It is an understatement to say that back-to-school this year is unusual and filled with uncertainty. As youth serving professionals, community leaders, and families, our ability to model tolerance of today’s uncertainty will be crucial to helping our children and youth navigate this time. COVID-19 continues to challenge schedules and social interactions. Living with uncertainty while still enjoying learning, friendships, and interactions with supportive adults will be among the important lessons they receive.

School, at its best, is a great place to learn important skills and new ideas, develop friendships, explore new activities, and prepare for future careers. Schools can also expand a student’s world view through learning about world history, languages, cultures, and the arts. The value and skills that professional teachers bring to all of these experiences were spotlighted last spring, as many families faced supporting e-learning tasks at home.

We also know that positive social interactions are good for kids, with a large portion of peer interactions happening at and after school. Schools support students’ social-emotional development including teaching valuable long-term skills such as collaboration, self-regulation, and growth mindset. Research suggests that schools also often support a student’s sense of community and civic engagement.  School buildings provide gathering spaces for organizations, such as PTA meetings, that exist to support students and educators. Schools also provide a range of basic needs and social services, such as food distribution, nursing services, and behavioral health care, to thousands of students.

While the pandemic certainly challenged academic teaching, many educators and parents have identified student social-emotional needs and well-being as their main concerns. The pandemic, and the associated rapid move to remote school last spring, created a sense of isolation for countless children and youth. Many students are waiting for schools to reopen to receive essential counseling and mental health services. Child abuse and neglect are frequently first reported by educators, who are trained to look for warning signs. And in many homes, parents of school-aged children face sustained stress as they attempt to balance work and economic concerns with childcare and education changes.

Classrooms are not the only sources for student learning and development. Education outside of the classroom takes many forms – sports, camps, community centers, clubs, and more – and the caring adults leading these programs have adapted their services, creating innovations to connect students with mentors, quality programming, and support services.

Local afterschool programs are a crucial part of every communities’ youth services, providing hands-on learning, leadership opportunities, creative expression and enrichment programs, peer interactions, and workforce support, while also offering families safe and reliable student oversight beyond school hours. In a recent survey, 70% of afterschool programs reported that they continued to serve students in some capacity through the pandemic. Afterschool programs also serve many communities of color, immigrant populations, and low-income families, addressing inequities that have increased as a result of COVID-19.

While school has been a source of positive support and growth for some students, significant opportunity gaps existed across our school systems long before this coronavirus. Risks associated with in-person school include bullying, racism, group exclusion, anxiety, stress, and increased risks of suicide.

The pandemic has raised awareness of the economic and racial disparities that prevent equal access to essential school services. The lack of educational resources and underfunding of schools and afterschool opportunities for communities of color and families with low incomes have left many students without access to all of the benefits school intends to offer. This underscores the need for responsive efforts that level the playing field for vulnerable children. Furthermore, major racial disparities in student discipline rates have been documented for years.

While some kids flourished in the pre-crisis school structure, others did not. Some kids were able to sustain peer relationships within all safety standards while others were isolated either physically, emotionally, or both. The pressures on our students, families, afterschool providers and educators are immense. We can and should be looking for ways to support and uplift all that are working to navigate these uncertain times.

According to a recent survey from USA Today, there appears to be agreement that: we are worried about our children, distance learning is difficult, teachers are working harder, and children will eventually be able to make up lost ground. Experts have developed recommendations for safely reopening schools under certain conditions, including reports from the Centers for Disease Control, the American Academy of Pediatrics and the National Academies of Sciences, Engineering and Medicine. Local schools around the state are exploring complex plans that look to manage the health risks of the virus and the risks of prolonged social isolation. But experts also point out that in-person schooling, if not executed safely, could lead to mental-health, as well as physical health, concerns.

There are many ways we can both protect our students and nourish their academic and social-emotional wellbeing. As we move forward, let’s be flexible in supporting all forms of learning. Let’s support the dauntless teachers and youth workers dedicating their professional lives to helping children. Let’s work to reduce the pressure of grades, tests, social expectations, and constant achievement that we routinely place on kids. At the same time, we can continue to innovate and reimagine education to effectively use and access technology. We must also adjust our efforts to acknowledge the differing impacts on our underserved kids. This is a challenge we will be working on throughout the fall, the school year, and the foreseeable future.

