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Data Extravaganza

https://sas.elluminate.com/m.jnlp?sid=2012293&password=M.EEC2C53E1287C0D07D59329A2AC7B5 Telephone: Call 1-877-820-7831. Pass code 169171. Data Extravaganza. April 14 th , 2015 Department of Public Instruction. Please use the phone to ask questions

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Data Extravaganza

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  1. https://sas.elluminate.com/m.jnlp?sid=2012293&password=M.EEC2C53E1287C0D07D59329A2AC7B5https://sas.elluminate.com/m.jnlp?sid=2012293&password=M.EEC2C53E1287C0D07D59329A2AC7B5 Telephone: Call 1-877-820-7831. Pass code 169171 Data Extravaganza April 14th, 2015 Department of Public Instruction

  2. Please use the phone to ask questions • Please use chat box now to tell us who is with us! • Please mute your phone when not talking to reduce background noise (press *6 to mute and un-mute) • Do not use the ‘hold’ function on your phone while connected to the conference call • Participate in discussions and provide feedback-we want to hear from you! General Housekeeping

  3. Year 1 Data Summary • Stories from the Field- Using AAPI-2 findings to address gaps in student knowledge and skill. • Comings and Goings • Upcoming Trainings and other Dates • Questions? Today’s Agenda

  4. Year 1 Data Summary

  5. Participant Information • Demographics • Living Status • Support Received • Academics • AAPI-2

  6. Demographics

  7. Total Participants = 705 • Percent Female (84.1) Percent Male (15.9)

  8. Living Arrangement

  9. Support Received and Provided

  10. Types of support received for themselves and/or youngest child from the child's father in the past 4 weeks? Support Received:Female Participants

  11. Types of support provided for [his] youngest child or the child's mother in the past 4 weeks. Support Provided:Male Participants

  12. Clear difference between female and male participants: • Financial received/provided (26%/42%) • Social received/provided (38%/55%) • Assuming data quality, suggests that male participants in InSPIRE programs do a better than expected job of assisting child(ren)’s mother(s) and child(ren), both financially and socially Support Results/Interpretation

  13. Academics

  14. School Attendance

  15. AAPI-2

  16. INAPPROPRIATE EXPECTATIONS (High Risk) Description: • Expectations exceed developmental capabilities of children. • Lacks understanding of normal child growth and development. • Self-concept as a parent is weak and easily threatened. • Tends to be demanding and controlling.

  17. LOW LEVEL OF EMPATHY (High Risk) Description: • Fears spoiling children. • Children's normal development needs not understood or valued. • Children must act right and be good. • Lacks nurturing skills. • May be unable to handle parenting stresses.

  18. STRONG BELIEF IN VALUE OF CORPORAL PUNISHMENT (High Risk) Description: • Hitting, spanking, slapping children is appropriate and required. • Lacks knowledge of alternatives to corporal punishment. • Lacks ability to use alternatives to corporal punishment. • Strong disciplinarian, rigid. • Tends to be controlling, authoritarian.

  19. REVERSES FAMILY ROLES (High Risk) Description: • Tends to use children to meet self needs. • Children perceived as objects for adult gratification. • Tends to treat children as confidant and peer. • Expects children to make life better by providing love, assurance, and comfort. • Tends to exhibit low self-esteem, poor self-awareness, and poor social life.

  20. RESTRICTS POWER-INDEPENDENCE (High Risk) Description: • Tends to view children with power as threatening. • Expects strict obedience to demands. • Devalues negotiation and compromise as a means of solving problems. • Tends to view independent thinking as disrespectful.

  21. Baseline to Follow-up

  22. Grantees offered the option of completing a winter AAPI-2 assessment • One grantee chose that option • 21 individuals with pre (fall) and post (winter) assessments

  23. The knowledge, skills and beliefs addressed in the AAPI-2 can have a quick turnaround in knowledge gained • Beneficial in that we can promote, with confidence, that this area of the program objectives is attainable Results/Interpretation

  24. Stories from the FieldShared Journeys AAPI-2

  25. Shared Journeys Student Population 38 students. One full time staff member and two part-time staff members. 30 mothers and 8 fathers We frequently see a pattern in our students: Abuse in all forms Neglect in all forms Divorce Poverty Drug Abuse of a parent, relative in the home or caregiver Homelessness Incarcerated Parent Household Dysfunction and Chaos

  26. Positives at Shared Journeys On the flip side: While at Shared Journeys we have little or no behavior issues Students have excellent attendance Students are connected to the school family and rely on the support Students are accountable, graduate and many go onto post-secondary training.

