perspectives for homeless education program development, maintenance, and sustainability
TRANSCRIPT
Perspectives for Homeless Education Program Development, Maintenance, and Sustainability
Perspectives – Observations and Experiences
District
School
Social Worker / Itinerate
D.S. Johns, 2013
GoalsLearn from our experiences, processes, and
practices Gleaning ideas and insights for
your situation
See from different perspectives within the system and gaining insight into the incentives of behaviors and actions of others
Present a model to develop and sustain a comprehensive Homeless Education Program
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IntroductionRoles and PerspectivesThe Education EnvironmentOur Story and Best PracticesProgram Development Program Maintenance and GrowthProgram SustainabilityCautions and PitfallsSuccesses and Promises
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Roles and Perspectives
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Roles and Perspectives
Perspective
A mental view or prospect The relationship or proportion of the parts of a whole,
regarded from a particular standpoint or point in timeSpecific point of view in understanding or judging
things or events, esp. one that shows them in their true relations to one another
“ We can complain because rose bushes have thorns, or rejoice because thorn bushes have roses.”
Abraham Lincoln
“No two persons ever read the same book.” Edmund Wilson
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Finished files are the re-sult of years of scientific study combined with the experience of many years.
D.S. Johns, 2013
Finished files are the re-sult of years of scientific study combined with the experience of many years.
D.S. Johns, 2013
Role PerspectivesEveryone Has Perspectives ProfessionalPersonalPoliticalSpiritualCommunity
Perspectives influence and impact operations
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Roles and Perspectives
How one sees it
How it impacts them and others that impact them
What are their incentives to see it that way
What are the benefits and hazards for them
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The Education EnvironmentThe Backdrop
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The Education EnvironmentThe Backdrop
Changing Dynamics of Education Impacts on Students in Homeless Situations
Graduation Rates - CCRPI Common Core StandardsVouchersCharter SchoolsHigh Stakes Standardized TestingTeacher and Administration evaluations and
accountabilityBusiness model of running schools
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Unintended Consequences Devaluation of student support services
Survival of the fittestAcademic performance and accountability
at all costsHierarchy of need
Rates and data overshadowing individualsBottom line education
Standards and testing reduces flexibilityOperating to the standards and measures
Accountability and evaluation – one size fits all School factoriesD.S. Johns, 2013
School System Perspectives
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District PerspectivesPrimary Client/Customer - System
“Schools need to get on the same page”Considerations
Available resources – financial / humanSystem wide applicationCosts – Human and Financial ImpactFitting into missions and strategic plans Liability – legal Politics (internal and external)Communication – how and whenPublic perception impact with stakeholders
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District Benefits & HazardsBenefits
Additional Resources and FundingCompliance requirementsSelective PR
HazardsLiability – legalSystem wide applications – “All for one”Costs – financial Changing guidelines and interpretations –
“keeping it vanilla”Keeping in step with other LEA’s
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School Administration Perspectives
Primary Client/Customer – School“Leave us alone district office”
Considerations How benefit the school How impact student performance Available resources to administer program Minimizing disruptions School environment Stake holder perception Access control
Who is in the school Who we are responsible for – in loco
parentisD.S. Johns, 2013
School Admin Benefits & HazardsBenefits
More support for struggling studentsHelp with attendance and transportation
HazardsControl – access and flexibilityAccountability for protected studentsCosts - Human resourcePublic perception “homeless = problems”Different treatment of a group and the
message it sends “parents using the system”
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School Social Worker Perspectives Primary Client/Customer – Student and their family
“We will support and get them here, you teach them”
ConsiderationsProgressive InterventionsSpecial Teams Equal accessInterventions (systemic – family – individual)Best interest of student and familyEthics guide actions – code of ethicsSupporting all studentsLinking to supports and servicesMaintaining and improvingSelf determination
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SSW Benefits & HazardsBenefits
Equal accessSchool stability – attendance and supportQualification for services
HazardsGatekeepersLimited resources of support in community
alreadyDifficult to impact change of systems and
culturesExpectations that problems = community
supportsD.S. Johns, 2013
Our Story
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Our Story
Gwinnett County Public SchoolsGwinnett County
Big county with several cluster communitiesNobody from here
Gwinnett County Public Schools168,000 students132 schools / 18 clusters55 Title I SchoolsDiverse student populationConsidered urban systemBroad Prize winner – 2010IE2 - flexibility
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System Profile of Students in Homeless Situations Avg. 2000+ each year Avg. 60-65% Doubled Up and 30-35% hotel /
motel
Metro Atlanta Area Economic Influences & Cycles Katrina – 2005 Housing Crisis The Great Recession Immigration Reform Housing Sales Up- Companies
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System StructureSchool SystemTop Down – Decentralized Model “The best and worst”
Local school Governance Programs E&A and WD
CommunityLimited supports
No functional homeless shelterPublic healthMental health – insuranceSupport and Assistance – coops, coalitions, social
servicesLimited affordable housing / public housingLimited public transportationD.S. Johns, 2013
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Program Components & Model
Basic Components of HEPDevelop These FirstAwareness
Rights (school of origin, transportation, meals, supports, ….)