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(Dr. Tami Silverman is the President & CEO of the Indiana Youth Institute. She may be reached at iyi@iyi.org  or on Twitter at @Tami_IYI. IYI’s mission is to improve the lives of all Indiana children by strengthening and connecting the people, organizations, and communities that are focused on kids and youth.)

 

 

We all know STEM is important, but do we know how important it will be moving forward?

Children must be able to grow, learn, adapt and thrive in a quickly evolving world. STEM is not only about economic prosperity, but also establishing good quality of life for our children.

Our STEM Spotlight, produced in collaboration with the Girl Scouts of Central Indiana, is a quick and easy way to digest STEM in relation to Hoosier youth.

Read the Spotlight here! 

 

Research continues to show significant racial differences in school suspensions and expulsions. In general, white students tend to receive disciplinary office referrals for behavior that can be observed more objectively—e.g., smoking, vandalizing, leaving class without permission, making obscene comments—while in comparison Black students were more likely to receive disciplinary office referrals for behaviors that can be interpreted more subjectively (e.g., disrespecting, threating, making excessive noise).  

Now, the Indiana Department of Education (IDOE) has published an online data portal where students, families, and community leaders can see the number and breakdown of disciplinary actions in Indiana schools. You can access this information by going to https://inview.doe.in.gov/typing in a school, and clicking on the “Environment” tab. The data is available for the 2017-18 school year broken down by school, school corporation, and state numbers.  

 The statistics at the state level are as follows:  

 In-School Suspensions: 

  • Overall, 4.4% of Indiana students were suspended in-school across the state of Indiana.  
  • Among Indiana students, Black/African-American children were more than twice as likely to receive in-school suspension compared to their white peers (8.2% compared to 3.4%). 
  • In-school suspension rates are highest among Black students (8.2%), multiracial students (5.9%), Native American students (4.9%), and Hispanic students (4.7%)  and lowest among Asian (1.7%), white (3.4%), and Hawaiian or Pacific Islander children (3.5%). 
  • Students with disabilities (6.5%) and students from economically disadvantaged backgrounds (6.2%) received suspensions at higher rates than all other races/ethnicities except for Black. 
  • Black (8.2%), multiracial (5.9%), and Hispanic (4.7%) were the three highest percentages of students. Asian (1.7%), white (3.4%), and Hawaiian or Pacific Islander (3.5%) were the three lowest percentages. 

 Out-of-School Suspensions: 

  • Overall, 5.7% of Indiana students were suspended out-of-school across the state of Indiana. 
  • Among Indiana students, Black/African-American children were nearly four times as likely to receive out-of-school suspension compared to their white peers (15.4% as compared with 3.8%). 
  • The rate of Black/African-American students (15.4%) suspended out-of-school was nearly twice that of the next largest race/ethnicity (multiracial students, 7.9%). 

 Expulsions: 

  • Overall, 0.3% of all Indiana students received an expulsion. 
  • Black/African-American students, along with Hawaiian or Pacific Islander students, received more expulsions than any other race/ethnicity at 0.4%. 
  • Asian students received the fewest expulsions at 0.1%. 
  • Among all expulsions, 0.4% of students were from economically disadvantaged backgrounds. 

Recent research from the American Psychological Association suggests that many widely-used school disciplinary techniques are counterproductive and actually negatively impact student achievement, increase students’ risk of dropping out, and increase the likelihood that students disciplined in schools would become involved with the criminal justice system. When school disciplinary systems can be updated to include equity-focused interventions, as IDOE is working to do, schools can reduce the discipline gap, lessen the negative impacts of discipline, keep students in school, and improve the overall school climate.   

Our State Legislature, recognizing the issue of disproportionality in school discipline, passed House Enrolled Act 1421 (HEA 1421), which requires IDOE to provide schools with training and information on evidence-based models for improving school behavior and discipline. The law’s overarching goal is to ensure that all students across our state have access to a “safe, respectful, culturally- and trauma-responsive learning environment.” Through these efforts, school districts will have quick access to the latest available data and receive the information and resources needed to review and update their disciplinary practices. 

Now that the school year is in full swing, families should examine both the discipline numbers for their schools and the code of conduct. Child Trends has five questions they recommend asking your school about disciplinary practices, including:  

  1. What does my school do to prevent misbehavior?
  2. What behaviors place my child at risk of removal from class or school?
  3. How and when does my school involve police?
  4. Does my school use corporal punishment or seclusion and restraint?
  5. What is restorative justice and is it used in my school?

