1. family and parenting

2012-2017
BUSINESS PLAN
Funded by:
JPMorgan Chase Foundation
Starbucks Foundation
The Boeing Company Charitable Trust
The Bill & Melinda Gates Foundation
The Seattle Foundation
4/26/2012
TABLE OF CONTENTS
INTRODUCTION .................................................................................................................................... 3
STRATEGY FOR IMPACT ....................................................................................................................... 4
Vision......................................................................................................................................................... 4
Core Principles ........................................................................................................................................ 5
PARTNERS ............................................................................................................................................ 6
THE NEIGHBORHOOD/THE NEED ......................................................................................................... 8
THEORY OF CHANGE .......................................................................................................................... 16
Indicators ................................................................................................................................................. 18
Use of Data............................................................................................................................................... 19
Targets for Improvement ......................................................................................................................... 20
Design Implications .................................................................................................................................. 20
APPROACH ......................................................................................................................................... 21
Continuum of Solutions ........................................................................................................................... 23
Early Learning........................................................................................................................................... 24
Kindergarten-12 ....................................................................................................................................... 25
Post-Secondary ........................................................................................................................................ 26
Family Economic Success ......................................................................................................................... 26
Implementation Plan ............................................................................................................................... 27
ORGANIZATIONAL ROLES AND RESPONSIBILITIES ............................................................................. 29
Governance .............................................................................................................................................. 30
Management............................................................................................................................................ 31
FINANCIAL PROJECTIONS ................................................................................................................... 35
Projected Annual Costs ............................................................................................................................ 36
Committed Resources.............................................................................................................................. 38
Projected Gap .......................................................................................................................................... 39
FINANCING GOALS AND STRATEGIES ................................................................................................ 40
Addressing Immediate Needs .................................................................................................................. 41
Five Year Sustainability Planning ............................................................................................................. 43
CONCLUSION ...................................................................................................................................... 49
APPENDICES .................................................................................................................................. 51-70
2
INTRODUCTION
White Center is a rich and unique community of approximately 28,400 people primarily in
unincorporated King County, WA, immediately south of Seattle and north of Burien. Home to
refugees and immigrants from around the world, White Center reflects the diverse origins,
languages, and multicultural heritages of its residents in its schools, businesses and
neighborhoods. It is a community of opportunity for newcomers seeking a better life for
themselves and their children. Yet, it is also a community facing challenges, including poverty;
significant health disparities; poor educational outcomes; declining jobs and fewer training
opportunities, especially for non-native English speakers; reduced affordability of housing and
increased costs for goods and services in the neighborhood; and a lack of safe connections
between areas where families live and gather.
The White Center community has taken significant steps toward reducing the negative effects of
poverty through comprehensive community change efforts over the past 15 years. Building on
these successes, White Center families, community, institutions, faith-based organizations and
policymakers have now come together to create White Center Promise (WCP), a multicultural,
place and family-based strategy to ensure a strong set of cradle to career strategies and supports
to improve educational outcomes and family economic success. Ultimately, the goal of WCP is to
eradicate poverty and promote comprehensive, two-generational social change through educational
improvement and opportunity. WCP will lead the mobilization of residents and other local and
regional partners to significantly increase the number of students in White Center who are on
track to graduate and earn a career credential. Over its first 5 years, WCP will work to close the
achievement gap for low-income students and children of color, and increasing academic
achievement and attainment for all students from cradle to college and career by:

More than doubling the number of children who are ready to start kindergarten;

Increasing third grade reading proficiency by almost 30%;

Reducing student mobility by 4%;

Increasing on-time graduation by 14%; and

Increasing the number of students enrolled in post-secondary education by 11%.
Subsequent years will see even further impact as more WCP students reach high school and
college-age.
3
STRATEGY FOR IMPACT
In King County, WA and across the country, the need for change in severely disadvantaged
communities is clear and urgent. Children who grow up in neighborhoods marked by
concentrated poverty, high rates of unemployment, violent crime, teenage pregnancy, a
preponderance of single-parent families, and low educational attainment are at risk for a range of
negative outcomes, including poor physical and mental health; academic failure; substance abuse;
unsafe sexual behavior; delinquency; and long-term dependency (Leventhal, Dupere & BrooksGunn, 2009).
Too often, efforts to improve educational achievement and build strong communities are
disconnected and fragmented. Early learning is not connected with the primary grades. High
schools do not align their course work with institutions of higher education. Community resources
for vulnerable children and families are not coordinated with resources in students’ classrooms
and schools. Parents and community members may or may not be engaged. Where high-quality
programs and high-performing schools exist, they don’t constitute effective cradle to career
systems. As a consequence, many children and youth are left behind. (CCER, Baseline Technical
Report V.1.2)
No single program, organization or institution acting alone can bring about community-wide social
change. Neighborhood revitalization requires concerted efforts by many individuals and
organizations who achieve better system performance by working collectively on a shared agenda.
Working together, deeper and more sustainable change can be achieved.
WCP is doing just that: creating a common agenda and collaborative structures to support
collective action by all partners in the community. Working together, WCP and its partners can
have a significant collective impact on the futures of White Center children and families.
VISION
WCP is a place based, family based strategy aimed at eradicating poverty and promoting
comprehensive, two-generational social change through educational improvement and
opportunity. Residents, community leaders, educators, public officials, CBO’s and institutions are
working together to eliminate barriers to social equity and provide a strong foundation for family
and student success. All children, regardless of race, ethnicity or family income, deserve a highquality education that will enable them to fully develop their human potential. Accordingly, the
goal is that all children in White Center will have access to great schools and strong systems of
family and community support to help them succeed academically, graduate from high school and
earn a post-secondary credential that leads to a living wage career. Through significantly
improving educational opportunities and outcomes in this economically disadvantaged
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community, White Center itself will be transformed to meet the needs of the Puget Sound regional
economy for an increasingly skilled and well-educated workforce.
To accomplish this, equity must become the new economic driver. Given the dramatic
demographic shifts in the Puget Sound region and across the nation, educational systems must
eliminate the achievement gap; for this to occur educational systems must change. In White
Center, the majority of children are low-income and from diverse cultural and ethnic backgrounds.
To ensure the future prosperity of Washington and the region, these children will need the
knowledge and skills to become a strong and competitive workforce in the global economy.
Working closely with community and regional partners, WCP is using data to identify service gaps,
developing a set of culturally appropriate and evidence-based strategies, and mobilizing resources
to implement these strategies.
CORE PRINCIPLES
WCP is committed to make this vision a reality by working together in several important ways:
 Focusing on children: The primary focus of every decision and action is to ensure children
and youth receive the supports needed to be healthy and successful from birth through
college and beyond.
 Capitalizing on the strength of diversity: WCP leaders, partners and residents will create
innovative, culturally relevant opportunities for families from many ethnic, cultural,
linguistic and socioeconomic backgrounds.
 Working with the community: Community members have bold ideas that are rooted in the
needs and realities of the neighborhood; their voices and intentions will inform all choices.
 Aligning the efforts of partners: Achieving significant community change in White Center
will require concerted and sustained efforts by residents, community leaders, community
organizations, institutions, public agencies, foundations and businesses. WCP will provide
leadership and support for coordinating and aligning partners’ investments, strategies and
actions to achieve meaningful results for neighborhood children and families.
 Aligning funding: Public and private funders will be critical to ensuring that WCP can
achieve its goals and sustain its positive impact on children and families in White Center.
WCP will develop a strategic approach to financing supports and services that aligns
funding sources with the specific strategies, capacities and activities that are to be
implemented.
 Using data to create a culture of results: Data on the conditions of children and families
reflects neighborhood needs, informs the design of strategies and actions, and measures
the progress toward community goals and outcomes. Data will be a critical tool in setting
targets for improvement across the cradle to career continuum, measuring progress along
the way, continuously improving the work, and holding WCP partners accountable for
improving educational opportunities and outcomes for young people.
5
PARTNERS
WCP is built on a 15 year history of collaborative community change work in White Center. Many
organizations already have close partnerships, residents have avenues for community voice, small
businesses work together, and King County is actively engaged as the only local government a for
the unincorporated area of White Center. WCP will continue to coordinate and collaborate across
sectors and deepen these relationships to bring about system changes, community innovation and
leveraged resources.
At the heart of WCP are the children, families and community members, who are the most
important partners. Their experiences inform and drive the continuum of solutions and their
leadership will ultimately sustain continued educational success. Families and community
members are, and have been, engaged in every level of planning and governance of WCP.
Leading the WCP collaboration are three core partners who have led this effort from the
beginning, ensuring that it is well-managed and resourced and stays true to its inclusive,
community-based roots. Leaders from these organizations oversee and guide WCP:

The White Center Community Development Association (WCCDA), whose mission is to
promote a vibrant neighborhood and high quality of life for White Center residents and
stakeholders through the development of authentic leadership opportunities and
community-led, neighborhood initiatives.

Southwest Youth and Family Services (SWYFS), with a mission is to empower youth and
families through culturally relevant counseling, education and family support services in
White Center, South Park, Delridge, West Seattle and other neighborhoods.

The Highline Public Schools (HPS), whose mission is to educate every student and expect
excellence. Everything they do is focused on the ultimate goal of seeing each and every
student graduate ready for college, career, and citizenship. A district of 17,000+ students,
they serve the communities of Burien, White Center, SeaTac, Des Moines and Normandy
Park.
WCP also partners with many other committed community-based organizations, government
officials and institutions. They have been and continue to be instrumental at every level of this
effort, from developing the continuum to working on data-sharing agreements; from offering inkind resources to engaging residents in the work; and from funding assistance to event
preparation. These 20 essential partners have representatives on the WCP working teams;
identify emerging needs; implement strategies; and leverage resources. They will be the engine of
the work as WCP moves forward.
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Child Care Resources
Community Center for Education Results
Community Schools Collaboration
Washington Dept. of Social and Health Services
Highline Community College
King County Executive’s Office
King County Food and Fitness Initiative
King County Housing Authority
Neighborhood House
Office of the Superintendent of Public
Instruction
Open Arms Perinatal Services
Public Health Seattle & King County
Puget Sound Educational Service District
Seattle Jobs Initiative
South Seattle Community College
Southwest Boys and Girls Club
The Technology Access Foundation
The Trackademics Program
The Yes Foundation
YWCA Seattle | King | Snohomish
In an effort to deepen the work and increase influence, WCP has spearheaded an effort to bring
together four other placed-based educational initiatives in King County. Together they are
forming a local community of practice and finding ways to collaborate and share resources among
them. WCP welcomes the members of the King County Place-Based Efforts Collaborative as its
partners. They are:

Building Better Futures, Kent, WA

Eastside Pathways, Bellevue, WA

High Point Promise, Seattle, WA

Seattle University Youth Initiative, Seattle, WA
WCP has been fortunate to have a variety of technical assistance partners, as well.

Although WCP did not receive a financial award, by scoring highly on the 2010 federal
Promise Neighborhood grant application, it was the recipient of technical assistance from
The Center for the Study of Social Policy (CSSP) in utilizing best practices to create a longterm, place-based education initiative. CSSP, as the lead technical assistance partner for
the Annie E. Casey Foundation Making Connections Initiative in White Center, was able to
build on its relationships and knowledge of White Center and leverage Making Connections
resources on behalf of WCP.

WCP has become part of PolicyLink’s Promise Neighborhood Institute community of
practice and receives a range of assistance including data, research and other technical
supports. WCP expects this relationship to continue and grow.

The Finance Project, a national resource organization, has assisted WCP with a detailed
cost and gap analysis of the continuum and WCP infrastructure, a well-researched set of
financing possibilities, and a comprehensive sustainability plan. This relationship may
continue as well.
7

The Community Center for Education Results, a regional convener building a civic initiative
to address the urgent need to improve education in South Seattle and South King County,
has provided WCP with database and data-sharing expertise. Both CCER and WCP expect
the partnership with CCER to expand and grow to other operational and programmatic
areas.
Partnering and collaboration are central to WCP’s work. As a matter of course, WCP will maintain
and strengthen all of its current partnerships, and continue to build new ones. Potential
partnerships are planned to broaden the support for White Center families, including local and
regional businesses, faith-based organizations, hospitals and universities. WCP recognizes that
collaboration takes work. WCP will work to both hold partners accountable and to provide them
with the support needed to make their programs and reporting as strong as possible; and as
important, to ensure integration, alignment and coordination of services. All partners are
committed to WCP as the central organizing structure for their work together to improve
outcomes for neighborhood children and families.
THE NEIGHBORHOOD/THE NEED
Geographically, the WCP zone is a 1.36 square mile portion of urban, unincorporated King County,
WA, immediately south of Seattle. The zone includes a large section of the downtown business
district, two Hope VI communities (Greenbridge and Seola Gardens), three parks, as well as many
apartment buildings and single family homes. It is home to approximately 28,400 people (6,937
families), including approximately 3000 children aged 0-18.
8
Figure 1
Despite their proximity, White Center and Seattle are very different communities. Seattle has an
abundance of human services, cultural offerings and community resources. In contrast, White
Center, with no municipal governing body, has limited access to benefits typically provided by local
governments, such as emergency services, fully staffed parks, and basic services assistance.
Residents must travel to Seattle to access many public programs, such as drug and alcohol
treatment and employment centers. The deep economic recession of the past several years
brought added distress to many marginalized White Center residents. Family incomes plummeted.
Housing became overcrowded. Many homeowners lost their properties. And a higher percentage
9
of bread winners became under- or unemployed in White Center than in other local communities.
The level of distress is evident in the physical environment. Vacant buildings are commonplace
and many of these buildings have boarded up windows covered with graffiti. Graffiti and gang
tags are displayed throughout the community. Storefronts and residential buildings are
forbidding, with bars on the windows and doors. Trash litters the streets. “Help wanted” signs are
rare. The zone lacks sidewalks in many places, and bus stops lack benches, shelter or trash cans.
One highlight is a local park that has been recently renovated; it has been renamed in honor of a
local sheriff killed in the line of duty.
Racial and ethnic diversity. White Center is one of the most ethnically diverse communities in
Washington State. It has long been a home for immigrants and refugees, some just arriving, and
others who have been in the community for a decade or more, raising families, establishing
businesses and nurturing community organizations and institutions that reflect their heritages and
native countries. Being one of the few affordable places to live locally, it attracts large numbers of
refugees and immigrants from Southeast Asia, Central America, Mexico, Eastern Europe, and
Central and East Africa.

