Wyman s National Network: Bringing Evidence-Based Practice to Scale. COA Innovative Practices Award Case Study Submission. Emily Black.
|
|
|
- Rebecca Sullivan
- 10 years ago
- Views:
Transcription
1 Running Head: WYMAN S NATIONAL NETWORK Wyman s National Network: Bringing Evidence-Based Practice to Scale COA Innovative Practices Award Case Study Submission Emily Black Wyman Center
2 Abstract Wyman Center is a nonprofit organization with a mission to enable teens from economically disadvantaged circumstances to lead successful lives and build strong communities. Wyman's Teen Outreach Program (TOP ) is an evidence-based best practice youth development program that provides critical supports and opportunities to young people during adolescence. Based on success in St. Louis, Wyman recognized the potential for replicating TOP on a national scale and committed to building a National Network of partners and providers who can deliver TOP - and other evidence-based practices with fidelity and at such scale that teens and communities at-risk are positively impacted by the proven outcomes. To realize this goal, Wyman employed an innovative and comprehensive replication approach which advances promising practices through four key principles: fidelity, flexibility, affordability and sustainability. In July of 2009, Wyman s National Network launched, beginning partnerships with a variety of organizations with the need, desire, and capability to reach large numbers of teens at-risk with effective programming. The innovative capacity building strategy includes partner identification and recruitment, intensive program training, periodic on-site program observations and audits, and technical assistance by Wyman staff. In 2013, the National Network has the capacity to reach 50,100 teens in 32 states and Washington D.C.
3 Background Wyman Center is a nonprofit organization with a mission to enable teens from economically disadvantaged circumstances to lead successful lives and build strong communities. With a commitment to delivering real results, Wyman bridges theory and practice, using evidence-based and evidence-informed approaches to positively impact the lives of young people providing the supports and opportunities necessary to thrive in life, work and learning. Wyman's Teen Outreach Program (TOP ) is an evidence-based best practice youth development program that provides critical supports and opportunities to young people during adolescence. TOP is grounded in contemporary research, which promotes the positive development through curriculum-guided, interactive group discussions, positive adult guidance, and community service learning. It is specifically designed for young people in 6th to 12th grade and lowers risk of negative behaviors 1 (e.g. course failure, school suspension, pregnancy, etc.) while delivering on three essential goals: healthy behaviors, life skills and a sense of purpose (see Appendix, TOP Logic Model). As one of Wyman s most successful, scalable and affordable programs, TOP helps teens acquire the skills needed for positive outcomes and successful transitions into adulthood. Wyman recognized the potential impact in replicating this program on a national scale and committed to building a National Network of partners and providers who can deliver TOP - and other evidence-based practices - with fidelity to teens at-risk nationwide. Goals Wyman s goal is to build a National Network of partners that supports faithful and affordable replication of evidence-based practices at such scale that teens and communities atrisk are positively impacted by the programs proven outcomes. Beginning with Wyman s Teen Outreach Program, Wyman aims to reach 250,000 teens cumulatively by As the National 1 Philliber Research, Who Benefits Most from a Broadly Targeted Prevention Program?
