For the thousands of Hoosier children in foster care, educational success is essential to reach their full potential. But research tells us that our foster youth face educational disparities from early education to postsecondary.
We can all help Indiana’s foster students thrive by working together, addressing systemic issues and providing equitable opportunities.
Our latest spotlight, developed in partnership with Foster Success, aims to support you in making a difference in the experiences and outcomes of our foster youth.
Read the spotlight to get the latest insights on this growing population of students.
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We want you to have access to great data.
This data and research source guide lists some of our favorite trusted and reliable sources that you can use in your work with Indiana’s kids.
In addition to links to each source, the guide indicates whether:
- Data is available at national, state, county and/or more specific local levels.
- Data is disaggregated by race, gender, place, income, and/or other related indicators.
- Data is accessible through dashboards, interactive visualizations, downloadable reports and/or raw data.
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Social-emotional learning is a foundational approach to educating the whole child
This issue brief focuses on social-emotional learning (SEL) and how you can make SEL foundational to your work with Indiana’s youth.
SEL helps ensure students have the social, emotional, behavioral, and academic competence necessary for success in school and lifelong well-being. This essential work focuses on educating the whole child and requires a cultural and mindset shift as well as a collective approach.
In this brief, you’ll find an overview of the Indiana Department of Education’s new Indiana Social-Emotional Competencies and the latest SEL research. Plus, you’ll learn how you can effectively implement SEL in your classroom, school and community.
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Adverse Childhood Experiences (ACEs) has impacted social services in recent years. Groundbreaking research has opened our eyes to underlying factors that impact the lives of youth and adults alike. It is a health epidemic that requires a call to action. But, what do we do with the research? What are the practical application measures? How do we provide equitable services? What are the best methods for reaching, helping, and working with children experiencing trauma?
In presentations, I discuss the practical applications I have used over the last ten years in urban education from elementary to high school. Now, the research has caught up with the successes I have found in my office and work with adolescents. For example, to move from the emotional part of the brain (amygdala) to the thinking part of the brain (prefrontal cortex), it takes 90 seconds to reset. When you look around the room and find facts (i.e., the wall is gray, the vase is white, the chair is blue, etc.), the brain will slowly move from processing emotion to thinking. Your body will relax thus leaving you in control of your emotions versus emotions controlling you. Strategies like this work for children and adults. It is just one of the various practical applications that will be taught, practiced, and adapted for immediate personal and professional use. To provide equitable services, we must meet children where they are with an understanding of the underlying adversities they have experienced.
Counselors regularly experience and assist clients in crisis. These clients impact the counselor due to the level of trauma that can remain after the crisis is handled (Dupre et al., 2014). It can be a positive or negative outcome for the counselor. The positive outcome can be vicarious resilience or posttraumatic growth (Dupre et al., 2014). The negative outcomes can include the “counselor’s personal and professional development, increasing the risk for difficult countertransference reactions, empathic strain, burnout, and compassion fatigue” (Dupre et al., 2014, p. 83-84).
As social services workers, we must practice what we preach through self-care and putting our oxygen mask on first before helping others. While these practical applications can be utilized for others, we should practice and use them in our own lives to ensure personal wellness.
To learn more about ACEs and practical strategies, join me at the Indiana Youth Institute’s College and Career Conference on June 5 and 6 in Indianapolis. Register here: http://bit.ly/IYICollegeAndCareer
About Sherri Barrow
Sherri is the Future Center Coordinator at Shortridge High School in Indianapolis. You can connect with her on Twitter @MrsBarrowIPS or on LinkedIn.
Dupre, M., Echterling, L. G., Meixner, C., Anderson, R., & Kielty, M. (2014). Supervision Experiences of Professional Counselors Providing Crisis Counseling. Counselor Education & Supervision, 53(2), 82–96. https://doi-org.library.capella.edu/10.1002/j.1556-6978.2014.00050.x
Welcome. How May I Serve You?
“Nobody has ever asked me what I value before, and if they have then they certainly have never asked me what I value when talking about deciding my future career.”
