Developing New Hampshire's Blueprint for Children
New Hampshire Children's Policy Planning SymposiumConcord, New Hampshire
September 16, 2010
Rochelle Finzel,
Program Manager, NCSL
Symposium Goals
To build awareness of long-lasting effects of childhood trauma.
Highlight the need for coordinated policies and programs that cross multiple agencies and programs
Identify strategies and action steps to improve outcomes for children
Outline
Make the connection between research and policy
Use a results based framework to make policy choices
Review other state examples
Discuss how well New Hampshire is providing necessary supports for children and families
Provide direction for policy discussions
Connecting Research and Policy
Need a continuum of strategies from universal services to targeted interventions
Prevention costs less than later intervention
Relationships matter; include nurturing adults as part of program intervention strategies
Quality and effectiveness make a difference
Must think outside the box of early education and child welfare to include healthcare, family supports, environmental policies, etc.
Using a Results Framework*
Take Aim: What are the outcomes you want to achieve for children and youth?
Take Stock: How are you doing currently? How will you measure progress?
Take Action: How can you improve upon existing success? What works?
Track Progress: How will you ensure accountability? Measure performance?
Sustain Success: How will you build ownership and ensure adequate resources?
*Based on Ready by 21TM approach created by the Forum for Youth Investment
What Have Other States Done to Comprehensively Address These Issues
Start with the money -- identify amount and type of funds spent on children and youth
Create overarching entity to coordinate children and youth services (children's cabinet)
Create clear outcome statements and indicators
Identify Funds to Maximize Return on Investment
Mapping fiscal resources spent on children
o Tennessee
o New Mexico
Align policies and funding
o Can be done on smaller scale; more targeted
o Blend and/or pool funds
o Establish same eligibility criteria for programs serving same population
Tennessee Resource Mapping
2008 Legislation, PC 1197
Required all departments to provide data on services and funds spent on children
25+ departments
Data by fund source, outcome, type of service, location, age, etc.
Challenges encountered with staffing, data collection process and expectations
Create Coordinating Body such as a Children's Cabinet and/or Report Card
18 states with children's cabinets
o AZ, CT, FL, GA, KS, LA, ME, MD, MI, NJ, NM, NY, OK, OH, PA, RI, TN, UT
o 10 of which in statute (CT, FL, KS, LA, ME, NM, OK, OH, RI, UT)
Report Cards
o New Mexico
o Virginia
New Mexico Children’s Cabinet
Vision: We believe that New Mexico families are the fabric of our state. Our children weave the future. All New Mexico’s children and youth will be safe, healthy, well-educated and ready for life.
Mission: The Children’s Cabinet will bring together partners and take action to improve the lives of New Mexico’s children and youth.
Tagline/Slogan: New Mexico: an enchanted place for children to grow and succeed
Outcomes: All New Mexico’s children and youth will: be physically, mentally, and emotionally HEALTHY; be SAFE and supported in their communities and families; LEARN the skills they need to support and achieve their
individual potential; TRANSITION to meaningful and purposeful employment; and be valued CONTRIBUTORS and active participants in their
communities
Establish Statewide Goals and Action Plan for Children and Youth
For all children and youth
o Maryland
oMassachusetts
o Kentucky
o Virginia
For particular age group/part of continuum
o Vermont
oWashington
Maryland Youth Policy Structure
• Children’s Cabinet:– Yearly report card– Three-year strategic plan– Community Partnership Agreements with Local
Communities– Maryland Action Agendas:
• Early Childhood• Transition Age Youth
• Youth Policy Council• General Assembly’s Joint Committee for Children, Youth
and Families:• Pre-session hearings every year with Children’s Cabinet
around a select set of results and indicators
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Maryland Results (Outcome) Statements
• Babies born healthy
• Healthy children
• Children enter school ready to learn
• Children are successful in school
• Children complete school
• Children are safe in their families and communities
• Stable and economically independent families
• Communities support family life
• Youth are ready for college, work and life
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Massachusetts Action Plan
All children and youth: • Are safe and valued • Receive a 21st century
