1. MASON CITY QUALITY COUNTS KICK-OFF EVENT THE READY BY 21 CHALLENGE: Ensuring that Every Young Person is Ready for College, Work & Life Karen Pittman The Forum for Youth Investment May 2008

2. © The Forum for Youth Investment 2008 The American DREAM All youth can be ready. Every family and community can be supportive. Each leader can make a difference.

3. © The Forum for Youth Investment 2008 Too 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 REALITY

4. © The Forum for Youth Investment 2008 The American DILEMMA THE GAP BETWEEN VISION AND REALITY HAS TO BE CLOSED At a time when “Failure is NOT an Option” (The Hope Foundation) and “Trying Hard is NOT Good Enough” (Mark Friedman)

5. © The Forum for Youth Investment 2008 Fragmentation Complacency Low Expectations of Youth, Communities and Leaders The American DILEMMA

6. © The Forum for Youth Investment 2008 The Ready by 21 Challenge: Changing the Odds for Youth by Changing the Way We Do Business Change the odds for youth Change the way we do business Change the landscape of communities

7. Ready by 21™ Quality Counts Initiative WANTED: Fully Prepared, Fully Engaged Young People

8. © The Forum for Youth Investment 2008 Are They Ready? Change the odds for youth Change the landscape of communities Change the way we do business

9. © The Forum for Youth Investment 2008 New Employer Survey Finds Skills in Short Supply On page after page, the answer to the report – Are They Really Ready to Work? – was a disturbing “ NO.” Employers ranked 20 skill areas in order of importance. The top skills fell into five categories: Professionalism/Work Ethic Teamwork/Collaboration Oral Communications Ethics/Social Responsibility Reading Comprehension

10. © The Forum for Youth Investment 2008 Employers Find These Skills in Short Supply 7 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.

11. © The Forum for Youth Investment 2008 43% are doing well in two life areas and okay in one Productivity: Attend college, work steadily Health: Good health, positive health habits, healthy relationships Connectedness: Volunteer, politically active, active in religious institutions, active in community Too Few Young People are Ready Doing Well 43% Doing Poorly 22% In the Middle 35% 22% are doing poorly in two life areas and not well in any Productivity: High school diploma or less, are unemployed, on welfare Health: Poor health, bad health habits, unsupportive relationships Connectedness: Commit illegal activity once a month Researchers Gambone, Connell & Klem (2002) estimate that only 4 in 10 are doing well in their early 20s.

12. © The Forum for Youth Investment 2008 We Know What it Takes to Support Development The National Research Council reports that teens need: Physical and Psychological Safety Appropriate Structure Supportive Relationships Opportunities to Belong Positive Social Norms Support for Efficacy and Mattering Opportunities for Skill-Building Integration of Family, School and Community efforts

13. © The Forum for Youth Investment 2008 Do these Supports Really Make a Difference? Even in Adolescence? ABSOLUTELY SOURCE : Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development Gambone 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…

14. © The Forum for Youth Investment 2008 … 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

15. © The Forum for Youth Investment 2008 from 4 in 10 doing well to 7 in 10 doing well Providing 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…

16. WANTED: High Quality Community Supports

17. © The Forum for Youth Investment 2008 Are They Getting the Supports They Need? Change the odds for youth Change the landscape of communities Change the way we do business

18. © The Forum for Youth Investment 2008 The NRC List Physical and Psychological Safety Appropriate Structure Supportive Relationships Opportunities to Belong Positive Social Norms Support for Efficacy and Mattering Opportunities for Skill-Building Integration of Family, School and Community Efforts Basic Services (implied) A Surprising Percentage of Youth Don’t Receive them… By Any Name SAFE PLACES CARING ADULTS OPPORTUNITIES TO HELP OTHERS EFFECTIVE EDUCATION HEALTHY START The Five Promises

19. © The Forum for Youth Investment 2008 One Third of 6-17 Year Olds Lack the Supports They Need 50% 37% 13% 6 – 11 Years Old 45% 30% 25% 12 – 17 Years Old According to the America’s Promise Alliance National Promises Survey, only 31% of 6-17 year olds have at least 4 of the 5 promises. 21% have 1 or none. The likelihood of having sufficient supports decreases with age: 37% of 6-11 year olds have at least 4 promises; 13% have 1 or none. Only 30% of 12-17 year olds have at least 4; 25% have 1 or none.

