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Year1 ProgressReport 201314 Year2 DraftWorkPlan 201415

PasadenaUnifiedSchoolDistrict
BoardofEducation PresidentRenattaCooper VicePresidentTyronHampton MemberKimberlyKenne MemberScottPhelps MemberElizabethPomeroy MemberMikalaRahn MemberTomSelinske Staff JonGundry,SuperintendentofSchools JohnPappalardo,ChiefFinancialOfficer BrianMcDonald,AcademicChief

CityofPasadena
CouncilMembers: MayorBillBogaard ViceMayorJacqueRobinson CouncilmemberVictorGordo CouncilmemberJohnJ.Kennedy CouncilmemberSteveMadison CouncilmemberGeneMasuda CouncilmemberMargaretMcAustin CouncilmemberTerryTornek Staff: CityManagerMichaelJ.Beck AssistantCityManagerJulieGutierrez AssistantCityManagerSteveMermell

School/City/CommunityYear1ProgressReport

School/City/CommunityWorkPlan
The School/City/Community Work Plan is a framework for the Pasadena Unified School District, CityofPasadenaandCommunityPartnerstobuildacommitmenttowardasharedvisiontowork togethertofoster21stcenturylearningtoimprovestudentoutcomes,supportourlocaleconomy andensurethatourcommunitygrowsasacenterofinnovation.JointlyapprovedbythePasadena Unified School District Board of Education and Pasadena City Council in February 2013, the School/City/CommunityWorkPlanisalsoaplanningprocessintentionallydesignedtobuildmore trusting relationships and a way to align resources to more effectively deliver services to better servechildren,youthandfamilies.

TableofContents
Year1ProgressReport........................................................................................................... 2 ResultTeamRecommendations....................................................................................... 4 DemographicProfiles........................................................................................................ 6

Year2DraftWorkPlan........................................................................................................... 7 ConceptualProposalforGovernance............................................................................... 8

ResultAreaStrategies.......................................................................................................... 11 A.EarlyDevelopmentalNeedsAreMetforInfantsandChildren05............................11 B.StudentsareActivelyLearninginSchoolandCommunity.........................................13 C.StudentsareHealthyPhysically,Mentally,andSocially..........................................15 D.WeLiveinSafe,StableandSupportiveEnvironments ...............................................17

APPENDIX Formoreinformation,pleasevisittheSchool/City/CommunityWorkPlanwebsiteat StrategiesandIndicatorsataGlance............................................................................. 20 CommunityCoalitions,Links,Resources........................................................................ 21 ListofParticipants ........................................................................................................... 22 ContactInformation ........................................................................................................ 24

pasadenacsp.org
February24,2014

School/City/CommunityYear1ProgressReport

School/City/CommunityWorkPlan Year1ProgressReport:201314
Year1ProgressReport
ApprovedbythePasadenaCityCouncilandthePasadena UnifiedSchoolDistrictBoardofEducationonFebruary19, 2013, the 201316 Draft School/City/Community Work Plan is based on a community schools framework that provided a road map for building a process for the long term system change needed to improve outcomes for children, youth and families in our community. Key activitiesoverthisyearinclude: Community Facilitators 13 community members, District and City staff were trained to conduct a Result Team planning process intentionally designed to build more trusting relationships and meaningfulcollaborations ResultTeamsmet3timeseachoverthefallof2013foratotalof21meetingsinvolvingover 100participantstoprioritizestrategies,refineindicators,andidentifysystemicneedsthatcut acrossoneormoreresultarea Increased communication and coordination between PUSD and City staff to align existing resourcesandprogramsandrespondmorecollaborativelytoissues

Figure1showskeyaccomplishmentsduringthisYear1withinthecontextofthe5stageprocess forlongrangesystemicchangeoutlinedincommunityschoolsresearch.Tables1and2aremore detailed overviews of the work of the Result Teams and their recommendations. We deeply appreciate and thank all of the participants for their time and commitment to this process, particularlythestudentswhogavevoicetoboththeirdreamsandconcerns. AlthoughtheResultTeamdialoguewasmorenuancedandmuchricher,thefollowingissuesstood outasbeingofthegreatestneedacrossallareas: Comprehensive communitywide inventory of services and resources Systematicapproachtodatasharingandcommunicating Systemwide approach to service delivery, to better understand gapsandreduceduplicationsinservices Governance structure that oversees systematic change so that resources are used to eliminate root causes of problems; establishesanoversightstructurethatisinsulatedagainstchanges in leadership, and promotes institutionalization of promising practices

IsabelRamirezatfacilitationtraining

February24,2014

School/City/CommunityYear1ProgressReport

Figure1:CommunitySchools5StageProcess&SCCWPAccomplishmentstoDate

Stage1 GettingTogether
Inthisstage,asmallgroup comestogethertoexplorehow toimproveservicesforchildren andfamilies.Theyidentify othercommunity representativeswithastakein thesameissue,makeajoint commitmenttocollaborate, andagreeonaunifyingtheme. Theyalsoestablishshared leadership,setbasicground rulesforworkingtogether, secureinitialsupport,and determinehowtofinance collaborativeplanning.

Stage2 BuildingTrustandOwnership
Next,partnersestablish commonground.Theyshare informationabouteachother andtheneedsoffamiliesand childrenintheircommunity. Usingthisinformation,they createasharedvisionofwhata betterservicedeliverysystem wouldlooklike,andthey developamissionstatement andasetofgoalstoguidetheir futureactions.

Stage3 DevelopingaStrategicPlan
Here,partnersbegintoexplore optionsthatflowfromtheir commonconcernsandshared vision.Theyagreetofocusona specificgeographicarea,and theydesignaprototype deliverysystemthat incorporatestheelementsof theirsharedvision.Partners alsodevelopthetechnicaltools andinteragencyagreements neededtoputtheirplaninto action.Duringthisstage,the groupmaygobackto precedingstagestobringin newpartnersandtocontinue buildingownership.

Stage4 TakingAction
Partnersbegintoimplement theprototype.Theyusethe informationitprovidesto adjustthepoliciesandpractices oftheorganizationsthat comprisetheprototypeservice deliverysystem.Partners designanongoingevaluation strategythathelpsthemto identifyspecificsystems changerequirements,make midcoursecorrections,and measuretheresults.

Stage5 GoingtoScale
Finally,partnerstakestepsto ensurethatsystemschange strategiesandcapacities developedintheprototypeare adapted,expanded,andre createdinlocationsthroughout thecommunitywhere profamilyservicesareneeded. Todothis,partnerscontinueto developlocalleadership, strengthenstaffcapacityby changingpreserviceand inservicetraining,andbuilda strongconstituencyfor change.