Identification and EnrollmentSchool Selection and DisputesComparable Services
Access and inclusionTransportationProviding Support and ResourcesData Management and AccountingD.S. Johns, 2013
Advanced ComponentsWork On These After You Get The Basics DownEducational SupportAlternate Transportation
Outside of school hours, private, etc…Agency and Business Partnership and
CollaborationsBusinessesCourtsDFCS – Fostering Connections Act
Health Support and ServicesPhysical and behavioral
OthersApprenticeships, vocational support,
mentoring, family supportsD.S. Johns, 2013
Program Maintenance & Growth Monitoring Viable processes Advancing & Enhancing services Reviewing outcomes and feedback
Program Sustainability Able to live on Adaptability Evaluation and
changes Feedback and
information
Continuous Improvement - Feedback, Evaluation, Modification
Program Development1. Needs Assessment2. Determining
program resources and systems
3. Developing processes and tools
4. Data management5. Action and
implementation6. Communication
plan
Program Development, Maintenance, and Sustainability
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Program Development
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Program DevelopmentComponents to address1.Needs assessment2.Determining resources and systems3.Developing processes and tools4.Data management5.Actions and implementation6.Communication plan
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1. Needs AssessmentClarify the purpose of the needs
assessmentWhere are we and how far do we need to
go?Where do we want to be ? – Our program
goals Identify the population and stakeholdersDetermining how to collect data and
getting inputSchool staff, specialists, parents, students,
community members, and other stakeholders
Analyze Data and InformationHow to use the information to develop the
program
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2. Determining Program Resources and Systems - Human ResourcesInternal External
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DistrictProgram Manager -
LiaisonProgram District SSW –
by clusters / HEP SSWLeadership Structure and
SupportLocal SchoolsRegistration clerks,
counselors, administrators
Leadership Structure and Support
Federal and StateDOE and NAEHCY -
program specialist AgenciesSocial SupportsDFCS Faith-basedGrant Funded BusinessesPartnerships - businesses
and Industries in your area
Small Businesses
2. Determining Program Resources and Systems - Financial ResourcesInternal External
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District ProgramsLocal School ProgramsSet Asides - Title I
ERSS - Academics Assistance
Academic fees and resources
Other expenses that create barriers
BusinessesSocial service
agenciesPublic health supportMV Grant and others
(Academic Assistance)
StaffTransportation
ERSS ISOO
2. Determining Program Resources and Systems – Systems & Environments
Internal External
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How will program and its components impact others?
How will your system use the program?Student SupportSelective PRDumping
School SystemAllies and stakeholders
Federal programsTransportation dept.Superintendent's Office
How will others use the programBuilding
Community Support
Political LeverageAllies and
stakeholdersCommunitySupports
Leadership Support of ProgramContinuous Improvement vs. ControlPosition - Where Leadership Occurs?
Top - Middle - BottomFront vs. Back
How much do they want to know?Ignorance is blissSeeking first to understandIncentives to understanding
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3. Developing Processes and Tools
Steps, Overlaps, Redundancy, and BacktracksStarting with basic components firstIdentifying systems structures and flow of
processesDeveloping processes
StepsForms
Building in overlaps and redundancyBacktracking when changes are needed
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Free Meals Process for Homeless Students
1. Registration / SASI Clerk shall immediately code homeless students appropriately in SASI when identified
2. Registration / SASI Clerk shall immediately email their cafeteria manger the name of the student(s), student ID number(s), and their homeless status.
