the budd center | data report, ay 2012-13

thefutureofeducation Community, nonprofit and school data for the school zone

Center on communities and education: Academic Year 2012-2013

The Center on Communities and 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.

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 Center on Communities and Education

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

tableofcontents About the cce 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.

aboutthecce The Center on Communities and Education (CCE) 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 CCE’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 CCE (formerly Dallas Faith Communities Coalition) 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 CCE 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 CCE 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 CCE’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

total population 1.2MM 31,837

age 19 and under 29% 39% 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%

West dallas dallas

2010 Census Data. 2007-11 ACS Estimates 6

households

Median home value $129,600 $74,075 Owner/renter

occupied 44/56% 54/46% Household rent is

35%+ of income 47% 40%

Households with children under 18 45.5% 29.5%

Single parent households 19.5% 21.8%

West dallas dallas

Average household size 3.61 2.57

Average household income $37,037 $69,557

Households receiving food stamps 23.4% 11.2%

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

2010 poverty threshold for a family of four

$22,113

West Dallas 37%

Dallas 29%

Houston 27%

Texas 20%

West Dallas 53%

Dallas 47%

Houston 45%

Texas 41%

Families with children below the poverty line

Single mother Families with children below the poverty line

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) 8

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.

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.

No High School

Diploma 60%

High School Diploma or

GED 60%

Some College or Associate’s

Degree 66%

Bachelor’s Degree Or

Higher 86%

0%

10%

20%

30%

40%

50%

60%

No High School Diploma Bachelor's degree

Educational attainment

West Dallas Dallas Houston Texas

West dallas Unemployment

13.8%

20.6%

20-24 year olds enrolled in school

47.1%

18-19 year olds enrolled in school

texas Unemployment

7.3% 2010 Census Data. 2007-11 ACS Estimates

9

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 low-performing 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.

Identify Problem

Identify goals, target population

and outcomes

Find existing best practices

Research existing programs in community

Assess internal capacity

Design most impactful,

complimentary program

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.

Network Process

10

tszpartners

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

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

Nonprofit partners, by network

School partners

11

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: 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.

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.

12

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.

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

Total enrollment

School Total PK k 1 2 3 4 5 6 7 8 9 10 11 12

Amelia Earhart 261 42 38 35 40 30 43 33

Arcadia Park 803 58 107 114 105 119 114 96 90

C.F. Carr 439 43 68 73 68 63 72 52

DESA 231 84 75 72

Eladio Martinez 493 88 73 84 75 60 54 59

Gabe Allen 609 56 98 113 97 80 86 79

George Carver 635 64 95 91 98 108 92 87

L.G. Pinkston 977 286 249 233 209

Lorenzo De Zavala 443 66 74 69 64 68 54 48

Quintanilla 820 416 404

Sidney Lanier 613 44 61 74 78 74 129 153

Stevens Park 797 83 96 115 100 96 100 107 100

Thomas Edison 765 265 235 265

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

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Schoolratings/teachingdata Elementary schools

Stevens park Rating: Recognized

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

Arcadia park Rating: Recognized


Martinez Rating: Recognized


lanier Rating: Recognized

Avg Years Teaching: 10.5 Beginning Teachers: 1.6%

Teacher Retention: NA

earhart Rating: Acceptable


De zavala Rating: Acceptable


carver Rating: Acceptable


Carr Rating: Acceptable


allen Rating: Acceptable


Quintanilla Rating: Acceptable


desa Rating: Exemplary


Edison Rating: Acceptable


Pinkston Rating: Unacceptable


Middle schools

high school

AEIS reports, AY 2007-12/campus data packet, AY 2010-12 15

parentengagement

school zone partners

4

service hours of parent development

10416

371 Parents equipped to support their children

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 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

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

16

earlychildhoodintervention

West Dallas Children < 5 years old 3,200

Home-based small providers 40

TSZ Nonprofit Partners (AVANCE, Saner, VMLC) 119

Lakewest Head Start 120

School-based Pre-K (public & private) 456

= 2,465 West Dallas children

school zone partners

4

119 Children receiving quality care

56032 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

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

17

school zone partners (7 agencies reporting)