We all want schools where every student and staff member are safe and focused on learning. It is promising that our elected officials and IDOE are acting to reduce the disproportionate rates by which Black and Hispanic students, students with disabilities, and economically disadvantaged students are disciplined. With the data now easily available, we can all step up to understand the numbers and help ensure the next steps are more constructive ones. To paraphrase Maya Angelou, “Do the best you can until you know better. Then when you know better, do better.”  

Students laugh and talk.

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.

Read the spotlight!

By Tami Silverman, President & CEO, Indiana Youth Institute 

Indiana Youth Institute’s legislative summary is a review of child-and youth-centered legislation passed and proposed during the State’s most recent legislative session. Because this was a budget year for the Indiana Legislature, we also highlight significant funding decisions affecting Indiana kids. 

Some of the major budget changes include:

1.) School funding increases of 2.5% for each of the next two years were passed, with an additional $539 million in base funding for K-12 education

2.) An additional $74 million for other education programs, like the Teacher Appreciation Grant program and the Secured School Safety Grant program 

3.) $20 million per year of new funding for the Next Level Jobs Employer Training Program, and 

4.) Department of Child Services receiving a $256 million budget increase in 2020 and $246 million in 2021. 

Some new laws aim to address family and community conditions. Senate Enrolled Act (SEA) 464, Homeless Youth, facilitates homeless youth access to government identification and education services through a designated representative other than a parent or guardian. House Enrolled Act (HEA) 1432, Parental Incarceration, stipulates that Department of Child Services case plans must consider incarcerated parents who have maintained a meaningful role in the child’s life, including but not limited to visitation.  

As noted above, education issues garnered significant attention, as lawmakers funded K-12 public education at the highest levels in over a decade. At the same time, many were disappointed that more was not done to close the State’s comparative gap in teacher compensation. Numerous education bills were passed including HEA 1628 which expands pre-K eligibility, while maintaining prior funding levels, to every Indiana county. Not surprisingly, several education bills, including but not limited to HEA 1004, HEA 1224, HEA 1398, HEA 1629, and SEA 002, addressed school safety issues. New this year, SEA 132, requires every high school to administer the naturalization exam for citizenship to students as part of the U.S. government course requirement. The bill also requires increased study of the Holocaust in a U.S history course.  

The State’s Department of Child Services (DCS) came under heavy scrutiny this session. In addition to the budget bill, SEA 1 and HEA 1006 cover several activities aimed at improving DCS operations including but not limited to setting new standards for timely responses, availability of telephone contacts, caseload limits, response requirements, and maximum age for collaborative care. The new legislation also includes a requirement that DCS report their progress to the general assembly before July 1, 2020.  

In juvenile justice legislation, proposed Senate Bill 279 would have allowed children as young as 12 to be waived into adult court after being charged with attempted murder. The bill met significant opposition, as the proposal runs contrary both to national trends and youth offender rehabilitation research.     

Two notable misses of this legislative session concerned addressing state smoking rates. With nearly 9 out of 10 smokers starting before age 18, and Indiana having one of the highest percentage of residents who smoke in the nation, nicotine use in all forms is a critical youth health issue that must be addressed by our state. This year, the Indiana Legislature failed to pass two bills – one to increase the state smoking age to 21, another to raise the Midwest’s lowest cigarette tax – which research shows would have had a significant impact on youth smoking rates. In addition, parents and schools continue to express frustration with rising vaping rates, and little was done this session to address this emerging public health issue.   

As we look to the summer study committees, we are monitoring the interim study committee on courts and the judiciary, focusing on reforms to laws and policies on the adjudication and rehabilitation of juvenile offenders.Education interim study committees will address the impact and funding of school counseling programs while also looking at teacher pay 

We were encouraged by the many bills that were introduced and passed which aimed to increase child well-being in our state. At the same time, much work remains to move our state beyond our 29th place national ranking. Indiana Youth Institute will continue to provide data and research, collaborative conversations, and community convenings in our efforts to ensure that all Indiana children are safe, healthy and well educated.     

(Tami Silverman is the President & CEO of the Indiana Youth Institute. She may be reached atiyi@iyi.orgor on Twitter at@Tami_IYI. IYI’s mission is to improve the lives of all Indiana children by strengthening and connecting the people, organizations, andcommunities that are focused on kids and youth.) 

