Bridgeport Design Institute November 13, 2014 8:30am – 2:30pm © 2014 StriveTogether 1 WELCOME Merle Berke-Schlessel 2 Why the Time is Right? © 2014 StriveTogether 3 You can access the Embargoed report at alice.ctunitedway.org/press. Password is: ALICEMatters (case sensitive) In Bridgeport CT Population Households Poverty ALICE Unemployment Rate Health Insurance Coverage Housing Burden Owner Housing Burden Renter Childcare & Early Education (Pre-K readiness) 146,434 49,887 23% 32% } 55% 9.2% 76% 50% 56% 65% (Ffld County 89.39% Median Income $44,640 (Ffld County $102,114) Bridgeport Schools at a Glance • 20,856 students in Bridgeport Public Schools Asian Other 2.8% 1.0% White 9.4% • 99.1% free or reduced-priced lunch • 13.1% not fluent in English (English Language Learners) • 73 different languages spoken • 12.7% receiving special education services African American 37.9% Latino 49.0% United Way’s Role Backbone Support Organization StriveTogether Colin Groth, Director of Strategic Assistance Katy Silliman, Director of Strategic Assistance William Thomas, Project Manager, Strategic Assistance Core Leadership Team Frank Borres, CEO American View Productions Chairman, Citywide NRZ Adrienne Farrar Houel, President & CEO Greater Bridgeport Community Enterprises, Inc. Most Reverend Frank J. Caggiano, Bishop Diocese of Bridgeport Bill Jennings, President & CEO Bridgeport Hospital Ramon Bulerin BDI – Stratford Danette Jones Copious Realty Group Joseph Carbone, President & CEO The WorkPlace, Inc. Delores Laws The Dawn Carmen Colon, Executive Director Alpha Community Services, YMCA Dr. Fred McKinney, President & CEO Greater New England Minority Supplier Development Council Pablo Colon III, Vice President Radio Cumbre Broadcasting, Inc Janet Ortiz, Director Nehemiah Commission Rosa J. Correa, Director, Strategic Relations Career Resources, Inc. Rabbi James Prosnit Congregation B’nai Israel George Estrada, Vice President for Facilities University of Bridgeport Frances Rabinowitz, Interim Superintendent Bridgeport Public Schools Anita Giliniecki, President Housatonic Community College Reverend Cass Shaw, President & CEO Council of Churches of Greater Bridgeport Armando Goncalves, Market President, Southern CT Peoples’ United Bank Martha K. Shouldis, Ed.D., President & CEO St. Vincent College Victor Tran 2014 UCONN Graduate Donna Thompson Bennett, Curriculum Manager/Consultant Parent Leadership Training Institute INTERDENOMINATIONAL CLERGY BLESSING 11 Why Are We Here Today? Overall Meeting Result Build infrastructure to create opportunities focused on improving outcomes for children and families in Bridgeport. Meeting Objectives – Build understanding of the Cradle to Career Collective Impact and why it is important – Share local work to date and solicit feedback from Design Institute participants – Co-create and develop 180-Day Action Plan to continue the work after today © 2014 StriveTogether 12 Definition of Collective Impact “The commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem.” -- John Kania & Mark Kramer FSG Social Impact Advisors, Stanford Social Innovation Review (Winter 2010) © 2014 StriveTogether 13 CRADLE TO CAREER IMPACT 14 Ultimate Impact Social Return on Investment (SROI) © 2014 StriveTogether 15 Collaboration Collective Impact Convene around Programs/Initiatives Work Together to Move Outcomes Prove Improve Addition to What You Do Is What You Do Advocate for Ideas © 2014 StriveTogether Advocate for What Works 16 © 2014 StriveTogether 17 © 2014 StriveTogether 18 Focus on Outcomes • Kindergarten Readiness in Literacy • 4th Grade Reading • 8th Grade Math • High School Graduation • College Readiness • College Entrance • College Retention • Degree/Certification Completion © 2014 StriveTogether 19 Proven Local Success Percentage of Outcomes Trending Positively 89% 81% 85 74% Percentage 80 68% 75 70 65 60 2009 2010 2011 2012 Report Card Year © 2014 StriveTogether 20 Examples of Success – Cincinnati Public Schools • Kindergarten Readiness Scores – 11% increase since baseline (2005) • 4th Grade Reading – 16% increase since baseline (2004) • 8th Grade Math – 31% increase since baseline (2004) • College Enrollment – 7% increase since baseline (2004) © 2014 StriveTogether 21 Sample of Positive Trends 2010 2013 Kindergarten Readiness 72% 77% 3rd Grade Reading 66% 69% 4th Grade Math 50% 62% 6th Grade Reading 61% 70% 7th Grade Math 52% 60% High School Graduation 72% 74%* College Enrollment 60% 60%* *High School Graduation’s 74% is Class of 2012 numbers *College Enrollment 60% is Class of 2012 numbers © 2014 StriveTogether 22 Sample of Positive Trends 2013 Early Literacy 54% 59% 3rd Grade Reading 31% 32% 8th Grade Math 4% 38% MCAS Tests 44% 55% Annual Dropout Rate 7.3% 6.4% 4-yr Grad Rate 61.4% 65.9% 35%* 49.3%* High School Completion 2008 College Completion *College Completion- Base is Class of 2000, Current is Class of 2006 © 2014 StriveTogether 23 Exploring- 21 © 2014 StriveTogether Emerging- 41 Sustaining- 12 24 25 Abbreviated Theory of Action GATEWAYS: Exploring Pillar 2: Evidence Based Decision Making Geographic Scope Leadership Table Vision/ Mission Key Messaging • Outcomes • Indicators Sustaining • Baseline Report • Roles/ Responsibilities • Annual Progress Report • Consistent Messaging • Shared Accountability • Withstand Leadership Change • Baseline Data Collection • Disaggregated Data • Indicator Refinement • Connection of Academic & Non Academic Data • Timely Data Sharing for Continuous Improvement • Spread What Works For Children and Youth • Policy Changes • Multiyear Funding Commitment Pillar 3: Collaborative Action • Continuous Improvement Commitment • Community Action Networks • Action to Move Outcomes • Opportunities & Barriers Addressed Pillar 4: Investment & Sustainability • Anchor Entity/ Backbone Functions • Funder Engagement • Management Capacity • Financial Support • Community Mobilization • Aligned Resources • Advocacy BUILDING Systems Change Proof Point A Partnership is in the Systems Change Gateway and sees indicators improving. Pillar 1: Shared Community Vision • • • • Emerging IMPACT Pre-Work Overview • September 2013 United Way (support of BOA and GE) brought Jeff Edmondson from StriveTogether to Bridgeport to discuss the possibility of building a cradle to career civic infrastructure in Bridgeport. • While attendees said “Yes” when asked if this work was worth pursuing, there was a clear expression of