Presentation on theme: "R3 Youth Development Institute"— Presentation transcript:
1R3 Youth Development Institute Karen PittmanCo-Founder & CEOThe Forum for Youth Investment
2Supporting the whole child: Bolder strategies for better Results
3The Forum for Youth Investment Nonprofit, nonpartisan “action tank” dedicated to helping states and communities make sure all young people are Ready by ready for college, work and life.Located in Washington, D.C.Adjunct office in Michigan (Center for Youth Program Quality)35+ staff headed by prominent national leadersHistorically a “forum” where policy, practice and research meet
4Researchers Gambone, Connell & Klem (2002) estimate that only 4 in 10 young people are doing well in their early 20s.2 in 104 in 104 in 1022% are doing poorly in two life areas and not well in anyProductivity: High school diploma or less plus unemployed or on welfareHealth: Poor health, bad health habits, unsupportive relationshipsConnectedness: Commit illegal activity once a month35% are doing okay – doing poorly in no more than one life area and doing well in at most one – and doing okay in the rest43% are doing well in two life areas and okay in oneProductivity: Attend college, work steadilyHealth: Good health, positive health habits, healthy relationshipsConnectedness: Volunteer, politically active, active in religious institutions, active in community
5Thinking Outside of the Box CivicSocialEmotionalPhysicalVocationalCognitiveOutcomeAreas21+.??Ages?AfterSchoolTo help you understand what we mean by reach, let me set up a familiar scenario. In the business community, a common response to the quality question is, “let’s find the best programs out there and replicate them.” There are a couple of problems with that model. First it can lead to factions, as the anointed programs receive more of the available resources. Second, replication models can be very program specific, and they don’t always help professionals working in different kinds of contexts and systems transfer and apply the practices that led to the initial success very well.In the end, the replication model can get high marks in terms of quality programming, but usually doesn’t result in enough reach to address all of the systems, settings and programs that touch young people’s lives. To address the reach part of the equation, we ask communities to make three assumptions:First, kids need early and sustained supports. Many communities have gotten the early part right – as seen in investments in early childhood education. But it is not enough to invest early without thinking systemically about what supports & opportunities are in place next. So we start with the first assumption that we have to invest in young people from the time that they are little to the time that they are big. The second assumption is that we have to invest in and engage young people across their waking hours – from the time they get up until the time they go to sleep. Third, we have to think across the full range of outcomes – from academic to social – if we are to fully support young people being Ready by 21.If you take those three assumptions and you make them the axes of a cube (ages, times of day/year, outcomes) – you define developmental space for young people. We can intentionally fill this space or kids can be left to their own devices to fill it - young people will find someone to talk to and something to do, whether we are paying attention or not.At a systems level, we don’t do a consistent job of thinking about the entire space and using our community resources to address that entire space. Schools only fill a small part of the space – roughly 27% of young people’s time -- and they are increasingly under pressure to address only a narrow slice of the outcomes space (namely academics). After-school fills an even smaller space, depending on how it is defined.To answer the question are youth getting what they need, communities need to know what fills the rest of the space and need mechanisms in place for monitoring the availability, accessibility and quality of programs.[Speakers note: You may insert a discussion question to engage the audience in what they think fills the “developmental white space” space – good or bad – for young people in your community, and make observations about how coordinated mechanisms are helping or may help to address some of the most critical concerns in the future.]SchoolMorning NightAt its best, school only fills a portion of developmental spaceTimes of Day
6Who is Responsible for the Rest? FamiliesPeer GroupsSchools and Training OrganizationsHigher EducationYouth-Serving OrganizationsCBOs (Non-Profit Service Providers and Associations)Businesses (Jobs, Internships and Apprenticeships)Faith-Based OrganizationsLibraries, Parks, and Recreation DepartmentsCommunity-Based Health and Social Service Agencies
7We know what it takes to support development The National Research Council reports that teens need:Physical and Psychological SafetyAppropriate StructureSupportive RelationshipsOpportunities to BelongPositive Social NormsSupport for Efficacy and MatteringOpportunities for Skill-BuildingIntegration of Family, School and Community efforts
8These supports really do make a difference, even in adolescence. Gambone and colleagues show that youth with supportive relationships as they enter high school are 5 times more likely to leave high school well-prepared than those with weak relationships. These students are then 4 times more likely to be doing well as young adults.7064 Eastern Avenue, N.W. Washington, D.CT: F:
9Providing These Supports CAN Change the Odds Gambone/Connell’s research suggests that if all young people got the supports they needed in early adolescence, the picture could change…from 4 in 10doing wellThe researchers didn’t stop there. They asked the question, if every young person coming into high school had the supports that kids in the “doing well” category had, would the picture change? They determined that we could change the 4 in 10 statistic to 7 in 10 “doing well” and 1 in 10 doing poorly.This research suggests that it is never too late to invest in young people, and that it is possible to change the odds.If all young people got the supports they needed in early adolescence, the picture could change from 4 in 10 doing well to 7 in 10 doing well. That’s not perfect, but it’s significant – and this research only captures the difference made based on supports provided during early adolescence. It is possible that with increased investments during the first decade of a young person’s life, we could get closer to 10 out of 10.to 7 in 10doing well
10Vulnerable, Disadvantaged or Disconnected Youth Have Common Needs Lack connections to networks for education, employment, supports and services, and community connections.Lack academic and workforce preparation because they possess low academic, workforce and interpersonal skills.Need access to stable basic services such as housing, transportation, financial literacy, and health services.Can be at different gradients of the disconnected spectrum.
