Transcript: Center for Effective Family Services & Systems Older Youth Program Review June 28, 2011 Today's Presentation Why older youth matter Casey's experience and expertise Current investments Options for going forward Why older youth matter Older Youth in... Why Casey should have an older youth agenda 1. Population touches the Foundation's 3 core principles: Poverty, Permanency and Place 2. There is a great need in the field for guidance 3. Casey has enough experience to give us credibility as the go-to place for older youth 4. Offers opportunities for cross-Foundation integration 5. We could go to scale with transitioning youth and teen parents Casey's experience and expertise Casey Family Services offers a continuum of permanency-focused programs and services for adolescents and older youth involved in child welfare … Population: In 2009, 56% of CFS youth were 14 years of age or older Permanency challenges: 73% 3 + pre-Casey placements 54% failed family reunification Special needs: 20% multiple abuse neglect designations 49% multiple psychiatric diagnoses 63% intensive treatment history 42% special education Positive results: Youth remain safe while in foster care Youth are cared for by families and most graduate high school A greater percentage of youth are exiting with legal and relational permanence and are doing so in a timely manner Permanence is achieved without an increase in restrictive placements Reduction in the use of congregate care - In CT, TDM has been used to reduce older youth populations with APPLA goals - In ME and VA, TDM served as a tool to help ensure that only those older youth who needed to be in care came into the system Current investments Options for going forward Goals 1. Fewer youth age out of foster care without permanency 2. Transitioning youth are better equipped to become self-sufficient 3. Fewer teen pregnancies and better outcomes for teen parents and their children 4. Foster and JJ youth without permanency and limited life skills are provided with a safety net so they don't become disconnected 1. Since we touch older youth in a number of programs across the Foundation, does it make sense to adopt and report on common outcomes? 2. Should we spread our interests across the broad spectrum of older youth, or go deep with a narrower age band? 3. What opportunities exist in East Baltimore, Atlanta, or other sites to incorporate a place-based, older youth focus? Young women are 2.5 times more likely to have been pregnant by age 19 50% of 21 year old males report getting someone pregnant Teen Pregnancy Reduction Questions Outcomes framework can serve as a starting point for our Permanence Education Employment Housing Physical and mental health Personal and community engagement Financial capability To which we would add: Fewer teen pregnancies and better parenting Teen Parenting Child Welfare Thanks to all who helped inform our thinking: Older Youth Work Group Camera shy: Leonard Burton, Kent Berkley, Lynn Tiede Jim Casey Youth Opportunities Initiatives Lisa Paine Wells, Consultant, CWSG Shantel Randolph, MD Foster Youth Resource Center And... Teen parents subgroup Youth focus group CEFSS all staff Youth Transition Funders Group Summit Urban Child Welfare Leaders CFES Disconnected Youth Charette numerous articles and reports Team Decision Making: Youth in the system lack access to supports to help them become successful adults CWSG's "rightsizing" of congregate care helps youth ages 13 to 18 find permanency Center for the Study of Social Policy Promote a two-generation approach for foster teens, including fathers Survey states Identify promising and evidence-based programs and policies Implement program in 3 sites Represent the largest cohort of kids in foster care Are often placed in expensive group homes or institutions 25% exit by running away or aging out One in five will become homeless at some time after age 18 Only 60 percent will finish high school by age 19 By age 25, less than 3 percent will earn a college degree Risks of incarceration, early pregnancy, and lack of employment are much higher than with other youth Juvenile Justice Definition of Success Up to 45 pregnant and parenting foster youth and their children Parenting services, family permanency, and successful transitions to adulthood UMB School of Social Work provides evaluation support National Campaign to Prevent Teen and Unplanned Pregnancy Convene a panel of experts in child welfare and teen pregnancy prevention to review existing EBP's Identify a curriculum that can be adapted and incorporated into foster care Develop replication and training materials Design an "institute" to help child welfare agencies embed EBPs into existing programs emphasizes relatives' strong bonds with youth, and their willingness to take in harder-to-place youth who would have otherwise been placed in congregate care Child Welfare Strategy Group Teen pregnancy is a major challenge for both young women and young men: Within 12 months of