caution given the erosion of trust, high level of fatigue and conflicting agendas. • As a result, United Way (UW) committed to significant additional pre-work to: Gain additional input/insights Demonstrate inclusiveness/promote broad engagement Build understanding of Collective Impact Help raise the dialog Identify the right leadership Determine next steps Pre-Work Continued… Engagement/Input- • Over 150+ interviews conducted • Input Summarized (Attributes for Leadership Team, Candidate Recommendations, Consensus Observations, Recommendations) Communications• Issued White Paper • Developed one page basic Information Sheet • Established webpage/very basic • Partnership with Sacred Heart School of Management/Effective Communication Strategies Project • Ongoing expansion of communication list Core Leadership Team Attributes • Servant leaders/no agenda • Neutral (not immediately polarizing)/community credibility • Diverse/culturally competent/community competent • Influencers/not all the same old/can keep the order • Cross walkers/can help bridge divides • Can model respect, forgiveness, active listening, transparency, can consider different opinions, values talents and assets of the community • Willingness/courage to lead in difficult times Consensus Observations • Community is deeply divided/feelings are much more personal and difficult to recover from • Trust is hard to come by/ certain groups or individuals are significantly more polarizing and need to be part of the larger engagement but not seen as leading the effort • Community wants to move forward to make positive impact but is rudderless at the moment • Concerns exist about how CI will impact funding /resource allocation- “Will this take money away from the community?” • The community is changing and the traditional distribution of power and influence is not the future • Leadership needs to be developed/long time lock on leadership positions has stifled new leadership potential/diminished energy, enthusiasm, innovation • Strategies/actions need to be sustainable and have community ownership/buy in • Funders must not set the agenda but should support the agenda Recommendations • Cannot be owned or driven by United Way/Board. Core Leadership Team and community must lead (UW is the support organization). The community will listen and watch this carefully. • United Way should engage other organizations to provide backbone functions in areas they are expert in. This will not only avoid duplication and leverage community assets, it can help model servant leadership/collaboration/setting differences aside, etc… • Prior to diving into outcomes/measures/evidence/investment, the Core Leadership Team must get out into the community to listen and learn with authenticity and help/model/pursue truth telling and forgiveness work to help with healing and trust building. • Core Values and Guiding Principles for the initiative should be developed very early on. • Communications must be transparent, culturally relevant, frequent and authentic. • Extensive, ongoing, daily, work must be undertaken to promote broad community level engagement and further develop an understanding of the initiative. What the Community had to say… “We can not surrender.” “We have many assets in Bridgeport that we need to tap.” “The voice of divisiveness can not continue louder than the voice of unity.” “We need to replace the anger and hatred with love and understanding. We owe this to our children.” “We can make progress if we are inclusive and if we don’t leave residents on the outside looking in.” “Our children need to see our leaders working together to solve problems regardless of our differences.” “We need to focus positively. People are tired of the ugly, negative dynamics.” “We need to respect one another even if we have differences.” Core Leadership Team Frank Borres, CEO American View Productions Chairman, Citywide NRZ Adrienne Farrar Houel, President & CEO Greater Bridgeport Community Enterprises, Inc. Most Reverend Frank J. Caggiano, Bishop Diocese of Bridgeport Bill Jennings, President & CEO Bridgeport Hospital Ramon Bulerin BDI – Stratford Danette Jones Copious Realty Group Joseph Carbone, President & CEO The WorkPlace, Inc. Delores Laws The Dawn Carmen Colon, Executive Director Alpha Community Services, YMCA Dr. Fred McKinney, President & CEO Greater New England Minority Supplier Development Council Pablo Colon III, Vice President Radio Cumbre Broadcasting, Inc Janet Ortiz, Director Nehemiah Commission Rosa J. Correa, Director, Strategic Relations Career Resources, Inc. Rabbi James Prosnit Congregation B’nai Israel George Estrada, Vice President for Facilities University of Bridgeport Frances Rabinowitz, Interim Superintendent Bridgeport Public Schools Anita Giliniecki, President Housatonic Community College Reverend Cass Shaw, President & CEO Council of Churches of Greater Bridgeport Armando Goncalves, Market President, Southern CT Peoples’ United Bank Martha K. Shouldis, Ed.D., President & CEO St. Vincent College Victor Tran 2014 UCONN Graduate Donna Thompson Bennett, Curriculum Manager/Consultant Parent Leadership Training Institute Role of Core Leadership Team • Champion Vision • Affirm Direction • Promote the Initiative • Encourage Broad Engagement • Advocate for What Works • Keep the Order • Model and Enforce Core Values and Guiding Principals DRAFT- Accountability Structure CORE LEADERSHIP TEAM OPERATIONS/IMPLEMENTA TION TEAM OUTCOMES COMMU NITY ACTION NETWO RK COMMU NITY ACTION NETWO RK FUNDER S TABLE COMMU NITY ACTION NETWO RK COMMU NITY ACTION NETWO RK DATA TABLE COMMU NITY ACTION NETWO RK Where is Bridgeport in the StriveTogether Theory of Action? Bridgeport is in the Exploring Gateway. We are engaging partners We have defined our scope to all of Bridgeport We are working today to select community level outcomes We have seated a Core Leadership Team We have United Way serving as the Backbone/Anchor Organization In order to move to the Emerging Gateway, Bridgeport still needs to: Formalize a set of messages that are aligned and communicated across the initiative Finalize community level outcomes and select core indicators/measures Engage funders to support the work Exploring Gateway (Design Phase) Pillar 1: Shared Community Vision A cross-sector Partnership with a defined geographic scope organizes around a cradle to career vision. Pillar 2: Evidence Based Decision Making Pillar 3: Collaborative Action Pillar 4: Investment & Sustainability A cross-sector leadership table is convened with a documented accountability structure. The Partnership formalizes a set of messages that are aligned and effectively communicated across partners and the community. The Partnership selects community level outcomes to be held accountable for improving. The Partnership selects core indicators for the community level outcomes. The Partnership commits to using continuous improvement to guide the work. An anchor entity is established and capacity to support the daily management of the partnership is in place. The Partnership engages funders to support the operations and collaborative work of partners to improve outcomes. 