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Community Investment Proposal

Organization ProfileTax ID65-0299932 Organization NameFlorida Children’s Council Legal NameChildren’s Services Council of Florida, Inc.

Address111 N. Gadsden Street, suite 300Tallahassee, Florida 32301

Address for Physical Deliveries111 N. Gadsden Street, suite 300Tallahassee, Florida 32301

Main Phone Number(850) 402-5437 Websitewww.flchildrenscouncil.org

Leadership - First and Last NameBrittany Olivieri Birken, Ph.D.

Leadership - Professional TitleChief Executive Officer

Leadership - E-mail [email protected]

Mission StatementProvide a brief statement of purpose that is used publicly to describe the organization. (100 word limit.)

The Florida Children’s Council works to effectuate change benefiting Florida’s children and families through state leadership on policies, programs, and services as experts with demonstrated success in serving local communities. This is accomplished by 1) providing support to communities through resource maximization and peer learning exchanges on evidence-based strategies that impact child outcomes; 2) educating policymakers, businesses and other organizations about community demonstrated successes; 3) advancing a prevention and early intervention agenda for children and families; and 4) building productive partnerships with individuals and organizations interested in making strategic investments in Florida’s children and their families.

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Organization DescriptionProvide an overview of your organization, including a brief history, operating principles, and a list of recent accomplishments. (500 word limit)

The Florida Children's Council is an association of Children's Services Councils promoting best practices, professional standards and influencing state policies related to the health, well-being, and education of Florida's children, youth and families. A Children’s Services Council is a countywide special district created by ordinance and approved by voters to fund programs and services that improve the lives of children and families. Florida is the only state in the nation with laws empowering a local community to prioritize and fund services for children, youth and families. While many organizations address the needs of young children, no other entity provides such an umbrella for leadership, coordination and oversight focusing on the status of children; the Children’s Services Councils invest more than $400 million in hundreds of local programs and services each year and though few in number, more than 50% of the state’s entire population of children younger than five live in communities with a Children’s Services Council.

Although each Children’s Services Council is as unique as the community it serves, the shared vision is to make sure that all children are born healthy, are safe from abuse and neglect, are prepared to learn, and are reading at grade level by 3rd grade. Investments are largely focused on prevention and early intervention programming that reduce the need for more costly services later in a child’s life. The Council serves as the organizing mechanism to connect local Children’s Services Councils and to expand upon existing services, programs and relationships through unified messaging, streamlined data sharing, and shared agendas. The Council provides opportunities for members to exchange information and maximize resources effectuating change benefiting children, youth and families. The Council focuses on the collective goals of the Children’s Services Councils, educating policymakers, businesses, and other organizations about the significance of strategic investments and comprehensive system development.

Recent accomplishments include: Selected by the national Campaign for Grade Level Reading to be the designated state leader for

Florida Appointed by the Governor to serve as the Youth Representative on CareerSource, Inc; Florida’s

privatized state workforce board Led a statewide collaboration meeting with early learning partners on community quality

improvement efforts; led the development of a statewide pilot funded by the legislature to implement and support quality standards

Invited to serve on the Governor’s Taskforce for Students with Disabilities to improve policies and supports in education

Hosted a roundtable with leadership from all executive branch social service agencies and state leadership organizations to share priorities, improve coordination, and strategize on system improvement

Invited to serve as a state leader in the national Alliance for Early Success to improve state policies for children birth to age 8

Partnered with Scholastic on a service project to create a parent resource center in an impoverished community

Served as a lead planner and featured speaker for two Florida Chamber of Commerce events focused on education, grade level reading and the talent pipeline

Partnered with the Barbara Bush Foundation to promote early literacy in Florida and nationally; provided content expertise

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Project OverviewPrimary Contact First Name and Last NameBrittany Olivieri Birken, Ph.D

Primary Contact – TitleChief Executive Officer

Primary Contact Phone Number(850) 212-0408

Primary Contact [email protected]

Project TitleFlorida Grade Level Reading Campaign

Project DescriptionProvide a clear, concise and specific description of the proposed concept that can be used in general publications. (150 word limit).

The Florida Grade Level Reading Campaign will create shared momentum mobilized around quality early childhood experiences that impact later life outcomes, including high school completion, college and career readiness, and becoming contributable society members. Florida will benefit from the development of a statewide Grade Level Reading Campaign, designed to maximize the collective impact of the local and state efforts of organizations working on early childhood and afterschool issues. Through the Campaign four networks will be developed to promote positive child outcomes and create synergy in efforts anchored in the tenants of the Grade Level Reading Campaign: 1) Network of Community Leaders; 2) Early Childhood Thought Leaders; 3) Florida Business Leaders Alliance; and 4) Funders Collaborative. By anchoring this work in the Grade Level Reading framework, this project will organize existing efforts and expand the work to improve coordination and alignment resulting in significant progress on grade-level reading outcomes for children.

Duration Funds are requested to support a 36-month implementation timeline for the Florida Grade Level Reading Campaign. Geographic Area to be Served Describe the geographic area to be served by this project. Note the state (Arizona or Florida), county, city, and specific area, such as school district or neighborhood. (200 word limit)

The Florida Grade Level Reading Campaign will be a statewide endeavor, with specific supports for local efforts in 14 Florida communities. Ten communities in Florida have developed local grade level reading campaigns: Delray Beach, Gainesville, Jacksonville, Miami-Dade County, Orlando, Palm Beach County, Sarasota, Tallahassee, Tampa/Hillsborough County, and Vero Beach. The status was earned after completing a rigorous process to compile and submit a Community Solutions Action Plan to the National Grade Level Reading Campaign. Communities were asked to set targets, identify indicators, build the capacities and obtain the tools needed for implementation of a plan that would advance work to significantly increase the number of children from low-income families reading proficiently by the end of 3rd grade. Of these 10 communities, 5 have been recognized by the National Campaign as Pacesetters for their exemplary work in profoundly impacting child outcomes. Four other counties have initiated the development of community plans to become Grade Level Reading Network communities including:

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Broward, Manatee, Martin, and St. Lucie - all 4 communities have dedicated funding sources through a Children’s Services Council or the United Way. These 14 established communities will form the foundation of the statewide campaign dedicated to positively impacting student outcomes.

