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Reports and Publications ::
2004 Report
II. 2004 Accomplishments
and Next Steps
Table of contents:
The Community Report Card
Developing Community Strategies to Meet Report Card Targets
The "Connect With Kids" Campaign
Administration of the Youth Risk Behavior Survey to Arlington Students in Grades 6-12
Teen Network Board
"Too Smart to Start" Program
Speakers Series for Parents of Teens
Continued Developments at Carlin Springs Community School
501(c)(3) Status for the Partnership Foundation
Board Development
The Community Report Card
In late 2003, the Partnership produced the first Community Report Card
on the Status of Children, Youth, and Families in response to the
charge from the County and School Boards to the Partnership to review and
disseminate data on the status of children, youth, and families in
Arlington. The information is organized around a series of 80 indicators
that together provide a broad and objective statistical portrait of our
youth and families. The report card has had a positive impact on the
community. The data have been used by a variety of groups to identify
needs and to advocate for resources and grant funding.
Next Steps: The Partnership intends to publish updated report cards every three years and show progress (if any) toward targets set for priority areas (see below).
Developing Community Strategies to Meet Report
Card Targets
Related to its charge from the School and County Boards to facilitate community involvement in identifying objective measures of success, the Partnership convened a diverse group of 70 community members in May and June 2004 to select priority indicators from the report card and set targets for the future. There were four work groups organized around the four main areas of the report card: health, education, family, and community. The work group members included key staff from the County government and school system, parents, representatives from community non-profits, and other interested community members. The report, "Moving to Higher Ground," documents that work, including the priorities and targets that each group set in its respective areas. (See www.arlingtonpartnershipforyouth.org.)
The Partnership understands that, for progress to be made toward these targets, specific strategies are needed. Furthermore, there must be buy-in and follow-through from the key players who have a role in the strategies. To this end (and in accordance with its charge from the Boards to recommend strategies and foster collaboration), the Partnership convened the work groups again in October, November, and December 2004. One priority indicator was selected as a first step for each of the four work groups. The four indicators for which strategies were developed were:
1) Improving immunization rates (health work group);
2) Improving conflict resolution skills among our youth (community work group);
3) Increasing the number of minority students enrolled in advanced math classes (education work group); and
4) Keeping teen moms in school (family work group).
The plan was to have the key stakeholders in each area participate in the work groups. Participants were to reach agreement, not only on practical strategies to make progress toward the targets set for these priority indicators, but also what group or organization would take the lead in ensuring such progress. The groups were challenged to create these strategies using the following guidance:
To meet these targets, we will have to go beyond business as usual.
At the same time, expensive new initiatives are not likely to be
supported. We need to be as creative as possible about re-focusing
current resources and working collaboratively as a community to meet
these targets. However, if there are compelling reasons or proven
strategies for which some additional resources are absolutely necessary
to meet a target, please identify what is needed.
Next Steps: In order to assure accountability in this process, the Partnership documented each group's strategies and had follow-up discussions with the key players involved with their implementation. The Partnership is currently preparing a report for the County and School Boards outlining the identified targets and strategies for implementation. We will then provide the Boards with six-month progress reports in each area. Although efforts have been made in a few areas to initiate these strategies, we are not seeing as much ownership as we had envisioned from the county organizations, schools, and the community toward implementing the specific strategies developed in the work groups.
The "Connect With Kids" Campaign
In early 2001, the Partnership adopted the Assets Framework as a common philosophy in developing a community vision around children, youth, and families. Later that year, the County Board and School Board officially adopted the Assets Framework to guide their planning. Although we are making steady progress toward our vision of Arlington as an asset-rich community, the Partnership believes it is essential to continue building awareness and mobilizing change.
In 2004, there was a general sense among the Partnership's Assets
Committee members that many in the community still did not understand the
meaning of "assets". Therefore, the committee began focusing on a simpler
message that still is intended to convey the basic assets philosophy.
"Connect with Kids," a community-wide assets marketing campaign, was
launched to build community awareness around a simple but very powerful
idea: Children and teens need adults in their lives. It is through these
relationships that assets are built for our youth. Marketing strategies
include:
- Launching the "Connect with Kids" campaign at the 2004 Arlington
County Fair.
- Identifying "Connect with Kids" Ambassadors representing the diversity
of Arlington, who are responsible for promoting "Connect with Kids"
throughout the community. The Ambassadors were introduced at a press
event in September 2004, and include:
Barbara Favola - Chair, Arlington County Board
Libby Garvey - Chair, Arlington School Board
Kelli Beavers - Program Manager, Office for Teens, Arlington County Department of Parks, Recreation and Community Resources
Todd Brown - Youth Minister, Macedonia Baptist Church
Hector Contreras - community activist
Alvin Crawley - Assistant Superintendent for Student Services, Arlington Public Schools
Andi Cullins - community activist
Rich Doud - President, Arlington Chamber of Commerce
John Moore - Vice President and General Manager, Ballston Common Mall
Marion Spraggins - Retired Arlington teacher and administrator
Patrick Smaldore - President, Arlington County Civic Federation
- Recognizing community "Connect with Kids" Champions on an on-going basis. Champions
are those people who already connect with kids in a variety of ways, through their work,
as neighbors, friends, hosts, volunteers, or as community activists. The first group of
Champions was recognized at the September press conference.
