Rfw strategic plan data deck oct 2017

1
Strategic Plan
Prepared for Read Fort Worth
by The Commit! Partnership and StriveTogether
October 2017

2
Read Fort Worth: A 100x25 Community Effort
Note: Reading “on level” means that a third-grader correctly answered 76% (26 of 34) questions on the May 2017 Texas STAAR Reading
exam.
Read Fort Worth is a collective impact effort mobilizing educators, funders,
government, businesses, parents and community organizations to see that
100 percent of Fort Worth ISD third grade students read at a college-ready
pace by 2025: 100x25
Only 1 in 3 third graders in Fort Worth ISD read on grade level,
severely limiting the city’s education pipeline and pool of human capital.
Read Fort Worth will align partners, strategies and resources to significantly
improve early childhood literacy and ensure that all Fort Worth children are
successful in school and in life.

3
How Is Fort Worth ISD Tracking Toward 100x25?
47%
59%
70%
79%
86%
92%
97%
100%
37%
43%
79%
33%
41%
0%
20%
40%
60%
80%
100%
17 18 19 20 21 22 23 24 25
%of3rdGradersReadingatCollege-ReadyPace
Year
Fort Worth ISD: Comparison of Scenarios Against 100x25
100x25 will need the most
significant growth to
occur early on. The last
students to be reading on
grade-level will likely be the
most difficult to reach,
requiring more individualized
and multifaceted support.
FWISD’s current literacy
targets drive toward great
progress, but more
growth will be needed.
Current literacy goals track
for 6% annual growth,
leading to 79% by 2025.
If meaningful action is not
taken, only 41% of 3rd
graders will be reading on
grade level by 2025, only
8% more than FWISD’s
current proficiency
Source: Texas Education Agency: 2012-16 STAAR; Fort Worth ISD
Note: 2017 data is from the publicly-available STAAR Aggregator for all May 2017 test takers—33% for Fort Worth ISD. This data differs from the
district’s PEIMS STAAR number (34%) screened for the students enrolled in October 2016 and for whom Fort Worth ISD is accountable. Both
numbers are correct; since the accountability-screened data is not publicly available, the STAAR aggregator numbers are used for all analysis.

4
Where Are The Most 3rd Graders Not Reading on Level?
*Denotes Fort Worth ISD Leadership Academy beginning AY 2017-18. Leadership Academies are focus schools for staffing FWISD’s most
effective teachers (using strategic compensation to incent), and will be provided additional staff, student supports, and campus upgrades.
Source: Texas Education Agency STAAR 2017.
Fort Worth ISD: 3rd Graders Not Reading on Grade Level, 2017
# Not On Level (2017)
90 or more
60 – 89
30 – 60
29 or fewer
Schools with the most 3rd grade
students not reading on level
School
3rd Gr.
Read-
ing
(2017)
1 Yr.
%
Cha-
nge
# not
on
pace
(2017)
Western Hills 22% –4% 152
T A Sims 18% +1% 93
South Hills 36% +6% 90
John T White* 17% –4% 85
Greenbriar 24% –8% 84
Rosemont Pk. 14% –5% 84
Daggett 27% +10% 82
Sagamore Hill 25% 0% 82
Western Hills, 152
Daggett, 82
John T. White*,
85
South Hills, 90 Greenbriar, 84
Sagamore Hill,
82 The 8 schools with the most students
not reading on level represent 16% of
all non-proficient 3rd grade students
Rosemont Park, 84
T.A. Sims, 93

5
3 Schools Are 100x25 Anchors While 14 Schools With Literacy
Rates Above District Average Are 100x25 Drivers
Source: Texas Education Agency: 2012-17 STAAR and Texas Academic Performance Report Data
Fort Worth ISD : 3rd Grade Enrollment Growth vs. 3rd Grade Reading Growth, by Campus
100x25 Drivers (14 Schools above FWISD 33% 3R Avg.)
School
%3R
2017
# Not
on
Level
Avg.
3R
Growth
Avg.
Enroll.
Growth
Manuel Jara ES 44% 69 4% -1%
Luella Merrett ES 34% 63 2% 2%
Oakhurst ES 38% 60 2% 1%
Hazel H. Peace ES 36% 54 2% 0%
M.H. Moore ES 40% 50 2% 1%
Alice Contreras ES 42% 49 3% -3%
Eastern Hills ES 44% 49 7% 6%
Cesar Chavez ES 41% 47 3% -1%
Benbrook ES 53% 46 2% 1%
Bonnie Brae ES 34% 41 3% 1%
Kirkpatrick ES 33% 41 2% 2%
De Zavala ES 42% 31 2% -1%
Lily B. Clayton ES 67% 27 3% -1%
Wash. Heights. ES 44% 24 5% -5%
M.M. Walton
Rosemont Park
West Handley
100x25 Neutral
100x25 Anchors
100x25 Drivers
100x25 Anchors
School
%3R
2017
# Not
on
Level
Avg.
3R
Growth
Avg.
Enroll.
Growth
Rosemont Park ES 14% 84 -1% 0%
West Handley ES 10% 73 -1% 1%
M.M. Walton ES 16% 49 -1% 0%

6
3 Types of Campus Approaches Can Guide Strategic
Action Toward 100x25
Achieve
Early Wins
Turnaround
Low Performers
Scale
Interventions
1 2 3
Focus
Schools
Description
20 Schools -
100x25 Drivers
3 Schools -
100x25 Anchors
58 Schools -
100x25 Neutral
Potential
Actions
• Identify best
practices
• Boost outside-of-
school support
• Resource Reading
• Increase attendance
• Scale Leadership
Academies
• Boost professional
development
• Integrate social-
emotional support
• Identify most
effective practices
• Target supports to
needs of remaining
campuses
Support existing
growth practices and
resource schools to
accelerate literacy
growth
Overhaul systems
and processes and
provide wrap-around
supports to reverse
literacy trajectory
Scale best practices
from initial
interventions to
remaining FWISD
schools
100x25

7
Immediate Systemic Interventions Are Needed to Reach
100x25 3rd Graders, Who Are Being Born Today
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25
Infant 1 y.o. 2 y.o. 3 y.o. 4 y.o. 5 y.o. 6 y.o. 7 y.o. 8 y.o.
Spaces
ofFocus
Hospitals,
Childcare,
Home
Childcare,
Home
Childcare,
Home
Pre-K,
Childcare,
Home
Pre-K,
Childcare,
Home
Kinder-
garten,
Home
1st Grade,
Home
2nd Grade,
Home
3rd Grade,
Home
Interventions
Family resources & home visits Attendance drives & mobile health clinics
Quality childcare and early education Out-of-school programs with a literacy focus
Hospital
briefings
Half-day
Pre-K: 3
year olds
Pre-K awareness
campaigns
Multi-dimensional school entry assessment
Robust progress monitoring & RTI process
Full-day
Pre-K: 4
year olds
Blended FWISD-private
center partnerships to
meet enrollment needs
Developmental screenings using
common tool and approach Reading resources & on-campus volunteers
Quality instruction; targeted PD; Mentoring program
Community Interventions
FWISD Interventions
Critical Systemic Interventions to Reach 100x25
Intervention not in place – Implementation needed
Intervention in progress – Scaling & coordination needed
Community awareness of literacy progress/challenges and active advocacy for policies and additional supports

8
Fort Worth ISD Is Committed to the Collective Impact Effort
• Fort Worth ISD is the principal entity executing educational strategies and
tactics needed to achieve the 100x25 literacy goal.
• The district is committed to a robust, ongoing relationship with the Read Fort
Worth collective impact effort and is a fully-integrated partner.
Role
Involvement
Current Areas of
Partnership
• Fort Worth ISD will participate on the Read Fort Worth Executive Council and
Collaborative Action Networks to align work with the district’s PK-3 strategies
• The district will work with partners to identify resource needs, supports and
other avenues for community efforts to help drive early childhood literacy
• The district is partnering with CANs in many areas, including classroom library
campaign, volunteer reading mentoring and early childhood partnerships.
• The district is fully engaged in the pilot Leadership Academies program and is
leveraging academic achievement data and strategic compensation to incent
highly-effective teachers to teach at target high-need campuses.
• Leadership Academies include numerous wrap-around supports around which
the district and partners are committed to collaboration.
Fort Worth ISD Relationship With Read Fort Worth

9
A Theory of Change Guides
Read Fort Worth’s Collective Action
A. Kaiser Family Foundation, https://www.cdc.gov/violenceprevention/acestudy/about.html.
B. FWISD student-level Istation Data
C. 2016 Texas Education Agency: 3rd grade STAAR data; 2016 Texas Academic Performance Report data.
Fort Worth community can
achieve 100x25 if certain
conditions are realized
Incenting highly effective
teachers and leaders to teach
on highest need campuses
Raising attendance rates while
reducing chronic absenteeism
and mobility
Children are born into safe,
healthy environments and
developmentally on track
Children have quality early
learning experiences that
ready them for school
Children have an excellent
classroom experiences in
early grades
Elementary schools have key
campus supports, including
out-of-school time and books
Pilot strategic compensation
program in Dallas helped
increase 3rd grade reading by
16% pts. over two years
A 1% pt. increase in average
daily attendance on a FWISD
campus is associated with 9.8%
pt. higher 3rd grade reading
performance C
Reducing and mitigating the
impacts of Adverse Childhood
Experiences (ACEs)
Increasing participation in
quality early learning/Pre-K
High-level strategies
support and align to these
conditions
Evidence suggests these
strategies are highly
effective
Children participating in FWISD
Pre-K were 1.6x more likely to
be kindergarten ready B
Children who experience 4 or
more ACEs are 32x more likely
to have learning and behavioral
problems A

10
Immediate Systemic Interventions Are Needed
to Reach 100x25 3rd Graders
Note: Partnerships to support Pre-K for 3-year-olds may not directly align to School Readiness CAN priorities and may instead be a strategy
driven forward by other partners and/or the Read Fort Worth backbone.
Critical Systemic Interventions to Reach 100x25
School Readiness
3-4 years old
Literacy Excellence
5-8 years old
Early Care
0-2 years old
Fort Worth
ISD
School
Readiness
CAN
Child Well-
Being CAN
Expanded
Learning CAN
Reading
Resources
CAN
• Pre-K Awareness
campaigns
• Quality of childcare and early education
• Parent & family supports
• Blended partnerships to support Pre-K for 3 year olds*
• Hospital briefings &
common developmental
screenings
• Half-day Pre-K for 3 y.o.
• Full-day Pre-K for 4 y.o.
• Mobile clinics
• Reduce Adverse Childhood Experiences (ACEs)
• Multi-dimensional school
entry assessment
• Robust monitoring & RTI
• Quality instruction
• Summer learning
• After-school learning
• Campus literacy resources
• Reading volunteers
• Attendance campaigns
A
B
D E
F
G
I
H
J
K
C

