Ready by 21 models of big picture thinking, planning and action February 25, 2009 Elizabeth Gaines Program Director The Forum for Youth Investment [email protected]

Ready by 21

models of big picture thinking, planning and actionFebruary 25, 2009

Elizabeth GainesProgram DirectorThe Forum for Youth [email protected]

Youth Development and Education PolicySpring Term 2009

The Forum for Youth Investment 2008. Ready by 21 and the Ready by 21 Logo are registered trademarks of the Forum for Youth Investment.

The Forum for Youth InvestmentNonprofit, nonpartisan action tank dedicated to helping communities and the nation make sure all young people are Ready by 21 -- ready for college, work and life.

Working in partnership with the business, government, education and nonprofit sectors, we provide a framework, coaching and tools for leaders who care about youth.

Our Mission: To create powerful opportunities and incentives for youth and adult leaders to think differently, act differently and act together because they are: linked by core beliefs about what is needed, guided by a shared sense of accountability, girded by compelling data, and driven by a common desire to ensure that all children, youth, families and communities have the supports and opportunities they need to succeed.


The Ready by 21 National PartnershipNational Mobilization PartnersTechnical PartnersManaging Partner


Supporting State and Local Youth PolicyChildren's Cabinet Network: Over 20 states with Childrens Cabinets/ Councils/ CommissionsYouth Councils Network: Over 30 states and cities with youth led advisory and decision-making bodies Youth Policy Institutes Almost half the states have participated in these Ready by 21 Institutes co-hosted by NCSL, the Forum and NGA over the past 4 years


Leaders change-makers are the pivot point of the Ready by 21 approachSource: Ready by 21moving the small gear makes a big difference


WHO: Definition of Leaders

The goal of the partnership is to provide supports and incentives to state and local leaders everywhere whose actions & decisions touch the lives of youth. Specifically, we identify and support change-makers who recognize the need for a changed approach to youth issues and have:

Capacity (funds, expertise, time) Motivation Authority Ability to engage othersState and local leaders engaging in critical tasks that represent the fundamentals of good planning & accountability vital for addressing critical issues across the three gears


The American DREAMAll Youth Can be Ready.

Every Family and Community Can be Supportive.

Each Leader Can Make a Difference.


The American REALITYToo Few Youth are Ready. Only 4 in 10 are doing well.

Too Few Families and Communities are Supportive.Fewer than 2 in 5 youth have the supports that they need.

Too Few are Trying to Make a Difference.


The American DILEMMATHE GAP BETWEEN VISION AND REALITY HAS TO BE CLOSEDAt a time when Failure is NOT an Option (The Hope Foundation) and Trying Hard is NOT Good Enough (Mark Friedman)


43% 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 communityToo Few Young People are Ready22% are doing poorly in two life areas and not well in anyProductivity: High school diploma or less, are unemployed, on welfareHealth: Poor health, bad health habits, unsupportive relationshipsConnectedness: Commit illegal activity once a monthResearchers Gambone, Connell & Klem (2002) estimate that only 4 in 10 are doing well in their early 20s.


Skills Valuable to EmployersEmployers ranked 20 skill areas in order of importance. The top skills fell into five categories:Professionalism/Work EthicTeamwork/CollaborationOral CommunicationsEthics/Social ResponsibilityReading Comprehension

From the Report: Are They Really Ready to Work?


Employers Find These Skills in Short Supply7 in 10 employers saw these skills as critical for entry-level high school graduates (8 in 10 as critical for two-year college graduates, more than 9 in 10 as critical for four-year graduates.)

Employers reported that 4 in 10 high school graduates were deficient in these areas (Note: Only 1 in 4 of four-year college graduates were highly qualified.)


We Know What it Takes to Support DevelopmentThe 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


Do these Supports Really Make a Difference? Even in Adolescence?

ABSOLUTELYSOURCE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth DevelopmentGambone and colleagues show that youth with supportive relationships as they enter high school are 5 times more likely to leave high school ready than those with weak relationships


and those seniors who were ready at the end of high school were more than 4 times as likely to be doing well as young adults.Do these Supports Make a Difference in Adulthood? SOURCE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development


From 4 in 10 doing wellTo 7 in 10 doing wellProviding These Supports CAN Change the OddsGambone/Connells research suggests that if all young people got the supports they needed in early adolescence, the picture could change


Civic Social Emotional Physical Vocational CognitiveAgesTimes of DayOutcomeAreas???The Challenge for All Community Stakeholders:To Fill the Developmental White SpaceMorning . . . Night21. ..0SchoolAfterSchoolAt its best, school only fills a portion of developmental space


Who 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?


