1 © 2014 StriveTogether Bridgeport Design Institute November 13, 2014 8:30am – 2:30pm

1© 2014 StriveTogether

Bridgeport Design Institute

November 13, 20148:30am – 2:30pm

2

WELCOME Merle Berke-Schlessel


Why the Time is Right?

You can access the Embargoed report at alice.ctunitedway.org/press.

Password is:ALICEMatters(case sensitive)

In Bridgeport CT

Population 146,434Households 49,887Poverty 23%ALICE 32%Unemployment Rate 9.2%Health Insurance Coverage 76%Housing Burden Owner 50%Housing Burden Renter 56%Childcare & Early Education(Pre-K readiness) 65%

(Ffld County 89.39%

Median Income $44,640 (Ffld County $102,114)

} 55%

Bridgeport Schools at a Glance

• 20,856 students in Bridgeport Public Schools

• 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 Amer-ican

37.9%

Latino49.0%

White9.4%

Asian 2.8%

Other 1.0%

United Way’s Role

Backbone Support Organization

StriveTogetherColin Groth, Director of Strategic Assistance

Katy Silliman, Director of Strategic Assistance

William Thomas, Project Manager, Strategic Assistance

Core Leadership TeamFrank Borres, CEO Adrienne Farrar Houel, President & CEOAmerican View Productions Greater Bridgeport Community Enterprises, Inc.Chairman, Citywide NRZ

Most Reverend Frank J. Caggiano, Bishop Bill Jennings, President & CEODiocese of Bridgeport Bridgeport Hospital

Ramon Bulerin Danette JonesBDI – Stratford Copious Realty Group

Joseph Carbone, President & CEO Delores Laws The WorkPlace, Inc. The Dawn

Carmen Colon, Executive Director Dr. Fred McKinney, President & CEOAlpha Community Services, YMCA Greater New England Minority Supplier Development Council

Pablo Colon III, Vice President Janet Ortiz, DirectorRadio Cumbre Broadcasting, Inc Nehemiah Commission

Rosa J. Correa, Director, Strategic Relations Rabbi James ProsnitCareer Resources, Inc. Congregation B’nai Israel

George Estrada, Vice President for Facilities Frances Rabinowitz, Interim SuperintendentUniversity of Bridgeport Bridgeport Public Schools

Anita Giliniecki, President Reverend Cass Shaw, President & CEOHousatonic Community College Council of Churches of Greater Bridgeport

Armando Goncalves, Market President, Southern CT Martha K. Shouldis, Ed.D., President & CEOPeoples’ United Bank St. Vincent College

Victor Tran Donna Thompson Bennett, Curriculum Manager/Consultant2014 UCONN Graduate Parent Leadership Training Institute

11

INTERDENOMINATIONAL CLERGY BLESSING


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


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)

14

CRADLE TO CAREER IMPACT


Social Return on Investment (SROI)

Ultimate Impact


Collaboration

Convene around Programs/Initiatives

Prove

Addition to What You Do

Advocate for Ideas

Collective Impact

Work Together to Move Outcomes

Improve

Is What You Do

Advocate for What Works




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


Perc

enta

ge

Report Card Year

Proven Local Success

85

80

75

70

65

602009 2010 2011 2012

68%

74%

81%

Percentage of Outcomes Trending Positively

89%


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)


Sample of Positive Trends2010 2013

Kindergarten Readiness 72% 77%

3rd Grade Reading 66% 69%

4th Grade Math 50% 62%

6th Grade Reading 61% 70%


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


Sample of Positive Trends2008 2013

Early Literacy 54% 59%

3rd Grade Reading 31% 32%


High School Completion

MCAS Tests 44% 55%

Annual Dropout Rate 7.3% 6.4%

4-yr Grad Rate 61.4% 65.9%

College Completion 35%* 49.3%*

*College Completion- Base is Class of 2000, Current is Class of 2006


Exploring- 21 Emerging- 41 Sustaining- 12

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BUILDING IMPACT

A Partnership is in the Systems Change G

ateway and

sees indicators improving.

