Welcome to

Welcome to the

Task Force to Engage Maine's Youth

Riverview

Augusta, Maine

Monday, Aug 7, 2006

Carol Carriolo:

We are going to start and there will be some people co= ming later. You can welcome and let them know where we are. David Stockford will start us off.

David Stockford:

I am the Director of Special Education and am excited = you are here. The timing is perfect. We applaud the governor and the First Lady= at looking at this states issue and the Children’s Cabinet at looking at= it.

It is a busy summer and it is most timely. Many of you= know that the regulations for the disability act are out from 2004. The issues y= ou will address include specific populations. We have some of the best in our state here in this room and we also have youth that will participate with y= ou. One is to look at pre-K through 16 to have a seamless system to allow stude= nts access that is reasonable and comfortable.

A passion for what I do is named Andrew who is 17. He = is the number one grandson, bright and struggles in school. These issues are impor= tant and we have wonderful facilitators for today to look at legislation to be d= one quickly.

Shelley Reed:

I am part of the co-chair team. We tried to assemble a= great team. We have a list of 52 people that wanted to be here, that were excited= to be here, and wanted to get the work done. You are here because you are committed.

My work started from elementary, up to now in working = with the state. I have worked with many different agencies that are unique in the state of Maine. The quotes around the room are from friends of mine, the one on your card (reading) this is a young woman wh= o is homeless that stayed in shelters and moved to Presque Isle. She was awarded= a scholarship to go on and now wants to be a social worker to help others. Wh= en they learn that there are people to help kids be successful then they prope= l us to do more.

The one saying listed on the Parking Lot is part of a = young man’s speech given at the Correctional Facility in Maine. He thanked many that supported = him in getting the skills to go step by step.

These are the type of skills we are trying to give bac= k.

I would like to thank the others in the Maine Support Network. You can see they are professional in their work and we are excited= to have this support to get what we need. They focus on improving life and hea= lth for students. They have worked for over 21 years. As you begin they will be supporting your work.

I would like to introduce Kathryn Markovchick, Debbie Gilmer, and Carol Carriolo who represent the network (MSN). They have an extensive history in helping make changes so we have the right group here.<= /p>

Susan Lieberman:

I want to thank you for being here. It is from youth t= hat we have heard. I am with the Keeping Maine's Children Connected which is looki= ng to help children who are in some of the target populations we are talking abou= t.

Thank you for being here.

Carol Carriolo:

First, the bathrooms are out the door in the atrium of= f to the left.

We have someone here by phone so it is important that = you speak loudly for Janie and the people recording for us. This will help people not present and for you later on to help with your work.

Rather than names, we are doing something ‘just like me’ to give= you a sense of others. We will ask you to hold your hand up if you are a member of this group.

First, is who is interested in ensuring kids are succe= ssful in home and work. (Everyone)

Who has experience with working with kids between 14-1= 7? (30)

Who was born in Maine? (19)

Janie:

My hand is up.

Carol Carriolo:

Who works with youth each day? (13)

Who supports people that work with youth each day? = (Everyone)

Who likes chocolate? (Everyone)

Who spends time in school each day or week? (16)

Who supports youth in other than school based programs= ? (24)

Who spends time writing or developing policies? (21= )

Does someone have a question about a role that you are curious about someone in the room? (1)

Barry:

My name is Barry, Department of Corrections - maybe the question is if you were not born in Maine how many have children born in me? (14)

Carol Carriolo:

Any other questions about others in this room’s = roles?

My job is to keep us on task and the day is productive= and to have you leave excited. We have an agenda in your packets and on the whi= te board.

We will have background information on what is the cha= rge in the room. We have an activity on open space technology on your interested t= opic that relates to the charge. We will have more information on that. Those gr= oups will come back and summaries will come out.

Then we have information on the two groups that will t= ake on the charge and meet to talk about next steps.

We will then have a closing. When you leave you will h= ave a better idea on what needs to happen and how to make it happen.

By the end of the first meeting you will have an idea = of the mission, identified problems, the charge and be energized on the issues.

As facilitators we will help with that.

We have working agreements to help us. We want to make= sure it is safe for all to speak. Here is a code of conduct to set the climate a= nd learning culture during the session:

Participant:

One of the goals on the list, in my experience, is tha= t you want to get legislators on that committee.