- Disseminating practical "Connect with Kids" ideas targeted to specific audiences
(businesses, faith community, any adults, parents, seniors, teens, etc.).
- Working with County and School staff to develop strategies to integrate "Connect with
Kids" into their on-going work.
- Working with community groups to integrate the "Connect with Kids" message into their
work.
Next Steps: During the coming year, we intend to build on the current marketing strategies; establish wider publicity for the "Connect with Kids" Champions; more clearly define the roles for the "Connect with Kids" Ambassadors; and develop a stronger network with County government agencies, Arlington Public Schools, the faith community, businesses, and other community groups to promote the "Connect with Kids" message.
Administration of the Youth Risk Behavior Survey to Arlington Students in
Grades 6-12
In March 2004, the Partnership administered the Youth Risk Behavior Survey (YRBS) to a sample of 3,400
students enrolled in 6th, 8th, 10th, and 12th grades in Arlington Public
Schools. Participation in the survey was voluntary, anonymous, and
subject to parent consent.
Key Findings
- Few youth are risk-free. When we examined data on ten common
risk behaviors, we found that few youth are "risk-free," even among the
youngest students in our sample. About one in four young people
in 6th grade, one in five young people in 8th and 10th grades and
only one in ten young people in 12th grade are risk-free. (The
ten risk behaviors are: cigarette smoking, use of marijuana, alcohol or
inhalants, fighting, depression, lack of exercise, excessive television,
unhealthy weight loss methods, and irresponsible sexual intercourse.)
- Most risk behaviors increase with age, but fighting, using
inhalants, bullying, and being a member of a gang are more common among
middle school students.
- There have been few changes in risk behaviors since 2001 (when the
survey was first administered among Arlington youth). More 10th graders
reported binge drinking, marijuana and inhalant use, and insufficient vigorous
exercise. On the other hand, fewer middle school youth reported stolen or
damaged property, excessive television, and failure to use seatbelts.
- Boys and girls are equally likely to report use of alcohol,
inhalants, and ecstasy, suicide attempts, and being a victim of bullying.
Boys are more likely to report fighting, carrying weapons, belonging to a
gang and having a friend in a gang, smoking, drinking heavily and using
marijuana. Girls are more likely to report feeling sad or hopeless,
(partner) not using a condom, not drinking enough milk, and not getting
enough exercise.
- The 2004 survey contained a number of new questions, giving County
decision makers information for the first time on bullying, having
friends in gangs, ecstasy use, and overweight status. One in four young
people report being the victim of bullying. One in three report having a
friend in a gang. Ten percent of youth in 10th and 12th grade have tried
ecstasy. And finally, 28 percent are either overweight or at risk for
overweight (given their age and gender.)
The Partnership developed in 2004 a series of brochures to publicize the
findings from the YRBS. Each brochure focuses on one topic, such as teen
alcohol use, explains why the issue is important, what the most recent
survey data shows (including change over time and differences between
boys and girls), steps that parents and guardians can take to prevent
problems from developing, and how to get more information. The brochures
are also being translated into Spanish to ensure that we are able to reach
out to as many families as possible. To date, four brochures have been
completed:
- Taking Some Chances: An overview of the YRBS;
- More than Feeling Blue: On depressive symptoms;
- Under the Influence: On teen alcohol use;
- Time to Get Moving: On exercise and physical education;
These brochures are being distributed as part of other Partnership educational activities. The brochure on depressive symptoms was distributed at the forum held in October 2004 featuring an expert on depression in teenagers. The brochure on alcohol use is being distributed to parents as part of the "Too Smart to Start program" for fifth grade students and at the Community of Concern programs held for middle school and high school parents.
Eight more brochures are planned focusing on sexual behavior, gang membership, victimization, use of tobacco, use of illegal drugs, use of weapons, diet and weight, and safety practices.
Next Steps: The YRBS data continues to be very valuable to parents, youth service providers, and School and County staff. The Partnership intends to continue administering both the YRBS and the
Profiles of Student Life (Assets) Survey every three years. The Assets survey will be administered again in the 2005-2006 school year, and the YRBS will be administered again in the 2006-2007 school year. The data will be used to update future Community Report Cards.