  27. Initial AAPI-2 assessment the first week of October 2014 Our results showed two significant areas of concern: normal developmental milestones for children as well as the roles of parents and children. However, all areas needed improvement. *By May 2015, students who attended Shared Journeys for a full academic year, post instruction assessments using the AAPI-2, will indicate that 85% of the students will have no scores in the high risk categories as it relates to any of the five parenting constructs of the AAPI-2.

  28. Ace Survey • We also administered the ACE Survey • Confidential • Assesses childhood maltreatment and family dysfunction • Assesses the total amount of stress during childhood

  29. ACE • The higher the ACE score, the higher the risk for a myriad of health and behavior issues such as: alcohol abuse/alcoholism, depression, illicit drug use, risk for intimate partner violence, STD’s smoking, suicide attempts, adolescent pregnancy, liver and heart disease, obesity, difficulty controlling anger/rage, sleep problems and impaired memory, inability to parent, delinquency, violence, self injury etc. • *81% of our students have scores of 6/10!

  30. Implementation • Met with each student after taking initial AAPI-2. Gave no opinion just listened as they explained their answers. Found vocabulary deficiencies. ie: “nurture” Began using the vocabulary in my daily teaching. • Implemented developmental milestone lessons not only in child development, but across the board and made sure that I was emphasizing these points as I was teaching. • Created case studies and had the students work in small groups or along side our community nursing teams to determine what is going well in a child and parent’s life and what can be done to improve • Read articles on milestones and healthy parent child relationships.

  31. Implementation 5. Visited places to observe normal child development: top rated child care centers, West Allis Family Resource Center and volunteer at a childcare center for a field trip. 6. Students created an argumentative essays “ To Spank or Not to Spank” developing claim, research and evidence. 7. Google journals in which students write daily and I respond. 8 Students can text or call anytime for support or with questions. 9 Each student was assigned a mentor.

  32. To Nurture and Grow as Parents and People: Weekly Yoga Mindfulness training Baby sign training Family Nights Play group with the West Allis Family Resource Center Job shadows , career exploration, interview skills and job application support Scholarship, FAFSA and college application support Facebook, Twitter and our school website for students to be involved in and to share. Shared Journeys Awards: Catch you doing something good, attendance

  33. Staff Development As a staff we attended the NAREN conference in Wisconsin and will attend the National Conference in Baltimore, Maryland. Participated in a book study: The Boy Who Was Raised As a Dog by Dr. Perry. *Uses the neurosequential method to help children -An in depth assessment of where the student has been. -Assessment of the student’s current functioning- Where s/he is. -Providing specific recommendations for interventions-Where the student can go.

  34. Staff Development -Participating in a training by Dr. Perry as a team in our school district with many other school counselors and educators. -As a team we are learning and working to determine where we should head as a district to be trauma informed. -Partnering with Teen Parents Training November 5 and 6 in Madison

  35. Comings and Goings…

  36. Year Two In ReviewReporting Requirements AAPI-2 Window April/May Budget Change Requests- May 1st Reapplication Year Two- July 1st Grant Expenditures- July 31st End of Year Data Reports- August 31st Final Fiscal Report- October 29th

  37. Small change made to performance measure 0.12, please download new version. • http://sspw.dpi.wi.gov/sites/default/files/imce/sspw/pdf/inspireperformancemeasures.pdf 2015 Performance Measures

  38. Social Marketing Campaign Launched April 1 noreply@bvkdev.com New InSPIRE Submission Posters on InSPIRE website Track contacts you receive from campaign

  39. Important Dates • Love Notes Training • May 21-22 at CESA 6 in Oshkosh • Summer Institute-Reapplication • June 17-18th in Madison (required) • Evaluation Site Visits • Varies/Fall 2015 • Evidence Informed Program Improvement • September 23rd at Madison Fresh Market in Madison • Teen Conference • October 6th at EPIC in Verona • Happiest Baby on the Block November 3rd- Madison Healthy Teen Network Conference October 13-16th- Baltimore MD

  40. Questions? Next Webinar September 8th 2-3:00pm

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