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WESTBROOK CHILDREN’S PROJECT

2014 ANNUAL UPDATE

GOAL:

All Westbrook youth

graduate from high school

ready for success. The results are promising.

Sources: Westbrook School District and Maine Department of Education

Westbrook Maine

Graduation Rates

2010-11 2011-12 2012-13

78

.7%

83

.8%

77

.8%

85

.4%

85

.4%

86

.4%

2013-14

82

.7%

86

.5%

Table of CONTENTS

WESTBROOK CHILDREN’S CABINET

Sue Salisbury, Chair

Westbrook School Committee

Charles Collins, Ed.D.

Executive Director, Husson University Southern Maine

Maria Dorn

Director of Community Services, City of Westbrook

Donna Dwyer

Executive Director, My Place Teen Center

Marc Edward Gousse, Ed.D.

Superintendent of Schools, Westbrook School Department

Colleen Hilton

Mayor, City of Westbrook

Dan Coyne

Senior Vice President, Community Impact

United Way of Greater Portland

Chris LaRoche

Executive Director, Westbrook Housing Authority

Douglas M. Nelson

President, Acadia Insurance Company

Brendan Rielly

Westbrook City Council

Matthew Russo

Assistant Vice President, Store Manager, TD Bank

Andrea Todd, CIC

Vice President/Account Executive, P&C Insurance

A Letter from the Chair ................................................

About Westbrook Children’s Project ............................

Collective Impact .........................................................

Accountability ..............................................................

Westbrook by the Numbers .........................................

Project Goals

Every child is prepared for school ............................

Every child succeeds academically ..........................

Every child feels safe and supported in the

community ...............................................................

Every child is healthy ................................................

Every child is prepared for a career ...........................

Supporters ...................................................................

Page 4

Page 5

Page 6

Page 9

Page 10

Page 12

Page 15

Page 18

Page 20

Page 23

Page 24

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Dear Community Members,

In 2009, community leaders established the Westbrook

Children’s Cabinet and subsequently the Westbrook

Children’s Project to support the academic success of

Westbrook’s youth. Since then, with ongoing commitment

from the City of Westbrook, the Westbrook School

Department, United Way of Greater Portland, and

community partners, our efforts have continued to grow.

A majority of Westbrook students graduate on time and go

on to attend post-secondary school. Yet hard work is still

needed to ensure the best educational outcomes for all

students. A dramatic influx of new languages and cultures

into Westbrook has made the educational landscape in

our community more complex. A significant number of

our students face high rates of mobility, homelessness,

unstable housing, and increasing poverty. While our

graduation rate is rising, we must ensure that all of our

youth have the skills needed for post-secondary education

and entering the workforce.

Our schools cannot accomplish this alone. To continue to

improve upon the quality of life for our youth and for the

future of Westbrook, we must work together to address

needs and build on the strengths of families, community,

and environmental factors that impact our children. Our

partnership is not one particular program, but a way for our

community to gather around a “cradle to career” vision,

organizing to identify how we can achieve positive results.

We will continue to do this work, improving and building

upon our efforts over time, and investing resources in ways

which increase our collective impact.

2014 has been an exciting year of progress and partnership

for the Westbrook Children’s Project. Highlights include:

f Currently more than 30 community organizations,

nonprofits, and businesses participate in supporting

the Westbrook Children’s Project.

f Recognized by the StriveTogether Network, a

nationally acknowledged leader in “cradle to career”

education initiatives.

f Completion of an independent program evaluation of

the Westbrook Children’s Project partnership.

f Westbrook School Department and Westbrook

Communities That Care was awarded a National

Drug-Free Communities grant to increase capacity to

address concerns of youth substance use.

This second Westbrook Children’s Project Annual Update

outlines our vision, goals, and strategies, and features

examples of partnership efforts in 2014. It also outlines

indicators and data we use to guide our strategic planning

process, track alignment, and measure impact as we work

together to drive change in education.

On behalf of the Westbrook Children’s Cabinet and

Westbrook Children’s Project, we invite you to join us in

this exciting partnership and help build a stronger future

for our children and our city. To those who are currently

involved, thank you. We look forward to your continuing

support.

