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

2 WELCOME Merle Berke-Schlessel

33 © 2014 StriveTogether 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 146,434 Households 49,887 Poverty 23% ALICE 32% Unemployment Rate 9.2% Health Insurance Coverage76% 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

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, CEOAdrienne Farrar Houel, President & CEO American View ProductionsGreater Bridgeport Community Enterprises, Inc. Chairman, Citywide NRZ Most Reverend Frank J. Caggiano, BishopBill Jennings, President & CEO Diocese of BridgeportBridgeport Hospital Ramon BulerinDanette Jones BDI – StratfordCopious Realty Group Joseph Carbone, President & CEODelores Laws The WorkPlace, Inc.The Dawn Carmen Colon, Executive DirectorDr. Fred McKinney, President & CEO Alpha Community Services, YMCAGreater New England Minority Supplier Development Council Pablo Colon III, Vice PresidentJanet Ortiz, Director Radio Cumbre Broadcasting, IncNehemiah Commission Rosa J. Correa, Director, Strategic RelationsRabbi James Prosnit Career Resources, Inc.Congregation B’nai Israel George Estrada, Vice President for FacilitiesFrances Rabinowitz, Interim Superintendent University of BridgeportBridgeport Public Schools Anita Giliniecki, PresidentReverend Cass Shaw, President & CEO Housatonic Community CollegeCouncil of Churches of Greater Bridgeport Armando Goncalves, Market President, Southern CTMartha K. Shouldis, Ed.D., President & CEO Peoples’ United BankSt. Vincent College Victor TranDonna Thompson Bennett, Curriculum Manager/Consultant 2014 UCONN GraduateParent Leadership Training Institute

11 INTERDENOMINATIONAL CLERGY BLESSING

12 © 2014 StriveTogether 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

13 © 2014 StriveTogether 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

15 © 2014 StriveTogether Social Return on Investment (SROI) Ultimate Impact

16 © 2014 StriveTogether 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

17 © 2014 StriveTogether

18 © 2014 StriveTogether

19 © 2014 StriveTogether Focus on Outcomes Kindergarten Readiness in Literacy 4 th Grade Reading 8 th Grade Math High School Graduation College Readiness College Entrance College Retention Degree/Certification Completion

20 © 2014 StriveTogether Percentage Report Card Year Proven Local Success % 74% 81% Percentage of Outcomes Trending Positively 89%

21 © 2014 StriveTogether Examples of Success – Cincinnati Public Schools Kindergarten Readiness Scores – 11% increase since baseline (2005) 4 th Grade Reading – 16% increase since baseline (2004) 8 th Grade Math – 31% increase since baseline (2004) College Enrollment – 7% increase since baseline (2004)

22 © 2014 StriveTogether Sample of Positive Trends Kindergarten Readiness72%77% 3 rd Grade Reading66%69% 4 th Grade Math50%62% 6 th Grade Reading61%70% 7 th Grade Math52%60% High School Graduation72%74%* College Enrollment60%60%* *High School Graduation’s 74% is Class of 2012 numbers *College Enrollment 60% is Class of 2012 numbers

23 © 2014 StriveTogether Sample of Positive Trends Early Literacy54%59% 3 rd Grade Reading31%32% 8 th Grade Math4%38% High School Completion MCAS Tests44%55% Annual Dropout Rate 7.3%6.4% 4-yr Grad Rate61.4%65.9% College Completion35%*49.3%* *College Completion- Base is Class of 2000, Current is Class of 2006

24 © 2014 StriveTogether Exploring- 21 Emerging- 41 Sustaining- 12

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BUILDING IMPACT A Partnership is in the Systems Change Gateway and sees indicators improving. Proof Point GATEWAYS: ExploringEmergingSustainingSystems 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/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, CEOAdrienne Farrar Houel, President & CEO American View ProductionsGreater Bridgeport Community Enterprises, Inc. Chairman, Citywide NRZ Most Reverend Frank J. Caggiano, BishopBill Jennings, President & CEO Diocese of BridgeportBridgeport Hospital Ramon BulerinDanette Jones BDI – StratfordCopious Realty Group Joseph Carbone, President & CEODelores Laws The WorkPlace, Inc.The Dawn Carmen Colon, Executive DirectorDr. Fred McKinney, President & CEO Alpha Community Services, YMCAGreater New England Minority Supplier Development Council Pablo Colon III, Vice PresidentJanet Ortiz, Director Radio Cumbre Broadcasting, IncNehemiah Commission Rosa J. Correa, Director, Strategic RelationsRabbi James Prosnit Career Resources, Inc.Congregation B’nai Israel George Estrada, Vice President for FacilitiesFrances Rabinowitz, Interim Superintendent University of BridgeportBridgeport Public Schools Anita Giliniecki, PresidentReverend Cass Shaw, President & CEO Housatonic Community CollegeCouncil of Churches of Greater Bridgeport Armando Goncalves, Market President, Southern CTMartha K. Shouldis, Ed.D., President & CEO Peoples’ United BankSt. Vincent College Victor TranDonna Thompson Bennett, Curriculum Manager/Consultant 2014 UCONN GraduateParent 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 COMMU NITY ACTION NETWO RK FUNDER S TABLE DATA TABLE OUTCOMES