11
Quality Childcare And Early Education
*Quality centers are either rated 4 Star by Texas Rising Star or are accredited through NAC, NAEYC, AMI or AMS
Source: James J. Heckman, “Investing in disadvantaged young children is an economically efficient policy,” Presentation prepared for the Forum on Building the
Economic Case for Investments in Preschool, Committee for Economic Development, 2006.
Pew Research Center, “Parenting in America: Child care and education: quality, availability and parental involvement,” Pew Research Center, Social &
Demographic Trends, December 17, 2015, http://www.pewsocialtrends.org/2015/12/17/4-child-careand-education-quality-availability-and-
parentalinvolvement/.
A
Intervention Detail
Context
• Only 16% of Fort Worth children who are enrolled in
childcare attend centers that are rated as quality.
• Only 7% of childcare centers located in the City of Fort
Worth (30 out of 443) are rated as quality centers.*
Reference and Case Studies
“Investing in disadvantaged young children”
• Low-quality early environments, lacking adequate
cognitive and non-cognitive stimulation, lead to deficits
that children often never overcome.
Pew Research Center, “Parenting in America”
• 62% of parents across the U.S. had a hard time finding
childcare that was high-quality and affordable.
Progress indicators
• Key indicator: Kindergarten Readiness
• % of centers rated as quality
• # professionals in Tarrant County Professional
Development Registry
Key enablers
• Early Learning Alliance: coordinate action
• Childcare Centers: invest in quality
• Texas Rising Star: evaluate quality of centers
Collaborative Action Network (CAN)
School Readiness
Key activities
• Implement the Classroom Assessment Scoring System
(CLASS) at centers across Tarrant County
• Coordinate and expand early Head Start enrollment
• Increase quality of early childhood professionals
Focus
Early Care: 0-2 years old

12
Parenting Resources and Home Visits
Sources: U.S. Census American Community Survey, 2015. Anne Fernald, Virginia A. Marchman, and Adriana Weisleder, “SES Differences in Language Processing
Skill and Vocabulary Are Evident at 18 Months,” Developmental Science 16 (2013): 234–48. Tamara Halle et al., “Disparities in Early Learning and
Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B),” Child Trends, June 2009, www.childtrends.org/wp-
content/uploads/2013/05/2009-52DisparitiesELExecSumm.pdf.
B
Intervention Detail
Context
Many Fort Worth parents face hardships that may impede
early development of their children. 26% of Fort Worth
children live in households in poverty. Only 33% of adults
over 25 have a postsecondary degree while 19% lack a
high school diploma
Fernald, Marchman, and Weisleder, “SES
Differences in Language Processing.”
• By age 3, children with college-educated parents had
vocabularies as much as three times larger than
children whose parents did not complete high school
“Disparities in Early Learning and Development.”
• Parenting education should be included as part of early
childhood interventions, as low parent education levels
are a risk factor for impeded child development
Progress indicators
• # parents attending family forums & parent universities
• % of children reached through well-child visits
Key enablers
• Early Learning Alliance: coordinate action
• Parents: co-host workshops and implement learnings
• Home Visiting Partnerships: conduct home visits
School Readiness
Key activities
• Conduct home visits through partner organizations
• Convene parent forums and develop resource network
to equip families with needed resources
Focus

13
Blended Partnerships To Support
Pre-K For 3 Year Olds*
C
Intervention Detail
Context
Many Fort Worth ISD children lack access to quality child
care and early learning, with only 16% of Fort Worth
children who are enrolled in childcare attending centers
that are rated as quality. FWISD schools with Pre-K have
much higher rates of Kindergarten Readiness.
Pew, “Pre-K Collaborations with Community-Based
Partners”
• In Tulsa, a collaborative program between the school
system and Head Start allows the district to leverage
multiple funding streams to expand to a full day Pre-K
• In New Jersey, all teachers in state-funded Pre-K
programs, whether school or center based, receive the
same core training. As a result, they share a common
approach to teaching young children
Progress indicators
• % of children enrolling in PK-3
• % of children enrolled in PK-4
Key enablers
• Read Fort Worth: coordinate action
• Child-care providers: align seats and strategies
• Fort Worth ISD: align seats and strategies
School Readiness
Key activities
• Convene and align child care providers to meet need
for Pre-K for 3 year olds. Align empty seats with Fort
Worth ISD to implement district-wide partnerships.
Focus
*While the Early Learning Alliance will drive forward the School Readiness CAN, partnerships to support Pre-K for 3 year olds may not directly
align to ELA activities and may instead be a School Readiness CAN strategy driven forward by the Read Fort Worth backbone.
Sources: Pew Center for the States, “Beyond the School Yard: Pre-K Collaborations with Community-Based Partners,” July 2009,
https://www.nmefoundation.org/getmedia/c9544bc4-2128-4ec5-8446-d7858f12868b/BeyondtheSchoolYard.

14
Hospital Briefings &
Common Developmental Screenings
Sources: Tamara Halle et al., “Disparities in Early Learning and Development: Lessons from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B),”
Child Trends, June 2009, www.childtrends.org/wp-content/uploads/2013/05/2009-52DisparitiesELExecSumm.pdf. NM Developmental Screening Initiative,
http://cdd.unm.edu/dsi/index.html. Community Care NC, https://www.communitycarenc.org/population-management/medical-home/ABCD/.
D
Intervention Detail
Context
Developmental gaps between higher- and lower-income
children have been observed among children as young as
9 months old. Up to 20% of students in the U.S.
experience some form of developmental delay.
New Mexico Developmental Screening Initiative
• New Mexico established a state backbone agency to
standardize developmental screenings across health
providers and promote best practices
North Carolina “ABCD” Screening Model
• NC implemented & convened physicians to develop and
implement a common screening framework based on
evidence-based best practices
Progress indicators
• # of hospital briefings conducted
• % of children developmentally screened
• % of 4-year-olds developmentally on-track
Key enablers
• Hospitals: conduct briefings with new parents
• Healthcare Providers and Home Visiting
Partnerships: align around and implement a common
development screening tool
Collaborative Action Networks (CANs)
A) Child Well-Being; and B) School Readiness
Key activities
• Brief parents of newborns on parenting basics and on
the importance of reading to their child.
• Develop and implement a common city-wide
developmental screening tool for infants and toddlers
Focus

15
Reduce Adverse Childhood Experiences (ACEs)
Source: Kaiser Family Foundation, https://www.cdc.gov/violenceprevention/acestudy/about.html.
GWU – Building Community Resilience Collaborative, http://publichealth.gwu.edu/departments/redstone-center/resilient-communities.
E
Intervention Detail
Context
• Adverse Childhood Experiences (ACEs) like child abuse
have long term negative effects.
• 5% of the geography of the City of Fort Worth accounts
for 50% of all instances of child abuse
Kaiser Family Foundation
• Children who experience 4 or more ACEs are: 32X
more likely to have learning and behavioral problems;
At 2-3X greater risk of developing heart disease and
cancer as adults; At 10-12X greater risk for IV drug
use and attempted suicide
Progress indicators
• % of children experiencing 4 or more ACEs when
entering Kindergarten
Key enablers
• Hospitals: coordinate action
• Healthcare Providers: attend workshops
• Families: provide insight into risk factors, change
Collaborative Action Networks (CANs)
Child Well-Being
Key activities
• Form workgroups and develop strategies for targeted
health topics, such as asthma and obesity
• Partner with place-based initiatives to engage families,
chart system actors, and advocate for policy changes
• Develop protective factors to reduce impact of ACEs
Focus
School Readiness: 3-4 years old;
Literacy Excellence: 5-8 years old

16
Mobile Clinics
Source: Pediatrics, December 2005, “A Pilot Study of the Effectiveness of a School-Based Influenza Vaccination Program,”
http://pediatrics.aappublications.org/content/pediatrics/116/6/e868.full.pdf.
F
Intervention Detail
Context
12% of children in the City of Fort Worth (26,500
children) lack health insurance.
Pediatrics, “A Pilot Study of the Effectiveness of a
School-Based Influenza Vaccination Program.”
• School-based immunization programs demonstrate
significant success in reducing the spread of the
influenza virus. School immunization efforts lowered
the frequency of flu contraction by 45-70%
Progress indicators
• % of children fully vaccinated when entering school
• # excused school absences due to illness
Key enablers
• Health Care Providers: Operate the clinics
• Philanthropy: Support expansion of clinics, service
Child Well-Being
Key activities
• Offer clinics at schools for discounted vaccination,
dental, and vision care
Focus

17
Summer Learning
Sources:
A SERVE, “Summer School: Research-Based Recommendations for Policymakers,” http://www.serve.org/uploads/publications/SSRecommendations.pdf.
B The National Summer Learning Association, “Accelerating Achievement Through Summer Learning,” http://www.summerlearning.org/wp-
content/uploads/2016/06/AcceleratingAchievementThroughSummerLearning.pdf
C Summer Matters, “How Summer Learning Strengthens Students’ Success,” http://dev.summermatters2you.net/wp-content/uploads/2016/01/Summer-Matters-How-Summer-Learning-
Strengthens-Students-Success.pdf
G
Intervention Detail
Context
• On average, students lose one month of learning over
the course of a summer, known as “summer slide” A
National Summer Learning Association B
• Students across summer programs with reputations for
being successful regularly achieved gains of more than
two months in math and reading
Summer Matters C
• Summer program participants were 1/3 less likely to be
chronically absent the following fall than their peers
• Parents report children improved both their attitude
towards reading (68%) and reading ability (62%)
Progress indicators
• Key indicator: 3rd Grade reading
• % of students enrolled in summer programs
• Summer slide – change in Achieve 3000 Lexile level
between end of year 1 and beginning of year 2
Key enablers
• Summer program providers: coordinate action
• Schools: communicate information about programs
• Parents: enroll students in summer programs
Expanded Learning
Key activities
• Drives to enroll students in summer programs
• Trainings for summer learning providers on best
practices for literacy and summer retention
Focus

18
After-School Learning
Sources:
A Manpower Demonstration Research Corp, “Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders,”
http://files.eric.ed.gov/fulltext/ED505368.pdf.
B Collaborative for Academic, Social, and Emotional Learning, “The Impact of After-School Programs That Promote Personal and Social Skills,”
http://childcare.wceruw.org/pdf/pp/study_of_after_school_activities_descriptive_report_year1.pdf.
H
Intervention Detail
Context
• Many students lack supportive environments or
caregivers in the hours after school.
• After-school programs often struggle to attract
disadvantaged students who need them most. A
“The Impact of After-School Programs That
Promote Personal and Social Skills.” B
• Participants in after-school programs experience
significant improvements in self-confidence, self-
esteem, and positive feelings toward school
• In programs using evidence-based approaches, 59% of
students improved in self-perceptions, 57% improved
in positive social behaviors, and 58% improved in
achievement tests
Progress indicators
• Key indicator: 3rd Grade reading
• % of students enrolled in after-school programs
Key enablers
• After-school program providers: coordinate action
• Schools: communicate information about programs
• Parents: enroll students in after-school programs
Expanded Learning
Key activities
• Drives to enroll students in after-school programs
• Train after-school learning providers on best practices
for literacy and participant retention
Focus