20. © The Forum for Youth Investment 2008 “Communities should provide an ample array of program opportunities… through local entities that can coordinate such work across the entire community. Communities should put in place some locally appropriate mechanism for monitoring the availability, accessibility and quality of programs…” - Community Programs to Promote Youth Development, 2002 National Research Council Report Recommendations

21. © The Forum for Youth Investment 2008 Civic Social Emotional Physical Vocational Cognitive Ages Times of Day Outcome Areas ? ? ? Reach Counts Morning... Night 21. 0 School After School At its best, school only fills a portion of developmental space

22. © The Forum for Youth Investment 2008 Who is Responsible for the Rest? Families Peer Groups Schools and Training Organizations Higher Education Youth-Serving Organizations CBOs (Non-Profit Service Providers and Associations) Businesses (Jobs, Internships and Apprenticeships) Faith-Based Organizations Libraries, Parks, and Recreation Departments Community-Based Health and Social Service Agencies ?

23. © The Forum for Youth Investment 2008 Improving Program Availability isn’t Enough There is basic agreement that young people who participate fully in school and programs and their communities have better outcomes than those who do not. Consequently there is increased interest in getting inside the black box -- mapping the program landscape what is available to whom, when, where, why, how, and how much it costs. Youth outcomes Youth Participation

24. © The Forum for Youth Investment 2008 It is Marketable It Matters It is Malleable It is Measureable Research shows that improved youth outcomes requires program attendance and program quality. The core elements of program quality are both measurable and consistent across a broad range of program types. Decision-makers and providers will invest in improving quality if they believe that it matters, is measurable and is malleable given available resources. Most programs can improve quality by undertaking integrated assessment and improvement efforts. Quality Counts

25. NEEDED: A CHANGE IN THE WAYS WE DO BUSINESS A Big Picture Approach to Thinking & Acting Differently

26. © The Forum for Youth Investment 2008 Changing the Way We Do Business SET BIGGER GOALS BE BETTER PARTNERS USE BOLDER STRATEGIES Think Differently so that together we can Act Differently BIG PICTURE APPROACH

27. © The Forum for Youth Investment 2008 Taking Core Principles … what we know about … and turning it into Common Language … that can be used for planning and action. The Big Picture Approach: Thinking Differently

28. © The Forum for Youth Investment 2008 Example Language From Core Principles to Common Language and Expectations

29. © The Forum for Youth Investment 2008 Take Aim on the Big Picture How are Young People Doing? Pre-K 0–5 School- Age 6–10 Middle School 11–14 High School 15–18 Young Adults 19–21+ Ready for College LEARNING Ready for Work WORKING Ready for Life THRIVING CONNECTING LEADING

30. © The Forum for Youth Investment 2008 Pre-K 0–5 School- Age 6–10 Middle School 11–14 High School 15–18 Young Adults 19–21+ Ready for College LEARNING Ready for Work WORKING Ready for Life THRIVING CONNECTING LEADING Children Enter School Ready to Learn Traditional Approach: Pick One Area

31. © The Forum for Youth Investment 2008 But What Happened to the Rest of the Picture? Pre-K 0–5 School- Age 6–10 Middle School 11–14 High School 15–18 Young Adults 19–21+ Ready for College LEARNING Ready for Work WORKING Ready for Life THRIVING CONNECTING LEADING Children Enter School Ready to Learn

32. © The Forum for Youth Investment 2008 Alternative: Learning to Focus Differently Shifting Red to Yellow, Yellow to Green Pre-K 0–5 School- Age 6–10 Middle School 11–14 High School 15–18 Young Adults 19–21+ Ready for College LEARNING Ready for Work WORKING Ready for Life THRIVING CONNECTING LEADING Pre-K 0–5 School- Age 6–10 Middle School 11–14 High School 15–18 Young Adults 19–21+ Ready for College LEARNING Ready for Work WORKING Ready for Life THRIVING CONNECTING LEADING

33. © The Forum for Youth Investment 2008 Take Aim on the Big Picture What is the Community Providing? Pre-K 0–5 School- Age 6–10 Middle School 11–14 High School 15–18 Young Adults 19–21+ Ready for College LEARNING Ready for Work WORKING Ready for Life THRIVING CONNECTING LEADING This is a way to add up the commitments of individual providers and programs