4 Network grows, and partners begin to ramp up their reach, intermediary measures include the number of partners, and the number of states in which TOP is currently being replicated. Approach To realize this goal, Wyman is employing an innovative and comprehensive replication approach which advances promising practices through four key principles: fidelity, flexibility, affordability and sustainability. To ensure the fidelity of the program as it expands, National Network partners must agree to adhere to strict program delivery, data collection and evaluation guidelines. Wyman s approach to fidelity and certification process is designed to assure faithful replication with fidelity monitoring tools from training to implementation, supporting partners to maintain certification status, sustain funding, and deliver high quality programs (See Appendix, Approach to Fidelity). The replication strategy balances the need for program fidelity with a degree of customization or tailoring to the local culture and context in which the partner operates. Wyman leverages the experience and reach of partners and allows them to tailor the program to the specific needs of the teens they serve. For example, the TOP framework is flexible enough to be used in the school setting, in after-school programs, or an out-of-school enrichment program. Wyman s National Network offers a highly affordable program for teen pregnancy prevention and youth development. The cost per participant in TOP is significantly less than the cost of the only other comprehensive youth development program with strong evidence of pregnancy risk reduction. 2 The average cost of $620 includes the assumed salary of facilitators, which may already be covered in school or agency budgets, or may not exist if volunteers are used as facilitators, thus making the costs even lower and more sustainable (See Appendix, Economic Benefits). To grow to scale (defined as minimum of partners), Wyman is investing in people, technology, marketing, and government relations, using build, learn and grow 2 The Brookings Institution, Cost Effective Investments in Children
5 investments to expand systems and processes and add other resources necessary to enable sustainable, affordable scale. Implementation Wyman s National Network in July Wyman began identifying appropriate funding and pursuing partnerships with a variety of organizations with the need, desire, and capability to reach large numbers of teens at-risk with effective programming. The innovative capacity building strategy includes regional partner identification and recruitment, intensive program training, periodic on-site program observations and audits, and technical assistance by Wyman staff. Partner Identification and Recruitment Primary target partners for scale are school systems and large regional nonprofits and/or government agencies. These organizations are large and cost-effective, and can pick up many of the functions required to ensure delivery with fidelity. Secondary target partners are small to mid-sized local nonprofits with the capacity to serve several hundred hard-to-reach (due to location or other barriers) youth annually who are at-risk and in need of services. Replication partners must be willing to follow the TOP model of fidelity, and have secured or identified a funding source which will cover start-up and first year of operational expenses (See Appendix, Partner Screening Tool). Wyman s National Network regularly identifies and shares funding opportunities in the field of health, juvenile justice, and child welfare, with potential partners. Once funding is secured and contractual obligations are met, training and delivery begin. Training and Monitoring for Fidelity The network is evaluated and maintained by Wyman and training is a vital first step that infuses program content in a consistent way to all partners. Wyman s train the trainer model
6 teaches partners how to deliver an evidence-based program with fidelity. Wyman conducts fiveday comprehensive training sessions with experiential learning elements and "teach-back" opportunities. The training is designed to support partners ability to develop deeper skills in training staff, in monitoring and coaching for quality, and in overall strategies in youth development. It provides partners with skill-building lessons that will make them more effective in all areas of program management, delivery and evaluation, teen engagement, and program facilitation. Oftentimes partners and their program providers are inexperienced working with the structure and disciplined approach of a curriculum like TOP. Wyman s training and support helps them increase their skills in delivering the type of program that will lead to significant and sustainable results. Training occurs prior to program implementation and as needed. To measure program impact, each Wyman partner measures teen progress through a pre-survey at the beginning of the program year and a post-survey at the end of the program year. The teen survey measures such outcomes as course failure, suspension, pregnancy, attitude, physical and emotional safety, and engagement with community. Facilitators are surveyed at the mid-point and end of the program year, regarding implementation of the program (e.g. dosage, number of teens, etc.). Metrics from teen and facilitator reports determine evidence based outcomes and patterns for successful implementation (See Appendix, TOP Club and Partner Survey Metrics). TOP s requirements with regard to data collection and reporting further instill both the knowledge and a level of discipline and analysis that help partners maximize the impact of their efforts. The National Network s proprietary systems also enable partners to generate instant reports that they may use for program evaluation, grant seeking, and related purposes. When partners understand and put into practice this disciplined approach, they quickly recognize the benefits and seek to adopt similar approaches with all of their youth development programs. Field visits, audits and technical assistance by Wyman staff help partners hone their skills, identify and address issues quickly, and ensure continuous quality improvement at the