Proof Point

GATEWAYS:

Exploring Emerging Sustaining Systems Change

Pillar 1: Shared Community

Vision

• Geographic Scope• Leadership Table• Vision/ Mission• Key Messaging

• Baseline Report

• Roles/ Responsibilities

• Annual Progress Report

• Consistent Messaging

• Shared Accountability

• Withstand Leadership Change

Pillar 2: Evidence

Based Decision Making

• Outcomes • Indicators

• Baseline Data Collection

• Disaggregated Data

• Indicator Refinement

• Connection of Academic & Non Academic Data

• Timely Data Sharing for Continuous Improvement

Pillar 3: Collaborative

Action

• Continuous Improvement Commitment

• Community Action Networks

• Action to Move Outcomes

• Opportunities & Barriers Addressed

• Spread What Works For Children and Youth

Pillar 4: Investment & Sustainability

• Anchor Entity/ Backbone Functions

• Funder Engagement

• Management Capacity

• Financial Support

• Community Mobilization

• Aligned Resources • Advocacy

• Policy Changes• Multiyear Funding

Commitment

Abbreviated Theory of Action

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/insightsDemonstrate inclusiveness/promote broad engagementBuild understanding of Collective ImpactHelp raise the dialog Identify the right leadershipDetermine 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 TeamFrank Borres, CEO Adrienne Farrar Houel, President & CEOAmerican View Productions Greater Bridgeport Community Enterprises, Inc.Chairman, Citywide NRZ

Most Reverend Frank J. Caggiano, Bishop Bill Jennings, President & CEODiocese of Bridgeport Bridgeport Hospital

Ramon Bulerin Danette JonesBDI – Stratford Copious Realty Group

Joseph Carbone, President & CEO Delores Laws The WorkPlace, Inc. The Dawn

Carmen Colon, Executive Director Dr. Fred McKinney, President & CEOAlpha Community Services, YMCA Greater New England Minority Supplier Development Council

Pablo Colon III, Vice President Janet Ortiz, DirectorRadio Cumbre Broadcasting, Inc Nehemiah Commission

Rosa J. Correa, Director, Strategic Relations Rabbi James ProsnitCareer Resources, Inc. Congregation B’nai Israel

George Estrada, Vice President for Facilities Frances Rabinowitz, Interim SuperintendentUniversity of Bridgeport Bridgeport Public Schools

Anita Giliniecki, President Reverend Cass Shaw, President & CEOHousatonic Community College Council of Churches of Greater Bridgeport

Armando Goncalves, Market President, Southern CT Martha K. Shouldis, Ed.D., President & CEOPeoples’ United Bank St. Vincent College

Victor Tran Donna Thompson Bennett, Curriculum Manager/Consultant2014 UCONN Graduate 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/IMPLEMENTATION TEAM

COMMUNITY

ACTION NETWOR

K

COMMUNITY

ACTION NETWOR

K

COMMUNITY

ACTION NETWOR

K

COMMUNITY

ACTION NETWOR

K

COMMUNITY

ACTION NETWOR

K

FUNDERS TABLE

DATA TABLE

OUTCOMES

Where is Bridgeport in the StriveTogether Theory of Action?

Bridgeport is in the Exploring Gateway.We are engaging partnersWe have defined our scope to all of BridgeportWe are working today to select community level outcomesWe have seated a Core Leadership TeamWe 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 initiativeFinalize community level outcomes and select core indicators/measuresEngage funders to support the work

37

Exploring Gateway (Design Phase)

Pillar 2: Evidence



Action



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 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.

The Partnership formalizes a set of messages that are aligned and effectively communicated across partners and the community.

38

CHARGE AND COMMITMENT


Shared Community Vision

40


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.