34. © The Forum for Youth Investment 2008 Take Stock of Public and Private Community Supports Using a Common Set of Performance Measures Efficacy (Opportunities to Help Others) Skill Building (Effective Education) Relationships (Caring Adults) Structure (Safe Places) Safety (Safe Places) Setting ESetting D Setting C (e.g. rec cntrs) Setting B (e.g. CBOs) Setting A (e.g. school) NRC (5 Promises)

35. © The Forum for Youth Investment 2008 HarmfulMinimalOptimal Physical and Psychological Safety Physical and health dangers, fear, feeling of insecurity, sexual and physical harassment, verbal abuse. Safe and health-promoting facilities; practice that increases safe peer group interaction and decreases unsafe or confrontational peer interactions. Appropriate Structure Chaotic, disorganized, laissez-faire, rigid, overcontrolled, autocratic. Limit setting, clear and consistent rules and expectations, firm-enough control, continuity and predictability, clear boundaries, and age-appropriate monitoring. Supportive Relationships Cold, distant, overcontrolling, ambiguous support, untrustworthy, focused on winning, inattentive, unresponsive, rejecting Warmth, closeness, connectedness, good communications, caring, support, guidance, secure attachment, responsiveness Opportunities to Belong Exclusion, marginalization, intergroup conflictOpportunities for meaningful inclusion, regardless of one’s gender, ethnicity, sexual orientation, or disabilities; social inclusion, social engagement and integration; opportunities for socio-cultural identity formation; support for cultural and bicultural competence. Positive Social Norms Normless, anomie, laissez-faire practices, antisocial and amoral norms, norms that encourage violence, reckless behavior consumerism, poor health practices; conformity Rules of behavior, expectations, injunctions, ways of doing things, values and morals, obligations for service Support for Efficacy and Mattering Unchallenging, overcontrolling, disempowering, disabling. Practices that undermine includes motivation and desire to learn, such a excessive focus on current relative performance level rather than improvement Youth-based, empowerment practices that support autonomy, making a real difference in one’s community, and being taken seriously. Practice that is enabling, responsibility granting, meaningful challenges. Practice that focus on improvement rather than on relative current levels Opportunities for Skill Building Practice that promotes bad physical habits and habits of mind; practice that undermines school and learning. Opportunities to learn physical, intellectual, psychological, emotional, and social skills; exposure to intentional learning experiences; opportunities to learn cultural. Integration of Family, School & CommunityEfforts Discordance, lack of communication, conflictConcordance, coordination, and synergy among family, school, and community Identifying Common Definitions for Quality

36. © The Forum for Youth Investment 2008 Take Stock of Public and Private Community Supports Using a Common Set of Performance Measures NRC (5 Promises) Setting A (e.g. school) Setting B (e.g. CBOs) Setting C (e.g. rec cntrs) Setting DSetting E Safety (Safe Places) Structure (Safe Places) Relationships (Caring Adults) Skill Building (Effective Education) Efficacy (Opportunities to Help Others)

37. © The Forum for Youth Investment 2008 What it Takes Goals & Data Stakeholders Coordinated Improvement Strategies Aligned Policies & Resources Public Demand Youth & Family engagement

38. THE READY BY 21 QUALITY COUNTS INITIATIVE Changing the Odds for Youth by Changing the Landscape of Community Supports

39. © The Forum for Youth Investment 2008 across Systems & Settings Time Supports across Ages Outcomes Populations across Stakeholders & Strategies Using the Big Picture Approach to Improve Quality & Reach across Systems & Settings Ready by 21 Quality Counts Initiative Change the odds for youth Change the landscape of communities Change the way we do business

40. © The Forum for Youth Investment 2008 Capacity to Recruit, Train, Retain Workforce Strong Policy / Leadership Horsepower Capacity to Assess & Improve Programs Strong, Stable Program Base Ready by 21 Quality Counts Framework

41. © The Forum for Youth Investment 2008 Capacity to Recruit, Train, Retain Workforce Cross-system convening/coordination mechanisms Widely adopted assessment and monitoring procedures Buy in re definitions, quality standards, accountability requirements Strong Policy / Leadership Horsepower Decision-maker engagement & coordinating structures Aligned policies for quality accountability and improvement Shared vision, strong demand, active family/youth involvement Capacity to Assess & Improve Programs Professional development opportunities/incentives Adequate assessment and improvement training/TA capacity Strong, Stable Program Base Healthy program landscape (distribution & focus) Accurate data on workforce (skills, supports, recruitment, retention) Cross-system provider networks and communications Cross-system program data base/info source Ready by 21 Quality Counts Framework

