Michelle Connavino serves as the Operations and Outreach Specialist for PRE4CLE, a plan to ensure all 3- and 4-year-old children in the city of Cleveland have access to high-quality preschool, where she coordinates the organization’s communication plan and supports its advocacy efforts. Previously, Michelle was the Liaison for the Center for Educational Leadership at Cleveland State University, managing program and assessment design and implementation for a number of school leadership licensure and professional development programs. Michelle is also a former middle school teacher in the Cleveland Metropolitan and North Olmsted City School Districts, and has teaching experience in rural and international settings.
As Executive Director of the Early Childhood Data Collaborative, Carlise King is responsible for leading a national survey of states’ early care and education data systems and providing research, policy analysis and technical assistance across Child Trends’ early childhood development projects to support the development, implementation, and use of early childhood data systems. Prior to working at Child Trends, Carlise served as the Research Director for the California Child Care Resource & Referral Network. She has over 12 years of experience conducting research on early childhood issues and examining the impact of state and federal policies on parents’ access to child care services, licensed child care supply, child care costs, and the child care workforce.
As Program Director for the William Penn Foundation’s Great Learning team, Elliot’s work focuses on improving educational opportunities and outcomes for students in Philadelphia. He works with a team that supports efforts to improve teaching and learning from early childhood through high school. Prior to joining the Foundation in 2013, Elliot was an Associate Commissioner at the U.S. Department of Education, and he spent more than a decade as a researcher and faculty member at the University of Pennsylvania's Graduate School of Education.
When technology hits the sidewalk empowering community residents through 21s...Isaac Castillo
The conversation around 21st century data collection methods continues to evolve, but little work has been done to employ these methods to empower community stakeholders as part of the data collection process. This session will detail how DCPNI conducted a representative community survey using innovative data collection methods within an inclusive evaluation framework by employing community members as agents of community data collection. We will address the challenges faced in implementing a survey of significant scope, including time constraints, unknown literacy levels of survey participants, and inconsistent access to the internet, and detail how these challenges were overcome. The session will include a step-by-step demonstration of DCPNI's use of Key Survey Software to administer surveys on tablet devices with offline capability. We will discuss the strengths and weaknesses of our approach compared to alternatives and outline how the collected data will be utilized to benefit the community going forward.
This document outlines plans for a multi-phase pilot program to improve transitions from preschool to kindergarten in North Carolina. Phase I involved piloting transition processes in 4 counties. Phase II expanded the pilot to 16 additional counties. Phase III shifts the focus to the entire pre-K year and provides more coaching. The document discusses lessons learned, next steps, alignment with state initiatives, and planning for scaling up the pilot program statewide by 2025.
This document summarizes a regional meeting on digital teaching and learning. It discusses the evolving role of digital teaching to provide more support services. It also outlines North Carolina's digital learning landscape, including the digital learning plan, credentials for educators, and the Speak Up NC survey. Timelines are provided for developing digital learning competencies and rolling them out to all educators by 2017-2018. The document promotes open discussion on communication strategies and burning issues in the field.
Austin J. Mckain is an anticipated Bachelor of Science graduate from Austin Peay State University with a 4.0 GPA and concentrations in Communications and Public Relations. He has extensive experience in marketing, event planning, and fundraising through numerous leadership roles in campus organizations. These include serving as Vice President of Marketing and Communications for the Interfraternity Council, Director of the Miss Austin Peay Scholarship Pageant, and Director of Special Events for GovThon, where he helped raise over $15,000 for charity. Mckain also has skills in graphic design, social media management, and public speaking from his work with the National Forensics League.
This document summarizes Alaska's experience implementing a statewide developmental screening system using the Ages & Stages Questionnaire (ASQ). It describes how Alaska defined universal screening as a goal, took initial steps like piloting online ASQ, learned through experience, expanded partnerships and access, overcame challenges, and now enjoys the benefits of increased developmental screening across the state. Key aspects included establishing an online ASQ "enterprise," adding programs and family access, addressing barriers, and strengthening early childhood partnerships to support developmental screening for all young children in Alaska.
As Executive Director of the Early Childhood Data Collaborative, Carlise King is responsible for leading a national survey of states’ early care and education data systems and providing research, policy analysis and technical assistance across Child Trends’ early childhood development projects to support the development, implementation, and use of early childhood data systems. Prior to working at Child Trends, Carlise served as the Research Director for the California Child Care Resource & Referral Network. She has over 12 years of experience conducting research on early childhood issues and examining the impact of state and federal policies on parents’ access to child care services, licensed child care supply, child care costs, and the child care workforce.