Transcript: Military 14 Events 203 Media/Event hires 47 Engineering/Professional CPH $483 Road Map Execute 2012 media/events Events based on business needs Evaluate events and media Talent Network Candidate Pool Communication 2600 registered Register 2012 Sense of Involvement Large Candidate Pool Low CPH Best Place to Perform Our Network I used to work with someone! My Cousin does that! My Friend would be perfect! Over 12,000 submittals 12% Hired CPH ($580) Talent Acquisition Program Reviews University 2011 Accomplishments! 2012 Roadmap Internship Timeline 2011 Accomplishments! A BigUps to the Engineering group for converting 31% of their summer interns! A special shout out to Karen Doran, we couldn't have done this without you! Summer Highlights 1. Commitment of many people 2. Leaders naturally focused on financial health 3. Benefits everyone by making organization stronger more resilient and more competitive Was 2011 a good year? Shhh... Goals: Building internal commitment and understanding Implementing valuable, engaging programs Gaining external visibility 14 Dec 2011 Careers Site Updates Establishes an opportunity to try before we buy. The Program is flexible and cost-effective with very little risk. iKnow Ambassador Program launch in March with the successful addition of 54 ambassadors. Welcome Advantage Sales Partnership Jun 2012 Mobile Careers Site Diversity 76% Feb 2012 Q1 UC Berkeley Candidate Materials Updates Request Process Identify additional areas for process/program improvements Business Purpose (cc) photo by Metro Centric on Flickr Continue goal to be an Employer of Choice One master brand at T-Mobile 85% 91% OneVoice Onboarding Page Roadmap Apr www.tmobile.jobs/network Candidate Materials Site Updates Jun Q1 May 83% Questions? Media Toolkit (cc) photo by jimmyharris on Flickr Feb 2012 Mar 2012 Dedication 2011 Accomplishments 2012 How Can We Help You? Recipient of DT Employer Brand Award Repeat for 2nd half 2012 Campus Selection Benefits of Program (cc) photo by Metro Centric on Flickr MBA Intern Presentations Continually refine our brand messaging to meet the changing demands of the business in order to attract top talent Refresh photo assets - focus on group shots 20 employees featured in photos Updated video testimonials - expanded representation 15 total videos - all post-produced Post-production timeline expedited - first five videos finalized in 8 weeks (cc) photo by Metro Centric on Flickr Mobile Careers Site Apr 2012 Mar University of Washington Seattle University Business Case Intake meetings completed One master brand at T-Mobile Why should you work here Meaningful message Differentiator Personal Connections Philipp Humm Mar 2012 Social Branding | Job Matcher | Brand Aesthetic Brad Duea January Military Spouse Top 20 (cc) photo by Metro Centric on Flickr Juan Posada Search Jobs (cc) image by jantik on Flickr Targeted E-Mail Performance Retention Internal (cc) image by nuonsolarteam on Flickr Michele McNickle Robert Hackl Newsletter Careers Site Updates Intern Project outline due Jan 2012 •We can register for Campus events for you •Develop a Job Posting Strategy (Uloop) •Ship appropriate supplies for your event, if needed •iKnow Ambassador Program Team Together for new ideas HR partnership/Veterans Tax Credit Interns agreed recruiting experience met or exceeded their expectations 2012 Students are energized to offer their creative perspective. Positions T-Mobile as an employer of choice with emerging talent. Newsletter Platform agnostic solution for T-Mobile Careers Specialized content for major functional groups resulting in 17 hires through Q3 Interactive experience via video testimonials from employees Social media integration via direct links to T-Mobile Careers social media sites >200,000 visits since January 2011 launch Company Store Giveaway Employer Brand Targeted E-mails and Newsletters Intern applications due; Application/review/approval process with HR and Line of Business Leadership m.tmobile.jobs Jim Alling Candidate Materials Site Updates Successful coordination of 42 events, resulting in 236 hires. Program Offerings (Eng, Retail, Business) Academic Rankings Diversity and enrollment stats Past hiring success Personal Connections Q1/Q2 2012 HR to work with leadership on intern needs per each department Managers to fill out application for intern and submit with VP approval Application/review/approval process with HR and leadership to determine business need/alignment that will lead to conversion Challenging assignment with mentoring opportunities (cc) photo by Metro Centric on Flickr Employer Dec 2011 Targeted E-Mail Why work here Assess Feasibility of Projects Q2/Q3 2012 Hired 86 Summer interns in areas of Retail, Sales, Engineering/EIT, Finance, Supply Chain, Marketing, EPO, Legal. Successfully met goal of 25% intern conversions ERE Award Submission (cc) photo by jimmyharris on Flickr Interns agreed their intern experience was more valuable than classroom learning (cc) image by