Sincerely,

Sue Salisbury

Chair, Westbrook Children’s Cabinet

A LETTERfrom the Chair

4 |

About WESTBROOK CHILDREN’S PROJECTThe Westbrook Children’s Project (WCP) is a partnership of schools, parents, youth, businesses, community

organizations, and residents. We are united around supporting our children as they enter and go through school—making

sure they stay on track and have the support they need to graduate from high school and reach their full potential.

Through strong academic foundations, mentoring, and after-school programs, we prepare our children for success beyond

high school, to compete in the workforce, and to lead our community into the future.

f Strategies include a comprehensive perspective, birth-12th grade, including youth and their families.

f We include authentic parent and community voice in its planning and implementation.

f We use evidence-based or evidence-informed practices wherever possible.

f We engage in information-based decision-making, using both quantitative and qualitative data to test assumptions and develop strategies.

f Our work is measurable and report results. f We work together to solicit funding, engage in outreach activities, and maintain high-functioning work groups.

f In addition to supporting WCP’s place-based model, we recognize and utilize opportunities for shared

regional learning and efforts.

Guiding Principles

f Every child is prepared for school.

f Every child succeeds academically.

f Every child feels safe and supported in the community.

f Every child is healthy.

f Every child is prepared for a career.

Goals

“The Westbrook Children’s Project has been instrumental in fostering strong partnerships across our schools and community,

working to strategically align resources, increase collaboration and coordination to support academic success of our youth. This

unique collaborative has identified key resources aligned for Collective Impact paving the pathway for student success.”

Dr. Marc Edward Gousse, Superintendent of Westbrook Schools | 5

COLLECTIVE IMPACTstronger togetherCollective Impact brings people and organizations together to address complex social problems and achieve positive change.

Collective Impact has the greatest impact when five principles are implemented with fidelity:

f Common Agenda: Coming together to collectively define a problem and create a shared vision to solve it.

f Data: Establishing shared measurement and agreement to track progress in a coordinated way which allows for continuous improvement.

f Alignment: Fostering mutually reinforcing activities; coordinating collective efforts to maximize the end result.

f Continuous Communication: Building trust and relationships among all participants.

f Strong “Backbone:” Having a team (staff) dedicated to orchestrating the work of the group.

6 |

Evaluation

In May 2014, Oldham Innovative Research completed the Westbrook Children’s Project Partnership Evaluation to assess the effectiveness of the Collective Impact model, determine strengths of the partnership, and identify priorities in furthering the work of the WCP.

Strengths identified by the Westbrook Children’s Cabinet members and partner organizations include:

f 94% report they personally understand the vision and mission.

f 100% agree they fully support the vision and mission.

f 96% agree that developed strategies are tied to or aligned with goals and outcomes.

f 100% are satisfied with the ways people work together.

f 96% are comfortable with the way decisions are made.

f 93% believe there is increased coordination and collaboration with community partners.

Priority areas identified by the Partnership Evaluation and at the July 2014 annual retreat include:

f Convening of Secondary Success work group to identify strategies and action plans for the middle and high school and community partnerships.

f Increasing communication of WCP work and impact within the partnership and to the community. Marketing and Communication plan developed including releasing 2014 Annual Update, website, and workgroup partner shared site.

Backbone Organization

United Way of Greater Portland serves as the “backbone” organization for the Westbrook Children’s Project with the following roles and responsibilities agreed upon by the Westbrook Children’s Cabinet.

| 7

Principles Activities Intermediate Outcomes

Guide vision and strategyPartners’ individual work is increasingly

aligned with the initiative’s common agenda.

Ensure all project leaders are aware of, and embrace, the vision, goals, and outcomes of

the WCP.

Establish shared measurement practicesPartners increasingly use data to adapt and

refine their strategies.Utilize continuous improvement tenets,

monitor, and evaluate progress.

Build public willMore community members feel empowered

to take action on the issue(s).

Recruit and engage range of community members to advance the understanding and

impact of the identified strategies.

Advance policyPolicy changes increasingly occur in line with

initiative goals.

Identify and inform the Westbrook Children’s Cabinet and stakeholders of local, state, and federal policy issues impacting children and youth well being and academic achievement.

Mobilize fundingPhilanthropic and public funds are

increasingly aligned with initiative goals.Bring together partners to identify funding and additional resource assets and needs.

Support aligned activitiesPartners collaboratively develop new approaches to advance the initiative.

Work with partners to create and sustain mutually reinforcing activities in order to

implement identified strategies.