As Program Director for the William Penn Foundation’s Great Learning team, Elliot’s work focuses on improving educational opportunities and outcomes for students in Philadelphia. He works with a team that supports efforts to improve teaching and learning from early childhood through high school. Prior to joining the Foundation in 2013, Elliot was an Associate Commissioner at the U.S. Department of Education, and he spent more than a decade as a researcher and faculty member at the University of Pennsylvania's Graduate School of Education.
When technology hits the sidewalk empowering community residents through 21s...Isaac Castillo
The conversation around 21st century data collection methods continues to evolve, but little work has been done to employ these methods to empower community stakeholders as part of the data collection process. This session will detail how DCPNI conducted a representative community survey using innovative data collection methods within an inclusive evaluation framework by employing community members as agents of community data collection. We will address the challenges faced in implementing a survey of significant scope, including time constraints, unknown literacy levels of survey participants, and inconsistent access to the internet, and detail how these challenges were overcome. The session will include a step-by-step demonstration of DCPNI's use of Key Survey Software to administer surveys on tablet devices with offline capability. We will discuss the strengths and weaknesses of our approach compared to alternatives and outline how the collected data will be utilized to benefit the community going forward.
This document outlines plans for a multi-phase pilot program to improve transitions from preschool to kindergarten in North Carolina. Phase I involved piloting transition processes in 4 counties. Phase II expanded the pilot to 16 additional counties. Phase III shifts the focus to the entire pre-K year and provides more coaching. The document discusses lessons learned, next steps, alignment with state initiatives, and planning for scaling up the pilot program statewide by 2025.
This document summarizes a regional meeting on digital teaching and learning. It discusses the evolving role of digital teaching to provide more support services. It also outlines North Carolina's digital learning landscape, including the digital learning plan, credentials for educators, and the Speak Up NC survey. Timelines are provided for developing digital learning competencies and rolling them out to all educators by 2017-2018. The document promotes open discussion on communication strategies and burning issues in the field.
Austin J. Mckain is an anticipated Bachelor of Science graduate from Austin Peay State University with a 4.0 GPA and concentrations in Communications and Public Relations. He has extensive experience in marketing, event planning, and fundraising through numerous leadership roles in campus organizations. These include serving as Vice President of Marketing and Communications for the Interfraternity Council, Director of the Miss Austin Peay Scholarship Pageant, and Director of Special Events for GovThon, where he helped raise over $15,000 for charity. Mckain also has skills in graphic design, social media management, and public speaking from his work with the National Forensics League.
This document summarizes Alaska's experience implementing a statewide developmental screening system using the Ages & Stages Questionnaire (ASQ). It describes how Alaska defined universal screening as a goal, took initial steps like piloting online ASQ, learned through experience, expanded partnerships and access, overcame challenges, and now enjoys the benefits of increased developmental screening across the state. Key aspects included establishing an online ASQ "enterprise," adding programs and family access, addressing barriers, and strengthening early childhood partnerships to support developmental screening for all young children in Alaska.
Naviance Update Minnesota User Group - Minnesota User Group on 4 7-15Naviance
The document discusses updates to the Naviance college and career readiness platform from Hobsons, including new school districts adopting Naviance, enhancements to features like the individual learning plan alignment and curriculum, and an overview of the annual Naviance Summer Institute user conference.
How does a community evolve its culture toward stronger education system support and align a rural community with state and local leaders, businesses and students with the goal of workforce and college readiness,springboarding a lasting economic impact? In Maury County, Tenn., this effort was brokered through a partnership between the Maury County Chamber and Economic Alliance, Maury County Schools and Mary Beth West Communications, LLC, resulting in the award-winning #GrowMaury campaign.
The document summarizes a regional meeting on digital teaching and learning. It discusses the evolving role of digital teaching and learning to provide more support and professional development. It also highlights initiatives like the NC Digital Learning Plan, digital learning competencies for educators, and the Speak Up NC survey. Educators are encouraged to provide feedback on draft digital learning credentials being developed to formalize competencies for all teachers.
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
Fairfax County Attendance Task Force UpdateFairfax County
The document summarizes an update from the Fairfax County Attendance Task Force. It discusses the formation of the task force following a community summit on school attendance issues. The task force is taking a multi-pronged, tiered approach, informed by best practices, to develop a comprehensive attendance improvement plan. This involves establishing consistent policies, early intervention programs, support services, and raising public awareness. The task force has formed committees to address policy, resources, and interventions. It aims to complete a draft plan by May and gather further community input.
