SERVICES
FAMILY
ENGAGEMENT
KINDERGARTEN
READINESS
THIRD GRADE
READING
BY 2020, WE WANT TO BE ABLE TO
DEMONSTRATE:
Providers came together and built the necessary policies and
procedures to connect children and families to needed services
More children are enrolled in preschool
More preschools of higher quality
More children and families are connected to critical services for
early learning, health and social wellbeing
More children are ready for kindergarten
More children are reading at grade level by third grade
13
14. Aligned Systems
Third Grade
Proficiency
The Alum Rock Pre-3rd Model
Prenatal
Health
and
Healthy
Birth
Quality
Early
Learning
• QRIS
• PD
• Coaching
Family Resource
Centers
• Strengthening
families
• Social
connections
• Parent Academy
• Parent leadership
• Triple P
• Abriendo Puertas
• 10 Steps /
Healthier You
• 24 hr Dad
• BabyCare
• Library svcs
Early
Literacy
•SEEDS for
parents
•SEEDS for
Family
child care
homes
Mental /
Behavioral
Health
• 4 P’s Plus:
maternal
mental health
screening/
referral
• Home visiting
Physical
Health
Screenings
Developmental
Screenings
Primary Health
Care
Orange: Birth to 5 system
Blue: Pre-K to 3rd system
Universal
Preschool, TK
Mental Health
Consultation
for children in
child care
School
Attendance
Student / Family
Supports
Assessments
• School
readiness
• Learning
needs
• Academic
bench-
marks
Kinder
Readiness
Quality K-3
Teaching
• Instructional
practices
• Curriculum
• ELLs, special
needs
14
15. Early Wins: Our Activities
SPRING 2016:
• With the help of Optimal Solutions Consulting, created Early Learning
Strategic Plan for the district
• Obtained resources to build 92 more preschool slots
SUMMER 2016:
• Hired Director of Early Learning at ARUSD to oversee integration
• Created centralized eligibility process to fill subsidized spaces
FALL 2016:
• Opened Family Resource Center at Caesar Chavez Elem. School
• Created brochure of services to help with cross referral
• Obtained data sharing agreements and enrollment data from
preschools
• Conducted baseline kindergarten readiness assessment
15
16. Clients Served by First 5 in Alum Rock
686
48 65 41 114
350
35
64
916
299
72 71
772
155
235
89
1085
254
109 106
702
169
364
109
2014 2015 2016
Source: FIRST 5 and Partner Databases 2016.
16
17. Clients Served by Partners in Alum Rock
907
717
37 98
Head Start Kidango Grail (Opened Sep. 2016) SOMOS Bridge to Kinder
Summer Pre-K
Partner Preschool/Summer Pre-K Participants 2016
Source: ECE Partner Databases 2016.
17
18. One quarter of children are fully ready for kindergarten across the
Self-Regulation, Social Expression and Kinder Academics domains,
but almost half are not ready.
41%
33%
26%
Not Ready Partially Ready Fully Ready
18
Kindergarten Readiness in Alum Rock
Mean score < 3.25 on
all 3 domains
Mean score ≥ 3.25 on
1-2 domains
Mean score ≥ 3.25 on
all 3 domains
Source: Kindergarten Observation Form, Applied Survey Research, 2016 N=491.
19. Predictors of Readiness in Alum Rock
READING
AT HOME
GENDER
FORMAL
ECE
CHILD
WELL-
BEING
AGE
SES
SCHOOL
READINES
S
Source: Kindergarten Observation Form, Applied Survey Research.
19
20. Percent Ready by Predictor
9%
28%
13%
28%
11%
33%
Tired Not Tired Read less
than 3x/wk
Read 3x/wk
or more
No Formal
ECE
Formal ECE
HEALTH &
WELL-
BEING
READING
AT HOME
FORMAL
ECE
(Prescho
ol, FCCH,
TK)OVERALL
SAMPLE:
26% READY
Source: Kindergarten Observation Form/Parent Information Form/Child Care Provider Databases; N=337-490.
20
21. Early Wins: Preschool Matters!
-Children attending a F5-supported preschool (including Kidango and HS) had higher
readiness than children without preschool
Source: Kindergarten Observation Form, Parent Information Form, Partner databases 2016; N=193-207. Analyses adjusted for gender,
special needs, English Learner, age, family SES, and race/ethnicity. **Statistically significant, p<.01; *Statistically significant, p<.05.
