1. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. The Forum for Youth Investment Impact Strategies, Inc. Washington, D.C. Copyright © 2002 [Forum for Youth Investment]. All rights reserved. Bringing Principles into Policies: Taking the Youth Development Movement to the Statehouse

2. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. The Paradigm Shift: Establishing New Principles Phase I:

3. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved.  Broaden the goals: beyond prevention  Broaden the outcomes: beyond academics  Broaden the inputs: beyond services  Broaden the strategies: beyond programs  Broaden the settings: beyond schools  Broaden youth roles: beyond recipients  Broaden accountability: beyond lists & promises Promoting Youth Development: A Quick Summary of Ideas

4. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Addressing Youth Problems is Critical … Positive Development Primary Prevention High Risk Treatment But, Problem Free is Not Fully Prepared. Broaden the Goals : Beyond Prevention

5. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Preparation Participation Power Sharing … Even Beyond Preparation But Young People Need to Be Fully Engaged Better preparation is critical... Primary Prevention High Risk Treatment

6. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. The Policy Shift: Assessing the Adequacy of Supports and Opportunities Phase II:

7. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Adding up the big picture. How do the pieces connect? What does the activity add up to? How much of the developmental space is covered? Shifting the balance. Are allocations of resources within the developmental space intentional? Increasing resources. How much of the developmental space can be covered? Youth Development Policy Attending to the Developmental Imperative: Three Tasks

8. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Making mandates out of What we know about children and youth Young people need and deserve supports and opportunities throughout their waking hours. Young people deserve early and sustained investments throughout at least the first two decades of life. Young people need investments and involvement to help them achieve a broad range of positive outcomes from academic to physical to civic. (This requires a steady focus on protection, prevention, preparation, and participation within each area).

9. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Putting Shape to What We Know: Defining Developmental Space From their earliest years until their twenties, children, teens and young adults awaken every morning looking for people to talk to, places to go, and things to do that will help them feel that they matter. This is a developmental imperative. Times of Day Outcome Areas Age This is developmental space

10. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Schools Fill Some, “After-School Programs” A Bit More

11. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. A Hodgepodge of Other Programs Fill the Rest of the Space for Teens and Young Adults Diversion Prevention Youth Development Youth Employment Service Recreation Enrichment

12. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved.  Learning school achievement, basic skills  Thriving physical, behavioral health/risks  Connecting social/emotional well-being  Working employment and career experience  Leading civic and community engagement Lock in Commitments to Improving a Linked Set of Outcomes + + + +

13. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Promote a Youth Policy Dashboard, not Just a Report Card Cars are Complicated Drivers Monitor their Progress by: Odometer Speedometer Fuel Gauge Octane Distance Traveled Rate of Speed Quantity of Fuel Quality of Fuel Quantity of Services, Supports and Opportunities Quality of Services, Supports and Opportunities Rates of Growth (indicators) Age of Young Person Children are More Complicated Communities Should Monitor Policies by: + + +

14. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Define Outcomes Across the Age Span SAMPLE Developmental Areas Early Childhood (0-5) Elementary Age (6-10) Middle School (11-14) High School (15-19) Young Adults (20-24) Learning (Basic and Applied Academics) All Young Children Ready to Learn All Children Developing Basic Skills and Competencies All Youth Are Succeeding in School All Young People Are Fully Prepared for Higher Education or Work All Young Adults Enter Workforce or Higher Ed With Marketable Skills Thriving (Physical Health) All Young Children Fully Immunized All Children Meet Physical Standards for Developmental Age All Youth Develop Proper Nutrition, Hygiene, and Exercise Routines All Youth Are Engaged in Physical Activity and Avoid Risk- Compromising Behaviors All Young Adults Have Good Health and Health Habits Connecting (Social/Emotiona l Well-Being) All Young Children Have Appropriate Attachment to a Significant Adult All Children Have Positive Self Awareness, and an Ability to Express Themselves All Youth Engage in Socially Acceptable Behavior and Have a Healthy Self-Concept All Young People Have a Sense of Independence as Well as Positive Relationships With Those Around Them All Young Adults Foster Personal and Social Growth in the People In Their Lives Working (Vocational Career Experience) All Young Children Have Awareness that Adults Work All Children Have Positive Attitudes Towards The Employment of Adults in Their Lives All Youth Are Aware of Possible Career Paths that Give Them Hope and Purpose All Young People Make a Successful Transition to Adulthood All Young Adults Are Employed With a Living Wage And Benefits Leading (Civic and Community Engagement) All Young Children Feel Supported By a Community Around Them All Children Accept Rules and Social Boundaries All Youth Demonstrate Attitudes and Behaviors of Civic Responsibility All Young People Are Involved in Programs to Give Back All Young Adults Are Making a Difference in Their Community

15. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Define the Full Range of Indicators For Each Age Group: (Shown for 15-19 Year-Olds)SAMPLE DEVELOPMENTALAREAS DEVELOPMENTALAREAS GEARS Protecting/ Punishing PreventingPromotingParticipating Learning (Basic and Applied Academics) % of Students Who Are Not Enrolled in School % of Students Who Skipped Or “Cut” Classes or School Days in the Last Three Weeks % of Students Achieving at Grade Level % of Students Actively Involved in Service Learning Programs Thriving (Physical Health) Rates of Youth Deaths% of Youth Who are Overweight or Obese, Have STDs, Use Tobacco or Illicit Substances, or Binge Drink. % of Youth Reporting Regular Exercise, Healthy Diet, and Reproductive Health % of Youth Who are Active in Programs to Promote Physical Health Among their Peers Connecting (Social/ Emotional Well-Being) Suicide Rates% of Youth Who are Reported to be Sad, Unhappy or Depressed % of Youth Reporting “Adults in My Community Care About People My Age,” and “Students in my School Treat Each Other With Respect” % of Youth Serving as Peer Tutors and Counselors Working (Vocational and Service) Number of Youth in Hazardous and Illegal Working Conditions Unemployment Rate Among 16- 19 Year Olds % of Youth With Workplace Skills% of Youth Engaged in Workplace Activities Leading (Civic and Community Engagement) Number of Violent Juvenile Arrests Per 100,000 Juvenile Population % of Youth Who Report Physical Fighting % of Youth Who Participate in One or More Community Organizations % of 18-24 Year Olds Voting

16. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Check the Fuel Tanks: Monitor Inputs across Systems DEVELOPMENTAL AREASDEVELOPMENTAL AREAS SYSTEMS Child Welfare EducationHealth and Human Services EmploymentJuvenile Justice Community Based Organizations Learning (Basic and Applied Academics) Promotion Thriving (Physical Health) ProtectionPrevention Connecting (Social/ Emotional Well- Being) ProtectionPreventionPromotion Working (Vocational and Service) Promotion Leading (Civic and Community Engagement) Protection/ Punishment Participation

17. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Mix the Fuel: Analyze Mix of Inputs from Each System. (Education System Shown, High School Ages Shown)SAMPLE DEVELOPMENTALAREASDEVELOPMENTALAREAS GEARS Protecting/ Punishing PreventingPromotingParticipating Learning (Basic and Applied Academics) Ending Social Promotion Remedial Education Academic Courses Active Learning Thriving (Physical Health) Reporting Suspected Abuse Sexual Education School Clinic Physical EducationTeam Captains Connecting (Social/ Emotional Well- Being) Reported Suspected Neglect CounselingStudent ClubsPeer Tutors Working (Vocational and Service) Workers Rights ClassRemedial EducationVocational Education Career Awareness Community Internships School-To-Career Leading (Civic and Community Engagement) Expulsion Policies for Dangerous Youth Conflict Management Training Civics EducationStudent Council Service Learning

18. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. Harmful Minimal Optimal 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, and Community Efforts Discordance, lack of communication, conflictConcordance, coordination, and synergy among family, school, and community Check the Octane: Do the Places Where Young People Spend their Time Really Support Their Growth? Quality Counts

19. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. What National Organizations Are Doing  Family and Youth Services Bureau: State Youth Development Collaboration Projects Started 1998 with 9 states, in 2000 4 states added, so now 13 Up to five years $120,000 per state per year  National Governors Association: Youth Policy Network Started Spring of 2000, 2 year initiative  National Crime Prevention Council: Embedding Prevention In State Policy and Practice Initiative Started 2001 6 states, 5 years $100,000 per year per state

20. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. States Involved in NGA, FYSB, NCPC  Arizona (NCPC, FYSB)  California (NCPC)  Colorado (FYSB, NGA)  Connecticut (NCPC, FYSB)  Illinois (FYSB, NGA)  Indiana (FYSB)  Iowa (NCPC, FYSB, NGA)  Kentucky (NCPC, FYSB, NGA)  Louisiana (FYSB, NGA)  Maryland (FYSB)  Massachusetts (FYSB, NGA)  Nebraska (FYSB)  New York (FYSB, NGA)  Oklahoma (NGA)  Oregon (NCPC, FYSB)  Wisconsin (NGA)  Wyoming (NGA)

21. Copyright © 2002 [Forum for Youth Investment/Impact Strategies, Inc.. All rights reserved. What States Are Doing (Nine Critical Tasks) 1)Vision: Framing the Issue 2)Building Cross-Cutting Coordinating Bodies 3)Providing Proof: Evidence, Data, Outcomes and Indicators 4) Youth and Community Involvement 5) Marketing, Messages and Communication 6) Capacity Building: Supporting People, Programs and Places 7) Developing Model Policies and Initiatives 8) Making the Case to Influential Funders to Increase Resources 9) Technology