11By definition, transition-age youth are navigating in to and out of systems
12These systems struggle to provide individualized supports All big systems – child welfare, juvenile justice, K-12 education, higher education, employment and training, health/mental health, public housing – lean towards risk management and away from creative problem-solving, making them difficult to navigate, especially for those with multiple risks.As large numbers of young people look for pathways into and out of systems, institutions are looking for ways to adapt and respond to this need.
13Program and system performance improves when staff and leaders focus on: Applying a youth-centered approachBecoming user-friendly and easy to navigatePartnering with multiple government sectors and community based organizationsEnsuring young people have a champion in the system (i.e. community based organization)
14But changing cultures one system at a time is tough
16Leaders take on a recurring set of tasks whenever they set out to create a new agenda Take ShapeTake AimTake StockTake ActionTrack ProgressTo ImplementationTake Shape– Bring multiple stakeholders together and use a structure that can implement and track changeTake Aim -- Identify target goals and results you want to see for young people across ages and for programs across systems.Take Stock -- Assess current initiatives, programs, funding. Establish counts, baselines and benchmarks to show where you are and where you want to goTake Action -- Make and sustain changes needed to reach your goals. Strengthen community supports, engage youth and families, shift and align policies and resourcesTrack Progress – Track progress against common goals and indicators, share reports broadly and assess the pace of changeFrom IdeaBut do they stop to ask how these agendas add up?
17Collaborations Perinatal Community Consortium Do Right by Kids campaignTask Force on ViolenceCounselor’sConsortiumAmerica’s PromiseSACSIRochester Children’s Collab.Comm. Asset NetworkDomesticViolencePartnershipNot Me Not NowDomestic Violence ConsortiumNBNEarly Childhood Develop I.CCSI TIER IIN.E.T.Transitions Collab.HealthActionJuvenile Justice CouncilCity Violence InitiativeInteragency CouncilMCTPRochester‘s ChildRoch. Enterprise Community Zone P.SDFSCA Planning CommitteesReclaimingYouthYouth 2000REEPStudentAsst. Prof.Greater Roch.AreaHomeless Continuum of care Impl. TeamMonroeCty. Sch& Comm.Health Ed.NetworkOASAS Prevention InitiativeRochesterEffectivenessPartnershipMentoring Round TableRAEYCCHANGEPCICYRBS GroupPerinatalSubstanceAbuseCoalitionRECAPYouth Services Quality C.HW &TutoringRoundTableHomelessServicesNetworkChildren & Family Serv. Subcomm.Student Assistance Prof.Runaway & Homeless Youth Ser ProviderAdult Services Subcomm.Community ProfileCASASProvidersDiversion CollaborativeBoardofHealthUnited Neighborhood Centers Of Greater Roch.Preventive Services CoalitionCommunity Service BoardReg. 2 Preventive Provid.NSchool Health Leadership Team
18Children’s Services in Los Angeles County A Tangle of Inefficiencies: the typical approach see a problem… convene a taskforce…. create a program…Children’s Services in Los Angeles CountyTypical response is See a Problem, Convene a Task Force, Create a ProgramSOURCE: Margaret Dunkle
20HOW? Broader Partnerships Bigger Goals Bolder Strategies Better Data The Ready by 21 National Partnership Can Help
21Broader Partnerships: Maine Governor’s Children’s Cabinet The Maine Governor’s Children’s Cabinet is chaired by First Lady Karen M. Baldacci and has as its members, the commissioners of the five child-serving state agencies, Education, Health and Human Services, Corrections, Public Safety, and Labor, and the Governor’s policy advisors.As many here know, Maine’s Children’s Cabinet began under the King Administration and is about to end its 16th year of high-level, cross-systems partnership work under the leadership of First Lady Karen Baldacci.
