SPIRIT OF COOPERATION SIGNING CEREMONY

Richmond Town Hall

Wednesday, 17 September 2014

3:00pm Welcome

o Welcome to Country, Colin Hunter, Elder, Wurundjeri Council

o Cr Jackie Fristacky, Mayor of the City of Yarra

3:20pm Setting the Scene - The Yarra Youth Commitment - Sandra Dickins, YYC Leadership Group Member

3:30pm Presentation: Collective Impact and the YCC - Dawn O’Neil AM

4:00pm Live Entertainment – Rising High musicians

4:05pm Yarra Primary Secondary School Transition Project

o Project context – David Kennedy, INLLEN

o Joining the Dots Report 2 – Rochelle Darby, INLLEN and Zita Pinda, Seven Ways Consultancy

4:35pm Spirit of Cooperation Signing Ceremony – Cr Jackie Fristacky

Networking and Afternoon Tea

5:00pm Close

MCs

◦ Zoe Kyrkilis and Chloe Hook, Fitzroy High School

Welcome to Country

◦ Colin Hunter, Elder, Wurundjeri Council

Cr Jackie Fristacky, Mayor of the City of Yarra

Sandra Dickins, Leadership Group Member and Pathways and Community Leader at Fitzroy High School

History of the YYC (formerly YEYC)

◦ Education Forum end 2010

◦ Official Launch June 2012

Purpose and Vision

Structure

Collective Impact

◦ Results Based Accountability

Strategic Action Plan 2014-2016

◦ Focus Areas

Yarra Education Forum 2010

YEYC Launch 2012

Yarra Youth Commitment Ceremony

Collective Impact – Aligning our efforts 17th September 2014

Dawn O’Neil AM

Associate Centre for Social Impact and

Managing Director Dawn O’Neil & Associates

If you want to go fast go alone. If you want to go far go together. African proverb

We live in an increasingly complex world

Too many organisations are working in isolation from each other… Traditional methods for solving social problems are not working… ‘wicked / complex problems require a VERY different response…

A wicked problem is a social or cultural

problem, difficult… or impossible to solve

1. There is no definitive statement of the problem;

in fact, there is broad disagreement on what ‘the

problem’ is

2. There is incomplete or contradictory knowledge

and many people and opinions involved;

3. Problems are interconnected with each other

4. There is a large economic burden; political

ramifications and other resource constraints

Horst Rittel and Melvin Webber 1973

Education and Training

Complex

probe – sense – respond

Emergent Practice

Complicated

sense – analyse – respond

Good Practice

Coordination

Collaboration Cooperation

Simple

sense – categorise – respond

Best Practice

Chaotic

act – sense – respond

Novel Practice

Cynefin (Kin-ev-in)

Cynefin Framework by Snowden & Kurtx

Rules for

intervention.

Technical

expertise

valued. Flexible

interventions

around

emergent

properties.

Technical

expertise

insufficient.

Standard

operating

procedures

http://www.youtube.com/watch?v=N7oz366X0-8

Disorder

Mapping the service pathways - not child's play

Source: Blue Sky Research Project: Shifting Children’s Developmental Trajectories

in: Place-based reform: shaping change, Centre for Community Child Health, The Royal Children’s Hospital Melbourne.

Untangling the web - Moving from silos to a system

Source: Place-based reform: shaping change, Centre for Community Child Health, The Royal Children’s Hospital Melbourne.

What is Collective Impact?

14

FSG.ORG

© 2011 FSG

Move from Isolated Impact to Collective Impact

• Cross-sector alignment with government, citizens, nonprofit,

philanthropic and corporate sectors as partners

• All working toward the same goal and measuring the same things

• Organizations actively coordinating their action and sharing lessons

learned

Isolated Impact Collective Impact

1. Common agenda

2. Shared measurement

3. Mutually reinforcing activities

4. Continuous communication

5. Backbone Organisation

Collective Impact Framework

Mark Kramer & John Kania SSIR 2011

FSG.ORG

16

© 2012 FSG

The Collective Impact approach has made measurable

progress against many complex social issues

Education Healthcare

Economic Development Youth Development

Homelessness

Community Development

*

*

*

*

* Indicates FSG Client

Shepparton Lighthouse Children’s Project Vic **

Logan Qld Children & the community consortium **

TL3 + Sustainable Living + Communities 4 Children Tas

Blue Mountains Stronger Family Alliance

Children’s Ground & Desert Knowledge

Education Benalla Vic (Tomorrow Today Foundation)