8%
32%
30%
15%
23%
58%
49%
32%
ALL Building Blocks** Self-Regulation** Social Expression* K Academics**
No Preschool
F5 Preschool
21
22. Early Wins: Family Engagement Matters!
-Highly engaged families were more likely to receive readiness information (e.g., what
skills children need to be ready for school and how ready their child was for school)
-Their children also had significantly higher readiness scores, controlling for child and
family demographics
3.00
3.09
2.86
2.97
3.16 3.15
3.07
3.17
Overall* Self-Regulation Social Expression* K Academics*
Less engaged
More engaged
Source: Kindergarten Observation Form, Parent Information Form 2016. Note: N=275-294. Analyses adjusted for gender, special needs, English
Learner, age, family SES, race/ethnicity, child well-being. *Difference statistically significant, p<.05.
22
23. Early Wins: Quality Matters!
Source: Kindergarten Observation Form/Parent Information Form; Child Care Provider Databases/F5 Santa Clara QRIS Rating Data; Note:
N=58-61. Analyses adjusted for gender, special needs, English Learner, age, family SES, race/ethnicity, child well-being, and family reading
frequency. *Statistically significant, p<.05.
-Kindergartners who graduated from more highly rated QRIS sites had higher
readiness scores
2.92
3.04
2.65
2.91
3.18
3.30
3.06 3.09
Overall* Self-Regulation Social Expression* K Academics
Tier 2-3
Tier 4-5
23
24. Early Wins: FIRST 5 Matters!
FIRST 5 participants were more likely to:
» Receive a developmental screening
» Access community-based enrichment opportunities for children
» Say they know where to go for food or housing support
» Say they are able to soothe child when upset
32%
52%
76%
80%
66%
72%
88%
93%
Rec'd dev. Screen Visited library Know where to go for
food/housing support
Able to soothe child
No FIRST 5
FIRST 5
Source: Parent Information Form/F5 Santa Clara Service Data; N=349-356.
24
25. Early Wins: Summer Pre-K Matters!
-Among children at Cesar Chavez, Russo/McEntee, and San Antonio,
readiness levels of SOMOS Summer Bridge participants were significantly
higher in Kindergarten Academics
Source: Kindergarten Observation Form, Parent Information Form 2016; N=128-139; Statistically significant differences are indicated as
follows: * p<.05; ** p<.01; *** p<.001.
3.13 3.16
2.96
3.14
2.89
3.03
2.84 2.86
Overall Self-Regulation Social Expression K Academics*
Bridge to K
No Bridge to K
25
26. Alum Rock: What We Learned
26
Turning the curve on kindergarten readiness and third
grade reading requires discipline:
» Keep meeting with partners; regularly scheduled meetings are key, with
partner updates, meeting recaps of action items and assignments
» Filter out pressing issues from longer term parking lot issues; easy to get
pulled off track
» Review data every 6 months to make decisions and keep partners energized!
» Look for areas of success as well as areas where partners can do better
27. 27
Vision Council- Community Results
Alignment
of Results
THEORY OF CHANGE
An equitable, united, and safe county where all youth are engaged in family, school and community,
and have a sense of safety and wellbeing, feel they have a voice and are empowered to use it, and
are able to access opportunities for successful transition into adulthood.
PERFORMANCE MEASUREMENT
How much? How well?
Is anyone better off?
- 4 Goals
- Collaborative Functioning
28. Community
Involvement of the right
people at the right time
28
Effective
Leadership
Focus on
Results
Sustainability
Community
Capacity
Results
Driven by the question:
What does it take to be
equitable?
Leadership
Practicing
transformational
leadership
Sustainability
Building a movement
for the long haul
Collective Impact & Collaborative Function
29. 29
THEORY OF CHANGE
COLLABORATIVE
FUNCTIONING RESULT
County-wide Leadership
is Expanding
PERFORMANCE MEASUREMENT
Leadership
Programs reporting
enhanced leadership
opportunities
Leaders are following
principles:
- Driven by results-based leadership
- Equity is core
Leadership within programs is expanding:
- Champions
- Adopted Children’s Agenda
Effective
Leadership Focus on
Results
Sustainability
Community
Capacity
Collaborative Functioning –
Leadership for Change
30. 30
THEORY OF CHANGE
COLLABORATIVE
FUNCTIONING RESULT
Community-wide Focus
on Results
and Action
PERFORMANCE MEASUREMENT
Focus on Results
Programs know
connection to result:
- Creation/adoption of plan
- Narrowing strategies for each
sub-group
Standardized way
of linking
contributions:
Measure equity results
Programs demonstrate how they have
contributed to results
- Accountability is established
- Focus on equity
Effective
Leadership
Focus on
Results
Sustainability
Community
Capacity
Collaborative Functioning –
Focus on Equity and Results
31. 31
THEORY OF CHANGE
COLLABORATIVE
FUNCTIONING RESULT
County-wide
Capacity of
Stakeholders is
Increasing
PERFORMANCE MEASUREMENT
Increased Community Capacity
Increased
skills
-Using common
language and
standard measures
- Partnerships
Program capacity to contribute to
Vision Council is increased
Effective
Leadership
Focus on
Results
SustainabilityCommunity
Capacity
Collaborative Functioning –
Community Capacity
32. 32
Vision Council Collaborative Functioning –
Sustainability
Effective
Leadership
Focus on
Results
Sustainability
Community
Capacity
THEORY OF CHANGE
COLLABORATIVE
FUNCTIONING RESULT
County-wide
Resources/Sustainability
Plan Exists (including
contributions)
PERFORMANCE MEASUREMENT
Resources / Sustainability
Contributions
Most effective
utilization of
contributions
Have resources required to sustain plan
33. 33
Know:
-What you contribute
-What role you play
-Who is and isn’t faring well
Collective Impact & Collaborative Function
Redux
Community
Involvement of the
right people at the
right time
Effective
Leadership
Focus on
Results
Sustainability
Community
Capacity
Results
Driven by the question:
What does it take to be
equitable?