9

ADDITIONAL HOURS OF TIME ON TASK (7 agencies reporting)

22100

2200 STUDENTS RECEIVED SUPPORTIVE SERVICES (all 9 members)

Supportforteaching&learning

NFP Data, Fall 2012

rEADERS 2 lEADERS In-school and out-of-school reading intervention

CHILDREN Served: 154/ Service hours: 2969

Mercy Street Mentoring, sports, leadership and character

development for students grades 5-12 CHILDREN Served : 804/ Service hours: 3216 (est)

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

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

West dallas community centers Offers afterschool academic and enrichment

programs for children and youth CHILDREN Served: 710/ Service hours: 22720 (est. not in total)

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

18

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.

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

78% 78% 66%

77% 77%

55% 53% 54% 42%

22% 21% 17% 20% 20% 12%

4% 5% 2%

All ECONOMICALLY DISADVANTAGED LEP

math taks - met standard/commended

Met Standard (Elementary)

Met Standard (Middle)

Met Standard (Pinkston)

Commended (Elementary)

Commended (Middle)

Commended (Pinkston)

72% 72%

54%

73% 73%

40% 51% 51%

35% 22% 21%

13%

26% 27%

5% 2% 2% 2%

All ECONOMICALLY DISADVANTAGED LEP

science taks - met standard/commended

Met Standard (Elementary)

Met Standard (Middle)

Met Standard (Pinkston)

Commended (Elementary)

Commended (Middle)

Commended (Pinkston)

19

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.

schoolsupportplanframework

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 self-confidence 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

Key social supports 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

Dallas ISD “BIG ROCKS” 1. School program enrichment 2. Case management 3. College and career readiness 4. Innovative courses and project-based learning 5. Instructional quality 6. Master scheduling and extended day 7. Extra staffing resources 8. School leadership

20

GabeAllencharterelementary

1. Implement a program to improve parent/child relationship through leadership and life-skills training

2. Create workplace literacy program for parents to have access to ESL and GED courses

3. Student Advocacy Management (student case management)

1. Focus on vocabulary development as well as building fluency and comprehension for LEP students

2. An extra hour of daily tutoring in reading (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 & Career Culture - Exposure/Expand/Support

Key academic supports

2020 PROJECTIONS

School Support PLAN Key social supports

21

Arcadiaparkelementary

1. Increase PTA advocacy program to build parent awareness of core education issues



Key academic supports 1. Develop enrichment activities for LEP students to increase

supplementary reading and vocabulary development 2. An extra hour of daily tutoring in reading (volunteer support) 3. Lowest 20% of students to receive double block support in


2020 PROJECTIONS


22

CFCarrelementary

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. Focus on building reading comprehension skills for targeted K-2

students 2. Focus on developing stronger vocabulary instruction for all

students 3. An extra hour of daily tutoring in reading (volunteer support) 4. Lowest 20% of students to receive double block support in


2020 PROJECTIONS


23

GEORGECARVERlearningcenter



core education issues 3. Increase mentoring opportunities so that more students




2020 PROJECTIONS


24

lorenzodezavalaelementary

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

2020 PROJECTIONS


25

Ameliaearhartelementary


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


2020 PROJECTIONS


26

sidneylanierartsvanguard


1. Student Advocacy Management (student case management) 2. Increase mentoring opportunities so that more students




2020 PROJECTIONS


27

eladiomartinezlearningcenter

74%

>1% >1%

1%

3% 22%

TSZ Reach

No NFPMercy StreetReaders 2 LeadersTRMVoice of HopeProjected Reach


1. Student Advocacy Management (student case management) 2. Increase mentoring opportunities so that more students receive

1:1 personal development



2020 PROJECTIONS


28

StevenspARkelementary

1. Implement a program to improve parent/child relationship through leadership and life-skills training



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


2020 PROJECTIONS


29

DallasEnvironmentalscienceAcademy


core education issues

Key academic supports 1. Develop STEM instructional best practices workshops 2. Focus on 6th-8th grade reading comprehension and academic

vocabulary to improve reading and vocabulary skills needed to solve math word problems