Carol Carriolo:

Yes, we want them involved and will include them. Any questions? I will pass it back to Susan.

Susan Lieberman:

We do have a couple legislators who could not be here = today. We are moving quickly, and I want to thank you for coming on short notice.<= /p>

We would like to thank those in the room who have help= ed the process this far. There are many different groups who have supported us. Mo= st importantly it was brought up by youth. In June we talked to the First Lady= and you can see how much we have done so far, and we want to thank people for bringing this to the forefront. This was presented on June 27; you can see = how fast it is moving. Letters were sent from the Governor to appoint people in July. We appreciate what you are doing. As we move forward, we will build on success that already exists.

Shelley Reed:

When people from different departments got together, w= e saw how many idle teens we have. Then I did some reading and realized how many youth there are, and we decided we want to connect with more, such as the homeless youth who are in school. There are more homeless youth who are not= is school. We realized the same number of youth adjudicated (178) is the same numbers who are also in psychiatric care.

We have a number of data, as do you, and the rationale= is to bring us all together and see how many youth we are talking about and see if there are differences in different parts of the state. We want to see how we can get this out to others. We want one body of information. As we move tow= ard changes, we want to help youth and work together on behalf of youth. Some h= ave brought information to this meeting, it will all help lead to improved legislation and changes.

Carol Carriolo:

We are going to use open space technology. It is this: anyone in the room who wants to may host a conversation. We will give you a couple moments to write what brings you to this room, and decide if you wan= t to host a conversation on this.

(Participants are writing.)

Carol Carriolo:

So if you would like a conversation on your issue I wo= uld like you to stand and state it. You will have a half hour. Just stay at your place. Two people or several people can have a conversation and we have eno= ugh space to do this. Would someone like to start on a conversation on a concern they have?

Participant:

Transcript loss, like moving from school to school whe= re the credits don't count. My name is Mandy.

Carol Carriolo:

Could you stand there? Sorry. So this conversation wou= ld be around the transcript issue. Next?

Participant:

I am Beth; my concern is a successful transition for t= hose with a dual diagnosis.

Participant:

Jon, I am interested in how it is that we have Maine employers = that need workers and we have idle youth here.

Participant:

I am interested in how we use strength-based approache= s at all levels. I am Kathy.

Participant:

I would like to move on credit and graduation and chil= dren that have school disruption that make it hard to focus on graduation.

Participant:

I would like to talk about kids that are not supported= in school - the teen parents.

Participant:

I am interested in community-based networks to support vulnerable youth, specifically foster youth.

Carol Carriolo:

These seem very rich conversations.

Participant:

A pathway to success has many challenges; there are ma= ny kids who have had multiple failures over significant years. I would like to look at how to maximum their success for a plan that would make a differenc= e. My name is Barry.

Participant:

That sounds like part of mine.

Carol Carriolo:

Any others that are different that you want to talk ab= out?

Could you find an empty table to stand by? Can I have = your name?

Participant:

My name is Joel.

Carol Carriolo:

I am going to have you all go around to see which grou= p you want to be part of. You have to vote with your feet, you can move around and sample a lot of conversations. We are going to have you move to the table y= ou want. Those of you standing, would you please state your conversation again= ?

Participant:

Community-based network.

Participant:

Dual diagnosis students who may have disruptions.

Participant:

Transcripts.

Participant:

Find strategies for those who have difficulty.

Participant:

Strength-based approaches.

Participant:

How does getting transcripts relates to the law?

Participant:

Issues around teen parents.

Janie:

I could not hear Mandy. I would like to discuss foster= ed youth.

Carol Carriolo:

Joel, can you host your conversation here at this tabl= e so Janie can participate?

Now we would like you to get up and move, and we may n= eed to push chairs together. Once you are there I will give you information on how this will go.

(People move to the groups they want to participate= in.)

Carol Carriolo:

Does everyone have a group to start the conversation? = Two people can be a group.

I will give you some instructions to stay on task. The= host of the conversation is the facilitator. There will be a recorder who will capture the key points. One is a spokesperson to give the key points. You h= ave the facilitator, the recorder and spokesperson.

You will have 30 minutes and then report out. We have = some groups that dissolved because of not having initial interest right now but = at some point later I’m sure you will have those conversations. So if ea= ch group could say what they are talking about again…

Participant:

Youth transition.

Participant:

Transcripts.

