CIVIC LEADERSHIP ACADEMY · NOVEMBER 7 2015. 16. ADVANCEMENT PROJECT. 17 Civil Rights organization...
Transcript of CIVIC LEADERSHIP ACADEMY · NOVEMBER 7 2015. 16. ADVANCEMENT PROJECT. 17 Civil Rights organization...
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CIVIC LEADERSHIP ACADEMY SOUTHEAST LOS ANGELES
Saturday, November 7 2015
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PURPOSE■Expand your knowledge of
education policy.■Know the factors that promote
the integral development of youth.
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■Practice facilitation techniques.■Demonstrate knowledge of key
concepts.■Know public policies on early education.
TODAY’S OBJECTIVES
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■Understand data concerning middle schools and high schools from your region.
■ Identify key public policies at the middleand high school level.
■Understand a comprehensive framework foryouth development.
TODAY’S OBJECTIVES
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•Facilitation and key concepts.
•Child care and early education.
Morning
Lunch •Demographic and Performance Data: Middle and High School.
• Integral Youth Development.
Afternoon
AGENDA
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REMEMBER
■Learn to facilitate small group work. ■Change the world one group at a time.■Practice respect, eficiency, and
effectiveness.
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FACILITATIONCLARIFY THE TASK
ASSIGN ROLES
CREATE A PROCESSCLARIFY NORMS
DECISION-MAKING METHOD
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TASK■ Five questions based on the previous session.
■ Answer the questions the best you can.
■ It is not necessary to answer all of the questions.
■ The important thing is for everyone to learn.
■ You can consult your notes.
■ Use the flipchart for your answers.
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ROLES■Identify your facilitator, scribe,
timekeeper and spokesman.■Raise your hand once you have
identified your roles.
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1. What is a ‘SYSTEM’, a ‘PUBLIC POLICY’ and a ‘PRACTICE? What is thedifference between these concepts? Use examples to demonstrate that youunderstand the difference. Try to not use examples that have already beenused.
2. You learned that only 54% of English Learners are proficient in mathematicsin the third grade. What is the SCHOOL SYSTEM that is the most relevant ifyou want to improve this figure? Why?
3. What is PROPOSITION 227 and how does it affect English Learners? IsPropositionn 227 a system, a public policy, or a practice?
4. What is NO CHILD LEFT BEHIND (NCLB)? How does it affect English Learnersand low-income students? Is it a system, a public policy, or a practice?
5. What is the LOCAL CONTROL FUNDING FORMULA? How does it affect English Learners and low-income students? Is it a system, a public policy, or a practice?
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■Set■Elements■Collaborate■Result
– Music– Happiness
SYSTEM
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Kindergarten-High school1. Academic2. Social welfare3. Physical and mental
health4. Facilities5. Administrative
Schools
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■ There may be low performance due to PRACTICE: people lack motivation and skills or do not follow professional standards.
■Although the school system has all the right elements to produce results…
Concepts
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■ There may be low performance due to RULES: the laws are not right-that is, the problem is in the PUBLIC POLICIES that govern the system.
■Although the school system has all the right elements to produce results …
CONCEPTS
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MY FIRST TEACHER A PROGRAM THAT SUPPORTS FAMILIES IN SELA TO BECOME THE FIRST TEACHER
AND ADVOCATE FOR THEIR CHILDREN
NOVEMBER 7 2015
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ADVANCEMENT PROJECT
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■ Civil Rights organization■ We focus on Equity in Education
– Mission: Ensure school facilities for all and expand educationalopportunities for low-income children from birth to school graduation.
Investigation Collect dataWrite
reports on policies
MapsInform and
educatedecisión-makers
Positive changes
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Why Southeast Los Angeles?
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What groups of children are less likely to be in high-quality preschool?
■ 86% of Latino children do not have access
■ 87% of low- income children do not have access
■ 95% of African-American children do not have access
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How many babies and young children are in California?
■ 1.5 million babies and young children in CA– 53% are Latinos– 25% are Caucasian– 10% are Asian-American– 5% are African-Americans– 24% families with income below the federal poverty
level– 48% low-income families
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Early learning data
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During the first 3 years of a child’s life, the braindevelops 700 neural connections per second
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At 3 years, children with high-incomes have doublethe vocabulary in comparison to low-income
children.