42. © The Forum for Youth Investment 2008 Using Quality Improvement as the Anchor Quality Matters presentation Planning with Data A la carte Methods Workshops TA Quality Coaching STEP 1 Key $$ Holders Decide to build QI system STEP 2a Self- assessments conducted STEP 2b External assessments conducted STEP 3 Managers with Staff Plan for improvement STEP 4 Managers help Staff Carry out plan at the Point of Service STEP 5 Programs Measure change Program Self- Assessment External Assessment Observation- Reflection Focusing on quality improvement can be a concrete place to start…. The H/S Assessment  Improvement Sequence But there may be broader organizational and workforce needs and issues … broader policy, leadership and public awareness issues … a broader base of programs that you need to document and engage … and there may be reasons not to lead with program assessment, even though that’s where you want to end up.

43. THE READY BY 21 QUALITY COUNTS INITIATIVE: Improving “Point of Service” Quality

44. © The Forum for Youth Investment 2008 Goal Area: Capacity to Assess & Improve Program Quality Assumptions: High-quality programs can influence key developmental outcomes for children and youth. Accurate, accessible data about program quality can influence staff practice and drive planning and decision-making at the system level. Capacity to Recruit, Train, Retain Workforce Strong Policy / Leadership Horsepower Capacity to Assess & Improve Programs Strong, Stable Program Base

45. © The Forum for Youth Investment 2008 It is Marketable It Matters It is Malleable It is Measureable Research shows that improved youth outcomes requires program attendance and program quality. The core elements of program quality are both measurable and consistent across a broad range of program types. Decision-makers and providers will invest in improving quality if they believe that it matters, is measurable and is malleable given available resources. Most programs can improve quality by undertaking integrated assessment and improvement efforts. Quality Counts

46. © The Forum for Youth Investment 2008 Measuring Youth Program Quality: A Guide to Assessment Tools at www.forumFYI.org Assessing and Monitoring Quality Converging ideas about quality

47. © The Forum for Youth Investment 2008 Assessing and Monitoring Quality The Youth Program Quality Assessment Characteristics Observation at point of service Takes 1-2hours, training available but not required Applies to across content areas Purposes: Metric for most important part of education and human service programs – point of service Increase access to experiences that motivate clients to attend and engage Staff learning and performance change Foundation for more effective accountability

48. © The Forum for Youth Investment 2008 Defining Quality Point of Service Quality Plan Make choices Reflect Partner with adults Lead and mentor Be in small groups Experience belonging Engagement Reframing conflictEncouragement Skill building Active engagement Session flow Welcoming atmosphere Supportive Environment Interaction Safe Environment Healthy food and drinks Program space and furnitureEmergency procedures Psychological and emotional safety Physically safe environment

49. © The Forum for Youth Investment 2008 Program Quality Drops as the Expectations increase Scores Across Diverse Samples Trained outside observers used Self - assessed Program Offering Level Mixed N=140 School Age N=12 21 st Elem N=15 21 st MS N=26 I. Safe environment4.354.104.384.39 II. Supportive environment 3.753.143.694.16 III. Interaction3.112.972.933.73 IV. Engagement2.831.702.713.37 Score range: 1= lowest 5= highest

50. © The Forum for Youth Investment 2008 Program Quality Improves with Training and Capacity Building Across settings, POS Quality decreases with movement up the pyramid from safety to engagement. The High/Scope research strongly suggests that best way to improve “POS Quality” is to: Reduce staff turnover Increase training, professional development and on-site support Increase opportunities for young people to have input and share control

51. © The Forum for Youth Investment 2008 Capacity to Recruit, Train, & Retain a Strong Workforce Assumptions: Good youth development practice lies at the heart of high quality programs. In order to build and sustain an effective quality improvement system for youth programs, attention must be paid to building a strong, stable, skilled workforce. Capacity to Recruit, Train, Retain Workforce Strong Policy / Leadership Horsepower Capacity to Assess & Improve Programs Strong, Stable Program Base

52. © The Forum for Youth Investment 2008 Next Generation Youth Work Coalition Youth Worker Survey, 2006 8 largely urban communities. Data collected in partnership with the National Training Institute for Community Youth Work, through local intermediaries.