Immigrants comprise 49% of households within the proposed zone, and 40% of all
households report limited English proficiency.

Neighborhood schools report that 54 languages are spoken by their students and that 6 in
10 students speak a language other than English at home.

According to the 2010 Census, 40% of the White Center zone population is Caucasian, 23%
Asian, 22% Latino, 9% Black/African American and 6% other race.
This diversity is at once a significant strength and an enormous challenge to improving educational
opportunity and outcomes.
Poverty. White Center is one of the more low-income communities in the state, as shown below.

The median household income in White Center is $42,448, compared to $66,174 in King
County.

The poverty level in White Center is 19.5%, compared to 9.7% in King County, 12.3% in
Washington State, and 14.3% in the United States.

Almost 40% of households with children are headed by a single parent.

More than 80% of children attending the targeted schools are eligible for free/reducedprice lunch, a proportion that is twice as high as the state average and represents the
highest concentration of low-income students in the Highline School District.
10

According to a 2006 phone survey of 800 White Center residents for the Making
Connections Cross-Site Survey, 23% reported that they do not have any savings. Twentyone percent said that they are not able to pay their mortgage, rent or utilities. 2009 Census
data shows that the number of foreclosures jumped 25% from the 2000 Census
Housing. Despite the fact that White Center is one of the least expensive places to live in the
greater Seattle area, housing is unaffordable for more than half of those who live there.

58% of households live in unaffordable housing, i.e., they spend more than 30% of their
household income on housing (U.S. Census Bureau, 2010).

Thirty-one percent of rental housing is subsidized.

Data from the 2010 Census shows that 32% of the available housing in White Center is
vacant, compared to 18% in King County, 18% in Washington State and 25% nationally.
Employment. Unemployment is higher in White Center than in other areas of the region.

According to the 2005-2009 American Community Survey, the unemployment rate for
White Center was 10.2%, compared to 5.7% for King County.

For those who are employed, only 46% have health benefits through their jobs.
Health. On a wide array of general health indicators, White Center residents are less healthy than
other residents of King County.

White Center’s diabetes-related mortality rate among adults is significantly higher than
King County—74% and 63%, respectively.

The adolescent birth rate in White Center is more than double that of King County, 27 out
of 1,000 adolescents compared to 11 out of 1,000 in King County. White Center’s preterm
birth rate is also more than double, at 11% compared to 5% in King County.

Only 12% of the 967 students who responded to the 2011 WCP survey reported that they
eat the recommended amount of fruits and vegetables each day. Seventy-six percent
reported that they did not engage in daily exercise.
Crime. Crime is significantly higher in White Center than the county overall as shown below.
11
Figure 2: Crime Comparisons
White Center
King County
Violent Crime per
100,000
440 (2010)
338 (2010)
Property Crime
per 100,000
5064 (2010)
4064 (2010)
Data source: King County Sheriff’s Office Annual Reports

Only 47% of students report that they feel safe at school, according to the WCP student
survey.
Schools. The WCP zone is served by six public schools in the Highline School District (HPS). Three
of these schools – White Center Heights Elementary, Mt. View Elementary and Cascade Middle
School – have been identified as Promise Neighborhood target schools. The Evergreen Campus,
comprised of three small high schools, is where most zone children go after middle school. As
shown in the figure below, both elementary schools are low-performing schools, while Cascade
Middle School is in the lowest achieving school category and is implementing a transformation
model through a Washington State School Improvement Grant (SIG).
Figure 3: Profiles of the Target Schools
Mount View ES
578 Students in K-6
Low-performing
White Center Heights ES
570 Students in K-6
Low performing
86.2% Free/Reduced Price
Lunch
13% Special Education
Students
26 Languages
64.9% Home Language Not
English
32% Mobility
87% Free/Reduced Price Lunch
15.9% Special Education
Students
23 Languages
58.2% Home Language Not
English
39% Mobility
Cascade MS
534 Students in 7-8
Lowest performing –
Transformation School
83.6% Free/Reduced Price
Lunch
18.5% Special Education
Students
21 Languages
51% Home Language Not
English
35% Mobility
Data source: Washington State School Report Card 2010-11 and Highline Public Schools
Educational achievement. Children attending the three target schools in the zone will receive
intensive services through WCP. The table below shows the demographics of the targeted schools
compared to the district and state.
12
Figure 4: Demographics of the Target Schools
Mount
View ES
% Amer. Indian/Alaskan
Native
% Asian
% Pacific Islander
% Black
% Hispanic
% White
Cascade
MS
HPS
Washington State
1.8%
White
Center
Heights ES
1.4%
1.3%
1.8%
2.5%
24.3%
4.9%
9.3%
45.9%
11.0%
29.9%
6.9%
17.0%
28.8%
12.5%
22.8%
5.5%
12.0%
37.9%
12.0%
15.5%
4.0%
12.1%
31.6%
29.4%
7.9%
0.9%
5.6%
16.1%
63.7%
Data source: Washington State School Report Card 2009-10
Students attending the targeted schools fall well below other students in the district and the state
in important academic measures.
Figure 5: Academic Proficiency at the Target Schools
Mount
View
White
Center
Heights
Cascade
MS
HPS
Washington State
Indicator of school readiness
Fall Kindergarten DIBELS (Dynamic Indicators of Early Learning Skills)
Fall Kindergarten DIBELS
35.1%
26.1%
NA
37.9%
44%
percentage with Core Skills)
2010 READING MSP (Measurements of Student Progress) Percentage Meeting Standard
Average for 3rd–6th Grades
51.2%
40.4%
55.8%
68.4%
th
th
Average for 7 –8 Grade
46.7%
54.2%
66.4%
2010 MATH MSP Percentage Meeting Standard
Average for 3rd–6th Grades
40.4%
28.1%
42.4%
55.2%
Average for 7th–8th Grades
24.6%
38.8%
53.5%
2010 WRITING MSP Percentage Meeting Standard
4th Grade
46.8%
36.1%
45.7%
61.1%
th
7 Grade
53.2%
55.5%
70.3%
2010 SCIENCE MSP Percentage Meeting Standard
5th Grade
6.0%
7.6%
20.9%
34.0%
8th Grade
32.5%
38.9%
54.5%
Data source: Washington State School Report Card 2009-10 and Highline Public Schools
13
Figure 6: Reading Achievement Disparities and Figure 7: Math Achievement Disparities
Not only do these schools
experience worse outcomes
than the region and the
state, but achievement
disparities are evident within
the targeted schools, as
demonstrated in the chart to
the right, which shows
disparities in reading
achievement by race.
The next chart demonstrates
the racial disparities in math
at the targeted schools
compared to the district.
Disparities in math are even
more stark when examined
by family income. Only 27%
of low-income elementary
students and 22% of lowincome middle school
students in the White Center
zone are proficient in math,
compared to 32% of lowincome students in the district overall and 40% in the state.
Racial disparities such as these also exist in writing and science in the targeted schools. Disparities
based on family income also exist in the targeted schools. For example, 41% of the low-income
elementary students were proficient in reading, compared to 47% in HPS overall and 53%
statewide.
Sixty-four percent of students at White Center high schools graduate on-time, which is lower than
the district and state rates (74.4% and 72.9%, respectively). The percentage of students who go
on to college is significantly lower—only 47.4% of students from the Evergreen campus high
schools attend a two- or four-year college (compared to 54% of HPS and 59% of the state).
14
Additionally, many adults in White Center have limited opportunities to increase their incomes and
improve job prospects due to limited educational attainment.
Figure 8: Adult Educational Attainment
Adult Educational Attainment Age ≥25
White
Center
King
County
Washington
U.S.
No HS diploma
21.4%
8.2%
10.6%
15.5%
Some college, but did not graduate
22.4%
35.8%
24.7%
20.3%
Bachelor’s degree
11.0%
28.8%
19.9%
17.4%
Master’s, professional or doctoral degree
4.5%
16.0%
10.9%
10.1%
Data Source: American Community Survey 2005–2009 Table B15002
Community Assets. Despite a profile of economic disadvantage, White Center possesses a
number of strong community assets that make it a desirable place to live, work and raise a family.
These include two recently renovated parks, two new elementary schools, a new Educare Early
Learning Center, new Hope VI single-family housing, and other facilities such as the King County
Parks Department’s Log Cabin Recreation Center, the Southwest Boys and Girls Club,
Neighborhood House, the Greenbridge Career Center, and the Salvation Army, which along with
many other smaller community based organizations, provide an extensive network of programs
that support multi-generational families from young children through seniors. It also has an
improving downtown business district that is home to a wide range of independently-owned small
businesses, an active Chamber of Commerce, and a growing arts community. It has a strong
Neighborhood Plan that is coordinated by the White Center Community Development Association.
The White Center CDA builds on a strong tradition of civic engagement by coordinating an annual
Spring Clean event, community wide ethnic festivals, and an annual community summit.
These assets have been made possible and enhanced through prior initiatives in the area
including:

The Making Connections Initiative through the Annie E. Casey Foundation, which focused
on improving supports and social networks for White Center families. This initiative,
running from 2000-2010, increased resident engagement and leadership, built and
strengthened durable and aligned partnerships, and brought a strong investment to early
learning and family economic success. The White Center Community Development
15
Association was born from this initiative, as well as the now county-wide Earned Income
Tax Credit Program.

The White Center Early Learning Initiative (WCELI) was supported by grants from Thrive by
Five Washington and The Bill & Melinda Gates Foundation from 2008-2011. It focused on
creating comprehensive and culturally appropriate child development and family support
services to ensure that all young children in the community are school ready.

The King County Community Enhancement Initiative, launched in 2005 by the King County
Executive’s Office, focused on economic redevelopment in White Center through Hope VI
development; sidewalk, business facade and parks improvements; a technology-based
community center; and zoning changes for redevelopment.
WCP will build on and sustain the community-wide change that was begun and advanced over the
past decade through these prior efforts.
THEORY OF CHANGE
The Theory of Change demonstrates how WCP will help children and families develop a deeprooted foundation with which to become strong and successful in the future. It starts with the key
resources – the partners, including residents, providers and philanthropists. These partners have
helped create and have agreed upon the inputs and approaches that are central to this effort – the
whole family and racial equity lens, the shared vision and strong partnerships, and the data-driven
culture of results and belief in alignment.
The activities that will incorporate these inputs are the central feature of the work, encompassing
early learning and K-12 foundations to post-secondary and family economic success opportunities,
and family leadership and systems change work. These activities lead to high-level outcomes,
including increases in kindergarten readiness; test scores; graduation rates; delete; post-secondary
attainment for both young adults and families; community safety; and family income levels. As
these improve, the community impacts that will bring long-lasting change to White Center will
start to come to fruition: successful students, equitable schools, strong families, an engaged
community and a thriving neighborhood.
16
Figure 9: Theory of Change
17
INDICATORS
As shown in the following figures, WCP leaders have agreed on a series of indicators to gauge
improvement in children’s educational achievement and attainment, as well as the economic
success of their families. Systems-level indicators have also been created to ensure that the WCP
infrastructure and operations stay accountable to the core principles of the work. All of the
indicators will be used to measure progress toward the desired outcomes over the next five years.
The on-track indicators are the higher level outcomes that will be measured, while the
performance indicators will show a progression towards the on-track indicators.
Figure 10: On-Track Indicators
18
Figure 11: Performance Indicators
USE OF DATA
WCP has built on the legacy of the data-driven Making Connections Initiative by developing a
continuum of solutions based on the neighborhood needs assessment results. WCP is continuing
this data focus by putting systems in place to ensure that a regular feedback loop exists to provide
rapid-time reporting and analysis; to support ongoing and appropriate course correction; and that
WCP is accountable to the community and other stakeholders for meeting outcomes.
In order to best collect and track the range of data needed for this effort, WCP will be using two
data tools:

The ETO database system offered through the Promise Neighborhood Institute (PNI), a
subsidiary of PolicyLink, will allow WCP to customize an Efforts to Outcomes (ETO)
database from Social Solutions that will ensure a safe and responsive repository for all
data. Using this system will also help ensure that WCP is collecting and reporting on data
in the same way as other Promise Neighborhood sites around the country.
19

The Promise Scorecard, a data dashboard also offered through PNI, allows residents and
stakeholders to easily access and understand the community-level data generated from
WCP, as well as offers the data team another analytic instrument.
Together, these tools will allow WCP to create responsive and reliable data resources for rapidtime reporting, leading to program modifications and early interventions that will lead all students
to success over time.
PNI is also developing data sharing agreements and data protocols that WCP will utilize to ensure
alignment with other sites around the country. The partnership with PNI will let WCP utilize the
best possible data practices and make use of lessons learned throughout the country.
With the indicators and continuum of solutions now in place, an evaluation design will be created
and implemented in the coming year. The tools above will provide the data infrastructure to
ensure continuous and rigorous evaluation of all WCP programs and of WCP as a whole.
TARGETS FOR IMPROVEMENT
The table below shows the projected targets for the academic on-track indicators over the next
five years. Projections for the other indicators are currently in development.
Figure 12: On-Track Academic Indicator Targets
Kindergarten Readiness
Grade 3 Reading
Grade 10 Reading
Student Mobility
On-time Graduation
Post-Secondary Enrollment
Baseline
2011
28%
45%
75%
38%
64%
47%
Year 1
2013
35%
50%
76%
37%
67%
50%
Year 2
2014
43%
56%
77%
36%
70%
52%
Year 3
2015
50%
61%
79%
36%
73%
54%
Year 4
2016
57%
66%
80%
35%
75%
56%
Year 5
2017
64%
72%
81%
34%
78%
58%
Additional on-track indicators will be determined as data becomes available. For instance, 6th to
9th Grade Early Warning Signs data will be collected as of the 2012-2013 school year; the 10th
Grade State Math Assessment recently changed and appropriate methodology and measurement
are under development.
DESIGN IMPLICATIONS
The neighborhood needs assessment results led to the following design implications for the
continuum of solutions.
20

Result: White Center includes many families from diverse cultural and linguistic
backgrounds who are not fluent in English.
Implication: WCP will offer families culturally- and linguistically-appropriate supports and
services to ensure families have their basic needs met and the resources to positively affect
student learning.