37 CHARGE AND COMMITMENT 38 Shared Community Vision © 2014 StriveTogether 39 Pillar 1: Shared Community Vision A cross-sector Partnership with a defined geographic scope organizes around a cradle to career vision. A cross-sector leadership table is convened with a documented accountability structure. The Partnership formalizes a set of messages that are aligned and effectively communicated across partners and the community. 40 National Definitions © 2014 StriveTogether 41 Key Lessons • Make it a movement! • The K.I.S.S. Principle: © 2014 StriveTogether 42 Partnership Name Vision Mission Tagline The Strive Partnership Every Child, Every Step To create a world-class Every Child. Every Step (Cincinnati, OH) of the Way, Cradle to education system of the Way. Cradle to Career where every student Career. succeeds from birth through college The Big Goal Collaborative (Northeast Indiana) A top global competitor, exceeding the expectations of businesses and residents To develop, attract and retain talent Success of All Youth (Oak Park-River Forest, IL) Oak Park and River Forest are communities that meet the diverse developmental needs of all their youth. The communities of Oak Park and River Forest will engage their community partners to coordinate and align priorities, efforts and resources to empower every youth to reach his/her full potential. © 2014 StriveTogether 43 Vision and Mission • Vision-Where are we trying to go? • Mission-Why is this initiative here? Community Input to Date Vision-Where are we trying to go? • To a place where we work much broader than just in the K-12 schools. • Where all people feel included and have a voice. • Where young people and families are empowered and feel safe and supported. • Where families experience prosperity and businesses experience a ready workforce. • Where we feel health, vibrancy and hopefulness in community. • Where we listen to one another, work through differences constructively and model for our children the kind of leadership and action that brings better outcomes. Mission-Why is this initiative here? • To support young people throughout the entire cradle to career continuum. • To give hope and embrace the possibilities for all children. • To achieve better results by working together and aligning. • Because all talent is important to the future. • To bolster pride in Bridgeport. • To make sure young people can see a pathway to good jobs. • To ensure a healthy and strong community. • To make sense of what is working and what is not. Key Words (Ideas) to Consider Community, Unity, Equity, Commitment, Honesty Inclusiveness, Empowering (Families),Respect, Success, Achievement, Hope, Growth, Diversity, Forward Movement, Broad Community Effort, Family Support, School Transition, Systems, Long-term, Health, Safety, Connected, Progressive, Visionary, Grounded in Values, Wholeness, Pathways, Honesty, Transparency, Positive Action, Accountability, Perseverance, New, Comprehensive, Different, Broad, Openess, Contribution, Service, Dignity, Civility. Words that Evoke Some Concern • Partnership (Seemed closed/or exclusive to folks) • Excellent or Excellence (Over used, seemed to remind folks of other initiatives) • Future (Some folks seemed to get reminded of Bridgeport Futures an initiative from the 90’s) • Education (Seemed to narrow) • Reform (Seemed to have a negative connotation and make folks think about Education Reform efforts) • Collaborative (Doesn’t go far enough, overused) Some names that have been suggested so far • Bridgeport CAN! • Bridgeport United! • Uniting for Children and Families! Draft Vision and Mission Statements to React to Vision- Where are we trying to go? • Building a healthy, vibrant community where all families experience wholeness, dignity and prosperity. • Creating a well-educated and prosperous community that can thrive. • To constantly improve the systems required to promote a safe, healthy and educated environment for our citizenry. Mission-Why is the initiative here? • To work collectively as a community of stakeholders to have a positive impact on the lives of our residents. • To prepare our families for lives of meaning and prosperity by setting the new course in Bridgeport: through improved outcomes and solid supports which ensure the success of our students, businesses and community. Table Exercise These are early draft vision and mission statements to work from: • Do any of these capture who we (the initiative) are and what we are trying to reach for children and families in Bridgeport? • If close, would you offer a revision? If not, what new vision/mission statements would you suggest? • Initiative Naming Challenge! © 2014 StriveTogether 50 Draft Vision and Mission Statements to React to Vision- Where are we trying to go? • Building a healthy, vibrant community where all families experience wholeness, dignity and prosperity. • Creating a well-educated and prosperous community that can thrive. • To constantly improve the systems required to promote a safe, healthy and educated environment for our citizenry. Mission-Why is the initiative here? • To work collectively as a community of stakeholders to have a positive impact on the lives of our residents. • To prepare our families for lives of meaning and prosperity by setting the new course in Bridgeport: through improved outcomes and solid supports which ensure the success of our students, businesses and community. BREAK 52 Evidence Based Decision Making © 2014 StriveTogether 53 Pillar 2: Evidence Based Decision Making The Partnership selects community level outcomes to be held accountable for improving. The Partnership selects core indicators for the community level outcomes. 