education and a HS diploma • Path into & through higher
education and workforce • Access to physical, dental,
behavioral health & disability resources
• Have strong relationships with caring adults
All communities: • Are healthy & safe with
adequate social/economic capital
All families: • Access to physical, dental,
behavioral health & disability resources
• Economically stable and resilient
• Access to safe, appropriate and affordable housing
• Pathways to upward mobilityAll leaders: • Promote social justice • Work to eradicate racism/
discrimination • Nurture new generation of
leaders
Kentucky’s Outcomes
• Youth Make Healthy Choices
• Youth are Life Long Learners
• Youth Participate in Community Decision Making
• Youth Develop Social and Emotional Competencies
• Youth have Knowledge and Skills to be Productive in the 21st Century
Kentucky Indicator Dashboard
School-Age6–10
Middle School11–14
High School15–18
Young Adults19–21+
Ready for College
Are Life-Long Learners
• School Attendance• % With Library Cards
• School Attendance• % With Library Cards
• Graduation Rates• School Attendance• % With Library Cards
• % Foster Youth in Higher Ed/Training• % With Library Cards
Ready for Work
Have Knowledge & Skills for 21st
Century
• % At Grade Reading Level
• % At Grade Reading Level •Employment Rates • % With 2-Year College Degree• Employment Rates
Ready for Life
Make Healthy Choices
• Truancy/School Attendance
• Teen Pregnancy Rates• % Use Time Constructively• % Suicide Attempts & Successes• Arrest Rates• Truancy/School Attendance
• Teen Pregnancy Rates• % Use Time Constructively• % Suicide Attempts & Successes• Arrest Rates• Truancy/School Attendance
Develop Social & Emotional
Competencies
• % In Community Based Organizations• % In Mentoring
• % In Community Based Organizations• % Volunteering• % In Mentoring
• % In Community Based Organizations• % Volunteering• % In Mentoring
• % In Community Based Organizations• % Volunteering• % In Mentoring
Participate in Community
Decision Making
• % In Activities & Services• # Leadership Programs & Enrollment
• % In Activities & Services• # Leadership Programs & Enrollment
• % In Activities & Services• % Registered to Vote
Virginia: Results and Indicators
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1. Families, youth, & individuals are engaged in their community’s decisions and activities
2. Pregnant women and young children thrive3. Children are ready for school4. Children succeed in school5. Children live in stable, supported families6. Youth choose healthy behaviors7. Youth successful transition to adulthood8. Adults lead healthy and productive lives9. Elders and people with disabilities live with dignity and
independence in settings they prefer10. Communities provide safety and support to families and
individuals
Vermont Human Services Outcomes(Adopted in state legislation, 1998)
Washington: Kids Matter
• Kids Matter: Framework for building early childhood system
• Goal: Children are healthy and ready for school
– Access to health insurance and medical homes
– Mental health and social-emotional development
– Early care and education/child care
– Parenting information and support
How well are children and youth doing?
• 43% are doing well in two lifeareas 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 Youth are Doing Well
Doing Well
43%
Doing Poorly
22%
In the Middle
35%
• 22% are doing poorly in two lifeareas 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.
We Know What it Takes to Support a Child's Development
The National Research Council reports that children 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
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, the picture could change…
How are children and youth doing in New Hampshire?
How many in 10 young people are doing well?
<3
3 or 4
5 or 6
7 or higher
How are children and youth doing in New Hampshire -- by sub-group?
Which in each sub-group is struggling most?
Special Populations Family Income Race/Ethnicity
Foster Care Under $20,000 White/Caucasian
Juvenile Justice involved
$20,000 - $35,000 African-American
Inner-city $35,000 - $50,000 Hispanic
Immigrant / First Generation
$50,000 - $75,000 Asian
Disabled $75,000 and up Native American
Gay and Lesbian
How are children and youth doing in New Hampshire -- by outcome?
Outcome Area
Pre-K (0-5)
School Age(6-10)
Middle School (11-14)
High School(15-18)
Young Adults
(19-21+)
Cognitive/ Academic
Vocational/work skills
Physicalhealth
Social and emotional health
Civic and cultural
How well is the state providing supports for children and youth
TAKE AIM: Define results and set goals you want to achieve for children and youth
Setting GoalsIs this important?
(5 highest)How well doing?