Narrative Need for this ProjectShare how the need for this project was determined. Identify the community indicators that demonstrate its importance. Cite statistics and other quantifiable data that support the need and include the sources of such data. (500 word limit)

Research is clear that reading proficiency in 4 th grade is predictive of long-term school and life success; 74% of students who fail to read proficiently by the end of 3rd grade falter in later grades and often drop out before earning a high school diploma. Proficiency in reading by the end of 3 rd grade enables students to shift from learning to read to reading to learn, and to master more complex subject matter they encounter in later grades. Although schools must be accountable for helping all children achieve, providing effective teaching for all children in every classroom, the Grade Level Reading Campaign is based on the belief that schools cannot succeed alone. Engaged communities mobilized to remove barriers, expand opportunities, and assist parents in fulfilling their roles and responsibilities to serve as full partners in the success of their children are needed to ensure student success.

This is a critical moment in Florida’s history for early education and supports for children birth to age 8. Recent changes to early learning governance, major reform efforts for child welfare to protect the health, safety and well-being of vulnerable children, and increased understanding of the critical importance of grade-level reading have all contributed to this pinnacle moment for early education.

Early childhood education is now organizationally separate, but aligned within the state Department of Education for the first time in Florida’s history. This presents a prime opportunity to shape policy for the foundational experiences in a child’s life that are critical to grade-level reading. The 2013 legislative session included major discussions about the early learning system and in an unprecedented fashion, legislative members debated about the significance of early learning for children in poverty. These discussions continued during the 2014 legislative session and what emerged was a clear need for expert guidance on the foundational elements of early childhood system development.

During this same period of time, synergy of equal importance has been taking place across the state. Communities have been busy organizing efforts around the grade-level reading framework to create meaningful change for children in poverty and to positively impact child outcomes. Currently there is not a mechanism for supporting these community efforts to maximize impact for children, nor is there a mechanism for informing state policy decisions based on the community efforts that have been proven to impact children’s development. This coupled with growing awareness by the business sector that the foundational experiences of children’s development represent the beginning of the education continuum and is key to ensuring economic viability and prosperity. Florida business leaders are starting to understand the importance of prioritizing efforts to support grade-level reading.

For these reasons, Florida is primed to capitalize on growing momentum. Florida early childhood thought leaders have long since suffered from disjointed, disparate efforts around system development. Organizing a movement through the development of a Florida Grade Level Reading Campaign will provide infrastructure, continuity and collaboration that will build on growing momentum and result in significantly improved outcomes for young children.

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Population to be ServedDescribe the characteristics of the population to be served including age or age range, gender, race, disability, and any unique characteristics such as needs, risk factors, barriers, etc. The population section should tie closely with the sections on Need, Implementation and Projected Outcomes. The strategies should match the needs of the target population. (500 word limit)

Florida is home to the 4th largest population in the nation following California, Texas and New York. Along with the sheer size of the population comes a wealth of diversity and culture. Florida’s 67 counties range in size from rural with 15,000 residents to urban with 2.5 million residents. Florida is home to more than 2.6 million children ages birth through elementary school, which includes 28% of children ages birth to 5 living in poverty, 24% of children ages 6 to 17 living in poverty and a total of more than 1 million children younger than 18 living below the federal poverty line. Florida lags behind in several key indicators of later life success for students of all ages. As compared to the nation, Florida ranks 38 th in the nation for Family and Community Supports, 45th for Economic Well-being, 27th in Education and 37th in Child Health.

Specific to student literacy, only 53% of Florida’s 4th graders are proficient or above in reading. Moreover, some student groups are at higher risk of not being proficient at reading in 4 th grade. When the data is disaggregated, specific populations have even lower reading proficiency rates:

By race, 48% of children who are White, 30% of children who are Hispanic, and 17% of children who are African American are proficient or above in reading;

24% of children who are low income are proficient or above in reading; 14% of children with disabilities are proficient or above in reading; and 8% of children who are English Language Learners are proficient or above in reading.

There are approximately 1.3 million children younger than age 6 in Florida. About 49% of those children are from low-income families - of these, approximately 25% are served in the child care subsidy program. The program standards include physical, social, emotional and intellectual development with a focus on emergent literacy. The program is offered in multiple settings: private child care centers, non- profit child care centers, large and small family child care homes, faith-based settings, and schools. Early learning is a largely privatized model and an integral part of the education system. In Florida, nearly 10,000 small and large private businesses provide the child care subsidy program annually. Though budget priority is on maintaining services to children, there is also a clear need to increase the quality of child care settings and ensure children are ready for kindergarten. There is also great need to include transition planning and supports for continuity to ensure children are reading on grade level by 3rd grade.

Florida stands to benefit greatly from focused work supporting better grade-level reading outcomes. Within the 14 communities concentrating partner efforts to support grade-level reading more than 50% of children birth-elementary school age are represented. The demographic make up of these cities and counties reflect small- (Vero Beach, population of approximately 15,000) to large-scale communities (Miami-Dade, population of approximately 2.6 million). Aligned and collective grade-level reading work in these communities will demonstrate models of success for communities statewide.