7 point of program delivery. Each certified partner receives eight hours of technical assistance per year in order to foster quality program replication. This service is included in their annual membership fee. Wyman follows up with TOP providers through partner audits, which may consist of additional club observation, data, reports, or review of records to ensure efficiency of systems. Certified partner audits are based on Wyman discretion, and are conducted as needed. All TOP partners are certified by Wyman and undergo recertification on a bi-annual basis. This ensures that the partner organization maintains high standards, meet program requirements, and deliver quality programming. Required certification site visits ensure fidelity to program and contract agreements. Specific criteria determine if a partner becomes re-certified, provisionally certified or de-certified (See Appendix, Certification Criteria Rubric). Site visits occur during the first year of implementation and every two years thereafter. In addition, to share best practices, field observations occur when Wyman determines that a certified partner s successful program or systems provide learning opportunities for the National Network. Community of Practice National Network partners are part of a community of practice through which they may interact with peers who are committed to delivering excellence. As seen in the California Institute of Mental Health (CIMH) 3 Community Development Team Model, forming peer-to-peer networks to support easy exchange of information about implementation challenges and solutions is a key component of an effective evidence-based program implementation approach. To facilitate this approach The National Network is bound together through an online community. Certified replication partners are able to connect directly to Wyman with questions, comments or concerns, and benefit by receiving updates on curriculum, share lessons learned 3 Todd Sosna, PhD, and Lynn Marsenich, LCSW, Community Development Team Model, Supporting the Model Adherent Implementation of Programs and Practices, The California Institute of Mental Health, October 2006
8 and program delivery tips, access information on funding sources and other resources, and download a library of useful materials to support implementation. As a result, they learn from their participation in the National Network and are able to develop workable solutions to issues and challenges through their interaction with their peers across the country. Through TOP s community service learning requirement, partners become more engaged with other community organizations and develop stronger affiliations and collaborations with other service providers, funders, policy makers and local officials. This has the added benefit of raising awareness of youth development needs and forming proactive collaborations across a broad spectrum of community organizations that can promote and advance a pro-teen culture and attitude in the local community. Results Over the past three and a half years, Wyman s National Network has grown to include 57 certified replication partners that include school districts, nonprofit organizations, public health agencies, and other youth-serving community and government agencies. These partners, in turn, work with an estimated providers whose program facilitators run 550 registered TOP clubs in 32 states and the District of Columbia (See Appendix, National Network Map). During the school year, Wyman completed 20 certification site visits, five audits, three field observations, and five on-site trainings or technical assistance visits aimed at helping partners improve both their administrative and programmatic skills. In 2013 Wyman will conduct 8 trainings with up to 15 participants at each session, up to a 120 total participants. Our current partners and our projected new 2013 partners will train as many as 2,500 TOP Facilitators, who have the capacity to serve 50,100 teens in In terms of training quality and feedback Wyman is achieving program goals. 90% of trainers answered all the post-test knowledge-based questions correctly. In addition the average participant confidence score was 3.53/4.0; the average satisfaction score related to training quality was 3.98/4.0.
9 Additionally, Wyman s TOP is currently the subject of eight separate, ongoing research projects studying both the process and outcomes of this program. As these projects reach their conclusions, findings and recommendations will be incorporated as appropriate. Identification and Mitigation of Risk Factors/Obstacles TOP certification serves to help identify and address, in a timely manner, many challenges and ensures that the partners commitment to fidelity, and their ability to achieve it, continues to grow. However, based on experience to date, the National Network s major challenges include the following: Many partners have little or no experience in implementing evidence-based programs such as TOP. Often they have the right idea and focus, but lack the capacity, tools and organizational structure to implement a proven practice (like TOP ) in a way that is sustainable. Consequently, they may have difficulty with the need for a rigorous approach to fidelity. For example, some partners have suggested that a seven- or eight-month program would fit better with their school schedule or other priorities; even though the TOP research has shown that a nine-month dosage is needed to achieve the desired impacts. Other partners have struggled with the need to provide a minimum of 20 hours of community service learning, citing a lack of staff support, community coordination problems, safety issues, and other concerns. Still others have struggled to maintain a minimum facilitator to participant ratio of 1:25. The administrative requirements on National Network partners have proved challenging. Some partners have found that start-up can be labor intensive. Partners are responsible for ensuring that all program providers submit their data into the online system on a regular basis. Many of these providers have limited experience collecting and reporting the type of data required. Some even have little or no experience using online systems and require extra instruction on the use of the technology. Other administrative issues concern the need to obtain permissions and other forms from participants and their families, ensuring that required online