Social & Emotional HealthCore Supports & OpportunitiesDelinquency & ViolencePregnancy & HIV/AIDSDropouts & IlliteracyUnemploymentSubstance Abuse, Suicide, DepressionCivic EngagementEducational AttainmentPhysical HealthVocational Readiness & SuccessEven the Smallest Communities have Too Many Initiatives


SOURCE: Margaret Dunkle See a Problem, Convene a Task Force, Create a ProgramHas Created a Tangle of InefficienciesChildrens Services in Los Angeles County


Using a Common FrameworkCan help with language confusion across sectors and agencies

Helps focus on the results you want to see

Set long term goals

Track progress with indicators and metrics

Track policies and resources and set priorities

Track programs and services geographically

Link issue/population specific action plans ..and more


Take Aim on the Big PictureHow are Young People Doing?

Pre-K05School-Age610Middle School1114High School1518Young Adults1921+Ready for CollegeLEARNINGReady for WorkWORKINGReady for LifeTHRIVINGCONNECTINGLEADING


Take Stock of the Big Picture



Children Enter School Ready to LearnTraditional Approach

PreK05Children612Youth1319Young Adults2024Families and CommunitiesReady for CollegeCognitive/ academic developmentReady for WorkVocational developmentReady for LifePhysical developmentSocial/ emotional developmentCivic and cultural development


But What Happened to the Rest of the Picture?Children Enter School Ready to LearnChildren Enter School Ready to Learn



But What Happened to the Rest of the Picture?Children Enter School Ready to LearnChildren Enter School Ready to Learn



But What Happened to the Rest of the Picture?Children Enter School Ready to Learn



Alternative:Learning to Focus Differently Shifting Red to Yellow, Yellow to Green




Early Childhood(0-5)Elementary Age(6-10)Middle School(11-14)High School(15-19)Young Adults(20-24)Families and CommunitiesLearning4th Graders performing below grade level in math 26% (21%)8th Graders performing below grade level in math 39% (32%)Teens who are not in school and not working 11% (9%)Children suspended from school 9 per 100 studentsWorking Teens who are not in school and not working 11% (9%)Children with no parents who are employed full-time, year round 35% (33%)ConnectingChildren in Poverty 21% (18%)Children in single parent families 34% (31%)Substantiated cases of child abuse 5.6 per 1,000Children referred to juvenile court 5.9 per 1,000Children in the care of their grandparents 6% (4%)Children suspended from school 9 per 100 studentsNumber of teen births 53 per 1,000 births (42)ThrivingChild deaths 25 per 100,000 (21)Teen Deaths 76 per 100,000 (66)Persons 18-24 in poverty 23% (21%)Children under 18 without health insurance 9% (11%)Substantiated cases of child abuse 5.6 per 1,000Children in poverty 21% (18%)Persons age 18-24 not attending school, not working, and no degree beyond high school 17% (15%)2-year-olds who were immunization 84% (84%)Free & reduced lunch 36.3 per 100Infant mortality 9.3 per 1,000 (6.9)Number of teen births 53 per 1,000 births (42)LeadingChildren referred to juvenile court 5.9 per 1,000


The Blueprint for Action

PartnersBig Tent Partners- advocates, business leaders, community- and faith-based organizations, state agency career staff, young peopleShared Responsibility performance measures and evaluation and reporting requirements

GoalsMessages and Frameworks - cover a full range of developmental stages, developmental areas and needed family and community supportsData and Metrics - use a common core set of child and youth indicators

StrategiesEngage Youth and their Families system for all youth and their parents to engage in local decision-makingAlign Policies and Resources drive collective policy and funding decisionsIncrease Demand legislative forums, engage public agency staff, align communications of all departmentsImprove Services and Coordinate Systems & Programs common assessment criteria and research agenda across agencies

Structural ConsiderationsOrganizational HomeAuthorityParallel Local StructuresScope of Vision and MissionStaffing and ResourcesComposition and Scale