19
Campus Resources
Source: Analysis of Fort Worth ISD libraries data and campus visits.
I
Intervention Detail
Context
• 83% of FWISD elementary school libraries currently fail
to meet state standards for age of collections, and 20%
fail to meet standards for quantity of books. A
• Outperforming campuses routinely have more robust
classroom libraries than underperforming schools.
Texas Administrative Code, Title 13. Part I. Chapter
4. Subchapter A. Section 4.1
• Library collections should have at least 9,000 books or
16 items per student (whichever is greater). Collections
should have an average age of 15 or fewer years old.
Catapano, S, Fleming, J., & Elias, M. (2009).
• Classroom libraries should have at least 100 quality
books and 10 quality books per student
• Quality refers to content and diverse representation
Progress indicators
• Key indicator: 3rd Grade Reading
• Age of campus library collections
• Average classroom library collection size per campus
• Library circulation rates, by campus and classroom
Key enablers
• Reading Resources CAN: coordinate action
• Businesses/Funders: provide funding for resources
• FWISD: Implement classroom library inventory
system, professional development to support usage.
Reading Resources
Key activities
• Book drives for classroom libraries
• Campus partnerships for school libraries & technology
Focus

20
Volunteer Reading
Source: MDRC, “Mobilizing Volunteer Tutors to Improve Student Literacy,” http://www.mdrc.org/publication/mobilizing-volunteer-tutors-
improve-student-literacy.
J
Intervention Detail
Context
• Many young children do not have home environments
that encourage reading and lack opportunities to read
one-on-one with adults.
• Implementation and quality of volunteer reading varies
greatly across Fort Worth ISD elementary schools
MDRC, “Mobilizing Volunteer Tutors to Improve
Student Literacy”
• Students who regularly read with a volunteer reading
tutor experienced the equivalent to 1.5 to 2 months of
additional growth in literacy over the course of a year
• Particularly effective for students in the bottom quartile
of reading performance on national scores; the number
of students that moved out of the bottom quartile over
the course of the year was over 50% higher than
among other students.
Progress indicators
• Key indicator: 3rd Grade Reading
• % of students reading with a volunteer
• Achieve 3000 Lexile growth and fidelity rates
• # of volunteers reading on campuses
Key enablers
• Reading Partners: coordinate volunteers
• Volunteers: read with students on campuses
• School leadership: create space for volunteers
Reading Resources
Key activities
• Volunteer reading programs on all campuses in FWISD,
with emphasis on priority schools and K-2nd grades
Focus

21
Attendance Campaigns
Source: Attendance Works, “Preventing Missed Opportunity,” http://www.attendanceworks.org/wordpress/wp-
content/uploads/2016/08/Executive-Summary_final2-9.5.16.pdf.
K
Intervention Detail
Context
• In Fort Worth ISD, attendance is strongly correlated
with literacy achievement: 1% pt. higher attendance is
associated with 9.8% pt. higher 3rd grade reading.
• Absences lead to millions in lost school funding.
Attendance Works, “Preventing Missed
Opportunity”
• Missing 10 percent or more of school predicts lower
literacy for students by third grade
• The community in Grand Rapids, MI dropped chronic
absentee rates from 35% to 22% over 3 years through
a coordinated, community-wide messaging campaign
and robust school partnerships with community
organizations to address needs of families
Progress indicators
• % of students chronically absent
• % of students tardy
• # unexcused absence
Key enablers
• Parents: Set routines that lead to strong attendance
• Principals: Track and share absence data
• Community organizations: Support family needs
• Health care providers: Reduce student illness
Reading Resources
Key activities
• Conduct community wide messaging campaign
• Track data and use it to partner with community
organizations to reach students starting in Pre-K
Focus

22
Proposed Collaborative Action Networks
Will Align Implementation of Community Strategies
Read Fort Worth: Proposed Collaborative Action Networks (CANs)
Reading
Resources CAN
Expanded
Learning CAN
Child Well-Being
CAN
School
Readiness CAN
Age range of
focus
5-8 years old5-8 years old0-8 years old0-5 years old
Key Indicator 3rd Grade Reading3rd Grade Reading
Kindergarten
Readiness &
3rd Grade Reading
Kindergarten
Readiness
Potential
Interventions
• Resourcing
campuses
• Volunteer reading
• Attendance drives
• City library
programs
• Summer learning
• After-school
learning
• Hospital briefings
& developmental
screenings
• Mobile clinics
• Reducing ACEs
and their effects
• Increase quality
of childcare &
early education
• Parenting
education
Parent and family engagement
• Collaborate with Fort Worth ISD to plan, implement, & track results of strategies
• Identify, share and scale best practices
Role

23
Three Main Approaches Exist to Create
Collaborative Action Networks
Existing Context
Invitation to
Engage
Request for
Engagement
Request for
Support
No network exists
around a given outcome
A network focused on
an outcome exists, but
it is not aligned under
the common goal or
using data to drive
action
A network exists and is
using data to drive
decision-making around
a common outcome
Approach Read Fort Worth Action Steps
• Invite stakeholders to
participate
• Provides staff support for
logistics and coordination
• Provide data to help define
actions; drive continuous
improvement
CAN Action Steps
• Performs landscape analysis
• Drafts CAN charter
• Develops Network Action Plan,
including identifying gaps,
bright spots, and best
practices
• Implements action plan
• Monitors and improves
• Invite network to engage and
become a CAN within the
Read Fort Worth framework
• Provide initial data to help
define actions
• Provide logistical support
• Outline support that can be
provided
• Provide logistical support as
requested
• Track progress on key
indicators, feeds data back
• Respond with detail on types
of support needed to complete
action plan
• Responds with detail on types
of support needed to complete
their action plan
CANs have the ability to apply expertise on program design and assessment
Read Fort Worth: Pathways to Create a Collaborative Action Network (CAN)

24
Read Fort Worth: Model for Collaborative Action From StriveTogether
A Collaborative Action Process Will Drive
Community Progress
School
Readiness
CAN
is here
Summer
Learning
CAN
is here
Reading
Resources,
Child Well-
Being CANs
are here
Note: Graphic represents current state of
work vs. evolution of Summer Learning
team to an Expanded Learning focus.

25
CANs Share Common Structural Elements
• Ideally co-chaired by a content expert and a community, civic or business
leader with expertise and interest in the focal outcomes for the network
• Cross-sector membership and representation from groups most able to drive
change
• Leaders convene the CAN monthly or quarterly with discussion driven by data
that leads to alignment and continuous improvement on one or more well-
defined projects.
• CANs draft their own network charters with scope, measurements,
membership and operating principals
• CANs and the Read Fort Worth backbone organization are mutually
accountable to each other
• CANs encouraged to share short, quarterly progress toward goals with the
backbone organization, share updates with Executive Council annually
• The Executive Council provides leadership and policy direction to the backbone
organization but does not directly supervise the CANs
Leadership
Meetings
Operations
Read Fort Worth Collaborative Action Networks (CANs): Structure
Membership
Accountability

26
CANs are Planning and Implementing Action Steps
Note: The Early Learning Alliance will drive forward the School Readiness CAN. Partnerships to support Pre-K for 3-year-olds may not directly
align to ELA activities and may instead be a School Readiness CAN strategy driven forward by other partners and/or the Read Fort Worth
backbone.
Read Fort Worth Collaborative Action Networks: Activities and Next Steps
Next StepsCurrent Activities
School
Readiness
CAN
Health/Child
Well-Being
CAN
Expanded
Learning CAN
Reading
Resources
CAN
• Aligning proposed 2017-18 interventions with
FWISD
• Secure funding for CLASS initiative
• Community convenings to share EDI project
results, develop action plans
• Convened planning group July 19
• Identified Cavile Place (76105) for pilot
project focused on reducing ACEs
• Initiated “first to know” conversations with
stakeholders
• Finalizing network charter for Summer
Learning focus
• Action planning for summer 2018
• Awaiting data on Stop Six Summer Scholars
results, general FWISD summer slide trends
• General FWISD summer slide data requested• Finalizing structure of classroom libraries
campaign
• Partnering with Real Estate Council of GFW,
FWISD Ed Foundation to kick off drive
• Aligning with FWISD on priority elem schools
• Launch CLASS initiative
• Implement RBA platform to track quality EC
population, performance measures
• Monthly/semi-monthly work groups to
advance action plan
• Planning team tours Stop Six/Cavile Place
Oct. 18
• Plan community listening sessions
• Implement and monitor interventions in
Cavile Place
• Convene subcommittees on organizational
design, best practices, literacy learning and
measurement
• Analyze 2017 activity
• Build action plan for systems change to
improve summer literacy opportunities
• children
• Developing plan to scale up support
• Community outreach to connect supporters
with campus needs
• Building communication strategy to solicit
support, celebrate successes

27
Read Fort Worth Will Backbone Community Action
to Achieve 100x25
Vision All children are successful in school
Mission
To align partners, strategies and
resources to significantly improve
early childhood literacy so that 100
percent of Fort Worth third-graders
are reading on grade level by 2025.
Outcomes
All children are
ready for
kindergarten
All children are
proficient readers
by third grade
Key Indicators
% of children
assessed by
FWISD as ready
for school at
kindergarten
% of 3rd graders
scoring at final
recommended
level on STAAR
Reading exam
Read Fort Worth: Vision, Mission, and Accountability Structure

28
Track and Analyze
Data
• Focus on kindergarten readiness + 3rd grade reading; track progress to goals
• Analyze student-level data to gain insights into need, “bright spots” schools,
actions likely to drive change; monitor indicators & contributing indicators
• Communicate data to Collaborative Action Networks to continuously improve
Communicate and
Measure Results
• Publish Data Dashboard to inform, communicate progress toward 100x25 goal
• Lift up “bright spots,” best practices through public speaking, collateral
materials, owned, paid and earned communications channels
• Stage annual “scorecard” event to honor improvement, practices that drive
results
Engage Partners
and Community
• Align partners under the shared 100x25 goal
• Invite partners to support, engage with Action Networks
• Convene Action Networks to develop & implement strategies that improve
early literacy
Support
Collaborative
Action Networks
• Aid Action Networks in scoping work, defining mission and outcomes, collecting
and using data
• Identify “bright spots” practices that should be spread
• Communicate Action Network plans, results to stakeholders
Advocate for Best
Practices
• Endorse practices most likely to drive literacy achievement to FWISD, city of
Fort Worth, funders, service providers and organizations
• Influence improvement through community leadership
The Read Fort Worth Backbone Organization Will Serve
Specific Roles and Responsibilities
Read Fort Worth: Roles and Responsibilities of the Backbone Organization

