World Café Ideas
November 10, 2011
Can Columbia Strive?
Questions:
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Who leads?
How to decide?
What resources are required?
What do we have?
Who decides what’s working?
Who defines what’s working?
Who defines what is measured?
How do you measure the impact when no
one is measuring the un-chosen areas?
How do we get different groups to focus on
shared goals?
What would the visual look like?
What sections should be engaged?
Is there a trusted 3rd party anchor in
Columbia?
Describe more about how the structure
works
How do we get around the problem of
organizations that have significant money
being worried about losing/competing
against other (e.g. MU – lots of $$, United
Way ___ “ ”)?
How might “church schools”, private
schools fit in? – expertise?
Effective group dynamics requires certain
personality types or group role members (i.e.
Task Master, Social Maintenance, Devil’s
Advocate)
In your STRIVE FRAMEWORK, how do
you get “steering committee” or such to
understand or embrace some intellectual
conflict for better decision and policy maker
Identify groups
Funding
How much parental involvement?
World Café Ideas: Can Columbia Strive?
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Can we begin to address the achievement
gap beginning in early childhood education?
What’s the purpose of knowing family
income / free and reduced lunch?
How do we help families to get involved?
How do we get parental involvement?
What is an at risk child?
Can we begin at preschool?
Can we address the achievement gap at the
kindergarten level early childhood
education?
How to get more strength based assessment?
Where are faith based supports?
Who is going to do the legwork?
Do you ask teacher to do the area work?
Why is this already in place?
If we all this different agency how to we
have continuity of care?
On early childhood education, are we
looking to common goals – Head Start,
independent, private pre-schools?
How can we agree on educational goals
during a time frame?
How do groups cooperate in receiving
funds?
What if no common ground?
How to begin bridging partnership between
public and private?
How do public sectors invite private sectors
to the table?
Who should take the leadership role?
Community buy-in
How does data tracking work – funding?
Who is ultimately in charge?
Who are the organization with the ability
and desire?
Page 1 of 10
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How do we engage the small private
institutions?
Who can this umbrella organization be?
Engaging private/home based facilities
Who should take leadership role and how to
identify group that has standing / influence
in community?
How do we engage private institutions?
Who are public players and how do we get
them to the table?
Who and how do we identify leader /
umbrella organizations?
How do you get everyone ok with shared
info on database?
Who are the organizations?
How do we engage private interests?
Who should take the leadership role
(umbrella organization)?
How do you get social services involved?
This (STRIVE) has been what’s needed for
so long – gives a framework for what’s been
missing
A focus on the process and organizing
Asking programs what would we like to
measure – very refreshing (and opposite of
how it’s normally done)
Common measurements fantastic – then you
can have structure
Great to have expectations that you can
obtain – goals have to be measurable,
sustainable, and financially viable
How can be educate parents in the lowerincome communities in efforts to create
motivating, positive, and constructive
atmosphere of learning?
Reading proficiency, math literacy – how
can elementary teachers be better suited to
promote high levels of learning?
Does the city want minority kids to succeed?
Who is needed?
What resources are needed?
World Café Ideas: Can Columbia Strive?
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Don’t call yourself STRIVE – Portland All
Hands Raised – It’s a movement
Getting parental involvement
God and churches back in the schools
School will take all the responsibility for
schooling 8:00 a.m. – 4:00 p.m.
Teacher has responsibility to teach
right/wrong ethics
Do we have a shared community vision?
We think we do but, we are still the 1,000
points of light
Do we need to redefine the role of the
teacher? Responsibility of more than
academic instructor
How are parents included in this shared
vision, voices heard?
Where is the money coming from for the
infrastructure?
Who will have to pay of it?
How to pay for these programs?
How to pay for it?
Where does money come from?
How can we as a community help our
students achieve as a productive citizen?
How can we motivate?
Definition of what a leader is
How can we as a community help our
students achieve as a great person?
How will leaders communicate?
How do we as a community help our
students achieve?
o As a productive citizen
o A whole person
How do we motive? Gain momentum
What is a leader
How can we help students achieve as a
whole person?
How will leaders get together to make these
decisions?
What is our definition of a “leader”?
Page 2 of 10
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How can we as a community help our
students achieve as a productive citizen?
How will leaders get together and
communication to each other?
How can we help parents understand and
build on the learning of others?
Will we begin experiencing community
fatigue?
The community is not represented here,
necessarily. Do the executives assembled
here really speak for the common man?
What is our vision? I like Cradle to Career.
Who will lead it?
How can parents set up structures that help
children at an early age?