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Project DemographicsIdentify direct participants (recipients of the proposed service and activities) and indirect participants by completing the table below. If the identified population will be part of the proposed activities, place an X in the column to the right of the list. In the next column, identify whether direct or indirect and enter the project number in the last (farthest right) column.

X if population will be served

Indicate Direct or Indirect

Project the number to be

served.Child and Student Populations X Indirect 1.1 million (FL)Children / Students X Indirect 1.1 million (FL)Birth to Age 5 Years X Indirect 250,000

(Community impact)

Kindergarten-3rd grade X Indirect 250,000 (Community impact)

Fourth GradeFifth GradeSixth GradeSeventh GradeEight GradeNinth GradeTenth GradeEleventh GradeTwelfth GradeOpportunity Youth (Disconnected Youth)Community College Traditional StudentsCommunity College Non -Traditional StudentsCertificate Program StudentsUndergraduate University StudentsPost Graduate University StudentsEducator PopulationsFamily Child Care Practitioners X Indirect 1,800 (FL)*Early Childhood Teachers X Indirect 50,000 (FL)*Primary Teachers X Indirect 75,000 (FL)Middle School TeachersHigh School TeachersCurriculum SpecialistsSchool CounselorsParent LiaisonsPrincipalsInstitutional ParticipantsCommunity College FacultyUniversity FacultyCommunity/Family/ Parents X Indirect 250,000

(Community Impact)**

Community-based Organizations X Direct/Indirect 14 Community Leads (Direct)Approx. 150 (Indirect Community

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Partners)Local Business X Direct Approx. 20

Members of Business Alliance

Policy Makers / Elected Officials X Direct Approx. 20(State Leadership)

Municipalities / Government X Direct Approx. 35(Local and State Government Officials)

Parents / Families X Direct 250,000 (Community Impact)**

General Population X Indirect 19.5 million (FL)

*Approximations based on Office of Early Learning data**Approximations based on Kids Count data on low-income working families

Percentage of direct participants according to ethnicity: Participants in the Four Networks reflect the demographics of Florida and participating communities.

Community Leaders Network: It is anticipated that participants in the Community Leaders Network reflect the demographics of participating communities. (Source: United States Census Data 2013)

African American 19.5%Asian 2.9%Caucasian 57.9%Hispanic 18.8%Native American 0.4%Other/Multiple Ethnicity 2%

Early Childhood Thought Leaders Network, Florida Business Alliance for Early Learning, Funders Collaborative: With statewide representation, it is anticipated that participants reflect the demographics of Florida. (Source: United States Census Data 2013)

Florida PercentageAfrican America 16.7%Asian 2.7%Caucasian 56.4%Hispanic 23.6%Native American 0.5%Other/Multiple Ethnicity 1.9%

Percentage of indirect participants according to ethnicity: According to United States Census Data (2013), there are 2,157,176 in Florida birth to age nine. Of these, many students are not reading on grade level.

Florida Fourth Graders Who Scored Below Proficient Reading Level (Source, Kids Count Data Center 2013)Caucasian 51%Black or African American 80%Hispanic or Latino 64%Asian or Pacific Islander 32%Native American n/aTwo or More Races 55%

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Demographics for Florida and participating communities (*Source: United States Census Data 2013):

African American PercentageFlorida 16.7%Broward 28.5%Delray Beach 28%Gainesville 23%Jacksonville 30.7%Miami-Dade 19%Orlando 28.1%Palm Beach 18.5%Sarasota 5%Tallahassee 35%Tampa/Hillsborough 17.4%Vero Beach 4.8%Martin 5.9%St. Lucie 20%Manatee 9.3%

Asian PercentageFlorida 2.7%Broward 3.6%Delray Beach 1.8%Gainesville 6.9%Jacksonville 4.3%Miami-Dade 1.7%Orlando 3.8%Palm Beach 2.6%Sarasota 1.5%Tallahassee 3.7%Tampa/Hillsborough 3.9%Vero Beach 1.8%Martin 1.2%St. Lucie 1.8%Manatee 1.9%

Caucasian PercentageFlorida 56.4%Broward 40.8%Delray Beach 59.2%Gainesville 57.8%Jacksonville 55.1%Miami-Dade 15.2%Orlando 41.3%Palm Beach 58.2%Sarasota 84%Tallahassee 53.3%Tampa/Hillsborough 52.3%Vero Beach 81.4%Martin 79%St. Lucie 60.1%Manatee 72.6%

Hispanic PercentageFlorida 23.6%Broward 26.9%Delray Beach 9.5%Gainesville 10%Jacksonville 7.7%Miami-Dade 65.6%Orlando 25.4%Palm Beach 20.3%Sarasota 8.6%

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Tallahassee 6.3%Tampa/Hillsborough 26%Vero Beach 10.7%Martin 13%St. Lucie 17.2%Manatee 15.3%

Native American PercentageFlorida 0.5%Broward 0.4%Delray Beach 0.2%Gainesville 0.3%Jacksonville 0.4%Miami-Dade 0.3%Orlando 0.4%Palm Beach 0.6%Sarasota 0.3%Tallahassee 0.2%Tampa/Hillsborough 0.5%Vero Beach 0.3%Martin 1.1%St. Lucie 0.6%Manatee 0.5%

Other/Multiple Ethnicity PercentageFlorida 1.9%Broward 2.0%Delray Beach 1.7%Gainesville 2.9%Jacksonville 2.9%Miami-Dade 1.2%Orlando 3.4%Palm Beach 1.6%Sarasota 1.4%Tallahassee 2.3%Tampa/Hillsborough 2.5%Vero Beach 1.8%Martin 1.3%St. Lucie 2.0%Manatee 1.6%

Goals, Objectives, and StrategiesOutline the goals, objectives and key strategies for engaging, retaining and impacting participants of the project. Applicants are encouraged to attach a logic model with the funding proposal, if possible. To do so, create your logic model in the format and software of your choosing. Then, upload it as an attachment to the proposal. (800 word limit)

With a statewide Campaign, Florida can maximize the collective impact of organizations working on grade-level reading, organize existing efforts, expand the work to improve coordination and alignment, and make significant progress on child outcomes.