Participant:

Strategies for difficult problems.

Participant:

Interruptions in education.

Participant:

Supporting vulnerable youth.

Carol Carriolo:

Choose your roles now and once you have them then the = person hosting the conversation can begin.

(Participants choose their roles and begin the group work.)

Carol Carriolo:

You have another 15 minutes. I want to do a temperature check. Remember this is not coming to agreement but capturing the issues on= the charts. Can everyone give me thumbs up or down? This is to make sure everyo= ne is heard.

Did everyone have a say?

In the next 15 minutes you need to see if this is capt= ured on the charts because that is going to be transcribed. Let the recorder kno= w. I will ring the bell in 15 minutes for you to then come up with summaries that will be reported back out in 2-3 point statements.

Carol Carriolo:

You have three minutes to wrap up before doing your su= mmary. Please start to wrap up.

(Participants finishing their work.)

Carol Carriolo:

Stay where you are, you have five minutes to take a different marker and mark two or three points that you feel are really important and that the task force should work on. So...different color to m= ark what you think is your summary and what you would like the task force to wo= rk on. Is it clear? You have five minutes to do that.

(Participants are working on summaries.)=

Carol Carriolo:

You have one minute.

(Participants finish summaries.)

Carol Carriolo:

Can I have your attention? Thumbs up, down, or to the = side? How was the process? Was it productive, or so-so, or do you feel you have w= ork to do? Can I see hands? Thank you. I will pass this to Shelley Reed.

Shelley Reed:

As we know, part of our title is the Governor’s = Task Force so we want you to feel their support. This is Daryl Fort here today from the Children’s Cabinet, from the Governor’s office.

Daryl Fort:

Thank you. I want to thank all who are here, in body a= nd on the phone.

I feel like a UN person. I don't want to take much tim= e, but this is a Governor’s initiative and he and the First Lady are very interested in the work you are doing. He wants to look at it and make recommendations based on the work you are doing here. It is exciting to look around here and see the way in which communities affect youth’s lives= . I work closely with youth as well. These are all important issues and I want = to thank you all again for being here. I understand you will have more people probably at future meetings.

Carol Carriolo:

We noticed it is hard to work in small groups in this = room; you can help us find a larger space for the Task Force to do its work by suggesting a place. Thank you for staying with us today.

We would like you to report out. We won't discuss, we = will just listen. Your papers will be given to the recorders here.

Transcript= s and Credits:

Participant:

I melded my issue in, my issue was considering youth w= ho may have stopgaps on the way, and making sure the transcripts follow them and t= here is continuity in their education.

We came up with ideas to help youth keep resources tog= ether. One thing was for school districts to transfer credits; some schools actual= ly reject them from other schools. We hope MLR won't be a detriment. We are hopeful that people will include a personal learning plan, and that this wo= uld be a requirement for accepting transcripts.

Our biggest barrier is that some students are held up = from school until their records arrive. One student waited two and a half months before being able to start a new school.

Another issue is that if a student goes to a local sch= ool that is in a different district, perhaps they can be allowed to complete it= at their own school.

Youth Transitions:

Participant:

We changed our title from Youth Transitions to Employe= rs Needing Workers. We talked about skills to be gainfully employed.

We talked about hidden rules in cultures. Most of thes= e students are in the poverty level where there are many hidden rules we need to understand and deal with to help them be successful.

We also talked about being flexible and realizing diff= erent time lines.

The question was who does this? Should the community be engaging more with schools and employers? Maybe the youth has a mentor in t= he school. Maybe it should be more realized.

Bob mentioned exploring other states that may be doing= this as well. Susan mentioned Minne= apolis, which is doing this well.

Legislation might be incentives in communities who do = not allow their youth to drop out of the system, to recognize the ways a youth learns. We thought we would turn it around to a positive light. We would ke= ep students in schools to learn skills.

Community = based networks supporting you in Transition (Youth in care)
Participant:

A state should support and invest in community based networks in transition.

1) System is inadequate even with more resources it wi= ll not support youth in transition.

Community based network would bring out strengths in a community. It could meet all youth needs not when in trouble or the need for eligible but act as prevention.

It needs to start in that community and a school theme= that would start there.

Build public awareness to have adults be caring. Key to youth transition is to have a person to rely on either older or mentor or h= elp them connect. It cannot be the state talking down but a bottom up.

