The document provides an overview and guidance for Community Advisory Boards (CABs) in Tennessee. It outlines the purpose and structure of CABs, which are independent entities that work to harness community resources to support the Department of Children's Services' mission. The toolkit's goals are to strengthen communication between DCS and communities, foster partnerships, and develop community resources for families. It provides templates and guidance for CAB operations, including mission statements, bylaws, meetings, and effectiveness reporting. The training covers using the toolkit to optimize CAB involvement and shares tips for its implementation.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Strenthening community networks in South AfricaCathy C
The United Kingdom’s Department for International Development (DFID), through its Digital Access Programme, provided support in 2018 for people in South Africa involved in community networks to attend the Third Summit on Community Networks in Africa, co-organised by the Association for Progressive Communications (APC) and the Internet Society.
In 2018, the summit was hosted by APC-member Zenzeleni Networks Non-Profit Company (NPC) and took place in Wild Lubanzi, South Africa. In total, 18 individuals were sponsored to participate in the summit thanks to DFID's support.
What follows is part of our effort to capture the activities, results and lessons learned from the Pilot Mentoring project. This pilot project was instrumental in designing the multi-year, multi-country project to enable community networks in Brazil, Indonesia, Kenya, Nigeria and South Africa, which APC is implementing with funding from DFID.
Governing Council Roles and Expectations: Organizational Oversight 101Brenna Mohr
Your role within MSCSA, MSCSA budget overview and what to expect in the next year, fiduciary responsibility, what to expect in an audit & closed-door session, and how to plan and manage regional meetings.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Strenthening community networks in South AfricaCathy C
The United Kingdom’s Department for International Development (DFID), through its Digital Access Programme, provided support in 2018 for people in South Africa involved in community networks to attend the Third Summit on Community Networks in Africa, co-organised by the Association for Progressive Communications (APC) and the Internet Society.
In 2018, the summit was hosted by APC-member Zenzeleni Networks Non-Profit Company (NPC) and took place in Wild Lubanzi, South Africa. In total, 18 individuals were sponsored to participate in the summit thanks to DFID's support.
What follows is part of our effort to capture the activities, results and lessons learned from the Pilot Mentoring project. This pilot project was instrumental in designing the multi-year, multi-country project to enable community networks in Brazil, Indonesia, Kenya, Nigeria and South Africa, which APC is implementing with funding from DFID.
Governing Council Roles and Expectations: Organizational Oversight 101Brenna Mohr
Your role within MSCSA, MSCSA budget overview and what to expect in the next year, fiduciary responsibility, what to expect in an audit & closed-door session, and how to plan and manage regional meetings.
June 4, 2015 | 11am-12pm Pacific
Session Description:
We are launching a webinar series to provide a space for practitioners and researchers in both the leadership and network development areas to connect and learn from each other. Often these groups are not connected and we want to build awareness and even collaboration across the research – practice divide. We will focus on the intersection of leadership and network development. After clarifying the various ways in which leadership and networks intersect, we will consider the following questions: what does it mean for people in networks who see the need to be more intentional about developing leadership, and what does it mean for leadership development practitioners to design and deliver programs that better equip their participants to effectively utilize network strategies and tools.
This first webinar will start to explore the intersection between leadership and networks, and introduce a relational perspective of leadership. The three partnering organizations will discuss concrete examples and ideas from their work, and then participants will have a chance to ask questions.
Register for this first webinar with The Center for Creative Leadership, NYU/Wagner, and The Leadership Learning Community
State of the Commission for Student Involvement (07/31/2012)csi_acpa
This presentation is a status update on what the Commission of Student Involvement has been up to over the past few months. It also highlights upcoming initiatives, potential changes, and ways to become involved with the commission.
The Commission for Student Involvement is a part of ACPA - College Student Educators International. For more information on CSI and ACPA please refer to ACPA's website, www.myacpa.org.