It was one of those statements that instantly made me stop in my tracks and appreciate the moments when I am given the opportunity to venture into the thoughts of my students and gain a better understanding of how I can I better serve them as a school counselor. I was delivering a lesson on career development to 11th and 12th graders and the activity was for them to identify what they value so we could start some career conversations around the significance of finding a career that aligns with their values and beliefs. I have done the lesson before and it is always a great conversation starter, but this was the first time a student was brave enough to admit she did not know what she valued because nobody had ever asked her that question before.
It was at that moment I brought myself back 20+ years ago and realized if I would have been asked the same question I was asking her, I would have felt the same exact way. As educators, we often assume our students come to us with this preconceived knowledge and perceptions that will help them decide their future destinies, but in all actuality, these are thought processes that have to be developed and will continue to be developed throughout their lifetime.
After some personal reflection, I had to admit that my own values and beliefs are still constantly evolving and what I value now may not have been the same thing I valued when I was a 16-year-old girl searching for direction in life.
This example serves as a perfect reminder of why it is imperative that schools offer a K-12 career development framework that is developed around student needs. This was the first time this question was ever posed to this student. Imagine the power of that question if this was an area of consideration that was introduced at an early age and the potential of how that thought process would have been able to develop so by the time this young lady was about to graduate high school she would have a very clear picture of her values and how they relate to her career goal.
Starting at an early age with career development opens the door for uninhibited aspirations that are driven by young minds that are getting to know themselves in regard to values, interests, strengths and ambitions. Acknowledging those aspirations has the potential to open up a world of wonder and excitement when young students start to think about not what they want to do but what type of person they want to become when they grow up. The connection to a career can come later.
The middle and early high school years can continue to drive this self-reflection home for students as they begin to research potential careers that align to the values and strengths they have already identified within themselves. This can become a time when they start to develop more defined goals and career planning conversations with the hopes that by the time they graduate high school they will be able to gain experiences in their areas of interest and connect with employers on a deeper level so they can develop a more well-rounded understanding of how these careers look and feel.
As counselors, we are in a unique position to guide our students through this K-12 career development system and I cannot think of many more careers as important and fulfilling as this one. We are given the opportunity to help our students discover the people they are striving to become!
So, I ask you, what are your values and beliefs? How do these values and beliefs relate to your current career? Without even knowing each of you individually, I would venture to say that all of us value the success of our students and have a belief that our responsibility as counselors is to help them become fulfilled, striving, successful members of society. . . and that pathway to success starts in Kindergarten.
To learn more about K-12 Career Advisement Strategies, join me at the Indiana Youth Institute’s College and Career Conference on June 5 and 6 in Indianapolis. Register here: http://bit.ly/IYICollegeAndCareer
About Terri Tchorzynski
Terri Tchorzynski is a Professional School Counselor at the Calhoun Area Career Center (CACC) in Battle Creek, Michigan, and has been named the 2017 National School Counselor of the Year by the American School Counselor Association (ASCA). Through a data-driven, comprehensive, and student-centered approach to school counseling, Terri and her team have received both state and national recognitions. Behind Terri’s leadership, the CACC’s counseling department has been recognized by the Michigan Department of Education (MDE) for exemplary practices in college/career readiness, and was the second school in the state of Michigan to receive the nationally recognized achievement of being a Recognized ASCA Model Program (RAMP). Terri has also been recognized as a Top Presenter for MDE’s Career and Technical Education Conference, an Honorary Counselor by the Michigan School Counselor Association, as well as being named the 2016 Michigan School Counselor of the Year. Connect with her on Twitter at @ttchorzynski.
“Five Things Parents Need to Know About Career and Technical Education.” NBC Universal Parent Toolkit, February 2018.
“Launch Into the Field of Aviation.” ACTE Techniques, January 2018.
“Creating a Culture of College and Career Readiness.” ACTE Techniques, September 2017.