State Ready by 21 examplesMaine Governors Childrens Cabinet collaborative planning and priority setting among the state agency headsOregon Commission on Children and Youth organizing their data with private sector input and connecting to local commissionsNew Mexico Governors Childrens Cabinet- state agency heads collaborating on legislative priorities and examining the budget and youth outcomes together; also involving youth themselves in this processMaryland Governors Childrens Cabinet- Using a results framework and doing action planning for certain age groups; also connecting work to local bodiesIowa Collaboration for Youth Development- Collaboration between state agencies and non-profits to improve quality of programs and services and develop strategic planMinnesota Ready by 21 Legislative Caucus forming to organize the framework of the legislature in support of children and youth


Shifting the work of the Maine Childrens CabinetIn August of 2006, the Maine Childrens Cabinet brought in the Forum for Youth Investment to facilitate the development of the dashboard tool.They shifted from simply reporting trend data to prioritizing cross-cutting initiatives related to systems priorities, they articulated and now use a tool that tells them:specific agency/stakeholder activities (Who is doing what, where and how?), performance measures (How are we doing), investments (What are we spending and from what source?), measurable outcomes (What has changed, as a direct result of efforts/investments?), policy implication (How does the outcome data inform policy change?). The cabinet focused on 3 big priority areas: early childhood, adverse childhood experiences and youth transitioning to adulthood and then organized their work into the 13 priority strategies that would impact many results.


Maine Results by age and outcome

Early Childhood(0-5)Elementary Age(6-10)Middle School(11-14)High School(15-19)Young Adults(20-24)FamiliesCommunitiesLearningChildren enter school ready to learn & School ready for childrenC&Y succeed in school and schools succeed for childrenYouth Succeed in higher educationC&Y succeeding in school and schools succeeding for childrenWorking Youth prepared to enter the workforceFamilies having opportunities to work and playCommunities capable of meeting the needs of children and families in all of their diversityConnecting(Social/Emotional Well-Being)C&Y respected safe and nurtured in their communitiesFamilies having opportunities to work and playCommunities keeping children and families at the heart of all decisionsFamilies recognizing the rewards and responsibilities of raising childrenThriving(Physical Health)C&Y respected safe and nurtured in their communitiesFamilies living safe and healthy livesCommunities capable of meeting the needs of children and families in all of their diversityFamilies living safe and healthy livesLeading(Civic and Community Engagement)Communities capable of meeting the needs of children and families in all of their diversityCommunities creating collaborative partnershipsCommunities promoting and modeling clear standards of behavior


Dashboard Initiative: Jurisdictional Team PlanningRelated MaineMarks results:Children respected, safe and nurtured in their communitiesCommunities capable of meeting the needs of children and families in all of their diversity Communities keeping children and families at the heart of all decisionsCabinet DashboardPriorityInitiatives/ProgramsLead AgencyPartner Agencies andCommunity StakeholdersPrimary Popu-lationServedFunding Sources/StreamsImplementation: Activities, Actions,And ProductsSelectedFederal and State Indicators/Related Indicators, (Maine Marks)Related Policy Recommendations:(MOUs, Agreements,Directives,Legislative Initiatives)ACEs/ ResiliencyJurisdic-tional Team PlanningDOCDHHSLocal PoliceJudicial systemsJuvenilesA community-based, multi-disciplinary planning process to reduce the use of secure detention of juveniles.Detention is an adverse childhood experience in itself; also have found large proportions of youth with significant mental health, substance abuse, and histories of physical and sexual abuse# of youth detained# of days of detention usedPromote detention as a process not a place.