3. Focus on Pre-AP Algebra I (extra assistance/tutoring) 4. An extra hour of daily math tutoring (volunteer support) 5. Lowest 20% of students to receive double block support in

reading and math (teacher led instruction) 6. Lowest 5% will receive 1:1 tutoring from outside partners 7. College and Career Culture - Exposure/Expand/Support

2020 PROJECTIONS


30

THomasedisonlearningcenter

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. Focus on enhancing reading for students in 6th-8th grade 2. Focus on improving interdisciplinary writing practices across all

curriculums 3. An extra hour of daily tutoring in math (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

2020 PROJECTIONS


31

quintanillams

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


2020 PROJECTIONS


32

lgPinkstonhs

School Support PLAN

2020 PROJECTIONS

1. Increase PTA advocacy program to build parent awareness of core education issues


Key social supports

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


8-8.3% ANNUAL GROWTH

33

aeisdefinitions

TEA AEIS report glossary, AY 2010-11

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. Has been held back for one or more years 2. Is in grades 7-12, scoring below 70% in two or more core subjects 3. Did not meet satisfactory requirements on standardized assessment 4. Is in PK-3 and did not meet readiness assessment 5. Is pregnant or is a parent 6. Is placed in an alternative education program 7. Has been expelled 8. Is on parole, probation or other conditional release 9. Has previously dropped out of school 10. Is identified as a student of LEP 11. Is in custody, care of, or referred to the Department of Protective and Regulatory Services 12. Is homeless 13. Resides in a placement facility (i.e. shelter, treatment facility, group home)

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.

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

34

STRATEGIES

DISD √ √ √ √ √ √ √ √ √ 3-11

√ √ √ √ √ √ √ √ √ 5,8,11

√ √ √ √ √ √ √ √ √ NA

√ √ √ √ √ √ √ √ √ Pre/Post Surveys

Parent/child relationships are improved through leadership and life-skills training √ √ √ √ √ √ √ √ √ √ √ √ √

Pre/Post Surveys

Parents can access an array of resources to meet the need for food, shelter, medical care √ √ √ √ √ √ √ √ √ √ √ √ √

Pre/Post Surveys

√ √ √ √ √ √ √ √ √ √ √ √ √ 2-11

√ √ √ √ √ √ √ √ √ √ √ √ √ 2-11

√ √ √ √ √ √ √ √ √ √ √ √ √ Surveys

DI √ √ √ √ √ √ √ √ √ Reports√ √ √ √ √ √ √ √ √ Reports√ √ √ √ √ √ √ √ √ Reports

Members work to improve home-care √ √ √ √ √ √ √ √ √ Reports

Schools and TSZ members work together on pre-K/K transition √ √ √ √ √ √ √ √ √ √ √ √ 5,8,11

√ √ √ √ √ √ √ √ √ 3-11

√ √ √ √ √ √ √ √ √ 5,8,11

√ √ √ √ √ √ √ √ √ nFocus, Reports

√ √ √ √ √ √ √ √ √ 5,8,11

√ √ √ √ √ √ √ √ √ 5

√ √ √ √ √ √ √ √ √ 5-8,11

Early evaluation identifies problems and equips partners to resolve them √ √ √ √ √ √ √ √ √ 4, 5

√ √ √ √ √ √ √ √ √ Network Report

√ √ √ √ √ √ √ √ √ 5,8,9-11

Stay-at-home mothers attend dual learning

Lore

nzo

de Z

aval

a El

emen

tary

Sidn

ey L

anie

r Van

guar

d E

lem

.