Leadership
Practicing
transformational
leadership
Sustainability
Building a movement
for the long haul
35. 35
Closing
- Accountability
- Tell the story of your contribution
- Emphasize turning the curve on equity
- Leverage your assets
- Customize your messaging
Participation
Engage
Relationships
Trust
Visions in common
Connect
Seek each other out for support
Shared interests
Think as Community
Self-led groups
Alignment of intentions
Strengthen Community
Grow
Sustain
Value connections
Act together
Community Results
Wellbeing
Economic Activity
Flexibility to Adapt
Participation
Engage
Relationships
Trust
Visions in common
Connect
Seek each other out for support
Shared interests
Think as Community
Self-led groups
Alignment of intentions
Strengthen Community
Grow
Sustain
Value connections
Act together
Community Results
Wellbeing
Economic Activity
Flexibility to Adapt
Here is where we are starting from.
On the new tests of achievement, we can see that in 2014/15, only 28% of our students met or exceeded third grade standards for reading.
By 2015/16, we increased that to 33%. That’s great progress, in just ONE YEAR!
But, we have our work cut out for us; still 2/3 of our third graders are not reading at grade level. Why, we ask ourselves?
We have to change that. We will. We are.
That’s what today is all about.
We felt we had an opportunity to really make a difference…
Together with our partners at First 5, County Office of Education, Head Start, Kidango, SOMOS Mayfair, and Grail Family Services, we have a set of ambitious goals.
By 2020, we want to see that we have
Increased collaboration…building the necessary cross-agency policies and procedures to connect children/ families to resources
Increased enrollment in preschool
Increased the quality of preschool
Increased access to services
Increased family engagement in the early education of their child, both formal and informal
Increased kindergarten readiness
Increased third grade reading proficiency
In order to meet these goals, we knew we had to build a system of care.
There is so much in this district but we worry IT IS NOT CONNECTED.
For instance, (give example)
So, this model shows the pathways toward kindergarten readiness and third grade reading in Alum Rock, and the incredible array of services available
Physical health
Primary health care services
Health screenings for vision, dental
Developmental screenings
Mental health and support
4P’s plus, screening for maternal depression
Home visiting services
Family resource centers, at Grail and now at Caesar Chavez elementary school.
Early childhood education supports:
Family child providers are getting trained on SEEDS
Both FCCHs and centers are getting support for quality improvements and QRIS
We also offer mental health consultation for children in child care settings …
Greater access to care (preschool and TK)
Dr. Bauer: once children get into school, we are working on
assessing and differentiating instruction,
increasing attendance,
Increasing quality of instruction
Spring 2017:
Created Action Plan with the help of Optimal Solutions Consulting
Obtained resources to build 92 more preschool slots
Summer 2016:
Hired Director of Early Learning at ARUSD to oversee integration
Created centralized eligibility process to fill subsidized spaces
Fall 2016:
Opened Family Resource Center at Caesar Chavez Elem. School
Created brochure of services to help with cross referral
Obtained data sharing agreements and enrollment data from preschools
Conducted baseline kindergarten readiness assessment
ALL SVC IN ALUM ROCK. Participants could have received more than one service
The bubbles show unduplicated clients over the three-year period. These are only clients in alum rock ZIP Codes
Note: we did not have child identifiers for healthier kids foundation and kids connection network data
Not shown: Healthier Kids Fdn Physical Health Screenings (9/2014-12/2016):10666 SCREENINGS—NO CHILD DATA
Kids connection network services include developmental services (66), home visitation (165), therapeutic services (388)
Arts Enrichment provides participants a developmentally appropriate environment to learn, play, and socialize together through the use of art, literacy, and school readiness activities. Activities are designed for children, ages 0 to 5, and their parents and caregivers.
