1. Whole Child-Whole Community Closing the Knowing – Believing – Doing Gap 2015 CMHACY Conference May 14, 2015

2. Clear Targets  Affirm What We Know and Acknowledge What We Do  Clarify Our Collective Purpose  Introduce Collective Impact and The Tenets of the Whole Child  Present Whole Child – Whole Community in Action: The CCUSD Story  Share Our Model from Knowing to Doing  Laugh, Be Happy, Be Hopeful

3. Happy?

4. What’s Holding Kids Back?

5. What We Know…What We Believe… What We Do “…If decisions about education policy and practice started by asking what works for the child, how would resources – time, space and human – be arrayed to ensure each child’s success? If the student were truly at the center of the system, what could we achieve?” From ASCD’s The Whole Child Compact

6. Success? “Our current definition of success is too narrow. It is time to put students first, align resources to students’ multiple needs, and advocate for a more balanced approach.” From ASCD’s Making the Case for Educating the Whole Child

7. Basic Needs and Success

8. Assets and Success The asset concept is simple and based on common sense: young people need positive external supports and internal strengths in order to succeed in life. And, most important, they need people to help nurture these assets. And EVERYONE can be an “Asset Builder.”

9. Success and “Whole”  SAFE  HEALTHY  CARED FOR AND SUPPORTED  ENGAGED AND CONNECTED  CHALLENGED

10. Student Voice and Success The Gallup Student Poll: Measuring the factors underlying student achievement:  Their Hope for the Future  Their Emotional Engagement in School  The Quality of Their Lives Gallup classifies student respondents as: ThrivingStrugglingSuffering

11. Student Voice  Where there’s smoke…..  Better late than….  Two’s company…  Don’t bite the hand that….  A penny saved….  No news is….  A miss is a good as…  Kid’s should be seen…

12. Research Review: School-based Health Interventions and Academic Achievement Julia Dilley, 2009 Health and education are linked Every health risk can affect academic success Interventions can narrow disparities Health interventions can improve learning and health Health and Success

13. Hope and Success  Children who succeed do so when they have people in their lives who believe they can succeed.  Children who succeed have meaningful relationships with caring adults.  Children who succeed are nurtured by a culture that is focused on success and strengths.  Children who succeed have “Treasure Hunters” in their lives who have and hold them to high expectations

14. I am a Kid at Hope. I am talented, smart & capable of success. I have dreams for the future and I will climb to reach those goals & dreams everyday. All Children are Capable of Success, No Exceptions! A Pledge of Hope

16. Children and Choices? Absolute Fact: Not a single child CHOSE to be hungry, to be sick, to be in foster care, to not have a Dad, to have a disability, to move multiple times, to be homeless, to be hopeless….

17. I am scared I am sad I am pinned I am lost I am motionless I am forgot I am unhappy I am stuck I am trapped I am hopeless I am a nobody. -Morgan, 5 th Grade

18. “Kids should be seen….. and not be invisible.” “Student Voice”

19. Why Do WE Exist? “School systems are not responsible for meeting every need of their students … …but when the need directly affects learning, the school must meet the challenge. Carnegie Task Force on Education of Young Adolescents (1989)

20. Our Fundamental Purpose TO ENSURE HIGH LEVELS OF LEARNING FOR ALL STUDENTS. ALL. EACH. EVERY. PERIOD.

21. Whose Fundamental Purpose? School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge. The Village is The System!

22. A Cliché or A Call to Action? “It takes a village to raise a child.”

24. The Roseto, PA Story Characteristics:  Immunity to heart disease  Smoked and drank wine freely  Couldn’t afford olive oil – cooked primarily in lard  Back-Breaking Labor in the in slate quarries  Crime Rate  Virtually zero  Applications for Public Assistance  Virtually zero

25. Healthy and Hopeful  They took care of their own  Elderly as “the Supreme Court”  The Whole Community Celebrated Together: Social Clubs, Church Festivals, Evening Strolls  Mutual Respect, Cooperation and a “kind of joyous team spirit”  “People were nourished by other people”  Sense of support = less stress  They virtually eliminated the GAP between the “Haves and the Have-Nots”

26. “Collective Impact” In Roseto, “…they worked toward a common goal…. …a better life for their children.” And during this time, they sent kids to college at twice the rate of the rest of the country!

27. So Why the Believing, Knowing - Doing Gap?  Disbelief?  Blame?  Politics?  The Economy?  “Out of School Factors?” Or do we minimize the magnitude of our mission?  Learning as an “opportunity?”  Learning as “Pass or Fail?”

28. The Magnitude of Our Mission Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe. Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students. - Mike Mattos

29. Schools Systems are the “Backbone”  Know Our Kids  Know Our Community  Know Our Strengths/Resources  Know Our Needs  Take the Lead to Connect Resources to Our Needs Being all things to/for all kids does not mean we provide every service – it simply means developing purposeful partnerships with those who do provide the services our kids need!

