The budd center: involving communities in education, Academic Year 2012-2013

thefutureofeducation

Community, nonprofit and school data for the school zone

advisory board The Reverend Dorothy Budd Church of the Incarnation Serena Simmons Connelly Simmons Family Foundation Lynn Romejko Jacobs, Ph.D. Annette Caldwell Simmons School of Education and Human Development Daryl Kirkham First Private Bank Rabbi David Stern Temple Emanu-El Martha Stowe Vickery Meadow Youth Development Foundation Brice Tarzwell Bracewell and Giuliani, LLP Philip Wise Cienda Partners

Ex Officio Members David J. Chard, Ph.D. Annette Caldwell Simmons School of Education and Human Development Yolette Garcia Annette Caldwell Simmons School of Education and Human Development Paul Yovanoff, Ph.D. Annette Caldwell Simmons School of Education and Human Development Regina Nippert Annette Caldwell Simmons School of Education and Human Development The Budd Center: Involving Communities in Education

The Budd Center: Involving Communities in Education believes that zip code should not determine a child’s destiny, that high-quality education is still a viable proposition and that schools, nonprofits and universities can be powerful forces in transforming education.

tableofcontents About the Budd Center

4

West dallas

5

Community demographics

6

The school zone

10

Case management

12

School demographics & Ratings

13

The school zone partners

16

School support plans

20

Definitions: Academic excellence indicator system

34

Collective Impact overview: AY2013-14

35

We are pleased to share this first data report with you. For us, it represents an ending and a beginning. It is the end of a journey that began in 2010 with a small team of intrepid dreamers who envisioned a West Dallas where every child graduates from high school prepared for college and career. It marks the beginning of our journey toward 2020, when that vision becomes reality. We will report back annually on the progress we are making together and our lessons learned. This report tells the story of partnership in The School Zone. It examines the poverty our students face and its impact on their lives. It details carefully targeted interventions designed to connect schools and students with community resources that address specific needs. It lays out an achievable growth plan for every school and identifies gaps in community resources. Most of all, this book represents the hope we all have, that together we can do the very best thing for our children and that as we learn lessons in West Dallas, we can share them with other schools and communities. Thank you for reading it and sharing our story with others.

abouttheBuddCenter The Budd Center: Involving Communities in Education (Budd Center) within SMU’s Annette Caldwell Simmons School of Education and Human Development has a twofold mission:  To close the education gap in targeted low-income communities by providing academic interventions in schools, coordinating and targeting social service resources and employing data-driven strategies to support students’ academic success; and  To engage SMU faculty and students in transformative leadership and learning experiences in the communities it serves. With rigorous research, exemplary professional development and collaboration as hallmarks of the Annette Caldwell Simmons School of Education and Human Development, the Budd Center’s work remains focused on leveraging evidence-based research, providing educators and school administrators with access to professional development, and engaging in interdisciplinary partnerships that cultivate shared learning experiences between low-income, urban communities and SMU. In 2005, the Budd Center (formerly Dallas Faith Communities Coalition, the Center on Communities and Education) created The School Zone (TSZ), a re-imagined model for nonprofit support and engagement with schools to increase the likelihood that students will graduate from high school ready for college and career, despite the challenges that come with persistent poverty.

west dallas The Budd Center has focused its work in West Dallas, where a range of social service agencies provide resources to residents. Many nurture children’s developmental skills or provide academic support. Others meet basic human needs in the form of housing, medical care and food, and assist adults with literacy, job and parenting skills. To truly transform lives, however, real and lasting change must happen through education. Recognizing the need for nonprofits and schools to collaborate and focus on a shared goal of increasing academic outcomes, the Budd Center created The School Zone. This integrated network of 20 agencies, a charter school and two private/parochial schools, 13 public schools, Dallas Independent School District (Dallas ISD) and two universities provides a safety net for students in poverty and keeps them on the path to college and career readiness. Before the Budd Center’s involvement, there was little coordination or communication among the many agencies in West Dallas. Today, The School Zone’s network of agencies meets every six weeks with West Dallas principals and Dallas ISD management to review student data, assess strategies for improving student performance and explore ways to increase program effectiveness. More than 2,000 of the 7,886 students in the Pinkston feeder pattern are already involved in programs, and by 2017, more than 5,000 students will benefit from The School Zone.

4

westdallas

The Dallas-Fort Worth Metroplex, with 4.5 million residents and 26 school districts, is among the most economically stratified communities in America. Interspersed throughout profitable commerce centers are large pockets of poverty and communities in distress. One of the most challenged areas is West Dallas, an 11.5 square mile community bounded by downtown to the east, I-30 to the south, Loop 12 to the west and the Trinity River to the north. For the purposes of this report, the West Dallas community is defined by the census tracts that feed into Thomas Edison Middle Learning Center (predominately zip code 75212). Despite persistent poverty, significant levels of community distress and poor student performance in the upper grades, West Dallas has many strong attributes. Included are well established Hispanic and African American neighborhoods with deep attachments to one another and the area, extensive investment in public infrastructure, and wide ranging nonprofit resources that, with coordination, have the capacity to produce durable results in the areas of school improvement, family strengthening and community transformation. A comparison of West Dallas, Dallas and Houston reveals unique cultural and economic issues:  West Dallas is younger;  West Dallas has a larger Hispanic population (70%) vs. Dallas and Houston (42%, 44%);  West Dallas Hispanic families speak Spanish at home in greater numbers (64%) compared to Hispanic families in Dallas (37%);  Of the 7,886 students in the L.G. Pinkston feeder pattern, approximately 250 are homeless (roughly 10% of Dallas ISD’s homeless student population); and  West Dallas students are slightly less transient than comparable students in other Dallas ISD settings across the city. 2007-2011 Census and ACS data

5

demographics West dallas dallas

6

total population

31,837

1.2MM

age 19 and under

39%

29%

hispanic/ african american

70/26%

42/25%

per capita income

$10,853

$27,251

families with children in poverty

37.1%

28.9%

residents 25+ who never completed HS

53.3%

26.7%

residents with a bachelor’s degree

5.7%

18.5% 2010 Census Data. 2007-11 ACS Estimates

households West dallas dallas Average household size

Average household income

3.61

2.57

$37,037 $69,557

Households receiving food stamps

23.4%

11.2%

Households with children under 18

45.5%

29.5%

Single parent households

19.5%

21.8%

Median home value

$74,075 $129,600

Owner/renter occupied

54/46% 44/56%

Household rent is 35%+ of income

47%

40%

2010 Census Data. 2007-11 ACS Estimates A household consists of all the people who occupy a housing unit (us census bureau)