3. Cafeteria Manager shall immediately email SNP FR to ensure that the students are
receiving free meals.
4. The SASI clerk should run a periodic query to determine if any homeless students
are not receiving free meals. D.S. Johns, 2013
Homeless Education Program ToolsHomeless Brochure and Rights
Posters
Student Residency Questionnaire (SRQ)
School of Origin Form
Transportation Request Form
Written Notice and DisputesD.S. Johns, 2013
4. Data Management and AccountingStudent information system
Local SystemsState Systems
Reports and Audits DOE
GrantsProgram Audits
End of Year Reports
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Homeless Children and Youth Report
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5. Action and ImplementationAction Plans
Specific descriptionWho responsibleDeadlines
Follow up and follow throughSupport
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6. Communication PlanCommunicating needs and benefits to
system leadershipCommunication flow – two wayRegistration advisory committeesCounselor meetingsPrincipal and AP meetingsModels of delivery
In person – feedback – large groups /by schools
Virtual - limited
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Homeless Education Program Presentation
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“The Message”
Simple and Consistent
Homeless Definition - MVStudents who lack a fixed, regular, and
adequatenighttime residence—
Sharing the housing of others due to loss of housing, economic hardship, or similar reason (doubled up)
Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations
Living in emergency or transitional sheltersOther situations - ask
Simple descriptions and requirements, but complex situationsD.S. Johns, 2013
Premise and Language of MVPremise of MV is School Stability
and AccessDefinitions
School of origin —school attended when permanently housed or in which last enrolled
Best interest —keep homeless students in their schools of origin, to the extent feasible, unless this is against the parents’ or guardians’ wishes
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Immediate - Timely - Best InterestImmediately enrollRequest enrollment documents – “timely
manner to provide”Immediately code in SASIImmediately set up free mealsImmediately begin school of origin
transportation (if applicable) – based on parent request
Support decisions are made in the best interest of the student
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MV RequirementsMcKinney-Vento RequirementsImmediate enrollment and full and equal
opportunity to succeed in schoolInform parents and guardians of their rights Provide transportation to/from school of originResolve disputesTrack homeless numbers
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IdentificationCase by case determinationGet info as possible without intimidating
the parent or studentBest interest decisionsLook at MV definition - HEP SSW
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What Schools Must DoPosters in schoolsGive out brochure - RAUtilize SRQ – signed and give brochuresContact HEP for help for support or questions –
“don’t make it up”Keep homeless students marked for entire
school year
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Awareness & Identification Tools
Posters in placed where student registration occurs
Parent Brochure - RAStudent Residency Questionnaire – SRQ-fax
to HSSSchool of Origin Form (if applicable) – Fax
to HSS Transportation Request Form - Fax to Trans.
Dept. Resources
HEP SSWE&A Handbook
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IdentificationIdentification at Enrollment
Returning Homeless student – permanently housed?
Roll ups from other schools – levels – best interest
Identification During School YearIndicators / Warning signs
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AwarenessCommunity agencies and Businesses - posters
and brochuresJuvenile courtProbate courtCooperative ministriesFood and clothing pantriesSocial Service agencies (United Way , Salvation Army,
goodwill, …)Housing agenciesHotelsSafe places (community designated locations)LibrariesParks and Rec
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Indictors / Warning Signs Residency Affidavit – provide brochure/rights &
SRQ
Known or suspected financial problems
Tardies or absences
Natural or other disasters (fire, flood, etc…)
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Student Information SystemMark immediately in SIS once student is
identified as homeless – then work to obtain SRQ
SIS allows verification for other services within the system – transportation, meals, academic, etc…
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Free Meals Process for Homeless Students
Homeless students are automatically eligible for immediate access to free
School meals.
1. Registration / SASI Clerk shall immediately code homeless students appropriately in SASI when identified (only code homeless 1-4).
2. Registration / SASI Clerk shall immediately email their cafeteria manger the name of the student(s), student ID number(s), and their homeless status.