500Words
1,100 Words
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At 4 years, the low-income child faces majorobstacles and is 10 months behind compared to
their affluent peers.
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My first teacher
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Advancement Project achievements
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Questions?Contact Information
Jessenia Reyes, Advancement Project Email: [email protected]: 213-406-9125
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SCHOOL DATAHow did we obtain the data?
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DEMOGRAPHICSLAUSD
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653,826
59,936
2,48926,649
12,912
480,580
2,479
60,915
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
LAUSD
Los Angeles Unified School District(LAUSD) Demographic Profile(2013-14)
Students African American American Indian Asian Filipino Latino Pacific Islander White
74%
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MIDDLE SCHOOLS
Southeast Los Angeles
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Demographic Data
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1,200
2,320
524
1,975
504
1,8641,786
1,478
460 497
0
500
1,000
1,500
2,000
2,500
South East MS South Gate MS Walnut Park MS -Sci, Tech, Eng and
Math Academy
Nimitz MiddleSchool
Walnut Park MS -Sch of SocialJustice & Svc
Learning
Henry T. Gage MS Elizabeth LearningCenter
Ellen OchoaLearning Center
OrchardAcademies #2B
Magnolia ScienceAcademy Bell @
South Region MS#2A
Southeast LA Middle School Enrollment (2013-2014)
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74
99 99 100 99 100 9997
99 98 97
0
20
40
60
80
100
120
LAUSD South East MS South Gate MS Walnut Park MS -Sci, Tech, Eng and
Math Academy
Nimitz MiddleSchool
Walnut Park MS -Sch of SocialJustice & Svc
Learning
Henry T. Gage MS ElizabethLearning Center
Ellen OchoaLearning Center
OrchardAcademies #2B
Magnolia ScienceAcademy Bell @
South Region MS#2A
LAUSD AND SOUTHEAST LOS ANGELES MIDDLE SCHOOLS: LATINO STUDENT ENROLLMENT(2013-2014)
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18 1820
25
10
18
7 8
15
0
9 10 10 118
1210 9
15
9
2017 16 17
22 21
31
43
18 18
4543
53 54
47
52
39
25
4446
87 88
95
84
96
8784
87
94 94
0
20
40
60
80
100
120
South East MS South Gate MS Walnut Park MS - Sci,Tech, Eng and Math
Academy
Nimitz Middle School Walnut Park MS - Sch ofSocial Justice & Svc
Learning
Henry T. Gage MS Elizabeth LearningCenter
Ellen Ochoa LearningCenter
Orchard Academies #2B Magnolia ScienceAcademy Bell @ South
Region MS #2A
SOUTHEAST LOS ANGELES MIDDLE SCHOOLS: DEMOGRAPGHIC DATA (2013-2014)
GATE SWD English Learners Reclassified Economically Disadvantaged
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ACADEMIC PERFORMANCE DATA
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75
58
73
64
79
88
69
91
77
68
74
49
79
52
100
82
100
73 72
54
0
20
40
60
80
100
120
LAUSD South East MS South Gate MS Walnut Park MS - Sci,Tech, Eng and Math
Academy
Nimitz Middle School Walnut Park MS - Schof Social Justice & Svc
Learning
Henry T. Gage MS Elizabeth LearningCenter
Ellen Ochoa LearningCenter
Orchard Academies#2B
SOUTHEAST LOS ANGELES MIDDLE SCHOOLS: ACCESS AND ACHIEVEMENTS (2013-2014)