Clearly articulated state goals for children and youth
1 2 3 4 5 Poorly OK WellDon't have
Shared ownership of goals by the public and providers
1 2 3 4 5 Poorly OK WellDon't have
Specific benchmarks and improvement targets
1 2 3 4 5 Poorly OK WellDon't have
Defined set of supports that should be available for all youth
1 2 3 4 5 Poorly OK WellDon't have
TAKE STOCK: Determine how well you are doing and collect data to measure progress
Collecting DataIs this important?
(5 highest)How well doing?
Clear data on children and youth across systems (eg. Report card)
1 2 3 4 5 Poorly OK WellDon't have
Data is shared across agencies and with the community
1 2 3 4 5 Poorly OK WellDon't have
Information that demonstratesperformance or quality of programs
1 2 3 4 5 Poorly OK WellDon't have
Inventory of programs, services and funding available
1 2 3 4 5 Poorly OK WellDon't have
Data to show how well leaders are making changes
1 2 3 4 5 Poorly OK WellDon't have
TAKE ACTION: Identify and implement effective strategies that improve outcomes for children
Taking ActionIs this important?
(5 highest)How well doing?
Align policies/programs to maximize return and reduceduplication
1 2 3 4 5 Poorly OK WellDon't have
Coordinate services within and across systems (ex. Child welfare and juvenile justice involved youth)
1 2 3 4 5 Poorly OK WellDon't have
Implement proven effective programs and policies (i.e. science-based policy options: home visiting, income supports, health, etc)
1 2 3 4 5 Poorly OK WellDon't have
Engage young people and their families in the policy and service delivery process
1 2 3 4 5 Poorly OK WellDon't have
TRACK PROGRESS: Establish accountability for achieving results
Tracking ProgressIs this important?
(5 highest)How well doing?
Ensure necessary conditions exist for successful implementation
1 2 3 4 5 Poorly OK WellDon't have
Identify key indicators of success 1 2 3 4 5 Poorly OK WellDon't have
Monitor results (what we want to achieve)
1 2 3 4 5 Poorly OK WellDon't have
Monitor performance (how well did we achieve goal)
1 2 3 4 5 Poorly OK WellDon't have
Measure return on investment 1 2 3 4 5 Poorly OK WellDon't have
Establish clear process to reward success; ensure improvement
1 2 3 4 5 Poorly OK WellDon't have
SUSTAIN SUCCESS: Ensure broad ownership and adequate resources
Sustaining Success Is this important?
(5 highest)How well doing?
Engage a broad base of stakeholders covering public, private and nonprofit
1 2 3 4 5 Poorly OK WellDon't have
Establish a coordinating body to implement a broad vision for children
1 2 3 4 5 Poorly OK WellDon't have
Link existing coalitions, task forces, etc. to align and coordinate efforts
1 2 3 4 5 Poorly OK WellDon't have
Leverage diverse resources (public, private, in-kind, etc.)
1 2 3 4 5 Poorly OK WellDon't have
Challenges and Opportunities
Challenges
What are the greatest challenges you experience in trying to create effective child and youth policy?
Can you see any trends or themes?
Opportunities
What are the opportunities that can help move a comprehensive child and youth policy approach?
Can you see any trends or themes?
So what does this mean for your planning?
Use results framework to create an action plan by issue area
• Action Plan should identify steps to take that can help NH improve outcomes in this area. The plan can include, but is not limited to:
– Specific legislation
– Recommendations for executive/agency action
– Identification of further research/data needed
– Plan to gather other stakeholders
– Any other necessary steps
Suggested Process
• Identify spokesperson for group!
• Walk through results framework
• Pick one or more steps as action area
• Prioritize if necessary (based on feasibility, timing, and other factors)
• Define actionable plan - who will do what and by when
• Report back to group
Suggested Ground Rules
There are no budget constraints!
Think in terms of New Hampshire and not how you compare to the nation
Focus on results and where want to be rather than what you want to avoid
Respect each other's experience
Any others as agreed upon by your group
Resources
• State policy options: National Conference of State Legislatures: http://www.ncsl.org
• Science and early childhood policy: Harvard Center for the Developing Child, http://developingchild.harvard.edu
• Results-based policy: Center for the Study of Social Policy, http://policyforresults.org
• Youth plans and resources: Ready by 21 National Partnership, http://www.readyby21.org