Fiscal and Resource Analysis The University of Florida’s Lastinger Center will conduct a fiscal and resource mapping analysis of current state and community efforts to: 1) identify both opportunities and gaps in resources statewide; 2) assess the strengths and challenges of the entities impacting grade level reading; and 3) provide baseline data that includes a map of current resources dedicated to grade level reading efforts and services available. This collective work will identify core foundational elements most in need of a methodical and thoughtful effort to improve child outcomes.

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Creating Change for Children: Synergy, Alignment, and Mobilizing EffortsFour networks will create synergy in efforts anchored in the tenants of the Grade Level Reading Campaign: 1) Network of Community Leaders—a learning community to share best practices, focus on outcomes, and align efforts. The work and associated outcomes will demonstrate what can and should be accomplished statewide; 2) Early Childhood Thought Leaders—working from fiscal and resource mapping, child development research, proven system development strategies, and community efforts early childhood experts will develop a plan for systemic change focused on improved child and family outcomes; 3) Florida Business Leaders Alliance—engagement of the business sector will increase the prominence, funding, and policy development of early childhood initiatives; and 4) Funders Collaborative—convening key funders committed to improving child/family outcomes and education.

Community Leaders Network: Sharing Best Practices, Providing Targeted SupportThe Council will implement a Community of Practice model designed to educate and share resources among the 14 local network communities. The Florida Campaign will work with the local leaders of child and family support services across the state to develop systems of care, services, and supports from birth through 3rd grade that address campaign goals. The Campaign’s Community of Practice will be actively engaged and focus on sharing best practices and creating new knowledge to advance the implementation strategies for each of the grade level reading tenants: school readiness, summer learning loss, attendance, child health, and parent engagement. By aligning efforts, communities will increase the impact on child outcomes.

Early Childhood Thought Leader Forum: Improving Policies and Funding The Council will work with local and state leadership to develop a strategic plan that addresses overall improvements in child outcomes including increased number of children who are: ready for school, have higher attendance, show decreased levels of summer learning loss, and are reading at grade level. Incremental change in each of these areas will be targeted by statewide policy efforts while local communities and other partners continue to focus resources and efforts on improvements to school readiness, summer learning, attendance, and other factors impacting child development. Through coordination of public and private sector early childhood leadership, the plan will focus on system improvements and resources needed to support children’s development and improve grade level reading outcomes.

Business Leaders Alliance: Engaging Key Business Leaders Building on current efforts to increase business and private sector engagement in grade-level reading efforts, the development of a Business Leaders Alliance will support and influence a grade level reading framework by educating members on research advances, policy development opportunities, and meaningful community solutions that support all children reading at grade level. The Florida Chamber of Commerce is seeking business leader commitment to learn more about critical contributions private sector business members can make to grade level reading. With regional representation across Florida, community- and state-level efforts will benefit from increased engagement of the private sector.

Funders Collaborative: Ensuring Success and Sustainability As we work to strengthen current community efforts and identify gaps in resources, the Council will develop a funding collaborative to advance the grade level reading work and ensure adequacy of resources to local and state efforts. The Council will identify potential funding partners, educate foundations about the work of the Campaign, and convene current and potential funders to review current efforts and determine additional strategies for success. The Funders Collaborative will help identify gaps

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in resources, support current and emerging community efforts, and sustain the infrastructure necessary to positively impact child outcomes and school success.

Parent and Professional Engagement Opportunities To maximize connectedness and engagement, the Council will develop a website portal for grade level reading with resources for parents, community- and state leaders. The website will provide best practices and bring attention to the importance of school readiness, highlight the successes achieved by communities and the benefit of this work for children and their families, its connection to a child’s school attendance, and involvement in summer learning opportunities to become avid, skilled readers.

Strategies Identify which, if any, of the following strategies will be utilized in the program for which funds are being requested. Select all that apply. If none of these strategies are employed in the proposed services, leave blank.

Foster Collaborative and Sustainable Early Childhood Education SystemsImprove Access and Quality of Early Childhood Professional Development Bridge Early Childhood and K-3 Education Public Will Building, Advocacy Informing the Field Community Capacity

ActivitiesIdentify which, if any, of the following activities will take place in the project for which funds are being requested. Select all that apply. If none of these strategies are employed in the proposed services, identify the activities that will take place under the “other” category.

Professional Learning Communities / Teacher Collaboratives (PLCs)Parent/Family EngagementCommunity Engagement (Government, Business and/or Community Based Organizations)Network DevelopmentSystems BuildingConvenings

Collaborative PartnersProvide a list of collaborators or partners. Define their relationship to the applicant organization and detail the value added they will contribute to the successful implementation of the project. Specify whether or not there is or will be a Memorandum of Understanding (MOU) or similar formal document describing roles, responsibilities and relationship to the project. (500 word limit)

Recognizing the critical importance of partners in this work, the Council will engage community and state leadership to better coordinate and align public, private, and philanthropic contributions. These proven partners will be vital to our success.

National Campaign for Grade Level ReadingIn partnership with the Florida Children’s Council, the National Campaign will provide technical assistance toward an outcomes-accountable system of care, services, and family supports for children, from birth through third grade and community-driven efforts to address major barriers to third grade reading proficiency—school readiness, chronic absence, and summer learning loss.