Engaging Families & Community Residents in Data-Driven WorkIsaac Castillo
This document discusses how the DC Promise Neighborhood Initiative (DCPNI) engaged families and community residents in their data-driven work. It describes how DCPNI administered a neighborhood survey, with input from residents on important topics. Residents then helped with data collection by participating on survey teams. DCPNI shared findings with the community through publications and meetings. Residents helped present and explain the data. DCPNI used findings on issues like food insecurity and absenteeism to create programs like food markets and an attendance initiative. The goal was to make data accessible and use community feedback to address priority concerns.
This document summarizes regional meetings on digital teaching and learning held in North Carolina from October to November 2014. It discusses the evolving role of digital teaching and learning to include support, professional development, and advocacy. It also outlines the state's digital learning plan and credentials being developed in response to new legislation. Educators are encouraged to provide feedback on draft digital learning competencies and participate in the Speak Up survey to help guide the state's strategic planning around educational technology.
The document discusses strategies and goals for improving education outcomes across nine communities in South King County and South Seattle. The goal is to double the number of students graduating from college or earning a career credential by 2020. Key strategies include collecting and reporting data on progress, engaging the community, and aligning funder investments to support evidence-based programs from early childhood through post-secondary education. A number of programs and initiatives are highlighted that aim to help students succeed at each stage of the educational continuum.
Spokane Regional Health District uses Providence Health Services grant funding to increase access to early intervention services. The Ask Now. Babies and Kids Can't Wait campaign utilizes mass media strategies to empower parents to do developmental screening at home, share tools with pediatricians and also do online Ages and Stages Questionnaire through WithinReach/ParentHelp123
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
Transforming perceptions of nursing and midwifery: slide deck from the ambass...Helen Bevan
This document outlines the agenda and activities for a hackathon event focused on improving perceptions of nursing and midwifery careers. The event brings together teams to brainstorm campaigns around "building blocks" like leadership, innovation, and joy at work. Teams design campaigns that are actionable, connected, and extensible. They then pitch their ideas to a panel. The goal is to generate implementable solutions to counter "enemies" of positive perceptions like stereotyping, burnout, and lack of innovation.
A Collaborative Approach: Integrating Naviance at Middle School and High SchoolNaviance
This document outlines a collaborative approach between a middle school and high school to integrate the Naviance program at both institutions to develop a college and career readiness culture. It discusses setting CCR as a priority, using Naviance to facilitate collaboration, and the importance of student engagement in rigorous academics. It provides timelines and implementation plans for rolling out Naviance at each grade level. The goal is to better prepare students for post-secondary education and careers through career exploration, academic planning, and developing key cognitive and non-cognitive skills throughout their K-12 education.
A Neighborhood Survey in the Nation’s Capital: Balancing Rigor, Resources, a...Isaac Castillo
Joint presentation by the DC Promise Neighborhood Initiative (DCPNI) and Urban Institute staff at the Eastern Evaluation Research Society's Annual Conference in 2014. Presentation focuses on DCPNI's neighborhood survey - a community wide data collection project. The slides offer tips and suggestions on how to make the process as smooth as possible without compromising data collection rigor.
This document outlines the objectives and progress of North Carolina's multi-phase pilot program to improve transitions from preschool to kindergarten. Phase I involved 6 classrooms piloting a Child Development Information Form. Phase II expanded to 16 counties and additional components like family engagement forms. Phase III will focus on coaching and developing transition plans throughout the pre-K year. The goal is to scale this work up to include all 4-year-old classrooms statewide by 2025. Key learnings so far indicate a need for more social-emotional information sharing, family engagement, and teacher collaboration opportunities.
How Mississippi is Using the ICP to Improve the Quality of Inclusive PracticesBrookes Publishing
See how one technical assistance program is improving the quality of the state's childcare centers and preschools using the Inclusive Classroom Profile.
This document discusses how to collect data on student goals and individual students using Naviance. It recommends defining data points for goals and individual student data, creating surveys with questions focusing on the goal and student's answer, getting responses, and using the data to improve programs and help students. Specific examples are provided of how two school districts implemented goal setting and data collection in Naviance.
Presentation from York conference about sustaining work with fathers.
This presentation summarises findings from fathers project in Blackburn with Darwen
Percival Madubeko's CV summarizes his professional experience working in community development in Zambia over the past 20 years. He has worked for organizations like World Vision Zambia, Family Health Trust, and Cooperative League of the United States of America in roles focused on community mobilization, education, health programs, and data management. Currently he works as a Child Wellbeing Tracking Officer for World Vision Zambia, maintaining their sponsorship database and ensuring the wellbeing of registered children.
Using Naviance for Student Success Plans in Grades 6-12Naviance
The document discusses the implementation of student success plans using Naviance in grades 6-12. It presents a model for developing student success plans through Naviance that highlights critical components. The district chose Naviance as the platform to house, deploy, and manage student success plans because it allows for electronic data gathering and organizing expectations. School counselors are beginning to lay the foundation for electronic portfolios in Naviance and have already implemented some core components like assessments, goal setting, and capstone projects. Training has been provided to counselors on using Naviance to support the implementation of student success plans.
