PART ONE: COMMUNITY OVERVIEW

ALL AMERICA CITY GRADE-LEVEL READING AWARD APPLICATION Seattle and South King County Cities of Auburn, Burien, Federal Way, Kent, Renton, SeaTac, and Tukwila

PART ONE: COMMUNITY OVERVIEW The Road Map Project is a collective impact initiative aimed at dramatically improving student achievement from cradle to college and career. Started in 2010, it encompasses the region of South King County, which includes the cities of Auburn, Burien, Federal Way, Kent, Renton, SeaTac, South Seattle, and Tukwila. A wide variety of organizations ranging from funders to local government agencies, schools, and service providers have been working together on the Road Map Project, and in December of 2011, the Road Map Baseline Report was completed. The Baseline Report articulates goals, performance metrics, targets, and strategies for closing unacceptable achievement gaps for low-income students and children of color, and increasing achievement for all students. Building on this momentum and the synergies that have been developed, the Road Map Region is pleased to participate in the Campaign for Grade-Level Reading. Based on interest and excitement from additional local government agencies and organizations, the Road Map Region has been expanded to include the entire City of Seattle for the purposes of the Campaign. Improving kindergarten readiness and third grade reading proficiency are key objectives of the Road Map Project, and the Community Solutions Action Plan (CSAP) provides an opportunity to continue aligning our region around shared goals.

Road Map Region Demographics The Road Map Region is comprised of an incredibly diverse mix of students and households. The following demographics are based on the original Road Map Region boundaries and do not include the entirety of Seattle.

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60% of students are students of color

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17% of students are English language learner (ELL) students

54% of students are low-income There are 167 different primary languages spoken in the Road Map Region

Road Map Region Compared to the Rest of the County King County’s area of highest need, the Road Map Region is home to:

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45% of King County’s total number of students 71% of King County's low-income students 73% of King County’s ELL students 61% of King County's students of color

The Need and the Opportunity Historically, communities built schools so that their children could learn the skills needed to secure a job in the local economy – a job that paid enough to support a family. There was an effective relationship between the labor market and the education system. Today, that is no longer the case. As the economy has rapidly evolved, becoming increasingly global and knowledge-intensive, the education system has been slow to adapt. We must once again build a system that can deliver the skill levels the economy demands.

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The Georgetown University Center on Education in the Workforce projects that, by 2018, 67% of the jobs in Washington State will require a college degree or a career credential. This statistic is not surprising given the types of industry that drive the Puget Sound economy, the economic driver of Washington’s economy. Our region is known for entrepreneurship and innovation. We are rich with high-tech firms in diverse sectors, all of which depend on a well-educated workforce. This region boasts one of the best educated adult populations in the nation. Fifty-six percent of adults in Seattle and 47% of adults in King County have a bachelor’s degree. However, only one out of every four King County residents with a bachelor’s degree or higher was born here. Talented people move here from other states and countries for the great jobs that are available – we import talent at a much higher rate than most states. Many other regions have not had such a reliable supply of outside talent. Current trends in developing countries make our reliance on outside talent a significant economic risk for the future of our region. We need to start growing our own workforce! Therefore, our overarching Road Map Project goal is to double the number of students in South King County who are on track to graduate from college or earn a career credential by 2020, and we recognize that early literacy and third grade reading proficiency are critical in this path to a student’s ongoing academic and career success. We are committed to nothing less than closing the unacceptable achievement gaps for low-income students and children of color, and increasing achievement for all students from cradle to college and career. We know that these achievement gaps are in place by the 3rd grade, and that we all have a responsibility to prevent these gaps from developing and persisting for the students in our region.

Regional Equity We often hear people say we should not expect students from South King County to do as well as students from nearby affluent communities like Mercer Island, Bellevue, or Issaquah. Unfortunately, once kids transition from being students to job seekers, they enter the same competitive labor market as students from more affluent communities and families. It is a moral imperative that we provide all students in South King County and Seattle an excellent education so they have the opportunity to participate in our economy and in our community. A good education gives our students the chance to attain a family wage job. The dramatic demographic shifts that have occurred in the US and in the Puget Sound over the last 30 years have changed the way we must approach education. Increasingly, the children of our region and our nation are nonwhite and are from low-income families. Our future depends on our ability to educate those who in prior generations have been left behind.

Regional Strengths Our region has a number of promising initiatives under way that are designed to improve 3rd grade reading proficiency and educational outcomes. Local funders, such as United Way of King County, the Bill & Melinda Gates Foundation, the Seattle Foundation, and Boeing have taken notice and are supporting programs, and there is broad community support in parts of our region (as evidenced by the recent passing of the $232 million Families and Education Levy in Seattle). There is also momentum at the state level through the recent award of a $60 million federal Race to the Top Early Learning Challenge Grant. The Community Solutions Action Plan described here is not intended to compete with any of the region’s existing education initiatives. Rather, it is intended to help build public awareness about the importance of 3rd grade reading and strengthen collaboration between organizations and cities in the region.

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PART TWO: COMMUNITY SOLUTIONS ACTION PLAN ASSURANCE #1: THE PROBLEM Note: The data presented below come from the Road Map Project, which encompasses South King County and South Seattle. On average, student achievement in North Seattle is far stronger than in South Seattle. Because of this reality, only south-end schools and neighborhoods are included in the Road Map Region. Our Community Solutions Action Plan (CSAP) includes the entire City of Seattle and all Seattle Public Schools, and we are excited about leveraging the programs, activities, and initiatives occurring across Seattle throughout the other seven cities, and vice versa. However, much of the data presented reflects the Road Map Region as demonstrated by the Road Map Project Baseline Report that was released in December, 2011. The Road Map Project is committed to nothing less than closing the unacceptable achievement gaps for low-income students and children of color, and increasing achievement for all students from cradle to college and career. A key component of this work is tracking and reporting disaggregated data over time. The data presented here represent the Project’s first attempt to understand the current baseline. The Project will continue to track these metrics over time, establishing new performance indicators, baselines, and targets where necessary.

High School Graduation Region-wide, 78% of 9th grade students graduate from high school on time. This total ranges from a high of 86% in Auburn to a low of 70% in Federal Way. Large achievement gaps exist between income groups and between races/ethnicities. Asian and White 9th graders go on to graduate at much higher rates than Black, Pacific Islander, Hispanic, and American Indian 9th graders. Seventy-five percent of low-income students graduate on time, compared to 79% of non-low-income students.