30. Success for All Takes Us All! “….the spread of a new approach that will enable us to solve today’s most serious social problems with the resources we already have at our disposal.” Collective Impact, Kania and Kramer

32. Building Our Fleet We must have the courage to seek solutions rather than place blame

33. “ALL” Starts with a Vision Vision is the gift of seeing clearly what may be. Vision expands our horizons. The more we see, the more we can achieve; the grander our vision, the more glorious our accomplishment. – Unknown

34. Success for All Takes US ALL!

35. “ALL” Begins with Believing “I Believe ALL children Can Learn at High Levels” “I Believe ALL Children Will Learn Because of What WE Do.”

36. Student Success 14-15 Compliant/Action Track: Evidence-Based, Systemic Support for ALL Staff and Students  LCAP Implementation: Targeted, Data Driven Intervention Systems and Structures at all Schools for Students Who Struggle; Whole Child Support;  Focused Professional Development for Successful Systems: Highly Effective Teams, Systemic Response for Students With Barriers to Learning  Systemic and Collaborative Focus on “The Four Questions”  Collaborative Education, Engagement and Implementation of Common Core Compelling Track: Clarity of Purpose and Practice: The Education of All Students Must Be Our Primary Focus  Success for All Takes US ALL!  Ensuring High Levels of Learning for ALL Students: No Exceptions  Multiple Pathways to Success for ALL Students  A Successful Child is Whole: Safe, Challenge, Connected, Cared For, Healthy and Hopeful  Whole Child, Whole Adult: Investing in Individual and Organizational Health and Wellness

37. Resourceful and Responsible 14-15 Compliant Track: Targeted, Transparent, Values-Based Investments, Master Facility Plan into Action  Collaborative and Timely Process for Budget Planning  Implementation of Local Control Funding Formula and Adopted Local Control Accountability Plan  Engage and Collaborate with Stakeholders for Enhanced Resourcefulness  Successful, Collaborative and Transparent Bond Implementation: Process, Projects and Priorities  Continuously Monitor and Assess Impact of our Investments Compelling Track: Shared and Aligned Investments of Our Values, Purpose and Resources  Success for All Takes US ALL  All Investments Align with Our Fundamental Purpose to Ensure High Levels of Learning for ALL Students  Deepen our Culture of Needs-Based, Transparent Investment of Resources  Partners in Advocacy for CCUSD Children, Staff and Community  Purpose Driven Priorities, Investments and Efficiencies

38. Family Engagement, Community & District Partnerships 14-15 Compliant/Action Track: Partnerships for ALL CCUSD Students and Staff  Lead and Facilitate Whole Community-Whole Child Collaborative  Continuous Recruitment and Enlistment of Community Partners  Nurture and Build Partnerships to Enhance Pathways for All Students from “Cradle to Career”  Active Engagement of Stakeholders for Master Facility Plan Implementation Compelling Track: Collective Impact; Declaring our Interdependence  Success for All Takes US ALL!  Whole Child, Whole Community  Trusting Relationships within Schools and Community  CCUSD: A Family of Schools! The Power of US!  The Success of Every Child is Dependent on Our Collective Beliefs and Behaviors.

39. We Cannot Do it Alone…

40. Our Purpose, Our Promise

41. Hope Academy Summer Lunch And Fun Sandy Segal Health Center Big Brothers Big Sisters Back Packs for Kids iAcademy Family Resource Rooms Didi Hirsch Partnership Office of School & Family Support Culver Closet Culver Needs Team Culver City Compact

42. Vision Tests And Glasses Arts & Crafts NFL Song and Story Time Local Fire and Police Dept. Free Lunch Young Story Tellers Dental Clinics Back to School “Shopping” Boy and Girl Scouts Rocket Building High School Athletes Indoor/Outdoor Games City Library Summer Lunch and Fun

43. Build Your Fleet! We must have the courage to seek solutions rather than place blame

44. “Backbone Organization” Invite, Engage, Enlist  Invitations to any/all who serve youth and families  Telling the whole story – Did You Know?  Anchors to Sails  “Mapping” our Community Resources  Identifying Immediate Needs and Quick Wins  Recruiting New Partners  Establishing a shared goal, vision and project (Back Packs and Summer Lunch)  Staying Connected – Networking

45. The Treasure Hunter Pledge As an adult and a Treasure Hunter I am committed to search for all the talents, skills and intelligence that exists in all children and youth. I believe all children are capable of success, No Exceptions!

46. Dylan’s Story: All IS Possible! “ I believe in me, because you first believed in me”

47. Success for All Takes US ALL!

48. “There can be no keener revelation of a society’s soul than the way in which it treats its children.” Nelson Mandella