Sparking transformation in HBCU Communities; Opportunity Zone and data analysisPolicyMap
Opportunity Zones will soon help spark the transformation of HBCU neighborhoods around the country. The Renaissance HBCU Opportunity Fund is a partnership between the HBCU Community Development Action Coalition and community economic development advisory firm Renaissance Equity Partners, with Calvert Impact Capital providing professional advice. The fund is raising $50 million fund to support mixed-use developments around HBCU campuses in Opportunity Zones. The Kresge and Rockefeller Foundations will be providing additional support.
Wells Fargo Regional Foundation webinar with Bruze KatzPolicyMap
The Tax Cuts and Jobs Act of 2017 provides tax incentives for private investments in low-income areas designated as Opportunity Zones to spur economic development. The Opportunity Zones provision aims to attract hundreds of billions in private capital investments, which could make it one of the largest economic development initiatives in U.S. history. Wells Fargo will provide technical assistance, thought leadership, project financing support, and convene stakeholders to scale investment prospects in Opportunity Zones.
Naviance Update Minnesota User Group - Minnesota User Group on 4 7-15Naviance
The document discusses updates to the Naviance college and career readiness platform from Hobsons, including new school districts adopting Naviance, enhancements to features like the individual learning plan alignment and curriculum, and an overview of the annual Naviance Summer Institute user conference.
How does a community evolve its culture toward stronger education system support and align a rural community with state and local leaders, businesses and students with the goal of workforce and college readiness,springboarding a lasting economic impact? In Maury County, Tenn., this effort was brokered through a partnership between the Maury County Chamber and Economic Alliance, Maury County Schools and Mary Beth West Communications, LLC, resulting in the award-winning #GrowMaury campaign.
The document summarizes a regional meeting on digital teaching and learning. It discusses the evolving role of digital teaching and learning to provide more support and professional development. It also highlights initiatives like the NC Digital Learning Plan, digital learning competencies for educators, and the Speak Up NC survey. Educators are encouraged to provide feedback on draft digital learning credentials being developed to formalize competencies for all teachers.
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
Fairfax County Attendance Task Force UpdateFairfax County
The document summarizes an update from the Fairfax County Attendance Task Force. It discusses the formation of the task force following a community summit on school attendance issues. The task force is taking a multi-pronged, tiered approach, informed by best practices, to develop a comprehensive attendance improvement plan. This involves establishing consistent policies, early intervention programs, support services, and raising public awareness. The task force has formed committees to address policy, resources, and interventions. It aims to complete a draft plan by May and gather further community input.
Engaging Families & Community Residents in Data-Driven WorkIsaac Castillo
This document discusses how the DC Promise Neighborhood Initiative (DCPNI) engaged families and community residents in their data-driven work. It describes how DCPNI administered a neighborhood survey, with input from residents on important topics. Residents then helped with data collection by participating on survey teams. DCPNI shared findings with the community through publications and meetings. Residents helped present and explain the data. DCPNI used findings on issues like food insecurity and absenteeism to create programs like food markets and an attendance initiative. The goal was to make data accessible and use community feedback to address priority concerns.
This document summarizes regional meetings on digital teaching and learning held in North Carolina from October to November 2014. It discusses the evolving role of digital teaching and learning to include support, professional development, and advocacy. It also outlines the state's digital learning plan and credentials being developed in response to new legislation. Educators are encouraged to provide feedback on draft digital learning competencies and participate in the Speak Up survey to help guide the state's strategic planning around educational technology.
The document discusses strategies and goals for improving education outcomes across nine communities in South King County and South Seattle. The goal is to double the number of students graduating from college or earning a career credential by 2020. Key strategies include collecting and reporting data on progress, engaging the community, and aligning funder investments to support evidence-based programs from early childhood through post-secondary education. A number of programs and initiatives are highlighted that aim to help students succeed at each stage of the educational continuum.
Spokane Regional Health District uses Providence Health Services grant funding to increase access to early intervention services. The Ask Now. Babies and Kids Can't Wait campaign utilizes mass media strategies to empower parents to do developmental screening at home, share tools with pediatricians and also do online Ages and Stages Questionnaire through WithinReach/ParentHelp123
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
Transforming perceptions of nursing and midwifery: slide deck from the ambass...Helen Bevan
This document outlines the agenda and activities for a hackathon event focused on improving perceptions of nursing and midwifery careers. The event brings together teams to brainstorm campaigns around "building blocks" like leadership, innovation, and joy at work. Teams design campaigns that are actionable, connected, and extensible. They then pitch their ideas to a panel. The goal is to generate implementable solutions to counter "enemies" of positive perceptions like stereotyping, burnout, and lack of innovation.
