The Learning Collaborative After the assessment process, state and multi-sector partners from five communities established the Learning Collaborative (LC) in order to address the gaps and create the essential components of the Community Well Being Model. The LC met every month starting in January 2009 until December 2011 to co-create the CWB toolkit, values, principles, and essential components of the community well-being model. In 2013, the Community Well Being Model was finalized based on input gathered through five community listening sessions, research presented to the Nebraska Children’s Commission by Dr. Deborah Daro, and a collective impact study conducted by FSG. 4 The Community Well-Being Model Nebraska’s Community Well-Being Model supports local collaborations working to promote well- being by strengthening protective factors across the lifespan within the community context. Key components of the model include: ● A multi-sector community collaboration that authentically engages all partners ● Community ownership and community-driven approach that ensures decisions are made by and for the community. ● A collaborative infrastructure (backbone, steering committee, workgroups, coordination functions, etc.). ● A lifespan focus with prevention, early childhood, school-aged, and older youth programs as well as basic needs and strategies that are coordinated to support children and families. ● Recognition of historical context in communities and prioritizing work to address historical and root causes affecting well-being. ● Local, state, and national level policy and practice changes to support conditions for communities to thrive. ● Most importantly, authentic partnerships with individuals with lived experience. Implementation of the Community Collaborative Well Being Model As a result of the Learning Collaborative, Nebraska Children and DHHS convened and focused on five interested community-based multi-sector partnerships to receive funding and support in implementing the model. The support included: a neutral convenor/consultant, public and private funding, training and technical assistance, population and performance data, research and support in fund development, a local evaluator, shared website, databases, and technology tools, lived experience leaders, and a learning community for peers to share and problem solve strategies for a collective movement across Nebraska. Each phase of development was directed by community partners in the following approach: ______________ 4 The following model was informed by the work and research of FSG: Kania, John and Kramer, Mark. “Collective Impact.” Stanford Social Innovation Review , Winter 2011.
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