53. © The Forum for Youth Investment 2008 Half of those surveyed are under age 30; one-third are under 25. However, one-third are 40 and over. Especially given age, education levels are high. 60% of those surveyed have a two-year degree or more. Most come from related fields: education, child care, social services and faith-based. Others come from retail, health care, technology, etc. Age, Education and Experience

54. © The Forum for Youth Investment 2008 Satisfaction and Mobility Nearly 80 percent are either satisfied or very satisfied. And part-and full time worker responses were surprisingly consistent. However, while workers report extremely high levels of job satisfaction, they do not tend to stay in their jobs for very long.

55. © The Forum for Youth Investment 2008 1 in 2 work part-time. Part-time workers report extremely high job satisfaction levels – equal to those of full-timers. Part-time workers anticipate staying in the field as long as full-time workers. 60 percent of part-timers were interested in full-time work, 40 percent were not. Part-timers earn less and are much less likely to have benefits. Part-Time Employment

56. © The Forum for Youth Investment 2008 While training is available, links between training and tangible rewards are rare. Over half say there are no clear opportunities for promotion within their organization. Only one third say their organization formally recognizes or rewards higher education and years of experience. Training – Access and Recognition

57. © The Forum for Youth Investment 2008 Compensation Median salary range is $25,000 - $25,999. Median hourly wage is $9.00 - $10.99. Less than half of the total sample has access to health insurance. 39 percent have no benefits at all (insurance, paid vacation, sick leave, retirement savings). Access to benefits varies significantly by employment status; 80 percent of full-time workers, compared with only 5 percent of part-time workers, have access to health insurance. 27% of full-time and 53% of part-time workers hold second jobs.

58. © The Forum for Youth Investment 2008 Implications Address Compensation Concerns. Pay is the top factor influencing decisions to leave the field, regardless of demographics, part-time status, job satisfaction or setting. Strengthen Support Systems. Burn-out is real. Less satisfied workers are much less likely to say they get the feedback they need. Supervision and support matter. Create Clearer Organizational Steps and Career Ladders. Career advancement often requires changing jobs. Ensure PD opportunities are accessible, relevant and recognized. Legitimize Youth Work. Despite their altruistic commitment, youth workers feel underpaid, underappreciated and invisible. Increase public awareness about the critical role they play in society.

59. © The Forum for Youth Investment 2008 Strong, Stable Program Base Assumptions: Building a quality assessment system that reaches across the range of programs in a community requires accurate information about the programmatic landscape. Once stakeholders have a collective understanding of the landscape (how many people, hours, dollars, slots are at play), the more motivated they are to assess and improve quality. Capacity to Recruit, Train, Retain Workforce Strong Policy / Leadership Horsepower Capacity to Assess & Improve Programs Strong, Stable Program Base

60. © The Forum for Youth Investment 2008 Program Landscape Mapping Ensuring all youth are ready requires early and sustained investments (0-21) across a range of outcomes. Do you know how well your community is delivering these supports? Information is power. Youth/families, providers, leaders need common information to inform decision-making. Make sure your map considers the following youth- centered dimensions: age, approach, outcomes, supports/services.

61. © The Forum for Youth Investment 2008 NYA 2004 Member Survey The Nashville Youth Alliance represents a diverse array of public and non-profit organizations that provide informal services, opportunities and supports to young people in schools and in the community, during the school and non-school hours. Members include: Public Agencies: Metro Nashville Public Schools, Police, Parks and Recreation, Public Health Depts., Transit Authority, Nashville Public Library, Juvenile Court, Mayor’s Office of Children and Youth Cultural/Higher Ed Institutions : The Adventure Science Center, Frist Center for the Visual Arts, Village Cultural Arts Center Non-Profit Providers : e.g. Girl Scouts, Boy Scouts, Martha O’Bryan Center, Rocketown, YMCA, YWCA, Oasis Center, Community IMPACT!, Junior Achievement, Gordon Jewish Community Center.