A Collaborative Approach: Integrating Naviance at Middle School and High SchoolNaviance
This document outlines a collaborative approach between a middle school and high school to integrate the Naviance program at both institutions to develop a college and career readiness culture. It discusses setting CCR as a priority, using Naviance to facilitate collaboration, and the importance of student engagement in rigorous academics. It provides timelines and implementation plans for rolling out Naviance at each grade level. The goal is to better prepare students for post-secondary education and careers through career exploration, academic planning, and developing key cognitive and non-cognitive skills throughout their K-12 education.
A Neighborhood Survey in the Nation’s Capital: Balancing Rigor, Resources, a...Isaac Castillo
Joint presentation by the DC Promise Neighborhood Initiative (DCPNI) and Urban Institute staff at the Eastern Evaluation Research Society's Annual Conference in 2014. Presentation focuses on DCPNI's neighborhood survey - a community wide data collection project. The slides offer tips and suggestions on how to make the process as smooth as possible without compromising data collection rigor.
This document outlines the objectives and progress of North Carolina's multi-phase pilot program to improve transitions from preschool to kindergarten. Phase I involved 6 classrooms piloting a Child Development Information Form. Phase II expanded to 16 counties and additional components like family engagement forms. Phase III will focus on coaching and developing transition plans throughout the pre-K year. The goal is to scale this work up to include all 4-year-old classrooms statewide by 2025. Key learnings so far indicate a need for more social-emotional information sharing, family engagement, and teacher collaboration opportunities.
How Mississippi is Using the ICP to Improve the Quality of Inclusive PracticesBrookes Publishing
See how one technical assistance program is improving the quality of the state's childcare centers and preschools using the Inclusive Classroom Profile.
This document discusses how to collect data on student goals and individual students using Naviance. It recommends defining data points for goals and individual student data, creating surveys with questions focusing on the goal and student's answer, getting responses, and using the data to improve programs and help students. Specific examples are provided of how two school districts implemented goal setting and data collection in Naviance.
Presentation from York conference about sustaining work with fathers.
This presentation summarises findings from fathers project in Blackburn with Darwen
Percival Madubeko's CV summarizes his professional experience working in community development in Zambia over the past 20 years. He has worked for organizations like World Vision Zambia, Family Health Trust, and Cooperative League of the United States of America in roles focused on community mobilization, education, health programs, and data management. Currently he works as a Child Wellbeing Tracking Officer for World Vision Zambia, maintaining their sponsorship database and ensuring the wellbeing of registered children.
Using Naviance for Student Success Plans in Grades 6-12Naviance
The document discusses the implementation of student success plans using Naviance in grades 6-12. It presents a model for developing student success plans through Naviance that highlights critical components. The district chose Naviance as the platform to house, deploy, and manage student success plans because it allows for electronic data gathering and organizing expectations. School counselors are beginning to lay the foundation for electronic portfolios in Naviance and have already implemented some core components like assessments, goal setting, and capstone projects. Training has been provided to counselors on using Naviance to support the implementation of student success plans.
Sparking transformation in HBCU Communities; Opportunity Zone and data analysisPolicyMap
Opportunity Zones will soon help spark the transformation of HBCU neighborhoods around the country. The Renaissance HBCU Opportunity Fund is a partnership between the HBCU Community Development Action Coalition and community economic development advisory firm Renaissance Equity Partners, with Calvert Impact Capital providing professional advice. The fund is raising $50 million fund to support mixed-use developments around HBCU campuses in Opportunity Zones. The Kresge and Rockefeller Foundations will be providing additional support.
Wells Fargo Regional Foundation webinar with Bruze KatzPolicyMap
The Tax Cuts and Jobs Act of 2017 provides tax incentives for private investments in low-income areas designated as Opportunity Zones to spur economic development. The Opportunity Zones provision aims to attract hundreds of billions in private capital investments, which could make it one of the largest economic development initiatives in U.S. history. Wells Fargo will provide technical assistance, thought leadership, project financing support, and convene stakeholders to scale investment prospects in Opportunity Zones.
Mapchats - Of the people, for the people using data tools for good government...PolicyMap
Raquel Favela is the Director of Strategic Planning and Policy Solutions at NDC. Raquel has been a community developer since 1994. In 2007, Raquel delivered San Antonio its first Strategic Community Development Plan informed by a data framework known as a Market Value Analysis. Her next role was with National Development Council, advising clients all over the country on financing structures for challenging redevelopment projects. In 2017, Raquel served the City of Dallas as Chief of Economic Development and Neighborhood Services. Among many of her accomplishments, she delivered the City’s first comprehensive housing policy, addressed longstanding local and federal audit findings, and led the city’s major corporate recruitment efforts including the highly competitive Amazon HQ2.
