This powerpoint presentation was put together by Jean O'Connor, Chronic Disease Prevention Director of the Georgia Department of Public Health, and presented on September 30 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at the good, the bad, and the ugly of kids and the screen world.
Bridging the Gap- A study report on impact of covid-19 on education of childr...communicationsatmash
The study report is prepared by Atmashakti Trust, an organization working for the socio-economic and political empowerment of the most marginalized communities. During the pandemic time, children especially from rural areas suffered the most as schools were closed to contain the spread of Coronavirus. Atmashakti conducted a study recently to understand the scale of impact on children's education due to the school closure and suggested recommendations for the government to take policy actions.
Presentation by Florence Martin, Senior Coordinator at Better Care Network during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
This powerpoint presentation was put together by Jean O'Connor, Chronic Disease Prevention Director of the Georgia Department of Public Health, and presented on September 30 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at the good, the bad, and the ugly of kids and the screen world.
Bridging the Gap- A study report on impact of covid-19 on education of childr...communicationsatmash
The study report is prepared by Atmashakti Trust, an organization working for the socio-economic and political empowerment of the most marginalized communities. During the pandemic time, children especially from rural areas suffered the most as schools were closed to contain the spread of Coronavirus. Atmashakti conducted a study recently to understand the scale of impact on children's education due to the school closure and suggested recommendations for the government to take policy actions.
Presentation by Florence Martin, Senior Coordinator at Better Care Network during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Presentation by Maureen Samms-Vaughan, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of West Indies, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
Elana Gaia, Social Policy Specialist, UNICEF CEE/CIS and Denise Stuckenbruck, Child Protection Specialist, UNICEF ESARO – Family support and social protection, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Using evidence from Ghana's LEAP 1000 program, Transfer Project's Richard de Groot explores whether cash transfers targeted to children in the first 1,000 days of life can improve their nutritional status.
Presented as part of EPRC's What Works for Africa’s Poorest Children conference in Kampala, Uganda in September 2018.
Ninoslava Pecnik, Professor, Department of Social Work, Faculty of Law, University of Zagreb - Drivers of parenting support, policy and provision in Croatia, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Mary Daly, Professor, Department of Social Policy and Intervention, University of Oxford - Presentation of the preliminary findings “Family and Parenting Support: Analytical Framework and Key Orientations in Policy and Provision” at the Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Jasmina Byrne and Alice Margaria OoR - Overview analysis of UNICEF supported policy and provision in middle and lower income countries at the Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Presentation by Maureen Samms-Vaughan, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of West Indies, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
Elana Gaia, Social Policy Specialist, UNICEF CEE/CIS and Denise Stuckenbruck, Child Protection Specialist, UNICEF ESARO – Family support and social protection, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Using evidence from Ghana's LEAP 1000 program, Transfer Project's Richard de Groot explores whether cash transfers targeted to children in the first 1,000 days of life can improve their nutritional status.
Presented as part of EPRC's What Works for Africa’s Poorest Children conference in Kampala, Uganda in September 2018.
Ninoslava Pecnik, Professor, Department of Social Work, Faculty of Law, University of Zagreb - Drivers of parenting support, policy and provision in Croatia, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Mary Daly, Professor, Department of Social Policy and Intervention, University of Oxford - Presentation of the preliminary findings “Family and Parenting Support: Analytical Framework and Key Orientations in Policy and Provision” at the Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Jasmina Byrne and Alice Margaria OoR - Overview analysis of UNICEF supported policy and provision in middle and lower income countries at the Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
The after school programs are a great way to enrich the community by investing in children. These programs help to increase academic performance, encourages development and growth, and also promotes positive classroom behavior. You may see these slides to know in a better way about the effectiveness of after school programs.