7

Families&finances

$22,113 2010 poverty threshold for a family of four Families with children below the poverty line

8

Single mother Families with children below the poverty line

West Dallas

37%

West Dallas

53%

Dallas

29%

Dallas

47%

Houston

27%

Houston

45%

Texas

20%

Texas

41%

2010 Census Data. 2007-11 ACS Estimates A family is a group of two people or more related by birth, marriage, or adoption and residing together (us census bureau)

Education&employment EDUCATIONAL ATTAINMENT West Dallas is an area of low educational attainment. More than half of the population, approximately 53%, do not have a high school diploma or its equivalent, which is almost double the Dallas average of 27%. The percentage of West Dallas residents with college degrees is significantly less than the other areas.

Educational attainment

60% 50% 40% 30% 20% 10% 0%

No High School Diploma West Dallas

Bachelor's degree Dallas

Houston

Texas

EMPLOYMENT by education People with higher educational attainment are more likely to be employed. In West Dallas, only 60% of people without high school diplomas were employed, while 86% of those with college degrees were employed.

60%

No High School Diploma

60%

High School Diploma or GED

66%

Some College or Associate’s Degree

18-19 year olds enrolled in school

West dallas Unemployment

47.1%

13.8%

20-24 year olds enrolled in school

texas Unemployment

20.6%

7.3%

86%

Bachelor’s Degree Or Higher

2010 Census Data. 2007-11 ACS Estimates

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Theschoolzone(tsz) Comprised of 20 nonprofits, 13 schools in the Pinkston feeder pattern, a charter school and two private/parochial schools, Dallas ISD and SMU, The School Zone’s goal is to ensure that children of all ages in West Dallas have access to high quality learning opportunities, from birth to college. TSZ features a powerful and effective multi-partner system tailored to lowperforming and high-need students from economically disadvantaged families. The system uses student specific performance data to:  inform the actions of parents who are catalysts for student achievement; and  integrate school and nonprofit resources to remove impediments to student achievement. In 2010, TSZ began a study of the relationship between unmet student/family needs and student performance. We identified four variables present in West Dallas that, if applied together and informed by student performance data, could significantly narrow the opportunity gap and achievement gap. If we:  involve parents in their children’s development at all ages;  provide high-quality early childhood education for every child;  support teaching and learning; and  provide families with a safety net of essential resources through a coordinated and highly-targeted social sector that is informed by integrated school and family-level data; then even the most at-risk students will be more likely to remain on grade level and graduate from high school college and career ready.

The school zone’s networks Based on the four identified variables, TSZ partners have been assembled into networks. Facilitator led and informed by data and best practices, The School Zone’s networks spearhead initiatives designed to identify gaps, extend reach and improve program quality. The diagram to the right is a sample of the process networks use before launching new initiatives. Each network is comprised of TSZ school principals and nonprofit executive directors. The four networks are: Parent Engagement, Early Childhood Intervention, Support for Teaching and Learning, and Community Resources.

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Identify Problem Design most impactful, complimentary program

Identify goals, target population and outcomes

Network Process Assess internal capacity

Find existing best practices Research existing programs in community

tszpartners Nonprofit partners, by network Parent engagement ARK, AVANCE Dallas, Catholic Charities, VMLC, Wesley-Rankin Community Center Services Include: parent education, ESL for adults, parent-teacher-child engagement

Early Childhood Intervention (0-8) AVANCE Dallas, Catholic Charities, Educational First Steps, VMLC, Wesley-Rankin Community Center Services Include: high-quality child development programs, Pre-K and kindergarten

Support for teaching and learning ARK, Dallas Afterschool Network, Education is Freedom, Mercy Street, Rainbow Days, Readers 2 Leaders, Salesmanship Club for Youth & Family Centers, TRM, Voice of Hope Ministries, Wesley-Rankin Community Center, West Dallas Community Centers Services Include: therapeutic services, reading intervention, parent-teacher-child engagement, college financial aid education, afterschool and arts programs, mentoring

Community resources Brother Bill’s Helping Hand, Builders of Hope, Dallas Area Habitat for Humanity, Serve West Dallas/SOAR , Watermark Community Church Services Include: food assistance, housing and home ownership, job training

School partners Dallas isd pinkston feeder pattern Elementary Schools: Arcadia Park Elementary School, Gabe P. Allen Charter School, C.F. Carr Elementary School, George W. Carver Learning Center, Lorenzo De Zavala Elementary School, Amelia Earhart Elementary School, Sidney Lanier Expressive Arts Vanguard, Stevens Park Elementary School, Eladio R. Martinez Learning Center Middle Schools: Dallas Environmental Science Academy (DESA), Thomas A. Edison Middle Learning Center, Raúl Quintanilla Middle School High School: L.G. Pinkston High School

Other west dallas schools Charter School: Heights Preparatory Private Schools: St. Mary of Carmel Catholic School, West Dallas Community School

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casemanagement The School Zone is working with Dallas ISD to develop a program that provides additional case management to students enrolled in The School Zone, with support from SMU and UTA student interns. Case management has proved to be a key strategy for assuring resources are carefully targeted to student needs. A student is considered to be enrolled in The School Zone if the following conditions are met:  The student attends a school in West Dallas (Dallas ISD);  The student attends a TSZ nonprofit; and  The student’s parent or guardian has completed/returned a permission form. Case managers will pay close attention to indicators from multiple data sources, evaluate the needs of the individual students, coordinate with TSZ nonprofit(s) that the student currently attends and/or recommend referrals for students to TSZ programs for academic support (tutoring, mentoring, afterschool programs) or family/social support (food, housing, medical care, family counseling), make referrals to non-TSZ nonprofits as needed, capture those recommendations in the case management system, and follow up on referrals to make sure students are receiving the recommended supports. Case managers will monitor indicators such as chronic absenteeism, emotional and social issues, and low academic performance to identify at-risk students.