Adapted from Stanford Social Innovation Review

More Information

For more information about United Way and its work, visit www.unitedwaygp.org.

StriveTogether Network

The Westbrook Children's Project has successfully met benchmarks established by StriveTogether to be recognized as one of 43 emerging partners of the StriveTogether Cradle to Career Network. StriveTogether and the Cradle to Career Network stand for quality and rigor in implementing a Collective Impact approach to education and includes community partnerships working to create a civic infrastructure that unites stakeholders around a shared community vision.

The Cradle to Career Network facilitates sharing of knowledge and lessons learned across communities to help all involved more effectively and efficiently address the challenges that emerge when engaging in this transformative work and to support academic success for all youth.

For more about the work of StriveTogether and Cradle to Career Network, visit www.strivetogether.org.

Westbrook Children’s Project Cradle to Career Road Map With Core Outcomes Mapped According to Age/Grade

Children enter kindergarten

meeting benchmarks in

multiple domains.

Students are proficient in reading and

math by the 4th grade.

Students successfully transition to high school.Students graduate with proficiency.

Students successfully

transition to college, work, military, etc.

ACADEMIC

0-4 Years Old Kindergarten Grades 1-4 Grades 5-8 Grades 9-12 Post Graduation

COMMUNITY AND FAMILY SUPPORT

Children and youth engage in high quality out-of-school programming.

Family and community members support academic achievement and positive youth development.

Children do not engage in

unhealthy or risky behaviors.

8 |

ACCOUNTABILITY Westbrook Children’s Cabinet

Leadership body of the Westbrook Children’s Project that is accountable for accomplishing the WCP’s goals. Members represent cross-sector, executive-level leaders from the community.

Steering Committee

Coordinates, guides, and supports the WCP work groups to improve education outcomes. Responsible for day-to-day oversight of the development and implementation of strategies to achieve the identified goals.

Research and Evaluation Committee

Develops and implements plan for collecting data to measure impact of the WCP goals and strategies.

Marketing and Communications Committee

Creates an annual communication plan, ensures messaging is coordinated, and incorporates the values of the WCP into all marketing materials.

Work Groups

Develops, advances, and implements proven strategies focused on specific target measures that support WCP.

Bac

kbon

e O

rgan

izat

ion

Westbrook Children’s Cabinet

Community

Work Groups

Partners

Committees

CREATE ACTION PLANIMPLEMENT PLANMONITOR &

IMPR

OVE

CONTINUOUS IMPROVEMENT

IDEN

TIFY

OUTCOME

| 9

60%Teachers with advanced

degrees

3.9%Unemployment rate

(5.7% Maine, 6.1% U.S.)

252Teachers in Westbrook

School District

87%Adults with a high school or

higher degree (90% Maine, 85.9% U.S.)

32%Adults with a Bachelor’s

degree or higher (28.5% Maine, 28.5% U.S.)

13.4%Families below the poverty level (9.3% Maine, 11.7%

U.S.)

$46,363Median household income ($46,033 Maine, $50,502

U.S.)

$86.5MInvested by new and

existing businesses in Westbrook in 2014

78%Class of 2014 seniors

planning to attend post-secondary programs

Sources:

U.S. Census 2011City of Westbrook

Maine Department of Labor 2014Westbrook School District

WESTBROOK BY THE NUMBERS

10 |

* Approximately 25 languages besides English are spoken in Westbrook homes with school-age children. The top language groups are Arabic (5%), Somali (1%), Khmer, Dinka, and Kinyarwanda.

* Children from families at or below 130% of the poverty level are eligible for free meals. Children from families between 130% and 185% of the poverty level are eligible for reduced-price meals.

2,554Students enrolled in Westbrook School District

1,511Receive Free & Reduced Lunch

Westbrook School Department: Average student-to-teacher ration of 20:1 for grades K-4 and 24:1 for grades 5-8.

424Receive Special Education Services

366English Language Learners*

2007-08 2011-12 2013-14 2014-15

Westbrook Maine

41

%

35

.2%

53

%

44

%

58

%

45

%

59

%

Free & Reduced Lunch Rates Average*

| 11

46

.6%

Sources: Westbrook School Department and Maine Department of Education

GOALevery child is prepared for school

Outcome: Children enter kindergarten meeting readiness benchmarks in multiple domains.Indicator: • % of children meeting sound and letter

identification benchmarks• % of children demonstrating social benchmarks

(pending)

Why is this important?