54 Key Lessons • “True North” • “Don’t let perfect be the enemy of good…” • “People say you can lie with data but you can lie a whole heck of a lot easier without it…” • “Data is the translator…” © 2014 StriveTogether 55 Outcomes Points along the cradle to career education continuum that are proven to be key levers that need to be moved in order to achieve the cradle to career vision and goals. Examples: Outcomes © 2014 StriveTogether • • • • • • Kindergarten Readiness Early Grade Reading Middle Grade Math High School Graduation Enrollment into Postsecondary Degree Completion 56 Core Indicators Specific measures that are being used to track progress on moving the community level outcomes and has been agreed upon to be the main metric, or one that directly measures an outcome. Example: Core Indicators Outcomes © 2014 StriveTogether Early Grade Reading = Percent of 3rd grade students assessed as proficient 57 Example Criteria for Selecting Outcomes/Indicators for Report Card Population Based Valid Measure Easily Understandable Reasonably Similar Trusted Source Ability to be Compared Affordable to Gather and Report Available Consistently © 2014 StriveTogether 58 StriveTogether “Big Six” Outcomes Kindergarten Readiness © 2014 StriveTogether Early Grade Reading Middle Grade Math High School Graduation Post-secondary Enrollment Post-Secondary Completion 59 Camden Education Alliance Final Vision Community where all children graduate highly trained and enter into a globally competitive workforce. Mission To serve all children and families with high quality education and training. Outcomes Kindergarten Readiness Early Grade Reading Indicators • Percent of children assessed as ready for school at Kindergarten • Percent of children proficient at third grade reading Contributing Indicators • Percent of children enrolled into a quality preschool program •Percent of children assessed as socially/ emotionally ready • Percent of children who are chronically absent • Percent of ELL / ESL children •Percent of children literacy proficient in 2nd grade © 2014 StriveTogether Middle Grade Math • Percent of children proficient in fifth grade math • Percent of children proficient in eight grade math • Percent of children who are chronically absent •Percent of children enrolled into Algebra or an after-school enrichment program High School Graduation Post-secondary Enrollment • Percent of children who graduate form high school • Percent of children who enroll in a post-secondary institution within six months of graduation • Percent of children credit deficient by 10th grade • Percent of children dropping out •Percent of children with disciplinary issues • Percent of children scoring “college ready” on ACT/SAT • Percent of children completing FAFSA •Percent of children applying to college Post-Secondary Completion • •Percent of children who graduate from a local post-secondary institution • Percent of children who earn a certification •Percent of children still enrolled after 1 year •Percent of children needing 2 or more remedial courses •Percent of children still enrolled 2nd year 60 LOCAL DATA 61 Infant Health • 16.5% of Bridgeport mothers receive late or no prenatal care during their pregnancies • 8% of all Bridgeport babies born with low birthweight • 6.4 infant deaths per 1,000 live births Source: CT State Department of Health, Vital Statistics, Annual Registration Reports 2010, http://www.ct.gov/dph/cwp/view.asp?a=3132&q=394598&dphNav_GID=1601 Kindergarten Readiness 50 45 Percent of Students 40 35 2008-09 30 2009-10 25 2010-11 2011-12 20 15 10 5 0 Language Skills Creative / Aesthetic Literacy Numeracy Social / Emotional Kindergarten Entrance Inventory Results, Students at Level 3 Source: CT State Department of Education, Strategic School Profiles, CEDaR Home, Detailed tables http://sdeportal.ct.gov/Cedar/WEB/ct_report/DTHome.aspx Kindergarten Readiness 49.6% 49.4% 44.2% 39.0% 44.2% 43.1% 37.6% 39.8% 39.2% 35.7% 33.3% 31.5% State Bridgeport Language Creative / Aesthetic Literacy Numeracy Personal / Social Physical Motor Kindergarten Entrance Inventory Results, % Students at Level 3, 2011-12 Source: CT State Department of Education, Strategic School Profiles, CEDaR Home, Detailed tables http://sdeportal.ct.gov/Cedar/WEB/ct_report/DTHome.aspx Early Grade Reading 3rd Grade Reading 40.4% met proficiency 21.4% met goal 2013 CMT (Connecticut Mastery Tests) Source: CT State Department of Education, http://solutions1.emetric.net/cmtpublic/Index.aspx Middle School Math 8th Grade Math 62.8% met proficiency 33.7% met goal 2013 CMT (Connecticut Mastery Tests) Source: CT State Department of Education, http://solutions1.emetric.net/cmtpublic/Index.aspx High School Graduation Percent of Students 80.0% 70.0% 60.0% 55.5% 66.3% 67.3% Class of 2012 Class of 2013 60.5% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Class of 2010 Class of 2011 Cumulative Graduation Rate, Bridgeport Public Schools * Members of the Class who graduated within four years of starting high school Source: CT State Department of Education (SDE), Strategic School Profile 2011-12; SDE, CEDaR Home, Detailed tables; http://sdeportal.ct.gov/Cedar/WEB/ct_report/DTHome.aspx; MMulford, email, 7/22/14 Post-Secondary Enrollment 18.5% unknown 12.3% employed** 69.2% pursuing higher education* Activities of Bridgeport High School Graduates, Class of 2011 *degree (2- and 4-year schools) and non-degree **civilian employment and armed services Source: CT State Department of Education, Strategic School Profiles, CEDaR Home, Detailed tables http://sdeportal.ct.gov/Cedar/WEB/ct_report/DTHome.aspx Post-Secondary Degree Completion 55.3% Enrollment Rate Graduation Rate 15.0% Post-Secondary School Enrollment and Graduation Rate, Bridgeport Class of 2004 Source: “Connecticut High Schools and Post-Secondary Outcomes,” Gabriel Zucker and David Carel, May 3, 2012 Post-Secondary Degree Completion 9.5% Bachelor's degree or higher 44.9% Some college or associate's degree 17.5% Less than high school graduate 28.2% High school graduate Educational Attainment Adults Aged 18-24, 2012 Source: American Community Survey 2012; http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?fpt=table Workforce • 10.1% Bridgeport adults in the labor force were unemployed in June 2014, compared to 6.3% statewide • 53.4% Bridgeport youth ages 16-19 and looking for work were unemployed in 2012 Sources: DT Department of