GA House Study Committee on Health, Education, and School-Based Health Centers
Dr. Veda Johnson , Director of Partners for Equity in Child & Adolescent Health, Emory Univ School of Medicine
www.gacommissiononwomen.org
The Children’s Trust marks 15 years of service to the children and families of Miami-Dade County with this special annual report. Featuring outcomes from 2002-2017, highlights from this past fiscal year, community indicators and a breakdown of our investments, it’s a look book of our work that we’re proud to share with you.
....
The Children’s Trust marks 15 years of service to the children and families of Miami-Dade County with this special annual report. Featuring outcomes from 2002-2017, highlights from this past fiscal year, community indicators and a breakdown of our investments, it’s a look book of our work that we’re proud to share with you.
.....
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8
1
Healthcare Program/Policy Evaluation Analy
Promoting Safe and Stable Families
The role of nurses throughout healthcare program and policy evaluation is vital to our role as change agents within our communities. As nurses we participate in the evaluation process every time we go to work, assess our patients, and then partake in delivery of care. If we want to our voices to be heard we must be willing to take our evaluation skills to the next level. We must ask ourselves tough questions about whether the healthcare programs we are providing are meeting the needs of patients, their families, and communities. We must evaluate the healthcare program goals and outcomes to help determine whether it remains fiscally responsible and continues to meet a need in the population it aims to serve. Ultimately, we cannot blindly accept that the presence of a program validates its success. We must be willing and able to take personal action to ensure patients receive the highest quality of healthcare each and every day. The purpose of this paper is to present an evaluation of the Promoting Safe and Stable Families (PSSF) program with respect to it’s background, goals, outcomes, success, costs and related nursing advocacy opportunities.
Healthcare Program/Policy Evaluation
Promoting Safe and Stable Families (PSSF)
Description
The Promoting Safe and Stable Families (PSSF) program, which is more formally known as Title IV-B subpart 2 of the Social Security Act, aims to avoid unnecessary separations between caregivers and their children, protect permanency for children by taking the necessary steps to reunite them with their parents, when possible, or another permanent living situation, and to improve the quality of care and programming services being offered to children and their families to achieve maximum chance for stable families (U.S. Department of Health & Human Services: Children’s Bureau, 2012).
The PSSF program has recently had two additional programs added, the Personal Responsibility Education Program (PREP) and abstinence education. The goal of the PREP program is to provide state funding aimed at teen pregnancy prevention, addressing prevalence of sexually transmitted infections (STIs) in the adolescent population, as well as teaching teens skills to prepare them for adulthood (ie financial responsibility and organization skills). The abstinence education portion provides grants to individual states to promote education to adolescents regarding delaying sexual activity in an effort to further reduce teen pregnancy rates, but also to promote development of healthy relationships and establishment of healthy boundaries in at-risk populations such as homeless teens or those in foster care (United States Department of Health & Human Services, 2018).
How was the success of the program or policy measured?
Success of the PSSF program has been measured by the fact that funding for this program became a ma ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. The demand for safe and enriching out-of-school time
programs (Afterschool and Summer) is on the rise.
According to America After 3pm:
• 282,453 (16%) of Georgia’s school-age (K-12) children participated in
afterschool programs in 2014.
• Nearly 600,000 (40%) more children would enroll if a program was
available in their community.
• Over 300,000 (18%) of Georgia’s children are alone and unsupervised
between the hours of 3pm and 6pm.
The Demand for Out-of-School Time Services in Georgia
America After 3PM, Afterschool Alliance, 2014, http://afterschoolalliance.org/AA3PM/detail.html#s/GA/stem/p_of_children_in_programs_2014
4. Most often Citied Reasons Parents are not Enrolling Their
Children in Afterschool Programs
The Demand for Out-of-School Time Services in Georgia
1. Afterschool programs are too expensive
2. Preference for alternative activities (variety and type
available)
3. There aren’t quality programs available
5. • Jointly, the Division of Family and Children Services and the
Georgia Department of Education fund over 500 afterschool
and youth development programs across the state.