Missing anything?

Credits and Graduates of Youth who experience Disruption

Participant:

We had ten points and narrowed it to three. One is the= range of methods to award credits to children with special needs which is narrow = now. I don't know where we are with the electronic portfolio but that may be a w= ay to help so where ever the child lands in may help the tech.

There is a lack of credit or standardization of awardi= ng credits. Many school systems will not accept credits. We talked about a "Dirigo" diploma but not a step type system as it is negative.

Also providing a translation guide for guiding schools= on awarding credits. Right now a principle does it which can be problematic. <= /p>

Strength b= ased solutions for youth with challenges

Participant:

I got this job by default. I am Paul.

We think the wrap around idea where supports for kids = and families as they start school.

Using the idea of alternative education for kids, thes= e kids are successful because their learning style is recognized and their relationships they develop.

We need to change the institutional culture so we are working with kids.

Carol Carriolo:

Thank you. We have created a large body of work to gui= de us in the next steps.

You have been sitting for 45 minutes so as you do this= next task and want to take a break please do. In your packet there is a sheet th= at has Outcomes at the top and please read the yellow Overview sheet.

I will give you five minutes to get back to your origi= nal seats and then to hear Shelly and Susan talk about the next step which is t= he charge.

(Participants = break and move back to their original seats.)

Carol Carriolo:

If you have a Parking Lot item this is a good time to = put it up on the board.

We will take a few more minutes because there is a line outside. I guess taking a break was a good idea.

Please make sure you review the yellow and blue sheets before Shelley speaks.

Where is the sheet with names and addresses? Can we ke= ep it circulating? Please make sure it is correct and initial it if it is correct= .

Participant:

If we think there are important topics not on here, ca= n we bring them up?

Carol Carriolo:

Parking Lot, bring = them up here.

Shelley Reed:

We need to make some corrections on the sheet and will= do so.

The identified problem is, as Mandy said, that there i= s not a consistent approach to transferring transcripts, and also there is a grou= p of 16-19-year-olds not working.

We have a strict deadline; there is not a lot of time between now and December 1st.

One of the first things is the deadline. Susan will ta= lk about time structures; we have some ideas on organizing the monthly meetings and organizing specific tasks. We appreciate you working as fast and as fruitfully as possible.

We need to identify what is helpful for us to know, we= think we have data but want to do a quick scan. What should everyone in this room know? What can you bring to us that we can distribute to other members?

We will work to ultimately report to the Governor and commissioners. We need to think about what will work, what we know, and wha= t we can do. How do we write that up for the Governor’s office? I heard pe= ople say "this group is doing this" so we can appeal to other states f= or data.

This is our plan:

Four months from now we have to propose legislation. We have to get down and dirty about the wording we want to have. It will be intense.

Longer range is to propose solutions.

Look at the yellow sheet: (reading target populatio= n)

Youth who experience high mobility

Youth in psychiatric facility placements

Youth in correctional facility placements

Youth in foster care placements

Youth attending special purpose schools

Youth attending alternative education programs

Youth who are not in school or working

Participant:

What is your definition of high mobility?

Shelley Reed:

Two or more moves. We have some who move six or 10 tim= es a year. I remember being told that in one school 65% of the children are turn= ing over. So if you have programs in place, you are starting over a lot.

When doing a youth-in-transition project, we found som= e move 14 times in several years, between correctional facilities, schools, etc.

Participant:

We can't get students into schools and can't get them credit. I am always fighting to get them into school.

Susan Lieberman:

We are looking for a foundation to support youth. We h= ave timelines and more steps and the first is being here with your concerns and issues that are involved.

So you understand this is a one-year commitment - you = commit yourself all the time but this is one year. The Task Force meetings are loo= king to be the first Thursday of the month. There will be two separate work grou= ps, one is for identifying strategies for youth from school to work and the sec= ond is to draft legislation. We are talking about all ages, from 5th - 6th grad= e or even younger, that may be held back because of disruptions.

We are looking for work groups to meet once a month. We could divide up into two primary work groups, either meeting on the same da= y or two separate days. We can talk about that later. We would like to accommoda= te everyone. We will meet in another space that is bigger than this room.

The dates are the first Thursday of the month, which w= ill be September 7, October 5, November 2 and December 7. We will have to figure o= ut if work groups will meet in the morning and task force in the afternoon. If that works we will continue that throughout the year. Do we have a full commitment from everyone? A thumbs up or down?