Labor, http://www1.ctdol.state.ct.us/lmi/laus/lmi123.asp; U.S. Census, American Community Survey, http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_12_1YR_S2301&prodType=table What the Community Had to Say About Outcomes • Jobs, Jobs, Jobs. Local jobs. Jobs for youth. Pathways to jobs. Let’s take a really hard look at this! • Kindergarten readiness, third grade reading, meeting grade level expectations and increasing the High School graduation rate are really important. • The big six are good but not broad enough. • Need an outcome focus prior to Kindergarten readiness. • Need to focus past secondary credentials and really measure progress in workforce entrance/career success. • The outcomes need to span the entire cradle to career continuum. • Is there a way to focus an outcome around Family Skill building ( this could include strengthening parenting skills, basic skills, job skills, financial literacy skills and knowledge and connection to resources) • Indicators/measures and work at the Community Action tables needs to focus beyond academic achievement. The focus should be broad and include health, social emotional and other indicators in addition to the focus on academic measures. • Is there a way to impact and measure youth engagement in positive activities? Office of Mayor Bill Finch City of Bridgeport Presented to the Strive Together Collective Impact Community of Bridgeport November 13, 2014 Bridgeport Accepts President Obama’s My Brother’s Keeper Community Challenge Community leaders gathered alongside Mayor Bill Finch and Congressman Himes to announce that the state’s largest city had accepted the President’s Challenge (October 31st, 2014). ABOUT THE MY BROTHER'S KEEPER COMMUNITY CHALLENGE The My Brother’s Keeper Community Challenge (MBK) is a national call to action for communities (cities, counties, and Tribal Nations) to develop and execute a cradle-to-college and career strategy to improve life outcomes for all youth, consistent with the goals and recommendations of the My Brother’s Keeper (MBK) Task Force’s May 28, 2014 report, to ensure that all young people can achieve their full potential regardless of who they are, where they come from, or the circumstances into which they are born. By accepting the My Brother's Keeper Community Challenge, communities commit to convene key stakeholders to get involved locally, to implement proven strategies for improving the life outcomes of young people, to measure their successes and setbacks, and to share their plans to help communities learn from one another. About MBK Continued “All the communities doing My Brother’s Keeper and other federal initiatives like it are going to need to do rigorous “collective impact” if they’re going to do it right.” –Jim Shelton, Deputy Secretary, U.S. Department of Education. About MBK Continued In other words: “We are not reinventing the wheel” Early open and honest conversations with Rina Bakalar and Merle Berke-Schlessel to discuss MBK and Collective Impact interest and concerns Support gained from Collective Impact and MBK National offices Agreed not to develop competing initiatives in Bridgeport Mayor’s Office – thoughtful to the Collective Impact community’s process and journey already in progress Cognizant that we are talking about the same children LAYING THE GROUNDWORK FOR MBK IN COLLECTIVE IMPACT Accept the President’s Challenge (Mayor) Convene a “Local Action Summit” to build an MBK Community (aligned with Collective Impact) Conduct a policy review and form recommendations for action (aligned with Collective Impact) Launch a plan of action, next steps and a timetable for review (aligned with Collective Impact) THE SIX GOALS OF THE CHALLENGE ARE: 1. 2. 3. 4. 5. 6. Ensuring all children enter school cognitively, physically, socially and emotionally ready Ensuring all children read at grade level by 3rd grade Ensuring all youth graduate from high school Ensuring all youth complete post-secondary education or training Ensuring all youth out of school are employed Ensuring all youth remain safe from violent crime What will that look like? Dedicated to searching ways to introduce or expand on existing efforts to better serve the needs of the city’s youth in two MBK areas: Ensuring all children enter school cognitively, physically, socially and emotionally ready Ensuring all youth remain safe from violent crime and are provided a second chance Introduces new partners to the table Elevating data points for young men of color at Collective Impact tables Questions? Questions ? Mayor’s Office Contact Lamond Daniels Lamond.daniels@bridgeportct.gov 203. 576-7201 Indra Sen Indra.sen@bridgeportct.gov 203. 576-7201 BRIDGEPORT YOUTH Reducing Crime and Violence in Our City In 1985 there were 300,000 people in prison in the United States In 2014 there are 2.3 million people in prison in the United States A Black man is 7 times more likely to be arrested and incarcerated than a white man committing the same offense A Hispanic male is 4 times more likely to be arrested and incarcerated than a white man committing the same offense Michelle Alexander, The New Jim Crow, 2013 BRIDGEPORT YOUTH The overall Bridgeport crime rate has steadily declined over the last 20 years Since 2004 the juvenile crime rate in Bridgeport has been drastically reduced from 1,472 to 549 in 2012 There has been an increase in violent juvenile crime as evidenced by increased number of Bridgeport youth in juvenile detention and the Connecticut Juvenile Training School The number of child abuse cases reported by DCF is down from 793 in 2009 to 481 in 2013 Data gathered from Bridgeport Police Department, Bridgeport Public Schools, CT judicial Department and RYASAP/Center for Children’s Advocacy/Center for Children’s Law and Policy Disproportionate Minority Contact Project in Bridgeport BRIDGEPORT YOUTH 40 Bridgeport youth at the CT Juvenile Training School (CJTS) 500 Bridgeport youth per year at the Bridgeport Juvenile Detention Center 80% of youth at the CJTS and in Juvenile Detention are young people of color All national anonymous studies of young people including RYASAP’s 2014 Bridgeport Student Survey show that white youth self-report the same criminal behaviors as young people of color and some crimes such as alcohol and drug use in higher numbers Data gathered from Bridgeport Police Department, Bridgeport Public schools, CT judicial Department and RYASAP/Center for Children’s Advocacy/Center