• Funded programs serve over 52,000 young people each year.
• 93 of 159 counties are served through funded programs.
Afterschool in Georgia
6. • 90% of Georgia parents are satisfied with their child’s
afterschool program overall. (up from 87% in 2009)
• 89% are satisfied with the safety of the environment. (up
from 73% in 2009)
• 86% are satisfied with quality of care. (up from 70% in
2009)
Afterschool Service Satisfaction in Georgia
Data retrieved from the Georgia Statewide Afterschool Network (GSAN).
8. Research has shown that high quality afterschool programs have
a variety of positive impacts on youth outcomes.
Greater School Success: Youth participating in afterschool programs are more likely to
have increased school attendance, improved classroom behavior and increased student
achievement.
Better Health Outcomes: One Georgia study shows that the prevalence of obesity
decreased for children participating in afterschool programs.
Minimized Risks: The hours between 3-6pm on school days are the most likely periods
for juvenile crime and experimentation with drugs, alcohol, cigarettes, and sex . Seventy
percent (70%) of parents believe afterschool programs reduce youth risky behavior.
Afterschool and Positive Outcomes
Data retrieved from the Georgia Statewide Afterschool Network (GSAN).
9. Improved confidence and self-efficacy: Sixty- four percent (64%) of parents believe
afterschool programs help youth gain workforce skills and fifty-nine percent (59% ) of
parents believe afterschool programs excites youth about learning.
Afterschool and Positive Outcomes
Productive Parents: Parents report they have less stress, fewer unscheduled absences
and more productive work time when their children are enrolled in afterschool
programs.
• 79% of parents believe afterschool programs give peace of mind for parents
at work.
• 78% of parents believe afterschool programs help working parents keep their
jobs.
Data retrieved from the Georgia Statewide Afterschool Network (GSAN).
11. Division of Family
and Children Services
Safety Permanency Wellbeing
Community
ProgramsAfterschool Care Program
Well-Being and the Afterschool Care Program
12. The Division supports youth through funded afterschool
programs who are:
• Currently or previously in foster care
• Within low income families
• Within families receiving support services through the
Division (TANF, SNAP, Medicaid)
• Performing poorly in school (low attendance, poor
grades, etc.)
• Pregnant and/or parenting
• Using or have used drugs and/or alcohol
• Homeless
• Disconnected (DJJ/Dually Committed)
Who Do We Serve?
13. Afterschool and Positive Youth Development
The Division’s support of youth within afterschool programs is
foundationally based on the concept of
Positive Youth Development.
Positive Youth Development (PYD) focuses on asset building and
adult support of youth. Within the Positive Youth Development
model, when our youth’s strengths are supported, encouraged and
nurtured, they are more likely to transition into healthy and happy
adults and will be more likely to make positive contributions to
their families, schools, and communities.
Putting Positive Youth Development into Practice – Department of Health and Human Services, Administration for children and families, Administration on
Children, Youth and Families, Family and Youth Services Bureau, February 2007.
15. Youth in Funded
Programs are1:
SAFE
HEALTHY
EDUCATED
EMPLOYABLE
CONNECTED
Graduation from a post secondary institution or employment (livable wage)
Healthy and safe relationships
Community service
Active participation in community
LONG TERM RESULTS FOR YOUTH IN FUNDED AFTERSCHOOL AND SUMMER PROGRAMS
DHS DFCS Afterschool Care Program Framework of Service
Achieve and Maintain Good Grades ∙ Increased High School Graduation
Rate ∙ Increased Engagement in Learning
SHORT TERM RESULTS FOR YOUTH
IN FUNDED AFTERSCHOOL AND
SUMMER PROGRAMS
Provide
Funding to
Afterschool
and Summer
Programs that
serve youth in
low-to-
moderate
communities.
Provide
technical
assistance
to funded
programs
that assist in
program
quality
improvement
and funding
compliance.