Carol Carriolo:

Any questions?

Participant:

Can we self-select?

Participant:

Can you say the work groups?

Shelly Reed:

Susan usually says we have 1/2 hour’s worth of w= ork to do in a short time of five minutes.

Susan Lieberman:

The first task is by June 30th to devise recommendatio= ns regarding a plan to identify strategies to engage Maine's youth.

CHARGE OF THE TASK FORCE:

Draft legislation by December 1, 2006 addressing the need for statutory lang= uage awarding credit and competency of standards for students experiencing disruption in their education.

A plan for implementation of statewide policy and legislation that ensur= es that students experiencing disruption in their educational program rec= eive credits or competency of standards that meet Maine state graduation requiremen= ts based on demonstrated skill acquisition by July 1, 2007.

Carol Carriolo:

Any other questions?

Participant:

When deciding when to meet please remember that severa= l of us are in classrooms and we would have to take a day to do this.

Carol Carriolo:

You will decide that in groups.

Participant:

Two work groups: one focuses on drafting legislation f= or December and another on planning for implementation for the end of June.

Susan Lieberman:

It is to submit legislation but you will work througho= ut the spring to make sure it will pass in the spring. We do have some precedents = in other states where they have submitted similar legislation.

Participant:

I know one is on the credit venture - would it be open= to other issues as well?

Daryl Fort:

Yes. That is an excellent question and one thing that = will occur with talent, perspectives, etc is that as issues arise if it is appropriate to include it. We want to hear what it is and have opportunity = to submit it if feasible or do-able. If not for this year then is it possible = for next year. This group is tasked over the course of the year to do this work. What may arise may have a life beyond the work of this group. If you propos= e an idea then another group or stakeholder group could work on it. You need to = be focused on the work but not restricted if you see something to address then= to do it.

Shelley Reed:

We knew that one would be a more educational train of thought and the other would be more global. It is two trains of thought here and may move similarly.

Daryl Fort:

Again with the breath of experience in this group it c= ould quickly turn into everything for everyone. What I suggest is that within a structured focus if a legislative remedy comes to the fore you should not f= eel restricted. We do not want it unwieldy.

Susan Lieberman:

The other thing is with the Task Force we can hear what other groups are doing and the feedback.

Carol Carriolo:

We are committed to ending at 12:30 so we want you to = sit with the group you want to work with.

Shelly will be in the group of the first charge to foc= us on.

Susan will take the second one in this corner.

Then we have another group that cannot commit but the = issue is important and you want to work on the sidelines without being in the Tas= k Force or subgroups.

Participant:

Could you differentiate that?

Susan Lieberman:

There is confusion because there are two separate work groups.

Carol Carriolo:

The clearer you can be about the difference between th= e two work groups would be a help.

Shelley Reed:

What...

Participant:

I have the white paper - one group is about legislatio= n on graduation and credits and the other is a plan to engage Maine's youth.

Carol Carriolo:

And Shelley Reed is the group to propose legislation.<= /p>

So before you move the group is charged to answer three questions. And you will have chart paper to work on - who else do you need = to work on this, what information is needed and then logistically what do you = need to do this - an all day time, etc. Then we will wrap this up at the end.

Shelley in that corner, Susan over here and Kathryn he= re for those not in the other two groups. This is a good time to take your things = with you before you leave.

(Participants are breaking into groups.)=

Carol Carriolo:

Please don't take a lot of time getting into groups, s= o you have time to answer the questions.

(Taken from th= e white paper)

CHARGE OF TASK FORCE

The task will create by June 30, 2007 a collaborative plan identifying strategies to engage Mai= ne’s youth into school and work.

The task force will review M= aine and national research and data on challenges and solutions.

The task force will develop by December 2006 statewide policy and legislat= ion that ensures any student experiencing disruption in their educational program and/or receives instruction in non-traditional settings are awarded credits or competency of standards that meet Maine state graduation requirements based on demonstrated skill acquisition.

The task force will report its findings and recommendations to the Governor and Commissioners.

Carol Carriolo:

You should be moving to the second chart now.

You should be moving on to the third chart.

(Participants = finalize their decisions.)