Dashboard Initiative: Keeping Maines Children ConnectedRelated Maine Marks Outcomes:Children ready to enter school and schools ready for childrenChildren and youth succeeding in school and schools succeeding for children and youthFamilies living safe and healthy livesCommunities creating collaborative partnershipsCommunities keeping children and families at the heart of all decisionsCabinet DashboardPriorityInitiativeLead AgencyPartner Agencies andCommunity StakeholdersPrimary PopulationServedFunding Sources/StreamsImplementation: Activities, Actions,And ProductsSelectedFederal and State Indicators/Related Indicators, (Maine Marks)Related Policy Recommend-ations:(MOUs, Agreements,Directives,Legislative Initiatives)Youth in TransitionKeeping Maines Children ConnectedDOEDHHSLaborCorrectionsLocal schools and their trained liaisonsAll in patient psychiatric and juvenile correctional facilitiesChildren and Youth who face school disruptionChildrens Cabinet Pooled funds through DOEEstablishing model internal communication protocols in 6 schoolsAdvisory Comm. with First Lady Chair reps include 4 youth, Parents, Foster Parents, State agencies, Schools, & facilities Over 1000 people received cross systems trainingIntegrated regional meetings statewide with wide array of stakeholders to update on federal, state and local polices and resources as well as to build dialogue and relationships among those involved with youth.180 Liaisons statewide, 60% trained# of children/youth able to continue and complete educational program#Reduced number of transitions in each childs life# of school, clinical, and state liaisons trained in coordinated transition planning for youthAgreement to share funding of state coordinator to oversee regional trainings of liaisons.

Marylands Youth Policy StructureGovernors Office for Children (GOC)Joint Committee for Children, Youth and FamiliesChildrens Cabinet24 Local Management Boards (LMBs)Advisory CouncilFor ChildrenYouth Council


Marylands Child Well Being Results Child Well-being Results


Results & Indicators

5 years prior

1 year prior

Current Year

5-yr change

1-yr change

National Comparison Data

2000

2004

2005

(rate or % change)

(rate or % change)

Babies Born Healthy

Infant Mortality

7.4

8.5

7.3

-1.4

-14.1

6.4 (2005)

Low Birth Weight

8.7

9.4

9.2

5.7

-2.1

8.1 (2004)

Births to Adolescents

Ages 10-14

0.9

0.7

0.6

-33.3

-14.3

0.7 (2004)

Ages 15-19

41.2

32.4

31.8

-22.8

-1.9

41.1 (2004)

Healthy Children

Immunizations

80.0

81.0

84.0

5.0

3.7

83 (2005)

Injuries

Unintentional

3.8

4.2

4.1

7.9

-2.4

N/A

Assaults

0.3

0.3

0.4

33.3

33.3

N/A

Self-Inflicted

0.3

0.3

0.3

0.0

0.0

N/A

Deaths

32.7

33.7

29.8

-8.9

-11.6

32.7 (2004)

Substance Abuse--8th grade

Cigarettes

10.6

3.3

5.9

-44.3

78.8

9.2 (2004)

Alcohol

22.8

16.4

16.2

-28.9

-1.2

18.6 (2004)

Marijuana

10.6

6.9

6.4

-39.6

-7.2

3.4 (2004)

Children Enter School Ready to Learn

Kindergarten Assessment (Composite Score)

Full Readiness

52.0

60.0

67.0

28.8

11.7

N/A

Developing

Readiness

7.0

6.0

5.0

-28.6

-16.7

N/A

Children Successful in School

Absence from School

12.3

13.4

13.0

5.7

-3.0

N/A

Academic Perf.-3rd Grade4

Reading

Basic

41.9

24.1

21.7

-48.2

-10.0

N/A

Advanced

8.6

17.6

15.1

75.6

-14.2

N/A

Mathematics

Basic

34.9

23.2

20.9

-40.1

-9.9

N/A

Advanced

14.8

25.6

24.8

67.6

-3.1

N/A

Demonstrated Basic Skills

Algebra

52.1

53.8

66.6

3.3

23.8

N/A

Biology

54.5

57.6

67.7

5.7

17.5

N/A

English 2

N/A

57.3

60.1

N/A

4.9

N/A

Government

57.3

66.4

74.2

15.9

11.7

N/A

Children Completing School

Dropout Rate5

3.9

3.7

3.6

-7.7

-2.7

4.7 (2004)

High School Prog. Completion5,

10.7

12.0

12.5

16.8

4.2

N/A

High School Diploma5

88.1

86.9

87.2

-1.0

0.3

85.5 (2006)

Graduation/School Completion of Children with Emotional Disturbances5

55.3

54.1

50.7

-8.3

-6.3

51.6 (2005)

Children Safe in Their Families & Communities

Abuse/NeglectIndicated

5.8

4.4

3.8

-34.5

-13.6

10.7 (2005)

Deaths Due to Injury

Accidents

9.7

11.1

9.3

-4.1

-16.2

14.9 (2004)

Homicide

5.8

6.4

5.7

-1.7

-10.9

3.7 (2004)

Suicide

2.3

1.6

2.0

-13.0

25.0

2.4 (2004)

Juv Violent Offense Arrests (10-17)

524.0

504.0

491.0

-6.3

-2.6

273 (2003)

Juv Serious Non-Violent Offense Arrests (10-17)

1993.0

1871.0

1758.0

-11.8

-6.0

1357 (2003)

Domestic Violence5

490.0

694.0

655.0

33.7

-5.6

N/A

Stable & Economically Independent Families

Child Poverty

Current Population

Survey (CPS) 3-yr

avg.

