Maine Governor’s Children’s Cabinet NGA Human Services Retreat

Children’s Cabinet History Created by Former Governor Angus King and First Lady Mary Herman in 1996 as a way to coordinate policies and programs for children and youth Legislative Task Force recommended formalizing in statute in 2000 Expanded upon by Governor John E. Baldacci

Children’s Cabinet Meets Monthly First Lady Karen Baldacci, Chair Patrick Ende, Governor’s Office Commissioners of… Department of Education Department of Health/Human Services Department of Public Safety Department of Corrections Department of Labor Senior Staff

Senior Staff Meets Weekly David Stockford, Education Jim Beougher, DHHS, Child & Family Services Dr. Richard Aronson, DHHS, Maternal and Child Health Barry Stoodley, Corrections Joan Smyrski, DHHS/Children’s Behavioral Health Susan Savell, Communities for Children/Youth Mary Fran Gamage, Labor Freda Bernotavicz, Muskie School for Public Policy (USM) Regional Children’s Cabinet Chairs (3) Lauren Sterling, Staff

Maine Children’s Cabinet

Regional Children’s Cabinets (RCCs) Region I: Cumberland and York Counties Region II: Androscoggin, Kennebec, Sagadahoc, Oxford, Waldo, Somerset, Knox, Lincoln, Franklin Counties Region III: Hancock, Washington, Penobscot, Piscataquis, Aroostook Counties

Children’s Cabinet Staff Lauren Sterling – Staff Support for: Children’s Cabinet, Senior Staff, Council on Children & Families, New Residence Committee, Task Force on Early Childhood, 21 st Century and GEAR UP Grants and Communities for Children & Youth Program replication and technical assistance Susan Savell – Executive Coordinator: Communities for Children & Youth Diane Maxwell – Administrative Assistant: Children’s Cabinet, Communities for Children & Youth

Role of RCC Facilitate regional collaboration and planning with state frontline and community provider partners; Facilitate agreement on priority areas for pooled funds; and Oversee fiscal review and reporting on activities, outcomes, and budgets to Children’s Cabinet

Children’s Cabinet Budget Total In-Kind Staff Expenses = $199,499 annually Pooled Flexible Funds Program Investment = $360,000 annually Total CC Investment = $559,499 NOTE: This CC investment leveraged over $15 million in additional funds across agency partners towards programs/initiatives in 2004.

Children’s Cabinet Common Values Child/youth Centered, Strength-based (asset-approach), Humane, Evidence- based, and Cuts across agencies and systems

Measuring What We Do Maine Marks

Maine Marks Maine's Marks are a set of 80 social indicators that monitor the status of child, family and community well-being for the state of Maine. Measurement # of indicators tracking % of improved child and family well-being.

Sample List of Outcomes Increase in youth feeling valued in school and community (Mark 77) Increase in children/youth mentored (Mark 20) Decreased number of public welfare recipients (Mark 61) Increased number of teachers with Early Childhood Education Certification (Mark 27) Increased percentage of public kindergarten students in schools with all-day kindergarten (Mark 25) Increased home care of youth with severe behavioral health problems (Mark 18) Decreased percentage of youth reporting illicit drug use (Mark 10) Decreased number of incidents of prohibited behavior that resulted in student removal from school (Mark 6)

REGIONAL PLANNING & INTERAGENCY COORDINATION

Keeping Maine Children Connected (KMCC) From… hospital/psychiatric and residential facilities back to school & community Coordinated through the Regional Children’s Cabinet & state agency staff:  Brings community providers, schools and hospitals together to share innovative programs;  Trains school, crisis unit and hospital staff; and  Establishes a protocol that facilitates communication to assist youth returning from psychiatric facilities.

Keeping Maine Children Connected Coordination of Federal Mandates

KMCC Outcomes  Children/Youth make successful transitions back to school from psychiatric residential treatment or correctional facilities  All schools and “sending facilities” have trained, single liaison contact  Youth succeed in higher education  Youth successfully connect or reconnect to their educational programs  Youth have improved educational outcomes through the continuity and completion of their educational programs  Youth have a reduced number of school transitions  Youth have an increased sense of belonging to their school and community.

Collaborative Service Planning Models Among Maine’s successful case planning models are: Child and Family Teams Family Team Meetings Family & Systems Teams

Core Principles The specific and comprehensive plan builds on family, child and team strengths from which options can be developed to meet the needs of children and families. Families are full members of the planning team and participate fully in developing their plan that is reflective and respectful of their beliefs, values, preferences, and customs.

Benchmark No child should have more than one integrated plan across complex needs and or multiple systems.

Benchmarks The team member structure should include one- third natural supports and not more than half of team membership should be “advance degree professionals.” No child should have more than one integrated plan across complex needs and or multiple systems. We do not have a comprehensive plan until the child and parent agree it is so.

LOCAL PLANNING & PARTNERSHIPS

Communities for Children & Youth Goals To measurably improve the well-being of children in every Maine community; and To increase educational attainment and achievement levels of all Maine children (Currently 72 local C4CY Coalitions statewide)

C4CY Local Coalition Purpose Develop Children’s Leadership Councils to assess the needs (assets and risks) of children and youth; Implement prevention programs and policies; Evaluate changes in the community through effective collaboration.

C4CY Desired Outcomes # of community coalitions partnering with state. % of citizens who feel positive about youth in their community. % of young people who believe that adults in their community care about and value them. # of children/youth receiving all Five Promises. # of children/youth reached through asset-building strategies. # of coalitions awarded collaborative prevention and/or positive child/youth grants. # of community members/sectors formally engaged in addressing child/youth issues. # of coalitions following plans based on assessment/data. # of prevention programs established tracked and measured.

Data-driven with Focus on… Risk Factors & Asset Development Risk Factors: Predictors of problem behaviors in four domains:  Family  School  Community  Peer/Individual Assets: The number of positive factors that exist, which help to reduce negative or dangerous behaviors or “risk factors” and contribute to thriving behaviors

What Research has shown us… Risk & Protective factors exist in all areas of children’s lives; The more risk factors present, the greater chance of problem behaviors; Risk and protective factors can be present throughout development; Risk factors are buffered by protective factors There are 40 developmental assets needed by all; Assets are both internal (including personal competencies, values, and commitments) and external including network of supports, opportunities, and people nurturing development; The more assets one has, the less likely they are to engage in risky behaviors

Asset Approach

Facing Our Challenges Departmental Change DHHS Unification Budget cuts Revisit Answers to Fundamental Questions: What does “evidence-based” practices mean across agencies? How do we define what we do as the Children’s Cabinet, differently from agency work? How are we approaching services to children and youth within new structure? Are we being consistent in how we serve children/youth based on our core principals?