62. © The Forum for Youth Investment 2008 NYA Programs and Organizations: Basic Facts 35 of the 37 organizations that are members of the Nashville Youth Alliance responded to the survey. Combined, these organizations offer 135 programs report reaching over 670,000 participants ages 5 to 24 years old (duplicated count). If these programs, which range from accessible sports and recreation facilities to intensive counseling and skill-building programs, were evenly distributed across Nashville’s approximately 258,000 5-19 year olds (the core group served) this would be an average of almost 2.5 supports per child.

63. © The Forum for Youth Investment 2008 Ages Served NYA organizations serve all ages of children and youth from early childhood to adulthood. The majority, however, serve teens. 87% serve 12-15 yr olds 80% serve 16-20 yr olds 53% serve 6-11 yr olds This focus on teens is unusual compared to other cities. AgesNo.% 0-5 3325% 6-11 7053% 12-15 11687% 16-20 10780% 20-24 2519% Percentage of Programs Serving Youth by Age

64. © The Forum for Youth Investment 2008 Location of services – Facilities used NYA programs are provided in a range of community facilities from libraries to colleges to faith organizations. 4 out of 10 programs, however, are provided in schools. NOTE: The STARS program was counted as 11 separate programs operating in 11 schools.

65. © The Forum for Youth Investment 2008 Location of Services – After school only programs Surprisingly, there are fewer “after school only” programs that are operated in schools (29% vs 41% all) More are operated in private facilities (41% vs. 26% all) Non-profit and faith based venues are used more by after- school only programs.

66. © The Forum for Youth Investment 2008 Focus Areas – All vs. After School Prevention was the top category among all programs and those offered only After-school only programs were less likely to focus on prevention, workforce development and youth engagement. They were more likely, however, to focus on education and life skills. Prevention ALL 31% After School 20% Youth Engagement13% 10% Education12% 17% Sports & Recreation8% 7% Workforce Development8% 0% Intervention8% 7% Foster Care5% Multicultural/Cultural Specific5% Life Skills5% 10% Cultural Arts4% 7% Service2% 5% Other8% 0%

67. © The Forum for Youth Investment 2008 Expected Outcomes Respondents were asked to identify the specific outcomes they hoped to achieve using a chart that provided examples of outcomes along a continuum from “reducing negatives” to “increasing positives.” CognitiveVocationalHealthPersonal/ Social Civic Reduce negative outcomes Dropping out of school; retained in school grade Poor work habits/work history Substance abuse; early pregnancy; STDs Violence; gang participation; antisocial behavior Voter apathy; hate crimes Increase positive outcomes High academic motivation and aspirations; higher academic achievement Employed/ seeking employment; positive attitudes towards work Physical safety; engage in regular exercise and healthy die; practice “safer sex” Teamwork; valuing diversity; navigation skills; supportive relationships with family and friends Politically active; involved in community life

68. © The Forum for Youth Investment 2008 Expected Outcomes NYA programs work to address and prevent problems and promote skill building and participation across the full range of outcome areas. Positive outcomes were accentuated more than negative in every area. 3 out of 4 programs focus on improving personal and social skills and increasing cognitive/academic skills. Cognitive

69. © The Forum for Youth Investment 2008 Strong Policy/Leadership Horsepower Assumptions: Changing child and youth outcomes requires broad commitments to a comprehensive set of goals that cut across systems and settings. A shared vision; supportive policies, structures and funding; and engaged leaders and decision-makers are critical to building and sustaining a quality improvement system. Capacity to Recruit, Train, Retain Workforce Strong Policy / Leadership Horsepower Capacity to Assess & Improve Programs Strong, Stable Program Base

70. Connecting Thriving Leading Working Learning As measured by indicators e.g., Teen birth rate (common resources: Kids Count; Search internal assets) Program/System Level Performance PARTICIPATION How much do we do? QUALITY How well do we do it? PROGRAM OUTCOMES Is anyone better off? Point of Service Quality Improved skills, knowledge & behaviors As measured by indicators e.g., % with improved decision-making skills Frequency, duration, intensity of participation CHILD & YOUTH FAMILY & COMMUNITY OUTCOMES or RESULTS Caring Adults Safe Places Effective Ed Healthy Starts Opportunities to Contribute As measured by indicators e.g., % with caring adult (common resources: Search external assets) SUPPORTS or INPUTS POPULATIONPOPULATION LEVEL GOALSLEVEL GOALS e.g. How is our community doing?How are our young people doing?

71. The Forum for Youth Investment www.forumfyi.org