Karen Pittman & Michel Cahill A New Vision: Promoting Youth. Association of Alaska School Boards Advocates for Alaska's Youth

Transcription

1 Prevention of high risk behaviors is not the same as preparation for the future. Indeed, an adolescent who attends school, obeys laws, and avoids drugs is not necessarily equipped to meet the difficult demands of adulthood. Problemfree does not mean fully prepared. Karen Pittman & Michel Cahill A New Vision: Promoting Youth

2 Engaging Your Community in Helping Kids Succeed School Councils Conference Whitehorse, Yukon April 15, 2011 Timi Tullis, Director of Membership Services Lori Klein, Program Manager Alaska Initiative for Community Engagement

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4 Modern Day Village Living

5 Modern Day Urban Living

6 Life in Alaska has its tender and humorous moments

7 Discuss with a Partner Who was an adult in your life that helped you be the person that you are today? What did they do that let you know they cared and they wanted you to be successful?

8 History of Alaska ICE Child and youth advocacy mission State adolescent health plan: resiliency & positive youth development 1995 AASB hired Director of Child & Youth Advocacy AASB & ADHSS AHAC Search Institute s Assets Framework

9 Assets presentations-creation of metaphor Collaborative process of writing Helping Kids Succeed-Alaskan Style 3 key people saw the vision AASB saw the vision 2001 ICE grant School Climate and Connectedness Survey Social emotional learning (SEL)

10 Alaska Initiative for Community Engagement a statewide initiative working to create a web of support for all Alaska s children and youth in every community through: Shared responsibility Strength-based: Helping Kids Succeed Developmental Assets Framework Adult-youth relationships Intentionality Small things count Not a program a way of thinking

11 AASB Focus on School Improvement QS2 Initiative 2001 comprehensive school improvement initiative: Quality Schools/Quality Students (QS2) Data driven Locally directed Collaborative 4 quadrants: Leadership Program & Staff Student, Parent & Community Engagement Resources

12 QS2: The Broad Framework Leadership Board Development Sustained Leadership Team Building Policy Development Community, Parents, & Students Asset Building Community Engagement Local Collaboration Program & Staff Alignment Professional Development Program Evaluation Curriculum Resources Business Partnerships Coalition Building Grant Writing Financial Management

13 School Improvement and Community Engagement QS2 school improvement model + community engagement = sustainable change

14 Principles for Building a Community Around Kids The Core of Our Approach

15 Community Engagement is the intentional action of groups and individuals working together to create healthy environments that support the growth and education of children and youth.

16 The Community Engagement Model Stages of Change

17 The Community Engagement Model Individual Change, Community Change Adapted from: Prochaska and DiClemente and the Tri-ethnic Center for Prevention Research

18 Building Community Partnerships Families Schools Neighborhoods Youth Programs Faith Communities Businesses Civic Organizations All Adults, All Youth

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20 AASB Partners: Communities Alaska ICE community engagement services/support Public awareness Community collaborations School climate Adult support & involvement Youth voice, engagement, opportunities & recognition Resources, research Measurement

21 External Evaluation of Alaska ICE Communities, schools and organizations supported by Alaska ICE: Showed substantial improvements in adult-youth relationships and adult involvement with youth Adopted strength-based, asset building policies and practices that supported youth Developed sustainable community coalitions as successful vehicles for change

22 And Showed Particularly Positive Results for Alaska Native Students: substantial increases in academic achievement on statewide assessments higher expectations, more respectful climate, and improved peer climate at school reduced risk behaviors at school

23 15 QS2 Districts Outcomes

24 Lessons Learned: Best Practices in Community Engagement Successful community engagement takes time Assess readiness, build local capacity Develop relationships with key people in all community sectors Identify clear local goals at the beginning; adapt over time; use data Build awareness; move toward action and sustainability

25 Best Practices, cont d Focus on what individuals can do Collaboration leads to sustainable change Increase youth voice in local efforts Committed, effective local advocate is key System level change is possible but takes nurturing; focus on measurable steps along the way Recognize and celebrate success

26 AASB s School Climate and Connectedness Survey Student and staff perceptions of: School Climate Student Connectedness Social Emotional Skills Risk Behaviors

27 Why Do Climate and Connectedness Matter? Higher student and staff ratings of school climate and connectedness are associated with: Higher proficiency rates on statewide reading, writing and math tests Fewer observed incidents of delinquent behavior and drug/alcohol use at school

28 School Council Member Role What is your role in Community Engagement? What are some ways you have been a role model for adults in your community? What are some ways you have been a role model for young people in your community?

29 Everyone Has a Role to Play: Families can play, talk, read, and explore with their children. Neighbors can learn youths names and be interested and friendly. Teachers can make learning engaging and relevant, and have high expectations for all students. Schools can create a positive climate for students and staff, and involve all families. Community organizations can provide positive and meaningful opportunities for young people. Employers can encourage school success for teen employees. Every adult can be a good role model. Every young person can support younger children and contribute positively to their community. Every community can hold itself accountable for creating a healthy environment in which every child can succeed. School board members can be advocates, set policy/priorities, role models

30 Dillingham Assets Mural on N & N Market

31 We live in a world in which we need to share responsibility. It s easy to say It s not my child, not my community, not my world, not my problem. Then there are those who see the need and respond. I consider those people my heroes. ~Fred Rogers

32 Alaska The Last Frontier

33 Positive development is not something adults do to young people but rather something that young people do for themselves with help from parents, schools and communities.