3. Cafeteria Manager shall immediately email SNP FR to ensure that the students are receiving free meals.
4. The SASI clerk should run a periodic query to determine if any homeless students are not receiving free
meals (must be marked as Free, not Reduced or blank). The Homeless Children and Youth Report in the
School Reports database will also begin to be run weekly so that schools can better monitor these
students.
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Parent of homeless student must sign and be given their rights (parent brochure). One SRQ per student.
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Homeless Coding “Primary Nighttime Residence”
1- ShelterEmergency shelters
2- Doubled upSharing housing due to loss of housing, economic hardship, or similar reason
3- UnshelteredCars, parks, abandoned buildings, substandard housing, bus or train stations, or similar settings
4- Hotel / MotelHotel/Motel due to lack of alternative adequate accommodations
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Homeless Children and Youth Report Run Weekly in School Reports
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Program Maintenance & Growth
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Program Maintenance & GrowthKeeping it going
Doing Maintenance on the program What needs tuning up What needs an overhaul
Analyzing and PlanningSWOTNeeds - Actions
Reviewing Outcomes / FeedbackMaking Changes and ModificationsNext Steps – Advancing & Enhancing Services
(Growth)Educational Related Support ServicesTransportation Alternatives
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SWOT - Maintenance & Growth
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StrengthsResources and what is working
WeaknessesNeeds pushing
OpportunitiesGrowth
ThreatsCautions and pitfalls
What Needed Pushing?Staying Consistent and Focusing on School StabilityOn-going communication to all
A little information to the wrong person is a dangerous thing
Continual Training -Decentralized SystemAttitudes / Biases / Perspective / Blaming the VictimsTurnoverAssuming processes have changedSchools modifying to their situation (within the
processes)District - registration clerks, counselors,
administratorsCluster by cluster and school by school
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Pushing Cont.Title I – Federal Programs
Changing guidelines and interpretations – HEP SSW
Transportation Legal and polices / proceduresChanges in processes for transportation dept.Changes in other neighboring systems
Processes – individuals and schools creating / modifying processes because it works for them
Forms and toolsIndividuals / Schools creating or modifying forms
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Perspectives and Feedback - DistrictTheir Identified Wants and Needs
A specialized team that could technically support the schools consistently – HEP SSW (by Area)
Better data management – HCY ReportPR and politicsContinual training for schools – school by
schoolSimple and consistent message
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Perspectives and Feedback - SchoolsTheir Identified Wants and Needs
Simple processesAccess to forms and tools – shared driveOne person at each school to be point – HEP
Admin.More training – scenariosInput on tools and formsTechnical assistance
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Perspectives and Feedback - SSWTheir Identified Wants and Needs
Development of resources to link families Lobbying for shelterTrainingMenu of interventions to provide Technical assistance
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Educational Related Support Services
Growth – Advanced Components
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ERSS - Funding
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Progressive Intervention ModelSchools and District – support with existing
programs firstTeacher directed – before / afterBuilt in time
Set Asides – Title and Non-Title I schools ERSS - Academics Assistance Academic Fees and resources Other expenses that create barriers
Grant Transportation from ERSS–one way
GCPS & Fuel Cards School of Origin Interim Transportation
Fuel Cards & Grant (defray excess costs)
ERSS – Academic Opportunities
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Existing Academic School-Based Programs – Extended Learning – Highly Qualified Teachers
Before/After school programs – ES, MS, HSAcademic Assistance Programs – MSSchool Plus – HSPhoenix HS – HSCredit Recovery - HS
GCPS OnlineRecommendation formCheck sheet (disruption of current academics,
access to computer, ..)Tutoring - Highly Qualified Teachers
Before / After School – at schoolCommunity or agency based – case by casePush in tutoring
Summer School
ERSS Program Logistics1.HSEC Designation (Homeless Student Ed Contact)
2.Identification of homeless students needing additional academic support
3.Qualification determination – HCY Report
4.Determining Academic Support– school-based or home / community-based
5.Referral and Invoice – verification
6.Outcome and Evaluation
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Process Management and Referrals