29
Key Positions Will Staff The Read Fort Worth Backbone
Team
Executive
Director
Full-time dedicated staff person who provides leadership
and management to ensure that the vision, mission and
values of the partnership are put into practice
Kristin Sullivan
Director of
Partnerships
Facilitator for Collaborative Action Networks; supports
continuous improvement action planning
Olga Hickman
Director of
Marketing and
Communications
Supports internal and external communications and
engagement of the broader community
Yezmin Thomas
Data Manager
Supports analysis, management, integration and reporting
of data
contracted to
The Commit!
Partnership
Associate of
Strategy and
Analytics
Supports additional analyses to help Collaborative Action
Networks identify best practices and implement a
continuous improvement process
Add by
early 2018
Read Fort Worth: Backbone Organization Staff Roles

30
Read Fort Worth Has Several Next Steps
Read Fort Worth: Next Steps for the Backbone Organization
90 Days 1 Year
q Establish regular meeting cadence for the Read Fort
Worth Executive Council and CAN reporting schedule
q Convene/support action planning sessions for the
Child Well-Being, Expanded Learning, and Reading
Resources CANs to develop Action Plans
q Finalize alignment on roles and processes with the
Early Learning Alliance to integrate the School
Readiness CAN
q Publicly highlight bright spot campus gains in 2016-
17 to help drive home community’s support of strong
instructional progress while celebrating those
responsible for progress
q Begin process to publish annual Fort Worth literacy
scorecard by benchmarking data and documenting
effective practices (launch scheduled for February
2018)
q Hire Analytics Associate and position as an internal
consultant at FWISD focused on campus data
analysis and school best practices
q Support all CANs with data analysis to activate their
action plans
q Convene/support CANs for follow-on semi-annual
Action Planning sessions to discuss data and identify
bright spot practices to be scaled
q Deepen relationship with Fort Worth, support school
leadership with community advocacy as needed to
advocate for best practices and catalyze policy
changes
q Identify and communicate CAN goals to community

32
Appendix
School Practices 71
Summer Programs 73
Early Childhood 90
After-School 79
Child Well-Being 83
3rd Grade Reading 41
Kindergarten Readiness 50
Pre-K Enrollment 53
Contributing Factors 56
Table of Contents
Fort Worth ISD’s Education Pipeline 36
National Research 70

33
The Problem
Only 1 in 3 Fort Worth ISD 3rd Graders are currently
reading at a college ready pace
Many students are not making sufficient literacy progress during their early grades of
school and never catch up
Children are not entering Kindergarten ready to learn, due to limited options for quality
childcare and early learning
Children are too frequently born into unhealthy, unstable environments with insufficient
community supports

34
Why is 3rd Grade Reading Important?
Source: The Annie E. Casey Foundation. “Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation.”
http://www.aecf.org/m/resourcedoc/AECF-DoubleJeopardy-2012-Full.pdf
Per national research, 3rd grade is the critical time in a child’s schooling when curriculum
transitions from learning to read to reading in order to learn. Reading proficiency in 3rd
grade is essential to subsequent academic achievement and learning outcomes.
• 16% of children who are not reading proficiently by the end of third grade do not
graduate from high school on time (a rate that is 4x than readers who are proficient in
3rd grade)
• For students of color, reading proficiency is even more critical; 31% of poor black
students and 33% of poor Hispanic students who did not read proficiently in 3rd grade
subsequently failed to graduate high school
Learning to Read Reading to Learn
Kindergarten – 2nd Grade 3rd Grade 4th Grade and beyond

35
The Strategy
Fort Worth is collectively mobilizing to ensure 100 percent of 3rd Graders read at
a college ready pace by 2025, by:
Surrounding students with the necessary supports
to catalyze literacy growth in grades K-3
Preparing 3- and 4-year-olds to be ready to learn in Kindergarten
Improving well-being and family environments for children
from birth through age 2
Variability in literacy proficiency is substantial across Fort Worth ISD campuses with
similar demographics, indicating substantial progress is possible with thoughtful and
intentional dissemination of best practices within Fort Worth ISD.

36
National Research Spotlights Literacy Best Practices
Increasing School
Readiness
Measures include, including a) health, b) language development, 3) social-
emotional skills and 4) participation in high-quality early care and learning
programs. Preschool attendance ranked as one of the strongest success factors.
Reducing Chronic
Absenteeism
Chronically-absent students score lower on reading tests than other students.
Students who arrive at school ready to learn but then miss 10% of kindergarten
and first grade have been shown to score 60 points below regularly attending
students on third-grade reading tests.
Preventing
Summer Slide
Many low-income children fall behind during the summer by as much as two
months of reading achievement, while middle-income peers make slight gains.
Quality summer programs, including volunteer reading programs, & access to
books can counteract this trend for economically-disadvantaged children.
Counteracting
Family Stressors
Issues such as hunger, housing insecurity, family mobility, violence, parental
depression, and abuse and neglect can hinder a child’s ability to learn. Positive
social-emotional experiences, supportive family & community environments can
reduce long-term effects of stress in young children & restore readiness to learn.
Elevating Teacher
Quality
High-quality teaching/learning environments can positively impact children’s
language and literacy skills. Helping parents create consistently supportive
learning experiences in early years can help close the school readiness gap for
children from low-income backgrounds.
“Early Warning Confirmed: A Research Update on Third-Grade Reading,” Annie E. Casey
Foundation, Nov. 29, 2013

37
How Is Fort Worth ISD’s Education Pipeline Performing?
(1) Pre-K enrollment: Texas Public Education Resource, 2012-16. (2) Kindergarten readiness: The percent of students deemed Kindergarten Ready based on data
released by Texas Public Education Information Resource (TPEIR) for 2016. (3) STAAR indicators: Achievement levels represent percentage of students achieving
Postsecondary Readiness standard (3rd thru Algebra I) on 2017 STAAR exams. (4) College ready: The percent of students who graduated from high school, took the
SAT or ACT, and scored at least a 24 on the ACT or 1110 on the SAT (reading and math). Per the Texas Education Agency: (Texas Academic Performance Report).
(5) Graduation rate: Texas Education Agency: – 2014-15 Accountability System – 4 year Federal Graduation Rate; the percent of the 9th grade cohort from 2010 –
2011 school year that graduated four years later in 2014. (6) Fall 2015 National Student Clearinghouse data
80%
67%
33% 32% 34%
38%
10%
82%
60%
49%
25%
Fort Worth ISD’s Educational Pipeline
Establish
starting line
Build a solid
early foundation
Equip for
the future
Support to and
through college
Kinder
ready2
3rd Reading3 4th Math3 8th Science3 Algebra I3 College
ready (class
of 2015)4
High school
grad5
Est. 4 yr olds
eligible for Pre-K
enrolled1
College
enrollment
(class of
2013)6
College 1st yr
persistence
(class of
2012)6
College 6-yr
completion
(class of
2008)6
Early reading is crucial for future success;
middle grades performance, college
readiness, and college completion does not
significantly exceed 3rd grade reading levels
Change from Previous Year
+3% +4% +3% 0%-1%0%+3%

38
Source: TEA 2016-17 STAAR Data
Note: Bright Spot Schools are those with 80% or more students economically-disadvantaged and 3rd grade reading scores at least 37% or higher
Read Fort Worth
3rd Grade Reading, 2016-17
40% or more
30 – 39%
20 – 29%
Less than 20%
Strong Growth Schools
Campus
2016
%
Eco-
Dis
2017
%3R
1 Yr.
Grth.
Avg.
Grth.
2013-
17
Eastern Hills ES 82% 44% +27% +8%
N. Hi Mount ES 73% 55% +20% +6%
Ridglea Hills ES 39% 63% +20% +5%
De Zavala ES 91% 42% +18% +5%
C. Chavez ES 93% 41% +18% +5%
Hubbard Hts ES 91% 42% +15% +7%
Manuel Jara ES 94% 44% +11% +4%
Kirkpatrick ES 93% 33% +8% +5%
De Zavala
Hubbard Heights
Cesar Chavez
Eastern Hills
Kirkpatrick
Manuel Jara
Where Are Our Third Graders Outperforming Peers?
Fort Worth ISD 3rd Grade Reading Achievement, 2017

39
25%
31%
31%
35%
0%
80%
'12 '13 '14 '15 '16 '17
LEP* Non-LEP
18% 17%
26%
29%
58%
60%
0%
20%
40%
60%
80%
'12 '13 '14 '15 '16
Black Hispanic White
23%
29%
56%
51%
0%
80%
'12 '13 '14 '15 '16 '17
Eco-Dis* Non-Eco-Dis
Inequities In 3rd Grade Reading Persist Across FWISD
and Gaps Are Not Closing
Source: Texas Education Agency: 2012-17 STAAR Data
Fort Worth ISD 3rd Grade Reading Achievement
3rd graders on college-ready reading pace, %
By English ProficiencyBy IncomeBy Race
Income Gap33% 22%
Language Gap6% 4%
Hispanic-White Gap32% 31%
Black-White Gap40% 43%
*Eco-Dis: Economically Disadvantaged students
*LEP: Limited English Proficiency students

40
6 of 11 FWISD “Improvement Required” Elementary
Schools Have Been IR for Multiple Years
Campus information 2015-16 Data 2016-17
Elementary campus
School
pyramid
Elementary
enrollment
EcoDis, %
Eligible pre-
K enroll.1
Kinder.
readiness2
3rd grade
reading3
IR 5+
years
John T White Eastern Hills 737 86% 57% 27% 17%
Maude I Logan P.L. Dunbar 518 93% 111% 34% 12%
IR 4
years
I M Terrell (CLOSED) Polytechnic 232 97% 101% 58% 7%
IR 3
years
West Handley Eastern Hills 605 85% 86% 48% 10%
Como Arl. Heights 469 90% 140% 56% 19%
Mitchell Blvd O.D. Wyatt 419 90% 108% 61% 18%
Maudrie Walton P.L. Dunbar 468 90% 102% 32% 16%
IR 1
year
George Clarke Paschal 465 90% 98% 53% 25%
Sunrise-McMillian P.L. Dunbar 435 90% 87% 30% 17%
Harlean Beal O.D. Wyatt 498 88% 97% 60% 21%
Clifford Davis O.D. Wyatt 769 84% 63% 54% 27%
Carroll Peak Polytechnic 607 94% 109% 79% 24%
Total IR schools 6,253 87% 45% 18%
Total FWISD 47,747 83% 86% 57% 33%
Source: TEA TAPR 2015-16, STAAR 2016-17
(1) Pre-K enrollment: Actual pre-K students are calculated as a percentage of estimated Pre-K need. Pre-K need is determined by using the free
or reduced lunch 1st grade population at public school. Per the Texas Academic Performance Reporting (TAPR) system for 2015. (2) Kindergarten
readiness: The percent of students deemed Kindergarten Ready based on assessments administered at the beginning of the year in Kindergarten.
(3) Achievement levels represent percentage of students achieving Postsecondary Readiness standard on 2017 STAAR exams