University of Florida’s Lastinger Center (contract)Building from work to centralize data on indicators of child well-being, the Lastinger Center offers specialized expertise in resource and fiscal mapping that will inform Florida grade-level reading efforts. There is a strong history of collaboration between leadership of the Florida Children’s Council and the Lastinger Center focused on early childhood development.

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Florida’s Grade Level Reading Community PartnersFourteen community leads and their partners will form the foundation of the campaign, putting Florida in a strong position to improve child outcomes: Broward Children’s Services Council, City of Delray Beach, United Way of North Central Florida (Gainesville), Duval County Public Schools (Jacksonville), Children’s Services Council of Martin County, the Children’s Trust (Miami-Dade County), City of Orlando, Children’s Services Council of Palm Beach County, Community Foundation of Sarasota, Children’s Services Council of St. Lucie, Early Learning Coalition of the Big Bend (Tallahassee), United Way Manatee, United Way Suncoast (Hillsborough County), and the Learning Alliance (Vero Beach). The Florida Campaign effort will focus on supporting school readiness and quality instruction, tackling chronic absence, and improving summer learning, as well as engaging parents as their children’s first teachers.

Early Childhood Thought Leaders Forum-Parent and Professional EngagementThe Florida Children and Youth Cabinet--executive branch agency leadership, legislative and gubernatorial appointees and the Early Learning Advisory Council--30 early learning private sector leaders and executive and legislative appointees have committed to partnering in this work. Additionally, working in cooperation with the Children’s Movement, the United Way of Florida and Nemours Brightstart, the Council will maximize expertise and outreach for the Campaign. Nemours Brightstart offers knowledge and experience related to health and literacy and will assist with the content development for family engagement. The United Way of Florida has access to all 67 counties in Florida and will promote member engagement in grade level reading activities. The Children’s Movement engages with thousands of parents daily through a remarkable social media campaign and will increase public awareness.

Business Leaders Alliance (contract)With a long history of partnership focused on the education continuum, the Florida Chamber of Commerce will lead the development of the Business Leaders Alliance to engage the business sector.

Funders CollaborativeThe Funders Collaborative will focus on child and family well-being and engage in partnership with the Florida Philanthropic Network, education and community foundations, as well as other philanthropic organizations.

Financial Management-Children’s Services Council of Palm Beach (MOU)In-kind financial management to support successful project implementation.

Projected Outcomes and Related IndicatorsDetail the intended outcomes of the project as well as what will indicate the degree to which the outcomes have been attained. Identify any external entities to be utilized to assist with measurement or other relevant data collection and analysis methodologies. Identify any potential barriers to success that the project is likely to encounter. Describe any anticipated learning. (800 word limit) The purpose for this work and therefore the most critical outcome is increased number of Florida students reading proficiently by the end of 3rd grade. National Assessment of Educational Progress and results from Florida standardized tests will be used as statewide measurement indicators of progress.

With grade-level reading proficiency as a unifying goal, there are targeted strategies with aligned outcomes that support incremental system change and directly support children’s development. These include: supporting community and state solutions to address school readiness; promoting attendance;

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preventing summer learning loss; and helping parents succeed in their critical roles as first teachers and best advocates.

To support advancement for each of these targeted strategies and outcomes, Florida’s Grade Level Reading Campaign will establish four networks to align efforts of community-, state-, business-, and philanthropic leaders resulting in shared momentum mobilized around quality early childhood experiences and later life outcomes. Each network will have complimentary and compatible goals; fully utilizing the strength and expertise of each network to advance community and state system building for each targeted strategy.

School ReadinessJust as there is an achievement gap in school performance, there is a school readiness gap that separates disadvantaged children from their more affluent peers. Kindergarten readiness is an important developmental milestone. Florida Kindergarten Readiness Screening data will be used as the standardized statewide measurement indicator of progress. Data in the aggregate is available from the Florida Department of Education and will be used to measure progress within communities and statewide.

There are foundational elements of early learning programs that research demonstrates meaningfully support child development: teacher-child interactions, assessment, and professional development to meet these higher standards. Research supports that the structural quality of the early learning environment (physical environment, staffing, health and safety requirements) and process quality (adult-child interactions, curriculum) are integral to ensuring positive child outcomes; effective professional development helps improve both structural and process quality. Targeted outcome: Community and state network members will identify and implement strategies that increase access to quality early learning opportunities for young children in order to increase school readiness outcomes.

AttendanceChronic absenteeism negatively impacts student outcomes. In Florida, 10% of students are missing too many days of school and too much instructional time. Florida Department of Education data on average daily attendance and chronic absenteeism will be used as the statewide measure of progress.

There are core strategies that have been demonstrated to improve attendance. Reinforcing the importance of attendance and punctuality in early learning programs promotes good attendance by increasing parent awareness of the importance of attendance, helping families overcome barriers early and developing the routines for regular on-time attendance. Additionally, strategies focused on recognition of good and improved attendance, active engagement of students and parents, intentional monitoring of attendance data and practice, setting clear expectations, and developing programmatic responses to barriers all support improved attendance. Targeted outcome: Improved attendance and reduced chronic absence through community and state solutions and tailored approaches to the particular challenges and strengths of each community.

Summer Learning Children and youth who reside in economically disadvantaged households and who live in low-resource, urban neighborhoods are more likely to lose ground in reading over the summer than their middle- and upper-income peers. These children and youth also often come from ethnic minority backgrounds. The academic disparities between low-income and higher-income children increase as children grow older, widening this achievement gap. Summer learning programs are an important strategy for “narrowing the gap.” There is not currently state data that tracks summer learning loss or gains. Community and state

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leadership will work to identify strategies for summer enrichment and data measures to document progress.