for Children’s Law and Policy Disproportionate Minority Contact Project in Bridgeport BRIDGEPORT YOUTH 50% reduction in school arrests since 2011 --- 119 arrests in 2011-12; and 59 arrests in 2013-14. In 2013-14 there were 4,693 out of school suspensions and 4,212 in school suspensions The three Bridgeport high schools – Central (1,110), Harding (506) and Bassick (423) account for half of all out of school suspensions Black youth are twice as likely as Hispanic youth to be suspended and arrested Data gathered from Bridgeport Police Department, Bridgeport Public Schools, CT judicial Department and RYASAP/Center for Children’s Advocacy/Center for Children’s Law and Policy Disproportionate Minority Contact Project in Bridgeport BRIDGEPORT YOUTH 24% of Bridgeport youth report frequent depression and 23% have attempted suicide 25% have been in a group fight in the last year 32% have used alcohol; 16% have used marijuana and 4% have used heroin or other narcotics 31% have been physically harmed by someone in their home 33% have participated in 3 or more acts of fighting, hitting, injuring a person, carrying or using a weapon or threatening physical harm in the last 12 months Data gathered from the RYASAP/Search Institute 2014 Student Survey BRIDGEPORT YOUTH 41% of Bridgeport youth report available youth programs as opposed to 75% in Fairfield On the plus side, 65% of Bridgeport youth report strong family support; 62% report positive peer influence; 62% are highly motivated to succeed ins school; and 68% report a positive view of their personal future Youth report very strong positive values --- Caring – 60%; Social Justice – 67%; Integrity – 77%; Honesty – 73% and Responsibility 69% Data gathered from the 2014 RYASAP/Search Institute Student Survey Big Six and My Brothers Keeper Alignment Strive Together “Big Six” Shared Outcomes Middle Grade Math Proficiency Kindergarten Readiness My Brothers Keeper © 2014 StriveTogether Early Grade Reading Proficiency Post-secondary Enrollment Post-Secondary Completion High School Graduation All Youth Remain Safe from Violent Crime All Youth Out of School are Employed 89 Table Exercise Small Group Discussion • Are we OK to rally around the big six? If not, why? • What additional outcomes should we consider? © 2014 StriveTogether 90 StriveTogether “Big Six” Outcomes Kindergarten Readiness © 2014 StriveTogether Early Grade Reading Middle Grade Math High School Graduation Post-secondary Enrollment Post-Secondary Completion 91 LUNCH 92 Building Towards Action Community Action Networks Contributing Indicators Core Indicators Identified & Prioritized Outcomes © 2014 StriveTogether 93 Continuous Improvement Case Study © 2014 StriveTogether 94 Pillar 3: Collaborative Action The Partnership commits to using continuous improvement to guide the work. 95 What is different about Continuous Improvement? Continuous Improvement Reporting and Accountability - Using data to report to funders and the community © 2014 StriveTogether Evaluation and Research - Use data to implement differently - Use qualitative and quantitative data to assert value “Learning fast to implement well” 96 Continuous Improvement Continuous improvement is an ongoing effort to improve services and supports for children and families over time in order to improve a community level outcome. These efforts can seek "incremental" improvement over time or "breakthrough" improvement all at once. Six Sigma / DMAIC • Define: partners, problem, scope etc. (Charter) • Measure: set goals/measures based on local data (Action Plan) • Analyze: data collection / analysis (action steps) • Improve: test/pilot change; identify improvements (action steps) • Continuously improve/Control: sustain / scale what works (action steps) Plan, Do, Check, Act (PDCA) 97 Continuous Improvement in Action. . . Individually Individual school teacher works with children to set goals and test interventions to improve learning in the classroom Organizationally Organizations (e.g. school districts or direct service providers) practice continuous improvement across their institution to improve services and supports for children and families Collectively Partners (e.g. Leadership Table or Community Action Networks) collectively track the impact of interventions against shared outcomes to improve services and supports for children and families 98 CASE STUDY EXAMPLE 99 Continuous improvement process for Community Action Networks. 100 What we are tracking. What we are prioritizing. © 2014 StriveTogether 101 What indicator are we improving? 54% of graduates are enrolling into college. ACT Scores: 12.7 FAFSA completion: 29 % Free/Reduced Lunch: 70 % Graduation Rate: 73 % What are factors to consider? © 2014 StriveTogether 102 54% of graduates are enrolling into college. ACT Scores: 12.7 FAFSA completion: 29 % Free/Reduced Lunch: 70 % Graduation Rate: 73 % This data makes the FAFSA indicator meaningful. © 2014 StriveTogether 103 Where can we have the most impact? SCHOOLS FAFSA School A 28% 87% 40% School B 17% 24% 71% School C 15% 85% 38% School D 57% 86% 69% AVERAGE 29% 71% 54% © 2014 StriveTogether FREE & REDUCED ENROLLMENT 104 Set Targets along the way. Long-term: by 2018, increase enrollment by 10 percentage points College Enrollment: 64% Short-term: by 2015, increase FAFSA completion by 21 percentage points FAFSA Completion: 50% 105 Where are the bright spots? SCHOOLS FAFSA School A 28% 87% 40% School B 17% 24% 71% School C 15% 85% 38% School D 57% 86% 69% AVERAGE 29% 71% 54% © 2014 StriveTogether FREE & REDUCED ENROLLMENT 106 Analyze data to determine what worked. Yes. No. Are there other contributing factors we can affect? Are we missing important players? What can we refine to have greater impact? Are there other strategies to consider? How can we expand our efforts? Did we overlook important data? 107 Continuous improvement process for Community Action Networks. 