Budget Presentation • Campaign Background and Overview Outline ¡ • Headlines and Highlights • Risks and Threats • Challenges and Priorities • Network Communities Support Center • 2014 Budget Request 2 ¡
Investment Strategies Essential (Time, Talent, Dollars) Assurances v Quality teaching Organize and mobilize everywhere the “big tent” v Seamless systems of grade 3 rd care, services and family reading supports, 0-8 Replicate and scale proficiency what works v Community solutions to barriers faced by the children least likely to Create proof points of succeed success and scale Milestones How to disrupt By 2015/2016 By 2020 intergenerational ü Progress on the ü A dozen states or more have poverty? strategies increased by at least 100% the number of low-income children ü Progress on the reading proficiently by the end of community solutions 3 rd grade ü Progress on student 3 ¡ ü Promising trend line and performance 3 ¡ sustainable momentum
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The Campaign is a time-limited effort intended to achieve its goal through a set of strategies designed to raise awareness; translate awareness into engagement, civic action and advocacy; and accelerate progress. 5 ¡
¡ Campaign ¡ “Wins” • Widespread community engagement , civic action and citizen service to find and implement community solutions to barriers to student success • Broad-based support for and investment in “on-track” child development, learning and literacy across the early years and early grades • Local, state and federal policy reforms to strengthen, scale and sustain improved child outcomes and school success for children in low-income families 6 ¡
Grade-Level Reading Network Communities 1,600 local organizations (including over 100 local funders) DC AK HI Charter Members Cohort II Communities 7 ¡
American voters rate ensuring children get a good start in life as an important national priority. Source: First Five Years Fund, www.ffyf.org/sites/default/files/Poll_Fact_Sheet_0.pdf 8 ¡
Strong Media Coverage Media Clips Related to Chronic Absence and Attendance by Year 250 ¡ 200 150 Stories on the GLR Campaign and School Readiness, Attendance 100 and Summer Learning 50 - 2010 2011 2012 2013 YTD Media Coverage of Summer Learning Loss YTD YTD 9 ¡
GLR Policy • Build consensus around third-grade reading Agenda as a critical milestone and performance ¡ measure • Push for adoption of an integrated approach to care, services and family supports for the early years and early grades • Engage policymakers, opinion leaders and advocacy networks around kindergarten, attendance, summer learning, parent engagement and student advancement/ retention 10 ¡
“ Kids who are not reading proficiently by third grade are four times more likely to drop out of high school. If you drop out of high school today, you are basically condemned to poverty and social failure. We want to close what I call the opportunity gap. This is not a talent gap.” U.S. Secretary of Education Arne Duncan 11 ¡
Traction at the Federal U.S. Department of Education committed to Level “improving the health, social-emotional and cognitive outcomes for children from birth ¡ through third grade” and “increase the percentage of children [reading] … at grade level by third grade.” • Agency Performance Goals • Office of Early Learning Mission Statement • Race to the Top-Early Learning Challenge ($1 billion) 12 ¡
Risks and Threats • Stress fractures that could undermine the ¡ early years/early grades collaboration • Highly politicized and deeply partisan environment with tight budgets and pressure for deficit and debt reduction • Leadership transitions, new priorities and fatigue • Unintended consequences of implementing Common Core (including losing a focus on children from low-income families) 13 ¡
Challenges and Priorities, • Incubating key strategic initiatives 2013–2016 ¡ • Strengthening the outreach, engagement and communications strategies • Developing and launching the State Campaigns for Grade-Level Reading • Building the Campaign into an increasingly more effective “backbone” organization 14 ¡
Grade-Level Reading Network Communities DC AK HI Charter Members Cohort II Communities Stake-in-the-Ground States 15 ¡
Grade-Level Formed in July 2012, the GLR Communities Network Reading serves as a: Communities Network for promising ideas, Distribution programs and practices Channel that advances the work through peer exchanges, Community peer learning and peer of Practice coaching Platform for delivering technical assistance, pursuing scale and accelerating innovation 16 ¡
Network Communities The NCSC functions as a hub, broker and Support accelerator that supports communities in producing Center results. (NCSC) “Accelerator” by finding and creating catalytic events, awards and other “Broker” by offering opportunities designed to communities access to tools, increase the scope and experts and information pace of change needed to develop the capacities (leadership, resources and skills) to “Hub” by serving as execute their plans. the curator of communities of practice and as the navigator for the distribution channel 17 ¡
Hub – by enabling communities to cluster and work together on for peer the basis of: learning and networking States Initiatives/interests Type of lead organizations Community characteristics 18 ¡
Broker – by helping communities build the capacities necessary for tools, to implement their plans and achieve results: experts and information • Establishing baselines, setting targets and driving with data • Leading and managing “big tent” coalitions • Assembling, re-purposing 13 and aggregating resources 134 GLR DC Communities • Implementing the most promising interventions and programs 19 ¡
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