experiences limited only by imagination!!! a process for impacting outcomes for youth through...

Experiences Limited Only By Imagination!!!

A Process for Impacting Outcomes for Youth Through Planning Strategically & Collaboratively

Using Research-Based Activities (or effective practices)

Building on the Strengths of the System (community)

Built on the Unique Needs of Each Community

The framework is what underlies what we’ve built

It is the effective practices, research, and processes

First I want to show you the house that Kent built (or, is building….) and why.

Then we’ll look at HOW the house was built: the tools, process, the builders, etc.

We’ll lift the hood, later . . .

It depends on the needs of your community

It depends on the strengths of your community

It depends on what your students are saying . . . so listen well to them

It depends on decisions made collaboratively with your community partners

This presentation will describe what MiConnections is in Kent County

Our model should be used as an example of what can be done with MiConnections in your community

1. Identify your Partners• Community problems require community solutions

• More specifics, later . . ..

2. Environmental Scan:• What is the situation in your community?

• What are the strengths (resources)?

– Within the schools

– In the community

• What are the needs?

Needs in Kent County:• Dropout Rates• At-Risk Youth• Poverty-Rates• Supportive Networks: youth need a safety net• Youth Leadership Development• Mentoring• Entrepreneurship

Strengths in Kent County:• Disneyland of Community Resources

– Over 2000 community-based organizations – Over 300 after-school opportunities– Technical Training Programs

• Kent Transition Center

• Kent Career / Technical Center

• GRCC M-TEC and Applied Technology Center in collaboration with Ferris State University

Strengths in Kent County:• Every school has a few teachers that are

looking for ways to go “above and beyond” and make a difference.

• Every school has a few key students that want to be more involved in things they are interested in.

• Every student has a LOT of energy

Strengths in Kent County:• A growing willingness to collaborate

– Schools– Community Organizations– Examples:

• Kent County Mentoring Collaborative

• Community Development Initiatives

• Community Transition Council

• Local Sites (25 schools/programs)– That Key Staff Person– Those Fired Up Youth– Question #1:

• What are you really interested in?– Question #2:

• What are you gonna to do about it?

• “Club” Model Captures the – Energy of youth – Interests of youth– Creativity of youth

• Blows right by us adults

• Takes the interests of youth seriously

• YOUTH can reach YOUTH

What do you do with a bunch of guys from Byron Center that can only talk about working on cars?

Adult perspective: What am I going to do with these guys?

MiConnections perspective: Ask ‘em! . . . And listen . . .

Youth solution: Write a proposal to do volunteer work at a homeless shelter and . . .

Take home a car out of the deal!

Adult Response: What???

The Automobile of the Present 1990 SuburbanTwo-tone: blue and grey

The Automobile of the FutureJet BlackWith “Lifters”

Youth Attitude: Just wait, you’ll see!

• Common theme throughout our schools

• Lack of safety net is seriously affecting outcomes

• What do YOU do when the bottom falls out?• Most of us have developed a group of friends and

relatives that we can turn to • Is this the case with our students?• Where do they turn?

• In Kent County, we see this as the critical first step, if we are going to impact outcomes.

• Without a safety net, rest doesn’t matter

• If this is affecting outcomes for graduates, what about the dropouts?

• Interviews with students that had dropped out of school show that– Most kids thought about dropping out before 8th

grade– Less that 5% reported talking to someone at schools

about their thoughts– Of students that participate in at least one

extracurricular activity, 70-75% graduate.– Of students that participate in no extracurricular

activities, 15% graduate.(Larry Kotering, Appalachian State University)

Three levels of Supportive Networks being developed

1. Local Sites2. Countywide Network3. Individualized Networks for each

student

1. Local Sites• Identify at least one staff person

in each school• Begin with at least five students

that are– Fired up to explore their interests– Willing to do the planning

1. Local Sites (Cont.)• Funding available for activities• Network expands as youth

– Invite their buddies– Venture into the community and do

more activities

In this way we are leveraging the strengths we identified

2. Countywide Network• 25 developing sites• Youth, adults, community partners• Learning community is being created for

– Dissemination of effective practices– Sharing resources and information– Collaboration

• We have so many effective practices across the county. But how do they improve outcomes across the whole county???

2. Countywide Network• Resources for Local Sites

– CD Rom of effective practices and community resources

– Community Resource Cards» Identifies resources for specific activities

– MiConnections Startup Guide– Countywide, Coordinated Activities– Contact information between sites

3. Individualized support networks through pre-IEP Student Planning Process

• Research-based group planning process– Strategic Planning

» Consider at all potential influences» Systems approach» Build on strengths to minimize barriers

(red flags)

3. Individualized support networks through pre-IEP Student Planning Process

– Strength / Asset Based Planning– Appreciative Inquiry and Dialogue

Principles– Person-centered planning– Wraparound Services Model

Identify Problem Conduct Root Cause

Analysis Brainstorm Solutions

& Analyze Develop Action Plans

Metaphor: A person is a problem to be solved

Appreciate “What is” (What gives life?)