41
In 3rd Grade Reading, FWISD Students Underperform
Other Tarrant County Districts and the State of Texas
Source: Texas Education Agency: 2016-17 STAAR Data
28%
33%
35%
36%
55%
56%
47%
55%
40%
50%
48% 49%
39%
45%
30% 31%
20%
30%
40%
50%
60%
2012 2013 2014 2015 2016 2017
Fort Worth Arlington Keller Mansfield
Birdville HEB Eagle Mt. Crowley
38%
39%
41%
39%
42%
44%39%
40%
42%
39%
43%
45%
28%
29% 29%
28%
30%
33%
20%
30%
40%
50%
60%
2012 2013 2014 2015 2016 2017
Texas Tarrant County Fort Worth ISD
3rd Grade Reading STAAR Achievement vs.
County/State Level
3rd Grade Reading STAAR Achievement vs.
Other Tarrant County Districts

42
School Attendance In Fort Worth ISD Is
Strongly Correlated With Reading Achievement
Source: 2016 Texas Education Agency: 3rd grade STAAR data; 2016 Texas Academic Performance Report data. Thresholds for attendance
tiers are determined by segmenting Fort Worth ISD elementary schools into the top, middle, and bottom thirds by attendance rate.
Assumes $35 of funding per student per day.
Median 3rd grade reading achievement by
attendance tier
Lower
attendance
(< 95.4%)
Moderate
attendance
(95.4 – 96.0%)
Higher
attendance
(> 96.0%)
19%
30%
34%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Every percentage point improvement in attendance rates could
improve reading achievement by 9.8 percentage points
Attendance rates for Fort Worth ISD 3rd
graders, 2015
3rdgradereadingachievement
Attendance rates
0%
20%
40%
60%
80%
100%
92% 94% 96% 98%
FWISD would receive $2.4M in addt’l.
annual state funding if attendance at all
elementary schools were like higher
attendance elementary schools.
31 schools,
14.4K students
28 schools,
15.6K students
28 schools,
16.2K students

43
Wide Spreads In Reading Achievement at High Poverty
Schools Provide Hope For Near Term Improvement
Source: Texas Education Agency: STAAR 2016
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
% of Students Economically Disadvantaged
Each gray dot represents a Tarrant County
elementary school.
Each orange dot represents a Fort Worth ISD
elementary school.
3rdGradeReadingLevelII:
PostsecondaryReadinessStandard*
Tarrant County and Fort Worth ISD 3rd Grade Reading Achievement

44
Stark Disparities Exist In FWISD Even When Controlling
For Economics. Is FWISD Serving All Children Equitably?
Source: 2015 STAAR data, Student Assessment Analytic Portal (TexasAssessments.com)
Percent of FWISD EcoDis 3rd graders reading on grade level, 2014-15
15%
26%
33%
25%
36%
69%
28%
0%
20%
40%
60%
80%
Black
EcoDis
Hispanic
EcoDis
White
EcoDis
Black
Non-EcoDis
Hispanic
Non-EcoDis
White
Non-EcoDis
Total FWISD
1,309
1,114
# test
takers
# not on
pace
3,822
2,827
439
295
223
168
481
310
528
166
6,802
4,879
4.6x
1.3x2.2x
*Eco-Dis: Economically Disadvantaged students

45
Some Schools Have Strong 3rd Grade Reading Despite
Students Having Low Kindergarten Readiness
Note: A campus is considered a bright spot only if 75% or more students are economically-disadvantaged.
*Denotes Fort Worth ISD Leadership Academy beginning AY 2017-18. Leadership Academies are focus schools for staffing FWISD’s most effective teachers
(using strategic compensation to incent), and will be provided additional staff, student supports, and campus upgrades.
Source: iStation Kindergarten readiness assessment, Fall 2015; TEA: STARR, 2016-17.
Fort Worth ISD: % Kindergarten Ready (Fall 2015) vs. % 3rd Graders Reading On-Level (2017)
%of3rdGradersReadingataCollege-ReadyPace
Median %
K-Ready:
57%
Median 3rd
Gr. Reading
%: 30%
A
B
Students growing
despite low
kindergarten
readiness
Students falling
behind despite
kindergarten
readiness
Bright Spots for Growing Students
School
Eco-
Dis
Kinder
Ready
3rd Gr.
Reading
M. H. Moore ES 95% 36% 40%
Charles Nash ES 79% 40% 39%
S. Hi Mount ES 78% 52% 44%
Eastern Hills ES 82% 40% 39%
Hubbard ES 91% 59% 44%
Schools Where Students Falling Most
School
Eco-
Dis
Kinder
Ready
3rd Gr.
Reading
Carroll Peak ES 94% 79% 24%
S.S. Dillow ES 93% 59% 13%
Mitchell Blvd ES* 91% 58% 18%
Van Zandt-Guinn ES 89% 61% 16%
Atwood McD. ES 84% 57% 19%
A
B
0%
20%
40%
60%
80%
100%
0% 20% 40% 60% 80% 100%
% Kindergarten Ready

46
Several Schools Are Kindergarten Readiness Bright Spots
*.
Note: A campus is considered a bright spot for Kindergarten Readiness only if 75% or more students are economically-disadvantaged.
Source: iStation Kindergarten readiness assessment, Fall 2015; TEA: Texas Academic Performance Report, 2015-16.
Fort Worth ISD: % Economically-Disadvantaged vs. % Kindergarten Ready, Fall 2015
0%
20%
40%
60%
80%
100%
0% 20% 40% 60% 80% 100%
% of Students Economically Disadvantaged
%ofstudentsKindergartenReady
Bright Spot Campuses for
Kindergarten Readiness
School
Eco-
Dis
Kinder.
Ready
Carroll Peak ES 94% 79%
Glen Park ES 92% 76%
D. McRae ES 93% 73%
Westcliff ES 75% 73%
H. V. Helbing ES 90% 66%
Dolores Huerta ES 90% 65%
De Zavala ES 88% 64%
Oakhurst ES 93% 62%
Daggett ES 80% 66%
Meadowbrook ES 94% 61%

47
Which Schools Need The Most Support
For Students To Be Kindergarten Ready?
*Denotes Fort Worth ISD Leadership Academy beginning AY 2017-18. Leadership Academies are focus schools for staffing FWISD’s most effective teachers
(using strategic compensation to incent), and will be provided additional staff, student supports, and campus upgrades.
1M.G. Ellis Primary School serves Pre-K and Kindergarten students and feeds into Manuel Jara ES and Rufino Mendoza ES for grades 1-5.
Source: Fort Worth ISD iStation Assessment, Fall 2015
Campuses With Most Kindergarten
Students Not Ready to Learn
School
Eco
Dis
KR
%*
# not
ready
Western Hills 86% 54% 396
John T. White ES* 80% 27% 360
M.G. Ellis1 90% 65% 296
South Hills ES 88% 50% 268
T.A. Sims ES 86% 41% 260
Westcreek ES 89% 27% 244
M.H. Moore ES 95% 36% 232
Carter Park ES 88% 40% 216
Waverly Park ES 51% 56% 212
Cliff. Davis ES 84% 54% 208
Fort Worth ISD Number of Kindergarten Students Not Ready to Learn, Fall 2015
Kindergarteners Not Ready
99 or fewer
100-149
150-199
250 or more
T.A. Sims
260
M.G. Ellis1
296
Western Hills
396
John T. White*
(27%)
South Hills
268

48
Students Who Attend FWISD Pre-K Are ~1.6x
More Likely To Be Ready For Kindergarten
Source: FWISD student-level Istation Data
2013-14 Kindergarten cohort 2014-15 Kindergarten cohort
47%
28%
53%
72%
FWISD Pre-K No FWISD Pre-K
Kindergarten
Ready
Not
Kindergarten
Ready
61%
42%
39%
58%
FWISD Pre-K No FWISD Pre-K
1.7x 1.5x
401 students 156 students 830 students 345 students

49
FWISD Pre-K Enrollment Has Grown 10% Since 2012,
Outpacing Other Tarrant County Districts and the State
Source: Texas Public Education Resource, 2012-16. Assuming $3,700 of funding per student
Pre-K enrollment as % of eligible 4 year olds Pre-K enrollment as % of eligible 4 year olds
Pre-K Enrollment at County Level Pre-K Enrollment at District Level
66%
80%
82%
72%
57%
65%
50%
72%
62%
20%
30%
40%
50%
60%
70%
80%
90%
2012 2013 2014 2015 2016
1,246 unenrolled 4 year olds represent $4.6M
of annual funding left on the table due to lack of
awareness, teachers, and/or Pre-K seats1
68%
67%
74%
69%
59%
65%
70%
70%
20%
30%
40%
50%
60%
70%
80%
90%
2012 2013 2014 2015 2016
Texas Harris County
Dallas County Tarrant County

50
Where Are The Most Pre-K-Eligible Children
Not Enrolling in Pre-K?
aPre-K Enrollment Rate – Percent of eligible children enrolling in FWISD Pre-K. To calculate % of eligible children enrolled in Pre-K, actual Pre-K students are
calculated as a percentage of estimated Pre-K need. Estimated Pre-K need is determined by using the free or reduced lunch 1st grade population to determine the
number of 4-year olds in need of Pre-K
*Denotes Fort Worth ISD Leadership Academy beginning AY 2017-18. Leadership Academies are focus schools for staffing FWISD’s most effective teachers (using
strategic compensation to incent), and will be provided additional staff, student supports, and campus upgrades.
Source: Texas Academic Performance Reporting system, 2015.
Campuses With Largest Gaps
in Pre-K Enrollment
School
Eco
Dis
Pre-
K%a
# not
enroll.
Western Hills 86% 61% 74
South Hills ES 88% 51% 61
W M Green ES 93% 59% 58
Rosemont ES 94% 42% 54
Westcreek ES 89% 54% 50
Richard Wilson ES 94% 47% 50
T A Sims ES 86% 58% 46
Sagamore Hill ES 91% 57% 45
David K Sellars ES 91% 55% 42
Westcliff ES 75% 52% 38
Fort Worth ISD: Number of Eligible Pre-K Students Not Enrolling, 2015-16
Eligible Pre-K Not Enrolling
Fewer than 10
10-19
20-29
30 or more
Western Hills
74
South Hills
61
W.M. Green
58
Westcreek
50
Rosemont
54

51
Fort Worth ISD Covers
68% Of Children in the City of Fort Worth
• Fort Worth ISD serves 47% of
the City of Fort Worth’s land area
but 68 percent of the city’s
school-aged population.
• The remainder of the city’s land
area is within the jurisdiction of
15 other ISDs
City of Fort Worth served by
Fort Worth ISD
City of Fort Worth served by
other districts
Source: City of Fort Worth Planning and Development Department, 2011