8th graders passing English with a "C" or better 8th graders passing Math with a "C" or better
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33
22
3331 30
35
24
42
33
42
0
6562
7067
74
87
74
3638
58
14
69
88
8284
89
8184
33
25
85
90
62
53
71
35
61
97
56
44
57 57
00
20
40
60
80
100
120
LAUSD South East MS South Gate MS Walnut Park MS - Sci,Tech, Eng and Math
Academy
Nimitz Middle School Walnut Park MS - Schof Social Justice & Svc
Learning
Henry T. Gage MS Elizabeth LearningCenter
Ellen Ochoa LearningCenter
Orchard Academies#2B
Magnolia ScienceAcademy Bell @ South
Region MS #2A
SOUTHEAST LOS ANGELES MIDDLE SCHOOLS: PROFICIENCY (2013-2014)
EL students scoring proficient on the CELDTEL students passing English courses with a "C" or betterEL students have not yet reclassified in 5 yearsStudents with Disabilities who are present in Genderal Education Program at least 80 % of the school day
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SOCIAL PERFORMANCE DATA
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52
48
60 61
57 5855
60
67
7576
63
68 6770
6361 62
78 79
0
10
20
30
40
50
60
70
80
90
South East MS South Gate MS Walnut Park MS - Sci,Tech, Eng and Math
Academy
Nimitz Middle School Walnut Park MS - Schof Social Justice & Svc
Learning
Henry T. Gage MS Elizabeth LearningCenter
Ellen Ochoa LearningCenter
Orchard Academies#2B
Magnolia ScienceAcademy Bell @ South
Region MS #2A
Adults listen to what they have to say Students who are proud to be a student at their school
SOUTHEAST LOS ANGELES MIDDLE SCHOOLS: SURVEY OF PARENTS, STUDENTS, AND COMMUNITY INVOLVEMENT (2013-2014)
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1.5
0.6
2.2
0
0.2
1.6
0.4
0.6
0.3
0.2
00
0.5
1
1.5
2
2.5
LAUSD South East MS South Gate MS Magnolia ScienceAcademy Bell @
South Region MS#2A
Walnut Park MS -Sci, Tech, Eng and
Math Academy
Nimitz MiddleSchool
Walnut Park MS -Sch of Social Justice
& Svc Learning
Henry T. Gage MS Elizabeth LearningCenter
Ellen OchoaLearning Center
Orchard Academies#2B
Students suspended one or more times
SOUTHEAST LOS ANGELES MIDDLE SCHOOLS: DISCIPLINE (2013-2014)
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HIGH SCHOOLSSoutheast Los Angeles
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Demographic Data
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3,430
2,968
376 331
545 531593
2,020
2,293
1,270
836
609
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
Bell Senior HighSchool
South Gate SeniorHigh
Legacy Senior HighSCI TECH
ENGINEERING ARTSAND MATH
LEGACY SENIORHIGH VISUAL AND
PERFORMING ARTS
LINDA ESPERANZAMARQUEZ SENIOR
HIGH SOCIALJUSTICE
LINDA ESPERANZAMARQUEZ SENIOR
HIGH LIBRAACADEMY
LINDA ESPERANZAMARQUEZ SENIOR
HIGH HPIAM
HUNTINGTON PARKSENIOR HIGH
SOUTHEAST SENIORHIGH
MAYWOODACADEMY SENIOR
INTERNATIONALSTUDIES LEARNING
CENTER
Alliance CollinsFamily College-
Ready High School
SOUTHEAST LOS ANGELES HIGH SCHOOLS: Enrolled Students (2013-14)
LAUSD Total Enrollment: 653,826
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98%
99%
98% 98%
100% 100% 100%
99%
98%
99%
97%
99%
96%
96%
97%
97%
98%
98%
99%
99%
100%
100%
101%
BELL HS SOUTH GATE HS LEGACY HS SCITECH
ENGINEERINGARTS AND MATH
LEGACY HSVISUAL AND
PERFORMINGARTS