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schooldemographics

AEIS REPORTS, AY 2011-12

13

schoolenrollment L.G. Pinkston HIGH SCHOOL FEEDER PATTERN L. G. Pinkston High School is the only public high school in West Dallas. Two public middle schools and a magnet school feed into Pinkston: Edison, Quintanilla and DESA. Nine public elementary schools feed into these middle schools: Allen, Carr, Carver, De Zavala, Earhart, Lanier, Martinez, Arcadia Park and Stevens Park.

Total enrollment School

Total

PK

k

1

2

3

4

5

Amelia Earhart

261

42

38

35

40

30

43

33

Arcadia Park

803

58 107 114 105 119 114 96

C.F. Carr

439

43

DESA

231

Eladio Martinez 493

73

68

63

72

88

73

75

60

54

59

80

86

79

98 108 92

87

609

56

98 113 97

George Carver

635

64

95

L.G. Pinkston

977

Lorenzo De Zavala

443

Quintanilla

820

Sidney Lanier

613

44

61

Stevens Park

797

83

96 115 100 96 100 107 100

Total

91

8

75

72

9

10

11

12

52 84

84

7

90

Gabe Allen

Thomas Edison 765

14

68

6

286 249 233 209 66

74

69

64

68

54

48 416 404

74

78

74 129 153 265 235 265

7886 544 710 768 725 698 744 714 539 726 741 286 249 233 209

dallasisd .org, AY 2011-12. AEIS 2011-12

Schoolratings/teachingdata Elementary schools allen Rating: Acceptable Avg Years Teaching: 15.6 Beginning Teachers: 1.6% Teacher Retention: 95.9%

Carr

earhart

Rating: Acceptable Avg Years Teaching: 8.9 Beginning Teachers: 11.5% Teacher Retention: 87.6%

Rating: Acceptable Avg Years Teaching: 12.7 Beginning Teachers: 4.7% Teacher Retention: 71.4%

carver

lanier

Arcadia park

Rating: Acceptable Avg Years Teaching: 16.6 Beginning Teachers: 3.8% Teacher Retention: 73.5%

Rating: Recognized Avg Years Teaching: 10.5 Beginning Teachers: 1.6% Teacher Retention: NA

Rating: Recognized Avg Years Teaching: 10.6 Beginning Teachers: 2.7% Teacher Retention: 90.2%

De zavala

Martinez

Stevens park

Rating: Acceptable Avg Years Teaching: 8.4 Beginning Teachers: 8.2% Teacher Retention: 80.8%

Rating: Recognized Avg Years Teaching: 14.1 Beginning Teachers: 3.9% Teacher Retention: 88.9%

Rating: Recognized Avg Years Teaching: 6.5 Beginning Teachers: 10.2% Teacher Retention: 81.7%

Middle schools Edison

desa

Quintanilla

Rating: Acceptable Avg Years Teaching: 15.2 Beginning Teachers: 3.7% Teacher Retention: 80.9%

Rating: Exemplary Avg Years Teaching: 12.3 Beginning Teachers: 6.3% Teacher Retention: 87.1%

Rating: Acceptable Avg Years Teaching: 10.9 Beginning Teachers: 3.6% Teacher Retention: 83.5%

high school Pinkston Rating: Unacceptable Avg Years Teaching: 8.2 Beginning Teachers: 9.8% Teacher Retention: 79.9% AEIS reports, AY 2007-12/campus data packet, AY 2010-12

15

parentengagement Network Partners: ARK, AVANCE Dallas, Catholic Charities, VMLC, Wesley-Rankin Community Center

4

school zone partners

Ark (adults relating to kids) Offers programs to help parents and teachers better relate to children at Amelia Earhart Elementary School and George W. Carver Learning Center Parents Served: 54 Service hours: 476

Readers 2 leaders

371

Parents equipped to support their children

10416

service hours of parent development

16

Offers reading and language skill development to children as well as parent training opportunities Parents Served: 44 Service hours: 43

vmlc Offers adult ESL classes, adult literacy programs and parent training Parents Served: 202 Service hours: 8651

Wesley-rankin community center Offers a preschool/elementary afterschool and summer day camp program, ESL and literacy classes, and emergency shelter Parents Served: 71 Service hours: 1246

NFP Data, Fall 2012

earlychildhoodintervention Network Partners: AVANCE Dallas, Catholic Charities, Educational First Steps, VMLC, Wesley-Rankin Community Center

West Dallas Children < 5 years old TSZ Nonprofit Partners (AVANCE, Saner, VMLC) Home-based small providers

3,200 119 40

Lakewest Head Start

120

School-based Pre-K (public & private)

456 = 2,465 West Dallas children

4 119 56032 school zone partners

Children receiving quality care

Service hours provided to children, 0-8

AVANCE Offers ESL and parent training in conjunction with high quality early childhood education CHILDREN Served: 40 Service hours: 10240

Mary R. Saner Child Development Center Offers high quality early childhood programs to prepare students for kindergarten success CHILDREN Served (3,4,5): 47 Service hours: 37600

vmlc Offers ESL and parent training in conjunction with high quality early childhood education CHILDREN Served: 32 Service hours: 8192

Wesley-rankin community center Developing a Montessori style Pre-K program that will prepare students for kindergarten success Est. CHILDREN TO BE Served: 50 Est. Service hours: 12800 NFP Data, Fall 2012

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Supportforteaching&learning Network Partners: ARK, Dallas Afterschool Network, Education is Freedom, Mercy Street, Rainbow Days, Readers 2 Leaders, Salesmanship Club for Youth & Family Centers, TRM, Voice of Hope Ministries, Wesley-Rankin Community Center, West Dallas Community Centers

9

school zone partners (7 agencies reporting)

2200

STUDENTS RECEIVED SUPPORTIVE SERVICES (all 9 members)

22100

ADDITIONAL HOURS OF TIME ON TASK (7 agencies reporting)

18

Mercy Street Mentoring, sports, leadership and character development for students grades 5-12 CHILDREN Served : 804/ Service hours: 3216 (est)

rEADERS 2 lEADERS In-school and out-of-school reading intervention CHILDREN Served: 154/ Service hours: 2969

Salesmanship club youth and family centers Individual and group therapy session at Amelia Earhart Elementary; Mind-Up training for teachers CHILDREN Served: 7/ Service hours: 37.5