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Process Managers at the SchoolsTitle Schools – Title I APNon-Title I Schools – HSEC - Homeless
Student Education Contact
AccountabilityHCY Report to qualify and current academic
performanceReporting every 9 weeks Outcome reports
Individual & Small Group Tutoring
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Tutoring - Highly Qualified Teachers (GCPS teachers or agency staff)
School Based – Before / After SchoolTransportation and fuel card
Push-in TutoringSite / Community Based
Hotels – meeting roomsLibrariesCommunity CentersRestaurants – meeting rooms
Tutoring Accountability
ExpectationsSetting expectations up front
Communication and feedbackIf not effective, report back and modify
Reporting pre and post assessment every 6 week
period
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Tutoring Guidelines
Tutors must be Highly QualifiedHSEC’s should submit a list of any interested
teachers who may want to participate in tutoringAt the HS level, tutors should be very subject
specific HQ status is approved or denied through Human
ResourcesGenerally, HQ tutors hold a clear-renewable
certificate in the subject area they are tutoringHQ tutors may only tutor students in their
approved subject areaStudents may receive services such as “study
skills” from certified HQ school counselors
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Program Sustainability
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Program SustainabilityCan the program live without you?Auto PilotIs program viable
Part of accepted school cultureAccepted and not challenged
Is the program adaptable to changes Technologypersonnel and leadershiplegalfed/sate/local interpretations and guidance
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SustainabilityProcess and Language AcceptanceAre they continuing the processes or changing
themAre they speaking the language Developing and Training Human ResourcesContinual communicationContinual training / developmentLocal Schools - ContactsHomeless AdministratorHomeless Student Education Contact (HSEC)Registration Clerks
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Program Sustainability PerspectivesDistrict
Processes with limited maintenanceSchool Admin
Need for communication from aboveNeed to provide feedback and support
SSWContinuing to serve students and families
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Cautions and Pitfalls
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Cautions and PitfallsUnderstanding
IncentivesSystemsProgram StructuresCommunitiesStakeholdersPolitics (internal / external)
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Cautions and Pitfalls - InternalTransportation Restrictions or BarriersBudgetsPolicies and ProceduresDistrict and School LeadersLocal School GatekeepersSeparation not collaboration of programsSegregation of fundsInflexibilityDisputes
Best Interest / Politics
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Cautions and Pitfalls - InternalPersonalities, Characters, and GamesGatekeepers
Shopping answers to fit their question and wants
DirectorsNo detail or understanding, just the facts
PoliticiansKeeping as many satisfied as possible at the
expense of as few as possibleRationalizers and Blamers
“its this/that way because …”D.S. Johns, 2013
Cautions and Pitfalls - DataImportance and Risk of Data
Can tell your storyGood (identifies and validates)Bad (only a snap shot in time)
Can identify needGood (indicates prevalence)Bad (may identify only a narrow need)
Can focus and guide the programGood (focus in the right direction)Bad (focus and drive program in the wrong
direction)
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Cautions and Pitfalls - ExternalAgency Budget Cuts
Can’t deliver, but still promoting to raise funds
Fly by Nighters Here today and gone tomorrow
Outcome Oriented AgenciesRestrictive access for services to show
resultsCommunity Prioritization and Apathy
My cause is more important/popular than yours
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Successes and Promises
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Successes and PromisesSchool-based Health Clinics (medical and
behavioral) Behavioral Health and A&D SupportsTransportationHousing assistance and placementERSS – Site based
HotelsCommunity CentersBusinesses
Higher Ed PartnershipsCollegesTech schools
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Successes and PromisesSchool Structure - academy model – student
engagement strategy Interagency PartnershipsAgencies – Norcross Cooperative MinistryDFCS – Foster Care – Fostering Connections ActJuvenile Court – ProgramsChildren’s ShelterCourts – programs (juvenile court)Churches / Faith-based OrganizationsBusinesses - apprenticeships and vocational
support
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Wrap Up
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Keys
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Perspectives – Roles and ViewBenefits and Hazard PerspectivesProgram Components and ModelProgram DevelopmentProgram MaintenanceProgram SustainabilityCautions and PitfallsSuccesses and Promises
David Johns, LCSWGwinnett County Public SchoolsMeadowcreek HS, Norcross GA
D.S. Johns, 2013