There are fundamental elements of summer learning programs that have been demonstrated to result in student learning gains: engaging students in recreational and enrichment activities, as well as activities focused on building positive relationships with peers and adults; blending remediation with enrichment activities and more advanced curricula; offering of programs to students of varied skill levels; offering programs on a voluntary basis; and offering full-day programming. Effective programs teach skills in the context of hands-on learning experiences and/or engaging cultural enrichment activities that often incorporate the arts. To support families and ensure student success, programs must be affordable, accessible, involve parents, and involve the community. Targeted Outcome: State and community identification and implementation of strategies, programs and practices linked to continued student progress and achievement during the summer months.

IndicatorsIdentify which, if any, of the following indicators will be measured in the program for which funds are being requested. Select all that apply. If none of these indicators will be measured in the proposed services, leave blank.

Long Term Increase the number of Florida children entering kindergarten prepared to succeed. Increase the number of Florida children proficient in reading by the end of third grade as

demonstrated on State mandated and/or nationally standardized assessments

Short – Intermediate Term Early childhood program providers coordinate their program services with those that precede and

follow their services Transition plans are in place and functioning between early childhood education and kindergarten

teachers Relevant assessments are used for all children entering kindergarten Children pass third grade reading level assessments

Implementation PlanDescribe the project's implementation, with associated timelines, contingencies and deadlines. Note key staff roles, project sites/locations and any other noteworthy components of execution. Identify any potential barriers to implementation that the project is likely to encounter. (800 word limit)

Four networks will create synergy in efforts anchored in the tenants of the Grade Level Reading Campaign:

Network of Community LeadersThe Florida Campaign’s Community of Practice will employ several strategies to connect local leaders such as webinars, email distribution lists, resource development and sharing, use of a document repository for access to online resources, and face-to-face interaction. Given many of the communities have been working to implement successful grade-level reading strategies, the first face-to-face Network meeting will focus on identification of the most successful community strategies and the greatest challenges communities face. The Campaign will facilitate peer-to-peer learning exchanges that match strengths and challenges. Additionally, the Campaign will provide targeted expertise to facilitate planning, as well as alignment of resources, activities, and outcomes. Communities will be targeted for core focus group exercises that identify best practices, programs and services that result in improved child

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outcomes. The Network will benefit from monthly conference calls, quarterly webinars or face-to-face meetings and regional exchange opportunities.

The Council’s CEO will select a highly qualified professional to serve as Director of the Florida Grade Level Reading Campaign. The Director will provide network leadership and maximize the resources made available to Florida by the national campaign.

Early Childhood Thought LeadersIn the first year, the network will develop a strategic plan that addresses overall improvements in child outcomes including increased number of children, especially at-risk and special needs populations, who are: ready for school, have higher attendance, show decreased levels of summer learning loss, and are reading at grade level. In year two, the fiscal and resource mapping conducted by the University of Florida’s Lastinger Center and best practices identified through the Network of Community Leaders will be used to refine the strategic plan and will be the basis for extending this work into a three-year plan for incremental progress toward better grade-level reading outcomes. In year three, the Thought Leaders will continue to work on implementation of the strategic plan and cross-system alignment efforts. The Thought Leaders network will convene a minimum of four times a year in person and will utilize teleconference communications as needed in between.

Florida Business Leaders AllianceThe Florida Chamber Foundation will identify key business leaders, coordinate partners, and facilitate planning. The Business Alliance will convene a minimum of four times a year in person and will utilize webinars and teleconference communications as needed in between. The Council will provide staff support to educate members on research advances, policy development opportunities, and meaningful community solutions that support all children reading at grade level.

Funders CollaborativeThe Council will partner with the Florida Philanthropic Network (FPN) to identify potential funding partners, educate foundations about the work of the Florida Grade Level Reading Campaign in partnership with the Council, and convene current and potential funders at least twice a year to review the work of the campaign and identify opportunities for strengthened child and family supports. Regional meetings will also be held quarterly to engage funders in meetings on community progress and opportunities to extend efforts.

Parent and Professional EngagementTo optimize family awareness, access and engagement for grade-level reading a website will be developed in year one. Family engagement strategies, resources, and related parent supports will be featured. In years two and three, support materials for community engagement of families and resources to support grade-level reading outcomes will be produced and shared with community and state partners for reproduction and dissemination.

Key Staff for Collective SuccessThe Council will rely upon the expertise of several partners over the course of this project; Dr. Abby Thorman of the Thorman Strategy Group, a leading national early learning policy expert, will work directly with the Council’s CEO. Drs. Birken and Thorman have a history of both individual systemic project experience as well as a history in working successfully together on large-scale projects to draw from when approaching the design, launch and success of the statewide campaign. Drs. Birken and Thorman are well-positioned to bring a heightened level of awareness to the issues of grade level reading and expose the effort to the maximum number of state and local partner organizations. More importantly, Drs.

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Birken and Thorman have the policy experience necessary to translate real-world success stories at the local grade level reading campaign levels to real-life policy agendas that are designed to impact all children, of all ages, in all communities. The Director of Grade Level Reading will have applied child development knowledge and expertise, be well-versed in the delivery of effective technical assistance practices and will have strong knowledge of strategies that support positive child outcomes. This individual will have experience directing communities of practice and have a strong background in the facilitation of collective impact.

Evidence Based Site the field evidence and/or research that indicates your proposed project will work. (500 word limit)

Key strategies supported by research and better outcomes for children have been identified to support grade level reading: supporting community solutions to address lack of school readiness, chronic absence, and summer learning loss; and helping parents succeed in their critical roles as first teachers and best advocates.