National Definitions


Key Lessons

• Make it a movement! • The K.I.S.S. Principle:


Partnership Name Vision Mission Tagline

The Strive Partnership (Cincinnati, OH)

Every Child, Every Step of the Way, Cradle to Career

To create a world-class education system where every student succeeds from birth through college

Every Child. Every Step of the Way. Cradle to Career.

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.

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!

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.

52

BREAK


Evidence Based Decision Making

54

Pillar 2: Evidence


The Partnership selects community level outcomes to be held accountable for improving.

The Partnership selects core indicators for the community level outcomes.


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…”


OutcomesPoints 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.

Outcomes

Examples:• Kindergarten Readiness• Early Grade Reading• Middle Grade Math• High School Graduation• Enrollment into Postsecondary• Degree Completion


Core IndicatorsSpecific 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.

Outcomes

Core Indicators

Example:

Early Grade Reading = Percent of 3rd grade students assessed as proficient


Example Criteria for Selecting Outcomes/Indicators for Report Card

Population BasedValid MeasureEasily Understandable Reasonably SimilarTrusted SourceAbility to be ComparedAffordable to Gather and ReportAvailable Consistently


Outcomes Kindergarten Readiness

Post-SecondaryCompletion

Early Grade Reading

Middle GradeMath

Post-secondaryEnrollment

High School Graduation

StriveTogether “Big Six”


Outcomes

Indicators

Kindergarten Readiness

Contributing Indicators


Early Grade Reading

Middle GradeMath


• • Percent of children

who graduate from a local post-secondary institution

• Percent of children who earn a certification

• Percent of children who enroll in a post-secondary institution within six months of graduation

• Percent of children assessed as ready for school at Kindergarten

• Percent of children still enrolled after 1 year

• Percent of children needing 2 or more remedial courses

• Percent of children still enrolled 2nd year

• Percent of children proficient at third grade reading

• Percent of children proficient in fifth grade math

• Percent of children proficient in eight grade math• Percent of

children enrolled into a quality pre-school 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

• Percent of children who are chronically absent

• Percent of children enrolled into Algebra or an after-school enrichment program

• Percent of children scoring “college ready” on ACT/SAT

• Percent of children completing FAFSA

• Percent of children applying to college


• Percent of children who graduate form high school

• Percent of children credit deficient by 10th grade

• Percent of children dropping out

• Percent of children with disciplinary issues

Mission

Vision Community where all children graduate highly trained and enter into a globally competitive workforce.

To serve all children and families with high quality education and training.

Camden Education Alliance Final

61

LOCAL DATA

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

http://www.ct.gov/dph/cwp/view.asp?a=3132&q=394598&dphNav_GID=1601


Source: CT State Department of Education, Strategic School Profiles, CEDaR Home, Detailed tables http://sdeportal.ct.gov/Cedar/WEB/ct_report/DTHome.aspx

0

5

10

15

20

25

30

35

40

45

50

LanguageSkills

Creative /Aesthetic

Literacy Numeracy Social /Emotional

Kindergarten Entrance Inventory Results, Students at Level 3

Pe

rce

nt o

f Stu

de

nts

2008-09

2009-10

2010-11

2011-12



39.0%

49.4%

37.6%39.8%

43.1%

31.5%

44.2%

33.3%35.7%

39.2%

44.2%

49.6%

Language Creative /Aesthetic

Literacy Numeracy Personal /Social

Physical Motor

Kindergarten Entrance Inventory Results, % Students at Level 3, 2011-12

State

Bridgeport

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

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

http://solutions1.emetric.net/cmtpublic/Index.aspx


* 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

55.5%60.5%

66.3% 67.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Class of 2010 Class of 2011 Class of 2012 Class of 2013

Cumulative Graduation Rate, Bridgeport Public Schools

Per

cent

of

Stu

dent

s

http://sdeportal.ct.gov/Cedar/WEB/ct_report/DTHome.aspx

Post-Secondary Enrollment

Activities of Bridgeport High School Graduates, Class of 2011

12.3% employed**

18.5% unknown

69.2% pursuing higher education*

*degree (2- and 4-year schools) and non-degree**civilian employment and armed services