108 Continuous Improvement Learnings Early Childhood Networks (% of children K-ready): • Improvements to early childhood education centers • Intentional transitions: Home visitation to Quality ECE • Understanding health factors/social emotional development Leadership in Action • Removing Community Action Network barriers • Leadership “Charters” to focus on shared outcomes • Leadership Challenges – Baseline Report Card Release – 100 engagements in 100 days © 2014 StriveTogether 109 Key Lessons • Experts are on the front line • Community level indicators are the “True North” • Know your number! • Don’t jump to action without data… • But start with the data you have © 2014 StriveTogether 110 • rinabakalar@sbcglobal.net © 2014 StriveTogether 111 Landscape Analysis © 2014 StriveTogether 112 Perform a landscape/asset analysis to identify momentum/potential partners Teacher/ Principal Quality Great Start Local College Access Network Common Core B K 3 Tutoring Preschool Quality Campaign © 2014 StriveTogether © Strive 2012 8 12 13 15 Career Mentoring Matters! Youth Employment Coalition Career Pathways Partnership 113 Large Group Exercise Landscape/Asset Analysis by Outcome • Who in the community is already working in the following spaces? Are their existing groups focused in this area? • Who is not at the table? • Where do you see yourself and/or your organization connecting to the outcomes? © 2014 StriveTogether 114 Outcome Areas • • • • • • • • • • • • • Family Skill-building; Parent/Guardian Readiness Prenatal – 3 year old Kindergarten Readiness Early Grade Reading/Math Middle Grade Reading/Math HS Graduation Career Readiness PS Enrollment (degrees and cert./cred) PS Completion (degrees and cert./cred.) Social/Emotional Learning Ensuring all youth remain safe from violent crime Family/Civic Engagement and Leadership Workforce and Jobs © 2014 StriveTogether 115 Family Skill Building; Parent/Guardian • Parent Leadership Training Institute Readiness • • • • • • • • • • • Prenatal home visiting program BCAC PCAG Family Resource Centers Parent Center Mercy Learning Child Guidance Center Caribe Child First Dept of Children and Families Judy Carson © 2014 StriveTogether 116 • • • • • • • • • • • • Prenatal-3 year old BAYC St. Vincents Hospital (family health center) Bridgeport Hospital Remember People too Office of Early Childhood (State) McVee Child First VIP Child Program IMA Family Resource Centers SNAP Kennedy Center Providers of Early Care © 2014 StriveTogether 117 Kindergarten Readiness • • • • • • • • • • • • BAYC Family Resource Centers Parent Center Providers ABCD Head Start School Readiness Home Advisory Committee Council of Churches/IMA CES Catholic Charities Daycare Centers © 2014 StriveTogether 118 • Rotary Club of Bridgeport • Public Libraries • Boys & Girls Club • Project Learn • Caribe • IMA • School Volunteer Association • Youth Centers • CES • Lighthouse Programs • Local colleges/universities • Educators / Bridgeport Public Schools • Talent Search • PTA or PAC • StriveTogether Therapeutic Programs © 2014 Early Grade Reading/Math 119 • Rotary Club of Bridgeport • Public Libraries • Boys & Girls Club • Project Learn • Caribe • IMA • School Volunteer Association • Youth Centers • CES • Lighthouse Programs • Local colleges/universities • Educators / Bridgeport Public Schools • Talent Search • PTA or PAC • StriveTogether Therapeutic Programs © 2014 Middle Grade Reading/Math 120 • • • • • • • • • • • • • High School Graduation Business Community Middle Grade lists Build on Bridgeport Public Fund College Access Programs RYASAP Workplace Bridgeport Higher Educational Alliance Trade Unions Dept of Probation Military recruiters Gear Up Vocational/technical schools © 2014 StriveTogether 121 Career Readiness • • • • • • • • • • • • St Vincents College College Universities Career resources & the workplace Build On Americorps Business Community Labor Dept WIBO International Institute Internships Entrepreneurial devp groups Bridgeport Works © 2014 StriveTogether 122 Post-Secondary (degrees and credentials) Enrollment • • • • • • • • • Same as last Civil Service Dept Strive IRS VITA Clinics Recovery Community FAFSA providers Behaviorial Health Online degree programs VIP Program © 2014 StriveTogether 123 Post-Secondary (degrees and credentials) Completion • • • • • • • List before Career Readiness Slide Persistent Supports within colleges/universities CAAB (active table) Alumni Associations Thrive by 25 Student Support Services © 2014 StriveTogether 124 Ensuring all youth remain safe from violent crime • • • • • • • • • • • • RASAP Community policing After School programs Churches Project Longevity Employers YMCA Youth Employment programs Office of Neighborhood Revitia Center of Family Justice CT Against Violence All faiths © 2014 StriveTogether 125 • • • • • • • Family/Civic Engagement and Leadership Media Bridgeport Parent Leadership Initiative Build On Political Leaders Leadership greater Bridgeport NRZs BCAC © 2014 StriveTogether 126 Social/Emotional Learning • Colleges/universities • NEHEMIAH Commission • Faith based orgs • Child First Program • MIECHV • Parents as teachers programs • Pediatritiions • CES • NYO • Child Study Program • PBIS (George Sugai) Nurturing Families © 2014•StriveTogether 127 Workforce and Jobs • • • • • • • • • • Colleges/universities Workplace Career readiness slide Strive Employers Chambers WIB City of Bridgeport Career Resources Deb Caviness © 2014 StriveTogether 128 CORE VALUES AND GUIDING PRINCIPLES 129 © 2014 StriveTogether 130 Core Values • A collective vision around education and learning is key to community prosperity; • Education is required to participate in a democratic society; • The systems in our community that perpetuate inequities must be dismantled and reconstructed to prepare all children for success; • Accountability and metrics are critical to measuring success; and • Inclusion of those that have been marginalized builds stronger communities. © 2014 StriveTogether 131 What the Community Has Said About Developing Core Values and Guiding Principles • This is very important and should be done soon and in writing. • Should reflect the commitment to full and open engagement. There should be a strong commitment to bringing new people in and not falling back to only the same faces. • A commitment to transparency is essential. • A commitment to working through differences/disagreements instead of “picking up your toys and going home”. This is too frequent and a poor model for young people. It undermines progress. • We need to commit to honoring the process. • Highlight the point that this work is about kids not individual hidden agendas, grudges or certain points of view. “Can we put our egos aside?” Continued… • • • • • • • We should value honesty and authenticity. We need to commit to ensuring access to information. We need to value the full diversity of the community. A commitment to social justice and