A parent is a child’s first teacher. In addition, supporting early learning through participation in high quality early childhood education and care settings can make a significant difference for children in school and later in life.

Children who do not have access to high quality early childhood learning opportunities are at risk of starting school behind their peers socially and academically — potentially creating an achievement gap that becomes increasingly difficult to overcome. Studies show that children entering kindergarten with foundational academic, social, and emotional skills are more likely to graduate from high school.

What does the data show?

Incoming kindergarten students are assessed during spring kindergarten screenings and in the fall for their knowledge of letter and sound identification, one component of measuring kindergarten readiness. The Westbrook School Department uses the Early Screening Instrument (ESI) to measure a student’s knowledge of letter and sound identification. September 2014 ESI scores have been identified as the baseline indicator to track progress of our strategies to impact this outcome. WCP will be

setting ESI baseline indicators for spring screenings, to measure effects of summer interventions.

In September 2014, 224 (85.2%) of 263 incoming kindergarteners met letter identification benchmarks.

How is Westbrook doing?

The ESI is one tool Westbrook uses to identify incoming students who can benefit from early intervention including referral to, and engagement in, support services prior to starting school. In addition to knowing letters and sounds, social and emotional skills, such as understanding how to follow direction and engage in positive peer interactions, are key factors in kindergarten readiness. WCP partners are also coordinating to increase the number and timeliness of referrals and interventions prior to starting school, and to identify and implement a consistent tool for assessing social and emotional skills.

Partners in action

The Opportunity Alliance and Westbrook School Department Partnership

The Opportunity Alliance’s Head Start program and the Westbrook School Department have collaborated for more than eight years to provide pre-kindergarten services to 4-year-old children in Westbrook. Located in the Westbrook Community Center, over 432 children have been served during this time. To be prepared for kindergarten, children must be physically and emotionally healthy and academically ready to succeed. For this to be achieved, all of the child’s significant and influential relationships must work together on the same page. These relationships include the Head Start program staff, family/parent, community, and the schools into which children will transition.

12 |

Kindergarten Jump Start

Kindergarten Jump Start gives incoming kindergarteners the extra help they need to start school ready to succeed. The program provides literacy-based, hands-on learning activities and gives children the opportunity to learn basic daily school routines. In its second year in Westbrook, the program, funded through a 21st Century Community Learning Center grant, served 37 students over a 5-week period.

In 2014, in partnership with United Way of Greater Portland and members of the Workplace Volunteer Council, the program had an added boost from local business. Unum, Baker Newman Noyes, Acadia Insurance Company, Disability RMS, and Horizon Solutions staffed the classrooms with volunteers who worked one-on-one with children reading picture books, playing alphabet games, and assisting classroom teachers.

The program has demonstrated success with the vast majority of graduates meeting and exceeding district benchmarks in literacy. Students in the bottom 10% at kindergarten screening performed in the top 10% after program completion and retained that knowledge after entering school.

Smooth Transitions From Pre-K and Kindergarten

Head Start Pre-K staff and kindergarten teachers have begun to work collaboratively to identify readiness skills, streamline the kindergarten screening process and align learning standards and curriculum. In addition, through collaboration with Child Development Services—Reach, students needing support before entering school are being identified and referred to services earlier.

United Way of Greater Portland, Ruth’s Reusable Resources, and volunteers joined forces to assemble and distribute kindergarten readiness materials to parents and 250 incoming students, including literacy kits, books, school supplies, and a summer learning activity calendar, which, with the help of WCP partners, were distributed throughout the community.

| 13

GOALevery child succeeds academically


Recent trends show that students have made progress through eighth grade; however, aggregate student achievement data presently does not reflect sustained positive growth.

It is important to note that Westbrook schools have a student mobility rate of 12%. Approximately 324 students entered or left the district in 2013-14. This presents a challenge to continuous learning. During the academic year of 2013-14, students enrolled in Westbrook schools for at least three continuous years demonstrated reading and math proficiency scores that were 24% and 25% higher, respectively, than those enrolled less that three years.

*NECAP: New England Common Assessment Program2012-2013 2013-2014

94

.5%

94

.4%

Maine

95

.0%

94

.9%

Westbrook

Average Daily Attendance Data

Outcome: f Students are proficient in reading and math.

f Students graduate with proficiency.