Abriendo Puertas is a nationally recognized evidence-based parent leadership and advocacy training program. It was developed for low income, primarily Spanish speaking families with children age 0-5 and was designed in partnership with Latino parents. Key outcomes of the program include increased knowledge in how parents can be more involved and communicate with teachers, increased confidence and knowledge of positive parenting and importance of early literacy, and increased knowledge and access to available health services. - Abriendo Puertas is a 10 session curriculum, can be provided 1-2 times a week, approx. 2 hours each session.
SEEDS provides parents/caregivers with effective tools and strategies to interact with their children to promote oral language, social, emotional, language, and literacy development. By participating in the five workshop sessions, parents learn the five key SEEDS that support emergent literacy. This is a 5 session curriculum for the parents of children from birth to Kindergarten.
Triple P is a parenting program intended for the prevention of social, emotional and behavioral problems in childhood, the prevention of child maltreatment, and the strengthening of parenting and parental confidence. It draws on social learning, cognitive-behavioral and developmental theory, as well as research into risk and protective factors associated with the development of social and behavioral problems in children. Triple P Level 2 is a workshop series that consists of 3 sessions, approximately 90 minutes each session.
Workshops could include gardening, cooking, health, or other topics.
Just 26% are ready at entry to kindergarten. 41% were not ready.
Recall our earlier slide that just 33% are reading at grade level by third grade. 26% ready at entry, 33% on target by 3rd grade… You see the disparity starts early.
N=491
Each of these has an independent effect on readiness--Size reflects relative impact on readiness controlling for the other factors
Quality ECE: having attended a pre-K program (Head Start, other center-based program, family child care home or transitional kindergarten program) was related to higher levels of readiness.
Health & Well-being: children whose teachers they come to school tired on at least some days were less ready than those who do not
Age: older children are more ready
Gender: girls were more ready than boys
Reading: Children whose parents read to them were frequently were more likely to ready
SES: children whose mothers had more than a high school education were more likely to ready
Technical details
Multivariate linear regression performed
Controlling for
School effects
Model
Overall accounted for 29% of variance (R2 = .289)
Variables tested but found to be not significant
Race/Ethnicity
ELL Status
Special Needs Status
Pre-K Prep Activities
Attendance Concerns
Other family activities like singing, doing chores, playing sports
Other health and well-being items (sick, hungry)
Screen Time
Low Birthweight
Household/Domestic Concerns
Job/Housing Instability
Access to Health Care
External Parent Support (someone to talk to)
----------------------------------------------------------
Notes:
Values are percentage of children in that group (i.e., females) who are ready, controlling for other signficant child/family factors.
These variables are grouped by factors that are more malleable:
Tired: the other well-being items – sick and hungry – did not hang together with tired as a single construct and when separately entered into the model, were not significant. Teachers rated how often child was tired. Those who were tired on at least some days were considered "tired" here
Reading: parent asked how many days per week they read with their child.
Quality ECE: Includes family child care, licensed preschool, and TK. This was asked of both teachers and parents preference was given to parent responses, then additional teacher responses incorporated if parent did not respond to the question or if there was no parent survey. No significant differences between preschool and TK – did not want to show percentages in order to avoid misinterpretation.
N is lowered when you control for the other factors below and only count kids with valid ‘ready’ ‘not ready’ score:
Analysis only includes these children with qris rating, and controls for gender, special needs, English learner, age, income, race/ethnicity, child well-being, and family reading frequency
35 points were possible and were based on performance in Child Observation (DRDP); Dev./Health Screening; Lead Teacher qualifications; CLASS; Ratios; Environmental rating scale; Director qualifications
Able to soothe “often” or “almost always”; controls for gender, special needs, English learner, age, maternal education, race/ethnicity, preschool, but F5 participants were similar on a range of child/family characteristics to nonparticipants so controlling doesn’t change results much
N is reduced a bit when you control for these variables; otherwise would be 379-390
Participation
Engage
Relationships
Trust
Visions in common
Connect
Seek each other out for support
Shared interests
Think as Community
Self-led groups
Alignment of intentions
Strengthen Community
Grow
Sustain
Value connections
Act together
Community Results
Wellbeing
Economic Activity
Flexibility to Adapt
Participation
Engage
Relationships
Trust
Visions in common
Connect
Seek each other out for support
Shared interests
Think as Community
Self-led groups
Alignment of intentions
Strengthen Community
Grow
Sustain
Value connections
Act together
Community Results
Wellbeing
Economic Activity
Flexibility to Adapt
Participation
Engage
Relationships
Trust
Visions in common
Connect
Seek each other out for support
Shared interests
Think as Community
Self-led groups
Alignment of intentions
Strengthen Community
Grow
Sustain
Value connections
Act together
Community Results
Wellbeing
Economic Activity
Flexibility to Adapt