Teen Network Board
During 2004, Arlington's first Teen Network Board continued to explore ways to effectively provide a relevant countywide perspective and voice for Arlington teens. When they began their work in 2003, Network members identified a very long list of needs and issues for Arlington youth. By 2004, the Network had narrowed its focus to the need for more weekend teen events, activities, and places to gather. Board members also worked in a variety of ways to help improve opportunities, events, and programs already in place for Arlington young people. On several occasions, the Network's involvement and input were requested by county agencies or groups, but most Network efforts focused on initiating discussions and efforts on behalf of Arlington teens. Network efforts during 2004 included:
- Meeting with and providing input to Parks and Recreation's Office for
Teens (OFT) on low attendance at OFT-planned events, and improving event
publicity to teens.
- Meeting with Arlington Public Schools' senior staff to discuss high
school-sponsored activities and ideas for weekend teen events to take place
in schools, but offered by groups outside the school system.
- Helping Ballston Common Mall become more teen-friendly. This was a
major 2004 Network effort. A variety of factors making teens feel
unwelcome at the Mall were identified and a meeting with Ballston Common
management was arranged. Two Network members took the lead in preparing
for a March 2004 meeting with the mall manager and head of security.
Information and areas in need of improvement were shared among Mall staff
and Network members. The Network followed up with specific ideas and
requests. As a result of this dialogue, Ballston Common, working with the
Network, the Partnership, and Arlington School's Classroom on the Mall,
helped plan the first Ballston Teen Day in October 2004. Hundreds of
teens attended this very successful event featuring teen bands and other
teen entertainment; store, theatre, and food court specials; and county
organization information tables. The Network and Ballston Common
management have both expressed interest in continuing to work
together.
- Providing advice and input to County staff developing the Arlington
teen website and activities calendar. The Teen Network website was also
developed and launched in 2004.
During Summer 2004, a committee of 2003-2004 Network Board members helped with planning, recruiting, and selecting 14 new members for the 2004-2005 Board to replace graduating seniors. Beginning anew in September 2004 with continuing Network members, the Board again identified a long list of issues and needs, but ultimately agreed that, during 2004-2005, it would focus on teen mental and physical health, school issues, and the perception of teens in Arlington. The Network has formed committees to address each of these areas.
2004 was a year of continuing growth and development for the Teen Network. To date, 36 Arlington teens from a variety of neighborhoods, cultures, and backgrounds have worked together as Network members. Most of these members would probably agree that simply having such a group working together to make life better for Arlington teens is in itself one of the Teen Network Board's most effective accomplishments.
Next Steps: In December 2004, the Teen Network held a joint meeting with the Partnership to discuss Network priorities and ways that the Network might work with the Partnership and others in the community to provide a teen voice in an effort to continue meeting the needs of county teens.
"Too Smart to Start" Program
Based on the 2001 Youth Risk Behavior Survey indicating that alcohol use among Arlington youth begins as early as age 10 or 11, a Partnership data subcommittee spent the 2003-2004 school year developing a prevention initiative aimed at delaying the age of onset when youth use alcohol. The prevention initiative "Too Smart to Start" was piloted in June 2004 at Carlin Springs Elementary School. During the 2004-2005 school year, all fifth graders in Arlington Public Schools and their parents are receiving this alcohol prevention education through a team of school nurses, police officers, and counselors. (This program replaces alcohol prevention in what was formerly delivered through the DARE program.) The program is presented in two assembly sessions for the fifth graders, concluding with an evening program for both the children and their parents together. The students learn how alcohol adversely affects their developing bodies and minds and how the media tries to manipulate young people into drinking. They learn practical ways to refuse alcohol when pressured by peers, with the added benefit of watching middle school students in various skits demonstrating these refusal skills. They also hear from a panel of middle school students about the transition to middle school, the positive activities that will be available to them, and the adults in middle school who can offer guidance and assistance when necessary. In the family session, parents are given information on the social-emotional, cognitive, and physical developments of early adolescence, and how they can help their children avoid alcohol and other risky behaviors as they enter middle school. The parent materials are available in Spanish and English.
Next Steps: Planning and carrying out this initiative has involved intensive collaboration among the school staff, the police officers, and the County nurses who deliver the program. At the end of the year, we will evaluate whether the program is meeting its goals, and make refinements as necessary. The Partnership's short- term goal is that students will become more aware of the adverse effects of alcohol and be empowered to make positive choices. Our long- term goal is to see a statistically significant shift in the onset of alcohol use among Arlington youth, as evidenced in future YRBS survey data.
Speakers Series for Parents of Teens
For many years, the community has expressed a need for more parent education, and the Partnership continues to advocate for this, as well. To partially address this need, the Partnership has offered numerous assets workshops for parents, particularly those of children entering middle school.