Carol Carriolo:

You need to stop and spend the next three minutes talk= ing about how we will work together. You heard about the possibility of Thursda= ys, and the concerns of those who may not be available. So have a conversation = with those in your group and determine the logistics.

Now we will do report-outs. The leaders will report wh= ere the group is going and how you want to meet. Do you need more time? Okay, we will take another minute.

Let's start wrapping up. We want to leave the room kno= wing what, when, and whom. We would like a summary from each group and then talk about when to meet next.

Shelley Reed:

We thought a smaller group in the morning and then a l= arger group in the afternoon. We came up with a list: someone from the education committee, legal representation from the education committee, practicing teachers, people from post-secondary, and more youth. As far as where we wi= ll meet, we will let you know.

We talked about knowing the State of the Union from Chapter 127, the federal mandates. We talked about finding out what ot= her states are doing.

For our best work: what schools are doing now, the ini= tial design now, and what is happening across the state

We talked about a state-based diploma; maybe we can br= oaden that concept. We talked about what would be the receptivity to employers.

We talked about personal learning plans and how they c= an be tailored to this population. Also the school union concept and what it does= to credits and how to get students in the door.

Debbie Gilmer:

We need to know what other groups are doing and we nee= d a better workspace. Carol’s facilitation was complemented.

We talked about involving more kids and giving partial credit. Information that we need to know is what is currently going on and = what is working well. Also people would like notes from today and notes beforeha= nd. People to involve: principals, town folks, more kids.

Susan Lieberman:

We talked about more youth, people made commitments to= bring youth from other organizations. We talked about youth who are fully engaged, ones from the reservation, and job corporations.

We talked about meeting for a full day.

We need information such as data; a lot was requested.= There is a lot out there and we need to see what exists, such as figures on the homeless, labor, etc.

Also we’d like to know what has been done, and w= hat youth feel they need to be more connected.

What we need to do our best work...Janie requested a p= lane. We want to look at increased input from youth and obtainable objectives to achieve by the end of the year.

Carol Carriolo:

We will take a look at the Parking Lot items:

Address students kept out of school

Teens as parents

Sugar free candy

Information from Project Impact

Housing needs for transition youth and family

More people to involve youth

Education Board members

Students struggling with wellness issues having trouble concentrating on academ= ics and is it fair to put them in that situation

NCLB - can we put children transitioning from other states in that situatio= n?

Some youth just don’t do well in the “common” school sett= ing

Carol Carriolo:

Before leaving please fill out evaluations on how did = we do with the outcomes - understanding the charges, awareness of youth, addressi= ng issues, roles of work groups, etc. Look around the room for thumbs up or do= wn to see where we are.

Please look in your packet to find a purple sheet and = write on it what are you taking with you today.

(Participants are writing on the purple slips.)

I would ask some of you to say what you are taking wit= h you. We devoted time to this issue - a big chunk of time and what is one thing y= ou are taking with you?

Carol Carriolo:

People are writing now. Please write down one thing yo= u are leaving with.

We will do this popcorn style - you feel your stomach = rumble and it is your turn to speak and share, no one has the floor, just say it.<= /p>

Participant:

This group can do this work.

Participant:

I think there should be a circuit breaker filter, so w= hen all policies are in place, whatever this is or does or gets a kid in or out= - and what is invested in this child - separate from the mandate.

Participant:

There was a lot of good energy in the room today.

Participant:

I am leaving with good connections today.

Participant:

People are committed to the Task Force issues.

Participant:

We have common thoughts and connections.

Participant:

The language of credits to diplomas.

Participant:

Commitment to Maine youth.

Participant:

Helping more kids get diplomas.

Participant:

I am leaving with a hand up, not a handout.

Participant:

Clarity across issues.

Carol Carriolo:

We are adjourned and our next meeting is September 7. = We will get back with a time and location.

Kathryn Markovchick:

We will start with a list serve and please hand in your nametag or table tents and also your purple slips.

Thank you for coming. If you have anything you want to= let us to know, please do.

Strength b= ased Solutions for Youth with Challenges

Wrap around idea, support system= s for all kids and families

Use strength based approaches rather than doing the same thing over and ov= er

Idea of CPS

Large institutions focus – less flexible Need more focus on individual= s

More prevention begin earlier in kids life

Engagement of parents/caregiver

Connections peer and parent to parent networks of those who’ve been there
Perhaps look at Alt. Education i= n Maine to see how/why successful and could it be used for this pop. of kids.