Improving Assessment Through Communities of PracticeLTAatLUC
This presentation describes how several institutions for higher education in the Chicago area improved their assessment efforts by creating a Community of Practice with other assessment colleagues from different institutions in the area.
June 4, 2015 | 11am-12pm Pacific
Session Description:
We are launching a webinar series to provide a space for practitioners and researchers in both the leadership and network development areas to connect and learn from each other. Often these groups are not connected and we want to build awareness and even collaboration across the research – practice divide. We will focus on the intersection of leadership and network development. After clarifying the various ways in which leadership and networks intersect, we will consider the following questions: what does it mean for people in networks who see the need to be more intentional about developing leadership, and what does it mean for leadership development practitioners to design and deliver programs that better equip their participants to effectively utilize network strategies and tools.
This first webinar will start to explore the intersection between leadership and networks, and introduce a relational perspective of leadership. The three partnering organizations will discuss concrete examples and ideas from their work, and then participants will have a chance to ask questions.
Register for this first webinar with The Center for Creative Leadership, NYU/Wagner, and The Leadership Learning Community
State of the Commission for Student Involvement (07/31/2012)csi_acpa
This presentation is a status update on what the Commission of Student Involvement has been up to over the past few months. It also highlights upcoming initiatives, potential changes, and ways to become involved with the commission.
The Commission for Student Involvement is a part of ACPA - College Student Educators International. For more information on CSI and ACPA please refer to ACPA's website, www.myacpa.org.
Improving Assessment Through Communities of PracticeLTAatLUC
This presentation describes how several institutions for higher education in the Chicago area improved their assessment efforts by creating a Community of Practice with other assessment colleagues from different institutions in the area.
Updated information: Among other aspects, a large part of the focus for In Home Tennessee (IHT) is on increasing community collaboration on the work being done with children and families. As a part of In Home Tennessee, we recently surveyed the stakeholders taking part in the enhancement in our beginning regions to see how things are progressing. From the responses, our stakeholders feel positively about the IHT process overall and expressed that this work will increase the collaboration between the Department of Children's Services and our stakeholders. For more specific information from the survey, watch the presentation.
An explanation of how Release, Change, Configuration, and Project Management work together to coordinate multiple implementations into test and production environments while reducing risk and business impact.
After going through diversity training with the management team, Table XI reviewed objectives and ideas with our internal DEI team to create a roadmap of actions we could implement internally to promote and support diversity.
Designing a Crime Prevention Community Based Program - Abid Jan OttawaAbid Jan
Abid Jan (Ottawa) shares all key components of a crime prevention program from his experience of successfully implementing a crime prevention model in Ottawa.
Creating and Implementing a Roadmap for Culture Change in Curriculum Developm...decolonisingdmu
Kathy-Ann Fletcher
Abertay University
An interactive workshop that will introduce attendees to the Abertay University roadmap for creating a curriculum that embeds equality, diversity and inclusion. This process requires a culture change in many organisations (e.g. HE) to ensure that the curriculum in teaching, practice and support is inherently anti-racist. Participants will discuss, using case studies especially Abertay’s project, factors that facilitate and block culture change. The aim of the workshop is to help participants develop their culture change plans for their institutions by learning from Abertay and each other. By examining the roadmap presented by Abertay, we will learn about the pace of change and tangible steps that are needed in motivating that cultural change. The workshop will explore how policy, procedures, training (cultural sensitivity, curriculum development etc), dialogue between divisions and among academic and support services are vital in motivating long-lasting cultural change beyond the tick box that turns people away from such initiatives. The workshop will also examine the best practice in engaging with stakeholders and therefore building buy-in from staff and student complements, current and alumni as well. The roadmap is focused on creating an accessible place of belonging for all staff and students. Therefore, the interactive workshop will explore some of what Abertay has done in the past few years to create that place of belonging for all regardless of background and discuss how those areas of good practice are being leveraged to influence wider practice in the institution. We will explore the power co-creation in supporting that culture that approaches anti-racism from an intersectional lens to ensure that all feel welcomed and supported equally within the university.