With the buzz about “collective impact” over the last few years, a quick Google search will yield a wealth of tools, resources, forums and organizations dedicated to helping ignite a group of local leaders from various community sectors toward a common agenda to resolve a complex social problem using a specific framework. However, weeding through this abundance of resources to identify rural collective impact models proves to be a bit like searching for a four-leaf clover in a grassy field.
Although rural collective impact models may be more difficult to identify, they are beginning to take their place on the stage as rural communities are identifying the intrinsic value of using this framework to improve community outcomes amidst the scarcity of resources that often exist in their rural economies. As rural communities embrace a collective impact framework as a way of authentically collaborating for social change, one critical question leaders should consider is how collective impact implementation must be adapted for a rural setting versus an urban setting to achieve the maximum output.
If I have learned anything working in rural communities for more than 20 years, it is the power of people and relationships. The rich heritage of Appalachian Kentucky is chocked-full of people who persevered, finding strength in some of the most challenging circumstances while also calling on their network of people to help them overcome the challenge at hand. It is this fabric of tight-knit relationships that must be woven into the rural collective impact tapestry. As we strive to align contributions around a shared result, it may mean utilizing personal one-to-one communication to engage stakeholders. It may also require relying on another community member with a personal relationship to activate another stakeholder. My experience is that it does not mean creating new community groups, but meeting people where they are in their existing community networks and helping them to see themselves in the data and recognize that they all have a contribution to the solution.
Implementing collective impact in a rural community is not without risk. With the lack of available resources and educational supports in many rural communities, carrying out new strategies or approaches may be perceived as hazardous. We are often asking leaders to risk the marginal footing they currently hold for nothing more than a possibility – a possibility of standing on a mountain of results. As we ask stakeholders to join us in the cause, we must remain transparent about the potential risks.
As a transformational leader, I have often found myself utilizing my passion to petition leaders, but was then left wondering why I was standing alone in the trenches of the work. Charisma and passion may have seemed to work on the surface, but in reality stakeholders were left with more questions than answers as they weighed their potential losses against the possible outcomes. When I employed the tool of transparency and helped leaders identify their potential losses while also helping them see a new vision, they were far more likely to join those in the trenches working toward a common result for their community.
I would also be remiss if I did not mention the importance of acknowledging time as a resource that is often scarce in our rural Appalachian Kentucky communities. It is the lack of people resources that lead many stakeholders to wear more proverbial hats than they can count. As such, it is imperative to remain transparent about the time obligations required while also allowing leaders sufficient time to consider and process their commitments.
In a recent community leadership meeting, I recognized that the group was struggling to align because they had not been given ample time to consider all the factors and implications, individually or collectively. I recognized through the conflict that the group was crying out for one thing – time. Rather than moving the group to a decision within the confines of the meeting, I gave them time to dialogue outside of the meeting, connect with their networks, and reflect on the information provided.
Within a one-week time frame, leaders had very thoughtfully reviewed the data, engaged additional stakeholders, and all aligned around a common result for the next year. Without the additional time, I can tell with you with complete confidence that today we would not have a group of local leaders willing to take a risk in service of the results they want for their community.
Using the collective impact framework, informed by local context while utilizing the power of relationships and naming the risks, are what I believe to be the fundamental elements to achieving the most impactful cradle-to-career results in a rural setting.
To learn more about the “Pipelines to Success in Rural Communities – From Community Vision to Creating Cradle-to-Career Results,” join me at the Indiana Youth Institute’s College and Career Conference on June 5 and 6 in Indianapolis. Register here: http://bit.ly/IYICollegeAndCareer
About Sherry L. Scott
Sherry Scott serves as the organizational results and data officer for Partners for Education. Scott has more than twenty-five years leadership experience working in the non-profit and education sectors. She has extensive experience directing federal grant programs, developing partnerships and key coalitions, designing data-driven continuous improvement systems and leading cradle-to-career, place-based initiatives in Appalachia Kentucky. A first-generation graduate, Scott earned both her bachelor’s degree of business administration in marketing and her master’s degree in corrections and juvenile services from Eastern Kentucky University.