2012on
Advocacyandgrowingsupportforcommunityschools andcollectiveimpactstrategies JointleadershipofCityHumanServices&Recreation DirectorandPUSDChiefAcademicOfficer SCCWPPartnershipCoordinatorpositionjointlyfunded

2013on
DraftWorkPlanapprovedbyPUSDBoard/CityCouncil Communityfacilitatorstrained ResultTeamprocessunderway UCLAEDIsurveyandincreaseddatasharing Facilitationandalignmentforexistinginitiativesand programsAfterSchool,CareerPathways IntegrateWorkPlanintoproposalsfornewfundingsuch asFarmtoSchool,CareerstoConservation ImplementstrategiessuchasFrostigteachertraining

2014on
Initiatestepstowardgovernancestructure,researchthroughUSC CapstoneProjectandcommunityengagement PilotpromisingstrategiessuchasYMCApartnershiptosupport40 DevelopmentalAssetssurvey,YouthServiceGrant Alignresourcesanddevelopplansforgoingtoscale Implementcivicengagementbestpractices

5StageProcesschartadaptedfromTogetherWeCan:AGuideforCraftingaProfamilySystemofEducationandHuman Services,AteliaI.Melaville,CenterfortheStudyofSocialPolicyandMartinJ.BlankInstituteforEducationalLeadership withGelarehAsayeshandothermaterialsfromNationalCoalitionforCommunitySchools

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School/City/CommunityYear1ProgressReport

ResultTeamRecommendations
Table1: ResultAreas 1.Early Developmental NeedsareMetfor Infantsand Children05Years Facilitators: AlysonBeecher BlancaSiebels 2.Students Succeed Academically Facilitators: HildaRamirez Horvath LindaMachida Prioritiesfor Action RecommendationsforNextSteps
Connectfamiliestosupportnetworks, withcommunitywidechildcare coordination,inventoryservices,lookat existingmodelsandstructuresfor referralssuchasPUSDHealthyStart FamilyCenters. Buildearlychildhoodpractitioner excellencejointprofessional development(Frostigpilot) Buildresourcesforeverychildtoattend earlychildhoodeducation(ECE) program Lookatbestpractices,especiallyacross similarschools;consider communicationwithparentleadership groupsforfeedback Expandthinkingtoincludeafterschool programs Examinetoolsandsupportsavailableto underperformingschools Includediscussionofdistrictleadership buyinandsupportforstaff developmentandaccountability Considerincludingearlychildhood educationasbaseforsuccess

ExamplesofExisting Coalitions,Programs andInitiatives


ChildcareDirectors Alliance OptionsResource& ReferralAgency PUSDCoordinated EarlyIntervention ServicesK1 FrostigFamiliesin Schoolstraining LosAnglesUniversal Preschool(LAUP) Partnershipfor ChildrenYouth& Families Linked Learning/College& CareerPathways STEM/STEAM initiatives(PUSD,PEF, Caltech,others) AfterSchoolPrograms (PUSD,City, Community)

1) Inventoryof resourcesand services Professional development Recruitment Messaging/branding 2) ParentEngagement 3)

3.StudentsAre ActivelyInvolved inLearningand theCommunity Facilitators: TheresaDoran WilliamSyms

Earlyidentification, sharingdataand trackingprogress Inventory, knowledgeanduse ofexistingresources Professional development createdwithinput fromteachersand staff Volunteer infrastructure linkingcommunity effectivelytoneeds Indextheservicesof allstakeholder partners Moreinternships, careerexploration opportunities Reachoutto internshipproviders andpotential employers Activitiesforyouth suchasTeenCenter

1)

2) 3) 4)

5)

1)

2)

3)

4)

5)

Identify(andquantifycurrent participation),potentiallyexpand,and promotealltheafterschooloptions Createaonestopindexofstakeholder partnersandtheirservicesrelatedto studentengagementinthecommunity andkickoffwithaneventforthese entities(*Offerservicelearning projects) GrowSummerRoseProgram, internships,workshops,mentorships andsummerresearchopportunities, withcredit/stipendincentives Arrangeforeasilyaccessible transportationtoafterschool opportunitiesandsimultaneouslymake transportationamovement";makeit cooltotakethefreebus(andsupport bikesafety) Convenestudentsfromthehighschools periodically;begininteractionswith middleschoolstudents,don'twaitfor highschool!

Partnershipfor ChildrenYouth& Families Linked Learning/College& CareerPathways Summerinternships (PUSD/Pathways,City, IdealYouth,Chamber), AfterSchoolPrograms (PUSDandCity) CityofLearning PasadenaYouth Council AltadenaYouth Council SierraMadreYouth Council PUSDHighSchoolASBs

February24,2014

School/City/CommunityYear1ProgressReport Table2: ResultAreas PriorityStrategies


1)

Recommendations
Createcentralclearinghousefor events;eventsshouldbestrategic,not justonetimeactivities.Bringeventsto peoplewheretheyare FoodServicesDirectorposition21stC leadershipiskey RestoreuniversalResiliencyProgram for5thgraders Considerpromotorasmodel(parents trainedtodocommunityoutreachfor awarenessofservices Strengtheninfrastructuretosupport saferoutestoschools,makethings saferforcyclists MonitorprogressofnewAttendance Programrecentlyandbullying preventionprogrampiloted SchoolClimatecontinuetoevaluate ResponsetoIntervention(RTI) implementation,empowerprincipalsto settone Assessstudents40Developmental Assetssurvey Datawhatareobstaclestosharing withinandacrossagencies VolunteerCoordinatoratschoolsand communitycenters

ExamplesofExisting Coalitions,Programs andInitiatives


SchoolbasedMental HealthConsortium CommunityHealth ImprovementPlan (CHIP) HumanServices Commission(City) CoordinatedSchool HealthCouncil(PUSD) LiveWellPasadena FarmtoSchool PlanningCommittee AssetDevelopment Network HumanRelations Commission(City) YouthCouncils,ASB Healthy&SafeSan GabrielValley Collaborative Neighborhood Connections Committeefor HumaneImmigrant RightsofLosAngeles (CHIRLA)

ReinstateMental 4.StudentsAre HealthConsortium Healthy AlignPUSDfood Physically, procurementpolicy Sociallyand withnutritionpolicy Mentally Poolresourcesto offeruniversal programs:e.g., resiliencyprogram, Facilitators: sexeducation, ChristyZamani pregnancy/STD prevention SusanSavitt Schwartz

2) 3) 4)

5)

5.StudentsLive andLearnin Stableand Supportive Environments Facilitators: LauraDiaz DawnOKeeffe

6.FamiliesAre ActivelyInvolved inChildrens Education Facilitators: IsabelRamirez LindaMachida

7.Communities areDesirable PlacestoLive Facilitators: BrianBiery JoanPalmer

Sensethatbullying anissuefromteens andparents,butnot consistentdata Sharingdata, increasing communication, sharingresources Understanding(and findingwaysto overcome) obstaclesto bringingin volunteersfrom privatesector Removingobstacles toparent engagement Communication regardingresources, events Communication betweenparents andteachers Monitoringafter schoolprogramsto ensurequality Accountabilityfor regularschoolday instruction Communicating acrossleadership groupsandwith agencies/depts. YouthCommunity Serviceopportunity (newgrant program) Jointuse opportunities

1)

2)

3) 4) 5)

1) 2) 3) FamilyResourceCenter(FRC)Parent Leadershipgroupnowmeetingmonthly FRCInitiatedcustomerservicetraining andhirednewstaff PartnershipwithPasadenaEducation Network(PEN)andPasadena EducationalFoundation(PEF)to supportparentsonsite PENandCityworkingonparentuseand satisfactionwithafterschoolprograms Possiblecommitteetosystematically examineparentengagementandmake recommendations Cityimplementingqualityassurance surveyforafterschoolprogramsand campstoaidinplanningand improvementprocess Schoolbasedparent groups(PTA,Site Councils,English LearnerAdvisory Councils,African AmericanParent Councils) LULAC PasadenaEducation Network InvestinPUSDKids Volunteeragencies

4) 5)

6)

1) 2) 3)

Youthgrantprogramapotentialmodel forpiloting/incubatingjointprojects. Explorepotentialjointuse opportunitiessuchasPeoriaPlace ParticipateinUSCPublicPolicy CapstoneProjecttoresearchefficacyof potentialgovernancestructure