Result: Less than half of the children in White Center enter kindergarten ready to learn.
Implication: WCP will offer learning supports from the time a child is born and ongoing to
ensure children are prepared for kindergarten and meet academic standards through 8th
grade.

Result: Only two-thirds of students graduate from high school, and only half of these
continue on to post-secondary education and training.
Implication: WCP will offer pre-college awareness and preparation for students and
families beginning in the elementary grades, with robust supports all along the way.

Result: In almost all of the major health indicators, White Center students and families are
at higher risk than the rest of King County.
Implication: WCP will offer coordinated school health, and food and fitness activities for
students.

Result: Many White Center children report that they do not feel safe at home, at school or
in the neighborhood.
Implication: WCP will provide a range of supports including after school programs, bullying
prevention, and the creation of a youth violence prevention network.
APPROACH
Following more than a year of intensive planning work, WCP has designed a two-generation,
culturally-relevant approach to meet student and family needs through evidence-based solutions
that reflect community priorities. It embodies the community’s dream for itself, not simply the
design of outside experts and social engineers.
Nationally, a significant body of research shows that integrating academic and community
programs is crucial to optimize student outcomes. (Coalition of Community Schools, 2010). As the
2011 Kirwan Institute report, Opportunity and Mapping Analysis of White Center, WA, states,
“…educational interventions must be partnered with other revitalization initiatives in White Center
due to the large effect that poverty and language have on educational outcomes. Poverty
reduction initiatives and special attention and support for English language learners, who have
lower achievement levels than the overall student population, are vital to the initiative’s success at
21
developing successful students. WCP has and will continue to advocate for this approach, which
also highlights collaboration, a strong focus on transitional years (pre- K and middle school), and
active parent engagement/leadership.”
Individual programs and services are important. However, to successfully meet student and family
needs, it is critical to have a continuum of solutions that includes: 1) a framework for ensuring
programs work together as an integrated and well-coordinated effort built on a sound theory of
change; 2) a service delivery method that reflects, as closely as possible, the diverse needs of
students and their families; and 3) a management structure that organizes many partner
organizations, institutions, programs and services into a high-performing system.
Framework for community transformation. WCP seeks to ensure that all White Center children:

Are ready to succeed in school from the first day of kindergarten;

Are high academic achievers throughout their K-12 school experience;

Graduate from high school fully prepared for college; and

Enroll and persist in college or other post-secondary training to achieve their
career/employment goals and become responsible, productive citizens who can give back
to their community.
This framework builds on a solid foundation of programs and services that already exist in the
community and have been nurtured over more than a decade. Some new evidence-based
activities will be implemented to address student and family needs that currently are not
adequately addressed. However, the concentration of effort is on aligning and connecting the
ongoing work of many individuals, organizations and institutions around a common set of goals
and a common method for measuring progress. The focus is on increasing capacity and achieving
collective impact that is far greater and more enduring than individual efforts can produce.
Two elements run through the work of WCP: racial equity and the whole family approach. As
mentioned earlier, WCP believes that it is much easier for a child to learn when supported by a
stable family. Therefore, most programs include a family component and some programs are
targeted to assisting the families themselves. WCP also recognizes that the achievement gap is
greater for children of color and that families are also impacted by racial inequities. Thus, WCP
works to ensure that programs, policies and practices across the board are culturally-competent
and aimed at both the individual level and systems level to close the achievement gap. As
students and families begin to achieve success, they’ll have a stronger voice, more resources and
greater equity in the neighborhood, thereby transforming the community as a whole.
22
Service delivery methods. Fundamental to the success and impact of the continuum of solutions
is a service delivery method designed to align and coordinate the many services provided by all
WCP partners. It takes advantage of partners' longevity and established respect in the
community;, their long-standing relationships with one another; and their intimate knowledge of
the students and families and their cultures. In this way, WCP is more easily integrated into the
community and better able to make long-term sustainable impact.
Another key service delivery method focuses on positively influencing both individual students and
families. Centered in the three target schools, family navigators will serve as advocates, brokers
and liaisons. They will be representative of and reach out to students and families of different
cultures and ethnicities to build trusting relationships. They will help families access and navigate
resources throughout the continuum, providing support not only in the schools but in early
learning and post-secondary as well. They will work with school staff and community providers to
ensure that everyone fully understands the needs of families and have the resources and skills to
meet these needs.
Management structure. The third crucial element of the WCP approach is a central management
structure with the capacity to 1) effectively coordinate the investments, strategies and actions of
community and regional partners; 2) promote continuous improvement driven by data and
supported by high-quality technical assistance; 3) effectively engage community residents; 4)
ensure sound program and fiscal management; and 5) sustain the plan over time.
CONTINUUM OF SOLUTIONS
The continuum of solutions provides a roadmap to promote healthy development and academic
success for White Center children and their families from before birth through high school
graduation and beyond. Within four critical results areas, WCP has framed strategies that address
areas of need identified by research, residents, educators and community leaders. The
component programs and services reflect evidence-based research and documented promising
practices to address student and family needs.
23
Figure 13: Continuum of Solutions
The strategies in the continuum of solutions are detailed below; more complete descriptions of
every program in the continuum can be found in Appendix 5.
EARLY LEARNING
The early learning results area is focused on ensuring that all young children in White Center are
healthy and ready to start kindergarten. This includes providing educational, prenatal health
care,and labor and delivery support for parents; connecting all families to home visiting services;
improving the quality of licensed child care; and ensuring high quality early learning experiences
for children.
Core delivery strategies: WCP has identified four core delivery strategies and related programs:
24

Coordinate home visiting services for all families. Align and coordinate a number of
existing evidence-based home visiting programs and expand their capacity to reach all
families in the community who would benefit.

Improve the quality of licensed child care. Implement a Quality Rating Improvement
System (QRIS) and provide intensive coaching and support to child care centers to
improve their programs and services.

Ensure school readiness for children aged 0-5. Expand and strengthen programs and
activities to create high-quality structured play groups for young children and their
caregivers; create structured programs to ease kindergarten entry; and create
additional support for informal caregivers including family, friend and neighbor
providers.
KINDERGARTEN-12
This results area of the continuum of solutions is focused on strengthening the academic content
of school programs with a particular emphasis on math and literacy in grades K-6; STEM programs;
resiliency factors in grades 7-9; and post-secondary readiness for high school students. It will also
concentrate resources on coordinated school health; building an extended day connected learning
model; boosting parents’ ability to create a culture of learning at home; and working closely with
teachers, school officials and other community service providers to ensure students’ school
success.
Core delivery strategies. WCP has identified four core delivery strategies:

Strengthen school instructional programs. Add literacy frameworks and a focus on
equitable teaching and learning practices to existing programs, and introduce new
academic programs that address specific content needs, such as dual language
instruction and new technology. Provide intensive extended-learning opportunities.

Coordinate extended day programs community-wide. Create a strong learning
community, provide remedial support, and ease the transition for students from
elementary to middle school by organizing teachers, paraprofessionals and out-ofschool time providers to work closely with families and other community-based
organizations to provide a seamless and integrated continuum of services.

Improve school attendance. Standardize attendance reporting and tracking systems
and develop appropriate absence prevention and invervention strategies based on the
specific needs of White Center families.

Ensure relevant health programs. Coordinate and align health education violence
prevention activities; physical and mental health care; and nutrition and fitness
25
programs within the school district to improve student health outcomes and reduce atrisk behaviors.
POST-SECONDARY
This college and career connections area includes an array of meaningful pre-college and precareer experiences for students and families in the early grades and beyond to connect them to
post-secondary education and training that can prepare them for a living wage career.
Core delivery strategies: WCP has identified three core delivery strategies and related programs.
More college and career programs programs and strategies are being discussed tosupport this
area even further in the near future.

Improve post-secondary preparation. Beginning in elementary schools, provide
students and their families with ongoing post-secondary preparation information and
resources, including two- and four-year colleges, vocational training, and advanced
professional training. Ensure that high school students have gathered information on
post-secondary opportunities and requirements; taken required courses;, prepared for
and taken required language and proficiency tests; completed applications; obtained
financial aid; and enrolled properly.

Improve post-secondary persistence. Building on the resources of community
organizations, educational institutions, and businesses, create new opportunities for
White Center students to pursue post-secondary education and training near home and
in ways that are closely linked to secondary education and their career aspirations.
Create cohorts and college navigators to ensure students have the support and
resources to complete their credential.

Improve job readiness and placement for graduates. Provide opportunities for young
people to gain exposure to the work world through internships, mentor relationships,
and part-time employment opportunities. Develop partnerships with local and regional
employers to connect high school and college coursework with industry knowledge and
skill needs.
FAMILY ECONOMIC SUCCESS
In this area, WCP will develop and expand a variety of training opportunites and resources for
families to address barriers to employment, and thus improve economic stability. This area is still
in development and is expected to include a broader and more robust array of strategies and
solutions to help achieve targeted results.
26
Core delivery strategies. Currently, WCP is pursuing one general strategy to improve family
economic success:

Increase employment and training opportunities for adult family members. Provide
opportunities for family members to build the necessary skills to find living wage jobs
through job skills training, computer literacy, English language classes and other
continuing education. Ensure that job development and matching occur in the White
Center area, and that entrepreneurs are supported with technical and financial
assistance. Provide asset-building training and opportunities to residents.
IMPLEMENTATION PLAN
The continuum of solutions will be implemented in two phases. Phase 1 will take place in Years 13; Phase 2 will take place in Years 4-5. WCP will follow a school year calendar with Year 1 running
from September 2012 through August 2013.
Phase 1: Years 1-3 will focus primarily on the Early Learning and K-12 strategies.

Year 1 will concentrate on coordination, alignment and refinement of existing and
currently funded solutions in Early Learning and K-12. Approximately 785 children and
families will be served this first year. WCP expects to engage 205 families through Early
Learning services and 580 students and their families in grades K-6. To complement the
solutions and deepen the family approach, WCP also will form a cohort of 50 families of
K-3rd grade children at the two focus elementary schools in Year 1. Once a child is
enrolled in the cohort, all of the children in that family will have access and referrals to
the WCP services, which will effectively expand the reach into high school from the
start of Year 1. The cohort will ensure the formation of a network of support and crossenrollment that over time will be brought to the whole community.

Year 2 will continue with coordination, alignment and refinement of existing and
currently funded solutions in Early Learning and K-12. WCP will concentrate on adding
additional solutions focused on kindergarten transition services. Early Learning
solutions will expand to new language and ethnic groups and more than double the
numbers of engaged families to 435. WCP expects to serve 1,170 students and their
families in grades K-6. WCP will expand the cohort to include 10 incoming
kindergarten families, as well to make certain that the early learning families are
making a smooth transition to school.