Trinity river mission Afterschool programming for students grades K-12; college and career readiness CHILDREN Served: 234/ Service hours:6865

Voice of hope Afterschool reading, math and summer programs; character building CHILDREN served: 212/ Service hours: 3200 (est)

Wesley-Rankin Community Center Afterschool and summer academic enrichment programs, teen leadership development CHILDREN Served: 80/ Service hours: 5812

West dallas community centers Offers afterschool academic and enrichment programs for children and youth CHILDREN Served: 710/ Service hours: 22720 (est. not in total)

NFP Data, Fall 2012

Supportforteaching&learning According to the Texas Education Agency (TEA), students pass the Texas Assessment of Knowledge and Skills (TAKS) when they reach the standard cut-off score. However, to be college ready, students should reach the commended cut-off score.

math taks - met standard/commended Met Standard (Elementary) Met Standard (Middle)

78% 77%

Met Standard (Pinkston)

78% 77%

66%

54%

53%

55% 42%

Commended (Elementary)

22% 20%

Commended (Middle) Commended (Pinkston)

21% 20%

All

17% 5%

4%

ECONOMICALLY DISADVANTAGED

12%

2%

LEP

science taks - met standard/commended Met Standard (Elementary) Met Standard (Middle) Met Standard (Pinkston)

72% 73%

72% 73%

40%

Commended (Elementary) Commended (Middle)

54%

51%

51% 22%

Commended (Pinkston)

26%

21% 2%

All

27% 2%

ECONOMICALLY DISADVANTAGED

35% 13%

5% 2%

LEP

9-year aggregate aeis reports, ay 2002-03 through 2010-11

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schoolsupportplanframework Based upon principal recommendations, historical academic trends and available TSZ partner interventions, each School Support Plan includes the following key components: 2020 Projections: This represents the potential growth in college-ready scores for each school, broken down by targeted sub-populations. The baseline reflects the 9-year average for students who achieved a college-ready (commended) score on TAKS (2002-11). The projection demonstrates the percentage of annual growth needed for 60% of students to score college ready by 2020. TSZ Reach: This reflects the percentage of students at each school that receive support from a TSZ nonprofit (NFP). This may also include the percentage that receive support from a non-TSZ nonprofit, or the projected reach if that school currently does not have TSZ partners working with its students.

Key social supports 1. Implement emotional/behavior support workshops for students to improve their response to conflict and emotional stress 2. Increase Parent Teacher Association (PTA) advocacy program to build parent awareness of core education issues 3. Increase mentoring opportunities so that more students receive 1:1 personal development 4. Implement emotional/behavior support workshops for students to improve selfconfidence and stress management skills 5. Improve parent/child relationship through leadership and life-skills training 6. Implement truancy reduction program to increase student attendance 7. Create reading rewards program incentivizing improved reading habits 8. Create workplace literacy program for parents to have access to ESL and GED courses

Dallas ISD “BIG ROCKS” 1. 2. 3. 4. 5. 6. 7. 8. 20

School program enrichment Case management College and career readiness Innovative courses and project-based learning Instructional quality Master scheduling and extended day Extra staffing resources School leadership

Key academic supports 1. Providing extended learning opportunities to supplement instruction 2. Develop enrichment activities for LEP students to increase supplementary reading and vocabulary development 3. Focus on K-2 reading comprehension to improve readings skills needed for high-level math problem solving 4. Strengthen interventions for LEP students in reading, math and science 5. Focus on enhancing reading for students in 6th-8th grade 6. Focus on improving interdisciplinary writing practices across all curriculums 7. Focus on vocabulary development as well as building fluency and comprehension for LEP students 8. Focus on building reading comprehension skills for targeted K-2 students 9. Focus on developing stronger vocabulary instruction for all students 10. Focus on meeting grade-level performance in reading, fluency and comprehension skills by the end of 2nd grade 11. Focus on problem solving, geometry and spatial reasoning as it relates to math in everyday situations

GabeAllencharterelementary 2020 PROJECTIONS

School Support PLAN Key social supports 1. 2. 3.

Implement a program to improve parent/child relationship through leadership and life-skills training Create workplace literacy program for parents to have access to ESL and GED courses Student Advocacy Management (student case management)

Key academic supports 1. 2. 3. 4. 5.

Focus on vocabulary development as well as building fluency and comprehension for LEP students An extra hour of daily tutoring in reading (volunteer support) Lowest 20% of students to receive double block support in reading and math (teacher led instruction) Lowest 5% will receive 1:1 tutoring from outside partners College & Career Culture - Exposure/Expand/Support

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Arcadiaparkelementary 2020 PROJECTIONS

School Support PLAN Key social supports 1. 2. 3.

Increase PTA advocacy program to build parent awareness of core education issues Increase mentoring opportunities so that more students receive 1:1 personal development Student Advocacy Management (student case management)

Key academic supports 1. 2. 3. 4. 5.

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Develop enrichment activities for LEP students to increase supplementary reading and vocabulary development An extra hour of daily tutoring in reading (volunteer support) Lowest 20% of students to receive double block support in reading and math (teacher led instruction) Lowest 5% will receive 1:1 tutoring from outside partners College & Career Culture - Exposure/Expand/Support

CFCarrelementary 2020 PROJECTIONS

School Support PLAN Key social supports 1. Student Advocacy Management (student case management) 2. Increase PTA advocacy program to build parent awareness of core education issues 3. Increase mentoring opportunities so that more students receive 1:1 personal development

Key academic supports 1. 2. 3. 4. 5. 6.