Provide
resources
for additional
internal and
external
funding and
professional
development
opportunities
that improve
program
quality.
Created by the DFCS Afterschool Care Program – Updated 7/27/09
Ensure primary
components of
programs
include
academic
enrichment
activities,
health
education,
physical
activity and
teen
employment
opportunities.
1 Format adopted from Voices for Georgia’s Children and Ready by 21™: Karen Pittman, Founder of the Forum for Youth Investment,
www.forumforyouthinvestment.org
16. The Afterschool Care Program is located within the
Georgia Division of Family and Children Services
(DFCS), Well Being Services Section, Community
Programs Unit.
The program provides federal funding to non-profit
organizations and public agencies who serve youth
and families during the out-of-school time.
Afterschool Care Program
17. 17
FFY 2014 FFY 2015
Unduplicated Youth Served: Over 23,100
Average Daily Attendance: 16,600
Based on January 2014
Unduplicated Youth Served: Over 25,000
Average Daily Attendance: 16,300
Based on January 2015
Number of Funded Providers: 41
Community-based – 32
Public Agencies – 9
Number of Funded Providers: 39
Community-based – 30
Public Agencies – 9
Number of Provider Sites: 263
• Community-based – 229
• Public Agencies – 34
Number of Provider Sites: 256
• Community-based – 222
• Public Agencies – 34
Afterschool Care Program
Annually, the Division provides $15.5 M in funding across the state of Georgia to
support afterschool programs.
18. By funding youth development services that are provided during
the out-of-school time (before school, after school, intercession
and summer) the Afterschool Care Program also supports two
Temporary Assistance for Needy Families (TANF) goals:
(a) Reduce the dependency of needy parents by promoting job
preparation, work and marriage; and
(b) Prevent and reduce unplanned pregnancies among single
young adults.
Afterschool Care Program
19. Goals
• Strengthen youth-serving organizations and institutions by providing funding that
increases their capacity to design, implement, and sustain quality youth
development programs and services.
• Provide opportunities for youth to establish positive relationships with their
peers and caring adults during traditional non-school day hours.
• Provide technical assistance to organizations and agencies as they implement
services and activities that support their youth’s overall safety and well-being as
they prepare for and transition into young adulthood.
Afterschool Care Program
20. Funded Programs Provide:
1. Apprenticeship Opportunities (high school youth)
2. Project-based Learning Opportunities (elementary and middle
youth)
3. Well-being and Enrichment Activities (all youth)
Afterschool Care Program
22. • Georgia Statewide Afterschool Network
• Georgia Department of Education
• Georgia Department of Public Health
• Georgia Department of Juvenile Justice Office of Reentry Services
• Georgia Alliance of Boys and Girls Club
• Metropolitan Atlanta YMCA
• Center for the Visually Impaired
• Atlanta Public School System
• Elbert County School System
• Dougherty County Family Literacy Council
• Lincoln County Board of Commissioners
• Beacon of Hope, Inc.
• Center for Pan Asian Community Services
• Carrie Steel-Pitts Home
And many more…..!!!
Partners in Our Work
23. STEAM
Division funded afterschool programs will have an intentional focus on
Science, Technology, Engineering, Arts and Math (STEAM)
as a foundation for all programs and services supported through awarded
funding.
With this emphasis on STEAM, the Division is working to increase youth
participant’s knowledge, abilities and opportunities within 21st century
academic and career fields such as technology, medicine, creative arts and
engineering.
Afterschool and Enhanced Services in 2015-2016
24. Georgia SHAPE
Georgia SHAPE is the Governor’s initiative on childhood obesity
that utilizes a network of partners, agencies and professional
athletic teams who work collectively to offer Georgia’s children an
opportunity to achieve a greater level of overall fitness.
The Division has partnered with the Georgia Department of Public
Health’s GA SHAPE Initiative Power Up for 30. Each funded
program will be implementing the GA SHAPE initiative within their
programs.