10 surveys are completed by participants and facilitators in a timely manner, and understanding both the process and the value of the data and the reports that are used for program quality assurance and improvement. All of these components are important to maintaining fidelity and achieving desired outcomes for teens. To address these issues, Wyman is working with partners to provide them with more technical assistance and more frequent site visits than anticipated in the original business model. As Fixsen notes, ongoing consultation and coaching, staff and program evaluation, and fidelity assessments are important drivers that help create and support partner behavior and lead to sustainable and effective delivery of evidence-based practices. 4 During site visits and observations, program quality is generally excellent, even as partners continue to work to meet administrative requirements. The National Network is adding additional training sessions and encouraging greater use of the online Community of Practice website to assist partners and strengthen their effectiveness. Conclusion As Wyman continues to grow the National Network, the primary focus remains on identifying partner needs and helping them improve their effectiveness. Wyman remains in learning and adaptive mode, using the lessons gathered from trainings, site visits and field observations, program audits and other partner feedback to guide thinking and program enhancements. Wyman s National Network aims to create a collective voice that will drive resources for sustainability and on-going capacity building, to effectively support teens at-risk nationwide. 4 Fixsen et al, 2005
11 Running Head: WYMAN S NATIONAL NETWORK 11 Appendix: Supporting Documents
12 Running Head: WYMAN S NATIONAL NETWORK 12
13 13
14 14
15 15
16 16
17 17
Evidence-Based Enrichment Programs. Summary of Child Trends Research Briefs by Laura Deaton Managing Director December 15, 2010
Evidence-Based Enrichment Programs Summary of Child Trends Research Briefs by Laura Deaton Managing Director December 15, 2010 Highest Rigor What is an Evidence-Based Program? Replicated and Experimental
The Boys Town Education Model SM : Service delivery customized to your needs
The Boys Town Education Model SM : Service delivery customized to your needs The Boys Town Education Model SM uses a five-step process to help teachers and administrators implement school-wide changes
Campus Network Planning and Technical Assistance Overview
Campus Network Planning and Technical Assistance Overview WHAT IS THE PURPOSE OF A NETWORK? Networks are part of the California College Pathways (CCP) Initiative s strategy to expand college and career
Brevard Family Partnership
Brevard Family Partnership 2013 2017 Strategic Plan MISSION STATEMENT - It is our mission to protect children, strengthen families and change lives through the prevention of child abuse and the operation
Los Angeles YouthSource Centers
Los Angeles YouthSource Centers Contents Collaboration Overview... 1 Collaboration Purpose... 2 About the Collaboration... 2 Collaboration Structure... 3 Promising Practices... 4 Lessons Learned... 6 Accomplishments...
1. Title IV, Part B: 21 st Century Community Learning Centers [Goals 1, 2 and 5]
1. Title IV, Part B: 21 st Century Community Learning Centers [Goals 1, 2 and 5] Identify the percentage of students participating in 21 st Century Community Learning Centers who meet or exceed the proficient
Goals/Objectives FY 2010-2011
Through Fiscal Year Ending September 30, 2011 Goals/Objectives SERVICE GOALS 1. Agency Capacity Desired Outcome: The service delivery network must have the capacity and ability to provide a high quality,
2014/15 Strategic Update for the Community
An update to last year s Unparalleled Altitude To realize our goal of being a world-class district, we have several years of climbing to complete. This update is the climb for the 2014/15 school year.
Setting the Standard for Evaluation and Data-Informed Decision Making
Elev8 Chicago: Demonstrating the Power and Potential of Community Schools Communities across the country are grappling with the challenge of preparing young people for a bright future, in an era of extremely
Stages of Implementation Analysis: Where Are We?
Stages of Implementation Analysis: Where Are We? National Implementation Science Network (NIRN) Frank Porter Graham Child Development Institute UNIVERSITY OF NORTH CAROLINA CHAPEL HILL Page 1 Citation
Effective intervention practices + Effective implementation practices = Increased likelihood for positive youth outcomes
Publication #2007-29 information for practitioners seeking to use evidence-based practices to enhance program outcomes. October 2007 IMPLEMENTING EVIDENCE-BASED PRACTICES: SIX DRIVERS OF SUCCESS Part 3
Core Qualities For Successful Early Childhood Education Programs. Overview
Core Qualities For Successful Early Childhood Education Programs Overview The National Council of La Raza (NCLR) the largest national Hispanic civil rights and advocacy organization in the United States
GUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
The Benefit of After School Programs
Healthy City Advancement Project June 22, 2012 www.advancementprojectca.org www.healthycity.org For many children, after-school programs provide a structured, safe, supervised place to be after school
The Benefit of After School Programs
Healthy City Advancement Project June 22, 2012 www.advancementprojectca.org www.healthycity.org For many children, after-school programs provide a structured, safe, supervised place to be after school
Wraparound Practitioner Care Coordination Certificate
Wraparound Practitioner Care Coordination Certificate Program for Care Coordinators and Supervisors The Institute for Innovation and Implementation University of Maryland, School of Social Work 525 W.