In 2004, the Partnership launched a speakers' series, bringing experts on various topics to speak to Arlington parents of teens. In April 2004, Deborah Roffman, author of Sex and Sensibility, spoke to parents on how to talk to your child about sex. In October 2004, Dr. Lisa Kastelic spoke on Teen Depression. In November 2004, the Partnership collaborated with students and staff from the Arlington Career Center to produce a talk show featuring adults and teens discussing issues of teen life, as depicted in the teen-produced film Slices of Life.
Next Steps: The Partnership is working with Arlington Public Schools and the high school PTAs to plan several parent forums on teen drinking and substance abuse to be held in January and February 2005. The purpose of these speaker events is to make parents more aware of these issues in their children's lives, and to encourage them to "stay in the conversation" with their teens to help them avoid these risk behaviors. We are aware that one-time events are not by themselves enough to change the culture of behavior. However, the hope is that we can help by bringing parents together to start a community conversation and foster a network of parents supporting each other in the positive development of their children.
Continued Developments at Carlin Springs Community School
During the 2003-2004 school year, the Partnership launched a community school pilot at Carlin Springs Elementary School. Using the public school building as a hub, a community school offers a range of out-of-school-time academic, health, social, and emotional supports to students and their families through a host of community partners. With schools under such pressure to improve academic achievement, it is logical for them to partner with community organizations that have expertise and resources that the school does not. This approach can also diffuse the argument that schools are "doing too much" and need to focus on their core mission. In this model, the community fulfills its responsibility, but does so at the school facility and in partnership with school staff.
The community school concept addresses all three of the Partnership's primary goals: increasing school readiness and success; helping young people avoid risky behavior by providing positive alternatives; and helping children and families access health and mental health services. Carlin Springs was selected based on its strong track record for successfully engaging community partners to support student academics and family needs.
During the 2003-2004 school year, the Carlin Springs Community School steering committee initiated activities that focused on connecting parents to their child's school and offering resources to families through established relationships. These include:
- Evening family programs in the school library;
- Friday morning coffees with the principal;
- Community resource referrals for parents;
- Evening adult English classes coupled with child enrichment/literacy activities;
- Home visiting/scrapbooking with isolated families;
- Family curriculum nights;
- Pre-school play group, with child development education;
- Parenting workshops.
Among those who provided funding for these various components include the Gannett Foundation, the Arlington Community Foundation, the Urban Alternative, the Commonweal Foundation, E*TRADE Bank, the Washington Forrest Foundation, and the Charles E. Smith Foundation. In addition, many local businesses and churches donate volunteer time and supplies.
During the 2004-2005 school year, the steering committee is focusing on increasing the array of after-school enrichment opportunities available to Carlin Springs students. With 80% of the students on free and reduced lunch and 90% from homes where English is the second language, nearly all 495 Carlin Springs students need at least some level of enrichment. Currently, only 240 are participating in some type of after-school enrichment activity. New after-school programs are being offered through community volunteers, parents, the YMCA, and school staff.
Next Steps: A critical component of the community school model is the on-site coordinator who recruits partners, manages, and documents these efforts to support the students and their families. The coordinator position at Carlin Springs remains unfunded, thereby limiting the ability to realize the full potential of this model. Currently, this function is piecemealed by Partnership staff and school staff. A request for 21st Community Century Learning Center funds has been submitted for this position, as well as for a parent resource position.
The steering committee continues to work with the County to explore enhanced general health and mental health services for the students and their families. During the 2003-2004 school year, Arlington County DHS staff worked one day per week on-site at the school providing substance abuse and mental health counseling to children and their families. Due to County staffing changes, that position will not be re-filled until March 2005, at which time the County intends to have a half-time mental health position at Carlin Springs. The steering committee has requested DHS parenting workshops and support for immunizations, dental services, and other health supports.
The idea behind piloting the community school approach at one school is to be able to evaluate outcomes and explore the potential for replication elsewhere in Arlington. In order to determine whether this approach is a success, the pilot needs to be taken to its full potential. In 2005, the Partnership will be seeking input from School and County leadership on their support for this initiative.
501(c)(3) Status for the Partnership Foundation
In March 2004, the Partnership Foundation received its 501(c)(3) status from the IRS. The Foundation acts as a funding mechanism for initiatives already identified through the Partnership. Having this Foundation in place will enable the Partnership to attract private funding for some of its initiatives.
Next Steps: The Partnership Foundation received a few small grants in 2004. The goal is to continue to build the financial track record so that we can bring in larger sums in the future.
Board Development
The Partnership's Board Development Committee focuses on the culture and norms of the Partnership Board, facilitates communication between the Partnership and the executive leaders, plans the annual Board retreat, and explores the dynamics of the different roles played by staff and citizen members. In 2004, the Committee developed a comprehensive orientation package and process for new members. It also began examining the various roles that the Partnership has played over the past five years: convener of community collaborative efforts, community catalyst, and incubator for new initiatives.
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