6.7

9.5

10.4

55.2

9.5

17.1 (2004-2006)

Small Area Income

& Pov. Est.

(SAIPE)

10.1

11.5

11.1

9.9

-3.5

17.8 (2004)

Single Parent Households

36.0

33.0

31.0

-13.9

-6.1

31 (2005)

Out-of-Home Placements5

Rate of Entry

10.9

10.1

9.7

-11.0

-4.0

7.6 (FFY04)

Cost (millions of

dollars)

515.8

643.1

720.4

39.7

12.0

N/A

Permanent Placements

Reunification

58.2

59.6

63.7

9.5

6.9

69.5 (FFY03)

Adoption5

33.1

23.6

24.2

-26.9

2.5

27.2 (FFY03)

Homeless Adults & Children5

856.0

631.0

668.0

-22.0

5.9

N/A

National data is not always available at the same frequency as State data. Additionally, data is not always comparable or even available, due to wide variations in methodology. For these data, N/A is recorded.

Because data are unavailable for 2003, 2005, or 2006, "5 year prior" data uses 2001 data, "1 year prior" data uses 2002 data, and "Current Year" uses 2004 data.

Data come from 2007 (current year), 2006 (1 year prior), and 2003 (oldest available data).

Data come from 2006 (current year), 2005 (1 year prior), and 2001 (5 years prior).

Data come from 2006 (current year), 2005 (1 year prior), and 2002 (oldest data available); English 2 data are only available beginning in 2005 when the test was first administered.

Both University System of Maryland and Career & Technology Education Programs

Data only reflect case dispositions of indicated. While the trend has been highlighted green to indicate that it is going in the right direction, this is difficult to determine with just indicated cases. An argument can be made that a decrease in indicated cases implies that fewer cases have sufficient evidence for a finding of indicated. Therefore, the trend should be considered in conjunction with the overall number of investigations, as well as the number of cases that are unsubstantiated (rate of 4.1 in 2006, also a decrease from 2005 and 2001).

The national comparison data is rate per 100,000 youth ages 0-19 for 2004. For the same period, using the same methodology, Marylands has a rate of 11.3 for unintentional injuries, 6.5 for homicide, and 1.7 for suicide. Source: WISQARS Injury Mortality Reports, 1999 2004, National Center for Injury Prevention and Control, HYPERLINK "http://www.cdc.gov/ncipc/wisqars/default.htm" http://www.cdc.gov/ncipc/wisqars/default.htm

Source: Violent Crime Index, http://www.ojjdp.ncjrs.gov/ojstatbb/nr2006/downloads/chapter5.xls

Source: Burglary, Larcenty-Theft, and Motor Vehicle Theft data, http://www.ojjdp.ncjrs.gov/ojstatbb/nr2006/downloads/chapter5.xls

Data come from 2003 (current year), 2002 (1 year prior), and 1999 (5 years prior)

Data reflect the rate of entry on September 30, 2004 for 51 states and territories, as reported by the State child welfare agency. Data may or may not reflect children in out-of-home placement through juvenile services or other child-serving systems. In this dataset, Marylands rate for FFY04 was 8.0, presumably representing only child welfare. Source: National Data Analysis System (ndas.cwla.org)

For both reunification and adoption, the national comparison data is the mean performance out of 51 states reporting (reunification) and 47 states reporting (adoption). Source: Child Welfare Outcomes: Annual Report.

Marylands 3-year Childrens PlanGoals:Develop a comprehensive prevention strategyDevelop a Transition Aged Youth PlanBuild on established foundations:Children enter school ready to learnSystem of care to ensure stable and economically independent familiesMore for Maryland Opportunity CompactsSupport locally determined community plans

Next Steps:

A Ready by 21 Leadership Team has been created as a permanent workgroup of the Maryland Childrens Cabinet to oversee implementation of and accountability for the Ready by 21 Action Agenda.