3rd Grade Reading First, students learn to read. By the end of 3rd grade, students read to learn. It is critical for a child’s ongoing success in school that he or she gets a good start on early literacy. Reading skills are the foundation for everything that follows. Driving our CSAP is a belief that investments in early education will create the conditions where students will graduate on time, enroll in some kind of postsecondary program, and earn a college or career credential. Within the Road Map Region, 34% of students failed to meet the state standard for 3rd grade reading. Students not meeting the standard are disproportionately low-income and non-white. Among students with limited English proficiency, 67% failed to meet the standard. There is also a large gender difference. We have work to do in our region to meet the challenge of improving 3rd grade reading outcomes, and it will take a tremendous team effort.

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School Readiness Ensuring that children are ready for school is of paramount importance to our region. There is a lot of energy at establishing kindergarten readiness standards at the state, regional, and local levels. New developments include the Washington Kindergarten Inventory of Developing Skills (WaKIDS) and the Quality Rating and Improvement System (QRIS), which are described in greater detail in Assurance #4. The Road Map Project’s Birth to 3rd Grade Action Plan (currently under development and described in Assurance #3) also uses 3rd grade reading and kindergarten readiness as the key on-track indicators to ensure that successful outcomes are occurring. As we continue to track and provide input on the development of a kindergarten readiness standard and indicator, we are utilizing proxy indicators. Rates at which children attend formal early learning programs contribute to kindergarten readiness, and most low-income children in our region are not in any formal early education program. Only 31% of eligible children are served by Head Start, Early Childhood Education Assistance Program (ECEAP), or Seattle Step Ahead, and rates vary considerably by school district. Data also show that the majority of English language learner students are between kindergarten and 3rd grade, indicating the importance of developing strategies that serve this cohort. Prenatal care is another critical factor in ensuring that a child is healthy and ready for school. Research shows that children with low birth weight (less than 5.5 pounds) do not do as well in school as children born at a healthy weight. In King County, 4.8% of children (excluding births of multiple children) are born weighing less than 5.5 pounds. Alarmingly, the percentage is higher for children of color.

Attendance Preparing children for school does nothing if they do not attend. Identifying students who are continually absent from school allows districts and service providers the opportunity to create solutions that will keep them in the classroom. It will also help to identify “dropout factories” where school attendance is a greater problem that needs targeted school- and community-specific solutions. The Road Map Project has already identified an early warning indicator for students in 9th grade that measures whether a student has missed six or more classes and failed a course. The Road Map Project is currently establishing the baseline for elementary school attendance and chronic absenteeism across the Road Map Region, and individual districts are also tracking attendance. Some districts, including Seattle, have set targets for elementary school attendance. As we analyze the current data that we have and continue to receive additional data as a result of our data sharing agreements (described in Assurance #5), we will work with the Road Map districts and other stakeholders to set appropriate baselines, targets, and goals across the region. Seattle Public Schools provides one possible model to follow. Seattle currently counts the number of students who miss 10 or more days, and set a goal of having 90% of students miss fewer than 10 days during a school year by 2019.

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Seattle Public Schools Elementary Schools

Summer Learning Loss While the Road Map Project does not currently have system-level data on the extent of summer learning loss, we are keenly aware of the effects that a summer without proper educational and intellectual engagement has on children. Indeed, one of the major focus areas of our campaign will be a region-wide public awareness campaign emphasizing summer reading that will leverage our region’s professional sports teams, regional transit providers, and corporate sponsors in an effort to raise awareness of summer learning loss and 3rd grade reading proficiency. The Road Map Project’s commitment to using data to improve outcomes also applies to summer learning loss. We are excited about the impending mandatory spring and fall implementation of the Washington State kindergarten readiness assessment, WaKIDS. Our data sharing agreements, already in place with the seven school districts comprising the region, will enable us to use these findings to track summer learning loss across the region.

Services & Supports Currently Addressing the Problems The Road Map Region has a wide variety of services and supports in place to address the issues identified above, and we highlight many of these in Assurance #3 and Appendix A. The Road Map Project is working to better connect these services and identify promising practices that can be replicated throughout the region. The following is a summary list of key services and supports. For a more complete list, see Appendix A.

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Formal early learning programs: Geared toward school readiness, programs like Head Start, Early Head Start, Early Childhood Education Assistance Program, and Seattle Step Ahead offer free or low-cost preschool classes and other health, nutrition, and education support for families.

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Place-based programs: Inspired by the Harlem Children’s Zone and the federal Promise and Choice Neighborhood initiatives, a number of neighborhoods in the region have instituted placed-based programming to improve educational outcomes for low-income students, English language learners, and students of color. Programming is tailored to the needs of the community, and typically includes parent engagement, home visiting, before- and after-school activities, and other components designed to improve school readiness, attendance, summer learning, and 3rd grade reading proficiency.

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Library programs: The two major library systems in the region have a long history of partnering with school districts and providing a breadth of programs designed to engage families, improve reading proficiency, and mitigate summer learning loss.

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School district initiatives: The Road Map Region includes seven distinct school districts. Through partnerships with local organizations, a focus on quality teaching, improved services for English language learner students, and other initiatives, all of our region’s school districts are working to improve 3rd grade reading proficiency.

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City involvement: The Mayors of the eight cities comprising this CSAP are prioritizing 3rd grade reading. They have committed to strengthening existing partnerships, building new ones, and raising public awareness in their cities to achieve better 3rd grade reading outcomes. City Parks Departments offer a range of educational programming targeting children from birth to 3rd grade.

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Before & after school programs: A wide variety of organizations in the region offer before- and after-school programs that provide tutoring and other educational services to help improve reading skills and encourage school attendance.

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Summer programs: Numerous organizations in the region offer educational summer programs designed to minimize summer learning loss and improve reading proficiency.

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Awareness raising: A number of initiatives in the region are focused on raising awareness around early learning and 3rd grade reading. Notably, Seattle’s Families and Education Levy addresses school readiness and 3rd grade reading, among other outcomes. The 2011 campaign and the passing of the $232 million ballot initiative helped raise awareness in our region.