52
Child Abuse In Fort Worth Is Heavily Concentrated
Source: Cook Children’s Center for Children’s Health
Child Abuse in the City of Fort Worth (2016) Key Insights
5% of the geography of the City
of Fort Worth accounts for 50% of
all instances of child abuse
Adverse Childhood Experiences
(ACEs) like child abuse have long
term negative effects.
Children who experience 4 or more
ACEs are:
• 32X more likely to have
learning and behavioral
problems
• At 2-3X greater risk of developing
heart disease and cancer as adults
• At 10-12X greater risk for IV drug
use and attempted suicide
“Risk cluster” areas where maltreatment is 150 times more likely to occur

53
In FWISD, Black Students Are 2.9x More Likely To Be Suspended In-
School And 3.8x More Likely Out-of-School Than White Peers
Source: U.S. Department of Education, Office of Civil Rights
In-school suspension Out-of-school suspension
% of Fort Worth ISD students in each demographic group
suspended in-school, 2014
% of Fort Worth ISD students in each demographic group
suspended out-of-school, 2014
17%
10% 7%
0%
10%
20%
30%
Black Hispanic White/other
12%
5% 3%0%
10%
20%
30%
9,789 27,041 4,819
9,415 26,083 4,518
Males
Females
100% =
100% =
4x
30%
10% 9%
0%
10%
20%
30%
17%
4% 3%0%
10%
20%
30%
Males
Females
3.3x
5.7x
2.4x

54
More Teachers Are New to Teaching
at FWISD Schools with Lower Literacy
Source: STAAR; Texas Academic Performance Report; Fort Worth ISD data, Human Capital Management, December 2016
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
0% 5% 10% 15% 20% 25% 30%
% Teachers New to Teaching
2015-16STAAR3rdGradeReading
PS2forEconomically-DisadvantagedStudents
FWISD New Teachers vs. 3rd Grade Reading, By Campus
% of teachers new to teaching, average 2013-16
IR vs. Bright Spot Schools
% of teachers new to teaching,
average 2013-16
7.2%
8.2%
IR Schools Bright Spots FWISD
10.7%

55
Across DFW, Teacher Turnover and the Percent of New
Teachers Hired Each Year Is Growing
Source: Texas Academic Performance Report and AEIS Report 2015-2016 Note: Teacher turnover rate is 14-15 teachers who did not return
in 15-16
11% 16%
17%
18%
17%
4%
7%
8%
10%
9%
0%
5%
10%
15%
20%
2011-12
2012-13
2013-14
2014-15
2015-16
Avg. Teacher Turnover
% of Teachers Who Are Beginning
Avg. Teacher Turnover %
(ie, % of teachers in 2014-2015 not
returning in 2015-2016)
% Beginning Teachers
District 12 13 14 15 16 District 12 13 14 15 16
Cedar Hill 24 26 27 32 31 Richardson 5 7 10 20 19
Dallas 12 18 22 21 22 Grand Prairie 5 6 12 10 13
Irving 13 21 21 21 22 Dallas 5 9 13 14 12
DeSoto 10 19 26 25 21 Mansfield 2 4 3 11 12
Duncanville 9 19 18 22 21 Arlington 5 9 8 7 12
Grand Prairie 13 18 17 19 20 Cedar Hill 5 10 8 13 10
Richardson 12 18 17 19 19 Duncanville 5 9 14 11 10
Garland 9 12 14 15 17 Irving 4 11 11 9 10
Carrollton FB 12 16 16 17 16 DeSoto 5 9 13 14 9
Mesquite 10 12 14 14 16 Fort Worth 5 9 14 11 8
Coppell 9 16 17 16 15 Carrollton FB 5 9 8 8 7
Fort Worth 9 19 18 22 14 Mesquite 6 7 7 7 7
Arlington 10 11 12 11 14 Plano 14 4 4 5 5
Highland Park 13 16 12 15 13 Garland 3 5 5 5 5
HEB 9 12 11 14 13 Coppell 2 5 7 7 4
Mansfield 7 11 12 12 12 HEB 3 4 3 5 4
Plano 11 11 13 12 12 Keller 2 5 4 9 3
Keller 12 12 10 11 10 Highland Park 3 3 2 2 2
Average 11 16 17 18 17 Average 4 7 8 10 9

56
Growing DFW Gap Between Higher Ed-Certified K-12
Teachers and Exploding Need for New Teachers
Note: Each column represents the teachers finishing certification the previous year, e.g. Sept 2009-Aug 2010, and the new teachers hired to begin the following
year, e.g. school year 2010-2011. Regional Higher Ed institutions include: Dallas Baptist University, Paul Quinn College, SMU, Texas A&M-Commerce, TCU, Texas
Wesleyan, Texas Women’s University, U of Dallas, UNT Denton, UNT-Dallas, UT-Arlington, UT-Dallas. Regional demand includes all public schools within Dallas,
Tarrant, Collin, Denton, Ellis, Kaufman, and Rockwall Counties.
Source: State Board Educator Certification https://secure.sbec.state.tx.us/Reports/prodrpts/rpt_edu_tchr_prod_counts.asp?width=1440&height=900; AEIS and
Texas Education Agency: Texas Academic Performance Report staff data, 2010-2016.
4,307
7,329
2,400
1,665
2010 2011 2012 2013 2014 2015 2016
DFW Teacher Supply and Demand, 2010-2016
7 DFW Area Counties
Demand: Beginning K-
12 Teachers Hired in
Region from all sources
Supply of K-12 Teachers
Certified via Regional
Higher Ed. institutions
Gap
1,907
Gap
5,664

57
Of The 55 ISDs In North Texas, Fort Worth ISD Has
The 5th Lowest Tax Rate ($1.35)
Source: 2016 County Appraisal Tax Districts – Denton, Collin, Tarrant and Dallas County
Other DFW ISDs
Tarrant County ISDs
DFW District Tax Rates, By Level of Economic-Disadvantage

58
FWISD Pre-K Enrollment Has Grown 10% Since 2012,
Outpacing Other Tarrant County Districts and the State
Source: Texas Public Education Resource, 2012-16. Assuming $3,700 of funding per student
Pre-K enrollment as % of eligible 4 year olds Pre-K enrollment as % of eligible 4 year olds
Pre-K Enrollment at County Level Pre-K Enrollment at District Level
66%
80%
82%
72%
57%
65%
50%
72%
62%
20%
30%
40%
50%
60%
70%
80%
90%
2012 2013 2014 2015 2016
1,246 unenrolled 4 year olds represent $4.6M
of annual funding left on the table due to lack of
awareness, teachers, and/or Pre-K seats1
68%
67%
74%
69%
59%
65%
70%
70%
20%
30%
40%
50%
60%
70%
80%
90%
2012 2013 2014 2015 2016
Texas Harris County
Dallas County Tarrant County

59
48%
45% 43%
39% 40%
36% 36%
33%
26%
31%
44%
48%
0%
20%
40%
60%
80%
AUSTIN YSLETA EL PASO HOUSTON CORPUS
CHRISTI
ARLINGTON DALLAS FORT WORTH SAN ANTONIO ALDINE BROWNSVILLE IDEA
For All Students, FWISD Trails Other Large Texas
Districts in Third Grade Reading
12 Large Texas school districts
Percentage of third-graders reading on grade level: All Students
%ofthirdgradersreadingon
gradelevel
Texas average: 44%
Source: 2016-17 Texas Education Agency: 3rd grade STAAR data
Note: Achievement levels represent percentage of students achieving Postsecondary Readiness standard on 2016 STAAR exams
6.6K 2.9K 17.8K 3.0K4.3K 4.6K 13.0K 6.9K 4.2K 5.5K
Average district 3rd Grade Reading for all students
3.3K 2.3K
57% 75% 77% 59%71% 69% 88% 76% 92% 88%
District
EcoDis, %
95% 89%
# third gr.
testers

60
30%
42%
37%
33% 32%
30% 33%
29%
24%
30%
43%
46%
0%
20%
40%
60%
80%
CHRISTI
For Economically-Disadvantaged Students, FWISD Trails
Other Large Texas Districts in Third Grade Reading
Percentage of third-graders reading on grade level: Economically Disadvantaged Students
gradelevel
Texas average: 33%
3.9K 2.3K 14.1K 2.1K2.9K 3.3K 11.3K 5.5K 3.8K 4.9K
3.2K 2.1K
57% 75% 77% 59%71% 69% 88% 76% 92% 88%
District
EcoDis, % 95% 89%
# third gr.
testers

61
25%
54%
43%
26%
42%
30%
21% 20%
16%
26%
n/a
45%
0%
20%
40%
60%
80%
CHRISTI
For Black Students, FWISD Trails Other Large Texas
Percentage of third-graders reading on grade level: Black Students
gradelevel
Texas average: 30%
.5K .05K 4.0K .15K.2K 1.2K 3.0K 1.6K .3K 1.2K
0K .1K
57% 75% 77% 59%71% 69% 88% 76% 92% 88%
District
EcoDis, % 95% 89%
# third gr.
testers

62
36%
45%
41%
37% 37%
30%
38%
32%
26%
32%
44%
48%
0%
20%
40%
60%
80%
CHRISTI
For Hispanic Students, FWISD Trails Other Large Texas
Percentage of third-graders reading on grade level: Hispanic Students
gradelevel
Texas average: 37%
3.9K 2.7K 11.4K 2.3K3.5K 2.2K 9.1K 4.3K 3.8K 4.1K
# third gr.
testers
3.3K 2.1K
57% 75% 77% 59%71% 69% 88% 76% 92% 88%
District
EcoDis, %
95% 89%

63
34%
41%
34% 34%
37%
31%
36%
31%
27%
27%
26%
40%
0%
20%
40%
60%
80%
CHRISTI
For Students With Limited English Proficiency, FWISD
Trails Other Large Texas Districts in Third Grade Reading
Percentage of third-graders reading on grade level: Limited English Proficiency Students
gradelevel
57% 75% 77% 59%71% 69% 88% 76% 92% 88%
District
EcoDis, %
Texas average: 32%
2.4K 1.1K 7.9K 3.0K1.7K 0.3K 1.8K 6.5K 3.1K 5.5K
1.0K 2.9K
95% 89%
# third gr.
testers

65
Implications
School Practices
Source: American Educational Research Journal June 2009, Vol. 46, No. 2, pp. 532-566
Findings
• Teachers from 291 sites were given either professional development coursework
alone or the coursework in combination with coaching from a more experienced
subject-area teacher.
• Teachers who received coaching and coursework had the best improvements
• Teachers who had coursework alone had little to no improvement, especially little
to no improvement in teaching language and literacy specifically
‘The Impact of Professional Development and Coaching on Early Language and Literacy
Instructional Practices”
Context
Talking Points
• Coursework is effective when paired with a human element, namely coaching by a
mentor teacher
• Coursework is surprisingly and troublingly ineffective when used alone, even if it
is an intense and rigorous course
• Effective training through teacher pipeline programs becomes even more crucial
because theoretical knowledge does not always translate to practical knowledge
• Training teachers to effectively use any intervention methods requires constant
input and feedback and can’t be left to work alone with no monitoring.