Blue Sky Early Childhood (research project) Melton Vic

90 homes – 90 lives Sydney

Australian CI initiatives are emerging – only a few documented case studies so far

Increased reading levels up from 60%

to 91% achieving

Level 5

Library usage up by 7%

Parents talking to and reading

more to children

72% Decrease in unexplained

school absences

Years 5 & 6

6% decrease in developmental

vulnerability of Prep children

Some of Go Goldfields Achievements to date:

Three Prerequisites

1. Urgency for change

2. Adequate resources

3. Influential Champion

This is cross-sector work so we need

all parts of the system present in co-

design – i.e. all sectors

and people with a lived experience

Business Govt &

Philanthropy

Non-Profits

Citizens

What makes the difference between a good movie and a

bad movie? “Getting everyone involved to

make the same movie!” Francis Ford Coppola

Building Common Agenda & Shared Measures

5 Goals

53 Indicators 300+ partners

1. Every Child prepared for school 2. Every Child supported in and out of school 3. Every Student succeeds academically 4. Every Student enrolls in College or career

training 5. Every student graduates and enters a career

Shared Measurement

12 12

Evidence Based Decision Making

Goal 2, 3 & 4: Every student will be SUPPORTED, SUCCEED academically and ENROLL in college

Community Report Card

© Strive 2011

Shared Measurement

53%

44% 44% 45% 48%

100%

80%

60%

40%

20%

0%

Year

2005-06 2006-07 2007-08 2010-11 2009-10

53%

2008-09 n=2810 n=2778 n=2769 n=2883 n=2814 n=2865

56%

2011-12

Percent of Children Assessed as Ready for School

KRA-L Assessment, Cincinnati, All Entering Kindergartens

Target >85% by 2020

Mindsets needed to do this work…

From TO

Believing that isolated impact alone can solve ‘wicked’ problems

Accepting that we must work collectively to achieve impact

Having difficulty grappling with complex issues – wanting simple + quick solutions

Can weigh things up, hold lots of different views simultaneously and take a longer view

Having views shaped by narrow concerns and short term gains

Having an ability to consider all perspectives and long term outcomes

Take a self interested perspective – always have a personal (or organisation centric) agenda

Are committed to a broader community wide gain even if others get the credit

Risk intolerance Taking smart risks – managing risk

Resistant to change – have difficulty being objective

Capacity for change – always trying to understand the ‘other’ position

Need to ‘own’, and control attribution to self or organisation

Willing to give up autonomy and share attribution 25

It’s about going slow to go fast

.

Transactions

Relationships & trust building

Listening & Discovery 26

Be clear about the dilemma to be resolved -

getting data, discovery and listening IS the work!

Trans- formation

A new wave…

and a step change

in how we work...

… Questions?

For more information:

www.collaborationforimpact.com.au

Dawn & Kerry’s blogs:

www.collectiveimpactaustralia.com.au;

FSG

www.fsg.org

Tamarack Institute

www.tamarackcommunity.ca/

Collective Impact Forum (US practice network)

www.collectiveimpactforum.com

Dawn O’Neil AM

Dawn O’Neil & Associates

Associate Centre for Social Impact

dawn@dawnoneil.com.au

0419462218

Rising High musicians

◦ Clement Wetnhiak

◦ Angelo Duot

◦ Elise Ashmore

Project Context ◦ David Kennedy, EO, INLLEN

Why the Project?

Governance ◦ Yarra Primary Secondary School Transition Project

Steering Committee

Funding ◦ City of Yarra Investing in Community Grant – 3 x 15k

◦ Inner North Youth Connections Consortia – 19k

Joining the Dots Report 2 ◦ Rochelle Darby, Partnership Broker,

INLLEN

◦ Zita Pinda, Learning Strategist, Seven Ways Consultancy

Phase 1: Jun- Dec 2012 Phase 2: 2013 Phase 3: 2014

Desktop Research Fitzroy High School and Community Demonstration Pilot Project – May 2013 – Jun 2014 and incorporated a school-community action team