Stev

ens P

ark

Elem

enta

ry

DESA

Mid

dle

Scho

ol

CCE Goal #1: Close the achievement gap via collaboration + data sharing - right resource, right student, right time

The

Scho

ol Z

one

(TSZ

)

Schools and nonprofits market Pre-K

Parent training equips them to understand issues & advocate effectively

TSZ

Programming for parents of young children trains them to engage in early literacy

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

Heig

hts P

repa

rato

ry (K

-12)

WD

Com

mun

ity S

choo

l (K-

8)

TSZ

Early Childhood Network

II. Every child has a solid early childhood

foundation for learning

(0-8)

Thom

as E

diso

n M

iddl

e Sc

hool

Raul

Qui

ntan

illa

Mid

dle

Scho

ol

Pink

ston

Hig

h Sc

hool

St. M

ary

of C

arm

el C

atho

lic (K

-8)

TSZ Goal: Every child has the tools to exit poverty as an adult

Amel

ia E

arha

rt E

lem

enta

ry

Arca

dia

Park

Ele

men

tary

CF C

arr E

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enta

ry

Elad

io M

artin

ez E

lem

enta

ry

K-2 grade-level reading, fluency and comprehension supports 6-12 math literacy

Parent Engagement Task Force

I. Parents are appropriately

engaged from birth and throughout

their child's adademic career

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

Dual learning classes help parents build skills and value lifelong learning

TSZ encourages quality, best practices

THESCHOOLZONE - AY2013-14: COLLECTIVE IMPACT OVERVIEWLEVERAGING 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 learningIII. Teaching and learning are supported by evidence based, data driven practices during in-school and out-of-school time

CCE Goal #2: Offer transformational engagement opportunities for SMU faculty and students

K-3 vocabulary instruction improves ELA ELL enrichment accelerates reading, vocabulary development

CCE/TSZ leadership team identifies gaps 2x per year and invites new membersCCE staff provides data & training to network members to expand reach and continually improve

GOALS, OUTCOMES & INTERVENTIONS

Outcome: TSZ children have access to quality Pre-K and Kindergarten

Additional programs close service gap

Gab

e Al

len

Ele

men

tary

GW

Car

ver E

lem

enta

ry

TSZ

DISD

Outcome: Early literacy underpins math & science learning in upper grades

Charter/ Private

TSZ/CCE OPERATIONAL GOAL: TSZ has a 20% Increase in number of parents trained

IV. No child's academic progress is derailed by physical, social or emotional needsGoals and Outcomes Dallas ISD - Pinkston Feeder Pattern

Asse

ssm

ent

& M

easu

rem

ent

Inst

rum

ents

(see

ba

ck o

f pa

ge f

or l

egen

d)

Outcome: TSZ parents are valued contributors who are their child's first teachers/best advocates

Primary Outcome Measure: 5% year over year improvement for TSZ students (6 wks grades (K-2); standardized tests (3-12))

K-3 tutors use data to focus on literacy Outcome: Literacy interventions are data driven

DISD

Regular Istation & Reasoning Minds useEarly childhood specialists provide online resources and training

Common reporting enables consistent measurement, evaluation and data sharingSeven Year Longitudinal Study tracks progress

8. Telpas (K-12)9. AP Exams (9-12; Annual)10. PSAT (10); SAT / ACT (11-12; Annual)

STRATEGIES

√ √ √ √ √ √ √ √ √ √ √ √ √ 1, 2 (All)

√ √ √ √ √ √ √ √ √ √ √ √ √ 2,5

TSZ SMU faculty provide coaching & resources √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 2

√ √ √ √ √ √ √ √ √ √ √ √ √ 3-11

√ √ √ √ √ √ √ √ √ √ √ √ √ 3-11

√ √ √ √ √ √ √ √ √ √ √ √ √ 1,2

TSZ SMU faculty provide pedagogy & resources √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 1,2 (All)

At-risk students get +60 min of instruction through master scheduling/extended day √ √ √ √ √ √ √ √ √ √ √ √ √ 3-11

Addditional staff - LSSPs, social workers, urban specialists - deepen instructional team √ √ √ √ √ √ √ √ √ √ √ √ √ 1

√ √ √ √ √ √ √ √ √ √ √ √ √ 3-6, 11√ √ √ √ √ √ √ √ √ √ √ √ √ 3-4

√ √ √ √ √ √ √ √ √ √ √ √ √ 3-11

6-8th gr. reading enhanced by Istation, tutoring; Math enhanced by MSTAR √ √ √ √ √ √ √ nFocus,