Gaps and Conclusions The Road Map Region operates in an environment that is program rich but system poor. There are many programs in the region designed to improve school readiness, summer learning loss, attendance, and ultimately 3rd grade reading proficiency, and we highlight these in Assurance #3 and Appendix A. However, we believe much work needs to be done to build an early learning system that aligns the multitude of service providers and programs around common goals related to improving 3rd grade reading, tracks outcomes in a manner that clearly identifies issues and progress, and coordinates the investment of resources throughout our region. This is important for all children in the region and critically important for low-income children, English language learners, and children of color. We also believe that gaps in data availability and analysis have hindered the ability to precisely understand what is and isn’t working to improve 3rd grade reading outcomes. Fortunately, there is movement at the local, regional, and state levels toward setting clear goals and mechanisms for tracking results. Continuing to build data capacity and creating an ethic of using data to drive continuous improvement are key strategies of this CSAP and the Road Map Project. In addition to building a robust regional early learning system that uses data to propel success, we have concluded that we need efficient mechanisms to identify and scale up efforts that produce great results. We must better align service providers and program operators, and coordinate resource investments within our region so that successful local efforts can be identified and strategies created at a regional scale.

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ASSURANCE #2: GOAL AND VISION Road Map Target for Third Grade Reading In 2011, the Road Map data advisors helped to select a subset of Road Map on-track indicators of which 3rd grade reading is key. Together, the on-track indicators provide a view of how students are doing from cradle to college and career. We have set interim 2014 and 2017 targets and final 2020 targets for these on-track indicators, and we use these to mobilize and motivate our broader community to accomplish our overall goal.

Third Grade Reading Targets: Percent of Students Meeting Standard 2020 Target:

87%

2017 Interim Target:

80%

2014 Interim Target:

74%

2010 Baseline:

66%

The 2020 performance targets for the on-track indicators are aligned to the top 10 performing school districts in Washington State (with 20 students or more) where students already attain postsecondary degrees or credentials at twice the rate of students in South King County and South Seattle. The Road Map Project’s goal is ambitious, and measuring performance against these goals requires viable targets. Using Washington’s top 10 districts as a target for performance by 2020 enables the use of those same districts to set on-track targets. Because the Road Map Project aims to close achievement gaps by 2020, the final targets are the same for all groups of students. To close achievement gaps, however, the rates of progress required are higher for students of color and low-income students than the improvement rates required for all students. The interim targets are based on the expectation of compounding growth toward each goal from year to year. In brief, we believe that the Road Map Region’s progress toward the targets will compound with time. That is, growth in the second year will expand on growth seen in the first year and so on. Accordingly, the annual Road Map targets become more ambitious in later years.

Closing the Achievement Gap Because each district and race/ethnicity has a different level of performance in 2009–2010 and because the districts share targets, the rate of change varies by district. Subgroups with relatively low baseline performance are expected to improve at a greater rate than the subgroups with relatively high baseline performance. The implication—varying targets by subgroup—impacts analysis. We therefore calculated the targets for each school year for each subgroup. After setting the various targets, we reviewed them and confirmed that they are reasonable given the Road Map Project’s goals. These targets will be compared with actual performance in annual Results Reports. Because the targets have been disaggregated, we will be able to focus improvement efforts on subgroups with lower than expected gains.

Other Indicators The Road Map Project has not explicitly defined indicators and targets for school readiness, attendance, or summer learning loss. The status of these indicators is as follows: School Readiness: Currently, the Road Map Project is tracking the percentage of low-income children enrolled in formal early learning programs as one proxy for kindergarten readiness. With the development of the WaKIDS and QRIS data systems (see Assurance #4 for more details), comprehensive data will be available to define a kindergarten readiness baseline. The Road Map Project will establish a baseline and set targets after the WaKIDS data become available later this year.

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Attendance: Attendance is currently tracked by individual districts, and data are not comparable across the region. Seattle Public Schools has set a 2019 target that 90% of elementary school students will have 10 or fewer absences during the school year. In the 2010-2011 school year, this number was at approximately 72%. Summer Learning: The WaKIDS data system will include spring and fall data, and it is anticipated that these data will allow the Road Map Project to develop an appropriate indicator, regional baseline, and target for summer learning loss prevention.

ASSURANCE #3: THE STRATEGY The fundamental objectives driving our CSAP strategy are: 1. Build and sustain a major regional commitment and focus on improving 3rd grade reading proficiency. We want to develop broad public awareness efforts that will make 3rd grade reading a regional priority. 2. Identify existing programs that demonstrate improved outcomes for low-income children, English language learners, and children of color and that can get to scale at a regional level. 3. Improve data availability and usage so that programs and organizations can more easily track results and use data for continuous improvement. Fundamentally, our CSAP strategy is about identifying and describing activities, programs, and initiatives that are working to close the achievement gaps for low-income children and children of color and to develop a plan to scale up or replicate successful programs throughout the region to achieve the Road Map Region’s 3rd grade reading targets. To identify the various programs to build our strategy upon, we selected those that are doing some combination of:

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Demonstrating successful outcomes in closing achievement gaps or making progress toward important Road Map Project targets and goals

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Reaching a large overall number of children, as well as a large number of low-income children, English language learners, and children of color

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Meeting the criteria of the Birth to 3rd Grade Work Group Action Plan, including momentum, scalability, leadership, and system building

Because the Road Map Project believes strongly in the idea of collective action, we also note some early attempts at system building in the early education realm. No single program, organization, or institution acting in isolation can move the needle on 3rd grade reading, school readiness, attendance, and summer learning loss at the regional scale without the concerted efforts of the many players who can contribute to better system performance. This CSAP and the Road Map Project are committed to continue building an aligned and coordinated system that closes unacceptable achievement gaps and improves 3rd grade reading outcomes for all children.

School Readiness Place-based Programs Some of the most exciting work happening in our region to improve school readiness, and ultimately 3rd grade reading outcomes, is happening in place-based programs. The King County Housing Authority (KCHA) is undertaking an exciting program in its Kent East Hill properties called Read to Succeed that works in partnership with service providers to build capacity and alignment around shared goals and outcomes. This initiative has three goals: 1) that children enter kindergarten ready to read, 2) that children stay on-track to read by the end of 3rd grade, and 3) that parents are engaged in their children’s learning throughout this crucial period.