66
Implications
School Practices
Source: Developing Early Literacy: Report of the National Early Literacy Panel
Findings
• Meta-analysis of studies regarding early childhood literacy
• Different types of interventions did have positive results on student outcomes
• Certain skills, like phonological processing, are indicative of later literacy rates,
and those skills must be explicitly taught in classrooms.
• Small group or one-one one interventions produced the best and largest results
• Code-focused programs help the most in significantly increasing later literacy
outcomes
Developing Early Literacy: Report of the National Early Literacy Panel
Context
Talking Points
• Parents and teachers should both be actively involved in helping increase literacy,
especially with language development
• Age-appropriate instruction can help, but language intervention should start as
early as possible
• 360 degree interventions that help parents and teachers help children. Finding
ways to target parents with age-appropriate content for their children.

67
Implications
Summer Programs
Source: http://www.wallacefoundation.org/knowledge-center/Documents/Making-Summer-Count-How-Summer-Programs-Can-Boost-
Childrens-Learning.pdf
Findings
• This is a broad literature review on summer learning loss and the effectiveness of
summer learning programs. The author also conducts interviews with school
leaders from 60 cities and site visits to programs in Pittsburg, Minneapolis, San
Francisco, and Albuquerque
• Summer learning loss is disproportionate to low-income students and cumulative,
especially in reading
• The positive effects of summer learning programs generally endure for at least
two years after the program took place
• Effective summer programs tended to share strategies: notifying parents and
providing transportation to ensure attendance, small classes, parental
involvement
The Wallace Foundation, “Making Summer Count: How Summer Programs Can Boost Children’s
Learning.”
Context
Talking Points
• The average benefit of summer programs had an effect size of +0.2 (exceeding
the -0.24 effect size of average summer loss)
• High-quality summer learning costs between $1,109 and $2,801 per child for a
six-hour-per-day, five-week program
• Investing in high-quality summer programs can minimize (and in some rare
cases, bridge) the achievement gap between high- and low-income students.
While these programs are costly, they

68
Implications
Findings
• An assessment of the formative data from 34 summer programs around the
country; programs with low-income students as well as programs with mostly
middle-income students
• Key challenges to high-quality summer programming include recruiting skilled
staff, engaging community members, building positive connections with students
Harvard Family Research Project, “Summer Success: Challenges and Strategies in Creating
Quality Academically Focused Summer Programs.”
Context
Talking Points
Summer Programs
Source: http://www.hfrp.org/out-of-school-time/publications-resources/summer-success-challenges-and-strategies-in-creating-quality-
academically-focused-summer-programs
• See findings above – quality summer programming in low-income neighborhoods
face a fairly predictable slate of challenges

69
Implications
Findings
• A report of 13 case studies of diverse summer program models around the
country that previously held reputations of being successful
• Effective summer learning programs improve critical thinking and peer
relationships, as well as increase standardized test scores and college
matriculation rates
• Successful partnerships with higher education institutions and teacher training
programs are often developed through summer learning programs
• Business support is critical for summer learning, with successful summer
programs relying on equipment donations and volunteers
The National Summer Learning Association, “Accelerating Achievement Through Summer
Learning.”
Context
Talking Points
Summer Programs
Source: http://www.summerlearning.org/wp-content/uploads/2016/06/AcceleratingAchievementThroughSummerLearning.pdf
• Students across programs regularly achieved gains of more than two months in
math and reading
• Costs averaged between $1,300 and $2,400 per student; in comparison, three
months of school-year instruction in Chicago Public Schools costs $4,600 per
student
• With the help of partnerships in the business community and with other education
institutions, summer programs can represent scalable, cost-effective solutions to
achievement gaps and summer slippage

70
Implications
Summer Programs
Source: http://dev.summermatters2you.net/wp-content/uploads/2016/01/Summer-Matters-How-Summer-Learning-Strengthens-Students-
Success.pdf
Findings
• A study of three California summer enrichment programs aimed at urban youth
(LA’s BEST, The Fresno Central Enrichment Program and the Summer of Service
Program in Sacramento)
• Programs improved work habits and reading efficacy among their students, two
key indicators of academic achievement
• Students who reported high quality experiences also reported stronger work
habits and social skills
Summer Matters, “How Summer Learning Strengthens Students’ Success.”
Context
Talking Points
• Parents report that their children improved both their attitude towards reading
(68%) and reading ability (62%)
• Summer program participants were 1/3 less likely to be chronically absent the
following fall than their peers
• 9/10 parents reported that the programs helped their children to make new
friends and get along better with peers
• High quality summer programs (as defined by student attendance and
engagement) can lead to academic achievement (especially in vocabulary) and
personal growth (development of work habits and social skills)

71
Implications
Summer Programs
Source: http://www.serve.org/uploads/publications/SSRecommendations.pdf
Findings
• Meta-analysis of 39 studies on summer programs around the country, involving a
variety of geographic regions and incomes
• Low-income students lose significantly more in reading skill than middle-class
students over the summer
• The largest positive effects were found in programs that were run for a small
number of schools or in a small community
• Programs that had targeted and data-driven remediation had large positive
effects
SERVE, “Summer School: Research-Based Recommendations for Policymakers.”
Context
Talking Points
• On average, students lose an average of one month of learning over the summer
• Remedial summer programs had largest positive effects on math achievement
and in primary grades
• Instruction in summer school should focus on math and reading
• Local control can lead to better results in summer programs

72
Implications
Summer Programs
Source: https://www.ewa.org/sites/main/files/file-attachments/summer_learning_gap-2.pdf
Findings
• Longitudinal study of 790 Baltimore-area students from school entry (1st grade)
to 9th grade; variety of incomes and races, study began in 1980
• Out of school learning – especially in the summer – is the principle factor in the
achievement gap between students of different socioeconomic status
• School often plays a compensatory role in offsetting unequal outside-of-school
learning experiences among students of different economic backgrounds
Johns Hopkins University, “Lasting Consequences of the Summer Learning Gap.”
Context
Talking Points
• The improvement of high-income students in the CAT Reading Test over the
summer was 48.48 points more than low-income students (which actually
dropped 1.9 points)
• Low-income students improved by 5.19 points more than their high-income peers
during the winter, when both groups were in school
• Summer learning represents a main cause of achievement disparities between
high- and low-income students. Providing accessible, high-quality summer
learning opportunities to low-income youth can work to lessen this gap.

73
Implications
After-School
Source: http://www.lasbest.org/imo/media/doc/LASBEST_DOJ_Final%20Report.pdf
Findings
• Longitudinal study from 1994-2003 tracking 6,000 students in Los Angeles
County, 2,000 of which were participants in the LA’s BEST after-school program
and 4,000 students not participating.
• Student engagement (attendance, contact with adults in the program) is strongly
correlated to effect in limiting student crime
• Students who consistently attended the program were significantly less likely to
be arrested for juvenile crimes
CRESST/UCLA, “The Long-Term Effects of After-School Programming on Educational
Adjustment and Juvenile Crime: A Study of the LA’s BEST After-School Program.”
Context
Talking Points
• LA’s BEST did not have a significant effect in closing the achievement gap
• Students who showed medium-high engagement were 3.5% less likely to commit
a crime
• The estimated benefit-cost ratio for expenditures vs. cost of crimes avoided is
estimated between $0.09 and $24.05 per student
• LA’s BEST cost $521.75 per student
• Effective after-school programming that focuses on both academic and socio-
emotional skills can pay for itself in crime prevention.

74
Implications
After-School
Source: http://files.eric.ed.gov/fulltext/ED505368.pdf
Findings
• A review of 73 after-school programs around the country serving students from a
variety of racial and economic backgrounds.
• Youths participating in after-school programs experience, on average, significant
improvements in self-confidence, self-esteem, and positive feelings toward school
• Programs that used evidence-based skill training approaches in developing social
skills were consistently successful; programs that did not use these approaches
were not successful in any outcome area.
Collaborative for Academic, Social, and Emotional Learning, “The Impact of After-School
Programs That Promote Personal and Social Skills.”
Context
Talking Points
• In programs using evidence-based approaches:
• 58.75% of students improved in self-perceptions
• 57.25% improved in positive social behaviors
• 57.75% improved in achievement tests
• Summer programs that use evidence-based techniques can have the same or
larger positive impacts on students’ social-emotional states as their academic
achievement. Investment in these types of summer programs can have significant
positive yields, especially for students defined as at-risk socially as well as
academically.

75
Implications
After-School
Source: http://files.eric.ed.gov/fulltext/ED454360.pdf
Findings
• A multi-year evaluation of 60 after-school programs in 17 cities nationwide, all
serving impoverished neighborhoods
• The programs studied – even those in low-income neighborhoods – fail to attract
the most disadvantaged students
• Older children are less likely to enroll and consistently attend after-school
programs than younger children
• Contrary to popular assumption, schools often continue to be in use after school-
hours, and finding spaces for after-school programs can be difficult
Manpower Demonstration Research Corp, “Challenges and Opportunities in After-School
Programs: Lessons for Policymakers and Funders.”
Context
Talking Points
• 75% of students in the community qualified for free-lunch; only 66% of students
attending after-school programs qualified
• Only 23% of students enrolled in after-school programs were in grades 6-8; only
2% were in grades 9 or above
• Expectations and optimism for after-school programs in low-income communities
should be grounded in the real challenges these programs face, especially in
attracting the children who need these programs the most (older youths, youths
living in poverty and in single-parent households).

76
Implications
After-School
Source: http://childcare.wceruw.org/pdf/pp/study_of_after_school_activities_descriptive_report_year1.pdf
Findings
• Two year longitudinal study of 3,000 students in elementary and middle school
after school programs in 14 cities and 8 states
• Effective after-school programs consistently employ experienced staff and devote
significant resources to enhancing staff skills
• After-school programs foster supportive, hands-on relationships between youth
and adults
• Successful programs often obtain funding from multiple sources, including local,
state, national, and business partnerships
Deborah Lowe Vandell, Elizabeth Reisner, B. Bradford Brown, Kim M. Pierce, “Study of
Promising After-School Programs.”
Context
Talking Points
• Staff reported that 60% of student participants were put in at least informal
leadership positions (setting up activities, peer tutoring, etc.)
• Over 40% of successful programs had directors that communicated with school
staff regularly about student needs (2-3 times per month)
• Successful after-school programs (as defined by academic and socio-emotional
gains) were organized in a variety of ways with different focuses. They shared a
commitment to developing staff and stable, sufficient funding.

