—School-based youth
development trainer

Effectively presenting techniques for positive youth development takes more than theory. It takes working knowledge of what works in communities and organizations.

Our real-world experience in the field of youth development and the asset framework allows us to design experiential training programs and presentations that are relevant and directly applicable to virtually any youth-focused organization, parent group or school.

The Assets for Colorado Youth training staff is highly respected for its keynotes and presentations throughout Colorado and nationwide. ACY hosts a number of training programs for audiences throughout the year. Of course, as every organization and community's needs are unique, our staff will work with you to identify the sessions best suited to meet your needs.

All programs provide an interactive workshop learning experience and include materials. Contact ACY for more information on training costs.

Denver Public Schools use an asset framework in five Denver schools as part of a comprehensive reform initiative to address parent engagement and academic achievement. Read more.

Sharing what works.

Training Tips for Working with Childcare Providers

Participants of the Making ACE Connections training series, offered by Assets for Colorado Youth to in-home childcare providers and daycare center staff, offered these tips to keep in mind when training childcare providers:

• Humor is powerful. Remember to allow time to laugh and inject humor into the training. Participants in a July training made the following comments in response to the question, "What did you like best about the workshop?"
  
  • It was very informative and wasn't boring. A lot of laughter.
    
  • The wonderful information given to us. Entertaining and fun.
    
  • The teachers and the play dough! He-he.
    
• Adults who care for young children need a network of support. Allow time for childcare providers to talk and learn from one another. Being in the business of caring for other people's children, especially in your own home, can be very isolating. It's empowering and comforting for providers to know there are other adults in their neighborhoods who are dealing with the same job demands and rewards each day.
  
• Practice is the key to helping childcare providers reframe their words and actions to be more strength-based and asset building. Create ways for providers to practice using positive language, or to role play conversations with parents.
  

Child care providers play a vital role in the healthy development of young children. Help them to understand the importance of their role and the value of their every day words and actions in shaping the lives of children.

Why Introduce Assets In Schools?
The ACY staff and our partners across Colorado are witnessing first-hand the following three benefits of introducing the asset framework in schools - it provides a common language, establishes a foundation for growth, and can improve school climate.

• The framework provides both school staff and parents within a school community with a common language from which to talk about student achievement. The assets framework reminds adults that they need to focus on creating rich learning environments for all students. The principles of asset building remind them that everyone has a role to play-parents, students, teachers, administrators and other staff. No longer is blaming acceptable.
  
• The assets framework provides a foundation upon which a school community can build relationships, programs, communication channels, and student expectations. The assets framework is not a program or a life skills curriculum, yet in an asset-rich school environment, all components of the school community have the potential to become stronger. From before and after school programs to classroom instruction, and from family events to character education lessons-- the assets framework can unify a school community.
  
• Integrating the assets framework into a school community can improve school climate. A Denver elementary school principal, Frank Gonzales, whose staff and parents participated in The Expect Success Project, integrated asset-building activities into staff meetings. The staff received a three-hour Creating an Asset Rich School training, ongoing coaching and support to integrate the assets framework into the school community and frequent updates about the successful parent trainings that were occurring simultaneously. The next fall when test scores were released, Castro Elementary moved up from the "unsatisfactory" category. Principal Gonzales said, "When the teachers came back this year there was an attitude of success that wasn't here before. The teachers are expecting more from the kids and are thinking differently about parents. I know that the asset framework has a lot to do with those changes."

TRAINING TIPS FOR INTRODUCING ASSETS IN SCHOOLS
A great way to end a training for a school staff is to focus participants on small actions they can take to build assets in their students.

Give each participant two index cards. Ask them to make a personal commitment to asset building at school or at home-one small, realistic action they can take immediately.

Have them write their commitment, beginning with, "I will…" once on each card. Participants keep one card in a place they see every day (on their desk, in their planning book, or in their car) and they turn one card in to the trainer.

Compile the list of personal commitments from all participants, and send a copy to the principal for distribution to the staff. The lists are powerful and motivational! In some schools, asset teams have used these lists to help develop an asset integration plan.

Below is a sample list of the personal commitments from teachers and other school staff:

• To remember that I can make a difference, in my students' lives - their family life and my life.
  
• Learn kids' names and about their lives.
  
• Try to remember something personal about a child and try to expand on it.
  
• Try and get to know the students more on a one-on-one basis.
  
• Ask the children daily how they are: how are things at home going.
  
• By the end of the year: learn the names of all the students & teachers in the school, since I just started working here 2 months ago.
  
• Invite parents into the classroom.
  
• I will create an environment at the school that allows parents and kids to be heard and valued.
  
• In the morning each day, I will ask each child how they're doing.
  
• Teach the parents to speak English and get their GED so they can help their children.
  
• Remind the children that they are special and that you worry and care for them.
  
• Encourage more teacher and parent support towards academic issues.
  
• As a parent, I will listen more to what my children are saying and try to help them feel better about themselves. As a para, I will help the children I work with, and others, know that they can learn and do the work. I will encourage them.
  
• I will help parents feel more confident/comfortable about coming to school and communicating with teachers.
  
• I am going to ask my students how they feel in class and at home.
  
• Focus on students' and families' strengths.
  
• I will give my parents a call to tell them if their child is doing well.
  
• I will make an effort to have meaningful conversations with my students daily.
  
• I will try to validate the feelings of the children.
  
• I will address more assets in my meetings with kids.
  
• Stop and listen to children. Make the time.
  
• Caring school climate: to provide caring and encouraging environment.
  
• Listen to the kids in their little things and make them feel that I care for them.
  
• Be deliberate to engage in meaningful conversations with students concerning non-curriculum issues.