Cradle2Career

http://www.thinkschools.org/mobilizing-the-community/ 

Priorities

An area of focus to drive action toward reaching our shared Goals.

• Eliminating Disparities in Child and Youth Success

• Linking Community and Family Supports to Child and Youth Success

• Ensuring that All Students Enter School Prepared to Learn

 

Indicators

Indicators are measurable data points that portray current realities and allow the community to set targets for improvement.

Purpose of All Hands Raised indicators:

  1. Build a sense of awareness and honesty around current outcomes and disparities.
  2. Increase community’s focus and provide baseline for setting improvement targets.
  3. Help guide the work of the Collaborative Work Teams.

After a rigorous review process the following indicators were selected to guide the All Hands Raised Cradle to Career Partnership for Portland and Multnomah County:

1. Low Birth Weight

2. Kindergarten Readiness

3. Kindergarten Attendance

4. Third Grade Reading

5. Sixth Grade Attendance

6. Eighth Grade Math

7. Tenth Grade On-track to Graduate

8. Disproportionate Discipline of Students of Color in Middle and High School

9. English Language Learners Annual Progress

10. On-time High School Graduation

11. Postsecondary Enrollment & Completion

12. Youth Ages 16-24 Not Enrolled in School and Not Working

 

http://archive.constantcontact.com/fs052/1108849902252/archive/1109604503816.html 

Overview of Initial Collaboratives

Convening Partner: Coalition of Communities of Color

Overview

The Coalition on the Communities of Color (CCC) will convene a Collaborative focused on the priority of eliminating disparities in children and youth success with an emphasis on K-12 racial and ethnic disparities, including disparities faced by English language learners. The CCC represents a collaboration among culturally-specific organizations of color working to advance racial and ethnic equity.

Potential Goals & Actions

Note: Provided only as possible examples; action plans and goals will be developed by the Collaborative

  1. 1. Increase capacity to advance the elimination of racial and ethnic educational disparities
  2.  Skill building & leadership development for equity within relevant institutions; community engagement; ensuring organizational infrastructures are supportive of equity work
  3. 2. Shift discourse to a shared strategic frame for communicating this work
  4.  Analysis and critique of dominant frames around racial inequities; development of a communications strategy to build awareness and support for addressing inequities
  5. 3. Shift practices at the non-policy level to improve educational design and delivery specific to eliminating the disparities
  6.  Development of culturally-appropriate data and research practices to make inequities visible; addressing employment practices to ensure that staff composition of relevant institutions reflects the diversity of the community; infusion of equity language throughout institutional plans and frameworks
  7. 4. Reform policy practice to advance educational equity
  8.  Supporting top leadership of relevant institutions to make public commitments to eliminating disparities; diversification of decision-makers; establishment of accountability mechanisms to ensure that inequity reduction efforts are successful
  9. 5. Improve policy outcomes related to educational equity
  10.  Shifts in funding priorities to support disparity reduction

We purposely chose not to take a programmatic response to the RFQ; programs alone do not get to the core of racial and ethnic inequities. The Collaborative revolves around an understanding that racial and ethnic disparities in education are the product of systems; the elimination of those disparities will result from systems-level approaches.

Indicators

Disparities are evident in indicators spanning the entire educational continuum. Collaborative members will determine the indicators to be addressed through the action planning process. Potential indicators may include high school graduation and meeting/exceeding academic standards.

Committed Partners (The membership of this Collaborative is by invitation only.)

Centennial, David Douglas, Gresham-Barlow, Parkrose, Portland, and Reynolds School Districts, City of Portland, Multnomah County, Education Northwest, Chalkboard Project, Northwest Health Foundation, United Way of the Columbia-Willamette, Portland State University School of Social Work, CCC organizations including Latino Network, SEI, Urban League of Portland, NAYA, Black Parent Initiative, Asian Pacific American Network of Oregon, El Programa Hispano, Slavic Network of Oregon, and Black United Fund.