Data collection – destination, attendance & caseload

Joining the Dots Forum – Sep Transition Review Process – 5 schools – Term 1

Focus interviews – identify good practice and barriers to effective transition

Shared Learning Community

Joining the Dots Report – Dec 2012

Data Collection – destination, attendance and caseload

Preparing for Secondary School: A Guide for Parents

Transition 101 Workshop

Transition Forum: An Introduction to the Transition Review Process

Transition Model for Yarra

Joining the Dots Report 2

Launched in December 2012

Documented the research conducted in

Phase 1

Recommendations have framed the work

of the three phases of the project

Has had broad distribution and impact

• For families, agencies and schools • Better support students and families

in the transition process • Will be available online at

www.inllen.org.au • Aim is to have it translated into

different languages

Choosing the right School

School visits

Enrolment procedures

Preparing for secondary school

Starting school

The importance of regular attendance

• A detailed listing of all the secondary schools in the City of Yarra

• Location of secondary schools • Individual school programs and

requirements

• Enrolment contact details

Many young people from the City of Yarra transition to over 45 secondary schools outside of Yarra and many travel long distances - many transitioning without their peer groups

These factors cause potential barriers to effective transition

Although attendance levels in primary years are relatively good, there continues to be many Year 7-9 students in City of Yarra schools who have high rates of absence which could result in disengagement.

Agencies indicate that there are many young people in Yarra who they are supporting through their various programs

Identified need for ongoing provision of Transition Years 5-9 professional learning activities for both agencies and schools

The Transition Review Process has been highly successful with more schools indicating that they would like to be supported to adopt the process in 2015

Shared Learning Community has been recognised by schools as an appropriate structure to support the ongoing improvement processes in participating schools

The Fitzroy High School and Community Demonstration Project has been highly effective

It is a workable model for not only other City of Yarra schools and agencies but also for systemic approaches

Primary to secondary transition impacts on families as well as young people. There is a need for ongoing support through resources and capacity building

The Yarra Youth Commitment and its Youth Engagement in Learning and Transitions Focus Group provide a sound governance structure to support ongoing work for this project.

The strategies developed and implemented in this project can be distilled into five key dimensions:

Strategic Approach

Community Partnerships

Building Capacity

School Based Programs

Support for Individual Students and Parents

1. Strategic Approach

The Yarra Youth Commitment Youth Engagement in Learning and Transitions Focus Group will become the steering body for developing and implementing the YPSSTP strategies.

Continue to update data sets annually with the inclusion of individual school retention data.

Work in partnership with the DEECD NWMR to ensure that destination data for Yarra primary schools is gathered and collated each year.

The YYC will seek support from Council, School Focused Youth Services, local schools and other agencies and philanthropists to resource the implementation of the next phase of the Project.

2. Community Partnerships

From October 2014, identify and promote the YYC Youth Engagement in

Learning and Transitions Focus Group as a self-sustaining transitions

network for the City of Yarra.

Promote the YPSSTP Model of Transition with relevant Student Wellbeing

personnel at the Catholic Education Office and the DEECD central office.

Support the Shared Learning Community to become a self-sustaining

group which includes new schools undertaking the Transition Review

Process.

3. Building Capacity

Continue to build the capability of schools and agencies through

facilitation of an annual cross sector Joining the Dots professional learning

forum.

Continue to build the capability of educators through the implementation

of a cross sector Parent and Family Engagement Development workshop.

Continue to build the capability of community agency workers to better

support young people and their families in the transition process though

the delivery of professional learning series.

4. School Based Programs

Continue to support schools to develop effective transition processes

through supporting five schools per semester to undertake the Transitions

Review Process and implement improvement action plans.

5. Support of Individual Students and Families/Carers

Using an early intervention model, draw on the learning from the Fitzroy

High School and Community Demonstration Pilot Project and the Glenroy

Demonstration Pilot Project to implement a similar six month project in a

primary school.

Schools Resource for Parents - Arrange translation of the Schools Resource

into identified relevant languages and update and distribute each year.

Cr Jackie Fristacky, Mayor of the City of Yarra

◦ Yarra Youth Commitment

Banner signing

◦ Completion of new YYC Membership Forms

◦ Networking and afternoon tea

Next Community Team Meeting o Thursday, 23 October, 3:00 – 5:00pm

Compumedics PTY Ltd, 30-40 Flockhart Street, Abbotsford

More information ◦ www.inllen.org.au/yarra-youth-commitment

Contacts o Rochelle Darby, INLLEN E: rdarby@inllen.org.au M: 0408 036 602

o Georgia McRae, City of Yarra E: Georgia.McRae@yarracity.vic.gov.au

M: 0458 048 481