Teacher and Leader Evaluation Requirements An Overview
Teacher and Leader Evaluation Requirements An Overview Teacher and Leader Evaluation Requirements: An Overview The Office of the State Superintendent of Education (OSSE) believes that all District of Columbia
PERFORMANCE MANAGEMENT AND EVALUATION: WHAT S THE DIFFERENCE? Karen E. Walker, Ph.D., and Kristin Anderson Moore, Ph.D.
Publication #2011-02 information for program providers and funders who seek to understand what performance management is, how it differs from evaluation, and why both are critical. January 2011 PERFORMANCE
The Massachusetts Tiered System of Support
The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive
Best Practice: Youth After-School Programming
Best Practice: Youth After-School Programming This report is publicly available on the NYC Global Partners Innovation Exchange website: www.nyc.gov/globalpartners/innovationexchange REPORT UPDATED :AUGUST
TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
Metropolitan Nashville Public Schools Office of Innovation
Metropolitan Nashville Public Schools Office of Innovation Charter School Application Recommendation Report Rocketship Education Tennessee Submitted By Rocketship Education Tennessee Evaluation Team Art
Core Standards for Philadelphia s Youth Programs. October 2001 Second Edition May, 2003
Core Standards for Philadelphia s Youth Programs October 2001 Second Edition May, 2003 Acknowledgements 1 Acknowledgements The Core Standards were developed by representatives from a wide variety of Philadelphia
WORKFORCE ACCELERATOR FUND. Request for Applications. April 23, 2014
WORKFORCE ACCELERATOR FUND Request for Applications April 23, 2014 The State Board is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities.
Strategic Plan Summer 2014
Strategic Plan Summer 2014 Mission The North Texas Alliance to Reduce Teen Pregnancy (The Alliance) is a non-partisan, non-profit organization that seeks to improve the quality of life for children, families,
An Assessment of Capacity Building in Washington State
An Assessment of Capacity Building in Washington State The Nonprofit Ecosystem Framework Executive Summary prepared by The Giving Practice A consulting service of Philanthropy Northwest February 2012 About
Sustainable Jersey for Schools Small Grants Program
Sustainable Jersey for Schools Small Grants Program Funded by the New Jersey Department of Health, Maternal and Child Health Services Title V Block Grant 2015 Application Information Package Announcement
SW 629 School Social Worker Interventions
SW 629 School Social Worker Interventions Spring/Summer 2015 Beth Sherman, MSW Assistant Clinical Faculty Office: 3784 School of Social Work Office Hours: Mondays 5-6pm and Tuesdays 5-6pm Contact: [email protected]
Certified Human Resources Professional Competency Framework
Certified Human Resources Professional Competency Framework Table of Contents About the CHRP 3 Application of the Competency Framework 3 Path to Obtain the CHRP 4 Maintaining the CHRP 4 Overview of the
Section Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
FINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS. Frontier College would like to thank the Ontario Ministry of Education for their support.