To learn more about this Collaborative please contact Julia Meier at juliam@nayapdx.org, 503-288-8177 ext 295, www.coalitioncommunitiescolor.org

Convening Partners: Social Venture Partners and Multnomah County Commission on Children, Families & Community

Overview

Social Venture Partners (SVP) and the Multnomah County Commission on Children, Families & Community (CCFC) will co-convene a collaborative addressing the strategic priorities of ensuring that every student enters school prepared to learn and eliminating disparities in children and youth success. Social Venture Partners has for 10 years convened private philanthropists and selected nonprofit organizations to unleash the potential of each group. SVP has developed a strong reputation as an action-oriented foundation that brings highly qualified business and personal experience to bear on the cause. Since its inception, SVP been focused on improving life for children, youth and families at risk.

For more than twenty years, CCFC has developed and utilized expertise and representation from public, nonprofit and parent leaders in early childhood planning and advocacy. The Early Childhood Council of the CCFC has developed an Early Childhood Framework that was adopted by the Board of County Commissioners. This framework has driven the policy development and planning for young children and their families in Multnomah County for the last ten years.

Together we bring the early childhood expertise, entrepreneurial drive and focus on outcomes into a powerful thought-to-action model of collaboration.

Potential Outcomes

Note: Provided only as possible examples; action plans and goals will be developed by the Collaborative.

  1. 1. Increased access to high quality and culturally appropriate child care which strengthens brain development and increases preparedness for kindergarten.
  2. 2. Increased availability of culturally specific and responsive early learning opportunities in the community.
  3. 3. Deepened engagement and investment of private individuals, businesses, and the philanthropic community for high-impact early childhood interventions.

Indicators

In partnership with Cradle to Career, the Ready for Kindergarten Collaborative will finalize a set of indicators to ensure we are on track to improving preparedness for kindergarten for those children facing the most significant barriers. This may include tracking involvement in high quality childcare, full day kindergarten, early learning opportunities or access to prenatal care.

Committed Partners

Black Parent Initiative, Bradley Angle House, Child Care Resource & Referral, Children First for Oregon, Children’s Institute, Children’s Relief Nursery, City of Portland, Coalition of Communities of Color, Friends of the Children, Hacienda CDC, Impact NW, Immigrant & Refugee Community Organization, Latino Network, LifeWorks NW, Mount Hood Community College, Multnomah County, Multnomah Educational Service District, Native American Youth & Family Center, Neighborhood House, OCDC Migrant & Seasonal Head Start, Oregon Health Science University, Oregon Pediatric Society, Oregon State Representative Alissa Keny-Guyer, Peninsula Children’s Center, Portland State University, Start Making a Reader Today, and Self Enhancement Inc.

Additional advisors include: Albina Head Start, The Collins Foundation, Knowledge Universe, Northwest Health Foundation, Schroeder Family Foundation, The Standard, and United Way of the Columbia-Willamette.

To learn more about this Collaborative please contact Emily Havens at Emily@svpportland.org or 503-222-0114.

Convening Partner: SUN Service System Coordinating Council and Portland State University’s Center for Improvement of Child & Family Services

Overview

The SUN Service System Coordinating Council and Portland State University’s Center for Improvement of Child and Family Services will to co-convene a collaborative addressing the C2C priorities of "linking community and family supports to child and youth success" and "eliminating disparities in child and youth success." The focus of the collaborative is to strengthen, focus and increase the community supports for children and youth (P-20) and their families that contribute to youth academic and life success.

The SUN Council provides system governance, guidance and support to the SUN System and represents SUN’s multi-jurisdictional collaboration. PSU’s Center for Improvement of Child and Family Services helps systems work better for children and families by integrating research, education and training, with a focus on developing skilled professionals and leaders, identifying best and promising practices, and fostering systemic implementation of relevant practices.

Potential Outcomes

Note: Provided only as possible examples; action plans and goals/outcomes will be developed by the Collaborative.