YouthCouncils/ASBs Vision20/20 Neighborhood Connections

February24,2014

School/City/CommunityYear1ProgressReport

Table3:CommunityDemographicProfile
200812 TotalPopulation(a&c) Childrenunder5years Children59yearsold Children1014yearsold Children1519yearsold Est.numberofChildrenages519 %K12studentsenrolledinpublicschool(b) %K12studentsenrolledinprivateschool(b) FamiliesinPoverty(a&c) Estimatednumberofhomelessindividuals(f) PopulationbyRace/EthnicitybyAreaper 2010Census(a&c)comparedto *2012PUSDenrollment(d) AfricanAmerican/Black Asian/AsianAmerican Hispanic/Latino White Other/Multiracial Pasadena 137,122 8,274 7,060 6,835 7,679 18,305 75% 25% 10% 904 Pasadena Altadena 42,777 2,447 2,496 2,772 2,814 7,426 65% 35% 6%
na

Sierra Madre 10,917 513 620 605 502 1,358 59% 42% 3%
na

Total/ Average 190,816 11,234 10,176 10,212 10,995 27,089 66% 34%
na na

Altadena

Sierra Madre 2% 8% 15% 72% 4%

*PUSD

10% 14% 34% 39% 3%

23% 5% 27% 40% 5%

16% 4% 59% 15% 5%

Table4:PasadenaUnifiedSchoolDistrict(PUSD)DemographicProfile
201213(unlessotherwiseindicated) PUSDK12StudentEnrollment(d) %PUSDStudentseligibleforFree/ReducedPriceMeals(d) %ofEnglishLearnerStudentsinPUSD,July2013(d) NumberofPUSDChildrenandYouthinFosterCare (includingthoseingrouphomesorfosterparentcare)(f) Percentof3rdGradePUSDStudentsScoringProficientor HigheronEnglishLanguageArts,CAStandardsTest(d) PUSDHighSchoolDropoutRatefor2011(d) Sources:
(a) (b) (c) (d) (e) (f) U.S.CensusBureau2010 200812AmericanCommunitySurvey(ACS).http://factfinder2.census.gov Indicatesthatdatatabulatedfrom(a)or(b)usingthewww.HealthyCity.orgonlinetoolofAdvancementProject CaliforniaDept.ofEducation,http://www.cde.ca.gov/ds/ 2012CityofPasadenaQualityofLifeIndex,http://www.cityofpasadena.net/PublicHealth/Records_Reports/ PasadenaUnifiedSchoolDistrictrecords

PUSD 19,805 68% 20% 436 46% 13%

LACounty
na

California
na

67% 24%
na

58% 22%
na

47% 17%

48% 15%

February24,2014

School/City/CommunityYear2WorkPlan

School/City/Community Year2WorkPlan:201415
Collectiveimpactisnotmerelyanewprocessthatsupportsthesamesocialsectorsolutionsbut anentirelydifferentmodelofsocialprogress.Thepowerofcollectiveimpactliesintheheightened vigilance that comes from multiple organizations looking for resources and innovations through thesamelens,therapidlearningthatcomesfromcontinuousfeedbackloops,andtheimmediacy ofactionthatcomesfromaunifiedandsimultaneousresponseamongallparticipants. JohnKania&MarkKramer,StanfordSocialInnovationReview2013

Year2DraftWorkPlan
Inordertomoveusclosertowardthecollectiveimpactdescribedabove,andinkeepingwiththe recommendationsoverthepastyearmadebyresultteams,goalsforYear2include: Improvingcommunicationtoandfromstakeholdersandacrossagencies Improvingdeliveryofservicesacrossthesystem Establishing governance structure with linked accountability measures and ongoing stakeholderengagement

The preliminary concept for governance structure developed and reviewed by result teams and staff consists of three tiers a Leadership Council, made up of key decisionmakers, working in concertwithaCoordinatingCouncilandWorkingGroups.InordertomovetheYear2WorkPlan forward, it is now recommended that the Board of Education and City Council each assign two memberstoformaGovernanceAdHoccommitteetobringforwardamoredefinedstructurefor approvalinJune2014. Figure2:ProposedWorkingGroups The difficulty of scheduling and managing the original seven Result Areas,andbecausethereareanumber B.Students of overlapping areas of interest within A.Childrens areactively them, spurred a collective early learningin development recommendation to consolidate the schooland needsaremet community existing teams into the four groups listedhereinFigure2. These four Working Groups (WGs) build on the previous work of the Result Teams and form a foundation upon which to build a proposed governance structure to develop a system of collective accountability for achievingtheseoutcomes.
C.Students andfamilies arephysically, mentally,and socially, healthy D.Welivein safe, economically stableand supportive environments

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School/City/CommunityYear2WorkPlan

ConceptualProposalforGovernanceStructure&Functions
Background OnFebruary6,2014,ResultTeam membersandfacilitatorsgatheredtodevelopandreview the draftProgressReportandgovernancestructure.Recommendationsregardingsupportstructures neededtocontinuetheworkincluded: Create a central website/form of electronic communication that is frequently updated and used to communicate across and between groups more widely as well as providing an organizedwaytocollectanddisseminateinformation Support the ongoing process for trust and relationship building across multiple agencies, governingstructuresandjurisdictions Recruit more participants to the process, particularly teachers, frontline agency staff, and businesses Continuingtodefinemeasuresandlinesforaccountability BuildrolesandresponsibilitiesforWorkPlanstrategiesintoexistingjobs Createmoredeliberatelinkagesandalignmentwithexistingandnewplans Create more opportunities for students to participate and to encourage greater attendance atstudenteventstobetterunderstandoftheirneeds,interestsandtalents Workcollectivelytomoreeffectivelyraisefundsforchildrenandyouthservicesinandoutof schoolthatcanbesustained During this past year, PUSD, City and Pasadena Educational Foundation (PEF), Flintridge Center, Partnership for Children, Youth and Families and other community organizations worked more closely together with promising results. PUSD, City and PEF jointly funded a Partnership Coordinator to provide planning, meeting convening, facilitation and grant support. Training 13 community facilitators built capacity for relationshipbuilding and a key part of the process was encouraging more active participation from Spanishspeaking families, such as breakout groups withbilingualfacilitators.Thisspring,ateamfromtheUniversityofSouthernCaliforniasSolPrice SchoolofPublicPolicyhasproposedaCapstoneProjecttoexaminehowanewsharedgovernance structure is developed and Figure3:ProposedGoverning implemented providing Components an external best practices scan of other and promising models for governance. Through conversations with key city, school, and community leaders, the team will also conduct an internal analysis of successful practices and processes surrounding the WorkPlan.

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School/City/CommunityYear2WorkPlan

Table5:ProposedGovernanceFunctionsandMembership
Group ProposedFunctions
Setsagendaforoverallworkplan Definesandcommunicatessharedgoals Holdspartnersaccountable Providesforaccountabilitywithinown organizations,withabilitytoallocate resourcesanddetermineifanyof identifiedneedsorgapscanbefilledby theirownresources Takesactionsanddecisionsbackto respectiveorganizationsforpolicyand practicechangeandresourcesasneeded

PotentialMembership
PUSDBoardPresident& Superintendent Mayor,CityManager,and ChiefofPolicyforCityof Pasadena RepresentativeforAltadena Mayor&CityManagerof SierraMadre CommunityRepresentative FaithbasedRepresentative PasadenaCityCollege Business/Industry FundingAgencies 2keymembersselectedby eachWorkingGroupfor representationonCoordinating Council 23PUSDandCityStaffableto allocateresourcesandstaff timeandleadershipcontinuity, suchasPUSDChiefAcademic OfficerandPasadenaHuman ServicesDirector Keystakeholderrepresentation (seeexamplesbelow)