LINDAESPERANZA
MARQUEZ SENIORHIGH SOCIAL
JUSTICE
LINDAESPERANZA
MARQUEZ HSLIBRA ACADEMY
LINDAESPERANZA
MARQUEZ HSHPIAM
HUNTINGTONPARK HS
SOUTHEAST HS MAYWOODACADEMY
INTERNATIONALSTUDIES
LEARNINGCENTER
ALLIANCECOLLINS FAMILYCOLLEGE-READY
HS
SOUTHEAST LOS ANGELES HIGH SCHOOLS: Percentage of Latino Students by School
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13%11% 11%
7%
12%
18%
12%8%
13% 14%
20%
11% 11%9%
11% 12%8% 7%
13%10% 11%
6% 6%
20%17%
19%15%
23%
14%
26%22%
18%16%
11%14%
53%51%
41%
36%
51%
57%
51%54%
50%
59%
49%
60%
85%
91%88%
84% 83%
92%
70%
81%
92%90%
88%
94%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
BELL HS SOUTH GATE HS LEGACY HS SCI TECHENGINEERING ARTS
AND MATH
LEGACY HS VISUAL ANDPERFORMING ARTS
LINDA ESPERANZAMARQUEZ SENIOR HIGH
SOCIAL JUSTICE
LINDA ESPERANZAMARQUEZ HS LIBRA
ACADEMY
LINDA ESPERANZAMARQUEZ HS HPIAM
HUNTINGTON PARK HS SOUTHEAST HS MAYWOOD ACADEMY INTERNATIONALSTUDIES LEARNING
CENTER
ALLIANCE COLLINSFAMILY COLLEGE-
READY HS
SOUTHEAST LOS ANGELES: Demographic Profile (2013-14):
GATE, SWD, EL, REP, SED
Gifted and Talented Students with Disabilities English Learners Reclassified fluent English Proficient Economically Disadvantaged
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Academic Performance Data
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67%
77%
92%
61%
72%
79%
86%
73% 74%77%
72%
77%
41% 41%
50%
39%
28%
46%
57%
45%41%
45%
51%
41%
71%73%
67%
73%
64%
77%
71% 72%
64%
70% 70%
86%
21%18%
13%
20%18%
23%21%
28%
19% 18%
13%
23%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
LAUSD Bell Senior HighSchool
South Gate SeniorHigh
Legacy SeniorHigh SCI TECHENGINEERING
ARTS AND MATH
LEGACY SENIORHIGH VISUAL AND
PERFORMINGARTS
LINDAESPERANZA
MARQUEZ SENIORHIGH SOCIAL
JUSTICE
LINDAESPERANZA
MARQUEZ SENIORHIGH LIBRAACADEMY
LINDAESPERANZA
MARQUEZ SENIORHIGH HPIAM
HUNTINGTONPARK SENIOR
HIGH
SOUTHEASTSENIOR HIGH
MAYWOODACADEMY SENIOR
INTERNATIONALSTUDIES
LEARNINGCENTER
SOUTHEAST LOS ANGELES HIGH SCHOOLS: Academic Performance (2013-14)
Graduating in 4 Years Graduating and Completing A-G Passed CAHSEE in 10th Grade Enrolled in Atlease One AP Classes
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32%34%
37%
42%
32%
25%
36%
28%
43%
34%36%
47%
64%
75% 75%
63%
72%
53%
90%
55%
61%65%
75%
62%
68%
81%85%
79%
69%
96%94%
69%
86%83%
85%
95%
58%54%
51%
58%
72%
63%
76%
100%
88%
59%55%
68%
0%
20%
40%
60%
80%
100%
120%
LAUSD Bell Senior HighSchool
South Gate SeniorHigh
Legacy Senior HighSCI TECH
ENGINEERING ARTSAND MATH
LEGACY SENIORHIGH VISUAL AND
PERFORMING ARTS
LINDA ESPERANZAMARQUEZ SENIOR
HIGH SOCIALJUSTICE
LINDA ESPERANZAMARQUEZ SENIOR
HIGH LIBRAACADEMY
LINDA ESPERANZAMARQUEZ SENIOR
HIGH HPIAM
HUNTINGTON PARKSENIOR HIGH
SOUTHEAST SENIORHIGH
MAYWOODACADEMY SENIOR
INTERNATIONALSTUDIES LEARNING
CENTER
SOUTHEAST LOS ANGELES HIGH SCHOOLS: Academic Performance (2013-14):
EL and SWD
ELs Scoring Proficient on the CELDT ELs Passing English with "C" or Better Els Not Yet Reclassified in 5 years SWD in GE Program in at least 80% of Day
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Social Performance Data
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59%
72%
55%
47%
60%
72% 73%
59% 59% 60% 61%
0%
10%
20%
30%
40%
50%
60%
70%
80%