Year 3 concentrates on building additional capacity and alignment within the solutions
begun in years 1 and 2, and ensures that WCP programs and services are strong and
27
effective. This year also focuses more on Cascade Middle School. WCP expects to
serve a total of 675 families through early learning strategies and 1,700 families
through K-8 students and family members. . The cohort will expand to include 70
students and families in K-5th grade at the two elementary schools.
Phase 2: Years 4-5 will lead into full-scale operation. WCP will continue to refine the alignment
and coordination of services, while also expanding the focus to post-secondary and family
economic success strategies. These will include post-secondary persistence, job readiness and job
development within White Center. As such, there will be more solutions occurring at the three
small high schools on the Evergreen Campus, and at the local community colleges. WCP
anticipates serving 2,690 K-12th graders and their families, as well as continuing to serve 675 early
learning families.
These numbers reflect students enrolled in the focus schools and feeder schools, as well as
students who may be home-schooled or in private school.
Subsequent Years: As WCP grows over time, data will constantly be reviewed and consistent
communication will be maintained with families to make sure that the programs and services
provided are the right ones, and that any necessary gaps are filled. By Year 6, WCP expects to
expand into neighboring areas within the Highline Public Schools. Areas to be considered include
the City of Burien which is adjacent to White Center; or the City of SeaTac which is also home to a
distinctly diverse and disadvantaged population. WCP has many strong community connections
and will pursue all potential partnerships with other revitalization efforts.
The following graphic shows the anticipated implementation plan. Modifications will be made to
the roll out plan as required by resources, capacity and need.
28
Figure 14: Five Year Roll Out Plan
ORGANIZATIONAL ROLES AND RESPONSIBILITIES
WCP recognizes that successfully implementing and scaling up the continuum of solutions will
require strong governance, effective coordination, and smart management. As WCP grows and
expands over the next five years, it will be important to have the right organizational structure, the
right staff and established core processes to support a culture of high expectation and high
performance.
29
GOVERNANCE
WCP is transitioning to the White Center Community Development Association (WCCDA) as its
management and fiscal agent, and will be governed by the WCCDA Board of Directors. This board
is responsible for establishing broad policies that affect the mission and operations of all WCCDA
programs and community-building efforts. The board is deeply invested in the success of WCP and
is excited to integrate this ambitious community revitalization effort into the WCCDA’s work in the
White Center community.
Core Leadership Team. As discussed earlier, three organizations are the lead partners in WCP and
provide ongoing advice, strategic direction and oversight. Representatives of all three
organizations (WCCDA, SWYFS and Highline Public Schools) serve as members of the Core
Leadership Group. Members include:

Laurie Bohm, Director of White Center Promise, Southwest Youth and Family Services;

Steve Daschle, Executive Director, Southwest Youth and Family Services;

Bryan Hayes, Director of Education and Family Programs, Southwest Youth and Family
Services;

Bernadette Merikle, Director of Equity and Family Engagement, Highline Public Schools;

Edna Noga, Family Connections Director, WCCDA, and a White Center resident/parent;

Sili Savusa, Executive Director, WCCDA, and a White Center resident/parent; and

Alan Spicciati, Interim Superintendent, Highline Public Schools.
Two additional resident members will be added to the Core Leadership Group by September 2012.
The Core Leadership Group serves as a critical management team for WCP. Members meet biweekly to plan and establish core strategic directions; monitor progress toward strategic goals and
outcomes; address implementation issues and challenges; and oversee key management,
coordination, communications, outreach and sustainability planning tasks. The group works
closely with many other community and regional partner organizations and institutions that play a
key role in the design, implementation and scale-up of WCP, and provides advice, guidance and
support for the WCP Director and staff.
Southwest Youth and Family Services served as the fiscal sponsor for WCP during the planning
year (2011-2012). That responsibility is now being transitioned to the WCCDA. By September
2012, the WCCDA will become the permanent home and fiscal sponsor for WCP, with full
responsibility for its core management and administrative functions.
30
Workgroups. To effectively develop and implement the solutions in each area of the continuum
and to promote effective collaboration among its partners, WCP will continue convening the four
workgroups created during the planning year. The participants in these groups are invested and
knowledgeable in their respective areas:

Continuum of Solutions

Data Systems and Analysis

Scale and Sustainability

Community Engagement
These workgroups meet monthly to address issues related to alignment and coordination, address
gaps and needs as they arise, and identify technical assistance and support needs for those
providing the services. They also share information, successes, andchallenges, co-design
strategies, and identify new productive avenues for collaboration to advance the WCP agenda.
The workgroups are comprised of representatives from the relevant partner organizations,
residents and experts. They will be facilitated by the appropriate WCP staff in each area.
Resident Advisory Committee. To ensure that WCP leaders and staff are always listening and
incorporating the perspectives and priorities of residents into management decisions, the WCCDA
plans to appoint a Resident Advisory Committee. This group of approximately 8 resident leaders
and parents will meet regularly with the WCP Director and staff. These advisors will also be
advocates and spokespersons for WCP within the community. Active participation by community
members on this committee will be a part of the Family Leadership and Advocacy solution, which
encourages and assists interested residents in acquiring skills and experience that will help them
become effective leaders for the White Center community.
Partners Advisory Committee. This committee, made up of all of the partner organizations, will
ensure that the partners are clear about and committed to the long-term strategic vision, shortterm goals and expectations of WCP. Partners will be able to provide feedback to the Core
Leadership Team, ensure their concerns and suggestions are heard, and find ways to work
together and individually as stakeholders and supporters of the effort. An iteration of this group
has existed as an advisory group for the Making Connections work; but it is ready to build on
existing relationships to change and adapt to become the official WCP Partners Advisory
Committee.
MANAGEMENT
The White Center Community Development Association is well-positioned to become the home
and fiscal sponsor of the WCP. Since 2002, this community-based and resident-driven
31
organization has addressed a variety of issues that affect the quality of life in White Center, such
as affordable housing and supporting small businesses. In 2007, the White Center CDA took on a
new and expanded role in the community by becoming the home of the Making Connections
initiative and acting as a neighborhood intermediary on behalf of the community. The WCCDA
expanded its mission to include both the former “place-based” work of neighborhood
revitalization, as well as a newer “people-based” role in family development, all based on a strong
community-building philosophy. Today, the White Center CDA is a vibrant, respected community
organization both locally and regionally.
WCP will become an integral organizational component of the WCCDA with full support from other
departments that already provide critical communication, outreach and development functions
within the community. The WCCDA board and staff have embraced WCP and are committed to
supporting its ambitious agenda and sustainability. As a key program department of the WCCDA,
the WCP Director will report to the WCCDA Executive Director. Additionally, WCP will draw upon
the existing management and administrative resources of the WCCDA for fiscal management
functions, communications and community outreach, and fundraising and development.
Staffing. As WCP grows and evolves over the next five years, program staffing is expected to grow
and develop within the WCCDA to keep pace with program management and administrative
needs. Over the first three years, the WCP staff is expected to grow from two full time staff
members – the Program Director and Administrative Assistant – to approximately ten full-time and
three part-time positions. Whenever possible, White Center residents will be hired to fill available
staff positions.
The relationship between current WCCDA staff and the WCP staff is illustrated in the following
organization chart.
32
Figure 15: Organizational Chart
Organizational structure. The WCCDA board and executive will oversee the core organizational
capacities that are critical to the success of WCP and are best managed centrally, including fiscal
management, employee hiring, compensation and performance appraisal, development and
fundraising, and communications. The WCP Core Leadership Team will set the vision and
strategies for the whole. WCP will have its own program management staff to support the
implementation of the continuum of solutions and to coordinate the work of partner organizations
and institutions.
Core functions. To ensure the full scale implementation of the continuum, consistent high-quality
programs and services, and optimal impact on student achievement and attainment, WCP will
manage nine core functions successfully:
33

Program planning and coordination. Aligning and coordinating all strategies and programs
to yield the greatest positive benefit for students, their families and the community. This
includes coordinating the activities and efforts of multiple partner organizations and
institutions.

Management and administration, including financial management. Providing day-to-day
management and oversight for the program staff, community and technical partners,
volunteers and residents involved in WCP. Ensuring the financial stability and integrity of
WCP and the WCCDA.

Technical assistance and training. Strengthening programs and partner organizations by
organizing and arranging technical assistance and training in areas such as program design,
professional development, organizational management, and financing/sustainability.

Internal and external communications. Ensuring clear, timely and effective
communications among staff and partner organizations on a regular basis; and managing
external communications to residents, local, regional and state leaders and officials,
business and community leaders, current and potential funders, and other key audiences.

Community outreach and engagement. Effectively reaching, informing and engaging
residents in decision making concerning the governance and strategic directions of WCP.
Providing meaningful opportunities for community residents to develop leadership skills
and experience through their involvement in WCP.

Advocacy. Creating a friendly environment locally, regionally and at the state level for WCP
and other place-based community initiatives that provide cradle to career support for
children and families. Ensuring policies and legislation are equitable and advantageous for
the children and families served by WCP.

Evaluation. Conducting a rigorous assessment of the implementation and outcomes of
WCP in order to document and communicate the impact on student achievement and
family and community well-being; the influence on local, regional and state policies,
programs and practices; and the leverage of additional resources to support
comprehensive neighborhood revitalization in White Center.

Data collection and management. Managing a rigorous, rapid time process for collecting,
storing, accessing and analyzing data and information on program implementation, costs,
inputs, outputs and outcomes.

Fund development and sustainability. Effectively accessing and coordinating funding from
public and private sources to support the full-scale implementation of the continuum of
solutions; sustain WCP as the hub for comprehensive neighborhood revitalization; and
build and maintain the continuing capacity of the White Center Community Development
Association to coordinate and support community and regional partnerships.
34
Organizational Culture. Thoughtful management of the organizational culture will be critical to
success. Community revitalization is driven by sound judgment, outstanding communication skills,
and deep knowledge and appreciation of the cultural context of the community. WCP is
committed to creating and sustaining a healthy organizational culture in which values and core
principles are closely aligned with the day-to-day reality. WCP has been guided by these values
and core principles throughout the planning year. The design of the continuum of solutions and
the 5-year implementation plan, for example, was a collaborative process among residents,
partner organizations and institutions. It highlights the value placed on aligning individual
programs and activities to achieve greater results through coordinated, collective action.
The WCP Resident Advisory Committee integrates resident voices and perspectives directly into
the daily operations of WCP. The use of culturally-specific family navigators as the primary link
between students, their families, and schools underscores a commitment to focus on the unique
needs of children and families, and to develop a healthy and productive model of communication
among and between cultures..
Shared responsibility among partner organizations and institutions for resource generation to
scale up WCP demonstrates the value of aligning financing strategies and funding sources to foster
collaboration rather than competition. The attention to data collection and analysis will ensure
individual and shared accountability for meeting targets and achieving desired results.
Other aspects of organizational culture will evolve organically as WCP grows. Building on the
experience and deep respect that the WCCDA has earned, WCP program staff and partners will
establish processes and practices that signify and reinforce WCP’s values and core principles.
These include bringing the community together to celebrate progress toward outcomes, and
involving residents themselves in generating financial support. An annual event for WCP leaders,
partners, funders, community and regional officials, and residents will provide an important
occasion for all key stakeholders to reconnect with the vision and progress toward improving
neighborhood educational opportunity and achievement.
FINANCIAL PROJECTIONS
WCP has completed a thorough cost analysis of its planned programs and operations. The fiveyear financing plan accounts for required investments across the entire continuum of solutions.
As each of the strategies is currently operational at some level, the financial projections begin
35
from this baseline and project required investments based on plans for expanding the scope and
scale of programs and services from 2012 through 2017.
Over the five-year period, beginning in September 2012 and continuing through August 2017, the
WCP budget will be an estimated $31.4 million. Of that amount, 84% will be allocated to programs
and services provided through the four results areas in the continuum of solutions; and 16% will
cover the core operations of WCP within the WCCDA. The graph below represents the average
total cost allocation over five years.
Appendix 6 presents detailed information on the projected costs of all planned programs and
activities and for core operations processes
Figure 16: Required Investment by Results Area by Source
Source of Required Investment by Result Area
(2012-2017)
Post Secondary
5%
K-12
44%
Family
Economic
Success
3%
Infrastructure
16%
Early Learning
32%
PROJECTED ANNUAL COSTS
The Year 1, September 1, 2012 through August 31, 2013, WCP budget is slightly over $4 million
and is expected to grow annually by 29-30% in the first two years as the continuum of solutions is
fully implemented. In the later years, the growth rate is expected to decline to about 2.5-3%
annually as programs and services operate at full scale. Cost increases related to start-up and
expansion costs are associated with increasing the level of services to more students and families.
The majority of costs are related to the K-12 and early learning strategies, although costs in other
results areas will grow slightly as strategies are further developed this year.
Over the five-period, the total cost of operations is expected to double, from $4 million to $8
million annually as WCP implements the continuum of solutions. Early learning and K-12 will
continue to require the largest share of financial investment throughout the 5-year period. This
36
reflects the underlying premise of the implementation strategy that investments in school
readiness and early grade level proficiency will pay dividends in higher academic achievement and
attainment throughout a student’s educational career. The projected cost of the early learning
strategies is expected to grow somewhat in the first three years and then remain generally stable
in the last two years, increasing overall by about $630,000, while the required investment in K-12
strategies is expected to increase steadily and nearly triple over this period, increasing by an
estimated $2.7 million.
Figure 17: Investment Requirements by Year
$8,000,000
$7,000,000
$6,000,000
$5,000,000
$4,000,000
$3,000,000
$2,000,000
$1,000,000
$0
Investment Requirements by Program Year
(2012-2017)
2012-13
2013-14
2014-15
2015-16
2016-17
Infrastructure
Family Economic Success
Post Secondary
K-12
Early Learning
Currently, post-secondary education and family economic success are projected to account for a
significantly smaller portion of overall financial investment. As mentioned above, planning and
development of these strategies and solutions will continue during Year 1. Accordingly, it is likely
that programs and activities in these results areas will become more ambitious and require
financial support beyond what is presented in these initial cost projections.
Projected annual costs for infrastructure of the WCP program within the WCCDA are estimated to
grow over the five-year period from approximately $685 thousand to approximately $1.1 million,
approximately 63%, as operations ramp up and additional staff are hired. Personnel costs are the
most significant expenditure.
Across the major management functions of WCP, planning and coordination is projected to require
the greatest share of resources, followed by general management and administration, and data
collection and analysis. This underscores two critical areas of emphasis: coordination and
collaboration among partners to assure alignment of programs and service delivery, and the
generation and use of reliable data to guide internal management decisions and hold all staff and
37
partners accountable. Managing and facilitating this complex effort will be staff intensive and will
require highly qualified individuals with significant expertise, knowledge and relevant experience.
COMMITTED RESOURCES
Of the total $31.4 million required investment in WCP over five years, an estimated $13 million is
already in place as shown in Figure 18. Proportionately, significantly more of the required funding
is committed for Year 1 than for Year 5. This is not unusual or surprising, as financial certainty is
more difficult to project for years 3 through 5. It is significant that, while the amount of required
investment increases steeply between Years 1 and 3, it remains relatively steady in Years 4 and 5.
Also noteworthy is that the levels of expected funding and in-kind contributions to WCP are
generally stable throughout the five year period. Aside from a greater uncertainty about some
public funding sources beyond Year 1, all other sources of revenue and in-kind contributions
remain steady.
These resources come from a variety of sources, including:

Public program funding that flows through the state, county and school district to the partner
organizations for relevant programs and services. This includes federal, state and local funding
sources for education, family and children’s services, and community development.