Leadership Council

Coordinating Council

ResultArea Working Groups

Setsprocessforoverallplan,definingset ofguidingprinciplesforconducting meetings,makingdecisionsandforstaff support Monitorsprogressofworkinggroupsand initiatives.Reviewsbaselinedataaround goalsandmakesrecommendationson indicatorstoLeadershipCouncil.Takes identifiedissuestoLeadershipforaction Establishesprocessforcontinuing engagementofstakeholdersand communicationbetweenpartnersinplan Forumfordisseminatinginformationon bestpracticesfastchangingissuesthat impactchildrenandfamiliesand opportunitiesfornetworkingto encouragecollaborationandtrust. Providesideasandfeedback,identifying issuestoaddressandrecommendto CoordinatingCouncil Ensurecommunicationbetweenpartners workingonsameissues Analyzedata,andgivensharedgoalsand indicators,identifyexistingstrategiesthat willimpacttheindicators,aswellasareas ofduplicationandgaps TogetherwithCoordinatingCouncil, implementsstakeholderengagement processandbroader,coordinated communication

WorkingGroupsmembersare communitymemberswithan interestintheresultarea., includingthededicatedindividuals whohavealreadyparticipatedin thisworkaswellasnewmembers toberecruitedtoensureabroad crosssectionofstakeholder representation

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School/City/CommunityYear2WorkPlan StakeholderandCoalitionRepresentation Asinputfromstakeholdersandalignmentacrossagencies and initiatives is critical, representation will be sought fromkeygroupssuchas: Coalition(s)ofcommunityandfaithbased organizationssuchasthePartnershipforChildren, Youth,andFamilies ParentLeadership(representativepotentially selectedbyexistingcouncils) ResultTeamMeeting StudentLeadership(atleasttwostudent representativesfromexistingcouncilswhocouldattendtogetherorrotateattendance) BusinessLeadership(ChamberofCommerce,WorkforceInvestmentBoardrepresentative) Otherrepresentationasneededforalignmentwithpressingissuesandinitiativesbelow. ConsistencywithotherSchool/City/Communityplans Someoftheexistingplansandinitiativesunderwaytobuildmore systematiclinkagesandalignmentinclude: CityofPasadenaGeneralPlan LocalControlAllocationProgram(LCAP) YouthMasterPlan EconomicDevelopmentStrategicPlan
Foothill Workforce Investment Board Integrated Plan

10

ExamplesofInitiativeswithCross agencyWorkTeams College&CareerPathways AfterSchoolPrograms MagnetSchools Vision20/20 HealthCollaborative FarmtoSchool/Nutrition

Workcollectivelytomoreeffectivelyraisefundsforschools fromavarietyofsources,includinglocalbusinesses Table6:TIMELINE


MarApr 2014 May August 2014

ConveneGovernanceAdHoc HostPUSD/CityFrontlinestaffmeetingtorefineconceptualgovernancestructure EngageSierraMadre&Altadena USCCapstoneProjectconductsresearchstudy Definesharedgoals,governancefunctions,membership,operatingprinciples ConvenefacilitatorstoreorganizemembersofYear1ResultTeamsintoWorkingGroups, recruitnewmembers,andcontinuestrategyimplementation Beginplanningandimplementingsystemicstrategiesforinventory,communicationsand fundingalignment DisseminateUSCCapstoneProjectReport PresentfinalrecommendationforgovernancestructuretoBoardsandCouncilsofPUSD, CityofPasadena,SierraMadreandAltadena WorkingGroupsprovideinputonrepresentationforgovernance,benchmarks,monitoring andreportingprocess ConvenefirstMultiJurisdictionalLeadershipCouncilmeeting Implementapprovedgovernancestructure JointPUSD/CitymeetinginFebruarytoapprove201516Year3WorkPlan

SeptOct 2014 OctDec 2014 Jan2015 on

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School/City/CommunityYear2WorkPlan

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RESULTAREAS A. EarlyDevelopmentalNeedsAreMetforInfantsandChildren05
ConditionsforLearning:Whatdowewanttosee? Early childhood development is fostered through highquality, comprehensive programs that nurturelearninganddrawondevelopmentallyappropriatepractices. Findings:Whatdoesthedatatellus? Childrenlivinginpovertyfacenumerousobstacleswhenitcomestoacademicsuccess,whichcan betracedallthewaytohighschoolgraduation.Theachievementgappersiststohighschooland is linked to social and economic problems later in life, including illiteracy, teen pregnancy, high dropoutratesandunemployment(Heckman,2008).Oneofthemeasuresstudiedatthestartof this process, was how students enter PUSD elementary schools with varying levels of skills and language proficiency, with 78% of incoming Kindergarten students scoring proficient with skills tested,incomparisonto29%atanotherschoolwithinsamedistrict.1 This year, researchers from UCLA teamed up with PUSD and the City to administer the Early Development Instrument (EDI) with support of First 5 LA. Initial findings2indicate that Pasadena kindergarteners have higher levels of vulnerability in the social and emotional aspects of school readinessthanin thephysical healthand cognitive/languageaspects,whichsuggestsaneedsto focusonthesocialandemotionalwellbeingofouryoungestchildren,withsomeneighborhoods requiring an additional focus on cognitive and language skills. A population measure of school readiness, EDI provides an overall snapshot of childrens developmental progress in order to evaluateschoolreadiness,improveprogramsandsupports,andbettercoordinateservicestohelp childrendevelopandlearnbeforeandduringtheirschoolyears. Indicators:Whatchangesdowewanttosee? ChildrenAttendEarlyChildhoodPrograms ChildrenareReadyforKindergarten EarlyIdentificationofChildrenwithSpecialNeeds EffectiveParentingforLearning FamiliesConnectedtoSupportNetworks/Services

TermsinYear2DraftWorkPlanandhowweareusingthem: ResultsandConditionsforLearning:Desiredoutcomesorgoals Indicators:Benchmarksmeasurableevidenceorinformationthatwilltellifoneisachievingthe desiredresultandanswersquestion:Howwillweknowchangehasoccurredinthisarea? BaselineDataorMeasurements:Findingsincludedherearebasedoninformationreceivedfrom severalsourcesandyearsandaresimplymeanttoprovideasnapshotofhowchildren,youthand familiesaredoingatthispointintime.Movingforward,WorkingGroupsandCouncilscanreview datathatissharedacrossagenciesandexistinginitiatives,andwhichisbasedonrelevantand consistentcategoriesofgender,gradelevel,race/ethnicity,socioeconomic,language,and locationasapplicable.Usingthistorefineindicatorsandmeasurements,andstrategies

1 2

PUSDresultsonDynamicIndicatorsofBasicEarlyLiteracySkills(DIBELs) PasadenaEarlyDevelopmentInstrument(EDI)resultsscheduledtobepresentedonMarch6,2014