BELL HS SOUTH GATE HS LEGACY HS SCITECH ENGINEERING
ARTS AND MATH
LEGACY HS VISUALAND PERFORMING
ARTS
LINDA ESPERANZAMARQUEZ SENIOR
HIGH SOCIALJUSTICE
LINDA ESPERANZAMARQUEZ HS LIBRA
ACADEMY
LINDA ESPERANZAMARQUEZ HS
HPIAM
HUNTINGTON PARKHS
SOUTHEAST HS MAYWOODACADEMY
INTERNATIONALSTUDIES LEARNING
CENTER
SOUTHEAST LOS ANGELES HIGH SCHOOLS: Social Performance (2013-14)
Adults at this school listen to what I have to say I am proud to be a student at this school
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67%
75%
87%
79%
85%
76%
65%
80%
76%
61%
68%
63%61%
71%68%
60%
65% 64%63%
74%
69%71%
81%
77%
83%
69%
64%
80%
75%
68%
74%
60% 60%
68%
73%
78%
66% 67%
74%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
BELL HS SOUTH GATE HS LEGACY HS SCI TECHENGINEERING ARTS
AND MATH
LEGACY HS VISUALAND PERFORMING
ARTS
LINDA ESPERANZAMARQUEZ SENIOR
HIGH SOCIAL JUSTICE
LINDA ESPERANZAMARQUEZ HS LIBRA
ACADEMY
LINDA ESPERANZAMARQUEZ HS HPIAM
HUNTINGTON PARK HS SOUTHEAST HS MAYWOOD ACADEMY INTERNATIONALSTUDIES LEARNING
CENTER
SOUTHEAST LOS ANGELES HIGH SCHOOLS: Social Performance (2013-14)
Parents That Say School Grounds are Safe Parents That Say Adults at this School Respond to BullyingStudents That Say School Grounds are Safe Students That Say Adults at this School Respond to Bullying
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0.20%
0%
0.30% 0.30%
0% 0% 0% 0% 0%
0.10%
0.20%
0.00%
0.05%
0.10%
0.15%
0.20%
0.25%
0.30%
0.35%
0.40%
0.45%
BELL HS SOUTH GATE HS LEGACY HS SCITECH ENGINEERING
ARTS AND MATH
LEGACY HS VISUALAND PERFORMING
ARTS
LINDA ESPERANZAMARQUEZ SENIOR
HIGH SOCIALJUSTICE
LINDA ESPERANZAMARQUEZ HS LIBRA
ACADEMY
LINDA ESPERANZAMARQUEZ HS
HPIAM
HUNTINGTON PARKHS
SOUTHEAST HS MAYWOODACADEMY
INTERNATIONALSTUDIES LEARNING
CENTER
Students suspended one or more times
SOUTHEAST LOS ANGELES HIGH SCHOOLS: DISCIPLINE (2013-14)
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ACCESS TO COURSES■Offer appropriate courses for all
students.■College eligibility
OUR PERSPECTIVE
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INDIVIDUALIZED SUPPORT■Before and after school■Provide academic support for each
student. ■Monitor progress
OUR PERSPECTIVE
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SCHOOL CLIMATE■All students should feel safe and
emotionally and socially healthy■Discipline: Reduce expulsions and
suspensions
OUR PERSPECTIVE
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INTRODUCTION■They want to promote the ‘integral
development of young people’.■But how…?■Using a comprehensive framework
for youth development.
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EXERCISE■Remember your adolescence, between 13 and 19
years. Think of a difficult time that you had to and could overcome.– What was that difficult moment?– How did you overcome that difficult time? – What internal forces did you use to excel? – Did somebody offer you help?– What else?
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YOUTH DEVELOPMENT FRAMEWORK
YOUTH THRIVECenter for the Study of Social Policy
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YOUTH DEVELOPMENT FRAMEWORK
HEALTHY YOUTH
STRENGTH AND FLEXIBILITY
SOCIAL CONNECTIONS
KNOWLEDGE:Adolescent development
APOYO CONCRETO
CAPACITY: Emotional and social