Focus on building reading comprehension skills for targeted K-2 students Focus on developing stronger vocabulary instruction for all students An extra hour of daily tutoring in reading (volunteer support) Lowest 20% of students to receive double block support in reading and math (teacher led instruction) Lowest 5% will receive 1:1 tutoring from outside partners College & Career Culture - Exposure/Expand/Support

23

GEORGECARVERlearningcenter 2020 PROJECTIONS

School Support PLAN Key social supports 1. Student Advocacy Management (student case management) 2. Increase PTA advocacy program to build parent awareness of core education issues 3. Increase mentoring opportunities so that more students receive 1:1 personal development

Key academic supports 1. An extra hour of daily tutoring in reading (volunteer support) 2. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 3. Lowest 5% will receive 1:1 tutoring from outside partners 4. College & Career Culture - Exposure/Expand/Support

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lorenzodezavalaelementary 2020 PROJECTIONS

School Support PLAN Key social supports

1. Student Advocacy Management (student case management) 2. Implement a program to improve parent/child relationship through leadership and life-skills training 3. Increase PTA advocacy program to build parent awareness of core education issues 4. Increase mentoring opportunities

Key Academic Supports

1. Achieve grade-level performance in reading, fluency and comprehension skills by the end of 2nd grade 2. Focus on problem solving, geometry and spatial reasoning as it relates to math in everyday situations 3. An extra hour of daily tutoring in reading (volunteer support) 4. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 5. Lowest 5% will receive 1:1 tutoring from outside partners 6. College & Career Culture - Exposure/Expand/Support

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Ameliaearhartelementary 2020 PROJECTIONS

School Support PLAN Key social supports 1. 2.

Student Advocacy Management (student case management) Increase PTA advocacy program to build parent awareness of core education issues

Key academic supports 1. An extra hour of daily tutoring in reading (volunteer support) 2. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 3. Lowest 5% will receive 1:1 tutoring from outside partners 4. College & Career Culture - Exposure/Expand/Support

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sidneylanierartsvanguard 2020 PROJECTIONS

School Support PLAN Key social supports 1. Student Advocacy Management (student case management) 2. Increase mentoring opportunities so that more students receive 1:1 personal development

Key academic supports 1. An extra hour of daily tutoring in reading (volunteer support) 2. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 3. Lowest 5% will receive 1:1 tutoring from outside partners 4. College & Career Culture - Exposure/Expand/Support

27

eladiomartinezlearningcenter 2020 PROJECTIONS

School Support PLAN Key social supports 1. Student Advocacy Management (student case management) 2. Increase mentoring opportunities so that more students receive 1:1 personal development

Key academic supports 1. An extra hour of daily tutoring in reading (volunteer support) 2. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 3. Lowest 5% will receive 1:1 tutoring from outside partners 4. College & Career Culture - Exposure/Expand/Support

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TSZ Reach 3% 1%

22%

>1% >1% 74%

No NFP Mercy Street Readers 2 Leaders TRM Voice of Hope Projected Reach

StevenspARkelementary 2020 PROJECTIONS

School Support PLAN Key social supports 1. Implement a program to improve parent/child relationship through leadership and life-skills training 2. Increase mentoring opportunities so that more students receive 1:1 personal development 3. Student Advocacy Management (student case management)

Key Academic Supports 1. Focus on K-2 reading comprehension to improve readings skills for high-level math problem solving 2. Strengthen interventions for LEP students in reading, math and science 3. An extra hour of daily tutoring in reading (volunteer support) 4. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 5. Lowest 5% will receive 1:1 tutoring from outside partners 6. College & Career Culture - Exposure/Expand/Support

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DallasEnvironmentalscienceAcademy 2020 PROJECTIONS

School Support PLAN Key social supports 1. 2.

Student Advocacy Management (student case management) Increase PTA advocacy program to build parent awareness of core education issues

Key academic supports 1. 2. 3. 4. 5. 6. 7.

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Develop STEM instructional best practices workshops Focus on 6th-8th grade reading comprehension and academic vocabulary to improve reading and vocabulary skills needed to solve math word problems Focus on Pre-AP Algebra I (extra assistance/tutoring) An extra hour of daily math tutoring (volunteer support) Lowest 20% of students to receive double block support in reading and math (teacher led instruction) Lowest 5% will receive 1:1 tutoring from outside partners College and Career Culture - Exposure/Expand/Support

THomasedisonlearningcenter 2020 PROJECTIONS

School Support PLAN Key social supports 1. Student Advocacy Management (student case management) 2. Implement truancy reduction program to increase student attendance 3. Create a reading rewards program that provides incentives for students to improve their reading habits

Key academic supports 1. 2. 3. 4. 5. 6.

Focus on enhancing reading for students in 6th-8th grade Focus on improving interdisciplinary writing practices across all curriculums An extra hour of daily tutoring in math (volunteer support) Lowest 20% of students to receive double block support in reading and math (teacher led instruction) Lowest 5% will receive 1:1 tutoring from outside partners College & Career Culture - Exposure/Expand/Support

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quintanillams 2020 PROJECTIONS

School Support PLAN Key social supports 1. Develop truancy response program 2. Student Advocacy Management (student case management) 3. Increase PTA advocacy program to build parent awareness of core education issues 4. Create workplace literacy program for parents to have access to ESL and GED courses

Key academic supports 1. An extra hour of daily math tutoring (volunteer support) 2. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 3. Lowest 5% will receive 1:1 tutoring from outside partners 4. College and Career Culture - Exposure/Expand/Support

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lgPinkstonhs 2020 PROJECTIONS

8-8.3% ANNUAL GROWTH

School Support PLAN Key social supports 1. Increase PTA advocacy program to build parent awareness of core education issues 2. Student Advocacy Management (student case management)

Key academic supports 1. Develop STEM instructional best practices workshops 2. An extra hour of daily math tutoring (volunteer support) 3. Lowest 20% of students to receive double block support in reading and math (teacher led instruction) 4. Lowest 5% will receive 1:1 tutoring from outside partners 5. College and Career Culture - Exposure/Expand/Support

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aeisdefinitions The Academic Excellence Indicator System (AEIS) is the TEA’s evaluation system for schools.

Texas assessment of Knowledge and skills (TAKS) TEA replaced TAKS in spring 2012 with the State of Texas Assessments of Academic Readiness (STAAR™). TAKS was the Texas public school assessment administered to 3rd – 11th grade students. A “Standard” score and a “Commended” score cutoff was established every year by a TEA committee. A student meeting the standard criterion could be considered on track to graduate high school; a student meeting the commended criterion could be considered college and career ready.

mobility A student is considered to be mobile if he/she has been enrolled at the school for less than 83% of the school year (i.e., has missed six or more weeks at a particular school).

Economically disadvantaged Students are identified as economically disadvantaged if their family’s income level qualifies them to receive free or reduced-price lunch or they are eligible for other public assistance.