Post-Secondary Degree Completion

55.3%

15.0%

Post-Secondary School Enrollment and Graduation Rate, Bridgeport Class of 2004

Enrollment Rate

Graduation Rate

Source: “Connecticut High Schools and Post-Secondary Outcomes,” Gabriel Zucker and David Carel, May 3, 2012

Post-Secondary Degree Completion

Educational Attainment Adults Aged 18-24, 2012

9.5% Bachelor's degree or

higher 17.5%Less than high school

graduate

28.2% High school graduate

44.9%Some college or

associate's degree

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

http://www1.ctdol.state.ct.us/lmi/laus/lmi123.asp

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?

Presented to the Strive Together Collective Impact Community of Bridgeport

November 13, 2014

Office of Mayor Bill Finch

City of Bridgeport

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.

http://www.whitehouse.gov/sites/default/files/docs/053014_mbk_report.pdf

“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

About MBK Continued

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. Ensuring all children enter school cognitively, physically, socially and emotionally ready

2. Ensuring all children read at grade level by 3rd grade

3. Ensuring all youth graduate from high school4. Ensuring all youth complete post-secondary

education or training5. Ensuring all youth out of school are employed6. 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 [email protected] 203. 576-7201

Indra Sen [email protected] 203. 576-7201

mailto:[email protected]

mailto:[email protected]

BRIDGEPORT YOUTHReducing 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


Strive Together “Big Six”

Shared Outcomes


My Brothers Keeper


Early Grade Reading

Proficiency

Middle GradeMath

Proficiency


All Youth Out of School are

Employed

All Youth Remain Safe from Violent

Crime


Big Six and My Brothers Keeper Alignment


Table Exercise

Small Group Discussion• Are we OK to rally around the big six? If not, why?• What additional outcomes should we consider?


Outcomes Kindergarten Readiness


Early Grade Reading

Middle GradeMath



StriveTogether “Big Six”

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LUNCH


Outcomes

Core Indicators Identified & Prioritized

Contributing Indicators

Community Action Networks

Building Towards Action

Getting Ready to Launch N

etworks


Continuous Improvement Case Study

95


Action

The Partnership commits to using continuous improvement to guide the work.


What is different about Continuous Improvement?

Reporting and Accountability- Using data to report to funders and the community

Evaluation and Research- Use qualitative and quantitative data to assert value

ContinuousImprovement- Use data to implement differently “Learning fast to implement well”

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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)

Continuous Improvement

Plan, Do, Check, Act (PDCA)

9898

Individually

Organizationally

Collectively

Individual school teacher works with childrento set goals and test interventions to improvelearning in the classroom

Organizations (e.g. school districts or direct service providers) practice continuous improvement across their institution to improve services and supports for children and families

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

Continuous Improvement in Action. . .

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CASE STUDY EXAMPLE

100

Continuous improvement process for Community Action Networks.


What we are tracking.

What we are prioritizing.


What indicator are we improving?

54% of graduates are enrolling into college.

FAFSA completion:

29 %

Free/Reduced Lunch: 70 %

Graduation Rate: 73 %

ACT Scores: 12.7

What are factors to consider?


54% of graduates are enrolling into college.

FAFSA completion:

29 %

Free/Reduced Lunch: 70 %

Graduation Rate: 73 %

ACT Scores: 12.7

This data makes the FAFSA indicator meaningful.


SCHOOLS FAFSA FREE & REDUCED

ENROLLMENT

School A

28% 87% 40%

School B

17% 24% 71%

School C

15% 85% 38%

School D

57% 86% 69%

AVERAGE 29% 71% 54%

Where can we have the most impact?

105

Long-term: by 2018, increase enrollment by 10 percentage points

Short-term: by 2015, increase FAFSA completion by 21 percentage points

College Enrollment: 64%

FAFSA Completion: 50%

Set Targets along the way.