Indicator: f % of 4th grade students proficient in reading and math

f % of students who report commitment to school

f High school graduation rate

f Attendance rate


Research supports the importance of developing reading and math proficiency from kindergarten through fourth grade. Students in fourth grade who do not read at grade level are at risk of continuing to read below grade level in subsequent years. Early reading and math skills are key building blocks to ongoing learning. Limited proficiency can impact academic success in middle and high school.

Regular attendance in all grades impacts student learning. Children and youth who are chronically absent are at higher risk of not meeting academic benchmarks and of leaving school prior to graduation. A child can suffer academically if he or she misses 10% of the school year or about 18 days. That can be just one day every two weeks.


NECAP*: Grade 4 Reading Results

Westbrook Maine2013 20132014 2014

50

%3

4%

16

%

46

%

46

%

8%

50

%3

9%

11

%

52

%3

1%

17

%

NECAP*: Grade 4 Math Results

Westbrook Maine2013 20132014 2014

Proficient with Distinction Proficient Below Proficient

45

%3

5%

20

%

39

%4

7%

14

%

38

%4

6%

16

%

45

%3

7%

18

%

| 15Sources: Westbrook School District and Maine Department of Education

Partners in action

Initiatives to enhance teaching and learning and to address academic challenges include:

f Renewed commitment to a balanced literacy philosophy and professional development for teachers.

f Implementation of Units of Study in writing and evidenced-based approach to teaching writing.

f Realignment of the curriculum to meet proficiency standards in K-12.

f Investment in professional development in assessment and evaluation.

Summer FOCUS

Since 2012, the Westbrook Schools have sponsored K-12 Summer FOCUS, an extended 6-week school year program that supports students in developing proficiency in reading and math so they enter the next school year meeting grade-level benchmarks.

Summer FOCUS

f 25% (61) of students grades K-12 enrolled were English Language Learners.

K-8 Summer FOCUS

f 175 students were invited to participate in Summer FOCUS of which 152 attended 10 or more days.

f All participants maintained or made gains in a range of academic standards in math and reading.

f 54% of participants in grades 4-8 made gains based on Northwest Evaluation Association (NWEA) Reading, scores for spring and fall.

Grades 9-12 Summer FOCUS

f 71 participants entering grades 9-12 attended and completed academic standards for credit in math, English, and biology.

Maine College Circle

Goal: To build aspirations and a bright future for young students and their communities.

Since 1992, Maine College Circle (MCC) has engaged Maine elementary school students with information related to colleges, degrees, and careers. Over the past five years, MCC has partnered with communities and community leaders to award over 1000 Future of Maine College Aspirations Scholarships to Maine elementary and middle school students. The encouragement students receive from their community in the form of this $100 scholarship is linked to increased academic achievement and aspirations for their future.

This fall, MCC worked with school staff and community partners in Westbrook to present college options to all fourth-grade students. With the help of school staff, parents, and community volunteers, 100 fourth-graders wrote applications for MCC scholarships. Twenty-five of these students were awarded scholarships during a fourth-grade assembly with parents in attendance.

Corporate Partners Supporting Schools

Corporate partners, through United Way of Greater Portland’s Workplace Volunteer Council and as individual organizations, supported students across the district. In addition to reading to students, this support included collecting books, serving on committees, packing snack bags, creating literacy kits, and cleaning classrooms and playgrounds. We could not do our work without their support.

16 |

Response To Intervention (RTI)

With the support of a grant awarded by United Way of

Greater Portland, the Westbrook School Department

re-designed its Response to Intervention Model to

monitor student data and progress in order to provide

timely and appropriate interventions and targeted

instruction that reflects best practice.

GOALevery child feels safe and

supported in the community

Outcome:

f Children and youth engage in high-quality, out-of-school time programming.

Indicators:

f Number of youth engaged in high-quality, out-of-school time programming.

f Family and community members support positive youth development.


Structured opportunities for youth when school is not in session are important in supporting academic goals and positive youth development. Out-of-school time initiatives may include before and after school programs, summer learning opportunities, and mentoring.

Participation in high-quality, out-of-school time programs helps improve student study habits, homework completion rates, and course grades. Participation in quality programs also helps increase student engagement and school connectedness, self-esteem, and improved relationships with peers and adults, while decreasing negative, risk-taking behavior. Increased student engagement and performance in school can help improve overall educational

attainment.


