Transcript Welcome to API Study: Academics and Prevention - ocde

Developing a Strong Resilient Child:
Key Successful Steps
Presented by:
Juan Carlos Araque, Ph.D.
2
Objectives
 Review the research on positive youth
development and resiliency
 Examine the relationship between
developmental assets, academic achievement,
and prevention of high-risk behaviors
 Identify practical strategies for increasing
developmental assets with young people and
staff
 Begin developing a school-wide and/or
community-wide plan to initiate the
implementation of asset building to increase
academic achievement
3
Risk Factors
 FAMILY
History, management, attitudes,
low expectations
 PEER
Alienation, friends, attitudes, early first use
 SCHOOL
Policy, availability, labeling, moving, failure,
involvement, truancy
 COMMUNITY
Poverty, involvement, availability, norms
4
What was there
for you?
Categories of
Developmental Assets
EXTERNAL
ASSETS
•Support
•Empowerment
•Boundaries and
Expectations
•Constructive Use of
Time
INTERNAL
ASSETS
• Commitment to
Learning
• Positive Values
• Social
Competencies
• Positive Identity
6
High Risk Behaviors
70
60
50
40
Drugs
Sex
Violence
30
20
10
0
0-10
ll - 20
2l - 30
3l - 40
ASSETS
7
Positive Outcomes
90
80
70
60
School
Health
Diversity
50
40
30
20
10
0
0-10
ll - 20
2l - 30
3l - 40
ASSETS
8
The Gap in Assets Among Youth
31-40 Assets
8%
21-30 Assets
30%
0-10 Assets
20%
11-20 Assets
42%
(Percentage of youth with each level of assets)
9
Academic Achievement and Assets
 Studies have associated Commitment-to-Learning
assets directly or indirectly with:
 Increased high school completion
 Increased enrollment in college
 Higher grades
 Higher achievement test scores
 Better attendance
 Less sexual intercourse and childbearing
 Less drug use
 Fewer conduct problems
10
The Asset-Building Difference
From . . .
To . . .
* Young people’s problems
* Young people’s strengths
* Professional’s work
* Everyone’s work
* Young people absorbing
resources
* Young people as
resources
* Troubled young people
* All young people
* Accountable only for
own behavior
* Accountable as well for
other adults’ behavior
* Incidental asset building
* Intentional asset building
* Blaming others
* Claiming responsibility
11
The Asset-Building Process
Set up a leadership team that will begin to shape a
vision and formulate a plan.
 Generate awareness
 Assess resources, students’ asset levels, and
current asset-building activities
 Prioritize assets
 Form relationships that build assets
 Create an asset-rich environment
 Use programs and practices to build assets
 Sustain asset building
12
Creating an Asset-Rich Environment
 Staff in hallways
 Doors open
 All staff and volunteers trained
 Hall friendliness the norm
 Assets posted
 Students involved in building assets
 Assets part of evaluations
 Physical environment warm and inviting
13
Thinking on Your Current Program
and Practices
 Looking at your schools programs, which
developmental assets are you already
building?
 Which assets does your school and/or
programs already promoting?
 How can I use these programs and
practices more intentionally to build
assets?
14
The A.P.I. Study: Academics and
Prevention Inseparable
Results from the two-year developmental
asset project in La Habra, Orange County
API STUDY:
ACADEMICS AND PREVENTION INSEPARABLE REPORT AVAILABLE IN PDF
FORMAT AT:
www.ocde.us/assetbuilding
15
Academic Performance Index
Scores
Experimental: Elementary + 66 points
Control: Elementary - 17
Middle + 23
Middle +16
16
Youth Development Framework
Review
 Pilot program 2000-2002
Orange County Health Care Agency
Orange County Department of Education
La Habra City School District
City of La Habra
La Habra Resource Center
La Habra Chamber of Commerce
Youth development defined by Karen Pittman (1990)
“Youth development is the ongoing process in
which young people are engaged in building the
skills, attitudes, knowledge, and experiences that
prepare them for the present and the future”.
17
The A.P.I. Study: Academics and
Prevention Inseparable
ASSESSMENT
18
Area of Implementation
In 1999, the FBI identified the area of
implementation as the most violent city in Orange
County with 9.2 violent crimes per 1,000 people.
There were 127 juvenile arrests of which 64%
were drug related and 20% gang related crimes.
19
Participating Schools
Demographic Composition
Experimental Group
TWO schools:
Control Group
TWO schools:
ONE elementary
ONE middle school
ONE elementary
ONE middle school