22Children’s Cabinet = Public Value For the last 16 years, the Maine Governor’s Children’s Cabinet has added public value by:Coordinating approaches to the delivery of services;Establishing administrative priorities across departments/agencies/bureaus;Leveraging resources both human (staff) and financial, that maximizes funding by collaborative grants and best use of federal funding streams, as mandates allow.
23Children’s Cabinet = Public Value …and by:Distributing through its Senior Staff and the Regional Children’s Cabinets, Pooled Flexible Funds to fill one-time family needs where there is no other eligibility-related service available to keep a child or teen safely in the home;Operationalizing the Governor’s commitment to creating better outcomes for children and youth in Maine.It has moved shared policies out through service delivery systems, but as important, the Cabinet has set priorities and philosophies for embracing a developmental asset approach to policy and service delivery.
24Bigger Goals: The Governor’s Children’s Cabinet is committed to policies and programs that ensure every Maine child is:SafeHealthyWell-educatedProductive
25Tracking Indicators of Child Well Being is important 4th Graders reading below grade level – 41%8th Graders reading below grade level – 29%Children affected by asthma – 7%Teens who are high school dropouts – 11%Teens who are not in school and not working – 11%Child deaths – 25 per 100,000Children suspended from school – 9 per 100 studentsPersons age not attending school, not working, and no degree beyond high school – 17%Children with no parents who are employed full-time, year round – 35%Teen Deaths – 76 per 100,000Children in the care of their grandparents – 6%2-year-olds who were immunization – 84%Infant mortality – 9.3 per 1,000Children in single parent families – 34%Children in Poverty – 21%Substantiated cases of child abuse – 5.6 per 1,000Children referred to juvenile court – 5.9 per 1,000Number of teen births – 53 per 1,000 birthsPersons in poverty – 23%Children under 18 without health insurance – 9%
26Goals and indicators should span the ages and developmental areas Pre-K0–5School-Age6–10Middle School11–14High School15–18Young Adults19–24+Ready for CollegeLEARNINGReady for WorkWORKINGReady for LifeTHRIVINGCONNECTINGLEADINGTALKING POINTSWe need ways to take stock of young people’s progress, or of our efforts or initiatives in basic of sophisticated ways.Consider the following: If our goal is that we want every young person to be ready for college, work and life by the end of their second decade (by 21) and we believe that this requires early and sustained investments to help them make progress in a range of developmental areas, then we could simply “color” in our assessments of how well we (and/or they) are doing.This is an arbitrary coloring of such a grid.What we normally do as leaders, is to find some way to get consensus on what the red cells are – where young people are most in need; where our efforts are most lacking. Then we pick a few of these cells to focus on (e.g. academic success for high school students, physical health of preschoolers, parent education and supports for families) and then throw away the rest of the picture.But consider what happens. We shift our attention to a few red cells and move them to yellow. But we don’t notice, then, when some of the yellows shift to red and the greens shift to yellow. So there is a strong chance that the overall picture really doesn’t change much.
27The Forum has learned that states that identify and then track trend data related to shared priorities have better child and youth outcomes. Maine Governor’s Children’s Cabinet Maine Marks track trend data to measure child and youth wellbeing, which are updated annually and help tell the story of the impact of policy moved to practice over time.
28Using a Common Framework Can help with language confusion across sectors and agenciesHelps focus on the results you want to seeSet long term goalsTrack progress with indicators and metricsTrack policies and resources and set prioritiesTrack programs and services geographicallyLink issue/population specific action plans…..and more
29Better Data We think of data and information… …that tells us how we are doing in each gear…29