School Readiness and Family EngagementNeuroscientists have confirmed that 85% of a child’s brain development occurs by age 3. By age 4, a child from a low-income family hears an average of 8 million fewer words per year than a child from a more affluent family - that’s 32 million fewer words by the time a child turns 4.

The National Education Goal Panel (NEGP) identifies the three components of school readiness as a) readiness of the child; b) schools’ readiness for children; and c) family and community services and supports that contribute to children’s readiness. A review of relevant research by the NEGP concluded that emergent literacy skills at kindergarten entry are a good predictor of children’s reading abilities throughout their school years. Further, entities like the Southwest Educational Development Laboratory have conducted research concluding that the cognitive and social skills with which young children enter kindergarten make a difference in their future academic achievement.

Summer Learning LossTo succeed in school and life, children and young adults need ongoing opportunities to learn and practice essential skills. This is especially true during the summer months. Unfortunately, when the school doors close, many children struggle to access educational opportunities, as well as basic needs such as healthy meals and adequate adult supervision.

All young people experience learning losses when they do not engage in educational activities during the summer. Researchers at Duke University integrated 39 studies and research spanning 100 years, concluding that students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of the summer. Low-income students lose more than two months in reading achievement, despite the fact that their middle-class peers make slight gains. Additionally, researchers from Johns Hopkins University concluded that more than half of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities. Access to summer enrichment programs support continued learning.

AttendanceAttendance in the early grades is critical to sustaining the school readiness skills developed in the first five years of life. Researchers from Johns Hopkins University analyzed data on chronic absenteeism to begin

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mapping its extent and characteristics. Although currently only a handful of states collect data on chronic absenteeism, results from a sample of states suggest that an estimated 10-15% of students in the U.S. are chronically absent each year. In an Applied Survey Research report, researchers found that students who arrived at school academically ready to learn— but then missed 10 percent of their kindergarten and first grade years—scored an average of 60 points below similar students with good attendance on third-grade reading tests. Strong attendance is critical to student success.

SustainabilityExplain the organization's plan for sustaining the project beyond the timeline associated with a Helios Education Foundation's investment. If it is not intended to be sustained beyond the grant timeline, explain. (500 word limit) Helios Education Foundation funds will be used to establish baseline data, comprehensive system planning for short- and long-term solutions, linkages among communities and state leadership, as well as cultivation of a culture of business and civic engagement in positive grade-level reading outcomes. The impact of these efforts will be realized within the project period and will be relevant to this effort in years beyond.

The development of fiscal and resource mapping coupled with aligned strategic planning will result in a roadmap to coordinate and mobilize the needed attention, resources, and annual policy changes to improve children’s school readiness, school attendance, summer learning outcomes and the percentage of children who are reading at grade level.

Florida is primed to capitalize on growing momentum. Establishing an organized movement through the development of a Florida Grade Level Reading Campaign will provide long-term infrastructure, alignment and synergy that will build on growing momentum and result in significantly improved outcomes for young children.

The Council will continue to partner with both local and state-level organizations that share a vision for the state’s children and influence state and community policies and programs. The Council will continue to engage critical partners including the United Way of Florida, the Children’s Movement, local Early Learning Coalitions, key state agencies, and staff of both the Florida House and the Senate, and other early childhood professional organizations and critical stakeholders to identify incremental change and annual policy goals in each of the campaign areas.

The Florida Chamber Foundation is committed to continuous quality improvement for early education system development. The Chamber has declared school readiness, grade-level reading, and supporting families in poverty business and economic issues that require private-sector engagement long-term. The formation of the Business Alliance with Helios Education Foundation funding will serve as foundational funds that will allow the Chamber to seek additional resources to continue this work.

Creation and engagement of a Funders Collaborative focused on the needs of young children and families will be very complimentary to current state Education Foundation networks. Identification of opportunities for engagement and connectivity to community efforts will inform future investments and support continued growth and development of grade-level reading efforts. Additionally, community investments will be sustained by the commitments of community leaders, current funders, and funders that commit during the project cycle.

During the course of the implementation of Florida’s Grade Level Reading Campaign, if there is identification of additional needs for financial supports to contribute to the continuation or extension of this work, the Council and partners will work collaboratively to identify fund sources.

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InnovationIdentify the characteristics of the proposed activity that are unique, pioneering and/or innovative. (100 word limit)

While there is growing momentum to organize efforts to support grade-level reading and families in poverty, there is not complete synergy and alignment across sectors. In a state as large as Florida, the opportunity to provide linkages and supports between government, private sector, philanthropy and communities is unprecedented in early education. The ability to collectively develop a plan for comprehensive services that defines clear expectations for early education, but affords communities the flexibility to honor and respect the diversity of communities will be a model for early education in the nation and other social services in Florida.

Project BudgetProjected Revenue and ExpenseProvide a projected revenue and expense operating budget for this project for the period covered by the investment requested of Helios Education Foundation. Do not provide a budget for the entire organization. Do not include capital (depreciable) expenditures, such as payments of mortgage and equipment loan principle or costs associated with facility improvement. Line items with notation of (++) require explanation or itemization in the budget narrative. Enter a zero (0) in fields with no associated dollar amount. Also please note that Helios Education Foundation limits administrative expenses to 10% of the grant amount.

Attached budget spreadsheet includes projected revenues and expenses for Florida’s Grade Level Reading Campaign.

FTEsProvide the number of employee full-time equivalents (FTEs) that this project as a whole (not just a Helios investment) will employ, related to the Salaries and Wages line item. Show part-time employees as a fraction of a full-time equivalent. For example, a half-time worker would be .5 FTE. Do not include volunteers or consultants.