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.

Read the Issue!

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.

Read the Brief! 

“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.

 

Additional Resources

“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.

By Tami Silverman, President & CEO, Indiana Youth Institute

An increasing number of our children and youth have mental health disorders, encountering challenges with school, within their peer groups, and at home. Unfortunately, most of them are not getting the care they need. Signs of mental health disorder may be difficult to recognize, and unfortunately mental health disorders continue to be stigmatized. These, combined with a lack of access to services for many, create substantive barriers to care. More must be done to combat widely-held myths, connect children with treatment, supports, and services, and work to build strong support networks for all our young people.

A February 2019 study in JAMA Pediatrics estimated that 7.7 million American children, one in every 6 children, have at least one mental health disorder. According to the Centers for Disease Control (CDC), ADHD, behavior problems, anxiety and depression are the most commonly diagnosed mental disorders in children, and some of these conditions, such as anxiety and depression, commonly occur together. The JAMA Pediatrics study also showed that roughly half of children do not receive any kind of treatment from a mental health professional.

Last year, 11.6% of Hoosier children received treatment or counseling from a mental health professional, a significant number, and yet still only a portion of Indiana children in need. The National Survey of Children’s Health indicates that 5.2% of Indiana children have ever been diagnosed with depression, and 11.0% have been diagnosed with anxiety. We know that accessibility remains an issue in Indiana. Among our neighboring states, Indiana has the lowest ratio of mental health providers available to serve the population, approximately 1 per every 700 people, and nearly 60% of the state’s population lives in designated mental health professional shortage areas.

Identifying mental health issues may be less obvious than physical ailments, such as broken bones, asthma, or diabetes. Occasional bouts with emotional distress, anxiety, stress, and depression are normal experiences for all children and youth. It can be difficult to distinguish between behaviors and emotions that are related to typical child development, and those that require extra attention and concern.

The national nonprofit Child Mind Institute describes seven myths about childhood mental illness that need to be debunked. These include recognizing that childhood mental illness is not caused by personal weakness or poor parenting. Children and youth cannot overcome mental health problems through willpower, nor will they grow out of their disorder. Instead, understanding that most psychiatric disorders begin before age fourteen provides additional incentive to screen and intervene during childhood. Children who receive early interventions and treatment have a good chance of managing or overcoming their symptoms.

How do you know when a child’s behavior is cause for concern? You should always seek immediate help for a child or teen who harms themselves or others or talks about wanting to do so. While short term stress, anxiety or depression can be developmentally appropriate, the National Institute of Health (NIH) advises that you should also seek help if a child’s behavior or emotional difficulties last more than a few weeks and are causing problems at school, at home or with their friends. Young children may exhibit symptoms such as intense worry or fear, frequent tantrums, complaints about frequent stomach or headaches with no known medical cause, and a lack of interest in playing with other children. Symptoms in teenagers include a loss of interest in previously enjoyable activities, spending increasing amounts of time alone or avoiding social activities, sleeping too little or too much, and engaging in risky, destructive or self-harming behaviors. The NIH recommends talking with your child’s teacher and consulting your pediatrician, asking either for a recommendation to a mental health professional who has specific experience in dealing with children, when and if possible.

Caring adults and a strong support network, including family members, teachers, coaches and mentors, can serve as protective factors for mental health. Indiana’s Family and Social Services Administration Division of Mental Health and Addiction manages our state’s Systems of Care, a model framework used to coordinate services and supports. Schools throughout the state continue to expand their services and expertise, understanding the importance of prevention, intervention, positive development, and communication to families.

While many agree that progress has been made regarding how mental health is viewed, stigma and negative connotations still keep far too many children from getting critical care and support. It is important to understand and work to reduce the barriers of stigma and access to mental health care. It is equally, if not more important, to understand that, for most youth, childhood mental disorders are episodic rather than permanent. Just as with physical illnesses, keys include ensuring children in need can receive appropriate screening and treatment. We would not ignore a child’s physical ailment, and it is time that we consistently take the same approach to their mental health.

(Tami Silverman is the President & CEO of the Indiana Youth Institute. She may be reached at iyi@iyi.org or on Twitter at @Tami_IYI. IYI’s mission is to improve the lives of all Indiana children by strengthening and connecting the people, organizations, and communities that are focused on kids and youth.)

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.

Additional Resources

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/