Limited english proficiency (LEP) Students are identified as LEP by the TEA Language Proficiency Assessment Committee (LPAC) according to criteria established in the Texas Administrative Code. Not all students identified as LEP receive bilingual or English as a second language instruction.

At risk Students are identified as being at-risk of dropping out of school if they are under 21 years old and meet the following criteria: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

34

Has been held back for one or more years Is in grades 7-12, scoring below 70% in two or more core subjects Did not meet satisfactory requirements on standardized assessment Is in PK-3 and did not meet readiness assessment Is pregnant or is a parent Is placed in an alternative education program Has been expelled Is on parole, probation or other conditional release Has previously dropped out of school Is identified as a student of LEP Is in custody, care of, or referred to the Department of Protective and Regulatory Services Is homeless Resides in a placement facility (i.e. shelter, treatment facility, group home)

TEA AEIS report glossary, AY 2010-11

THESCHOOLZONE - AY2013-14: COLLECTIVE IMPACT OVERVIEW LEVERAGING THE POWER OF COLLABORATION - BASELINE REPORT AUGUST 2013 CORE STRATEGIES FOR COLLECTIVE IMPACT

I. Parents are appropriately engaged throughout their child's academic career II. Every child has a solid early childhood foundation for learning III. Teaching and learning are supported by evidence based, data driven practices during in-school and out-of-school time IV. No child's academic progress is derailed by physical, social or emotional needs

Parent Engagement Task Force

DISD

I. Parents are appropriately engaged from birth and throughout their child's adademic career

Parent engagement specialists from various Dallas ISD departments provide training and online information

The School Zone (TSZ)

TSZ/CCE OPERATIONAL GOAL: TSZ has a 20% Increase in number of parents trained Outcome: TSZ parents are valued contributors who are their child's first teachers/best advocates Programming for parents of young children trains them to engage in early literacy Dual learning classes help parents build skills and value lifelong learning Parent training equips them to understand issues & advocate effectively Parent/child relationships are improved through leadership and life-skills training Parents can access an array of resources to meet the need for food, shelter, medical care CCE/TSZ leadership team identifies gaps 2x per year and invites new members CCE staff provides data & training to network members to expand reach and continually improve TSZ encourages quality, best practices

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3-11

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5,8,11

√ √ √ √ √ √ √ √ √

NA Pre/Post Surveys Pre/Post Surveys Pre/Post Surveys

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

2-11

√ √ √ √ √ √ √ √ √ √ √ √ √

2-11

√ √ √ √ √ √ √ √ √ √ √ √ √ TSZ ACADEMIC GOAL: Children enter kindergarten ready to read TSZ/CCEOPERATIONAL GOAL #1: EC members have common assessment questions TSZ/CCEOPERATIONAL GOAL #2: TSZ has a 20% Increase in number of 0-5 children served Outcome: TSZ children have access to quality Pre-K and Kindergarten Schools and nonprofits market Pre-K √ √ √ √ √ √ √ √ √ Additional programs close service gap √ √ √ √ √ √ √ √ √ II. Every child has a Stay-at-home mothers attend dual learning √ √ √ √ √ √ √ √ √ solid early childhood Members work to improve home-care √ √ √ √ √ √ √ √ √ foundation for Outcome: Early literacy underpins math & science learning in upper grades

Surveys

DI

Reports Reports Reports Reports

TSZ DISD

TSZ

learning (0-8)

Schools and TSZ members work together on pre-K/K transition K-2 grade-level reading, fluency and comprehension supports 6-12 math literacy K-3 vocabulary instruction improves ELA ELL enrichment accelerates reading, vocabulary development K-3 tutors use data to focus on literacy

DISD

Outcome: Literacy interventions are data driven

TSZ

Early Childhood Network

Regular Istation & Reasoning Minds use Early childhood specialists provide online resources and training Early evaluation identifies problems and equips partners to resolve them Common reporting enables consistent measurement, evaluation and data sharing Seven Year Longitudinal Study tracks progress

Assessment & Measurement Instruments (see back of page for legend)

Heights Preparatory (K-12)

WD Community School (K-8)

St. Mary of Carmel Catholic (K-8)

Pinkston High School

Charter/ Private Raul Quintanilla Middle School

Thomas Edison Middle School

DESA Middle School

Stevens Park Elementary

Sidney Lanier Vanguard Elem.

Lorenzo de Zavala Elementary

GW Carver Elementary

Gabe Allen Elementary

Eladio Martinez Elementary

CF Carr Elementary

GOALS, OUTCOMES & INTERVENTIONS

STRATEGIES

Arcadia Park Elementary

TSZ Goal: Every child has the tools to exit poverty as an adult CCE Goal #1: Close the achievement gap via collaboration + data sharing right resource, right student, right time CCE Goal #2: Offer transformational engagement opportunities for SMU faculty and students Primary Outcome Measure: 5% year over year improvement for TSZ students (6 wks grades (K-2); standardized tests (3-12))

Dallas ISD - Pinkston Feeder Pattern

Amelia Earhart Elementary

Goals and Outcomes

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√ √ √

5,8,11

√ √ √ √ √ √ √ √ √

3-11

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

5,8,11 nFocus, Reports 5,8,11

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5

√ √ √ √ √ √ √ √ √

5-8,11

√ √ √ √ √ √ √ √ √

4, 5

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√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Network Report 5,8,9-11

TSZ Academic Goa l#1: 100% IStation use, assessment 3X/yr TSZ Academic Goa l#2: +5% year over year academic improvement for TSZ students CCE/TSZ Operational Goal #1: All TSZ members use data to target services CCE/TSZ Operational Goal #2: 5 members track impact with nFocus

DISD

Outcome: Students are on-track for college and careers at all grade levels Outcome: Every school has strong leaders and effective teachers PD, Instructional Leadership Model, adtl. staff (+1 √ AP/300 kids) promote leadership Teacher evaluation, training & regular use of student assessment (Istation and Reasoning Minds) support √ quality teaching SMU faculty provide coaching & resources √

√ √ √ √ √ √ √ √ √ √ √ √

TSZ

DISD

TSZ

III. Teaching and √ √ √ √ learning are supported by √ √ √ √ evidence based, data Outcome: Improved teaching strategies inform professional practice driven practices Academic enrichment - tutoring & double-blocks √ √ √ √ √ during in-school and support students in the bottom 20% College and career readiness enriches K-12 out-of-school time √ √ √ √ √ Innovative courses and project-based learning provide hands-on learning SMU faculty provide pedagogy & resources

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Assessment & Measurement Instruments (see left columnfor legend)

Heights Preparatory (K-12)

WD Community School (K-8)

St. Mary of Carmel Catholic (K-8)

Pinkston High School

Raul Quintanilla Middle School

Thomas Edison Middle School

DESA Middle School

Stevens Park Elementary

Sidney Lanier Vanguard Elem.