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There is also a Read to Succeed Academy in the pilot stage that is designed to support literacy skills for kindergarteners who are not at standard as measured by Dynamic Indicators of Basic Early Literacy Skills (DIBELS) standards. In this program, the intervention service provider works closely with teachers to identify specific skill needs and also connects with parents about strategies to use at home. One important aspect of this effort is the emphasis that KCHA places on partnering with existing service providers already serving the largely immigrant and refugee populations in Kent East Hill. By doing so, residents have confidence that the support they receive will be delivered by effective providers. This strategy also creates connections between the various providers in these communities who then have opportunities to use their existing resources to work together to help achieve the goals described above.

ACTION: Support place-based programs in reaching their school readiness and 3rd grade reading targets for the students and families served.

Seattle University’s Youth Initiative (SUYI) is engaged in several school readiness programs benefiting the children living at Yesler Terrace, a Seattle Housing Authority (SHA) community. This place-based project is a partnership between SHA and SU, and is a federally recognized Choice Neighborhood. In the Jump Start and Read Out Loud Early (ROLE) programs, children gain language acquisition and literacy skills that help prepare them for school. The ROLE program also includes professional development opportunities for parents and early learning providers that increase the quality of instruction. SUYI also offers a kindergarten orientation program for the elementary school serving Yesler Terrace students that introduces children and parents to the classroom and teaching staff. In eight two-hour sessions that begin two weeks before school starts, teachers lay out classroom rules and expectations, establish the daily routine, and assess their students. Parents are invited to observe the classroom and can also participate in a parent orientation before school starts. Two of our region’s Promise Neighborhoods-type programs—White Center Promise and High Point Promise—are also beginning to implement exciting pilot programs to improve school readiness outcomes. All of these placebased programs are noteworthy because they reach those populations where achievement gaps are greatest and where low-income children, English language learners, and children of color abound, and because they are using data to ensure they are reaching desired outcomes. Auburn Early Literacy Auburn School District has provided programs resulting in increased school readiness and 3rd grade reading results over the past several years. These efforts are proving effective as the district is very close to achieving the 2020 target for 3rd grade reading of 87%—they achieved 84% for 3rd grade proficiency in the 2010-2011 school year. The district conducts early learning fairs for parents to learn about and connect with community services, and where children can get take-home activities. The district also provides monthly and quarterly trainings for early learning providers to build capacity around reading literacy and classroom management. These trainings focus specifically on instructional strategies that reinforce key skills for literacy. In accessing training and materials, early learning providers agree to assess their students and provide the district with the results. ACTION: Look for opportunities to

replicate Auburn’s model in other districts in the Road Map Region.

These early learning efforts continue as students transition from PreK programs to kindergarten. When students enroll, they are invited to attend Jump Start to K, a three-week summer school program that

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prepares students for the kindergarten learning environment. This has made a difference for kids struggling with language. Student progress is monitored throughout kindergarten, at least monthly and even weekly for the lowest performing students. Many students benefit from attending full-day or extended-day kindergarten. Several changes in practice have been made within the Auburn School District. The district examined best practices to help define what core instruction should look like and how to ensure that additional instructional counts and drives results. Teachers also receive additional help around template training, vocabulary strategies, and coaching from professional learning communities that meet 25 times a year. As these new practices get instituted, the district is working to build a culture where teachers take ownership over their students and commit to changing their instruction. While this paradigm shift can be difficult, many teachers buy in as they see the change in their students, which is also evident in the recent trends of 3rd grade reading in the Auburn School District. Particularly exciting is Auburn’s success in engaging students, parents, early learning providers, and teachers. Auburn has demonstrated success at improving 3rd grade reading, and use data to inform their process. The Road Map Birth to 3rd Grade Work Group is using lessons from Auburn to build a data feedback loop that could inform the development of similar systems in other school districts.

Attendance Be Here Get There Attendance Campaign As part of the effort to improve student attendance in Seattle’s public schools, the Mayor’s office launched Be Here Get There, a research-driven, incentive-based campaign designed to improve academic achievement by raising awareness of and improving City-wide school attendance. The ACTION: Raise awareness around campaign aims to make schools engaging and attractive to students Be Here Get There Attendance by rewarding positive behavior. To help reach students, the campaign Campaign. used wake-up calls featuring a friendly message about school attendance from celebrities like NBA player Jamal Crawford and hiphop artist Wiz Khalifa. The campaign also makes use of healthy competitions at the school and classroom level to get students energized to go to school. Beyond incentives and competitions in schools, Be Here Get There focuses on strategies for schools, students, families, and the community by using shared responsibility to improve attendance. The campaign addresses chronic absenteeism in ways that meet the needs of students, families, and schools. It addresses the chronic absenteeism currently affecting public schools across Seattle and helps improve academic achievement, boosts overall student success, and cultivates a lifelong passion for learning. City Mayor Mike McGinn recently commented that preliminary data “shows that the rate of students attending schools is at its highest level in five years.”

Summer Learning Loss King County Library System and Seattle Public Library Summer Programs Our region is frequently cited as one of the most literate in the nation, and our libraries are a major reason for this. The King County Library System (KCLS) and the Seattle Public Library (SPL) are crucial providers of summer learning and summer reading programs for youth.

ACTION: Work with libraries to KCLS offers an early literacy summer reading program that includes build additional partnerships activity sheets for parents and helps engage both parent and child in that raise awareness and the importance of early literacy strategies, maintaining educational excitement around summer activities throughout the summer, and promoting school readiness. reading. KCLS also offers a summer bus to the library, partnering with summer schools to provide free transportation for students to a nearby library where they can learn about services and programs available. This key part of KCLS’s summer programming reaches many of those kids who aren’t already coming to their libraries.