  1. 1. Enhanced ability of schools and community partners to work strategically and collaboratively with each other to improve child and youth outcomes
  2. 2. Reduction of disparities in academic outcomes for the youth of color and those living in poverty, with ultimate goal of achieving equity in outcomes
  3. 3. Improved attendance, academic, developmental and behavioral outcomes for children and youth through coordination and alignment of supports across the age span.

Indicators

We understand that C2C is developing a revised set of indicators and we commit to align with the finalized set. Drawing from indicators published in the initial C2C Report, our collaborative anticipates primarily targeting the indicators related to In- and Out-of-School Supports with the understanding that social and support services for children contribute significantly to school success and therefore indicators in 3 other goal areas would be correlated to our work. Those areas are: Succeeding Academically, Prepared for School and Enrolling in Post-Secondary Training or Education. In alignment with our focus on equity, our collaborative will also be looking at a reduction in disparities within each indicator.

Committed Partners

Portland State University, SUN Service System Coordinating Council Members & Alternates (representing the following organizations: Portland Business Alliance; Coalition of Communities of Color; Multnomah/Portland Youth Commission; City of Portland, Mayor’s office and Parks & Recreation; Multnomah County Chair’s Office, Department of County Human Services and Commission on Children, Families and Community; SUN non-profit providers), United Way; Camp Fire Columbia; Catholic Charities/El Programa Hispano; Community and Parents for Public Schools; Immigrant and Refugee Community Organization; LifeWorks NW; Metropolitan Family Service; Neighborhood House; Self Enhancement, Inc.; Centennial, David Douglas, Gresham-Barlow, Parkrose, Portland Public, and Reynolds School Districts.

Additional potential partners include: AKA Science, Black Parent Initiative, Community Education Partners, Ethos, Friends of the Children, Girls, Inc., IDEA (Institute for Democratic Education in America), Imago Dei, Mad Science and Open Meadow.

For more information on this collaborative please contact: Eliz Roser at eroser@pdx.edu or 503.725.2141.


http://www.pdx.edu/ccf/earlychildhood 

Early Childhood System of Care

Early Childhood System of Care is defined as “A coordinated network of comprehensive services and supports that meet the overall health and developmental needs of young children in the context of their culture."-Georgetown University. At PSU’s System of Care Institute, we recognize the critical multi-disciplinary nature of supporting families and young children, and seek to foster the coordination and collaboration of all child and family-serving systems throughout all of our projects. We ground our approach in the beliefs that all families are best served in the communities in which they live, in a culturally and linguistically competent manner, and in partnership with them. Our goal is that our projects will span the range from promotion, to prevention, to early intervention.

Early Childhood Projects

  • LAUNCH Grant
  • Early Childhood PBIS
  • Maternal Infant Early Childhood Home Visiting Grant
  • Mind in the Making
  • Incredible Years
  • Cradle to Career: Ready for Kindergarten Collaborative
  • Past projects: Wraparound Oregon & Early Childhood Capacity

Early Childhood Staff

Resources

For more information about how we can assist you, please contact William Baney at 503-725-5914 or baneyw@pdx.edu.


http://strivenetwork.org/vision-roadmap 

Imagine if we were able to achieve this vision: Supporting the success of every child from cradle to career.

The impact would be tremendous. Children would thrive. A sense of hope would emerge in long struggling neighborhoods, communities, and regions.  And our economy would improve as a more skilled workforce feeds innovation and growth.

To achieve this vision we need to see education as a journey that is much more inclusive than what happens in the schoolhouse alone.  Education is a lifelong experience that begins well before a child ever sets foot in a classroom and continues long past a cap-and-gown commencement.

Strive’s Student Roadmap to Success plots the course of a student’s journey from cradle to career, with plenty of signposts along the way. This map is not just a guide for the student, but for all members of the community with an interest in seeing that students have successful journeys. It highlights specific research-based competencies and experiences, as well as key transition points where we must ensure students are on target developmentally. If they are not at these critical points, we know the potential for long-term success is greatly inhibited.

 

 

 

 

 

 


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