Reports√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ nFocus

DISD √ √ √ √ √ √ √ √ √ √ √ √ √ 3-11,

Surveys

TSZ Resource management teams meet regularly to

identify & address Tier I & II student needs √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ nFocus, Reports

DISD 3-11,RTI

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ RTI

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ RTI

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ RTI

Heig

hts P

repa

rato

ry (K

-12)

Asse

ssm

ent a

nd O

utco

mes

M

easu

rem

ent T

ools

1. Principal Evaluation (Annual)2. Spot Observations, Teacher Evaluation (Annual)

St. M

ary

of C

arm

el C

atho

lic (K

-8)

WD

Com

mun

ity S

choo

l (K-

8)

III. Teaching and learning are

supported by evidence based, data

driven practices during in-school and out-of-school time

Arca

dia

Park

Ele

men

tary

CF C

arr E

lem

enta

ry

Elad

io M

artin

ez E

lem

enta

ry

Gab

e Al

len

Ele

men

tary

GW

Car

ver E

lem

enta

ry

3. STAAR Test (3-8) & EOC Exams (9-10); ITBS; ACP

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

Academic enrichment - tutoring & double-blocks support students in the bottom 20%

Raul

Qui

ntan

illa

Mid

dle

Scho

ol

Pink

ston

Hig

h Sc

hool

DISD

Outcome: Improved teaching strategies inform professional practice

College and career readiness enriches K-12

Innovative courses and project-based learning provide hands-on learning

6. Reasoning Mind (2-4; Weekly)7. ESTAR, MSTAR (2X/yr)

11. ELAP, LAP3, CORE, Ages/Stages (@ mid-year)

Amel

ia E

arha

rt E

lem

enta

ry

PD, Instructional Leadership Model, adtl. staff (+1 AP/300 kids) promote leadershipTeacher evaluation, training & regular use of student assessment (Istation and Reasoning Minds) support quality teaching

Increased mentoring opportunities provide students with 1:1 personal developmentA truancy/excessive tardiness reduction program increases attendance in all grades

TSZ

Outcome: In-school learning is enhanced during out-of-school time by data-driven interventionsTeachers share data w/NFPs (resource targeting)

TSZ

DISD

Outcome: Resource management ensures available resources are targeted & coordinated for at-risk students

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

Student Advocacy Management (SAM) teams provide case mgmt. for Tier 3 students primarily

In-school and out, student data inform tutors

Student problem solving, geometry skills, and spatial reasoning relative to everyday math

Interdisciplinary writing improves ELA

Social and Emotional Supports Task Force

Support for Teaching and Learning

Network

IV. No child's academic progress is derailed by physical, social or emotional

needs

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

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

DISD

Asse

ssm

ent &

Mea

sure

men

t In

stru

men

ts

(see

left

col

umnf

or le

gend

)

Outcome: Students are on-track for college and careers at all grade levelsOutcome: Every school has strong leaders and effective teachers

Lore

nzo

de Z

aval

a El

emen

tary

Sidn

ey L

anie

r Van

guar

d E

lem

.

Stev

ens P

ark

Elem

enta

ry

GOALS, OUTCOMES & INTERVENTIONS DESA

Mid

dle

Scho

ol

Thom

as E

diso

n M

iddl

e Sc

hool5. Isip/IStation (K-8; 3x/year or as needed)

4. Six weeks grade reports

Outcome: Staffing and student focused time management support a quality learning environment

ARK (Adults Relating to Kids) Parenting Skills √ √ SurveyAVANCE Parenting Skills √ √ √ SurveyCatholic Charities Dual Generation √ √ SurveyEducational First Steps Program Quality √ √ √ 3,8,11Head Start of Greater Dallas Pre-K √ √ √ 3,8,12The Concilio Parenting Skills √ √ SurveyVMLC Pre-K, ESL √ 3,8,11Wesley-Rankin Community Center Pre-K (Montessori 2014) √ √ 3,8,11Cara Mia Parent Advocacy √ -HIPPY Parenting Skills √ √ √ √ -