Hispanic
White
Asian
Black
 English Learners
70%
24%
4%
2%
78






Hispanic
White
Asian
Black
Other
English Learners
63%
32%
2%
2%
1%
67
20
The A.P.I. Study: Academics and
Prevention Inseparable
Pre-tests (survey, focus groups, and interviews)
Students 1,500 (experimental and control)
Two student cohorts
Teachers 300 (all participating schools)
Parents (PTA representatives in two schools)
Community members (city officials and communitybased organization representatives)
21
The A.P.I. Study: Academics and
Prevention Inseparable
GOALS
22
The A.P.I. Study: Academics
and Prevention Inseparable
 Attended the youth development conference in the
Summer of 2000
 Formed the Core Team: Students, educators and
community members to lead project
 Established ongoing teacher training opportunities:
Meeting teacher needs
 Introduced the video production class (elective)
 Worked on parent involvement: Reading, math,
conflict resolution, and parent shadow days
23
The A.P.I. Study: Academics and
Prevention Inseparable
RESEARCHED
Programs and
Promising Practices
24
Youth Development Models
Multiple theories of frameworks defining youth
development have surfaced over the last decade.
These include:
1.
2.
3.
4.
Supports and Opportunities
Youth Competencies and Needs
Resiliency
Integrated Approach
5.
Developmental Assets
25
Promising Practices Alignment
with Asset-Building Framework
Youth and adults in the school site
voted to implement the following
assets:
 Service to Others - Asset #9
 Youth Programs - Asset #18
 Achievement Motivation - Asset #21
 Reading for Pleasure - Asset #25
 Peaceful Conflict Resolution - Asset #36
26
Asset # 9: Service to Others
 Leadership and
community service
projects
 Each classroom
completed at least
one project
“My parents have adult conversations with me, they don’t
talk to me like I am a little kid.” - Student
27
Asset # 18: Youth Programs
 Lunch Bunch
 Multi-media curriculum
 YDF Newsletter
 Middle school student-led
parent conferences
 Voices of change event
 Parent shadow day
 Cross-age mentoring
“The YDF agenda
has put parents
and teachers on
the same page”
-Parent
“[I am] selfmotivated to get
homework, [YDF]
taught me
responsibility”
- Student
28
Asset # 21: Achievement Motivation
 Invisible mentoring
 Ongoing teacher training
 Video production class
 Music contest
“The students love YDF. It gives them a safe and
productive environment.” -Teacher
29
Asset # 25: Reading for Pleasure
 Middle school reading
program
 Elementary school-wide
reading program
 Reading and
mathematics evening
workshop for students
and parents
“YDF gave me a feeling that teachers had more
trust in me.” - Student
30
A.P.I. Study: Academics and Prevention
Inseparable Five findings are statistically
significant (p < .05)
Students in the control group showed:

A decrease in commitment to learning
Students in the experimental group showed:




Significant increase in their test scores and commitment
to learning
Connection with teachers, school, and community
Greater feeling of safety in school
Teachers’ attitude toward their work environment and
level of involvement with youth showed improvement
when promoting a positive “school culture” and
empowering students at their school
31
Key Finding for Elementary
Students
Pre-test showed 6 out of 10 students like to learn
Post-test showed 9 out of 10 students like to learn
An increase of almost 30% from pre to post test
Experimental Elementary Student
I Like to Learn
Response
Post-test
Strongly Agree
A little
0.091
0.084
No
0
Don't Know
0.896
32
Elementary School Evaluation
Elementary Student Self Esteem Statement
Change in Reponse Options
20
%
15
o
f
10
C
h
a
n
g
e
5
0
-5
-10
Experimental group %
Control group %
Control over what
happens to self
17.7
1.3
Feel good about self
Feel good about future
18.2
8
14.8
-6.5
Statement
33
Elementary School Evaluation
Significant Changes in Category
Statements for Elemenatary Students
n=77
100%
90%
Percent Response
80%
70%
60%
50%
40%
30%
20%
10%
0%
Support
Empowerment
Boundaries &
Expectations
Commitment to
Learning
Positive Values
Self-esteem
Pre
44.80%
66.70%
63.80%
64.20%
86.30%
62.80%
Post
70.10%
94.80%
84.40%
89.60%
97.40%
80.50%
% of change
25.30%
28.10%
20.60%
25.40%
11.10%
17.75%
Category Statement
34