Mapchats - Of the people, for the people using data tools for good government...PolicyMap
Bryce Maretzki was appointed in 2013 to be Director of Policy and Planning for the Pennsylvania Housing Finance Agency, where he leads all of the agency’s long-range planning and directs a number of policy initiatives. He also supervises the implementation of the Office of Financial Education that was transferred to PHFA from the Department of Banking. Before working at PHFA, Bryce was with the Pennsylvania Department of Community and Economic Development as Deputy Secretary for Administration and Director of Legislative Affairs after starting in 2004 as Directory of Policy. He created a complete revision of the “silos” attached to economic and community development, to create a coordinated, comprehensive approach to rebuild and revitalize Pennsylvania communities.
Mapchats - Of the people, for the people using data tools for good government...PolicyMap
Steve Barlow is president of Neighborhood Preservation, Inc. and a staff attorney for the City of Memphis. Steve has been involved in community organizing, legislative advocacy, and community development efforts in Memphis since 1995, and has led efforts for the past 8 years to use civil litigation in the Shelby County Environmental Court to enforce blight reduction and hold negligent property owners accountable. He founded Neighborhood Preservation, Inc. in 2011 to help remove the systemic barriers to revitalizing Memphis neighborhoods. Its flagship program is the Blight Elimination Steering Team, a cross-agency collaboration where more than 30 organizations from the public, private, and non-profit sectors meet monthly to collaborate on responding to vacancy and abandoned property. The Blight Elimination Steering Team created the Memphis Property Hub in 2015 as a community data portal for neighborhood and community leaders to become equipped with the data they need to preserve and revitalize their neighborhoods
Health equity through data and mapping on PolicyMapPolicyMap
Where do vulnerable populations live? Where are there inequalities in health outcomes? Data and mapping can be an extraordinary resource when trying to understand questions on health disparities. Join PolicyMap for a webinar examining the role of mapping in taking a data-driven approach towards achieving health equity.
Identify vulnerable populations with PolicyMapPolicyMap
PolicyMap contains loads of up-to-date data that may be used to map at-risk populations, as well as improve the delivery of service, evaluate existing programs, and support grant applications. In these slides, we look at how the CDC’s new Social Vulnerability Index adds another resource to track vital information about communities in need.
Treating the whole community - Amy Carroll-Scott, Ph.D. MPH (20181212)PolicyMap
Health care providers and government agencies can benefit from knowing more about the communities they serve. They can address issues unique to low-income patients and other groups with specific needs, improving outcomes and lowering medical costs. Using a data-driven approach to public health, they can successfully implement targeted health interventions, while lowering costs.
We hear from two practitioners and researchers who will talk about ways that they’re using community level data to improve public health: Sarah Dixon from the Iowa Primary Care Association and Amy Carroll-Scott from Drexel University’s Dornsife School of Public Health.
Treating the whole community - Sarah Dixon, MPA (20181212)PolicyMap
Health care providers and government agencies can benefit from knowing more about the communities they serve. They can address issues unique to low-income patients and other groups with specific needs, improving outcomes and lowering medical costs. Using a data-driven approach to public health, they can successfully implement targeted health interventions, while lowering costs.
We hear from two practitioners and researchers who will talk about ways that they’re using community level data to improve public health: Sarah Dixon from the Iowa Primary Care Association and Amy Carroll-Scott from Drexel University’s Dornsife School of Public Health.
Meeting the Needs of Housing Finance Agencies Using Data and MapsPolicyMap
More and more, state housing finance agencies are using data to see where geographically the greatest areas of need are, what types of populations are in those places, and to guide planning, research and evaluation efforts. It’s surprisingly easy for HFAs to use readily available data to improve their work. During this webinar, presenters from Illinois Housing Development Authority, Connecticut Housing Finance Authority, and North Carolina Housing Finance Agency will describe the exciting work they’re doing with data and mapping.
This document discusses using data to understand and improve community health. It outlines how analyzing social determinants of health like income, education, housing, and access to food and healthcare at the zip code level can help identify health disparities. The document provides examples of data that can be mapped, like rates of poverty, income inequality, affordable housing, educational attainment, reading proficiency, food access, life expectancy, rates of uninsured individuals, opioid prescription rates, and medically underserved areas. The goal is to understand how community and social factors shape health outcomes and identify vulnerable populations.