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SPL also offers several programs throughout the year aimed at improving summer learning, 3rd grade reading, and literacy. These programs range from Story Time and World Story Time where children build critical early literacy skills that support reading readiness and which occurs in 26 of SPL’s branches. Ten of these branches offer this service in languages other than English, including Spanish, Chinese, Vietnamese, and Somali. Both KCLS and SPL also offer summer reading programs that engage children and adults throughout the region. In 2011, more than 45,000 children, teens, and adults participated in the KCLS summer reading program with more than 20,000 formally completing the program. SPL had more than 20,000 children participate in their summer reading program with almost 10,000 children finishing the program. Overall, almost 165,000 books were read by participants in SPL’s summer reading program. Let’s Read! Summer Reading Campaign We are excited about the opportunity that participating in the Campaign ACTION: Launch Let’s Read! for Grade-Level Reading gives us to further establish grade-level reading as in the summer of 2012. a priority for the entire Seattle and South King County region. We want to combine specific on-the-ground strategies with partner organizations and housing authorities, and leverage the incredible reach provided by our region’s library systems with a regional campaign that spreads the message of the importance of grade-level reading. We plan to begin a broad communications campaign with a focus on the importance of summer reading in the summer of 2012. Our summer reading campaign – Let’s Read! – will work with community partners to spread targeted messages to the entire community in multiple languages and through multiple mediums. Our campaign name was carefully selected for its comprehension (all ages can understand it), its ability to be easily translated into our region’s many languages, and its applicability (Let’s Read…at the park, …on the bus, etc.). We will largely build off the summer reading infrastructure currently in place through KCLS and SPL, but will work to identify ways to increase opportunities for low-income children, English language learners, and children of color to participate and build critical literacy skills and a love of reading. We have had preliminary conversations with potential corporate sponsors, such as JP Morgan Chase and Microsoft, who support cradle to college and career efforts and are excited about the focus on summer reading. We are also having preliminary conversations with notable community celebrities who can spread these messages, such as the Seattle Mariners, the Seattle Sounders, and local Olympian Apollo Ohno. Finally, we are thinking about the mediums by which we can spread these messages. We have had preliminary conversations with a regional transit provider that could offer bus and train ad space. We are also working with the region’s municipal TV stations, and local media TV and radio stations. Many of our region’s Mayors and City Councilmembers have committed to help raise awareness about these issues in their cities, and we hope to leverage these commitments to bring attention to the Let’s Read! campaign. We plan to learn from our efforts during this first summer and build from this experience. While we want to broadly spread the messages across the region, we want to target low-income and recent immigrant and refugee communities to help prevent summer reading loss. By getting a wide variety of program operators, service providers, sports teams, local celebrities, city leaders, and corporate sponsors spreading the same message, we believe we can help prevent summer learning loss.

Coordination and Integration around 3rd Grade Reading City of Seattle Youth & Families Initiative Prototype The City of Seattle is beginning an effort this year called the Youth & Families Initiative Prototype involving five City departments: the Human Services Department, the Office of Education, the Department of Neighborhoods, Parks and Recreation, and the Seattle Public Library. The prototype examines the programs and funding offered by these departments that serve youth and families across Seattle. These five departments represent approximately 90% of

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ACTION: Fully implement prototype initiative, track outcomes, and investigate possibilities for replicating the initiative elsewhere in the region.

funds allocated for children and youth, or more than $75 million dollars annually. And while this initiative doesn’t invest new resources, it focuses on increasing collaboration among existing programs to achieve better results.

Initially, the prototype is focused on improving 3rd grade reading proficiency at one elementary school. Working with this school, the prototype seeks to make a difference in academic achievement and support for students and families, as well as to sustain success for future 3rd graders. By focusing at the student level, the prototype will be most effective, and by identifying kids in the K-3 cohort group served by these programs, services can be coordinated to ensure that they reach these kids in targeted ways. This initiative provides an opportunity for City agencies and programs to strategically align with one another to meet the objective of increasing the number of students reading at grade level in 3rd grade. We plan to track the progress of the prototype as it gets implemented and investigate ways that other cities in our region could implement similar efforts. Particularly in these tight economic times, finding ways for current resources to be more efficiently deployed is a strategy our region is committed to pursuing. The Road Map Project’s Birth to 3rd Grade Work Group An important input in the development of this CSAP has been the Road Map Project’s Birth to 3rd Grade Work Group. The Work Group is developing a Strategic Action Plan to improve and achieve targets in kindergarten readiness and 3rd grade reading throughout our region.

ACTION: Complete Birth to 3rd Grade Action Plan and focus on continued collaboration around implementation.

The development of this CSAP has been hugely helpful in the Work Group’s efforts, particularly with building an understanding of all the work that is happening throughout the region and learning from the promising efforts that are already making an impact on 3rd grade reading outcomes. The process of developing the Road Map Project’s Birth to 3rd Grade Action Plan is quite similar to the CSAP development process, particularly with the emphasis on building an early learning system, prioritizing those programs that are demonstrating success — especially with lowincome children, English language learners, and children of color — and getting them to scale, and using data to drive outcomes. The Work Group is currently developing strategies to implement in specific focus areas, including building strong program and system data capability for continuous improvement, increasing community support and family engagement, increasing quality expanded learning opportunities, expanding access to formal early learning programs, and increasing quality teaching. The strategies will include specific actions to be undertaken by our local community partners, all working toward achieving targets related to kindergarten readiness and 3rd grade reading. We expect to complete the Action Plan in June of 2012. Our summer reading campaign, Let’s Read!, is an effort to immediately capitalize on the work that went into preparing this CSAP and to leverage the excitement generated by Let’s Read! across those organizations helping to build our region’s early learning system and throughout the region as a whole.

ASSURANCE #4: ALIGNMENT AND SYNERGY The Road Map Project is absolutely committed to connecting with, benefiting from, and supporting ongoing efforts and initiatives that improve outcomes for students and close alarming achievement gaps. Our enthusiasm and optimism is driven by the high levels of energy, activity, and exciting work happening throughout our region and the State of Washington. The stars are aligning around early learning and education efforts across the birth to 3rd grade continuum, and our CSAP hopes to leverage this momentum to build a system that closes achievement gaps and results in strong outcomes for all children.