Transcript: Mathematics 8: Making Connections is designed to meet the curriculum expectations of the Ontario Curriculum (conveniently also revised in 2005). The different strands of the curriculum are present and illustrated throughout the textbook. Textbooks seem to have garnered a somewhat bad reputation over the years. "Teaching from the textbook" has even become a derogatory term most teachers try to avoid. While some of that stems from real concerns, including weaknesses I have outlined here, I believe that textbooks are still incredibly useful and potentially powerful tools for teachers and students alike. Mathematics 8: Making Connections has actually impressed me by its planning, attention to the Ontario curriculum and effort to provide multiple modes of learning within one source. First, three areas that need to be improveded upon: 1. Word Problems The Ministry Document "What Works? Research Into Practice: Word Problems" June 2011 highlights issues students have with poorly worded, unrealistic or culturally/economically/socially inappropriate word problems. Mathematics 8 does little to address these issues as the word problems use generic situations with little interest and complex wording. 2. Rigid Learning Style Although it does include more than one method to solve a problem, the general learning style follows the transmission model and centers around information being given, and then the student using those skills. As the Learning Mathematics vs Following the 'Rules' research monograph shows, students need the chance to develop their own systems and challenge their mathematical validity. This increases critical thinking, connections between strands and comprehension. Learning to apply a set of skills within a set situation is not promoting deep understanding. If we look at the direction of Math Education in Ontario, we can see that 4 very crucial expectations are already being met by Mathematics 8: “Today’s mathematics curriculum must prepare students for their future roles in society. It must equip them with an understanding of important mathematical ideas; essential mathematical knowledge and skills; skills of reasoning, problem solving, and communication; and, most importantly, the ability and the incentive to continue learning on their own.” (The Ontario Curriculum, Grades 11 and 12, Mathematics, p.4) (while this is from the high school curriculum, I believe those same expectations hold true, and need to be developed at the grade 8 level) The last two elements, "[...]communication; and, most importantly, the ability and the incentive to continue learning on their own.” need to be addressed not by any textbook or workbook, but rather the teacher using those tools. Therein lies the crux of our obligations as teachers, to communicate effectively with students, provide them with the tools to communicate their own understanding or lack thereof, allow feedback and discussion, and to foster their desire to learn. No textbook, no matter how well written or how thorough, will ever accomplish that. -mistakes in early lessons could carry over to later lessons, causing further problems -getting sample problems correct might not be a true indication of learning or understanding - a lot of information that students might not be 'excited' for -What student would be inspired to practice math by Irene's flowers? :s Review: Key words are reviewed and questions are provided for the students to solve from each of the lessons within the Chapter. Practice Test: Three kinds of questions: Multiple Choice, Short Answer and Extended Responses are presented, challenging students to demonstrate mastery of the skills and concepts from the Chapter. Additional Tasks also appear in the textbook, allowing for skills and concepts from multiple Chapters to be used together, often linked to the main Math Strands. +keeping goals and key concepts in focus Printed and bound in Canada, 2005 - only even number questions are shown in answers section, means students could not understand their mistakes on all questions Structure: -Cannot show progressions, images can be confusing - not in depth lesson, just brief overview, very little instruction Weaknesses + states expectations and where students will be at the end of the Chapter Strengths and Weaknesses This is another key area of focus in the ontario curriculum which needs to be applied to each strand and big idea (p. 11-14). Mathematics 8 does this by offering several approaches to initial questions, modeling each, and allowing students to see how they can be solved in different ways. -probably not how students really think or reflect Problem Solving Models Chapter 3 Overview McGraw-Hill Ryerson In short, I believe that Mathematics 8, with its roots and approach firmly based on Ontario Curriculum expectations and guidelines, provides clear ties to the needs of many students. +highlighted portions keep main ideas in focus Each subsection is designed as a three part math lesson, based around
Transcript: Template 1 Template 3 Template 2 Template 5 TEMPLATE PRESENTATION Riverstone Web Platform Keep an open mind Template 4 Let's Begin Check your email for link to survey!