equity is essential. A commitment needs to be made to the greater good. If we fail, we fail forward! Must promote a spirit of optimism and pride. We want all people and especially young people to be proud of Bridgeport. • Inclusion, inclusion, inclusion. • Civility and respect in the room. Continued… • A commitment to all voices being heard. • A commitment to young people being engaged as partners in the solution. • Shared decision making is essential for folks to have buy in and feel empowered. • We need to commit to celebrating successes. • Value all children, parents and educators. • No tolerance for divisiveness, but room for healthy disagreement. • We must commit to being adaptable, agile and improvement oriented. Everything will not be perfect, but that is not a reason to give up! Large Group Discussion How does the Fresno example resonate with you? The input so far? What else needs to be in Bridgeport’s core values and guiding principles? What is missing? © 2014 StriveTogether 135 Investment & Sustainability © 2014 StriveTogether 136 Pillar 4: Investment & Sustainability An anchor entity is established and capacity to support the daily management of the partnership is in place. The Partnership engages funders to support the operations and collaborative work of partners to improve outcomes. 137 Key Lessons • Aligning funders and aligning providers • Engaging for engagement’s sake • Backbone or go home © 2014 StriveTogether 138 Backbone Function Roles Fiscal Agent Provide limited financial and legal oversight like overseeing grants and budgeting for the partnership. The fiscal agent typically needs to be a 501(c)3 organization to receive tax-free donations, including grants. Staffing Support the salaries of new employees or loan existing employees to staff the partnership. Employees of the partnership, whose time is not donated as in-kind support, are often supported by the fiscal agent. The key partnership staff positions are: House the Partnership Provide office and meeting space as well as technology needs for partnership staff. This is typically the mailing address of the partnership and recognized as the partnership’s main location. • Partnership Director- A full-time dedicated staff person that provides leadership and management to ensure the mission and values of the partnership are put into practice • Facilitator- Supports continuous improvement action planning • Data Manager- Supports analysis, management, integration, and reporting of data • Communication/Community Engagement Manager- Supports internal and external communications and engagement of the broader community 5. © StriveTogether 2014 139 Backbone Function Roles Engage Partners & Community Fundraising & Development Bring together the necessary community partners to support the work, including engagement of the broader community as well as executive-level individuals for the leadership table. Develop and implement a plan for securing funding and resources to advance the partnership’s work. Tap into existing relationships to build financial support for the partnership. Communications Data Support Develop a set of key messages about the partnership and communicate them regularly to internal partners and the broad community. Establish the necessary mechanisms for communicating about the partnership (newsletter, website, etc.). Release an annual report card to the community that effectively communicates the importance and meaning of the data for each of the partnership’s community-level outcomes. Enable the flow of information between the different groups within the partnership. Enable the access, analysis, and utilization of data to support the partnership. • Data Access- enables necessary data that is crucial to advancing the work of the partnership to be accessed and used for data-driven decision making. • Data Analysis- analyzes data according to the partnership’s needs. • Data Coaching- trains and supports partnership and network members in the process of using data for continuous © StriveTogether 2014 improvement. 6. 140 Community Engagement Continuum 141 Examples of Action Partnership Development Type of Action Individual Organization Collective © 2014 StriveTogether Early Stage Middle Stage Late Stage Speak to the work of the partnership regularly in the community at events or on a board Advocate for collection and utilization of data on a non-profit board of use of data to inform decision on the board of a philanthropy Work to get on the board of key orgs /partners or speak to groups that are struggling to find ways to engage Adopt partnership outcomes as a part of strategic plan and ensure staff understand connection to overall vision Provide programmatic data on work related to a partnership outcome to enable continuous improvement Change work of organization – practitioner, investor, policymaker – to adopt or support practices identified as impactful Leverage partner resources to align and support development of partnership structure Champion mobilization campaign to engage and tap into community resources to support outcome improvement Develop and champion a policy and advocacy agenda to remove barriers and spread best practices identified by partnership 142 Action Commitments Clear commitments to take tangible action within a specified timeframe “What can we do collectively as the leadership table to drive systems change by supporting evidence based practice, mobilizing the community and championing advocacy?” “What can my organization do to align our work to the partnership outcomes, use data differently and identify best practices?” “What can I do individually in the multiple roles I play in the community to build awareness and alignment with the partnership?” © 2014 StriveTogether 143 NEXT STEPS AND WRAP UP 144 Next Steps When What December Design Institute Follow-Up (notes, slides, survey) Develop 180 Day Action Plan Additional Community Sessions January Core Leadership Team and community approval of vision, mission, outcomes and structure March Baseline data collection Host Youth Summit April Prioritization of outcomes and related indicators Spring 2015 Baseline report release Ongoing Community Sessions Late Summer 2015 Prioritize outcomes and begin Launch of initial CANS © 2014 StriveTogether 145 Action Commitments © 2014 StriveTogether 146 Final Remarks! © 2014 StriveTogether 147 Thank You for Joining Today! © 2014 StriveTogether 148