Foundation funding that flows through grants to the partner organizations for core support, as
well as for the delivery of programs and services across the continuum of solutions.

Partner contributions that take the form of direct funding, donated space, contributed staff
and other in-kind resources critical to the delivery of programs and services and to the core
operations of WCP.
Figure 18: Available Resources Across Results Areas
Available Resources
(2012 - 2017)
$3,500,000
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$0
2012-13
2013-14
2014-15
2015-16
2016-17
Infrastructure
Family Economic Success
Post Secondary
K-12
Early Learning
38
The WCP infrastructure and core operations have been supported for this planning year (20112012) by carry-over funding from the Annie E. Casey Foundation, short-term local foundation
grants from the Bill and Melinda Gates Foundation, The Seattle Foundation, the Starbucks
Foundation, the Boeing Company Charitable Trust, the JP Morgan Chase Foundation and
contributions from organizational partners, including the WCCDA, Southwest Family and Youth
Services, Highline Public Schools and the King County Housing Authority. These revenues,
however, are not adequate to cover the full operations and infrastructure needs of WCP for this
year, nor over the next five years. To meet the projected costs for operations and infrastructure,
WCP will need approximately $508,000 in Year 1 and approximately $4.6 million in total over the
five-year period.
PROJECTED GAP
The total projected gap between required investment and resources committed for Year 1 is
approximately $1 million. Of this amount, approximately 50 % is funding needed to support the
core functions and infrastructure development of WCP within the WCCDA. The projected gaps for
early learning solutions ($114,600), K-12 programs and services ($332,500), post secondary
($34,000) and family economic success activities ($3,900) total approximately $485,000 as shown
in Figure 19.
Figure 19: Projected Funding Gap by Results Area
$3,000,000
Projected Funding Gap by Result Area
(2012 - 2013)
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$Early
Learning
K-12
Public
Post
Secondary
Private
Family
Economic
Success
Infrastructure
Partner Contributions
Over the next five years, the gap between required investment and committed resources is
projected to increase as implementation of the continuum of solutions proceeds and the scope
and scale of programs and services grows. By Year 5 the projected total gap is nearly $5.5 million
as shown in Figure 20.
39
Figure 20: Comparison of Required Investment and Expected Resources by Program Year
Comparison of Total Required Investment and
Expected Resources by Program Year
(2012 - 2017)
$9,000,000
$6.5
$7,000,000
$5,000,000
$7.7
$7.9
$5.3
$4.1
$3,000,000
$3.2
$1,000,000
2012-13
$2.6
2013-14
$2.4
2014-15
Total Cost
$2.5
2015-16
$2.4
2016-17
Total Resources
The cost, revenue and gap analysis gives WCP partners and other stakeholders a clear picture of
how funding is allocated across the continuum of solutions that support children and families.
With this information, WCP partners are poised to design effective financing strategies to sustain
the initiative over time and achieve good results for children and families in White Center. WCP
partners will use the information below to think broadly and creatively about a variety of financing
strategies and funding sources; evaluate options; and identify and seize opportunities.
FINANCING GOALS AND STRATEGIES
An important strategy to cover the funding gap over the next five years will be to successfully
compete for a federal Promise Neighborhood Implementation Grant in the FY 2012 funding cycle.
Approximately $60 million will be available for new planning and implementation grants in this
fiscal year. If WCP wins one of the five to ten implementation grants that will be awarded, it will
generate $20 to $30 million in new funding for the ambitious cradle to career continuum outlined
in this plan.
WCP must have adequate funding for the remainder of the planning period (2011-2012) to be well
positioned to secure the award. WCP must:

Complete the transition from its current home at Southwest Youth and Family Services
to the WCCDA and have the organizational capacity in place to implement the
continuum of solutions beginning on September 1, 2012.
40

Hire highly-qualified staff to build the required infrastructure and establish a strong
team to manage and implement the continuum of solutions and to support effective
collaboration among the partner organizations, families, and institutions.

Increase development capacity to generate the required matching funds to qualify for
implementation funding.

Produce and submit a high-quality, winning proposal to the U.S. Department of
Education in June or July 2012.
In 2011, WCP submitted a proposal for one year of federal planning support to enable community
leaders and residents to lay the groundwork and build the organizational capacity for full-scale
implementation of its continuum of solutions. With a score of 98.3 on a scale of 100 points, White
Center’s proposal was ranked among the top 20 of 200 planning applications that were received.
However, because federal funds for the Promise Neighborhoods program were limited in FY 2011,
not all highly ranked applicants were awarded support. WCP and its partners have demonstrated
their capacity to work collectively and productively to complete the WCP Plan. With continued
support from local investors to maintain the momentum that is underway, WCP will be wellpositioned to apply for a federal Promise Neighborhood implementation grant in the FY 2012
cycle. Other communities that scored highly but were not awarded planning grants have been
successful in applying for five-year implementation grants. Based on their work to date, there is
every reason to believe that WCP will be well-positioned to be successful in its bid for federal
funding this year.
ADDRESSING IMMEDIATE NEEDS
To address immediate needs, WCP is pursuing multiple short-term strategies to generate
approximately $1 million from local sources. They are:
1. Seek funding from local and regional philanthropy organizations .
o Continued support for WCP core operations from current funders. WCP will
approach the current local and regional funders who provided support in 2011 to
seek continued support to meet the projected 2012-2013 shortfall of approximately
$500,000. This shortfall would have been met by the federal planning grant WCP
had hoped to receive. This support is now critical to building the infrastructure, and
to position WCP for a federal implementation grant. Without this interim support,
WCP and the Puget Sound region risk missing anopportunity to leverage significant
new financial resources and showcase the collective capacity of our regional
stakeholders to take action and achieve meaningful results. Local policy leaders
and funders widely support the Community Center for Educational Results’
Roadmap Project, a regional collective impact initiative aimed at dramatically
improving student achievement from cradle to college and career in South King
41
County and South Seattle. WCP is integral to achieving these results. Accordingly,
in the short run, WCP will seek a critically important shared investment of
approximately $350,000 from the current regional investors to fill the current fiscal
year gap which will enable a successful application in the competition for a Promise
Neighborhood implementation grant in the FY 2012 cycle.
o New support from local and regional funders. WCP will seek short-term support
from several local and regional foundations and corporations that have not
previously funded WCP or community change work in White Center. These
potential funders have strong interests in improved educational outcomes; capacity
building; neighborhood improvement; and the creation of a pipeline of qualified
employees to meet the future staffing needs of local and regional industries and
corporations. WCP is in the process of preparing applications to Bank of America
Neighborhood Builders; the Murdock Foundation; the Joshua Green Foundation;
and the Campion Foundation; and are investigating other local and regional
prospects. Funds contributed by these sources will be used to support both the
short and long term infrastructure and capacity needs of WCP, including planning
and coordination, completion of the pipeline and fund development. Our goal is to
attract $200,000 to support our short term and ongoing capacity.
2. Apply for a federal i3 grant from the U.S. Department of Education.
Highline Public Schools will submit a proposal for i3 funding in FY 2012. This proposal will
focus on strategies to develop a strong college going culture and increase the number of
high school graduates continuing on to college. Support from this grant will cover a 5-year
period beginning in October 1, 2012 and continuing through September 30, 2017. If
successful, the i3 grant is expected to generate approximately $3-15 million that can help
advance WCP goals to improve educational opportunity and success. A portion of these
funds will be used to fill the gap in k-12 funding during Year 1 and contribute to filling the
gap in Years 2 through 5.
3. Cultivate corporate, university and other institutional partners in the Puget Sound
region. Local universities, hospitals and corporations are strong potential partners for
WCP. They have the capacity to provide important financial, technical and programmatic
resources to advance the agenda for comprehensive neighborhood revitalization through
expanded educational opportunity and success. This partnership can also benefit them in
many ways such as expanded research and training opportunities for faculty and graduate
students; access to an expanded pool of new post-secondary students and consumers of
goods and services; as well as the development of a strong workforce. Accordingly, WCP
42
will continue to explore opportunities to expand our partnerships strategically and to work
in mutually beneficial ways.
FIVE YEAR SUSTAINABILITY PLANNING
WCP has identified the following five major financing and sustainability goals to ensure the
community’s vision of educational opportunity and success for all neighborhood children:
1. To fully implement and maintain the continuum of solutions;
2. To position WCP within the WCCDA as the hub for planning, coordinating, managing
and tracking neighborhood revitalization work and investment over time;
3. To expand the capacity of the WCCDA to serve as the home for WCP and as a robust
partner for local residents, businesses, government agencies, and institutions to
support and foster comprehensive community revitalization.
4. To build community capacity for institutions and nonprofits to work together more
effectively for collective impact
5. To facilitate community leadership and advocacy to affect policy and practice changes
to sustain the work over time.
WCP has taken significant steps to lay the groundwork for future investment and growth. These
include:






Building on the existing capacity and credibility of the WCCDA.
Bringing together a strong and committed group of partners with a long track record of
working together productively.
Submitting a proposal for a federal Promise Neighborhoods grant from the U.S.
Department of Education.
Partnering with the Promise Neighborhood Institute to collect and evaluate data and
ensure rigorous evaluation.
Collaborating with the Community Center for Education Results (CCER), a regional
education convener, on advocacy and community leadership efforts.
Initiating the formation of the King County Place Based Efforts Collaborative to join forces
towards collective impact.
WCP is engaged in building an intentional, long-term process of investment and development to
remove barriers and create opportunities for White Center children and families to succeed in
school and in life. Through adopting a strategic approach to future financing, WCP will be better
able to effectively identify and pursue financing strategies and funding sources to sustain the
continuum of solutions, WCP, and the WCCDA over time. WCP seeks to gain the confidence of
43
potential funders and investors, and demonstrate that achieving sustainability goes well beyond
winning a federal Promise Neighborhood Implementation Grant. During Year I of the program
period, WCP will develop a specific action plan and timetable for implementing long-term
financing strategies.
Fiscal context: Opportunities and threats. In January 2012, Moody's Investors Service lowered its
outlook on the state of Washington from stable to negative, citing the magnitude of the state's
revenue shortfall. Washington announced a revenue shortfall of $1.4 billion last fall, or 5 % of its
2011-2013 biennial budget. Furthermore, data from “Funding Washington Schools” has ranked
Washington State 44th nationally in state funding per student; Washington spends $1.5 billion less
than the national average per year on education. This has resulted in number of negative impacts
on early learning initiatives, K-12 school programs and other community-based initiative activities
such as work toward post-secondary education and family economic success.
Specifically, Washington has suspended professional development for teachers; reduced spending
for I-728, an initiative that would reduce class sizes and improve learn opportunities; and cut the
Career and Wage Ladder for Employees in Child Care Center Programs, thereby reducing the
professional and educational progress of 1,000 early learning teachers and caregivers throughout
the state. Although funding to help equalize school funding across wealthy and poor districts (Levy
Equalization) and programs offering enriched instruction for gifted students (Highly Capable
Program) were not cut, funding for programs that help students enter school ready to learn
(Readiness to Learn), improve reading skills (Reading Corps), and prevent drop out (Jobs for
America’s Graduates) were reduced by 10 %, or $960,000.
In February 2011, the Governor cut the TANF cash grant by 15%, which resulted in a decrease from
$562 to $478 per month for a family of three. According to a report compiled by Statewide Poverty
Action Network, this reduced cash grant only covers 26% of the resources needed for a family to
maintain a basic standard of living as defined by the state. In February 2011 the Governor also
implemented a 60-month or 5 year lifetime limit of TANF receipt for Washington WorkFirst. For
children the 60-month time limit was implemented in November 2011. As a result of these time
limits, 5,500 families and nearly 13,000 children lost their only source of income at the time of
implementation.
While these impacts will be felt by Washington children and their families, the state has increased
funding for a number of other efforts that will be helpful in filling the WCP gaps. For example, $33
million in funding was restored for lower class sizes in grades K-3 in high poverty schools and the
2011 Legislature appropriated $107 million from the State Need Grant Program.
In addition, Washington has received several federal grants to support education and health, and
recently won the Race to the Top – Early Learning Challenge Fund grant. The Department of Early
Learning led Washington's application for the grant, which will bring $60 million to Washington
44
State over four years (2012-2016) to support early learning. Washington State was also awarded a
$25 million Health and Recovery Services Administration (HRSA) grant through the Maternal,
Infant Early Childhood Home Visiting (MIECHV) Program to expand voluntary home visiting
services to families in some of the state’s most at-risk communities.
Finally, at the local level, in August 2011 King County voted to renew the Veterans and Human
Services Levy for another six years. The new levy preserves the 50:50 split of proceeds between
veterans, military personnel and their families and other King County constituents in need. The
levy aims to reduce homelessness and emergency medical costs, reduce criminal justice system
involvement, and increase self-sufficiency by means of employment.
Financing strategies. As described above, WCP is already pursuing a number of effective financing
strategies, including aligning and coordinating programs and services, expanding partnerships, and
generating new sources of public and private sector support to meet immediate financial needs
and to help position WCP to compete effectively for a federal Promise Neighborhood
Implementation Grant. However, White Center leaders and partners recognize that even if the
federal grant is funded, a sustainable base of support must be developed now to achieve the key
financing and sustainability goals beyond the five-year funding period. Accordingly, four
important strategies will be pursued to achieve these goals:
1. Make better use of existing resources. Among the most important efforts to improve
financing and make resources go further are those that reshape the way dollars already in
the system are spent, especially funds that benefit children and families served by multiple
organizations, institutions and programs. Accordingly WCP, will focus on making better use
of existing resources through coordinating and streamlining to reduce duplication and
administrative costs, shifting funding from more to less costly service delivery, and
exploring ways to create operating efficiencies. This will be done by:
o Helping partner organizations create economies of scale. WCCDA will explore
strategies for partnering to reduce administrative expenses for it and its partners.
One possibility is to build a shared financial and administrative capacity to
streamline administrative and management processes, and to develop purchasing
pools for employee benefits, supplies and professional training.
o Reducing the number of coordinators through improved planning. Significant
coordination is required for the success of an effort as complex as WCP. There are
many levels of coordination and communication needed between schools,
community organizations, students, families and others on an ongoing basis. WCP
will consolidate coordination in a few key individuals working across many areas.
Partner organizations will share costs for coordinator salaries rather than each
hiring a designated staff member. These coordinators will have clearly defined
45
roles and responsibilities approved by all relevant partners and consistent with
shared WCP goals.
o Redeployment. As WCP achieves desired results, schools and community
organizations will realize savings by reduced need for remedial supports and
services for students who do not start school ready to learn, fall behind grade level
or fail to graduate from high school on time, and families who lack the skills and
opportunities to earn a living wage. WCP will look for ways to reallocate these
savings to expand and strengthen core programs and services in the continuum of
solutions that reduce the high costs of remediation.
2. Strengthen and Expand Partnerships. As WCP has already demonstrated, partner
organizations and institutions working together can broaden the base of financial support
and other critical resources for collaborative community programs and services. Effective
partnerships provide a stronger voice to advocate for policy changes, stronger leadership,
and increased in-kind support. Continuing to build and nurture effective partnerships will
be an important focus for WCP, including:
o Working closely with the new Highline Public Schools Superintendent. In July 2012,
Susan Enfield will become the new Superintendent for Highline Public Schools.
Getting to know her, understanding her priorities for school improvement, bringing
her up to speed on the significant progress and plans for WCP, and cultivating a
close working relationship with her will be an important priority.
o Working closely with the Roadmap Project and other place-based cradle to college
and career initiatives in the Puget Sound region. King County, WA is home to five
place-based education initiatives aimed at promoting educational opportunity and
success for low-income and disadvantaged communities. These community efforts
are an integral part of an ambitious and innovative regional strategy for improving
racial, educational and regional equity led by the Community Center for Education
Results (CCER) Roadmap Project. Working together, CCER and the place-based
education efforts have a significant opportunity to learn from one another, share
data, create shared financing strategies, and have increased impact on influencing
regional state and national educational practices and policies.
o Working closely with King County and Washington State agencies and officials.
Building effective working relationships with elected and appointed officials who
have the potential to become effective champions for WCP will be a high priority
over the next several years. Identifying and engaging officials who can influence
46
policy, funding, land use and regulatory decisions will provide a broader
understanding and appreciation for WCP.
3. Create more flexibility in existing categories. Most public and private funding streams
supporting education, family and children’s services, and community development are
categorical. They support programs and services with narrowly defined purposes that
provide specific types of assistance to special categories of children and families deemed
eligible by law or foundation program priorities. Creating more flexibility in categorical
funding streams is critical to sustain broad community supports and pay for an array of
programs and services. More flexibility also allows programs under different funding
streams to work effectively together when one funding stream cannot do the job alone.
Over the coming five years, WCP will work closely with state and county officials as well as
foundation executives to find creative ways to coordinate, pool and de-categorize funding
to support the needs and operations of successful place-based initiatives. Several avenues
are likely to be important:
o Supporting educational improvement under a new federal ESEA waiver.
Washington is one of 36 states that have applied for waivers from the strict federal
requirements under the No Child Left Behind statute in exchange for rigorous and
comprehensive plans to improve educational outcomes for all students, close
achievement gaps, increase equity and improve the quality of instruction. State
officials will learn in the summer of 2012 whether the State’s request will be
approved. If it is, WCP will have a unique opportunity to work with state and school
district officials to design and implement innovative educational approaches to
boost student achievement. Collaborative efforts such as WCP will be wellpositioned to benefit from greater flexibility in the use of categorical funds to
support its collective impact model.
o Effectively blending and braiding funding from several federal education and
neighborhood revitalization programs. In addition to the ESEA waiver, the Obama
Administration has initiated or expanded a number of programs aimed at
encouraging innovation to improve low-performing schools and boost achievement
of low-income students, encourage healthy behaviors and improve health
outcomes, and promote innovative community building and development in
severely disadvantaged communities. In addition to the Promise Neighborhood
program, the U.S. Department of Education administers the School Improvement
Grants Program, the i3 Program, and the Striving Readers Program, all of which
target resources to low-performing schools in disadvantaged communities.
Highline Public Schools is working closely with the Office of the Superintendent of
47
Public Instruction to apply for and creatively coordinate the use of funds from these
sources to support the WCP continuum of solutions.
4. Generate new public and private sector funding. Finally, an important strategy for
financing WCP beyond the term of a Promise Neighborhood Implementation Grant is
generating new revenue that can help support the effort over time. Among the most
salient strategies are:
o Working with King County leaders to create a county-based community health and
safety levy. A number of states, counties and cities across the country have
approved measures to create dedicated revenues for education and children’s
services. Recently Seattle voters approved an extension of its education levy, and
King County leaders are considering whether to create a new county-based levy to
extend dedicated human services funding beyond the Seattle city limits. Because
White Center is outside Seattle’s boundaries, it does not receive funding generated
by the city’s levy. Human services providers are working with King County leaders
to add a three tenths of a cent sales tax to support a variety of human services and
public safety programs. Over the next couple of years, WCP will work with
members of the county council, business leaders and others to explore the
feasibility of establishing a county levy.
o Creating a WCP development committee to manage an ongoing series of
fundraising events and activities. To build the capacity for effective ongoing
fundraising the WCCDA will create a WCP Development Committee to solicit large
and small donations from corporations, small businesses, and wealthy individuals
with ties to the community, as well as from neighborhood residents. Over the next
several years, the committee can provide leadership and guidance for a broadbased strategy that includes special events, capital campaigns, annual fund drives,
targeted outreach and other approaches to generate unrestricted funding for WCP.
The committee can also work on dedicated funding for specific programs and
activities, for example, a 13th year scholarship fund for White Center students to
attend Highline Community College.
o Fees for service. WCP and the WCCDA will explore generating business income
through charging partner organizations fees for out-sourced administrative and
financial management services, technical assistance and other capacity building
services. Once capacity is developed, WCCDA may also consider generating
revenue through speaking engagements, trainings, and consultations. WCCDA staff
are already frequently asked to speak on panels and provide consultation and
48
training in the areas of multicultural family engagement and leadership, and
equitable community development.
o Launching a resident fundraising campaign. Residents have already expressed
desire to raise money for events and programs related to WCP. WCP will work with
the Resident Advisory Committee to explore launching a resident fundraising
campaign. Individual contributions are expected to be small but participation is
likely to be quite broad. These funds will provide a significant reflection of the
community’s stake in WCP. They will help fund some resident driven projects and
serve as match for other grants.
o Expanding the base of private donor contributions for WCCDA and partner
organizations. The WCCDA and partner organizations will all increase their capacity
through building and strengthening their individual donor programs. Shared
consultation and training around increasing individual donors is an option under
consideration, as well as some joint fundraising opportunities and events.
CONCLUSION
To date, WCP has been successful in attracting broad-based support within the Puget Sound
region. It has also attracted significant attention and involvement by national foundations and
resource organizations because of its innovative approach and track record of success. To achieve
its goals over the next five years, WCP will need $31.4 million in monetary investments through
2017. These include an array of coordinated investments to establish and maintain a sound
infrastructure; strengthen existing programs and services; and introduce new academic, health,
mental health, family support and community safety programs and services. Of this amount,
approximately $13 million – more than one-third the total amount required – is committed or
anticipated from an array of public and private-sector funders. New investments will be needed to
fill the gaps. As detailed in this business plan, WCP has identified and is pursuing a number of
strategies for addressing immediate financial needs and for building a foundation for sustainability
over time.
With these new investments, WCP will be able to build the community infrastructure required to
ensure the level of educational opportunity and support required by all neighborhood children to
achieve their full potential. The results of this investment will have value far beyond the lives of
individual children and families who are touched. The return on investment for WCP is significant
when measured in terms of cost avoidance for poor outcomes, and positive economic value for
good outcomes for children and families who have long been regarded as among the most
vulnerable in the region and the state.
49
Investment in human capital is the crucial driver of long-term economic growth. Supporting the
continuing transformation that is underway in White Center will have positive ripple effects
throughout the region and the state in a variety of ways, by:



Offering a successful model for other disadvantaged neighborhoods in the Puget Sound
region and across the nation and provide concrete lessons on how to make positive change
happen.
Providing a sphere of influence to inspire action by community leaders and residents in
adjacent neighborhoods.
Influencing and informing the collective commitment of leaders and investors throughout
the Seattle area who are committed to comprehensive cradle to career community
building efforts.
White Center’s diverse immigrant population represents the fastest growing sector of the nation’s
population. This population has the potential to drive the economic engine in the region and the
U.S. in the next generation, but requires the necessary supports to become an informed,
empowered and productive citizenry. Raising the bar on educational possibilities, expectations,
and outcomes for children and families in White Center will ensure a valuable workforce for the
region’s economy. Thus, WCP will be an important model of how a severely disadvantaged
community can transform itself from a net consumer of public resources into a net generator of
public revenue and economic capacity.
50
APPENDICES
1. Background on White Center Community Development Association
2. WCCDA Board Members
3. Biographies of Core Leadership Team
4. White Center Promise Staff Positions
5. Continuum of Solutions Full Description
6. Cost Projections
7. Resource Projections
8. Summary of Projected Funding Gap
a. Major Result
b. Strategy
51
Appendix 1: Background on WCCDA
Connecting People & Place to Build Community
White Center Community Development Association (CDA)
The White Center CDA is a neighborhood organization that is a catalyst for a healthy community and new
prosperity in White Center. We bring leadership and vision to attract new investment, promote economic
self sufficiency and strengthen White Center’s social and civic fabric. Partnership is a core value for us
because we believe that we must all come together to make White Center a great place to live and do
business.
Our Community Vision: We envision White Center as a proud, peaceful and civically engaged community
strengthened by economic and ethnic diversity and served by a vibrant, safe neighborhood.
Our Organization Mission: To promote a high quality of life for White Center residents and stakeholders
through the development of authentic leadership opportunities and community based neighborhood
initiatives.
Our Programs: We accomplish our mission through three lines of business.
Family Development: Our “People” based two -generation work (parent and child)
Our Goal: Families are economically stable, connected, and access culturally competent, effective services.
In 2011, our work includes our Family Connections program- a social network that advances literacy, health
and economic opportunities for multi-lingual families at our three elementary schools through data-driven
assessments, targeted referrals and resident leadership. Our Mount View Healthy Learners is a
comprehensive, evidenced based effort to implement a set of targeted strategies for the purpose of
improving third grade reading abilities for the students at highest academic risk. And we are embarking
upon a “cradle through college to career” education reform plan called the White Center Promise to help
families achieve educational success in a targeted geographic zone in White Center. Lastly, our Family
Economic Success workgroup promotes best practices and partnership for job seekers and family
advancement, especially focused on pre-apprenticeships, construction trades and the Got Green program.
2010 successes:
 Family Connections served 117 families (514 individuals, 96% people of color, 77% spoke languages
other than English at home) and increased early learning involvement, reading at home, attendance
and academic data as a result of our program.
 Mount View Healthy Learners helped 81 students with direct reading interventions and over 500
students received comprehensive academic and development assessments. For this school year,
70% of all third graders tested at benchmark for reading proficiency (up from 58% the previous
year) and 100% of students were assessed for academic and developmental concerns.
 With our core partners, SW Youth and Family Services, Highline Public Schools and many others,
CDA raised funds to complete the Promise Neighborhoods business plan with funding from local
private foundations and corporations.
 Got Green successfully trained 15 low income, young adults of color in weatherization installation,
with 10 gaining employment. Over 600 residents and 70 volunteers were educated on the green
economy.
 Through partnerships with Airport Jobs, Basic Food Employment Training and others, 1,090
residents were placed in jobs of which 47% included health benefits.
52