February24,2014

School/City/CommunityYear2WorkPlan A. EarlyDevelopmentalNeedsAreMetforInfantsandChildren05 StrategiesandActionSteps: Strategy A.1: Develop a shared definition across agencies of school readiness according to DevelopmentallyAppropriatePractices(DAP)andsharedmeasurements ActionSteps: a) Administer and use EDI as baseline for measuring impact of Work Plan, including administering survey for second year in Spring 2014 and expanding to private and charter schoolsutilizingsupportfromFirst5LA b) Coordinate branding opportunities and broaden communication about the importance of earlychildhooddevelopment c) Share measurements across result areas and agencies (i.e. such as with results of 40 DevelopmentalAssets/SearchInstitutesurveyof8thgradestudents,seestrategyB.1) StrategyA.2:Coordinateandalignresourcestodevelopearlychildhoodpractitionerexcellence ActionSteps: a) Provide training to early childhood educators and practitioners and cross train PUSD staff, practitioners,andserviceproviders b) ReviewimpactofcollaborativetrainingpilotprogramsincludingFrostigsFamiliesinSchools professionaldevelopmentforPUSDteachers,plantoscaleuporreviseaccordingly Strategy A.3. Connect families to supportnetworksandservices ActionSteps: a) Identify need for childcare and availability across providers, including number of preschool slots available, and provide coordinated outreach to parentsandfamilies b) Develop a communitywide communication strategy for MadisonHealthyStartFamilyCenter programsandservicesinEnglishandSpanish c) Collaborate with community resources, such as Fuller Seminary, to develop capacity for translationservicesforschoolsinotherlanguagesasneeded d) Expand use of inventory of resources and services for children birth to 5 years (include Options Resource and Referral Network and coordinate with inventories held with Neighborhood Connections, PUSD, Flintridge Center and Pasadena Public Library). Obtain inputfromPUSD,CityandCBOstaffonpreferredformats,usageandtrainingneedsforwider, moreeffectiveuse e) Convene community and schoolbased support service providers, including Healthy Start Centers, to develop plans for aligning and sustaining services, such as access to training, workshops, and classes to parents, grandparents and guardians in literacy, educating the wholechild,lifeskills,etc. f) Connect,createandexpandparentingnetworkinggroups g) Collaborate across agencies to share resources, such as increasing scholarship opportunities andofferinglow/nocostrecreationalclassesandspecialeventswheneverpossible

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School/City/CommunityYear2WorkPlan

13

B. StudentsareActivelyLearninginSchoolandCommunity
ConditionsforLearning: Students are motivated and engaged in learning, both in school and in community settings, during and afterschool, succeeding academicallyandpreparedforcollegeandcareer. Findings: One of the major themes that students talked about in forums and discussions with Result Teams is the need to have YMCAYouth&Government meaningful opportunities to participate in activities that would help them succeed in life, such as paid work experience, internships, service learning, getting tutored or tutoring others. School climate survey data indicates that students feel they have limited opportunities for meaningful participation and that there is a relatively high level of disconnectionfromschoolandcommunity. The percentage of high school graduates completing University of California/California State University (UC/CSU) entrance requirements, seen below, is a measure of academic success and preparationforcollegeasistheEarlyAssessmentProgram/Profile(EAP)administeredbyPUSDin 201213.PUSDs4yearcollegegoingrateisestimatedat35%. Table7:AcademicPerformance(201213unlessnotedotherwise)3 %ofPUSDStudentsoverallscoringproficientandaboveinEnglish %ofPUSDStudentsoverallscoringproficientandaboveinMath %ofPUSD11thGradescoringproficientandaboveinEAPELA %ofPUSD11thGradescoringproficientandaboveinEAPEAPMath No.and%ofPUSDgraduatescompletingcollegeadmission (UC/CSU)requirements %ofPUSDstudentsgrades711scoringproficientorhigheron AlgebraICaliforniaStandardsTest(CST) SchoolClimateCaliforniaHealthyKidsSurvey200810 %of9thGradeStudentsReportingLowLevelofMeaningful ParticipationinCommunity %of9thGradeStudentsReportingaLowLevelofSchool Connectedness PUSD 50% 44% 28% 44% 547 (42.6%) 22% PUSD 23% 13% State 55% 50% NA NA 38.3% 34% State 18% 12%

Indicators: Increaseattendance,anddecreasesuspension,truancyanddropoutrates Increaseinstudentsreportingfeelingconnecttotheschool Increaseinpercentofstudentsengagedinandcontributingtocommunity Increasedoutsideofschoollearningopportunities Increasedpercentofstudentsreportingrelationshipwithcaringadult Increasedcollegeandcareeropportunitiesforyouth


3

CaliforniaDepartmentofEducation,http://dq.cde.ca.gov/dataquest/

February24,2014

School/City/CommunityYear2WorkPlan B. StudentsareActivelyLearninginSchoolandCommunity(continued) StrategiesandActionSteps: StrategyB.1:Developsupportstructuresto directvolunteerandcommunityresources. ActionSteps a) Develop comprehensive inventory of existing resources and mechanisms for linking volunteers to need. Determine home(s) for inventory and volunteer linkages, process for updating, plan for communicating availability and training for CityofPasadenaYouthAmbassadors use,andmeasureofsuccess. b) As a longer range strategy, plan for onsite community outreach or community volunteer coordinatorsforschools,identifyandalignexistingresources,pilotpromisingpracticesthat: Aredirectedtosupporttheacademicgoalsoftheschoolfirst Find,processandnurturecommunityandparentvolunteers Connectresourcestoneedonschoolsiteandviceversa Focusfirstonsecondarysitesthenexpandtoincludeelementarysites c) Developsustainableresourcesasneededtoscaleup StrategyB.2:Createasystemwideapproachtoafterschool/outofschooltimeservicesfor childrenandyouthandqualitymonitoringprocess ActionSteps a) Createdeeperunderstandingofstudentneedsandinterestsbyconducting40Development Asset Survey with 8th grade PUSD, charter and private school students in partnership with YMCAinSpring2014.Shareresultswithserviceproviders(seealsoA.1) b) Createmoresystemwideopportunitiesorsharingofinformationtodetermineprogrammatic decisions, potentially to include use of live votes, youth forums, representation on key committeesandcouncils c) Partner with youth and youth service providers to discuss after school, afterhour and weekendrecreational,learningandleadershipopportunitiessuchasaYouthCenter d) Assess gaps, duplications, and ways to align services to better meet needs, such as transportationtoandfromschools(seealsoD.4,page16) e) Share information regarding evaluation tools for after school programs, results stakeholder engagement processes, and determine common measurement(s) for quality across PUSD, Cityandcommunitybasedproviders. StrategyB.3:Provideopportunitiesforyouthtodevelopcommunityinvolvementand workplacerelatedskills.(SeealsoStrategyD.2) ActionSteps a) CreateacommunitybasedyouthemploymentandcollegereadinesshubinNWPasadenato expandpaidandunpaidworkbasedlearningexperiencesandinternshipsyearround b) Create a onestop index of stakeholder partners and their services related to student engagement in the community and host an annual networking opportunity to ensure cross agencyawarenessandcollaboration c) Grow Summer Rose Program, internships, workshops, mentorships and summer research opportunities in partnership with PUSD, PCC, agencies such as Ideal Youth and business community.Offercredit/stipendincentivesandservicelearningopportunities

14

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School/City/CommunityYear2WorkPlan

15

C. StudentsareHealthyPhysically,Mentally,andSocially
ConditionsforLearning: Thephysical,mental,social,emotional,andbasicneedsofyoungpeopleandtheirfamiliesare met. Findings: Obesity in children is a serious issue for schools. Fewer than 55% of PUSD students meet the States Physical Fitness Test (PFT) minimum requirements for body composition. Childhood obesity rates of 20.7% within City of Pasadena and 25.8% for Altadena rank in the third quartile for Los Angeles County (2012 Pasadena Quality of Life Index and LA County Public Health DepartmentReport).Adultobesityratesare19.4%forPasadenaand20.4%forAltadena.Asitis Statewide, access to basic assistance benefits continues to be a widespread problem with an estimated 38 to 45% of CalFresh (food stamp) eligible families in Pasadena/West Altadena not receivingbenefits.BelowisasnapshotofhowstudentsinPUSDarefaring.
Table 8: Pasadena Unified Schol District Students (2008-10)4 PUSD County State