77
Implications
Child Well-Being
Source: https://ntrl.ntis.gov/NTRL/dashboard/searchResults/titleDetail/PB96125661.xhtml
Findings
• A broad literature review of 20 years (1975-1995) of academic studies on access
to health care for children in the United States
• Children represent the largest single segment of the uninsured population (22%)
• Minority and low-income children are especially at risk of not receiving basic
health services
• Medicaid presents major barriers to access (50 page applications, high turnover of
caseworkers, language barriers, stigma, among others)
Center for Health and Policy Research, George Washington University, “Child Health
Supervision: Analytical Studies in the Financing, Delivery, and Cost-Effectiveness of
Preventative and Health Promotion Services for Infants, Children, and Adolescents.”
Context
Talking Points
• Over 40% of all children in the U.S. (63% among blacks and Hispanics) do not
have employer-based health insurance
• Only 10% of health insurance plans provide preventative care coverage for
children
• Only 55% of U.S. two year olds are fully immunized against preventable
childhood diseases
• High numbers of students – especially among minority and low-income
populations – have little to access to healthcare. Initiatives providing primary care
and vaccinations can go a long way in serving these populations.

78
Implications
Child Well-Being
Source:
https://www.researchgate.net/publication/314732001_The_combined_impact_of_diet_physical_activity_sleep_and_screen_time_on_acade
mic_achievement_A_prospective_study_of_elementary_school_students_in_Nova_Scotia_Canada
Findings
• A year-long study of 4,253 fifth graders in Nova Scotia, Canada; comprised of
surveys filled out by the children and their parents
• Diet and physical activity are strongly correlated to performance in school,
especially in reading and writing.
• The correlation grows as more factors are taken into account (fruits and
vegetables eaten, dairy, TV watching, exercise, sleep, saturated fat intake)
International Journal of Behavioral Nutrition and Physical Activity, “The combined impact of
diet, physical activity, sleep and screen time on academic achievement.”
Context
Talking Points
• Children who met behavioral expectations were more than 3x more likely to meet
pass reading standards
• They were 1.5x more likely to pass math standards
• They were 2.77x more likely to writing standards
• School and parent investment in the health (diet, physical activity, sleep, etc) of
students could lead to higher academic achievement.

79
Implications
Child Well-Being
Source: https://www.researchgate.net/publication/7730876_Nutrition_and_Student_Performance_at_School
Findings
• A general literature review of 25 academic studies published after 1980 of school-
aged children (5-18)
• Shortages of nutritional foods in a student’s diet are closely linked to poor
academic performance
• Breakfast has been found to positively impact cognitive abilities such as verbal
fluency, memory, and attention in the short term
Journal of School Health, “Nutrition and Student Performance at School.”
Context
Talking Points
• Students suffering from insufficient nutritional food were 1.44x as likely to repeat
the grade they were in
• Hungry and at-risk children are twice as likely to have impaired cognitive
functioning; other effects included hyperactivity, absenteeism, and tardiness
• Ensuring that all students are properly fed (especially breakfast) can lead to
increases in the cognitive abilities of students.

80
Implications
Child Well-Being
Source: https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf
Findings
• A general literature review of 43 academic articles on the presence of physical
activity in school and its effects on students’ academic achievement, behavior,
and cognitive skills
• Increased time in physical education has a positive relationship with academic
achievement
• Time spent in recess has a positive correlation with cognitive skills, attitudes, and
behavior in class
• Short in-class activity breaks have a positive correlation with student
achievement, behaviors, cognitive skills, and attitudes
U.S. Department of Health and Human Services, Division of Adolescent and School Health, “The
Association Between School-Based Physical Activity, Including Physical Education, and
Academic Performance.”
Context
Talking Points
• 50.5% of all associations with physical activity were positive; only 1.5% were
negative
• 86% of studies found positive links between physical activity and classroom
conduct
• Tracking and advocating for physical activity in school can lead to improvements
in student achievement, behaviors, cognitive skills, and attitudes

81
Implications
Child Well-Being
Source: http://www.casel.org/wp-content/uploads/2016/06/meta-analysis-child-development-1.pdf
Findings
• A meta-analysis of 213 school-based social and emotional learning programs;
270,034 K through high school students
• Social and emotional learning programs consistently yield positive effects on
attitudes about self and social-emotional competencies
• School staff (teachers) can be equally or more effective in leading social and
emotional learning programs as outside professionals
Child Development, “The Impact of Enhancing Students’ Social and Emotional Learning: A
Meta-Analysis of School-Based Universal Interventions.”
Context
Talking Points
• Participants in these programs averaged an 11 percentile improvement in
academic achievement compared to their peers
• Benefits of SEL programs lasted at least 6 months after the programs took place
• Social and emotional learning programs can lead to significant and lasting positive
impacts on students’ social and emotional skills and their conceptions of self

82
Implications
Child Well-Being
Source: http://pediatrics.aappublications.org/content/pediatrics/116/6/e868.full.pdf
Findings
• 3 elementary schools with demographically-similar student populations; 400
students participated
• School-based immunization programs demonstrate significant success in reducing
the spread of the influenza virus
• Families of students who received the vaccine reported lower rates of doctor
visits, hospitalization, and prescription medications
Pediatrics, December 2005, “A Pilot Study of the Effectiveness of a School-Based Influenza
Vaccination Program.”
Context
Talking Points
• 5%-20% of U.S. citizens contract the flu each year (these numbers are higher in
low-income communities
• School immunization efforts lowered the frequency of flu contraction by 45-70%
• School-based immunization programs are highly effective in lowering rates of
disease contraction
• School-based vaccination programs can have benefits that reach beyond students
as children play an outsized role in the transmission of disease to other groups

83
Implications
Child Well-Being
Source: https://www.advocatesforyouth.org/storage/advfy/documents/thirdeditionexecutivesummary.pdf
Findings
• A general literature review of 36 school, community, and clinic-based programs
targeting behaviors and sexual health outcomes of teens
• Sex education programs that includes information about contraception does not
increase the frequency or hasten the onset of sexual intercourse
• Community-based programs were able to more effectively target at-risk groups of
youths who did not frequently attend school or whose school-based programs
were reported inadequate
Advocates for Youth, “Science and Success: Sex education and other programs that work to
prevent teen pregnancy, HIV, and sexually transmitted infections.”
Context
Talking Points
• 21 programs showed significantly significant declines in teen pregnancy, HIV, or
STI’s among participants
• 11 programs demonstrated success in reducing the incidence of unprotected sex
• Sexual education programs in schools and communities are generally effective in
lowering rates of teen pregnancy and STI transmission

84
Implications
Early Childhood
Source: Early Childhood Research Quarterly
Volume 25, Issue 2, 2nd Quarter 2010, Pages 166-176
Findings
• 1129 students from low-income families in 671 Pre-K programs in 11 states.
Studied the influence of the quality of teacher-child interactions on student
outcomes using the CLASS assessment tool.
• A high quality classroom is one with both high quality student-teacher
interactions and one with moderate to high quality instruction.
• Child outcomes tend to improve in high quality classrooms.
• High-quality classrooms may be necessary to optimally improve social skills,
reduce behavior problems, and promote reading, math, and language skills
“Threshold analysis of association between child care quality and child outcomes for low-
income children in pre-kindergarten programs,” Early Childhood Quarterly
Context
Talking Points
• There is no “quality ceiling” at which gains in classroom quality stop improving
child outcomes.
• There is a “quality floor” (3.25 on CLASS) until which any change in quality does
not positively impact child outcomes
• Training teachers on positive and high quality teacher-child interactions
• Using resource to ensure low-income student are receiving high quality care and
not just any level of care.

85
Implications
Early Childhood
Source: PLOS One journal, December 30, 2016, http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0167660
Findings
• Meta-analysis of studies focusing on using CLASS to measure student outcomes
• Instructional Support is the area that is lacking the most across studies
• Classroom quality is not always indicative of student outcomes
• If data collection is occurring, the methods and findings need to be standardized
for post-hoc analysis
• CLASS can and should be supplemented by other assessment tools to better
address all aspects of interactions
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the
Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and
Child Outcomes, PLOS One
Context
Talking Points
• CLASS can be supplemented by ECERS-R to more accurately observe the majority
of classroom interactions and behaviors.
• The CLASS domain that was most closely linked to child outcomes was
Instructional Support. It is also the lowest scoring domain across studies
• Focus on instructor training, monitoring, and feedback in classrooms to help
improve and ensure student outcomes

86
Implications
Early Childhood
Source: Hispanic Journal of Behavioral Sciences 33(4) 469–489
Findings
• Study of over 500 Latino students and their families to understand how parental
involvement affects student outcomes including Kindergarten literacy
• High achieving Latino students have parents who are highly involved at home and
at school
• Increased communication with teachers helps parents understand classroom
expectations better and communicate those with their children
• Parental involvement leads to better academic and attitudinal outcomes
“Latino Parental Involvement in Kindergarten: Findings From the Early Childhood Longitudinal
Study”
Context
Talking Points
• Social capital (how many other parents of children at their child’s school a parent
knows) largely influences how involved parents are at home and especially at school
• Income affects parents involvement at school but not at home
• Create avenues for parents to meet and build formal or informal alliances
• Help districts accommodate for parents and students who do not speak English as
their first language
• Focus on helping parents stay engaged and involved at home and create
opportunities for school involvement that do not interfere with parents’ jobs

87
Implications
Early Childhood
Source: “Assessing the Validity of the Qualistar Early Learning Quality Rating and Improvement System as a Tool for Improving Child-Care
Quality,” RAND Corp., 2008
Findings
• 65 centers studied over three years to see how Qualistar (a QRIS system similar
to TRS) affected quality of early childhood centers.
• Increasing quality ratings leads to higher need for resources, which could increase
cost of daycare for parents
• Rating costs can use lots of funds that would otherwise be used for training
• Achieving the highest ratings could lead to complacency
The RAND Corporation, “Assessing the Validity of the Qualistar Early Learning Quality Rating
and Improvement System as a Tool for Improving Child-Care Quality”
Context
Talking Points
• Providers do change for the better over the course of going through a quality
rating system
• Focus on how schools adjust funding needs to go through a quality certification or
rating process to ensure student rates don’t increase unreasonably

88
Implications
Early Childhood
Source: Journal of Educational Psychology, 2006, Vol. 98, No. 4, 653– 664
Findings
• 281 low income students in a longitudinal study about parental involvement and
its impact on literacy
• Family involvement can negate effects of low parental educational attainment on
literacy
• Family involvement increasing over time will also lead to increased literacy over
time
“Family involvement in school and low-income children's literacy: Longitudinal associations
between and within families,” Journal of Educational Psychology
Context
Talking Points
• Children who are have negative feelings about literacy and low parental
educational attainment reap the most benefits from parents being highly involved
at home and at school
• Focus on showing parents exactly how they can get involved at home and school
• Help schools reach out to parents and reduce barriers to involvement like
childcare and transportation

Rfw strategic plan data deck oct 2017

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Rfw strategic plan data deck oct 2017

Ähnlich wie Rfw strategic plan data deck oct 2017 (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Rfw strategic plan data deck oct 2017