Lorenzo de Zavala Elementary

GW Carver Elementary

Gabe Allen Elementary

Eladio Martinez Elementary

CF Carr Elementary

Arcadia Park Elementary

GOALS, OUTCOMES & INTERVENTIONS

STRATEGIES

Amelia Earhart Elementary

Assessment and Outcomes Measurement Tools

1. Principal Evaluation (Annual) 2. Spot Observations, Teacher Evaluation (Annual) 3. STAAR Test (3-8) & EOC Exams (9-10); ITBS; ACP 4. Six weeks grade reports 5. Isip/IStation (K-8; 3x/year or as needed) 6. Reasoning Mind (2-4; Weekly) 7. ESTAR, MSTAR (2X/yr) 8. Telpas (K-12) 9. AP Exams (9-12; Annual) 10. PSAT (10); SAT / ACT (11-12; Annual) 11. ELAP, LAP3, CORE, Ages/Stages (@ mid-year)

1, 2 (All) 2,5 2

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3-11

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3-11

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1,2

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1,2 (All)

DISD

Outcome: Staffing and student focused time management support a quality learning environment At-risk students get +60 min of instruction through master scheduling/extended day Addditional staff - LSSPs, social workers, urban specialists - deepen instructional team

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3-11

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1

DISD

Outcome: In-school learning is enhanced during out-of-school time by data-driven interventions Teachers share data w/NFPs (resource targeting) √ √ √ √ √ √ √ √ √ √ √ √ √ Interdisciplinary writing improves ELA √ √ √ √ √ √ √ √ √ √ √ √ √ Support for Teaching Student problem solving, geometry skills, and spatial √ √ √ √ √ √ √ √ √ √ √ √ √ and Learning TSZ

Network

reasoning relative to everyday math 6-8th gr. reading enhanced by Istation, tutoring; Math enhanced by MSTAR In-school and out, student data inform tutors

√ √ √ √ √ √ √

TSZ

derailed by physical, social or emotional needs

DISD

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ TSZ Academic Goal: TSZ has a solid system to identify and meet students'social emotional needs AY2013-14 CCE/TSZ Operational Goal: 20% Increase in organizations and number of children served IV. No child's academic progress is Outcome: Resource management ensures available resources are targeted & coordinated for at-risk students Student Advocacy Management (SAM) teams provide case mgmt. for Tier 3 students primarily Resource management teams meet regularly to identify & address Tier I & II student needs

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3-6, 11 3-4 3-11 nFocus, Reports nFocus

3-11, Surveys nFocus, Reports

DISD

Developing Habits of Mind: metacognitive skills, creative thinking, positive self-concept

TSZ

Outcome: Emotional & social skills - resilience, self-mgmt, grit - equip students for success in school and in life

Emotional/behavioral workshops improve response to conflict & stress, confidence Increased mentoring opportunities provide students with 1:1 personal development A truancy/excessive tardiness reduction program increases attendance in all grades

Social and Emotional Supports Task Force

3-11,RTI

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RTI

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RTI

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RTI

THESCHOOLZONE - AY2013-14: SCHOOLS, NONPROFITS AND CORPORATIONS LEVERAGING THE POWER OF COLLABORATION - BASELINE REPORT AUGUST 2013

Assessment & Measurement Instruments (see back of page for legend)

Heights Preparatory (K,2; 6-9)

WD Community School (Pk-8)

Raul Quintanilla Middle School

Thomas Edison Middle School

DESA Middle School

Stevens Park Elementary

Sidney Lanier Vanguard Elem.

Lorenzo de Zavala Elementary

GW Carver Elementary

Gabe Allen Elementary

Eladio Martinez Elementary

CF Carr Elementary

Arcadia Park Elementary

Amelia Earhart Elementary

TSZ TSZ Corporate Faith Community, Other Orgs

In-School Academic and Social Interventions

Note: TSZ's early childhood work is informed by the work of Commit! in the Madison and SoC feeder patterns.

TSZ Academic Goals: 100% I-Station use, I-SIP testing 3X/yr, +5% year over year academic improvement CCE/TSZ Operational Goal #1: All TSZ members use data to target services CCE/TSZ Operational Goal #2: 5 members track impact with nFocus CCE/TSZ Operational Goal #3: TSZ has a 20% increase in number of K-12 students served Program Quality √ √ √ √ √ √ √ √ √ Dallas AfterSchool College Access √ Education Is Freedom Case Management √ Leadership DISD Counseling (D/A Abuse) √ √ Rainbow Days Tutoring (reading) √ √ √ √ √ Readers 2 Leaders Tutoring (reading) √ √ √ Reading Partners Social/Emotional √ √ √ √ √ Salesmanship Club Collaboration √ √ √ SOAR Family/Dating Violence √ The Family Place Off-site after-school √ √ √ √ √ √ √ TRM (Tutor Read Mentor) On/off-site after-school √ √ √ √ √ Voice of Hope School Support √ Watermark Community Church √ √ √ Wesley-Rankin Community Center After-school, leadership In-school Tutoring √ √ √ √ √ √ √ √ √ √ √ √ √ Group Excellence Kindles for 3rd grade √ √ √ √ JIV Daya School Support √ Texas Capital Bank School Support √ √ Texas Instruments (UWMD) √ √ Center for Brain Health Reading Enrichment √ Dallas Cowboys Women's Association Student Support √ Dallas District Attorneys School Support √ Highland Park Presbyterian Church After-School √ Jaycee Zaragoza √ Jesuit Prepatory School √ √ Navida el Barrio To be determined √ Park Cities Presbyterian Church STEM √ √ Real School Gardens Latch Key √ √ √ St. Simon Episcopal Church School Support √ Unity of Dallas