%of9 GradeStudentsReportingMarijuanaUse1ormore daysinpast30days %of7thGradeStudentsreportingbeingbullied/harassed4or moretimesforanyreason %of9thGradeStudentsreportingbeingbullied/harassed4or moretimesforanyreason 9thGradeStudentswithHighLevelsofSchoolConnectedness 9thGradeStudentswithFeelingsofDepression %ofPUSD9thGradeStudentsNotMeetingAllStandardson PhysicalFitnessTestin201213 5thGradeStudentsWhoareataHealthyWeightor Underweight

th

14.3% 18.5% 12.0% 35.2% 30.4% 68.0% 52.4%

11.2% 15.9% 13.8% 42.9% 30.7% 63.5% 48.6%

11.4% 16.8% 14.5% 43.2% 30.6% 66.4% 52.5%

Indicators: Increasepercentofstudentsdemonstratingsocialand personalcompetencies Increase percent of students demonstrating well beingonarangeofhealthindices(e.g.immunizations, obesity, vision, hearing, asthma, STDs, pregnancy, substanceabuse) Increasedaccessforchildren,youthandfamiliestogoodnutrition Increaseinpercentoffamilieswhosebasicneedsaremet Decreaseinincidenceofbullying
4

PasadenaCity CollegeNursing Program

CaliforniaDeptofEducation,CaliforniaHealthyKidsSurvey(WestEd),www.wested.org/chks Datacompiledusingwww.KidsData.org,adatatooloftheLucilePackardFoundationforChildrensHealth

February24,2014

School/City/CommunityYear2WorkPlan C.StudentsareHealthyPhysically,Mentally,andSocially(continued) StrategiesandActionSteps: StrategyC.1:Alignschool,cityandcommunityresourcesforphysical,mental,andsocial healthtobettersupporttherangeofstudentandfamilyneeds ActionSteps a) Reestablish mental health consortium to coordinate services in school and community settingsincollaborationwithPasadenaPublicHealthDepartment(PPHD) b) Coordinate resource and referral directories and websites into one that can be used communitywideforpersonsofallages c) Work with area colleges and business community to expand training to teachers and practitioners,suchasexpandedphysicalfitnessopportunitiesinandoutofschoolandrecruit staff/internswhospecializeinkinesiology/physicaleducation d) Reach out to and work with trained and qualified medical and health educators to provide standardsbased,accurateandcomprehensiveworkshopsonhealthyrelationships StrategyC.2:Supportincreasedaccesstoandconsumptionofnutritiousfoodsbystudents andfamilies ActionSteps a) Developaplantoimplementfarm toschoolstrategies,including aligningfoodprocurement practices with nutrition policies for school cafeterias to increase student consumption of healthyfood,andincreasingawarenessofandsupportforschoolandcommunitygardens b) Pilotexpandingnutritiousfamilydinners(similartoVillaParke)toafterschoolprogramssites where80%ormoreofstudentsareonfreeandreducedlunch c) Create a curriculum and campaign for the community on healthy eating and work with restaurantstoofferhealthymealoptionsonmenusincollaborationwithPPHD StrategyC.3:Increasesupportforyouth engagementandwellbeing ActionSteps a) Align efforts to create greater awareness to prevent bullying such as facilitating community wideeffortslinkingwithYouthCouncilandASBsof PUSD,charterandprivatehighschools b) Communicate and support outreach across agencies and communitywide for youth engagementandactivitiesthatbringyoungpeople together, such as arts, music, sports events, communityservice(seealsoD.3) c) Ensurethatyouthinputandrecommendationsare disseminated widely across decisionmaking bodies

16

StateoftheKidsYouthForum PartnershipforChildrenYouthandFamilies October2013

February24,2014

School/City/CommunityYear2WorkPlan

17

D. WeLiveinSafe,StableandSupportiveEnvironments
ConditionsforLearning: Parents and the community are engaged in the school which promotes a school climate that is safe,supportive,andrespectful,andthatconnectsstudentstothebroadercommunityandcareer opportunitiesthatwillleadtocollegeandcareerreadiness. Findings: ParticipantsofResultTeam6maderecommendationstoimprovecommunication,opportunities forparentandcommunityengagement,monitoringprogramsforquality,andsupportingparents toovercome barriersformeaningfulinvolvement. Theseincludedeconomic hardship,language, childcare,transportation,andbeingabletotaketimefromworktoattendschoolactivities. Table9:CommunitySnapshot %(Number) PUSDStudentsenrolledinCollege&CareerPathway,2013 24%(1587) GraduationrateforseniorsfromPUSDPathwaysin201213 93% College& TotalnumberPCCStudentsenrolledinPathwayProgram 1,200 Career StudentnewtoPasadenaCityCollegeinFall2013whowere 11% fromPasadenaHighSchools(PublicandPrivate) Employ UnemploymentrateinCityofPasadenain2010 5.2% ment IncidenceofViolenceReportedonK12campuses <1%(6) CrimesInvolvingYouth(1324)thatoccurredbetween36pm 17%(377) Safety %(andnumber)ofYouthaged1317yearsarrestedforcrimes 2%(177) %(andnumber)of18to24yearoldsarrestedforcrimes 11%(1412) In 2013, PUSD restructured its Welcome Center and Communications Department to create a FamilyResourceCenter,withexpandedservicesinEnglishandSpanishaswellascustomerservice training. PUSD, City, Pasadena City College, Foothill Workforce Investment Board, PEF, Ideal Youth and other organizations began discussions regarding collaborating for career exploration, jobexperiences,andtopreparestudentstoentertheworkforcewith21stCenturyskills. ResultTeam4maderecommendationsforimprovingtheinfrastructuretosupportsaferoutesto school, which were forwarded to the Transportation and Planning Departments. Recent efforts bytheCityfocusingSafeRoutestoSchoolfundingondriverenforcement,studenteducationand publicoutreach,andworkwiththeschoolstoestablishdropoffzonesandfacilitatenearbytraffic circulation will be reviewed. Other recent improvements include: the installation of inroadway flashing lights, traffic signals near schools, enhanced crosswalk markings and signs, improved sidewalks and curbramps, and bulb outs at school crosswalks. Click here to view planning document. Additional longterm, sustainable change, however, is needed for road safety for pedestriansandbicyclists.ContinuinginfrastructureimprovementsinPasadenaandAltadena,to calm traffic around schools and to enhance safety for students to walk and bike to school is needed.Likewise,tohelpaddresslackoftransportationissuesandhelpachievetheirmeaningful participationinschoolandthecommunityaswellastopromotehealth,studentsneedaccessto facilities that facilitate the owning and operating of a bicycle, as identified in the Draft BicycleTransportationPlan,whichcallsforincreasedbicycleroutestoschools.

February24,2014

School/City/CommunityYear2WorkPlan Indicators: Increasedemploymentopportunitiesandemploymentrates Increasedadulteducationopportunitiesandparticipation Familiesareactivelyinvolvedintheirchildrenseducationthroughparticipationinschool activities,committees,andparentteacherconferences Increasedfamilieswhoratetheirschoolspositively Increasedpercentofresidentswithhealthinsurance Decreasedneighborhoodcrimerates Familiesandstudentswhoreportsafeaccesstoschool

18

StrategiesandActionSteps: StrategyD.1:Engagefamiliesintheirchildrenseducation ActionSteps a) Providecoordinatedoutreachandcommunicationtoparents/guardiansonteacherparent conferences,activities,andschoolgovernanceopportunities,aligningresourcesand trainingopportunitiesfortranslatorsand facilitators b) Identify,alignandimprove stakeholder/communityengagementprocesses toavoidduplicationofservicesandmore opportunitiestoshareinformationacross agencies c) Providecoordinatedoutreachand communicationforeventstoengageparents andcommunitymembers,suchasAfrican AmericanParentSummit,PUSDParent EngagementPlan
PUSDFamilyResourceCenter