Imagine “What Might Be” Determine “What Should

Be” Create “What Will Be”

Metaphor: A person is a solution/mystery to be embraced.

Too much on my plate FLUNKED

BURNOUT

CriticalThinking

Adequate Yearly Progress

TURF BATTLES

Failure Rate

Disorder

Report Cards

Spell Check

Under-Staffed

UNFAVORABLE

Community Criticism

PARENTALCOMPLAINTS

AT-RISKHigh-Stakes Testing

LABELEDRed Tape

WARNING

UNFAVORABLE CONDITIONSRejection

Dropout Rate

ImpairedChallenged

DeficitHandicapped

Isolation

The outcomes of youth are much more than an educational problem.

Community issues must be tackled by the community.

Brenda VandeVoort is one of our community partners (Disability Advocates of Kent Co.)

Disability Advocates of Kent County

Student Planning ProcessProvide resources to local sitesSummer activities

ARC of Kent CountyCascade

EngineeringDisability AdvocatesGoodwill IndustriesGrand Rapids

Community College

M-TECNoto’s Fine Italian

DiningVSA ARTS

Michigan Rehabilitation Services

Michigan Commission for the Blind

Association for the BlindMichigan WorksMichigan Commission

on Disability Concerns

Michigan Community Service Commission

Four Design Features: Research-Based Activities That Improve Outcomes for Youth

State Resources

Kent County:

Ron Irvine 616-301-6198 - ronaldirvine@kentisd.org

Brenda VandeVoort 616-949-1100

- Brenda.V@disabilityadvocates.us

Statewide:

Marcie Alling 517-335-0390 - AllingM@michigan.gov

Lynn Boza 517-241-3957 - BozaL@michigan.gov

Shannon Berkin 269-337-3449

- BerkinS@michigan.gov

Unemployment Rate in 2002 Median Earnings in 2001

$56,589

$46,969

$36,399

$34,340

$29,187

$22,350Source: U.S. Dept. of Labor

Master’s degree

Bachelor’s degree

Associate’s degree

Some college, no degree

High school graduate

Some high school, no diploma

$75,182

$82,421

Doctoral degree

Professional degree1.6%

Earnings of College Graduates

1950 1991 2000

Professional

Skilled

Unskilled

Clarification of Previous Chart

• PROFESSIONAL– Baccalaureate Professional– Degree Required

• SKILLED– Certificate– Apprenticeship– Possible Associates Degree

• UNSKILLED– High School Diploma

1950 1991 2000

The Changing Nature of Work

Professional

Skilled

Unskilled

4-Year Bachelors Degree

Certificate, Apprenticeship, Associates Degree

High School Diploma

The Changing Nature of Work

TECHNOLOGY

KEY RESOURCE

STRUCTURE

VALUED TRAITS

Agricultural Age (1845-1900)

Family/

Community

Self-reliance

Industrial Age

(1900-1980)

Machine

Factories

Factory/

Bureaucracy

Compliance

Digital Age

(1980-Present)

Microchip

Innovation

Networks/

Competence/ Adaptability

% Of High School Students Planning To Attend

College

% Of High School Graduates Not Earning

Bachelors Degrees

% Of College Graduates In Jobs Not Requiring

College Degrees

% Of Community College Students Holding 4-year

College Degrees

% Of 18-24 Year Olds In U.S. Earning Minimum

1981 1991 2001?

Post-Secondary Plans of Kent Co. Students:

RESPONSE PERCENT RESPONSE PERCENT

Work 25%

2-year degree 5%

Military 5%

4-year degree 21%

Technical training

Post-graduate 6%

Take some college courses 16%

No response 41%

“Results of the Student Survey, Kent County, June 1997,” Grand Rapids Public Schools.

How Education Boosts Your Bottom LineAverage gross weekly salary for U.S. Workers

with various levels of education (1994 Bureau of Labor Statistics)

$0 $200 $400 $600 $800 $1,000

Less than high school education $292

High school graduate $398

Some College $442

Associate's degree $503

Bachelor's degree $641

Journey-skilled $700-$900

Master's degree $816

Ph.D. $981

Professional degree $984

Family Wage• Through the 1960’s, a single

production worker with a high school diploma could earn enough to support a spouse and child, buy a car and own a home.

• Today, it takes two earners, each with two years of college to achieve the same standard of living.

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