This workshop was delivered at the Reimagining Higher Education: journeys of decolonising conference, held at De Montfort University, Leicester, on Wednesday 8th November 2023.
Institute H: The Road to Becoming a Center of Excellence
Thursday, October 8, 9:00 am - 12:00 p.m., Executive C D
Lisa D'Adamo-Weinstein, Director, Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson, Retired Director, Academic Success Center
Clemson University
Laura Sanders, Assistant Dean, Student Success, College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to:
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
This post-conference institute will walk participants through the rationale for the creation of the designation program;
review the criteria for evaluation and discuss the steps for completing an application. We will also share insights
gathered during the first two rounds of applications reviews to assist participants in developing a clear plan for how
they can best put together their own application
A guide for DepEd ALS Implementers of Cluster IV (Maydolong, Balangkayan, Llorente, Hernani, Gen.MacArthur Districts) of Eastern Samar Division on how to effectively and sustain-ably manage ALS-Community Learning Centers.
This document represents a compilation of existing guides on stakeholder engagement. The individual guides have been divided into three sections: introduction to stakeholder engagement, how to do stakeholder engagement, and evaluating the outcome of stakeholder engagement on your research. The guides that have been organized into these sections have each been created for different audiences and/or organizations.
However, the concepts, processes and strategies contained within them are transferrable to other contexts including NeuroDevNet and the research projects led by its researchers and trainees.
Several of the guides that are referenced, contain tables with names and definitions of different methodologies for doing stakeholder engagement. This information has been analyzed and arranged into the following three tables based on the main goal of the stakeholder engagement activity:
Table 1 represents dissemination-focused stakeholder engagement. That is, the activity is mostly about sharing
information with stakeholders but there is an opportunity for them to comment.
Table 2 represents methodologies that aim to facilitate discussion, analysis, and/or prioritization and recommendations
among stakeholders. The methodologies vary from informal non-structured to more formal structured discussion, recording of feedback and analysis.
Finally, Table 3 represents the opposite of Table 1, in that the methodologies are mainly for listening to
stakeholders after providing minimal information such as guiding questions or information about a problem to be solved. Methods that are very similar have been combined into one heading. The definitions for each methodology can be found in the guides they originate from.
Diabetes in a serious medical condition in which the body does not properly process food for use as energy. Diabetes can cause serious health complications including heart disease, blindness, kidney failure, and lower-extremity amputations. Appropriate health care for children and youth in DCS custody who have diabetes is critical. In this training you will learn about the different types of diabetes and your role in ensuring the proper management of the disease. This training is appropriate for foster parents and staff who work with children and youth who have diabetes.
4. Purpose of the CAB Toolkit
Guidance to optimize DCS’s involvement in CABs
Big picture goals & objectives
Sample documents
Role and responsibilities of DCS
representatives
5. Scope & Statutory Purpose
Statutory
purpose
outlined in
TN Code
CABs are
separate &
independent
entities
6. Scope & Statutory Purpose
• CAB oversight provided by Network Development Division within the In
Home Tennessee Initiative and Prevention Unit
Network Development
In Home Tennessee
In Home Tennessee
Service Array
Evaluation
Resource Linkage
Coordinators
Communication
Community
Advisory Boards
Community Based
Child Abuse
Prevention /
Children's Trust
IV-E Waiver Program
10. Communication
• Strengthen communication between DCS
and the community
• Increase community awareness of DCS’s
vision, mission, strategic priorities,
resources & success stories
• Promote two-way dialogue between DCS
and the community
11. Partnerships
• Helping DCF work more strategically
and effectively with its partners in the
community
• Foster mutual understanding of roles and
competencies
• Develop shared sense of trust, respect &
responsibility to DCS goals
12. Resources for Families
• Achieve long-term impact by developing
resources that are comprehensive and/or
systemic in nature
• Community-based resources & services to
meet the immediate needs of children and
families
• Resources to assist transitional youth and
emerging adults
18. Suggested Mission Statement
The mission of XXX Advisory Board is to assist
the Department of Children’s Services within
the In Home Tennessee efforts to foster
partnerships to protect children, develop youth,
strengthen families, and build safe
communities. This will be achieved by building
organizational and community capacity,
improving access and quality of services, and
enhancing how we work with families
20. CAB Meetings
Standing Agenda
• Agenda organized
around key areas of
communication,
partnerships &
resources
Meeting Frequency
• Meet at least nine
times per year
Minutes
• Detailed, accurate
• Promote
transparency
• Overview of
discussion and action
taken
21. Role of Resource Linkage
Coordinators
• RL’s serve as a liaison to CABs. Since the
CAB is an independent entity, RL’s should
not serve as voting members.