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

37 Exploring Gateway (Design Phase) Pillar 2: Evidence Based Decision Making Pillar 3: Collaborative Action Pillar 4: Investment & Sustainability 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 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

39 © 2014 StriveTogether Shared Community Vision

40 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.

41 © 2014 StriveTogether National Definitions

42 © 2014 StriveTogether Key Lessons Make it a movement! The K.I.S.S. Principle:

43 © 2014 StriveTogether Partnership NameVisionMissionTagline 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.

50 © 2014 StriveTogether 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

53 © 2014 StriveTogether Evidence Based Decision Making

54 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.

55 © 2014 StriveTogether 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…”

56 © 2014 StriveTogether 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. Outcomes Examples: Kindergarten Readiness Early Grade Reading Middle Grade Math High School Graduation Enrollment into Postsecondary Degree Completion

57 © 2014 StriveTogether 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. Outcomes Core Indicators Example: Early Grade Reading = Percent of 3 rd grade students assessed as proficient

58 © 2014 StriveTogether 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

59 © 2014 StriveTogether Outcomes Kindergarten Readiness Post-Secondary Completion Post-Secondary Completion Early Grade Reading Early Grade Reading Middle Grade Math Middle Grade Math Post-secondary Enrollment Post-secondary Enrollment High School Graduation StriveTogether “Big Six”

60 © 2014 StriveTogether Outcomes Indicators Kindergarten Readiness Contributing Indicators Post-Secondary Completion Post-Secondary Completion Early Grade Reading Early Grade Reading Middle Grade Math Middle Grade Math Post-secondary Enrollment Post-secondary Enrollment Percent of children who graduate from a local post-secondary institution Percent of children who earn a certification 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 2 nd year Percent of children still enrolled after 1 year Percent of children needing 2 or more remedial courses Percent of children still enrolled 2 nd 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 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 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 2 nd grade Percent of children who are chronically absent Percent of ELL / ESL children Percent of children literacy proficient in 2 nd grade Percent of children who are chronically absent Percent of children enrolled into Algebra or an after-school enrichment program 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 scoring “college ready” on ACT/SAT Percent of children completing FAFSA Percent of children applying to college High School Graduation Percent of children who graduate form high school Percent of children credit deficient by 10 th grade Percent of children dropping out Percent of children with disciplinary issues Percent of children credit deficient by 10 th grade Percent of children dropping out Percent of children with disciplinary issues Mission VisionCommunity 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,

Kindergarten Readiness Source: CT State Department of Education, Strategic School Profiles, CEDaR Home, Detailed tables

Kindergarten Readiness Source: CT State Department of Education, Strategic School Profiles, CEDaR Home, Detailed tables

Early Grade Reading 3 rd Grade Reading  40.4% met proficiency  21.4% met goal 2013 CMT (Connecticut Mastery Tests) Source: CT State Department of Education,

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,

High School Graduation * Members of the Class who graduated within four years of starting high school Source: CT State Department of Education (SDE), Strategic School Profile ; SDE, CEDaR Home, Detailed tables; MMulford, , 7/22/14

Post-Secondary Enrollment *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

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

Post-Secondary Degree Completion Source: American Community Survey 2012;

Workforce 10.1% Bridgeport adults in the labor force were unemployed in June 2014, compared to 6.3% statewide 53.4% Bridgeport youth ages and looking for work were unemployed in 2012 Sources: DT Department of Labor, U.S. Census, American Community Survey,

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 31 st, 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.My Brother’s Keeper (MBK) Task Force’s May 28, 2014 report  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.

“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 school 4. Ensuring all youth complete post-secondary education or training 5. Ensuring all youth out of school are employed 6. 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    Indra Sen  

 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 arrests in ; and 59 arrests in  In 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

89 © 2014 StriveTogether Strive Together “Big Six” Shared Outcomes Kindergarten Readiness My Brothers Keeper Post-Secondary Completion Post-Secondary Completion Early Grade Reading Proficiency Early Grade Reading Proficiency Middle Grade Math Proficiency Middle Grade Math Proficiency Post-secondary Enrollment Post-secondary Enrollment All Youth Out of School are Employed All Youth Remain Safe from Violent Crime High School Graduation Big Six and My Brothers Keeper Alignment

90 © 2014 StriveTogether Table Exercise Small Group Discussion Are we OK to rally around the big six? If not, why? What additional outcomes should we consider?