Caution with labeling putting kids in boxes e.g. Special Ed., Alt. Ed.

What is current legislation on this topic?

Are they working?

If not, why not?

Above is a quality assurance iss= ue.

There is a cultural piece.

Matching strengths to opportunities

Culture sees problems.

What can institutions do differe= ntly – rather than what kids can do differently?

Institutional responsibility to make a measurable change for a kid.

Lack of consistency in support of kids.

Best practice must be known to all who work with kids.

Schools recognize learning style= s.

Alt. Ed. Idea of relationships for kids.

Youth Transitions:

Lose concept of drop-out – labeling/perspective.

Employers needing workers and kids unemployed or poor skills needing skills and jobs.

Continuous interactions between schools and employers.

Expand apprentices/internships/employers opportunities.

Mentoring (teacher, employer, anyone).

Need to build disincentives for community “dropping out” employ= ers to allow drop out rate to be okay.

Employers taking of risk of hiring kids with “record” of some sort.<= /li>
Need more formalized systematic opportunity.

Disconnect between High Schools and Colleges.

Ex. Phys. Ed Degree

B.A. in Psych – no future for A.D. degree in Psych.

Need to work with employers to find out what they really need.

Kids need technical and social.

Hidden rules in (?) cultures.

More flexibility -

Valuing different timelines and pathways to success.

Employer engagement regularly &#= 8211; who does this?

Exploring other states who have = begun to respond to employment (skill) needs by employers and kids.

Legislating disincentives to communities for drop-rate rate.

Community = Based Networks Supporting Youth in Transition

(Particular i= nterest in youth in care)

Key Points:

   &nbs= p;        Issues

   &nbs= p;        Solutions

   &nbs= p;        Using C.B.N. as one part of a solution

Youth in care have many placements. How can we use community network to addr= ess issue?

Access to affordable/safe housing

Transition to higher education is difficult without a caring adult.

Youth are not strongly connected at the High School to College transition.
Simplification of methods, resources and advocacy is one benefit of provider collaboration.

Inventory in Bangor of community resources and of youth with transitional needs. Problem: = How to connect? How to support youth who want to be out of system and on t= heir own? “Connectivity” and “Communication”.

Vulnerable youth. How can collaborations change the culture – it is every o= ne in the community’s job to support youth, not just the schools= 217; job.

Youth need alternative pathways.

A “C.B.N.” that is rich with information for youth and provi= ders provides value to schools and the community.

How do you engage youth in ways that are helpful to them? How to bring in youth voice?

Tool needed: Directory for use by youth. RESOURCES. Use youth to help desig= n.

KEY

        &= nbsp;   Key – the adult/youth relationships is key. How to operationalize the nee= ds of both parties. Who will follow them through the needs timeline? Who helps= the youth navigate the system?

KEY

        &= nbsp;   INVENTORY what exists in each community.

KEY

        &= nbsp;   This is a solution to meet the needs of all youth.

KEY

        &= nbsp;   A NEW APPROACH IS NEEDED.

KEY

        &= nbsp;   Need to build public awareness.

A State Suppo= rted Approach to Community Based Networks is Needed – Supported, and Inves= ted In.

Credits and Graduation for Youth who Experience Disruption in High School Education

Alternative education

·        Difficulty getting accepted into college.

High mobility youth (esp. foster care)

·        Self-esteem, loss of credits, social issues<= /p>

Range of methods to award credit= s for kids with special needs

·        Cre= dit for life experience, use of portfolio’s using scoring rubric

Lack of standardization for awar= ding of credits across SAD’s

·        Cre= ate “Dirigo” diploma

How to support schools with highly mobile student populations

Do transcripts/credits have to be paper? MN using software for e-portfolio MEDMS

·        (ensure this issue gets into DOE data wareho= use discussion)

Opposing forces from Federal level NCLB vs creative, alternative ways to award credit.

Define/translation guide for sch= ools on awarding credits.

Currently, in statue, it is discretion of each principal to accept/reject credits= .

·        (maybe use Dirigo standard)

Don’t want to create system that stigmatizes by highlighting it’s a “different” diploma.