StrategyD.2:Alignworkforcedevelopmentstrategiesacrosstheagespectrumtomeetthe21st Century learning skills needed by Pasadenas keybusinesses ActionSteps a) Developsharedvision,commongoals,and guidingprinciplesforworkinggroupof PUSD,City,CommunityCollege,Local WorkforceDevelopmentagencies,business andindustrytodevelopcoherentsystemof careerpathwaysandstudentsupport b) Evaluatethelevelofadulteducation servicesandexpandadulteducation programsinthecommunitytotarget neededskillsclusters

SolarBoatTeamatJetPropulsionLaboratory

JohnMuirHighSchool

February24,2014

School/City/CommunityYear2WorkPlan StrategyD.3:EffectivelyandjointlyuseSchool/City/Communityresourcestocreateasafe, supportiveandhealthyenvironment ActionSteps a) ExpandJointUseopportunitiessothatschool sitesfunctionascommunityschoolsafter schoolhoursforrecreational,youthand adultleisure,enrichmentandeducational activities b) StrengthenthePublicSafetyPathwayby aligningeffortswithlocalpublicsafety agencies c) Support,throughcrossagency CityofPasadenaAfterSchoolPrograms communication,coordination,andoutreach, theResultTeamgeneratedpilotYouthCommunityServiceGrantProgramthatboth engagesyouthintakingleadershiprolesandencouragesthemtoprovidetangible communitybenefit d) Createcentralclearinghouseforevents;eventsshouldbestrategic,notjustonetime activitiesandbringeventstopeoplewheretheyare e) Effectivelycommunicatetostudentsandparentsinformationregardingthepublictransit networkintheCity StrategyD.4Supportinfrastructureforsaferoutestoschools

19

ActionSteps a) Implementbicyclelanesandwhenpossible,protectedbicyclelanes,thatconnectresidential neighborhoodstoschools b) Continue efforts to stripe highvisibility crosswalks around all schools, as well as other treatmentsthatimprovepedestriansafety,especiallyalongstreetswithfastermovingtraffic. c) Installpermanentbicycle"fixit"stationsthatincludebicycletoolsandafloorpumponeach schoolcampus d) Ensurethateachschoolcampushassufficientsafeandsecurebicycleparkingfacilities e) Provide joint training opportunities for parent volunteers and school staff on traffic safety, particularlyduringhighvolumetraffictimesforschooldropoffandpickup f) Jointlyseekoutnewfundingresourcesforimprovinginfrastructure
Whatareothercitiesdoing? Ctrl+clickonunderlinedtofindoutmore SanJose Nashville Portland Somearebuildingacradletocareercivic infrastructure: www.StriveTogether.org Notallbestpracticesarenew,somestartedhere: OfficeforCreativeConnectionsand SchoolsOut.org(AllSaintsChurch) DayOne Young&Healthy PUSDPartnersinEducation(PIE)AdvisoryBoard

TheFlintridgeCenterApprenticeshipPreparation Program (APP) students visiting the Laborers Union training school for information on how to become a part of the Laborers Union. APP works to prepare students for careers in the constructionindustry

February24,2014

School/City/CommunityAppendix

20

APPENDIX Table10:StrategiesandIndicatorsataGlance
A.EarlyDevelopmentalNeeds areMet
1. Developashareddefinitionacross agenciesofschoolreadiness accordingtoDevelopmentally AppropriatePractices(DAP)and sharedmeasurements 2. Coordinateandalignresourcesto developearlychildhood practitionerexcellence 3. Connectfamiliestosupport networks/services ChildrenAttendEarlyChildhood Programs ChildrenareReadyfor Kindergarten EarlyIdentificationofChildren withSpecialNeeds EffectiveParentingforLearning FamiliesConnectedtoSupport Networks/Services

B.StudentsActivelyLearnin SchoolandintheCommunity
1. Developsupportstructuresto directvolunteerandcommunity resources. 2. Createasystemwideapproachto afterschool/outofschooltime servicesforchildrenandyouth andqualitymonitoringprocess 3. Provideopportunitiesforyouthto developcommunityinvolvement andworkplaceskills. Increasedattendance,decreased suspension,truancyanddropout rates Increaseinstudentsreporting feelingconnecttotheschool Increaseinpercentofstudents engagedinandcontributingto community Increasedoutsideofschool learningopportunities Increasedpercentofstudents reportingrelationshipwithcaring adult Increasedcollegeandcareer opportunitiesforyouth

C.Children,YouthandFamiliesare Physically,Mentally,SociallyHealthy
1. Alignschool,cityandcommunity resourcesforphysical,mental,and socialhealthtobettersupportthe rangeofstudentandfamilyneeds 2. Supportincreasedaccesstoand consumptionofnutritiousfoodsby studentsandfamilies 3. Increasesupportforyouth engagementandwellbeing 1. 2.

D.WeLiveinSafe,Stableand SupportiveEnvironments
Engagefamiliesintheirchildrens education Alignworkforcedevelopment strategiestomeetthelearning skillsneededbybusinesses Effectivelyandjointlyuse School/City/Communityresources Supportinfrastructureforsafe routestoschools

STRATEGIES

3. 4.

INDICATORS
Increasepercentofstudents demonstratingsocialandpersonal competencies Increasepercentofstudents demonstratingwellbeingonarange ofhealthindices(e.g.immunizations, obesity,vision,hearing,asthma, STDs,pregnancy,substanceabuse) Increasedaccessforstudentstogood nutrition Increaseinpercentoffamilieswhose basicneedsaremet Decreaseinincidenceofbullying Increasedemployment opportunitiesandemployment rates Increasedadulteducation opportunitiesandparticipation Familiesareactivelyinvolvedin theirchildrenseducationthrough participationinschoolactivities, committees,andparentteacher conferences. Increasedfamilieswhoratetheir schoolspositively Increasedpercentofresidentswith healthinsurance Decreasedneighborhoodcrime rates

February24,2014

School/City/CommunityAppendix

21

CommunityCoalitions,Links, Resources
Thefollowingareonlyahandfulofthe groupsandcoalitionswhohavebeen participatinginthedevelopmentofthe WorkPlanandarealigningefforts* ThePartnershipforChildren,Youthand Families(PCYF)isthePasadenabased coalitionofnonprofitandpublicagencies consistingofnearlyallthemajorlocal providersofchildcare,afterschooland summeracademicassistance,enrichment, youthleadership,healthandsocialservices. In1999,PCYFprovidedtheoverarching umbrellaforcommunicationand cooperationamongthesepartnersto launchthePasadenaLEARNsthateventually becameoperatedbyPUSD.Membersof PCYFhaveparticipatedineveryResult TeamandonoverallWorkPlan development. InvestinPUSDKids(IIPK)wasinstrumental inadvocatingforthecommunityschools approachtosupportingpublicschoolsand greatercollectiveinvolvementtowards improvingthem. Vision20/20:hasamissiontostopviolence byworkingwiththehighestrisk,highest needandgangimpactedyouth,young adultsandfamilies,withthegoalof creatingandimplementingstrategiesthat preventandreducecommunity,gangand otherformsofviolence. DistrictandCommunityArtsTeam,known asDATCAT,wasfirstformedaround2005, andbringstogetherteachers,artistsand communityartsorganization representativesaroundavisionofartsfor allandlinkingstudentstoartsresourcesin theirowncommunityinwaysthatsupport andaligntheirlearningneedsandgoals.
*Ctrl+clickonlinksinbluetobetakentowebsite