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State Initiatives and Policy Washington State was one of nine states to be awarded a Race to the Top Early Learning Challenge grant, bringing up to $60 million to early learning activities over the next four years. These funds will be used specifically to build statewide data capacity in Washington and to enhance the State’s professional development system through the provision of awards and incentives to individuals caring for and instructing children and students. Members of the Department of Early Learning (DEL), the agency responsible for submitting and administering the Early Learning Challenge grant, are active participants on various Road Map Project committees and Work Groups, and the Road Map Project is committed to working productively in implementing the various parts of the Early Learning Challenge grant. WaKIDS & QRIS A major component of the State’s system-building strategy and the Race to the Top Early Learning Challenge grant is improving quality by focusing on the improved use of data. After years of work, the Washington Kindergarten Inventory of Developing Skills (WaKIDS) was piloted in 2010, and is now in its first year of voluntary implementation. In 2012, it will be required in all state-funded full-day kindergarten classes. With this tool, kindergarten students will be assessed in four separate domains: 1) physical well-being and health, 2) social and emotional development, 3) cognition and general knowledge, and 4) language, communication, and literacy. By assessing students when they enter kindergarten, teachers can better understand the needs of each student. Further, if these data are shared with early learning providers, those teachers and administrators can utilize feedback on how well they have prepared their students to continually improve their programs. Kindergarten readiness is an important Road Map on-track indicator. In 2012, a baseline and 2020 target will be determined, with the help of Road Map Work Groups. Another major component of the State’s kindergarten readiness strategy is improving the quality of licensed child care. To help raise the level of care, the State is expanding Washington’s Quality Rating and Improvement System (QRIS). This is a system of standards and training supports used to rate child care providers and help them improve. By late 2012, ratings will become available to the public. Having both WaKIDS data and QRIS ratings will provide much needed information upon which to build a high-performing early learning system.

City Initiatives and Policy Voters in the City of Seattle recently approved by a margin of almost 2-to-1 the 2011 Families and Education Levy, which will invest $232 million over seven years to improve outcomes across the full education continuum with a goal of ensuring all Seattle students graduate from high school college- and career-ready. The Levy’s resultsoriented approach aligns closely with the Road Map Project, using indicators, such as 3rd grade reading proficiency, to track progress and use data to make continuous improvements. The Levy invests approximately $115 million in early learning and elementary programs. The Road Map Project is already working with the City as it begins implementing Levy projects and programs, and the City is a major partner in our CSAP.

Local & Place-based Initiatives Assurance #3 and Appendix A demonstrate the volume of programs happening throughout our region. Some of the most promising are place-based programs happening in our region’s Promise and Choice Neighborhoods, which are creating innovative solutions in areas including parent engagement, kindergarten readiness, and 3rd grade reading while also maintaining an evidence base and a commitment to using data to ensure success. There are also dozens of engaged local service providers and professionals at non-profit organizations, early learning centers, school districts, and municipal governments throughout our region actively working to improve 3rd grade reading. We are also committed to working collaboratively with Eastside Pathways, the organization preparing a CSAP for Bellevue, Washington. An initial focus of our CSAP is a region-wide summer reading campaign and we will work collaboratively to engage the entire region. We would be excited to leverage the work done and networks built by

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Eastside Pathways to widen the impact of our effort. We are excited to continue to learn about their strategy to improve 3rd grade reading outcomes and look forward to region-wide learning and partnership opportunities.

Let’s Read! Let’s Read! is an effort to galvanize all of this energy and build momentum around 3rd grade reading with a regionwide summer reading campaign and to lay the foundation for building a strong, regional early learning system. We believe that the national recognition that comes with the All-America City award would provide further inspiration to our region, and we would welcome the technical assistance provided by the All-America City Network and the exposure to national funders. Nevertheless, our region remains committed to 3rd grade reading success, and much of what we describe in this CSAP would continue without the award.

ASSURANCE #5: DATA The data that the Road Map Project uses to represent 3rd grade reading performance are collected from the Office of Superintendent of Public Instruction’s (OSPI) Report Card website and have been publicly available for many years. These data are not provided at the student level and are therefore not subject to privacy protections. In addition to being publicly available, these data present information in a way that is familiar to and accepted by the Road Map school districts. In addition, the Road Map Project has established multi-year data-sharing agreements with the Road Map school districts and OSPI. These agreements provide the Road Map Project with two additional sources of 3rd grade reading data. These sources of data also provide important information about school readiness, attendance, and summer learning loss. In particular, the longitudinal student-level data provided by the Road Map school districts and OSPI provide the Road Map Project with the ability to investigate student literacy in greater detail and with more flexibility. Performance of individual students can be tracked from year to year, and student literacy can be compared and analyzed through a multitude of student groupings. The Road Map Project’s database includes records of every student absence, disciplinary action, course taken, and school attended by every student in the Road Map Region. For every student, the Road Map Project also has demographic information, including English language learner status, age, race/ethnicity, gender, primary language, language spoken at home, country of origin, free/reduced price lunch status, and many other variables. Until now, the Road Map Project has used this powerful data system almost exclusively to establish baseline performance, prepare the baseline reports (at the regional and school district level), and build community consensus about the state of education in the Road Map Region. The Road Map Project Baseline Report was issued in December 2011, and we will release annual Results Reports that will show progress toward our overall 2020 Road Map Goal, interim targets, and on-track indicators. In addition to producing annual Results Reports that detail progress toward our goals and targets, the Road Map Project is focused on exploring these data for important lessons, including the patterns of success and failure and promising practices that contribute to literacy. We are also excited about the ongoing implementation of the WaKIDS and QRIS data systems, and how these assessments may benefit ongoing work throughout our region and across the State. The Road Map Project is not alone in the recognition of the power of these analyses; many other community-based organizations and education stakeholders have requested access to our data for its inherent analytical capabilities. Our region is increasingly recognizing the need for a community data system that could be populated and queried by organizations serving students in the region. The planning to build this data system around the Road Map Project’s existing database has begun.