Unique Work in MassachusettsState agencies, united ways, private funders, community organizations and youth together Creating a vision and results framework, developing measures Aligning the work of moving trains and getting to a comprehensive set of strategies and action stepsPioneers in developing leadership results, measures and strategies Linking to big coordinating body


Ready By 21 Process in MA

Statement of PurposeResults frameworkContributing FactorsPriority Strategy AreasThe stakeholdersShared Accountability

Step #1 Create Action Planning Team Invite the right people. Identify moving trains in Massachusetts that need coordination. Engage as many other stakeholders throughout the process.Retreat 1Step #2 Core Principles & Vision StatementDevelop Core Principles as overarching beliefs and create an inspirational vision statement.Step #3 Results Statements & IndicatorsIdentify result statements that will get us to our vision. What we want to achieve for children and youth, families, communities, and leaders.Identify powerful indicators to track progress against result statements.Retreat 2Step #4 Contributing FactorsConsider what stands in the way of success for each indicator, particularly addressing the gaps when disaggregated. Synthesize to find the common themes and similar factors that impact many of the indicators.Step #5 Strategies & Action StepsAccount for existing strategies and develop new strategies and action steps that will impact the contributing factors/themes based on best practices.Retreat 3Step #6 Shared Accountability and ImplementationCreate an implementation and sustainability team with clear accountability mechanisms and ways of tracking progress.


Massachusetts Moving TrainsRecently generated action plans:Readiness CommissionGovernors Adolescent Health Council/Shared VisionMass GOALSSpecial Commission on Afterschool and OSTTask Force on Youth Aging Out of Foster Care


Massachusetts Agenda for YouthLarge Coalitions/ Commissions Represented by Members

AmeriCorpsAchieve MassachusettsAmerican Diabetes Associations Advocacy Committee for MassachusettsBeverly Community CouncilBoston and Beyond Teen InitiativeBoston Youth Services NetworkBarnstable County Council for Children, Youth & FamiliesBoston Collaborative for Food and FitnessBrockton Blueprints CoalitionCity of Worcester Youth Office Planning Team City of Worcester Social Justice RoundtableCouncil of Massachusetts United WaysCommonwealth CorpsCoalition for Asian Pacific American YouthChildhood Obesity Reduction Task ForceDepartment of Mental Healths Transition Age Youth InitiativeDepartment of Mental Healths Youth Development CommitteeDepartment of Public Health Youth Violence Prevention Coalition EOHHS youth-related initiativesEqual Justice PartnershipExpanded Learning Time SchoolsGovernors Adolescent Health Council Governors Anti-Crime Council Governors Juvenile Justice Advisory CommitteeGovernors Readiness ProjectHasbro Summer Learning InitiativeInteragency Task ForceJP UnidosLatino Partnership for Youth DevelopmentLocal Officials Human Services Coalition (Mass Municipal Association)Mentoring OrganizationsMassachusetts Alliance on Teen PregnancyMass Health Wellness AdvisoryMA Alliance of Boys & Girls ClubsMassachusetts Campus CompactMass Mentoring NetworkMass Non-Profit NetMass. GLBT Youth CommissionNorth Shore Cape Ann Community Health NetworkObesity Task ForcePioneering Healthy CommunitiesPrevention First CoalitionRacial & Ethnic Disparities WorkgroupSuffolk University Center for Restorative Justice and Community GovernanceSpecial Commission on Afterschool and Out-of-School TimeSummer Safety Funder CollaborativeThe Juvenile Defense BarThe Partnership for Latino SuccessTeens Leading the WayTeen Pregnancy Prevention CoalitionUnited Way/Youth VentureWestMOST NetworkWorcester Violence Prevention CoalitionWorkforce Investment BoardsYouth ACTYMCAs of MassachusettsYWCAs of MassachusettsYWCA 30 under 30 Campaign


Massachusetts leaders will not rest until:

All Children and YouthAre college & career readyHave optimal emotional & physical healthAre civically engagedAre valued & empowered through supportive relationshipsAre safe from harmAll Families. Are economically stable & resilientHave safe, affordable & appropriate housingHave access to quality physical & mental health resources

