Community & State Leads Convening Test Poll Questions Please go - PowerPoint PPT Presentation

OPENING PLENARY Community & State Leads Convening

Test Poll Questions Please go to www.slido.com and enter the event code #GLR Which GLR conferences have you attended (choose all that apply)? • 2012 in Denver • 2015 in San Francisco • 2016 in Washington, DC • 2017 in Denver Who is in the room? Funder/Partner/GLR Community Lead? gradelevelreading.net / @readingby3rd / #GLRWeek 2

Polling Question Please go to www.slido.com and enter the event code #GLR How confident are you that a critical mass of low-income children in your community have real access to the services and supports for which they are eligible and need, and are provided those services and supports in a manner that is properly sequenced and at the appropriate dosage and duration ? gradelevelreading.net / @readingby3rd / #GLRWeek 3

Ralph Smith Managing Director Campaign for Grade-Level Reading gradelevelreading.net / @readingby3rd / #GLRWeek 4

Ron Fairchild Director GLR Support Center gradelevelreading.net / @readingby3rd / #GLRWeek 5

Momentum Continues to Build! More than 380 communities in 44 states across the nation , as well as the District of Columbia, Puerto Rico, the U.S. Virgin Islands and Canada — with 4,100+ local organizations and 450+ state and local funders, including 191 United Ways. 6

What GLR Network Communities Want… • Access to local research projects, case studies and evaluations that are not currently part of any conventional research literature or clearinghouse (what’s working, why and under what conditions) • Support in driving down the high cost of trial and error and the acquisition costs associated with replicating and aligning the most promising and proven programs, strategies and practices • Assistance in finding peers and partners who can help answer common questions through both facilitated and unmediated connections gradelevelreading.net / @readingby3rd / #GLRWeek 7

Networked Learning Someone, somewhere has figured it out. The GLR Network is large enough, diverse enough and effective enough to serve as a powerful, shared asset. “Make the GLR Communities Network work for us.” gradelevelreading.net / @readingby3rd / #GLRWeek 8

Networked Learning Harness our collective experience , knowledge and wisdom and help the GLR Network communities achieve bigger and better outcomes: • Gain Insight • Strengthen Collaboration • Benchmark Progress • Improve Performance gradelevelreading.net / @readingby3rd / #GLRWeek 9

Improvement Science Get better at getting better. Close the gap between what we know and what we do routinely. Make quality improvement cycles more visible and transparent. Focus on disciplined inquiry using the BINGO matrix. gradelevelreading.net / @readingby3rd / #GLRWeek 10

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Aspirations Well-documented evidence of: • The “network effect” and “good ideas going viral” • The GLR BINGO matrix being used as a strategic guide for bigger, better outcomes in school readiness, school attendance, summer learning and grade-level reading • Co-development and co-ownership of the GLR knowledge enterprise gradelevelreading.net / @readingby3rd / #GLRWeek 12

380+ GLR Communities Networked for Impact & Improvement 13

Aspirations By December 2019, at least 200 GLR communities are participating in the GLR Learning for Impact & Improvement System. • Sharing stories and data • Benchmarking progress and driving improvement • Identifying and activating local GLR Learning & Data Partners gradelevelreading.net / @readingby3rd / #GLRWeek 18

Local GLR Learning & Data Partners Primary users of the system who nurture the habits, relationships and culture that will foster a sense of shared ownership of the GLR Campaign’s collective knowledge enterprise. Responsible for the robust and reciprocal engagement of the community lead, local coalition partner organizations and team members in learning with and from other communities in the GLR Network. gradelevelreading.net / @readingby3rd / #GLRWeek 19

Roles & Responsibilities of the GLR Learning & Data Partner 1. Maintains local community profile information (demographic information; organizational partners; individual members) and keeps it up-to-date on at least a monthly basis. 2. Documents and shares the best examples of their local GLR coalition’s work products and strategies for the intentional adaptation and adoption by other communities. Offers insights on the most significant successes and failures experienced by the community. gradelevelreading.net / @readingby3rd / #GLRWeek 20