WCP partners are working together to identify criteria to

measure quality programming and to complete a community

scan of out-of-school time opportunities.


Westbrook community partners, including the school department, continue to build on strategies to increase coordination, participation, and availability of after school and summer resources for youth. Aligned goals and strategies have been identified to provide high-quality, out-of-school time programming and outcome data is being shared across the partnership. Efforts in 2014 included shared professional development for after school and summer staff across programs, increased coordination of program logistics such as transportation, hours of programming, curriculum, and support for summer food sites.

Partners in action

Out-of-School Time Programming

Westbrook LEARNS is a 21st Century Community Learning Center program. This before and after school programming for elementary-age students is based at the Westbrook Community Center. Westbrook LEARNS strives to provide a safe and welcoming learning environment where children and youth can study and play. The program emphasizes on physical activity and healthy eating and participates as a 5-2-1-0 Let’s Go! site. Students are engaged in homework help, creative projects, or curling up with a good book in the Community Reading Room.

The program averages 122 students each afternoon. In 2014, 77% of children and youth identified as needing additional academic support who attended Westbrook LEARNS after school for 30 days or more increased their Language Arts score in local assessments.

18 |

Summer Learning Loss

Each year many students experience summer learning loss, which is sometimes referred to as “summer slide.” Westbrook Children’s Project partners have come together to address this concern.

Westbrook READS is a Westbrook Children’s Project community outreach effort to raise awareness of the importance of reading throughout the year — in school, at home, during the school year and during school breaks. Walker Memorial Library along with the Westbrook schools, Westbrook Community Center, My Place Teen Center, United Way of Greater Portland, WCP partners and community members have challenged children, teens, and adults to read. Over the summer of 2014, youth reported reading over 6,000 hours.

Summer Boost is designed to combat summer learning loss and encourage attendance in school-sponsored summer programming. Summer Boost is a partnership of the Westbrook School Department’s Summer FOCUS, Westbrook Community Center’s Summer Camp, and the district’s 21st Century Community Learning Center Grant. Students attending Summer FOCUS are eligible to enroll in Summer Camp for a reduced rate or scholarship. To maximize participation, Summer FOCUS and Summer Camp schedules are coordinated and transportation is provided to weekly area recreation opportunities. In 2014, the program reached maximum capacity and served 22 students who regularly attended both Summer Focus and Summer Camp over the course of the 5-week program.

Summer Food Service Program (provided by the Westbrook School Nutrition Program, community partners, and volunteers) served 4,049 breakfasts and 10,306 lunches to youth at 10 sites in 2014. An average of 454 children and youth daily received important nutritional support, a 40% increase in breakfasts and 24% increase in lunches over 2013.

The Westbrook Summer Bookmobile, a partnership of the City and school department, visited summer lunch sites and shared 1,450 books with neighborhood youth. The Bookmobile is staffed by two school department literacy coaches in July and August, and is enthusiastically received by young people and their parents.

| 19

Outcome:

f Children and youth refrain from unhealthy or risky behaviors.

Indicators:

f % of youth who engage in delinquent behaviors

f % of youth who use alcohol, tobacco, or other drugs


Researchers have identified protective factors that increase the likelihood of health and success for children and risk factors that predict youth problem behaviors. Providing young people with opportunities, skills, and recognition strengthens bonding with family, school, and community. Strong bonds motivate young people to adopt healthy standards for behavior and have positive impact on academic achievement. Social Development Strategy is a strategy that provides a way of increasing protective factors and reduces risk factors for youth in the community. It has been tested and proven effective.


The indicators for this goal are measured by student survey, which is collected biannually. This survey will be given again in the spring of 2015. See 2013 Westbrook Children’s Project Annual Update for the most current data.


Westbrook Children’s Project supports Westbrook Communities That Care (WCTC) and its commitment to reducing teen alcohol and drug use and supporting positive youth development. WCTC works in collaboration with youth, community members, schools, and partners to create an environment where young people grow up healthy and safe.

Partners in action

In 2014 WCTC took a collaborative approach to address the issues of youth substance use. Adults who support youth in Westbrook (as well as the youth themselves) were part of ongoing conversations and efforts aimed at ensuring that young people in Westbrook grow up healthy and successful.