Dallas AfterSchool Program Quality √ √ √ √ √ √ √ √ √ DORA/ADAMEducation Is Freedom College Access √ ReportsLeadership DISD Case Management √ 3-11Rainbow Days Counseling (D/A Abuse) √ √ 3-11Readers 2 Leaders Tutoring (reading) √ √ √ √ √ 3-11Reading Partners Tutoring (reading) √ √ √ 3-11Salesmanship Club Social/Emotional √ √ √ √ √ 3-11SOAR Collaboration √ √ √ 3-11The Family Place Family/Dating Violence √ 3-11TRM (Tutor Read Mentor) Off-site after-school √ √ √ √ √ √ √ 3-11Voice of Hope On/off-site after-school √ √ √ √ √ 3-11Watermark Community Church School Support √ 3-11Wesley-Rankin Community Center After-school, leadership √ √ √ 3-11Group Excellence In-school Tutoring √ √ √ √ √ √ √ √ √ √ √ √ √ 3-11JIV Daya Kindles for 3rd grade √ √ √ √ -Texas Capital Bank School Support √ -Texas Instruments (UWMD) School Support √ √ -Center for Brain Health √ √Dallas Cowboys Women's Association Reading Enrichment √ -Dallas District Attorneys Student Support √ -Highland Park Presbyterian Church School Support √ -Jaycee Zaragoza After-School √ -Jesuit Prepatory School √Navida el Barrio √ √ -Park Cities Presbyterian Church To be determined √ -Real School Gardens STEM √ √ -St. Simon Episcopal Church Latch Key √ √ √ -Unity of Dallas School Support √ -

Role

of

the

Back

bone

Or

gani

zati

on (C

CE)

5. Conduct 4-5 annual events to build public understanding and support for TSZ and for education transformation

3. Provide case management to connect schools, students and nonprofits; allowing data driven resource targeting

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

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

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

Amel

ia E

arha

rt E

lem

enta

ry

Arca

dia

Park

Ele

men

tary

CF C

arr E

lem

enta

ry

Elad

io M

artin

ez E

lem

enta

ry

Pink

ston

Hig

h Sc

hool

St. M

ary

of C

arm

el C

atho

lic (P

k-8)

WD

Com

mun

ity S

choo

l (Pk

-8)

Heig

hts P

repa

rato

ry (K

,2; 6

-9)

4. Develop and maintain the 3-5 year strategic plan for TSZ

TSZ

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

In-S

choo

l Ac

adem

ic a

nd S

ocia

l In

terv

enti

ons

Gab

e Al

len

Ele

men

tary

GW

Car

ver E

lem

enta

ry

Lore

nzo

de Z

aval

a El

emen

tary

Sidn

ey L

anie

r Van

guar

d E

lem

.

Stev

ens P

ark

Elem

enta

ry

DESA

Mid

dle

Scho

ol

Thom

as E

diso

n M

iddl

e Sc

hool

Raul

Qui

ntan

illa

Mid

dle

Scho

ol

Goals and Outcomes Dallas ISD - Pinkston Feeder Pattern Charter/ Private

1. Build a shared vision and maintain responsibility for its short and long-term implementation2. Collect, translate, collate, aggregate/disaggregate student and school data and share the result with all school and nonprofit partners (Excel and nFocus)

Earl

y Ch

ildh

ood

&

Pa

rent

ing

Asse

ssm

ent

& M

easu

rem

ent

Inst

rum

ents

(see

ba

ck o

f pa

ge f

or l

egen

d)

TSZ

Corp

orat

eFa

ith C

omm

unity

, Oth

er O

rgs

Oth

er

3. STAAR Test (3-8) & EOC Exams (9-10); ITBS; ACP

ARK (Adults Relating to Kids) Parenting √ √ SurveyBrother Bill's Helping Hand Food, medical, emerg. √ √ √ √ √ √ √ √ √ √ √ √ √ SurveyBuilders of Hope Homeownership √ √ SurveyDallas Area Habitat Homeownership SurveyMercy Street Leadership, Fitness √ √ √ √ √ S/E AssessWest Dallas Community Center Arts √ √ √ SurveyBoy Scouts Character √ √ √ √ √ -Essilor Vision Foundation Eye glasses √ √Feed 3 Food √ -Girls Inc Character √ -Girl Scouts Character √ √ √ -Junior Prosecutors Mock Trial √ -North Texas Food Bank Food √ √ √ -Surgence Leadership, Food √ √ -YMCA Character, Fitness √ -Young Life/Wyldlife Character √ -Young Strings Arts √ -