FINAL REPORT 2005 08 RESEARCH GRADE 7 TO 12 PROGRAMS Frontier College would like to thank the Ontario Ministry of Education for their support. 1 Introduction For the past three years, Frontier College
DukeEngage in Boston
DukeEngage in Boston Program Dates: June 1 July 30 Service Focus: Working with Boston nonprofit agencies to implement innovative strategies and document effective and scalable models addressing issues
Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
Using Integrated Recruitment and Support
Using Integrated Recruitment and Support TO BUILD A STRONG POOL OF FOSTER, ADOPTIVE, AND KINSHIP FAMILIES What do we mean by integrated recruitment and support? In many child welfare systems, recruitment
Arizona s Master Teacher Program. Program Overview
Arizona s Master Teacher Program Program Overview Overview Since 2006, the Arizona K12 Center has been home to Arizona s Master Teacher Program. The mission and purpose of the Arizona Master Teacher Program
Connecting Social and Emotional Learning with Mental Health
Connecting Social and Emotional Learning with Mental Health Introduction In 1999, the U.S. surgeon general defined mental health as successful functioning that results in productive activities, fulfilling
Getting Foster Youth Ramp ed Up for STEM Careers California Workforce Association Conference January 13, 2016
Getting Foster Youth Ramp ed Up for STEM Careers California Workforce Association Conference January 13, 2016 Agenda Who are We? Who are You? Why Mentoring? RAMP Model RAMP in Action Resources & Free Stuff
National Center for Mental Health Promotion and Youth Violence Prevention. Positive Behavioral Intervention and Supports Brief
National Center for Mental Health Promotion and Youth Violence Prevention Positive Behavioral Intervention and Supports Brief Purpose of this Guide School districts around the nation have begun to implement
Common Grant Application User Guide
Common Grant Application User Guide Welcome to the Washington Regional Association of Grantmakers Common Grant Application (CGA). This user guide was revised in 2012 to reflect the changes in the CGA that
Model for Comprehensive and Integrated School Psychological Services
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
Transitional Kindergarten Parent Engagement Toolkit
Transitional Kindergarten Parent Engagement Toolkit A Parent Outreach and Communications Resource for School Districts and Local Education Agencies Implementing Transitional Kindergarten The Kindergarten
PROVIDER ATTITUDES TOWARD VALUE-BASED PAYMENT MODELS
PROVIDER ATTITUDES TOWARD VALUE-BASED PAYMENT MODELS An Availity Research Study April, 2014 TABLE OF CONTENTS 1 Introduction 2 Definitions 3 Key Findings 5 Survey Results 6 Revenue sources and experience
Address: 10230 New Hampshire Avenue, Suite 200, Silver Spring, MD 20903. Title of Hearing: Improving Programs Designed to Protect At-Risk Youth
Name: Erica Moltz Organization (if applicable): Adoptions Together Address: 10230 New Hampshire Avenue, Suite 200, Silver Spring, MD 20903 Phone Number: 301 422 5101 Contact E-mail Address: [email protected]
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document
CONNECTICUT SEED Student and Educator Support Specialists Guidance Document 1 This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of
2015 Atlantic Region National Service Training Service Event Session Descriptions
SESSION DESCRIPTIONS A Social Media Model for Leveraging National Service ABCs of Building a City of Service AmeriCorps Alums - Engaging Your AmeriCorps Alumni Network (AmeriCorps) An AmeriCorps Program
2015 ASHP STRATEGIC PLAN
2015 ASHP STRATEGIC PLAN ASHP Vision ASHP s vision is that medication use will be optimal, safe, and effective for all people all of the time. ASHP Mission The mission of pharmacists is to help people
Full-service community schools: A strategy not a program
Community schools are one solution to the fact that schools can t do it alone. Today s youth need comprehensive, coordinated support services provided in schools through partnerships. 1 Full-service community
SERVE Philadelphia 2013-2014 AmeriCorps VISTA Information and Application
SERVE Philadelphia 2013-2014 AmeriCorps VISTA Information and Application Philadelphia Mayor Michael A. Nutter s Office of Civic Engagement and Volunteer Service is accepting applications for 12 full time
www.simplyapilgrim.com Program Design for the Internship- Based Family Ministry Program
Program Design for the Internship- Based Family Ministry Program Youth ministry is both an ancient and modern phenomenon, where strong Biblical patterns regularly collide with changing cultural and ministry
Students Association of Mount Royal University Strategic Plan 2014-18