How can we involve parents?
How do you decide who needs the STRIVE
movement?
How do you get resources? Do we have the
resources?
Who decides/defines what’s working? Who
defines what is measured?
What do you do about people who won’t
play?
Lead? How do you decide?
What resources does it take? What do we
already have?
How do we decide what’s working?
Who defines what is measured?
People who won’t play or align?
Who leads or how do you decide who leads?
What resources does it take; what resources
do we have?
Who decides what’s working?
Who defines what it means to be working?
Who defines what’s measured?
What do you do with people who won’t
play?
What businesses are we going to bring in for
expertise?
How do you decide who leads?
World Café Ideas: Can Columbia Strive?
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What resources do we already have?
What’s currently working?
Who decides what’s working?
Who defines what is measured?
How do you engage clients of services in a
meaningful way?
How can we get people outside of this room
to see the value?
What kind of support and technical
assistance? Roadmap helpful for STRIVE
Where does Columbia compare with starting
data with communities that have used
STRIVE?
How can we use what other communities
have done?
How can we identify one child?
How difficult to get everyone to agree on
goals and metrics?
Who would be in charge?
Who are they key stakeholders?
Who decides who the stakeholders are and
how?
Where do you start?
How do you reach the community; the
different players?
How do you get their buy-in?
Are there any start-up costs?
How do we engage private institutions?
Who should take the leadership role?
Influencing community. Get the ball rolling.
Legality of database
How do we inform the community?
Who monitors system?
Who’s funding it?
Who defines timeline and milestones?
Gain understanding of process
Where to start?
How to determine the leaders of the group?
What will the group focus on?
How to identify stakeholders?
Page 3 of 10
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Voters need to understand what we are
doing
Make senses
Is there a correspondence with poverty and
economy?
What do we need to do to develop the
database platform?
Are transitions ranked for importance?
How do we prioritize resources?
Is it too big of an idea to be feasible with so
many leaders and ideas?
How to work with agencies that already
have goals in place in order to meet our
goals?
Are we getting the feedback from low
income/poverty families? Do we have a fair
representation?
How to prevent bullying other children in
schools thinking they are better than others?
How do you help people go through a
divorce?
How do you help single parents?
How is the best way to get names of
organizations that are involved with
educating parents? (United Way…..)
How to use arts in educating parents to put
children’s needs first?
Literacy – ability to read, write,
communicate
Should we have magnet high schools? Or
create a track or paths? Is it happening?
How do we create a green and education
zone in Douglass Park and Ridgeway
neighborhoods?
How do we start a food truck class at
Douglass H.S.?
How do we create an urban teacher program
at Douglass? Training urban teachers in
high schools?
How do we create a community studies
program at Douglass/Hickman?
World Café Ideas: Can Columbia Strive?
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Can Columbia do something like this?
How do you share with others?
How do you implement?
Can the programs that work at one school be
shared with other schools?
How would we get all the pre-schools, etc.
involved – embracing – getting connected
with private and public child caretakers?
How to identify key players?
How do we lead this effort?
What would the organization look like?
Getting things coordinated, neutral person
assigned role
Excited – embraceable – doable
How do we energize the business
community?
How do we convey this message?
How long would the process to get
everything in place?
Can we start now?
3M, IBM workforce – how would these look
and work in our community?
How do we get the common people (who we
need most) involved?
What measures are used by all
organizations?
Which leaders need to be at the table?
How do we get a shared vision?
How to measure?
Who do you need at the table?
o Leadership engaged.
Identify shared vision
Barriers:
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What about the things that are no longer
measured – what happens to them – could
this be a concern?
People’s attachment to what they are doing
Page 4 of 10
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Identifying key organizations and
assembling them
Getting everyone to play nicely together and
agree on common agenda
Can we identify a good convener / neutral
facilitator?
United Way & other funders
Engaging people at the grassroots level
Stop labeling students – HUGH BARRIER
Current means of assessment. Get new
wholistic assessment.
Parents don’t know as much as children in
basics
We don’t have spirituality in schools
Stop thinking and labeling – Free and
reduced cost lunch recipients as living in
poverty
Biases / if known – child internalizing (poor
kid)
Current evaluation / assessment – strength
based on assessment
Spirituality?
What other community organizations could
be a part, i.e., church, etc.
Blaming each other
Minority students are
How teacher react to conflicts
Labeling as poverty
Home structure does not support education
Not enough involvement from community
based organizations
Lack of parent involvement
Racism
Maybe it doesn’t happen – may be
overwhelming
Lack of knowledge
Child care
Transportation
Resistant
Expectations based on funding
World Café Ideas: Can Columbia Strive?