A range of strategies were used

including:

Community Level

f After identifying youth substance abuse as an elevated risk factor in the community, WCTC trained coalition members in substance abuse prevention strategies that have been proven effective nationally.

f Partnered with the Unity Project to co-facilitate High School Culture & Climate committee.

f Advertised a monthly “Tip of the Month” in the American

Journal to provide community members prevention tools for their own lives.

Parents, Schools, and Organizations

f Distributed “Tips for Parents of Teens Entering High School” to middle school parents.

f Youth designed and facilitated Winter Coaches Workshop: “Why Substance Use Prevention is part of a Winning Game Plan.”

GOALevery child is healthy

HOW WE DO OUR WORK....

Across Communities

For Families and Schools

With and For Youth

20 |

Youth

f Youth organized community conversations with winter athletes. Discussions were co-facilitated by youth and adults at Westbrook High School.

f Youth Leadership Coalition (YLC) participated in an audio project with The Telling Room at My Place Teen Center to collect stories about Westbrook.

f YLC facilitated peer-to-peer educational workshops for 8th-graders focusing on the transition to high school.

f YLC set priority goals for the 2015 school year, as well as organized and hosted open gym fun nights in collaboration with the Westbrook Community Center.

In the fall of 2014, Westbrook Communities That Care, supported by the Westbrook School Department, was awarded a 5-year Drug Free Communities (DFC) Support Program grant. The DFC Support Program is a collaborative effort between the White House Office of National Drug Control Policy and the Substance Abuse and Mental Health Services Administration. This grant enables WCTC to broaden communication and outreach throughout the community, and increase knowledge of youth substance use prevention strategies.

| 21

The plan

In 2015 the WCP will convene Westbrook School District middle and high school staff, community partners, parents, and youth to address specific goals, strategies, and indicators to improve high school graduation rates and work to prepare every youth for post-secondary and career success.


In 2010-11, Westbrook’s graduation rate was 79% compared to Maine’s 84%. The 2013-14 Maine graduation rate was 87% and Westbrook’s graduation rate also improved at 83%.

Partners in action

Proficiency Based Graduation and Success Plans

Westbrook redesigned its graduation policies so that students will complete high school by demonstrating competency in all content areas. All students will develop personal success plans to guide their pathways through high school and beyond.

Internships

To provide students with engaging experiences in potential career paths, a number of students participated in internships in area businesses, agencies, and organizations. These include the Westbrook School Department, Southern Maine Physical Therapy, Westbrook Police Department, and Maine Medical Center Research Institute.

Westbrook Regional Vocational Center

Westbrook Regional Vocational Center offers career and technical education opportunities to students from Westbrook, Gorham, Bonny Eagle (SAD 6), Windham/Raymond (RSU 14), and Scarborough.

Westbrook Adult Education

Westbrook Adult Education is committed to offering educational opportunities for adults to complete their high school diploma or equivalent; seek to learn new skills for career growth or skill building; learn English as a second language; and enhance learning through enrichment and new educational experiences.

GOALevery child is prepared for a career

| 23

Sources: Westbrook School District and Maine Department of Education

Westbrook Maine

Graduation Rates

2010-11 2011-12 2012-13

78

.7%

83

.8%

77

.8%

85

.4%

85

.4%

86

.4%

2013-14

82

.7%

86

.5%

21st Century Community Learning Center

Acadia Insurance Company

Avesta Housing

Robert W. Baird & Co.

Baker Newman Noyes

Big Brothers and Big Sisters of Southern Maine

Blue Tarp Financial

Child Development Services—Reach

City of Westbrook

Dead River Company

Disability RMS

Feels Like Home Childcare Center

Great Schools Partnership

Horizon Solutions

Husson University Southern Maine

Intercultural Community Center

Maine College Circle

My Place Teen Center

Northeast Hearing and Speech

Opportunity Alliance

P&C Insurance

StriveTogether Network

TD Bank

United Way of Greater Portland

University of Southern Maine

Unum

Verrill Dana

Walker Memorial Library

Westbrook Community Center

Westbrook Housing Authority

Westbrook School Department

WEX

Woodfords Family Services

THANK YOUpartners and supporters

www.westbrookchildrensproject.org

project - home - united way of greater portland...this second westbrook children’s project annual...

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