Transcript: The Process Program Review System Submitted Reports The End! Manage Programs Thirty-nine states have adopted or adapted NCATE Unit standards as their own and apply them to all institutions for purposes of state approval. Twenty-eight states delegate the Program Review process to NCATE, for purposes of NCATE accreditation and state approval. State teacher education standards are closely aligned with NCATE standards due—in large part—to the relationship between NCATE and its partner states. Program Review will continue as is, but CAEP will usher is a new option called Program Review with Feedback. Programs are reviewed in clusters. States will decided to use either State Program Standards or SPA standards. Reviewers are trained by CAEP Programs are given feedback, not a formal Recognition Decision CEC ELCC IRA ISTE NAAEE Program Review Each SPA has their own set of standards, forms, training processes, and reviewers. An NCATE staff member is assigned to work with each SPA. AIMS EPPs may need an extension or for their reports to be "un-submitted." That can be done in this screen. See the program reports and recognition decisions. Open submitted reports by clicking on the PDF icon. OPTION A - Requires that the program select 6 to 8 key assessments required of all candidates. NCATE has prescribed the type of assessments for #1 – 5 OPTION B - Provides institutions greater flexibility to choose their own assessments (up to a maximum of 8) and take responsibility to demonstrate the collection demonstrates candidate mastery of the SPA standards. OPTION C (Continuing Recognition) - available to programs that, during their previous review cycle, were recognized using the 6 to 8 key assessment model, and are submitting to SPAs whose standards have not changed since the previous submission. IL/PB (Initial Licensure & Post Baccalaureate) - An option for submitting program reports for alternate pathway programs that are designed to prepare candidates who come into the program with content area preparation. Fun Features Program Review and CAEP Un-submit the report here State Partnerships After logging into AIMS, staff can access Program Reports and Program Review information by clicking "Program Review System" (PRS). NCATE facilitates SPA (Specialized Professional Associations) Review. Staff Responsibilities Click the small (P) to see a list of all of the programs for that EPP. NCATE has partnerships with 50 states including the District of Columbia and Puerto Rico. The purpose of NCATE’s State Partnership Program is to save states and institutions time and expense by eliminating duplication of effort and paperwork in conducting state approval and NCATE accreditation. Click the name of the program to see the forms in the shell. Whether conducted by the State, NCATE, or another accrediting body, Program Review is a required component of NCATE Accreditation (a.k.a. Unit Accreditation). Extend the deadline here NCTM NCSS NCTE NSTA TESOL Click Manage programs (on the left hand side) and sort by Semester, SPA, Review Type, Option, or Institution to find a specific EPP NAAEE NAEYC NAGC NASP NASPE AAHE ACTFL ACEI ALA AMLE Accreditation Information Management System The Timeline Facilitating the submission of new SPA Standards to the Specialty Areas and Studies Board (SASB) Creating SPA forms Creating shells for submitting program reports Helping EPPs identify the Options and Standards that would work for them Training Program Review Process How to Complete a SPA Report How to Use AIMS Sending the COI and assigning reviewers to reports Tracking reports in AIMS Tech Editing Reports The Options The SPAs
Transcript: Recommend Volunteer Appreciation event for Volunteer Appreciation Week in April. It is nice to have a separate event to recognize all of the ACT volunteers and celebrate them. Recommend exploring options for offering a volunteer subsidy on boxes, as referenced in GFO principles. This year we had a goal of 4 new Host Sites: Chic Baby Boulevard is now an official Host Site South Cochrane Addiction Services completed their trial and decided not to continue recommend that strengthening current Host Sites be priority met with each Host Site this year to discuss future growth and promotion ELEMENTS * Covenant United is the IDEAL SPACE given that it allows for up to 200 boxes, perhaps more, to be packed and only costs us $50/month. However, the possibility always exists that they will need the space last minute for a funeral. The goal for the year was to establish a Committee of 3-5 members, including a Chair and Vice Chair and to collaborate on a Terms of Reference. This goal was met, however it was determined that this kind of advisory role was not entirely necessary. The Board may consider this as insurance policy if you should lose funding for a Coordinator or Executive Director. Especially if the program grows larger. From March 2016 until now we have cut costs by: switching our Delivery Van rentals from Enterprise to Discount eliminating the Complimentary Boxes better maintaining the margins on BOTH boxes using a different pack site 2/12 months * however this $100 was still given to Covenant as a donation This program operates best with at least 10 volunteers at each pack and 1-2 delivery drivers. most months we have between 8-15 people at the pack including employees, Board members and PHU partners support from local teachers has been amazing, in the summer months we have had lots of help from students at the packs an annual Volunteer Appreciation takes place to thank each person for their time, in 2016 it was combined with the AGM in June Recommend a more comprehensive method of