Basic Food Employment Training/DSHS: Advocated for $19.25m of new funding to strengthen the
neighborhood jobs pipeline, serving 17,000 individuals including 2,700 residents in White Center.
Neighborhood Revitalization: Our “Place” based work (the physical neighborhood)
Our Goal: The physical neighborhood supports families through diverse types of affordable housing, safe
and walkable streets, vibrant and active businesses and improved public amenities.
In 2011, our work includes our Neighborhood business district program- focused on related strategies to
market and develop local business and economic prosperity. Our Fresh Marketplace Initiative supports local
produce markets and healthy eating and active living amongst diverse families. Spring Clean is a
400+volunteer, 20-project annual community event to clean up the neighborhood. And our Affordable
Housing/community development work will see the grand opening of an affordable 30-unit rental project,
Strength of Place Village, in Fall 2011, as well as the feasibility of a commercial/community real estate
project. It will incorporate an affordable commercial space component, as well as the development of an
equity policy agenda to underscore White Center’s changing needs.
2010 successes:
 Provided and/or connected 140 White Center businesses to technical assistance
 Healthy Food Gift Certificate program in partnership with the White Center Food Bank distributed
$20,000 worth of produce at two White Center markets to clients in need
 Distributed 14 façade improvement matching grants to local businesses to improve look and safety
of their business.
 Facilitated business owners’ choice of “Growing a Global Village” as their business district brand.
 Broke ground on a $10M new construction project, Strength of Place Village, with Capitol Hill
Housing, Delridge Neighborhoods Development Association and the CDA.
Community Building: The White Center CDA is the vehicle for merging the family and neighborhood
strategies to ensure they are resident driven and accountable. The intersection of these efforts will provide
a hub for residents to be engaged in leadership roles promoting family and neighborhood initiatives.
In 2011, our work includes our signature event, the Community Summit, bringing together 400+ partners,
residents and businesses to access resources, celebrate community, review the Community Report Card
and to understand the eight strategies of the Neighborhood Action Plan to see where their vision comes to
reality and how they can be involved. Specific targeted outreach is also set to occur related to White Center
Promise, alternative modes of transportation and voter registration. Our Resident Leadership Pathway
provides free advocacy and skills training for residents and is a benefit of becoming a Member of the CDA.
2010 successes:
 Increased the community building capacity of 17 non profits with Non Profit Assistance Center
 Launched membership program and recruited the first 120 members of the White Center CDA.
 Completed the first annual update to the inaugural 2009 Neighborhood Plan by reaching out to 50+
partners and the 100+ action items they took the lead on.
 Trained 5 resident fellows to support priorities of the community and gain experience at the CDA.
 Supported Family Development and Neighborhood Revitalization advocacy efforts related to School
equity policies, food and fitness, and housing/homelessness.
1615 SW Cambridge Street, Seattle, WA 98106 Tel (206) 694 1082 Fax (206) 658 8344 wccda.org
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Appendix 2: WCCDA Board Members
WHITE CENTER COMMUNITY DEVELOPMENT ASSOCIATION
2012 BOARD MEMBER ROSTER
Daniel Carlson
Dan is a Senior Lecturer at the University of Washington, Evans School
of Public Affairs, whose work focuses on the areas of community and
economic development, transportation and land use. He has coauthored many books, studies and grants. He draws on forty years of
experience in the public and nonprofit sectors as a big city mayoral
aide, foundation executive director, county planner, educator, applied
researcher and small businessperson.
Heather Downey
Chair
Heather is a Shorewood/N. Highline resident with a BA in Community
Development. Heather has overseen corporate real estate assets
since 1997 with firms such as Amgen and Bank of America, and
currently is the Senior Real Estate Manager at T-Mobile USA. She has
over 20 years of experience in property management, facilities
design/services and is a member of the Commercial Real Estate
Women of Seattle.
Justine Leyson
Vice President
Justine is a White Center resident. She has over 10 years of experience
in non-profit management, including program management, fund
development, housing and asset building. She currently works as a
consultant in the greater Seattle area.
Mick Moore
Treasurer
Mick Moore is a Burien resident who received his Master's Degree
and Ph.D. from the University of Washington. He has served as a
classroom teacher, audiologist, university instructor, researcher and
educational administrator. He is currently the Assistant to the
Superintendent for Interagency Relations for Puget Sound Educational
Service District.
Maria Santiago
Secretary
Maria is a Family Liaison, Interpreter, and Para Educator EBC at the
Arts And Academics Academy High School/Evergreen High School
campus. She currently serves on the Highline PTA council, Hilltop PTA
president, and Board member for the Washington State PTA.
Sylvia See
Sylvia is a resident of Highland Park and works at Sterling Savings Bank
with over 17 years of experience in banking and real estate
Pat Thompson
Pat is a long time White Center resident. She is the Founder and
Executive Director of the YES Foundation of White Center and well
connected to youth and young adults in White Center.
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Appendix 3: Biographies of Core Leadership Team
CORE LEADERSHIP TEAM
Laurie Bohm, White Center Promise Director, Southwest Youth and Family Services
Laurie Bohm has spent over 15 years in education and social services, building community partnerships and
working with youth and families in disadvantaged communities, including refugees, immigrants, foster care
and out-of school youth. She has started up numerous programs and services from conception through
implementation for organizations including Treehouse, South Seattle Community College, and Community
Schools Collaboration. She has an M.Ed. and currently serves as the Board President of the South King
Council of Human Services.
Steve Daschle, Executive Director, Southwest Youth and Family Services
Steve Daschle has been with Southwest Youth and Family Services since 1988 and holds a Master’s Degree
in Public Administration from the Kennedy School of Government at Harvard University. He has served as
co-chair of the Seattle Human Services Coalition, and is actively involved in promoting effective, family
supportive policy at the state, county and city levels. Under his leadership, SWYFS has grown from a small
neighborhood organization to being recognized as one of the area’s leading human services organizations.
Bryan Hayes, Director of Education and Family Programs, Southwest Youth and Family Services
Bryan Hayes joined SWYFS in 1999 as the parent education coordinator for the Family Center. He was
promoted in 2003 to the position of Education Center Director, where he managed the High School Reentry program for high school students who have fallen behind in their school credits, been suspended,
expelled or have dropped out; and the Teen Parent GED program. In 2012, Bryan was promoted again to his
current position where he oversees both the Family Center and the Education Center. Bryan has a Masters
degree in Educational Leadership and earned a Program Administration Certification at City University. He is
well known in the southwest Seattle youth community, having worked for many years in the Seattle Parks
and Recreation Late Night Program, coordinating and supervising recreation, education and cultural
programs for teens and young adults at risk of disruptive behavior
Bernadette Merikle, Director of Equity and Family Engagement, Highline Public Schools
Bernadette has a Masters of Education in Student Development Administration from Seattle University and
a Bachelor’s degree in Communication with a focus in Cultural and Health Communication from Cornell
University. Before joining Highline and White Center Promise, Bernadette worked in Admissions at Cornell
University, New Mexico State University and Seattle Law School. She was the first Director of Diversity &
Equity at South Puget Sound Community College. Bernadette also has philanthropic experience as a
National Selection Committee Member for the Coca-Cola Scholars Foundation, a United Way of King County
New Solutions Councilmember and as a Brainerd Fellow for Social Venture Partners, Seattle. With 15 years
experience in non profit and education organizations, Bernadette has deep ties to both education and
philanthropy.
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Edna Noga, Family Connections Director, White Center Community Development Association
A resident of White Center, Edna was a Trusted Advocate with the Making Connections program in White
Center. She was one of the early developers of the Family Connections program at the WCCDA and is now
the director. She is a recipient of a Robert Wood Johnson fellowship. Edna was born in America Samoa and
has been involved with her Pacific Island community her whole life via school, college, church, and today
with PASEFIKA, a faith-based organization located in the heart of White Center. She graduated from the
Colorado School of Mines with a B.S. in Engineering and an Electrical Specialty. Edna has participated in the
6-month Collaborative Leadership for Results training offered by the Annie E. Casey Foundation, as well as
the Results Based Accountability course offered by Mark Friedman.
Sili Savusa, Executive Director, White Center Community Development Association
Sili Savusa is a long time community advocate and White Center resident. Prior to coming to the WCCDA,
Sili was the Family Center Coordinator at Southwest Youth and Family Services for nine years, and also
served as Coordinator of the SE Family Center at Atlantic Street Center. Her work history also includes 8
years at the City’s Department of Human Services, and experience as the Acting Director of the Samoan
Community Center. Sili’s other accomplishments include being elected to the Highline School Board in
2007 as the first woman of color, and going on to become the School Board President. She also founded
the first Samoan/Pacific Islander Parent Teacher Student Association in the nation in 2002 to address
education issues impacting Pacific Islander students and their families, and was elected in 1989 as the first
woman on the board of the Samoan National Chiefs Council.
Alan Spicciati, Interim Superintendent, Highline Public Schools
In April 2011, the Highline School Board appointed Dr. Alan Spicciati as interim superintendent of Highline
Public Schools for the 2011-2012 school year. Dr. Spicciati has 18 years of experience in public education,
the last 17 in Highline Public Schools. His roots as a classroom teacher anchor his connection with children
and families. Dr. Spicciati worked closely with students as assistant principal of Tyee High School in SeaTac,
where he led a successful effort to obtain a $750,000 21st Century afterschool program grant. As principal
of Beverly Park Elementary School, near White Center, Dr. Spicciati served the largest ELL population in
Highline at the time. Dr. Spicciati has served as Highline’s Executive Director of Secondary Schools and
most recently, as Chief Accountability Officer. As CAO, Dr. Spicciati developed the System-wide Measures of
Success, a tool to monitor progress on key metrics toward the district’s vision of all students graduating
prepared for college, career, and citizenship. Dr. Spicciati received his undergraduate degree from the
University of Rochester, a master’s degree from the University of Washington, and the Doctor of Education
from Seattle Pacific University.
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Appendix 4: White Center Promise Staff Positions
WHITE CENTER PROMISE
ANTICIPATED STAFF POSITIONS
As White Center Promise grows to full capacity over the next five years, we expect to develop and staff the
following positions.
White Center Promise Director. This position was filled in February 2011 by Ms. Laurie Bohm. She has a
long history of developing and growing new programs, and is an effective and experienced manager of
community building and youth development efforts in disadvantaged communities. Ms. Bohm will be
responsible for the day-to-day management of White Center Promise and for ensuring effective and
efficient operations. Ms. Bohm will be the point person for all program planning, implementation,
coordination, management, communication and outreach activities. She will also lead the program and
systems alignment effort and ensure that the White Center Promise maintains fidelity to the philosophies
embodied in the theory of change. She will also be responsible for building and maintaining key external
relationships with local and regional officials, neighborhood and technical partners, business leaders,
schools and higher education institutions, as well as other key stakeholder groups. She will provide the
management, direction and oversight to the staff as a whole and serve as a liaison between leadership and
management. Ms Bohm will be a WCCDA-staff member and will devote her full time to managing White
Center Promise.
Planning and Coordination Directors. During the first two years of White Center Promise implementation,
three Planning and Coordination Directors will be hired to provide central leadership for aligning and
coordinating all programs and resources related to the key results areas: Early Learning, K-12, and Postsecondary/Family Economic Success. These staff members will also coordinate technical assistance for
partners as needed and facilitate a Continuum of Solutions Workgroup comprised of residents, policy and
program experts, leaders of community-based organizations and institutional partners.
Data and Evaluation Director. During the first year, a Data and Evaluation Director will be hired to help
design and manage a rigorous program evaluation, and oversee the collection, archiving and use of all data
on program inputs, costs, outputs and outcomes. This will include managing data system needs, datasharing agreements, and work with partners on data collection and reporting. In addition, this staff
member will facilitate a Data Workgroup made up of residents, experts, CBO’s and institutional partners,
and help maintain a culture of results for White Center Promise as a whole.
Data Analyst. During the first year, a Data Analyst will be hired to handle the day-to-day administration
and maintenance of the information management system, as well as the analysis of the data collected for
evaluation and reporting purposes. This staff member will work closely with the Data and Evaluation
Director.
57
Community Engagement Director. During the first year, the WCCDA Community Engagement Director will
transition into White Center Promise work for at least .5 FTE. This person will be responsible for planning
and managing all public engagement activities and outreach for families in White Center Promise programs,
community residents, local leaders and stakeholders. This staff member will facilitate the Community
Engagement Workgroup made up of residents, representatives of community-based organizations and
institutional partners. In the first year, e/she will also oversee the development of a policy advocacy agenda
at the local, regional and state level.
Advocacy Manager. An Advocacy Manager will be hired in the second year to create and implement a
robust advocacy plan with local residents, organizations and other stakeholders. This staff member will
work closely with the Community Engagement Director.
Development Director. The WCCDA’s Development Director will devote approximately 40-50 % of her time
to White Center Promise. This person will develop a fundraising plan, build relationships with potential
donors and funders across sectors, oversee consultant grant writers and work towards creative financing
opportunities. They will also facilitate the Scale and Sustainability Workgroup made up of residents,
experts, CBO’s and institutional partners.
Development Associate. In the second year, a full-time Development Associate will be hired to work
closely with the WCCDA Development Director. He/she will plan fundraising events, assist with grant
writing and research, and developing communications materials.
Administrative Assistant. A full-time Administrative Assistant will support the White Center Promise
Director and other members of the White Center Promise staff on all administrative tasks.
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Appendix 5: Continuum of Solutions Full Description
CONTINUUM OF SOLUTIONS
DESCRIPTION
SOLUTION
Description
Coordinate Home
Visiting Services
for All Families
Nurse-Family
Partnership
This maternal health program introduces vulnerable firsttime parents to caring maternal and child health nurses.
