Data Extravaganza



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Data Extravaganza

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

General Housekeeping

  • 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!

Today’s Agenda

  • 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?

Year 1 Data Summary

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

Demographics

Total Participants = 705

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

Living Arrangement

Support Received and Provided

Support Received: Female Participants

  • Types of support received for themselves and/or youngest child from the child's father in the past 4 weeks?

Support Provided: Male Participants

  • Types of support provided for [his] youngest child or the child's mother in the past 4 weeks.

Support Results/Interpretation

  • 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

Academics

School Attendance

AAPI-2

  • 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.
  • 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.
  • 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.
  • 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.
  • 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.

Baseline to Follow-up

  • 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

Results/Interpretation

  • 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

Stories from the Field Shared Journeys

  • AAPI-2

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

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.

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.

Ace Survey

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

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!

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.

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.

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

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.

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

Comings and Goings…

Year Two In Review Reporting 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

2015 Performance Measures

  • 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

Social Marketing Campaign

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

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

Next Webinar

  • September 8th 2-3:00pm


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