All Communities.Are rich in social & economic capitalAre safe & enriching places to live, work, learn, & playAre healthy places to liveAll Leaderspromote social justice and address root causes foster the development of new leaders are competent, accountable and responsive to the needs of children, families and their communities and build bridges to ensure their success


MA results statements (grouped by priority area)Develop 21st Century SkillsC &Y Will be college & career readyFoster healthy Lifestyles and resiliencyC&Y have optimal emotional & physical health C&Y are valued & empowered Families have access to quality physical & mental health resources Communities are healthy places to live Provide Pathways for Economic Self Sufficiency[C &Y will be college & career ready]Families are economically stable & resilient Communities are rich in social & economic capital Build Safe and Connected CommunitiesC&Y are safe from harm Families have safe, affordable & appropriate housing Communities are safe & enriching places to live, work, learn, & play Create a New Paradigm for community leadership and engagementC&Y are civically engaged Leaders promote social justice and address root causes Leaders foster the development of new leaders Leaders are competent, accountable and responsive


Strategies by priority areaHealthy Lifestyles and ResiliencyEnsure Culturally relevant systemsCreate Youth Led CampaignsEstablish Early Warning Systems to identify social/emotional issuesMaximize Information of existing parent resources & oppsExpand School support functionsImprove Community Education on health, lifestyle, care options.Improve care coordination and Family SupportIncrease Marketing to promote positive behaviors

Safe and Connected CommunitiesIncrease Cultural Competency Improve Relationship Building among youth and adultsIncrease Youth Empowerment civic life oppsIncrease community resourcesSupport people who work with youthIncrease Parental involvementImprove/maintain communal spaces (indoor/outdoor0Increase data integration and use to target/assess services

Develop 21st C SkillsReduce DisparitiesIncrease Connections w/ MentorsStrengthen Peer relationships Provide Youth Empowerment OpportunitiesIntegrate (increase coom/coord families, schools, OST)Expand AS/OSTIncrease Professional developmentProvide Additional Pathways to PSEEnsure SpEd supports/inclusionProvide Meaningful Jobs Develop Early Intervention PoliciesSupport the Reengagement of Drop outsIncrease Coordination through 0-21 coalition planning


Strategies by priority area (contd)Pathways to Economic Self-Sufficiency Youth Engagement in career exploration and employmentAdult Skill building for parents/caregiversImprove outreach/utilization/services of Benefit Programs Increase incentives for Private Sector investmentSupport Decriminalization through workplace policies and family supports Strengthen Financial literacy of youth and familiesEncourage adoption of Living Wage policiesImprove affordable Housing and Transportation options

Create a New Paradigm for Community Leadership and EngagementIncrease anti-racist, anti-discrimination efforts in orgs and communitiesCreate inclusive systems of governance Increase collaboration w/in and between organizationsIncrease transparency and accountabilityEnsure high-performance through quality improvement and resource useEncourage innovation Develop and support new leaders


Childrens Budget AnalysesStates creating them:New MexicoTennesseeFlorida


Traditional Government Centered Approach:


Youth Centered Approach:


Expenditures by Result


Discretion over Funding Sources


Funding Sources by Payer


Spending on Front-End versus Back-End Services


Context Analyses

*************TALKING POINTSWe need ways to take stock of young peoples 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 dont 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 doesnt change much.

*TALKING POINTSWe need ways to take stock of young peoples progress, or of our efforts or initiatives in basic of sophisticated ways.

























*TALKING POINTSWe need to keep our eye on the BIG PICTURE. We need to set 3 year, 5 year, 10 year goals for shifting all the cells towards our vision of where we want them to be.

This does two things. One it allows us to ensure that while we are focusing our efforts on the few of the reds, the others dont creep backwards.Two it allows us to acknowledge the work that goes on in the areas in which we dont create new or heightened efforts.*-****Peg

*While there are many moving trains in Massachusetts, these five action plans are the most recent efforts that we looked at to coordinate through our work together. On the second day of the retreat, we will ask you to help us look at these reports for gaps and possible alignment. Are there any reports that we are missing?*

Documents

Ready by 21 models of big picture thinking, planning and action February 25, 2009 Elizabeth Gaines Program Director The Forum for Youth Investment [email protected]