Geography determines success. PolicyMap helps educators and community leaders to identify social disparities more efficiently and work toward solving problems. Join us for a free webinar on Thursday, October 18th to see how our tool allows neighborhood-level visualization of social challenges. Indicators covered will include poverty, access to housing, education, healthy food, healthcare and our new Social Needs Index.
Opportunity Zones are a new tax incentive program that has the potential to attract tens of billions of dollars in private capital to struggling urban and rural areas. We’ll be talking to Jeremy Nowak, a prominent figure in urban policy and impact investment, and recent co-author of “The New Localism: How Cities Thrive in the Age of Populism.” We’ll be talking about what impact the program is likely to have, and what strategies might be used to maximize its effect.
PolicyMap in the Classroom (2017) - Dr Anne HewittPolicyMap
Dr. Anne Hewitt will talk about the Vulnerable Populations PolicyMap Project that she incorporated into her Community and Population Health Management course
Michael Schramm is the Director of Information Technology and Research at Cuyahoga County Land Revitalization Corp. He is recognized as a national expert in property data systems. Mr. Schramm developed the land bank property tracking systems called the Property Profile System at the Cuyahoga Lank Bank.
Robert Linn is a Senior GIS/Data Manager at Detroit Land Bank Authority. He manages an inventory of 80,000 parcels while overseeing the development of land use policy and the use of data streams to create more granular and proactive responses to the city’s vacant properties.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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8. Advancing
Early
Childhood
Education
through Data
and Mapping
#mapchats
policymap.com/mapchats-
webinars
#mapchats
• Includes all children born in Cuyahoga County since 1992
• Draws on routinely available administrative data
• Brings together data at the individual child level for
longitudinal analyses
• Started with focus on young children, recently adding older
youth, transition to adulthood, and linked parent records
• 500,000 children and counting
• Managed by Case Western Reserve University
• Privacy measures in place
ChildHood Integrated Longitudinal Data
(CHILD) System
Michelle Connavino
PRE4CLE is a plan to ensure all 3- and 4-year-old children in Cleveland have access to high-quality preschool.
Launched in 2014
Part of The Cleveland Plan for Transforming Schools
Cleveland Plan: Cleveland’s School reform plan that articulated preschool expansion as a goal, but did not provide specific strategies around the goal, which led to the creation of PRE4CLE
Public-Private partnership
Partnership: Created by over 60 individuals who represented early learning, K-12, government, philanthropic, nonprofit, and the private sector as well as parents and educators and led by the Early Childhood Compact made up of 40 partners and chaired by Eric Gordon (CEO of Cleveland Schools) and Marcia Egbert (Gund Foundation). Providers include high-quality district schools, Head Start, private and family childcare homes.
For Families
PRE4CLE is raising awareness about the critical importance of high-quality preschool, and connecting families with the tools and resources to find the right preschool for their child.
For Preschool Providers
PRE4CLE provides resources to expand their capacity to serve more children and connects them to PRE4CLE partners that provide professional development and technical assistance to strengthen the quality of preschool programs.
For the Community
PRE4CLE leads a collaboration with cross-sector partners to coordinate available resources, advocate for additional funding, and create new opportunities for Cleveland’s preschool children.
When we started:
50% of children kindergarten ready
23% of Cleveland’s children in high-quality preschool
23%=2,857
20% of high-quality slots were unfilled
Unequal distribution in Cleveland neighborhoods
PRE4CLE’s work is very data driven: we have child- and system-level benchmarks built into our Plan that guide our work.
Child-Level: Significant Developmental Gains & 2/3 scoring above county mean (baseline 32%)
System-Level: 2000 additional children & Target Underserved Neighborhoods
We’re very lucky in Cleveland to have a rich dataset called the CHILD System that allows us to dig into the kinds of questions that Carlise posed in her presentation.
Includes all children born in Cuyahoga County since 1992
Cuyahoga County=County where Cleveland is
Draws on routinely available administrative data to monitor program delivery and outcomes
Brings together data at the individual child level for longitudinal analyses
Started with focus on young children, recently adding older youth, transition to adulthood and linked parent records
500,000 children and counting
Managed by Center on Urban Poverty & Community Development in the Mandel School of Applied Social Sciences at Case Western Reserve University
Privacy: A key feature of CHILD is the data security measures maintained as part of the system. Privacy is protected through various tactics to avoid identification of individuals. Analyses focus on cohorts of children and any reports contain only aggregate data. Under Case’s IRB rules, no individual-level data are ever released out of CHILD. Data provider agencies are asked to consent before their data are used in new studies.
Most children touch systems at a variety of points – birth, childcare, possibly child protective services, home visits, well-child medical appointments, pre-kindergarten, after school and school. The CHILD system tries to bring together data on the experiences of children and families from these interactions.