Nurses deliver the support first-time moms need to have a
healthy pregnancy and become knowledgeable and
responsible parents.
Outreach Doula
Program
A replication of Health Connect One’s community-based
doula program. Outreach doulas provide women and
their families with support before, during and after the
birth of their child. This is a 2 year intensive, relationship
based program that recruits women from the community
to serve Somali and Latina women and their families in
White Center.
Early Head Start
A federally funded community-based program that serves
pregnant women and families with infants and toddlers up
to age 3. This home visiting program is designed to
promote healthy prenatal outcomes for pregnant women,
enhance the development of very young children, and
promote healthy family functioning.
Parent Child Home
Program
A home-visiting program to promote early literacy skills
among very low income families with two-year-old
children. Children and their parents are visited twice
weekly during the school year with books and toys. The
home visitors model reading, playing and interacting with
young children in ways that promote children's love of
learning.
Implement QRIS
QRIS is a collection of ‘best practices’ that result in a
system of professional development and accountability to
increased levels of quality childcare, as well as promoting
children’s school readiness. Intensive coaching and
supports are provided to child care centers and family
child care providers so they may improve their state rating
through rigorous interventions and knowledge-building.
Early Learning
STRATEGY
Improve Quality of
Licensed Child
Care
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Ensure School
Readiness for
Children 0-5
Play and Learn groups are led by trained facilitators and
are structured, drop-in groups for young children and their
caregivers. It is an opportunity for children to play and
learn together; family, friend and neighbor caregivers to
connect with each other; and for caregivers to learn
additional strategies to continue supporting the children in
their care and understanding how to support each child's
healthy development.
Early Start
Kindergarten
This one week program before the start of school eases
the transition into kindergarten for children, families,
teachers and other school staff. It focuses on teaching
routines, procedures, and expectations for school
behavior and helping students and families establish
relationships with their teacher and peers. Relationships
between families and the school are also built through
home visits and other activities.
Family Friend &
Neighbor (FFN)
Transition to
Kindergarten
Support informal caregivers to ensure a successful
transition to kindergarten for the children in their care.
Three strands will be used:
Middle School
STEM
1) Getting School Ready Action Teams are school-based
teams that include providers, caregivers and school staff;
2) Early Learning Ambassadors/Community Conversations
utilizes a peer learning model; and 3) Technical assistance
to the focus elementary schools on utilization of WaKIDS
(WA Kindergarten Inventory of Developing Skills) with FFN
caregivers.
Dual Language
Expansion
This brings dual language instruction to a school, allowing
students to become immersed in a language other than
English (in this case Vietnamese) at a young age. This is
beneficial to both students who speak the other language
at home, and those familiar with English only. First
language strength supports English language acquisition
and overall academic achievement and bi-literact brings
cultural and economic benefits.
Alternative
Learning Strategies
Research shows that the right alternative learning settings
(programs and/or schools) can help boost academic
achievement. This safety net strategy seeks to increase
and improve the ALE's available to White Center students
and provide outreach to students who are not on track for
graduation to ensure continuation and completion of
studies.
K-12
Strengthen In
School
Instructional
programs
Kaleidoscope Play
and Learn Groups
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Coordinate
extended day
programs
community-wide
Literacy
Frameworks
Evidence-based curriculum and professional development
is being developed by the district to provide students with
the right teaching and educational supports to ensure they
meet and exceed grade level standards in reading and
writing throughout their school career.
Adaptive
Technology
Students use specific software developed to help them
grasp math and/or literacy concepts. It begins with a
preliminary assessment which is then used to offer
computer-based instruction based on what a student has
demonstrated he or she already knows and on what types
of activities appear to work most effectively in helping
that student learn. This kind of rigorous and personalized
instruction allows students to advance at their own pace
and only when they have satisfactorily mastered the
material.
Summer Bridge
Program
Incoming middle school students (moving from 6th to 7th
grade) receive an intensive summer program to provide
math and reading assistance to those who need it, as well
as school orientation, relationships with teachers and
peers, and social-emotional tools to help navigate middle
school more successfully.
Instructional
Frameworks with
Equitable Practices
All instructional frameworks within the district will have an
equity lens, looking at teaching practices and curriculum
choices that address the needs of learners from different
backgrounds, such as race, culture, gender, etc. This is an
important approach to decreasing the achievement gap
and playing to the strengths of our diverse community of
learners.
Collaborative
Learning
Cross training between school staff, families and
community providers of out-of-school time programs will
focus on needs of specific ethnic groups, cultural
competency, and academic development. Teachers will
bring curriculum and teaching expertise and guidance.
Para-professionals (including community organizations
and families) will bring bilingual bicultural knowledge,
communication skills and provide additional
understanding of students. Family members will also
bring specific knowledge of their children, their needs
including their culture. This will intentionally lead towards
a system change in which family expertise and learning
will become a necessity for all partners.
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Integrated OST
Programs
A structured and proactive OST model will bring together
the work that teachers, families, and community based
organizations are doing to provide a seamless and
integrated continuum of activities that extends the school
day for k-12 students and creates a strong learning
community. This includes summer programs and portable
programs that can happen during or outside of the school
day. The model will include bilingual/bicultural outreach
and to ensure participation of diverse families. Grades K-6
focus will be on math and literacy programs evaluated
and chosen based on their power to reach struggling
learners, alignment to core instructional practices,
simplicity to serve the OST-family-community capacity
level, and portability to become home-use tools for
families. The grades 7-8 focus will follow the District
priorities and Cascade Middle School’s Improvement Plan
with an academic focus on Algebra and a youth
development focus on building resiliency (using early
warning signs).
6th-9th Grade
Transitions
Transition services are provided to referred students who
may have trouble transitioning to middle school due to
either social/emotional or academic issues. A cohort of 6th
grade students meet to discuss social-emotional issues,
study skills and college readiness. Once in middle school,
7th graders receive supports to stay successful in school
and leadership opportunities to support incoming
students. 8th grade students receive high-school
readiness workshops and receive additional supports once
they begin 9th grade.
Out-of-School
STEM
Project-based middle school programs are provided after
school that focus on STEM skills, apprenticeships and
careers.
Language
Commons
Evening classes are offered in Arabic, Khmer, Spanish,
Samoan, Somali, Vietnamese for both students and
families. School staff and community volunteers provide a
robust and multi-generational learning environment.
Language Learning
Technology Center
School technology labs open in the evenings to allow
students and families to gain English language skills as well
as learn heritage and new languages through technology
tools, such as Rosetta Stone and Imagine Learning English
software.
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CONEVyT Plaza
Technology labs will be open in the evenings to support
student and family work on CONEVyT Plaza. This
innovative program developed by the Mexican
government and the Yakima School District has produced
core subject curriculum, in Spanish, that can be utilized by
students through the Internet to complete their secondary
education while abroad, and can be utilized by
Washington state schools to provide core subject
instruction in Spanish, while learning English. This
curriculum can also help students who want to strengthen
their cultural immersion learning Spanish, and provides
curriculum to advance the education of Hispanic adults.
Improve
Attendance
Reduction of
Absenteeism
The district will standardize reporting and tracking
systems. School and commuity family navigators will
develop appropriate and standardized prevention and
intervention strategies based on specific needs of WC
families. This includes improved communication so
families are informed in their native language and in a
culturally appropriate manner about number of absences,
ramifications and possible supports.
Ensure Relevant
Health and Mental
Health Programs
Coordinated School
Health
Create and maintain School Health Advisory Committees
(SHAC) at each school that coordinate within the district as
well. These committees will help coordinate and align such
programs and services as fitness, nutrition, bullying,
mental health, violence prevention, pregnancy prevention
and early intervention of health issues.
Food
Empowerment
Education &
Sustainability Team
(FEEST)
This program engages youth as leaders and community
members. It exposes youth to healthy and nutritious food
and sustainability techniques, while encouraging
community networking and empowerment around these
issues.
School Food and
Fitness
Improves school food and fitness environments by linking
schools with learning activities such as nutrition and
garden based education, improving physical activity
through safe routes to and from school, and increased
partnership between youth and families with community
members, community-based organizations, community
leaders, and policymakers.
Youth Violence
Prevention
Network
A network of providers that coordinate and provide
prevention and intervention services to youth at risk of or
involved in gangs, drugs and other risky behaviors.
63
Coordinate Family
Support programs
Post-Secondary
Improve postsecondary
preparation and
persistence
School Health Clinic
Alignment
Provide alignment and outreach to a new school-based
health clinic to ensure the clinic meets the needs of the
community in a culturally appropriate way and that
schools and providers refer students who report positive
experiences.
Family Support
Provider
Coordination
Create a family support learning community by bringing
together providers, families, advocates, and school staff to
build relationships, increase referrals and jointly identify
service gaps and a plan to meet those needs. This allows
for coordination of district, DSHS and other services in
White Center, and provides a stronger system of bilingual/
bicultural support to all families.
Family Leadership
and Advocacy
Coordinate and refer families to established leadership
and advocacy programs, and provide access, support and
information to upcoming opportunities in the schools and
community upon their graduation. The goal is to help
develop family members into leaders and advocates that
can work both within and beside White Center Promise to
create systems change at the school, district, regional and
national levels.
Family Connections
This program provides families with a social network that
advances literacy, health and economic opportunities for
multi-lingual families at local elementary schools. They do
this through data-driven assessments, targeted referrals
and resident leadership, as well as literacy and resources
for children.
Alignment of postsecondary prep
programs
White Center Promise partners will come together to align
their services, resource info and outreach around collegegoing awareness and preparation for families and students
K-12 to ensure a maximum number of students and
families are reached.
Post-secondary k12/family
preparation
Multi-pronged, culturally-appropriate activities that focus
on exposure, awareness and preparation for students and
families about post-secondary benefits, opportunities and
processes. Activities will start in elementary school and
continue on through high school and be offered in an
array of modalities and experiences.
Campus
Connectors
Area post-secondary institutions train and provide service
learning, internships, and other opportunities to their
White Center students to provide outreach to families
and students in their community about post-secondary
64
understanding and planning.
Family Economic Success
Improve Job
Readiness and
Placement for
Graduates
Increase
Employment and
Training
Opportunities for
Families
College Prep
Tracking Software
High schools, post-secondary-institutions and appropriate
CBO’s use tracking software and social networking options
to ensure students are engaged in the college process and
appropriate milestones are reached.
College Navigators:
Post-secondary
Persistence
Trained staff and volunteers or “College Navigators” will
integrate and embed with post-secondary institutions to
create a bridge for WC students and cohorts. They will
assist students with speaking the college “language”,
registering for the right classes at the right time,
advocating for themselves, and will sound early alerts
when students are struggling beyond the norm.
Workforce/School
Partnerships
Workforce/school partnerships will be developed to help
influence and/or assist with HS and college curricula and
forums to help meet the needs of their industries.
Businesses and other possible sites will be encouraged to
create internships, externships and other work experience
opportunities for WC students to gain real-world, handson work experience before they leave the school
environment.
Job Readiness
workshops
Customize and offer job readiness and employability
workshops, mentorship and leadership development
opportunities to WC youth. Job clubs and professional
networking groups will help students and graduates stay
motivated, share challenges, and continue learning.
Basic Education for
Families
Assist families in building necessary skills to find living
wage jobs through providing classes in job skills, computer
literacy, ELL, and other relevant subjects.
Airport Jobs
Airport Jobs helps prospective applicants to the Port of
Seattle understand the nature of airport-related jobs,
complete employment applications, create resumes and
cover letters, learn job search and interviewing
techniques, obtain referrals to community resources for
themselves and link to White Center Promise services for
appropriate applicants and their children.
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BFET
Ensure referrals to service providers who are part of the
Basic Food Education and Training (BFET). BFET provides
access and services to food stamp recipients in
Washington State. Services include job search and job
search training, education and skills training, and support
services to Basic Food recipients not participating in the
state’s Temporary Assistance for Needy Families (TANF)
program
Free Tax Prep/EITC
Thousands of working families and individuals in
Washington are eligible to receive a check for up to $5,751
in Earned Income Tax Credit (EITC) from the Internal
Revenue Service, but the program goes unused by many
low-income workers because they don’t realize they are
eligible. Through free tax preparation services, this
program helps these families to receive this credit and use
the money wisely through financial literacy, savings, and
access to mainstream banking and incentives to invest in
appreciable assets for long-term prosperity.
Entrepreneurial
Opportunities
Support White Center families that want to start small
businesses through programs that provide technical and
financial support to low-income individuals.
Job Development
and Matching
Create an employer and provider Advisory Board to match
WC residents with open positions. Service providers will
set up hiring events and work with potential applicants to
apply for appropriate positions. Businesses will have a
recruiting and retention pathway and can give feedback
on industry skill sets and soft skills needed.
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Appendix 6: Cost Projections
67
Appendix 7: Resources Projections
68
Appendix 8a: Funding Gap by Major Area
69
Appendix 8b: Funding Gap by Strategy
70