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ASSURANCE #6: SUCCESS AND SUSTAINABILITY We believe that there are several bright spots throughout our region – programs and initiatives that are engaged in strong work and in finding creative solutions to improve 3rd grade reading, prepare kids for school, and reduce absence and summer learning loss. We also acknowledge that there is plenty of work to be done and, in some cases, difficult changes to make. We won’t make dramatic gains without new approaches and investments. We won’t close the achievement gaps and improve 3rd grade reading without new tactics. This CSAP builds on the work currently underway and reinforces the new paradigm that is taking root in the region: devotion to improving outcomes for all children and closing achievement gaps for low-income children, English language learners, and children of color; alignment around common goals that are shared within organizations and throughout networks of service providers and stakeholders; a need for a strong evidence-base for programs that are implemented; an emphasis on data and measuring outcomes to ensure success; a commitment to continuous improvement; a focus on ensuring that high-quality programs, services, and activities are available to all children; parent and family engagement strategies that reach all families; and a culture of innovation and creativity in developing solutions. The Road Map Project is a collective impact initiative aimed at getting dramatic improvement in student achievement by creating a framework for region and local action, taking a cradle to college and career approach, and going for major gains rather than minor tweaks. We believe that our approach can work and can improve educational outcomes for all children, and especially low-income children, English language learners, and children of color. The importance of and reliance on data will help tell us what is and isn’t working so that we can continuously improve our approach.

Mobilizing Key Stakeholders There are several local efforts underway throughout our region to build support, capacity, and resources for improving 3rd grade reading, school readiness, attendance, and summer learning loss. Our CSAP hopes to build on this momentum. The Road Map Project is committed to mobilizing key stakeholders in the region around these core 3rd grade reading challenges and across the cradle to college and career continuum, and is doing so in various capacities:

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The Project Sponsors Group provides strategic direction to the Road Map Project and includes members from foundations, education reform organizations, higher education institutions, the City of Seattle, and the Puget Sound Educational Service District. The Sponsors meet every other month.

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The Aligned Funders Group consists of funders with the purpose of aligning investments to create a greater cumulative impact on the system as a whole. The Funders meet quarterly.

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The K-12 Superintendents and Community College Presidents group provides a venue where system leaders can connect and partner together. These systems leaders meet monthly.

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The Community Network and Advocates Council consists of leaders of parent engagement, advocacy, and youth development organizations. These Work Groups meet monthly and work in support of engaging parents in the broader community around the Road Map Project.

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The Education Results Network (ERN) is the integrating forum for all these groups and any interested community member to provide input and build connections across the region and to learn from and inform each other. There are over 800 people who receive email updates and between 150 and 200 people meet quarterly.

The Road Map Project also includes several Work Groups dedicated to specific topics including High School to College Completion, English Language Learners, and Youth Development Organizations. These Work Groups analyze data to track performance, identify strategies that will improve education outcomes, and review results to inform changes in practice. Most relevantly for our CSAP is the Birth to 3rd Grade Work Group, which was involved in the development of this CSAP and consists of stakeholders from across the region, representing cities and school districts, funders, State agencies, community-based organizations, libraries, and service providers. The Birth to 3rd Grade Work Group is presently engaged in developing an Action Plan to improve regional outcomes related to kindergarten readiness and 3rd grade reading.

Raising Awareness – Forums for Conversations We are excited to have eight cities in the Road Map Region sign the Letter of Intent for the Campaign for GradeLevel Reading. We worked with key actors in these cities and throughout the region to gather input for the matrix of activities (see Appendix A) currently available to their constituents. We also asked them what they would be willing to consider doing to improve outcomes around 3rd grade reading and used their answers to inform the development of the summer reading campaign. Most of the cities cited raising awareness and bringing attention to the issue as something they would consider, in addition to other strategies. We will take advantage of this commitment by convening a Mayor’s meeting with the eight Mayors, in addition to interested City Council members, where they would learn more about the Road Map Project, the Let’s Read! campaign, and the current range of activities underway in the region. We believe that this meeting would build on the momentum resulting from the development of our CSAP and the work in creating the Birth to 3rd Grade Action Plan. It would create a space for additional connections to be made, leverage current work already happening, and bring more media attention to this important issue. The Road Map Project also offers opportunities for stakeholders to meet throughout the region. As mentioned, the Education Results Network provides an opportunity for all education stakeholders and interested community members to learn about what’s happening in the region and make connections. The Road Map Project also offers periodic forums that provide information on issues around education data use, sharing, and systems.

Ongoing Joint Planning Ongoing joint planning is a key feature of the Road Map Project. Concurrent to the development of this CSAP, and continuing through June of this year, the Road Map Project’s Birth to 3rd Grade Work Group has been creating an Action Plan that will help build a regional early learning system and lay out strategies for the region to pursue that lead to improved outcomes around 3rd grade reading and kindergarten readiness. The completion of this CSAP has been hugely informative for the Birth to 3rd Grade Action Plan in giving a sense and understanding of the types of services available in the region and opportunities to strengthen and scale up for greater success.

Tracking Progress, Making Improvements, Collective Action Important to the Campaign for Grade-Level Reading is tracking progress, making improvements, and collective action. Indeed these elements are closely connected and built into the structure of the Road Map Project and our

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CSAP. Tracking progress occurs through the Road Map Project’s various data sharing agreements. The Road Map Project Baseline Report, released in December, 2011, established the baselines by which future progress will be measured across a range of targets and indicators that will constantly grow as additional data and research become available. These data will be central to efforts to improve outcomes, and the various Work Groups will consistently focus on ensuring not only continuous improvement but also an emphasis on high quality programs. Collective action is the ethos at the center of this effort, and we believe strongly that community-level change requires the concerted efforts of many players.

Public, Private, and Philanthropic Dollars As described in Assurance #4, there have been recent injections of public dollars into early learning activities, both at the State and local levels. The $60 million Race to the Top Early Learning Challenge grant will be instrumental in the implementation of WaKIDS and QRIS, data systems that will better inform service providers and parents. The $232 million Families and Education Levy approved by Seattle voters last year will also make substantial investments in the early learning system. Our region is also fortunate to be home to a number of philanthropic organizations and foundations with a keen interest in improving early childhood outcomes, including the Bill & Melinda Gates Foundation, the Casey Family Foundation, and the Foundation for Early Learning, among others. Private donors, including Boeing and Microsoft, have also been active in funding early learning initiatives. The Road Map Projects Aligned Funders group already works to better coordinate and tie investments from these various entities to achieve greater system impacts. It is our commitment to continue this work and to also find new and innovative ways to leverage these various funding sources. Our proposed summer reading campaign is a perfect example of this: we hope to engage local public transit providers, professional sports teams, and private corporations to raise awareness of the importance of school readiness, summer learning loss, and 3rd grade reading. We are also excited by the possibility of access to national funders in the completion of our CSAP to bring additional resources to our region.