LINKSTODATA,INVENTORIES&RESEARCH CaliforniaDepartmentofEducation www.cde.ca.gov CityofPasadenaQualityofLifeIndexand CityofPasadena201213SurvivalGuide http://cityofpasadena.net Flintridge/Librarydatabaseofnonprofits http://ww2.cityofpasadena.net/library/Flint ridge/ www.HealthyCity.org Statewideinformation KidsData.org http://www.kidsdata.org/ SearchInstitute40DevelopmentalAssets http://www.search institute.org/research/developmental assets SafeandSupportiveSchools http://californias3.wested.org/ OTHERMODELS&RESOURCES CoalitionforCommunitySchools http://www.communityschools.org NationalLeagueofCities CitiesSpeak.org MagnoliaPlace http://www.magnoliaplacela.org/ LACompact http://www.lacompact.org/ PathwaystoPartnership(StateSen.Liu) http://sd25.senate.ca.gov/education StriveEveryChild,CradletoCareer http://www.strivetogether.org/ AlignmentNashville http://www.alignmentnashville.org/

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School/City/CommunityAppendix

22

ListofParticipants
Withapologiesforany omissions,thankyoutoall thosewhofacilitated,signed up,participated,hosted meetings,andhelpedinso manyways ResultTeam1:Early DevelopmentalNeeds Facilitators:AlysonBeecher, BlancaSiebels LindaBarker ToniBoucher MaureenCarlson RobertaGoldberg PatriciaGuzman ColleenHallJohnson NickiHarmon ReeHarris CarolHiga CliffMarcussen SuzetteMartinez ElyssaNelson KellyO'Connell GerriPerryWilliams FernandoSerrano PatSmith Willie&RanzaTrotter LornaWashington ResultTeam2:Students SucceedAcademically Facilitators:HildaRamirez Horvath,SharonHarvey MyraBooker CarolinaClark StephanieCosey BillCreim RosannaDelRio MoHyman MariaNJaime NeilKleiman LiliaHernandez Judy&BillMcKinley JamesMaloney AlvinNash Sandy&StanNishikubo JenniferOlson JimPatterson AidaRodriguez TimothySippel SusanWood
SKILLZsummerschoolstudents

ResultTeam3:StudentsAre ActivelyInvolvedinLearning andCommunity Facilitators:TheresaDoran, WilliamSyms RozanneAdanto MitchAiken SonyaAmos TimBowles JessicaBruno AmeliaChapman KristyClougherty DeniseCollier MettaDollar DarlaDyson RachelEstrada JesusGonzalez LuisGutierrez ColeenHallJohnson MichaelAnneHallstrom DeannaHanson MariaJimenez CynthiaMacias SteveMiller YurikoMontes EllenPais RebeccaPratt HarlanRedmond StephanieRetana HarlanRedmond AndreaRobles MarissaRobles SandyRoberts MarisaSarian EmmaM.Sanchez DavidSeidel TarekShawky MichaelShanklin SandraSiraganian JenniferSullivan WynneD.Thompson AngelaUriu DarrellWalker

ResultTeam4:Studentsare HealthyPhysically, Mentally,Socially Facilitators:SusanSavitt Schwartz,ChristyZamani TimBlatt GiselleCeja SueClark MaryDonnellyCrocker BernadetteGiglio LiliHerrera JulianneHines KevinJames MelodieKnispodin AndreaLombardy SallyMansour YvetteMcDowell ModestaMendez SandyMonroz MarilynMyers ElyssaNelson AngieO'Brien KristinPerez GeraldinePerryWilliams AnnRector PaigeSnider JanineTerzian SheilaThornton LisaWilson WesleyReutimann ResultTeam5:Students LiveInSafe,Stableand SupportiveEnvironments Facilitators:LauraDiaz, DawnOKeeffe JudyBoehr RichardCorral StellaFrancoAllen CurtGibson TendajiJamal MelodieKruspodin SandyMonroz ElizabethPalomares SocorroNaranjoRocha TonySantilena EricSahakian JuliannaSerrano CarmenSerrano JamesSmith WilliamSyms JoyceYeh

February24,2014

School/City/CommunityAppendix
ResultTeam6:Familiesare ActivelyInvolvedintheir ChildrensEducation Facilitators:IsabelRamirez, LindaMachida OliviaArreola SuzanneBerberian PhoebeBrauer JanrillynnBurke KittyCahalan EsmeraldaCerezo DeniseCollier RoxanaDaly RosannaDelRio LauraDiaz KarenDraine JoanFauvre LisaFowler RosaliaGuzman MarthaJimenez KimKenne GeraldKwon JanetLabberton MayraMacedoNolan RobertaMartinez MarioMontorena StellaMurga OlivaMurillo ElizabethPalomares YunyParada AngelaParris ElizabethPomeroy ChristineReeder RobinReidy SocorroRocha SusanSchwartz MirsaSerrano ShirleeSmith CurtisThomas YolandTrevino DarrellWalker ChristineWard ResultTeam7: CommunitiesareDesirable PlacestoLive Facilitators:BrianBiery JoanPalmer ConnieAguilar RoyBoulghourjian JacquesBolton GeorgeBrumder KittyCahalan ChrisChahinian PatrickConyers RosannaDelRio JarvisEmerson JonFuhrman RaphaelGuillen BillHuang CherylHubbard MichaelKronsburg MelissaOdoki LolaOsborne AlmaStokes DianeWalker HoraceWormely MeetingHosts& Organizations ArmoryCenterfortheArts Boys&GirlsClub CityofPasadena HousingOffice LaCasitadelArroyo JackieRobinsonCenter LaPintorescaTeenCenter VillaParkeCommunityCtr. CollegeAccessPlan DayOne FlintridgeCenter KidspaceMuseum LakeAveChurch Options PacificOaksCollege Jim&DawnOKeeffe PasadenaUnified BurbankEarlyChildhood Center PUSDEducationCenter BlairSchool JohnMuirHighSchool PasadenaHighSchool RoseCityHighSchool MadisonFamilyCenter Young&Healthy ResearchersandTechnical Assistance FacilitationTraining PeggyEdwards PamEllis MagnoliaPlace PatBowie LilaGuirguis UCLAEDI MoiraInkelas WillNicholas USCResearchTeam CarlosCisneros QianLu AlishaReppucci AngelaRodriguez DonMorgan,FacultyAdvisor RandallLewisIntern JamieMurkey Specialthanksto: LisetteJabola LisaFowler DeeSuzuki DianeOrona AngelaParris JayleneMosely andallthestaffand volunteersoftheschoolsand officesofthePasadena UnifiedSchoolDistrict,the CityofPasadena,Flintridge Center,Pasadena EducationalFoundation,and themanyotherorganizations whoarehelpingtomake collective,positiveimpacton thechildrenandfamiliesof ourcommunity

23

VillaParkeBoxingProgram

February24,2014

Contacts: BrianMcDonald

ChiefAcademicOfficer PasadenaUnifiedSchoolDistrict mcdonald.brian@pusd.us

GeneralInformation PasadenaUnifiedSchoolDistrict(PUSD) www.pusd.us


Tel:(626)3963600

MercySantoro

CityofPasadena www.cityofpasadena.net
HumanServicesandRecreationDepartment Tel:(626)7444386

Director HumanServices&Recreation CityofPasadena msantoro@cityofpasadena.net

BrianBiery

FintridgeCenter www.flintridge.org
Tel:(626)4490839

DirectorofCommunityOrganizing FlintridgeCenter brian@flintridge.org

LindaMachida

PasadenaEducationalFoundation(PEF) www.pasedfoundation.org
Tel:(626)3963625

SCCWPPartnershipCoordinator/ PEFGrantsDirector lmachida@pasedfoundation.org

School/City/CommunityWorkPlan: www.pasadenacsp.org Tel:(626)3963600ext.88353

Students&FamiliesSucceedingCollege&CareerReady

PasadenaCityCollege MathJam2013