Two FTEs: Director of Grade Level Reading and a Grade Level Reading CoordinatorAnnual compensation for the Director of Grade Level Reading will be $100,000. It is anticipated that this will be a contracted position. Responsibilities will include leadership, support and coordination for all aspects of the Florida Grade Level Reading Campaign. This individual will provide primary support and technical assistance for the Community Leaders Network to ensure communities have access to the resources needed to set outcomes for children, implement aligned activities, and demonstrate progress toward goals. The Director of Grade Level Reading will facilitate meetings and develop associated materials for the Early Childhood Thought Leaders Forum. This individual will also coordinate efforts with the Florida Business Leaders Alliance and the Funders Collaborative to ensure synergy and alignment of the four networks.

Annual compensation for a Coordinator position will be $50,000. Responsibilities will include project support, administrative assistance, reporting requirements and coordination of project meetings. This position will be either a contracted position, or benefits can be offered with a salary of $35,000.

Budget Narrative for the Proposed Project

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Provide an explanation of the budget to assist a reviewer in better understanding the financial picture of the proposed project. Notate any leveraged funds, such as matching or challenge grants. Provide an explanation or itemization of line items marked (++). Explain any projected surplus or deficit. (500 word limit.) Investment Request to HeliosThe annual budget for this 3-year proposal and scope of work will be $440,000 for the first year, $405,000 for year two and $355,000 for year three for a total of $1.2 million.

In-kind Support++

Financial Management. In-kind contract management and financial services will be provided by the Children’s Services Council of Palm Beach County (CSC). The CSC manages an annual budget in excess of $110 million and contracts with more than 50 agencies for the provision of program services. As well as $7 million in funding received from the federal government, foundations and other funding sources. The CSC also acts as the fiscal agent for the Healthy Start Coalition of Palm Beach County. Given the scope of their budget and the contracts managed daily, the CSC will be able to support this work as an in-kind contribution. This commitment is made to demonstrate the commitment of work by the Children’s Services Council of Palm Beach County as a member of Florida Children’s Council on behalf of the local children’s services councils.

Community Investments. There are currently ten grade level reading communities in Florida making local investments to improve child outcomes. Four additional communities are working on community solution action plans with commitments to invest resources in communities on grade level reading activities. Investments vary by community, but a few have been highlighted to demonstrate the commitment of Florida communities to achieve campaign outcomes. These investments represent community-level in-kind commitments to the statewide campaign effort. Statewide infrastructure will provide direct benefits to community investments through network learning opportunities, technical assistance, and collective impact strategies.

Hillsborough $972,621 invested into early literacy related initiatives $1,921,113 has been secured through grants for early literacy related initiatives $4,589,652 has been allocated to partner agencies whose work is tied to school

readiness, quality out-of-school time, and academic supportMiami

$515,00 invested in media, social media and collateral material to support a public awareness campaign on the importance of reading and literacy enrichment activities

$68,000 invested in community outreach in the Haitian and African American communities

Palm Beach $1,000,000 plus invested in the purchase of developmentally appropriate books for

children $500,000 plus invested in media, social media and collateral material to support a public

awareness campaign on the importance of reading and literacy enrichment activitiesSarasota

$500,000 invested by the Community Foundation for programs to address school readiness and summer learning loss

Budget for Requested Helios Investment

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Provide a detailed explanation of how Helios Education Foundation funds would be utilized. Explain the strategy for allocating Helios-specific funds across expenses, differentiating from other revenue sources when applicable. (500 word limit.)

Fiscal and Resource Mapping: $75,000 year 1 and $50,000 year 2. Total: $125,000$125,000 will be contracted to the University of Florida’s Lastinger Center for fiscal and resource mapping. The Lastinger Center will create a visual presentation of the universe of services, resources and supports statewide; assess strengths and challenges; and provide baseline data including a map of current resources dedicated to grade level reading efforts.

Early Childhood Thought Leaders Forum: $40,000 per year. Total: $120,000$40,000 will be provided each year for focused leadership and support on policy development, coordination of partners, and parent and professional engagement activities. These funds will support the time of the CEO of the Florida Children’s Council, Dr. Abby Thorman and other consultants for project work, travel and state meeting coordination. A strategic plan outlining system improvements for child outcomes including school readiness, better attendance, decreased levels of summer learning loss, and grade-level reading will be created.

Florida Business Leaders Alliance: $40,000 per year. Total: $120,000$40,000 will be contracted each year to the Florida Chamber Foundation to develop the Business Alliance increasing the prominence, funding, and policy development of early childhood initiatives. Funds will support coordination of partners, planning and meeting preparation, as well as organization activities, such as staff support to educate members on research advances, policy development opportunities, and meaningful community solutions that support all children reading at grade level.

Funders Collaborative: $40,000 per year. Total: $120,000$40,000 each year will be used to develop a Collaborative for current and prospective funders to advance the grade level reading work and ensure adequacy of resources. The Council will educate members on research advances, policy development opportunities, and meaningful community solutions that support all children reading at grade level. All newly committed funds will serve as match to the funding provided by the Helios Education Foundation and will provide the necessary framework and dedication to impact population data and improve child outcomes.

Community Technical Assistance: $35,000 per year. Total: $105,000$35,000 will be provided each year for the Council to access supplementary expertise and support related to the specific technical assistance needs of communities. These funds will provide external resources and specific expertise needed as communities work on outcomes related to each of the tenants of grade level reading. By aligning efforts, communities will increase the impact on child outcomes.

Parent and Professional Engagement: $25,000 for year 1, $20,000 for years 2 and 3. Total: $65,000$25,000 for year 1 and $20,000 for years 2 and 3 will be used to support the development of a website as well as contracted communication expertise to develop ancillary support materials designed to increase engagement of parents and professionals. The website and support materials will raise awareness on the critical importance of child outcomes and success.

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