The CHILD system is not perfect but it contains a considerable amount of data. Since some points of connection are when there are negative occurrences (juvenile justice, abuse, etc.) the records do not capture the positive experiences and situations as much as the negative.
Data partner agencies extract various types of individual records from their systems in formats that are convenient for them. Some records are received monthly, some quarterly, and some annually, though the ideal would be to have records submitted at least quarterly.
The digital records are transmitted to the Center where they go through a cleaning and linking process. They are assigned a unique identifier by the CHILD system, and this serves as the connection to each child’s record across data sources. The “backbone” of the system links children’s IDs across multiple systems- CHILD registry.
The end result is a longitudinal data system in which children are observed over time as they are served by one of the 20 plus administrative systems that contribute data to the CHILD system. This begins to allow a ‘cradle to career’ perspective on children in our county, though data are not equally deep across the time span.
A snapshot of the data we are using right now.
One type of data that is captured in CHILD is Assessment and kindergarten readiness data
PRE4CLE uses The Bracken School Readiness Assessment, which is designed specifically to assess a child’s readiness for school by evaluating his or her understanding of 88 items that are organized into five areas related to basic concept formation and academic success. Children receive subscale scores on each category as well as a composite score based on overall performance that is norm-referenced and age-adjusted for each child.
It is administered twice a year so that we can look at change over the year in addition to kindergarten readiness.
Because of CHILD we are able to look at Bracken data subgroups by gender, race, blood lead levels and others.
After Year 1, 80% of children in PRE4CLE classrooms are on track for kindergarten readiness
Given our core goal of preschool expansion, we also track enrollment data.
These data come from individual preschool providers and include
Total number of seats
Number of children enrolled
Attendance for some sites, which allows us to get a “dose” variable
Utilization rate
Full/Part day seats
Anticipated changes due to funding or other system changes
Neighborhood data, which I’ll discuss next
After Year 1:
The number of high-quality preschool seats expanded by 1,215
Enrollment in high-quality preschool increased by 10%
One of our benchmarks is to target underserved neighborhoods, so we have to track data at a neighborhood level. This map shows the percent of high-quality slots by neighborhood and has high-quality preschool provider sites layered on top and listed by provider type.
Maps like this allow us to:
Facilitate conversations about expansion decisions
Target resources for expansion to neighborhoods most in need through classroom start-up grants, which we award to existing high-quality providers in high-need neighborhoods that have the space to expand, but need resources to do so
It also allows us to think about and identify barriers to expansion, such as lack of building stock, and create strategies to address them
This map shows the percent of preschool aged children enrolled in high quality preschool by neighborhood.
Maps like this allow us to:
Identify barriers to enrollment, such as transportation, and create strategies to address them
Other features of these maps include:
Ability to zoom in on a particular neighborhood and map resources
Can also map data across neighborhood with CHILD data— for example Case has looked at blood lead level by neighborhood, or we can overlay data, for example, to see if there is a correlation between BLL and kdg. Readiness by neighborhood.
Given the longitudinal nature, we can compare data across time to see changes.
One thing to note is that because these maps show percentages, it doesn’t give a sense of size (Tremont has few kids and a high number of HQ sites vs. Central, which has a lot of kids and a high number of sites, but not enough to meet the demand; Edgewater or Hopkins where there aren’t any kids)
I mentioned in the previous slide, examining barriers to preschool. Right now, we’re looking at how transportation might be a barrier to preschool by examining where kids live (indicated by the heat mapping), in this map shown for the whole city. This map also has a public transit overlay. And we’re going to zoom in on the Glenville neighborhood located here:
And in this map just for the Glenville neighborhood). Layered on top of that is where high-quality sites are located (indicated by the yellow stars) , and how public transportation fits into that picture (indicated by the dark blue lines with the stops in light blue and our rapid transit line in pink)
The main questions we hope to answer with this research are:
How far are children traveling to get to preschool?
What are the transportation options for children in each neighborhood to reach high-quality preschool, including how close are high-quality preschools by driving, public transportation, and walking options?
Given these data, what are possible solutions to improve transportation to high-quality preschool in Cleveland overall, and by neighborhood?
Other things we’re looking at include:
How many kids are going to school within their own neighborhood?
How many kids are leaving their neighborhood to attend preschool?
Are preschools located near where kids are living?
Are there physical or perceived barriers that keep children from attending preschool?
What role does quality play in the choices families are making about where to send their children to preschool?
This mapping doesn’t capture the whole story about transportation, so we’re also using surveys to unpack this issue more (i.e. driving to school-what does that mean (own the car, unreliable car, share a car, gas money, etc.)
Mention communication data (if time permits)
Thanks
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