Roles & Responsibilities of the GLR Learning & Data Partner 3. Collects, assembles and aggregates relevant data and stories from other GLR Network communities that are most useful and relevant for the local coalition. Utilizes and contributes content to various channels and collections offered by the GLR Support Center. 4. Monitors and posts comments and responses to questions from other communities and team members on the GLR Learning System. Proactively develops core areas of expertise and builds a following on the GLR Learning System. gradelevelreading.net / @readingby3rd / #GLRWeek 21

Roles & Responsibilities of the GLR Learning & Data Partner 5. Directs attention of local coalition to resources posted by other communities; encourages local partners to share insights within the community and across the GLR Network. 6. Writes Bright Spots, completes online GLR Community Self- Assessment and shares results from local evaluation efforts. gradelevelreading.net / @readingby3rd / #GLRWeek 22

Roles & Responsibilities of the GLR Learning & Data Partner 7. Facilitates and coordinates direct, sustained engagement with other GLR communities around topics of mutual interest. 8. Utilizes the GLR Learning System to strengthen collaboration between and among members of the local sponsoring coalition. gradelevelreading.net / @readingby3rd / #GLRWeek 23

Nelson Gonzalez Declara Sharon Greenberg Carnegie Foundation for the Advancement of Teaching gradelevelreading.net / @readingby3rd / #GLRWeek 24

Networked Improvement to Discipline Action and Accelerate Learning Grade-Level Reading Week July 25, 2018 Sharon Greenberg, PhD. Consultant to the Carnegie Foundation

Carnegie’s Field Building •Increasingly focused on literacy improvement •Tennessee Early Literacy Network •Early Literacy Meta- Network

Why we need an ELMN— •After decades of effort, we have much good research and many good programs and ‘parts’ to build on •But we haven’t seen the needle move much

Systemic problem calls for a systems improvement approach: • Pre-natal through age 8 • Collaboration of educators and healthcare providers with families • Domains of physical and mental health, social emotional learning, oral language and literacy development • Multiple, diverse communities network and accelerate learning • Common aim, improvement theory, measurement system, methods and tools

Key Features of ELMN (and any NIC). . . • Common aim : 3 rd grade proficiency • Common theory : Age span, Cross- sectors and domains, Early identification and mitigation • Common indicators to anchor and guide improvement • Common methods and tools : Fishbones, Journey Maps, Driver Diagrams and PDSAs

Network Theory that Drives Carnegie’s Work •When the problem is big and complex, we can get further faster— accelerate the learning—if we work in disciplined ways across multiple and diverse sites.

How? What are Key Accelerants of a NIC? 1. Divide and conquer: Segment the work 2. The multiplier effect: Test the same changes in multiple contexts 3. Some of both 4. Build norms for social learning

Primary Drivers Family education AIM and outreach Consistent and Reduce clear definitions chronic and policies absenteeis Early identification m from 20% and mitigation to 5% by June 2019 Find and remove barriers to consistent attendance Possibly wrong; definitely incomplete

How would improvers tackle chronic absenteeism? Here’s what we wouldn’t do: •Ignore it. •Blame others (aka parents). •Say, “That’s not my problem”. •Go to a conference, learn about a new program, decide it’s a panacea, fund raise, implement and evaluate two or three years later.

If we stopped here to write the “pre-mortem” for this great program—the cause of death—what would it be?

ERIC Clearinghouse is filled with reports like these: •The program worked in some places but not others; •Overall it performed below expectation; •Implementation matters; and •We need further study.

Improvement science offers a new way— • How would we go about solving the same urgent problem as improvers? • I’ll share some tools and examples. • I’ll model how we’d attack a problem like chronic absenteeism, and we’ll do some work together. • We’ll end where we began—considering some of the affordances of disciplined work in a NIC.