√ √ 5,8,11

√ √ 3-8

3-8

√ 3,7

√ √ √ √ Reports

√ √nFocus, Reports

√ Surveys

√ √ 5,8,11

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 3-11

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Surveys

√ √ √ Surveys

√ √ √ √ √ Surveys√ Surveys

√ √ Surveys√ √ Surveys

Surveys√ √ Surveys

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

TSZ

Logic models and school/TSZ evaluation (CORE)

GW

Car

ver E

lem

enta

ry

Lore

nzo

de Z

aval

a El

emen

tary

TSZ

1. Principal Evaluation (Annual)

6. Reasoning Mind (2-4; Weekly)

8. Telpas (K-12)

11. ELAP, LAP3, CORE, Ages/Stages (@ mid-year)

TSZ

Asse

ssm

ent

and

Outc

omes

M

easu

rem

ent

Tool

s

Amel

ia E

arha

rt E

lem

enta

ry

Arca

dia

Park

Ele

men

tary

7. ESTAR, MSTAR (2X/yr)

10. PSAT (10); SAT / ACT (11-12; Annual)

5. Isip/IStation (K-8; 3x/year or as needed)

9. AP Exams (9-12; Annual)

2. Spot Observation; Teacher Evaluation (Annual)

4. Six weeks grade reports

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

TAG Enrichment (Dr. Anne Batenberg) - TAG program enrichment activities and teaching strategiesResource Management - Connecting schools, NFPs and students with targeted resourcesExercise Impact - measuring impact of 20 minutes of vigorous exercise on academic performance

Graph-O-Game (Dr. Doris Baker) - Improved ELL reading for 2nd grade studentsPassport (Dr. Stephanie Al Otaiba) - Reading intervention for 4th grade students

Com

mun

ity

Supp

orts

Sidn

ey L

anie

r Van

guar

d E

lem

.

CF C

arr E

lem

enta

ry

Elad

io M

artin

ez E

lem

enta

ry

Gab

e Al

len

Ele

men

tary

Faith

Com

mun

ity, O

ther

Org

s

Daily Campus - assistance with student newspapersEngaged Learning, Big iDeas, New Century, Hunt ScholarsAlumni & Professional AssociationsMulticultural Student Assn; Alt Spring Breaks

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

Conferences/symposia - parenting, special topics

Work study & volunteers - Tutoring, reading interventions, etc.

Intensity (Dr. Jill Allor) - Supplemental Literacy for Learning DisabledMSTAR (Dr. Leanne Ketterlin Geller) - Improving pre-Algebra instructional quality and assessments

SMU

Pro

fesi

onal

Dev

elop

men

t &

Ap

plie

d Re

sear

ch ($

4MM

to

date

)

SMU

Wor

k St

udy

and

Stud

ent

Volu

ntee

rs

SMU Catholic Campus Ministry, Service House

Asse

ssm

ent &

Mea

sure

men

t In

stru

men

ts

(s

ee le

ft c

olum

n fo

r leg

end)

TSZ Academic Goal: SMU Faculty pilot, develop, test, and implement interventions for specific needs

Pink

ston

Hig

h Sc

hool

Stev

ens P

ark

Elem

enta

ry

DESA

Mid

dle

Scho

ol

Thom

as E

diso

n M

iddl

e Sc

hool

Raul

Qui

ntan

illa

Mid

dle

Scho

ol

St. M

ary

of C

arm

el C

atho

lic (P

k-8)

WD

Com

mun

ity S

choo

l (Pk

-8)

Heig

hts P

repa

rato

ry (K

,2; 6

-9)

the budd center | data report, ay 2012-13

Documents