tracking donations. Donations recorded this year: CDSSAB - $3500 Kinettes - $1000 Anon - $100 Tylor Howson - $100 Nordic Bearings - $200 (fuel) Large Box: 2015 avg. 89.58 2016 avg. 81 Small Box: 2015 avg. 17.25 2016 avg. 20.67 recommend monthly work plan to be created to ensure that certain program goals are met and information flows between the Board, Executive Director and Coordinator monthly report on GFB provided to ED tracking of local/provincial food costs as a means of understanding how well, or not so well, the program is circumventing rising food costs to begin in 2017 rated on a scale out of 5, ideally each of our sites would achieve an 80% or higher. realistically only 8/14 of our sites are operating this successfully. revisiting a commitment to PROMOTE the program with each site, as well as providing an incentive to increase sales for example, the Host Site with the most sales could receive one of the extra boxes each month, or a subsidy the next month important to consider this scale when choosing a new Host Site * The number of low income individuals accessing the program is up 10% from 2014 (according to population surveyed) and a contractual goal was to increase orders from vulnerable communities having host sites in more buildings or within organizations that are focused on poverty reduction may help to increase this number, although if ACT is concerned about a stigma surrounding the program this will likely not be ideal posts are made from the Good Food Box page, don't garner a lot of interest recommend a basic promotion of the entire GFB page each month ($5 a month for a standard ad) posters and flyers are kept up to date, however they are not very eye-catching although the program is pretty widely known, individuals are not always seeing the value up front - recommend exploring a subsidy for volunteers or low-income people as it would help with this recommend a more savings based marketing pitch The goal this year was to gain an additional 10 volunteers for the program, not including students we have gained over 15 new volunteers to date. evaluated according to space, capacity for boxes and people, time allotted for us and cost for rental one major thing is that with Covenant United we get many volunteers who are part of the church and may not move with us each month recommendation to have a back up pack site average amount of large boxes sold per month has decreased, where the average amount of small boxes has increased due to this decrease, our $ spent on local produce has also gone down unless you are looking at Ontario produce which we began tracking in 2016 in order for the program to grow, recommend solidifying such aspects as: delivery van and driver, committed volunteers, reusable boxes/bags, re-branding and online purchase It makes sense that the first year would yield minimal orders, but we have to ask ourselves if selling 100 each time ($2000 revenue) is our goal and if it feasible given these
Transcript: Student Demographics Faculty Credentials and Evaluations Curriculum Review Learning Outcomes Assessment Findings Resources Budget Materials Technology Facilities Accomplishments Plans and Next Steps Assessment Calendar Summer Reports Fall Curriculum Spring Budget Program Reviews and Assessment Results due May 30th Program Review
Transcript: Which of the following were stipulations of the deal for Florida? A cost of $5 million B Spain got to keep Texas C Both A and B. D Mexico got to keep Texas. Which of the following was the stipulation for settlers coming to Stephen Austin's Texas settlement? A moral and hardworking citizens B had to become Mexican citizens C had to become catholic D all of the above Which of the following were NOT famous men who died at the Alamo? A Daniel Boone B William Travis C Sam Bowie D Davy Crockett Who was the famous Spanish missionary who started the first California mission? What state was the first to grant women the right to vote? In what city did the Chinese population get so large it became known as Chinatown? What Indian tribe came east to ask about the Bible? Who was the leader of the Mormons that led them west? What was the name of the famous silver mine in Nevada? What was the title for the head of the sheep ranch? What material was used in the southwest to build houses instead of wood? What term meant that all property in a marriage was equally owned by both parties? What is the most widely celebrated Mexican holiday? What was the three part history of the territory of Louisiana? What were the three stipulations of the Treaty of Guadalupe Hidalgo? What were the three motives that Lewis and Clark had for going on their journey? What were three characteristics of life in the mining camps? What were the Spanish names for the following items of the cowboy's wardrobe: - head - legs - rope What were the Spanish names for the following items of the cowboy's wardrobe: - feet - saddle - body (over garment) What country did NOT own land that was "destined" to be part of the United States? A Britain B France C Spain D Russia What were Protestant settlers from Northern Ireland called? Which of the following was NOT a concern expressed by Americans over the Louisiana Purchase? A It might cause a war with England. B It would be impossible to govern. C It cost too much money. D The act was unconstitutional. List two results of the Great Awakening. What sect was centered in the colony of Pennsylvania? US History Ch 15-17 Review What brilliant theologian became the leader of the Great Awakening in New England? A Samuel Davies B Jonathan Edwards C Gilbert Tennent D George Whitefield
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