Afterschool and Enhanced Services in 2015-2016
26. FFY 2011 Evaluation of DFCS Funded Afterschool Programs
• 96% of youth reported they completed their homework during the after
school time
• 86% of youth reported their study skills test preparation improved
• 81% of youth reported their reading and language arts skills improved
• 78% of youth reported their math skills improved
• 66% of youth reported their science skills improved
• 52% of youth reported their career preparation improved
• 69% of youth report the afterschool program helped them prevent pregnancy,
crime or substance abuse
Evaluation conducted by the DFCS Federal Regulations and Data Unit in 2011
Afterschool and Positive Outcomes
27. Quote: “There are numerous success stories from students who attended the DHS/DFCS College Bound Afterschool
Program. As the Program Director, I worked closely with each student to develop a college and/or career
plan…...The impact the DFCS/DHS grant and afterschool program continues to have on the lives of our youth has
been indelible.”
Participant: Zicuria
Afterschool Participant: 2009 - 2012
High School Valedictorian
College/University Attended: Spelman College
Currently: Teach for America Participant
Career Goal: Education/Lead Teacher
Participant: Keitra
Afterschool Participant: 2008 – 2010
High School Valedictorian
College/University Attended: Emory University
Currently: Johns Hopkins University School of Nursing
Career Goal: Neonatal Pediatric Nurse
Participant: Robin
Afterschool Participant: 2008 – 2010
High School Salutatorian and Gates Millennium Scholar
College/University Attended: Emory University
Currently: American University
Career Goal: International Lawyer
Afterschool and Positive Outcomes – High School
28. Participant: Jhosbin (2nd grade)
Academic Achievement: At the start of the year in 2014, Jhosbin had a 1.4 GPA. However, through his
hard work, he was able to raise it up to a 2.8 in a matter of months.
Participant: Cristian (5th grade)
Academic Achievement: At the start of the year, Cristian was an average 5th grader who did the bare
minimum to pass his classes. His scores for reading and math were between below average and
average. However, over the course of the year, he showed major improvements. By the end of the
year, his scoring levels were well beyond the 5th grade. His success was used to encourage students
to keep up the excellent work by reading and practicing their math over the summer.
Participant: Paw (5th grade)
Grade Promotion: While in the refugee camps before joining the afterschool program, Paw did not
complete 2nd and 3rd grade which led to her struggling with both Math and English at the beginning
of the year. After attending the afterschool program, she now speaks English quite well. Additionally,
her reading and math skill have improved tremendously which led to her passing the 5th grade.
Afterschool and Positive Outcomes – Community Organization
30. To ensure all of Georgia’s afterschool programs are of high quality, the Division
of Family and Children Services, in partnership with the Georgia Department of
Education (GADOE) and Georgia Department of Public Health (DPH), have
created the Georgia Afterschool & Youth Development (ASYD) Quality
Standards.
The ASYD Quality Standards:
• Are evidence-based and research-driven.
• Framed as a self-assessment and a tool for continuous improvement
• Represent 9 categories (Quality Elements) that provide guidelines for high
quality programming.
Increasing Afterschool Quality in Georgia
Georgia’s Afterschool & Youth Development Quality Standards are grounded in the widely held and well-
established understanding that children, youth, and families benefit when programs increase their
capacity to realize their mission by providing high quality programming.
31. 1. Connect more youth in foster care to out-of-school time programs.
2. Continue our partnership with the Georgia Department of Juvenile
Justice (DJJ) Office of Reentry Services to expand positive connections
and support for dually committed youth (DJJ and foster care
identification) and those youth transitioning back into society.
3. Ensure all Division funded programs are using the Afterschool and
Youth Development Quality Standards as a tool to ensure quality
programs are consistently provided to all youth.
4. Conduct another evaluation of funded DFCS afterschool programs.
Considerations and Intentions for the Future