Citizen Service and Volunteer Contributions Our region is fortunate to have a strong presence of national service programs strengthening the efforts of schools and nonprofit organizations. Programs such as City Year and Washington Reading Corps trained national service corps members in classrooms across the region to boost 3rd grade reading proficiency by providing valuable oneon-one tutoring. The United Way of King County continuously updates a regional database of episodic and ongoing volunteer opportunities, including dozens of opportunities for community volunteers to support early literacy efforts in the region. One specific program is the Volunteer Reader Program that mobilizes more than 250 volunteers to read aloud to preschool students one-on-one in preschools, Head Start programs, and child care programs throughout King County. The program services close to 1,000 children each year in 34 sites around King County. Additionally, the Road Map Project currently engages the community at large through the Community Network and Advocacy Council and the Education Results Network. These two entities represent a growing group of engaged citizens from across the region. We hope to leverage these groups, as well as our partners and their volunteer bases, as we implement our summer reading campaign and continue to build a robust region-wide early learning system.

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PART THREE: THE CSAP DEVELOPMENT PROCESS The development of our Community Solutions Action Plan has been a continuation of regional planning efforts undertaken by the Road Map Project. It relies heavily on stakeholder input and work that had been recently completed for the December 2011 Baseline Report. Throughout the CSAP development process, Road Map Project Work Group members were given the opportunity to provide input and feedback on the CSAP, and all of the individuals who provided information were given a chance to review and comment on the final CSAP. This document is the result of a highly participatory and collaborative process.

Cross-sector Collaboration, Stakeholder Engagement, and Community Outreach Hundreds of committed individuals and organizations who share a passionate interest in improving education in our region are building and supporting the Road Map Project (see Assurance #6 for a more detailed description of the Road Map Project team). The participants represent a range of public sector, non-profit, and private sector organizations varying by size and geographic reach. In particular, the following groups have been involved in the development of the CSAP: Road Map Project Sponsors: The individuals representing the organizations below include the region’s key thought leaders and education practitioners. They also comprise the overall strategic advisory committee for the Road Map Project – the Road Map Project Sponsors. They are committed to achieving the Road Map goal and targets, including 3rd grade reading, and will help ensure successful implementation of the CSAP:

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David Bley, Director, Pacific Northwest Initiatives; The Bill & Melinda Gates Foundation

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Ken Thompson, Program Officer, The Bill & Melinda Gates Foundation

Dr. Monte Bridges, Superintendent; Puget Sound Educational Service District Trish Millines Dziko, Executive Director; Technology Access Foundation Dr. Eileen Ely, President; Green River Community College Pramila Jayapal, Executive Director; OneAmerica Chris Korsmo, Executive Director; League of Education Voters Holly Miller, Director, Office of Education; City of Seattle David Okimoto, Senior Vice President, Community Services; United Way of King County Nathan Phillips, Director; South King Council of Human Services Norman B. Rice, President & CEO; The Seattle Foundation Sili Savusa, Program Director; Southwest Youth & Family Services Dr. Tom Stritikus, Dean and Professor; College of Education, University of Washington Dr. Ed Taylor, Vice Provost and Dean of Undergraduate Academic Affairs; College of Education, University of Washington

Dr. Edward Lee Vargas, Superintendent; Kent School District Dr. Jill Wakefield, Chancellor; Seattle Community Colleges John Welch, Superintendent Elect; Puget Sound Educational Service District

Education Results Network (ERN): The ERN is a group that is open to anyone who wants to improve educational outcomes in the region. The ERN includes over 800 people who receive email updates about the project. Meetings draw between 125-200 people quarterly to provide feedback on Road Map efforts, including the CSAP. Membership

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includes service providers, parents, funders, program operators, and civic leaders. The ERN was polled about ideas and naming for the new summer reading initiative the region is proposing as part of the CSAP, and it will continue to be involved in implementation. The Birth to 3rd Grade Work Group: This Work Group is working on a Birth to 3rd Grade Action Plan for the region, and the CSAP is aligned with that plan. The Work Group has been actively involved in CSAP development through direct feedback on the CSAP at their regular meetings. Member organizations include:

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Auburn School District The Bill & Melinda Gates Foundation Childcare Resources Children’s Home Society of Washington Foundation for Early Learning Kent School District King County Library System Puget Sound Educational Service District

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Seattle Public Schools Seattle Early Education Coalition SOAR Team Read Thrive by Five United Way of King County Washington State Department of Early Learning Youth Development Executives of King County

Reach Out and Read Washington State

Aligned Funders: This group is comprised of funding organizations that support efforts of the Road Map Project, including the CSAP, and the strategy presented here has been vetted with this group. ELL Work Group: The ELL Work Group is comprised of service providers and program operators that are focused on working with the region’s immigrant and refugee communities on improving educational outcomes. They are engaging their local communities around the issues central to the Campaign for Grade-Level Reading and sharing feedback with the Road Map Project. In addition to leveraging these standing groups that have been engaged in improving educational outcomes throughout the region, the Road Map Project conducted the following outreach specifically for the CSAP: Work with cities: The Mayor’s offices of all eight cities of the Road Map Region have been involved in the CSAP development. They have shared information on initiatives their local governments are undertaking in the form of direct programs, partnerships, and awareness-raising around 3rd grade reading proficiency. And more importantly, they have committed to building new partnerships to better coordinate services in the region and address these issues going forward. The Mayors involved include:

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City of Auburn: Mayor Peter B. Lewis City of Burien: Mayor Brian Bennett City of Federal Way: Mayor Skip Priest City of Kent: Mayor Suzette Cooke

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City of Renton: Mayor Denis Law City of SeaTac: Mayor Tony Anderson City of Seattle: Mayor Mike McGinn City of Tukwila: Mayor Jim Haggerton

Place-based program outreach: The Road Map Region’s place-based programs are working with low-income, minority, and immigrant communities that are a focus of our CSAP. The Road Map Project spoke with representatives from these programs to understand the unique challenges they are addressing, successes they have experienced, and the potential for replicating these programs in other places. Where promising models were identified, they were included as part of the strategy (see Assurance #3). Libraries: The region’s libraries were engaged around finding ways to coordinate summer reading initiatives and programming that supports school readiness and 3rd grade reading, and reduces summer learning loss..

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