Students Association of Mount Royal University Strategic Plan 2014-18 Contents Purpose... 3 Background... 3 Process & Methodology... 3 Mission, Vision, Values, Beliefs... 4 SAMRU Values & Beliefs... 5
Pennsylvania Commission on Crime and Delinquency (PCCD) Research Based Programs Initiative Grantee Outcomes Report Template
Pennsylvania Commission on Crime and Delinquency (PCCD) Research Based Programs Initiative Grantee Outcomes Report Template Guidelines for Reporting on Big Brothers Big Sisters As a requirement of funding
DRAFT. Denver Plan 2014. Every Child Succeeds
Denver Plan 2014 Every Child Succeeds 100 80 Introduction Every child takes that first step into their first day of school with butterflies and talent, potential and dreams. It s the day that the door
CAS-Carrera, 21 st Century Community Learning Centers and ASPIRA of NJ: A Natural Partnership
CAS-Carrera, 21 st Century Community Learning Centers and ASPIRA of NJ: A Natural Partnership This project was funded in its entirety with federal Elementary and Secondary Education Act, as amended by
Schools Uniting Neighborhoods: Community Schools Anchoring Local Change
Schools Uniting Neighborhoods: Community Schools Anchoring Local Change By Diana Hall, Multnomah County Across the United States, communities are thinking differently about the challenges they face to
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
Putting Youth to Work Series
Putting Youth to Work Series Examples of Effective Practice in Distressed Communities By Sara Hastings July 2009 Baltimore, MD Best Practice Examples in: Convening Body Delivery Agent Workforce and Employer
North Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
www.simplyapilgrim.com Program Design for the Internship- Based Youth Ministry Program
Program Design for the Internship- Based Youth Ministry Program Youth ministry is both an ancient and modern phenomenon, where strong Biblical patterns regularly collide with changing cultural and ministry
How to Move Youth Engagement Forward Through Youth-Adult Partnerships: Understanding the Basics and Utilizing Advanced Techniques
How to Move Youth Engagement Forward Through Youth-Adult Partnerships: Understanding the Basics and Utilizing Advanced Techniques Technical Assistance Partnership for Child and Family Mental Health May
The residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
NAAS - inacol Standards for Quality Online Programs
NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define
[BEAUMONT HEALTH PHYSICIAN LEADERSHIP ACADEMY] Beaumont Health Physician Leadership Academy
2016 Beaumont Health Physician Leadership Academy [BEAUMONT HEALTH PHYSICIAN LEADERSHIP ACADEMY] Engagement. Entrepreneurialism. Effectiveness. Better Care. Improved Partnerships. Enhanced Organizational
The Wraparound Process: An Overview of Implementation Essentials
This document was peer reviewed through the NWI. Supporting Wraparound Implementation: Chapter 5a.2 The Wraparound Process: An Overview of Implementation Essentials Eric Bruns, Co-Director, National Wraparound
AchieveMpls Strategic Plan FY 2014 FY 2016
AchieveMpls Strategic Plan FY 2014 FY 2016 Approved unanimously by the AchieveMpls Board of Directors September 12, 2013 I. Mission As the strategic nonprofit partner of the Minneapolis Public Schools,
Winning Proposals: Understanding the Basics of Federal and Foundation Grants
WEBINAR BRIEFING Winning Proposals: Understanding the Basics of Federal and Foundation Grants Featuring Hanover Research Grants Consultant Bryan DeBusk, Ph.D., GPC And Hanover Research Grants Consultant
Class of 2020: Action Plan for Education
Class of 2020: Action Plan for Education Student Bill of Rights I. Each student has the right to feel safe in and proud of a school. II. Each student deserves an engaging educational experience that provides
Preschool in Fairfax: Start with the Children; Go Where They Are
Preschool in Fairfax: Start with the Children; Go Where They Are School readiness starts at infancy, not when they re four years old. Our work with VPI partners in advancing quality is starting to become
California Networks for EHR Adoption
California Networks for EHR Adoption Request for Proposals: Phase I - Planning A program jointly sponsored by: Community Clinics Initiative A joint program of Tides and The California Endowment California
Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014
Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School was designated by Commissioner Chester as chronically underperforming
DENVER, CO, Population 500,001 and Over, Strong Neighborhoods Initiative. Project Summary
DENVER, CO, Population 500,001 and Over, Strong Neighborhoods Initiative Project Summary To put into action the belief that municipalities can and should play a role in supporting the development of the