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Hesitation to work with public schools
because of increased funding for public
schools
Private working with public (funding
oriented)
Absences of taxes from largest business –
university
Getting
Funding
Confidentiality of information
Transitory population
Mobility
Everyone realizing it is a community
Funding
Understanding this as a community issue
Funding
Convincing people / parents to access the
services
Growing transient population
Communication with community – how can
get word out
It’s a community issue
Different variations on measurements
(common measures)
Most people have blinders on – having a
collective focus is great (you need to give up
“I” in the collective)
Study, study, study – afraid to implement
the recommendations of studies – great to
have steps
Parents lack of education, motivation
Absence of positive presence
Teachers stuck in their ways “old dogs –
new tricks”
Lack of professional development programs
o Absence of accountability for
performance – teacher and student
Leadership issues
o Inconsistent vision
o Divided motivations
Cultural
Page 5 of 10
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Values
Motivation
Turf battles
Not in my backyard
Awareness
Communication
We need to work on African American unity
How do we get parental involvement up
We lack coordination – the next steps on the
framework (engaged leadership, partnership,
accountability structure, communicators and
engagement)
Collaborative action – how do we ensure
that all players are engaged and involved?
Example of YC2 21st Century grant not
including all programs
Resources
Independent facilitator – ego
How do we bring in distant parents – how
you build community alone
How do we all get along
Collaboration
Funding this investment
Charge is hard, how do we all work towards
the same goals
Resources
Resources
Egos
Distractions
Lack of diverse communication
Leader communication
Large student body
Bad decisions
Lack of communication
Communication of social services
Large student body
Distractions
Communications
Motivation
Large classrooms
Distractions
World Café Ideas: Can Columbia Strive?
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Lack of communication – diverse
Social services do not communicate with
each other regarding the family of which
that child is a part of
Large classroom sizes
Distractions
Communications – diverse communication
Larger classrooms
People may not be able to continue to
participate
Every day people are not always engaged.
How do you involve all stakeholders?
We have good organizations, but
competition for funds and attention create
barriers
We don’t focus on who is best suited to lead.
If you’re the best cook, then you should
cook.
Funding is difficult to find
Inspiring parents in difficult areas
Timeline for consensus building
Getting people to see they all have a role –
how to let go of ownership
Community fatigue – needs to be simplified
Common vocabulary needed
Building consensus
Turf issues
Place for everyone? Role to lead
Community Fatigue
The length of time needed for consensus
building
Turf issues
Naysayers
Helping people see that there is a place for
everyone at the table
Community fatigue – too many efforts
Language/terminology
Length of time
Turf issues
Language – common
Page 6 of 10
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Transient community; ability to track
children
Getting organizations to have same goals
Time
Resources
Budget
Funding for multiple scopes of work
Many silos
How do you implement collective impact
Wanting instant causes results
Community understanding in order to have
buy-in
Convincing that it’s everybody’s problem
$$
3 initiatives – CPS, UW, City
Economic situation – 43% Free & Reduced
Lunch
Home environment
School policies protecting data
confidentiality
Not to work in silos
Competitive funding structure
United Way / City / CPS – combine efforts –
measurements
How do you benchmark prior to
kindergarten?
Getting all groups to the talks
Will daycare/childcare centers participate?
With so many successful programs, how do
you get everyone to buy into this specific
program?
Data gathering in one specific format
Egos: individuals who have started
successful programs
Money
Parents that do not want to get involved –
school participation
I went through the divorce
Be there for them as much as you can
Basics to feel love
World Café Ideas: Can Columbia Strive?
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Parents that do not want to get involved in
their child’s life (or can’t because of jobs)
Love/hate relationships at home
Low income areas, crime, stigma within
Columbia, property value, minority
population, urban care
No barriers
Need an inexpensive step van
Finding out resources outside of CPS
Lack of community interest
Discrepancy between the elementary
schools. Some teachers at the poverty
schools are trained better – to handle
different behaviors.
Inconsistent training of teachers
Learning to work together, share or give up
your turf (duplications)
Being willing / effective to engage parents
Bridging the private and public sectors
Agencies have their pet projects that might
keep their priorities from getting on board
Lack of a common vision
Lack of agreement on the common measures
or goals
Getting the community and businesses
involved
Organizations have their current programs to
work on
How to determine the “one” to use for
measuring consistently
Silos, turf, too many people in order to
obtain agreement on areas
Each group may want their own goals
Be consistent throughout the district and
keep measures on each child that can follow
them to each grade and school. A tracker
for each kid.