• RL’s should participate at a strategic level
• Also assist with logistics as needed
22. Role of RL
STRATEGIC
- Ensure topics important to DCS are on CAB Agenda
- Provide DCS updates and announcements
- Gather and report success stories
- Encourage two-way communication
- Encourage collaboration
In addition, assist with logistics as needed (scheduling
meetings, secure meeting space, send meeting
reminders, maintain email list, etc.)
23. Effectiveness
Quarterly
Reports
• Summary of activities &
accomplishments
• Identify obstacles & solutions
• Overview of goals for following quarter
Annual Reports
• Documentation
• Comprehensive list of accomplishments
• Identify obstacles , solutions & goals for
following year
Annual
Effectiveness
Survey
• Formal evaluation sent annually to all
CAB members
28. Training Tips
• Be positive!
• Clearly identify the training objectives
• Importance of CABs to DCS
• Purpose & usage of Toolkit
• Make the training participatory
• Teach content in “chunks”; check-in
frequently to make sure concepts are
understood
29. Training Tips
• Be prepared
• Room set-up is important (not classroom)
• Schedule breaks
• “Parking lot” for questions
31. Action Planning
1) What obstacles or challenges might
prevent successful implementation of the
CAB Toolkit? What can be done to
overcome those obstacles?
2) Who needs to know about the CAB
Toolkit? What do they need to know? How
should messages be communicated?
Before we explore the Toolkit we want to pause to explain the purpose of the Toolkit. It’s a Toolkit – not a manual. We recognize that CABs are separate and independent entities, and we also recognize that CABs are in varying states of organization and governance. With this general understanding in mind, the Toolkit was developed to provide guidance on how DCS’s involvement in CAB can be optimized. The Toolkit includes recommendations and sample documents on topics including CAB goals, foundation materials such as Bylaws, CAB membership guidelines, etc. The Toolkit also includes instruction for DCS representatives on their role and responsibilities as it relates to the CAB.
Primary purpose of Board is to guide the direction of the CAB and its work. Board should envision the role of the CAB in the community it serves, and develop goals and objectives to achieve the CAB’s mission. CAB members should reflect the community it serves and comprised of community stakeholders. Size of the CAB will depend on the community. Membership Grid can help ensure representation from all stakeholder groups. Sample in Appendix One of the Toolkit. Sample invitation letter for new members can be found in Appendix Two. Orientation should be offered annually.
Bylaws: Written rules that control the internal affairs of an organization. If already have Bylaws, model can be a resource and point of comparison when reviewing / updating bylaws.Confidentiality: Outlined in the Code – members responsible for maintaining confidentiality. CAB members who review DCS records are required to sign DCS’s standard CA.Conflict of Interest: Best Practice for all non-profit boards.Samples in Appendices Three - Five
Sample Agenda & Minutes can be found in Appendices Six and Seven.
Reporting of activities and accomplishments necessary for DCS to evaluate the effectiveness of CABS in achieving organizational goals and objectives.