SCHOOLS FAFSA FREE & REDUCED

ENROLLMENT

School A

28% 87% 40%

School B

17% 24% 71%

School C

15% 85% 38%

School D

57% 86% 69%

AVERAGE 29% 71% 54%

Where are the bright spots?

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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?

Did we overlook important data?

How can we expand our efforts?

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Continuous improvement process for Community Action Networks.


Continuous Improvement LearningsEarly 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


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


• [email protected]


Landscape Analysis


Perform a landscape/asset analysis to identify momentum/potential partners

Great Start

Preschool Quality

Campaign

Common Core

Teacher/ Principal QualityLocal College

Access Network

Tutoring

Youth Employment Coalition

Mentoring Matters!

Career Pathways Partnership

B CareerK 3 8 12 13 15

© Strive 2012


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?


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


Family Skill Building; Parent/Guardian Readiness• Parent Leadership Training Institute

• 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


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


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


Early Grade Reading/Math• 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• Therapeutic Programs• Parents/Family• Girls Inc


Middle Grade Reading/Math• 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• Therapeutic Programs• Parents/Family• Girls Inc


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• TSTT (todays students tomorrow’s teachers)• Career Resources• Guidance Counselors• Oublic Allies• All Stars Program


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• Non profits


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


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


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• Bridgeport policd• Hospital• Juvenile Detention


Family/Civic Engagement and Leadership

• Media• Bridgeport Parent Leadership Initiative• Build On• Political Leaders• Leadership greater Bridgeport• NRZs• BCAC


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• Consultation Center


Workforce and Jobs

• Colleges/universities• Workplace• Career readiness slide• Strive• Employers• Chambers• WIB• City of Bridgeport• Career Resources• Deb Caviness

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CORE VALUES AND GUIDING PRINCIPLES



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.

http://www.thelearningnetwork.org/tabid/310/Default.aspx

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?


Investment & Sustainability

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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.


Key Lessons

• Aligning funders and aligning providers

• Engaging for engagement’s sake

• Backbone or go home

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Backbone Function RolesFiscal AgentProvide 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.

StaffingSupport 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:

• 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

House the PartnershipProvide 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.

5. © StriveTogether 2014

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Backbone Function RolesEngage Partners & CommunityBring together the necessary community partners to support the work, including engagement ofthe broader community as well as executive-level individuals for the leadership table.

CommunicationsDevelop a set of key messages about the partnership and communicate them regularly to internalpartners 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.

Fundraising & Development Develop and implement a plan forsecuring funding and resources to advance the partnership’s work. Tap into existing relationships to build financial support for the partnership.

Data SupportEnable the access, analysis, and utilizationof data to support the partnership.

• Data Access- enables necessary datathat 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 continuousimprovement. 6.© StriveTogether 2014

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Community Engagement Continuum


Examples of Action

Type of Action Early Stage Middle Stage Late Stage

Individual

Organization

Collective

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

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

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

Partnership Development

Leverage partner resources to align and support development of partnership structure

Work to get on the board of key orgs /partners or speak to groups that are struggling to find ways to engage


“What can we do collectively as the leadership table to drive systems change by supporting evidence based practice, mobilizing the community and championing advocacy?”

Action CommitmentsClear commitments to take tangible action within a specified timeframe

“What can my organization do to align our work to the partnership outcomes, use data

differently and identify best practices?”

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NEXT STEPS AND WRAP UP


Next StepsWhen What December Design Institute Follow-Up (notes, slides,

survey)Develop 180 Day Action PlanAdditional Community Sessions

January Core Leadership Team and community approval of vision, mission, outcomes and structure

March Baseline data collectionHost Youth Summit

April Prioritization of outcomes and related indicators

Spring 2015 Baseline report releaseOngoing Community Sessions

Late Summer 2015 Prioritize outcomes and begin Launch of initial CANS


Action Commitments


Final Remarks!


Thank You for Joining Today!

Documents

1 © 2014 StriveTogether Bridgeport Design Institute November 13, 2014 8:30am – 2:30pm