Learn more about Partners for Education at Berea College: https://www.berea.edu/pfe/
Click here for more information on Results CountTM and the Annie E. Casey Foundation: https://www.aecf.org/work/leadership-development/results-count/
Indiana’s children face many significant health issues, with our opioid crisis and an alarming increase in nicotine use being two of the most urgent. Our state needs all its children to be healthy and have the opportunity to become the strong workforce and leaders of tomorrow.
Children are often the unseen victims of the opioid crisis, with kids of all ages both directly and indirectly affected. Family and community opioid abuse often affects younger children, while older youth may combat opioid addiction themselves. Hoosier children whose parents struggle with substance use disorder are more likely to experience abuse or neglect than other children.
Research shows a clear connection between parents’ substance abuse and child maltreatment, and the number of Indiana kids negatively affected by substance use disorder is growing. Parental substance abuse is the primary factor in more than half (52.2%) of Indiana cases where a child was removed from their home. The addictions crisis also has contributed to a crisis in foster care for the state, with the number of children in foster care having risen 50.2 percent from 2012 to 2015.
Although we may not hear as much about Indiana’s alarmingly high rates of tobacco use, the toll it is taking on our kids is no less dire. The use of any type of tobacco product is unsafe for young people. Experts agree that whether a teen smokes or vapes, the nicotine is both addictive and damaging to their developing brains.
Youth are sensitive to nicotine addiction and feel dependence earlier than adults. Each year, over 3,500 Hoosier children under 18 become new daily smokers. Nearly 9 out of 10 smokers start before age 18, and three out of four teen smokers become adult smokers. The brain continues developing until age 25 and adolescent use of products containing nicotine can harm the part of the brain responsible for mood, learning, and impulse control.
Today, the most commonly used tobacco product among teens are e-cigarettes. When adolescents use vaping products, they are both more likely to use cigarettes, and more likely to increase their use of cigarettes and vaping products over time. Teens who would otherwise be deterred from tobacco cigarettes may be attracted to e-cigarettes because of their unique qualities such as flavorings, design, and perceived social acceptance. The top reasons why teens use e-cigarettes are the use of the product by a friend of family member, availability of flavors, and the belief that vaping is less harmful than other forms of tobacco.
Smoking and substance use are just two of the health issues impacting young Hoosiers – overall, we rank 34th in kids health. We can, and must, do better. We will not change these trends without investing in our kids and our communities. Distressingly, we are 49th out of the 50 states in per-capita spending on public health issues like smoking, drug addiction and obesity.
The Indiana Youth Institute is part of a broad coalition of health, business and youth leaders that are coming together around a plan that calls for improving health outcomes by raising the state cigarette tax as part of next year’s biennial budget. A $2 increase in the state cigarette tax—which is currently under $1 and even lower than Kentucky—would significantly lower the appeal of cigarettes to young, price-sensitive people. It also would generate $360 million in the first year alone that could go toward funding opioid treatment and prevention, educating and protecting youth from e-cigarettes and smoking, addressing our state’s infant mortality concerns and strengthening the Healthy Indiana Plan.
Kids and families benefit from these initiatives. We have the potential to move from bottom ten states in public health spending to the top 10. By raising cigarette user fees in next year’s budget, we can make meaningful and transformative investments to improve our kids’ health.
Our kids are our future. They have limitless potential. Let’s ensure they have the good health needed to become Indiana’s next generation of citizens, innovators, and leaders.
(Tami Silverman is the president and CEO of the Indiana Youth Institute)
Communities, schools and programs should be safe places for children and youth. However, sometimes children bully, fight, are aggressive, or even cause physical destruction or assault others. At those times, youth-serving professionals must protect the victims and address the youth perpetrators, taking steps to prevent further violence.
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Four out of five students ages 6-17 participate in organized activities outside of school. These activities include sports teams, clubs and organizations as well as music, dance and language lessons. Participation in these activities has been linked to better educational outcomes and improved mental health for youth.
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