St. Mary of Carmel Catholic (Pk-8)

Charter/ Private

Pinkston High School

Dallas ISD - Pinkston Feeder Pattern

1. Build a shared vision and maintain responsibility for its short and long-term implementation 2. Collect, translate, collate, aggregate/disaggregate student and school data and share the result with all school and nonprofit partners (Excel and nFocus) 3. Provide case management to connect schools, students and nonprofits; allowing data driven resource targeting 4. Develop and maintain the 3-5 year strategic plan for TSZ 5. Conduct 4-5 annual events to build public understanding and support for TSZ and for education transformation TSZ ACADEMIC GOAL: 100 (P) +300 (EC) additional parents reading regularly to their children TSZ/CCE OPERATIONAL GOAL #1: All members include common measurement questions in their assessments TSZ/CCE OPERATIONAL GOAL #2: TSZ has a 20% Increase in number of 0-5 children served ARK (Adults Relating to Kids) Parenting Skills √ √ Parenting Skills √ √ √ AVANCE Dual Generation √ √ Catholic Charities Program Quality √ √ √ Educational First Steps Pre-K √ √ √ Head Start of Greater Dallas Parenting Skills √ √ The Concilio Pre-K, ESL √ VMLC √ √ Wesley-Rankin Community Center Pre-K (Montessori 2014) Parent Advocacy √ Cara Mia Parenting Skills √ √ √ √ HIPPY

Other

Early Childhood & Parenting

Role of the Backbone Organization (CCE)

Goals and Outcomes

Survey Survey Survey 3,8,11 3,8,12 Survey 3,8,11 3,8,11 -

DORA/ADAM

Reports 3-11 3-11 3-11 3-11 3-11 3-11 3-11 3-11 3-11 3-11 3-11 3-11 -

Faith Community, Other Orgs TSZ

√ √

√

Work study & volunteers - Tutoring, reading interventions, etc. Daily Campus - assistance with student newspapers Engaged Learning, Big iDeas, New Century, Hunt Scholars Alumni & Professional Associations Multicultural Student Assn; Alt Spring Breaks SMU Catholic Campus Ministry, Service House

S/E Assess

Survey -

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-

√ √ √

√

5,8,11

√

3-8 3-8

√ √

3,7

√ √ √ √

Reports nFocus, Reports

√ √

Surveys

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5,8,11

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3-11

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Surveys

√

Surveys

TSZ Academic Goal: SMU students add value to teaching, learning and character development while completing project based and sevice learning studies

TSZ

Community Supports SMU Profesional Development & Applied Research ($4MM to date) SMU Work Study and Student Volunteers

Graph-O-Game (Dr. Doris Baker) - Improved ELL reading for 2nd grade students Passport (Dr. Stephanie Al Otaiba) - Reading intervention for 4th grade students Intensity (Dr. Jill Allor) - Supplemental Literacy for Learning Disabled MSTAR (Dr. Leanne Ketterlin Geller) - Improving pre-Algebra instructional quality and assessments TAG Enrichment (Dr. Anne Batenberg) - TAG program enrichment activities and teaching strategies Resource Management - Connecting schools, NFPs and students with targeted resources Exercise Impact - measuring impact of 20 minutes of vigorous exercise on academic performance ELVA (English Learner Vocabulary Acquisition) (Dr. Doris Baker) increase vocabulary of 2nd grade ELLs 7yr. Longitudinal Study - AY2013-20 (Drs. Scott Baker, Paul Yovanoff) - 1000 kinder, 1000 6th graders Logic models and school/TSZ evaluation (CORE) Conferences/symposia - parenting, special topics

√ √

Assessment & Measurement Instruments (see left column for legend)

WD Community School (Pk-8)

St. Mary of Carmel Catholic (Pk-8)

Pinkston High School

Raul Quintanilla Middle School

Thomas Edison Middle School

DESA Middle School

Stevens Park Elementary

Sidney Lanier Vanguard Elem.

Lorenzo de Zavala Elementary

GW Carver Elementary

Gabe Allen Elementary

Eladio Martinez Elementary

CF Carr Elementary

Arcadia Park Elementary

Amelia Earhart Elementary

Heights Preparatory (K,2; 6-9)

Survey Survey Survey Survey

√ √ √

TSZ

Assessment and Outcomes Measurement Tools

1. Principal Evaluation (Annual) 2. Spot Observation; Teacher Evaluation (Annual) 3. STAAR Test (3-8) & EOC Exams (9-10); ITBS; ACP 4. Six weeks grade reports 5. Isip/IStation (K-8; 3x/year or as needed) 6. Reasoning Mind (2-4; Weekly) 7. ESTAR, MSTAR (2X/yr) 8. Telpas (K-12) 9. AP Exams (9-12; Annual) 10. PSAT (10); SAT / ACT (11-12; Annual) 11. ELAP, LAP3, CORE, Ages/Stages (@ mid-year) TSZ Academic Goal: TSZ students' academic progress is not derailed by outside needs AY2013-14 CCE/TSZ Operational Goal: 20% increase in organizations and number of children served Parenting √ √ ARK (Adults Relating to Kids) Food, medical, emerg. √ √ √ √ √ √ √ √ √ √ Brother Bill's Helping Hand Homeownership √ √ Builders of Hope Homeownership Dallas Area Habitat Leadership, Fitness √ √ √ Mercy Street Arts √ √ West Dallas Community Center Character √ √ √ √ √ Boy Scouts Eye glasses √ √ Essilor Vision Foundation Food Feed 3 Character Girls Inc Character √ √ √ Girl Scouts Mock Trial Junior Prosecutors Food √ √ √ North Texas Food Bank Leadership, Food √ Surgence Character, Fitness √ YMCA Character Young Life/Wyldlife Arts √ Young Strings TSZ Academic Goal: SMU Faculty pilot, develop, test, and implement interventions for specific needs

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√

√ √ √

√ √

√

√

√

Surveys

Surveys Surveys

√

Surveys Surveys Surveys

questions If you have questions about this report, please contact the following Budd Center staff: Scott Smith Director of Data Management & Research [email protected]

Regina Nippert Executive Director [email protected]

findusat 35

www.smu.edu/simmons/buddcenter