Tracking kids across schools
Community to community mobility
Page 7 of 10
Next Steps:
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Start partnership table
Need a name for our process / effort [i.e. not
STRIVE]
Remove stereotypes
Make the playing field level
Playing field even
Expectations same for everyone
Trends – outcomes – always surrounding
this = how to get help + progress
Get identity = movement
Identify assets
What are gaps to increase assessments
What our report card = what outcomes
How to create bridge between private and
public
Have to get collectible data
“Don’t let perfect be the end of good”
Perception vs. Reality
Extra money
Get the information out there
Mare parent involvement
Partnership
Going meet the business
Ask common data collection
Finding pockets of funds and resources and
channeling it
Determine the leaders
Inventory of resources
Establishing leadership
Inventory of community resources
o Who has tech
o Who has money
o Who had expertise
Visualization matters for collective vision
Next steps – where do you want to go –
common goals in community
Awesome to have steps, reflection, action,
learning
World Café Ideas: Can Columbia Strive?
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Community outreach
Parent teacher communication – more often,
consistent communication
Parent incentives? Parent group based in the
community – meetings at parent houses,
common areas
Teacher collaboration groups outside of
their school and department
‘Diversity infusion’ – bringing different
ideas to the table in a “World Café” format
‘Listen to teachers’ – hear their voice and
support – then redirect
Same approach – same outcome
Different…. – desired ……
Common goals
Knowing resources
Focus on existing working groups YC2
How do you move children from cradle to
career? Time to capture the whole child
Checks and balance
Testimonials
Showcase skills (collaboration)
Checks and balances
Maintain communication
Checks and balances
Equal representation
Motivational speakers
Social services united and communicated
through a database
Checks and balances for leaders
Leaders need to represent each culture /
ethnicity
Motivational speakers / testimonials
Sharing and feedback
Checks and balances for leaders
Identifying key partners
Figuring out what is being done well
Alight common outcomes – work together to
achieve those before creating new ones?
Creating visuals – need indicators first?
Identifying funding
Page 8 of 10
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o What’s available
o What’s needed
o Future commitment
ID key partners (done well)
Common outcomes – what are you
measuring?
Buy – in
Visuals
ID resources for funding and sustainability
Identifying key partners
Inventory what’s being done well
Inventory what outcomes are being
measured now
Large scale buy-in from community
Identifying investment and sustainability
Look at what the data says!
Data analyst at University of Missouri take
advantage of MU researchers
Identify partners
What is being done well?
Buy-in from community
Identify funding
Identify who is willing to come to the table
Everyone needs to be invited
Active participation and commitment
Combine initiative and measurements
Changing school policies regarding sharing
data
Getting group collaboration around issue
Leverage resources
Develop common vision
Identify champions
Need a big buy-in from
city/county/university
Language is basis of literacy
Reach out to families
Define the goals of the program
Organize the data – modify the data
Different approaches to same issue
Leadership – finding the right person to lead
community
World Café Ideas: Can Columbia Strive?
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We need no parent involvement at schools
Talk to parents and get them involved in the
school education
Making sure all the kids are treated equal
and no favorites
Try work together to prevent a divorce
Be what you can and not what you can’t
Talk to parents about how important it is to
get their basics met
Pray for love and peace
Spray and pray
Promote young teachers/families etc.
moving down there
Partner with housing grants houses to move
in
Have teachers teach in ASP / schools
Eryca Neville, Kelly Anderson, Kerry
Anderson
Start Food Truck class
Create collaboration to support class?
Sharing the program of the schools to the
community – How to share the info.
Meeting with stakeholders
Parent education networks
Road map
Getting churches involved focused on same
goal
Getting message out
Getting existing community group to
embrace the vision and involved in tutor,
etc.
Mode of communication of common vision.
Web-site, video streaming, TV
Working group
Grants (or materials) for pre-school inservices
Rally student involvement
College research leg work
Truman school public policy, political
science learning, class credit
Get a name (besides STRIVE)
Page 9 of 10
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Get an organization an identity, identify
exiting assets and corresponding gaps
Identify asset steps to fill in the GAPS
Build on your strengths
It is all about the data and using the data to
identify divers and groups to focus on
Keep with the learn how to get better data,
focus on reality and using the data to focus
on progress
Have businesses bring expertise and not just
their money
Creating a consistent measure that tracks a
wide variety of information and agreeing
upon that information and what to use
World Café Ideas: Can Columbia Strive?
Page 10 of 10
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Can Columbia Strive? - Columbia Public Schools