91 © 2014 StriveTogether Outcomes Kindergarten Readiness Post-Secondary Completion Post-Secondary Completion Early Grade Reading Early Grade Reading Middle Grade Math Middle Grade Math Post-secondary Enrollment Post-secondary Enrollment High School Graduation StriveTogether “Big Six”

92 LUNCH

93 © 2014 StriveTogether Outcomes Core Indicators Identified & Prioritized Contributing Indicators Community Action Networks Building Towards Action Getting Ready to Launch Networks

94 © 2014 StriveTogether Continuous Improvement Case Study

95 Pillar 3: Collaborative Action The Partnership commits to using continuous improvement to guide the work.

96 © 2014 StriveTogether 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 Continuous Improvement - Use data to implement differently “Learning fast to implement well”

97 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)

98 Individually Organizationally Collectively Individual school teacher works with children to set goals and test interventions to improve learning 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...

99 CASE STUDY EXAMPLE

100 Continuous improvement process for Community Action Networks.

101 © 2014 StriveTogether What we are tracking. What we are prioritizing.

102 © 2014 StriveTogether 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?

103 © 2014 StriveTogether 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.

104 © 2014 StriveTogether SCHOOLSFAFSAFREE & REDUCEDENROLLMENT School A 28%87%40% School B 17%24%71% School C 15%85%38% School D 57%86%69% AVERAGE29%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.

106 © 2014 StriveTogether SCHOOLSFAFSAFREE & REDUCEDENROLLMENT School A 28%87%40% School B 17%24%71% School C 15%85%38% School D 57%86%69% AVERAGE29%71%54% Where are the bright spots?

107 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?

108 Continuous improvement process for Community Action Networks.

109 © 2014 StriveTogether 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

110 © 2014 StriveTogether 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

111 © 2014 StriveTogether

112 © 2014 StriveTogether Landscape Analysis

113 © 2014 StriveTogether Perform a landscape/asset analysis to identify momentum/potential partners Great Start Preschool Quality Campaign Common Core Teacher/ Principal Quality Local College Access Network Tutoring Youth Employment Coalition Mentoring Matters! Career Pathways Partnership B Career K © Strive 2012

114 © 2014 StriveTogether 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?

115 © 2014 StriveTogether 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

116 © 2014 StriveTogether 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

117 © 2014 StriveTogether 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

118 © 2014 StriveTogether 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

119 © 2014 StriveTogether 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

120 © 2014 StriveTogether 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

121 © 2014 StriveTogether 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

122 © 2014 StriveTogether 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

123 © 2014 StriveTogether 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

124 © 2014 StriveTogether 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

125 © 2014 StriveTogether 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

126 © 2014 StriveTogether Family/Civic Engagement and Leadership Media Bridgeport Parent Leadership Initiative Build On Political Leaders Leadership greater Bridgeport NRZs BCAC

127 © 2014 StriveTogether 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

128 © 2014 StriveTogether Workforce and Jobs Colleges/universities Workplace Career readiness slide Strive Employers Chambers WIB City of Bridgeport Career Resources Deb Caviness

129 CORE VALUES AND GUIDING PRINCIPLES

130 © 2014 StriveTogether

131 © 2014 StriveTogether 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.

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!

135 © 2014 StriveTogether 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?

136 © 2014 StriveTogether Investment & Sustainability

137 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.

138 © 2014 StriveTogether Key Lessons Aligning funders and aligning providers Engaging for engagement’s sake Backbone or go home

139 BackboneFunctionRoles 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: 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 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. 5. © StriveTogether 2014

140 BackboneFunctionRoles Engage Partners & Community 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. Communications 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. Fundraising & Development 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. Data Support 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 improvement. 6. © StriveTogether 2014

141 Community Engagement Continuum

142 © 2014 StriveTogether Examples of Action Type of Action Early StageMiddle 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 overal l 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

143 © 2014 StriveTogether “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 I do individually in the multiple roles I play in the community to build awareness and alignment with the partnership?” Action Commitments Clear 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?”

144 NEXT STEPS AND WRAP UP

145 © 2014 StriveTogether Next Steps WhenWhat DecemberDesign Institute Follow-Up (notes, slides, survey) Develop 180 Day Action Plan Additional Community Sessions JanuaryCore Leadership Team and community approval of vision, mission, outcomes and structure MarchBaseline data collection Host Youth Summit AprilPrioritization of outcomes and related indicators Spring 2015Baseline report release Ongoing Community Sessions Late Summer 2015Prioritize outcomes and begin Launch of initial CANS

146 © 2014 StriveTogether Action Commitments

147 © 2014 StriveTogether Final Remarks!

148 © 2014 StriveTogether Thank You for Joining Today!