Transcript= s and Credits

ISSUES

·        Var= ious credit requirements in each school district – rejecting credits from other schools

·        Some schools offer credit for life/work experience – others don’t

·        Teachers responsible for educating youth in another facility – in other’s care e.g. Psychiatric facility

·        Maine Learning Results (LAS)

·        DOC Youth – those in/out of youth cent= ers – credits don’t get on transcripts.

·        Transition Challenges

·        Youth vanish from classrooms and re-appear.<= /p>
·        Often teachers have no idea why/not briefed = on issues.

·        You= th delayed from entering new school until records show up

·        Student whose guardianship is in flux are ke= pt out until established.

·        Some policies/practices (state and local) that inhibit youth from succeeding in school.

·        Some schools will grant quarter credit when youth moves in middle of semester

·        Process needs to be in place to accommodate youth in care moving from group care – facilitate academic credits mo= ving with youth so credits aren’t lost.

·        Schools close by but not in same district – Why can’t youth continue when distance is small?

·        Expulsion of youth rather than working with = them

HOPEFUL SOLUTION?

PLP – Personal Learning Plan

   &nbs= p;        Can the PLP travel with student?=

        &= nbsp;   Could this be basis for establishing transcript/graduation requirements?

Active Supporters Work Group:

Who else do we need to involve?

Educators, inc. principals

Employers – access Chamber of Commerce rep?

IHE rep

Town/municipal reps

More kids

Adult education director

Active Supporters Work Group:

What do we need to do our best work?

To know what the other work groups are/have been doing=

Work setting more conducive

   &nbs= p;        More space

   &nbs= p;        Ease of movement

Good facilitation about each meeting (Carol)

Incentives for kids to participate and stay involved &= #8211; Food Coffee, Credit, Service and Mileage.

Civic Center

Public Safety Room

Active Supporters Work Group:

What information do you need to know for the next meeting?

Current initiatives and who is doing what

Notes from today’s meeting out prior to next mee= ting

   &nbs= p;        (Include notes from other groups)

Agenda ahead of time

Parking lot items reviewed

Legislative Work Group:

Who else do we need to involve?

Chamber

Job Core

Post= -Sec Comm. College Rep

Teachers in classroom

Education Comm.

More Youth

SW from DHHS

60/40 Rep.

Comm Based org.

B/G Club

YLAT/Life skills

Leg Adults Youth Co. / Phil McCarthy

Legislative Work Group:

What information do you need to know for the next meeting?

Where? MPA

Leg. Other states

Status for Ch. 127

Current/& proposed grad. Req.

Official statement: MLR stand. Or credits

LAS & NCLB &AYP implications

Leg. Requirements – Steps/Stages Timeline

What happens to suspended youth?

Legislative Work Group:

What do we need to do our best work?

Data/Survey info # of youth experience. Transitions, u= nder what circumstances.

Number of credits required in their local, in what con= tent area.

What does adult ed. require?

What barriers to Prin. Find in awarding credits?

What is a PLP? What does it contain, examples.

What about a state based diploma adoption? Other state= s?

What about employer’s receptivity to “diploma”.

Look at SU concept and 60/40 concept, acceptance of youth/credits

Strategies Work Group:

Who else do we need to involve?

More youth

Michael – Transition<= /p>
Craig – JMC

DOL

Maine Apprenticeship Program – Gene Ellis

Youth who are fully engaged, Harper – Reservatio= ns (?)

Job Core

Project Impact Field based

Common Good Ventures – David Paclchem

Strategies Work Group:

What do we need to do our best work?

Planes

Good food

Focus

Staffing

Lots of youth input

Identify attainable objectives

Agenda for each meeting

Note takers

Reference3s/citations to document that staff has been = using to ground self

Info on employment needs

MHA

Strategies Work Group:

What information do you need to know for the next meeting?

Thinking from each group

Data from Project Impact – Age geographic categories SO?, SPED, Incarcerated, etc

DOL statewide unemployment rate

Kids not in school – geographic map of kids/county reg.

Homeless – Merrymeeting= /Preble Street

#’s of students

# MIS – ME State Housing

# homeless / How many in school

What other groups/task forces working with Youth (DOL doing some of this – Becky)

Idol youth – is it real or estimate – origin credibility

Good food

The programs from other counties, states that are successful – Children’s Cabinet Choices

Survey of youth – what they need to feel more connected

Research on what works

Children’s Cabinet K-16 Study

Kids Count Maine<= /st1:place> Work