dennis culhane and john fantuzzo, university of pennsylvania, 2011 equity relevancy capacity...
TRANSCRIPT
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Dennis Culhane and John Fantuzzo, University of Pennsylvania, 2011
EQUITYRELEVANCY
CAPACITY
Achieving a Common Purpose in the Real World of Public Services
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Problems
• Top-down hierarchies
• Silo-ed information
• Lack of partnerships
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Kids Integrated Data System Model
Key Partners:
City of PhiladelphiaSchool District of PhiladelphiaUniversity of PennsylvaniaWilliam Penn Foundation
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THE WHOLE PERSON
Disabilities
Child Welfare Health Care
EducationHousing
Public Safety
Justice
Mental Health
Integrating Data across Government Services
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Integrated Data for KIDS Research
Department of Human ServicesChild MaltreatmentOut-of-home Placement
Office of Supportive HousingHomeless shelter stays
Public HealthBirth RecordsTANF receiptLead exposure
Behavioral Health ServicesDiagnosis, Therapy,Prescription medications
School DistrictAchievementAttendanceClassroom Behavior
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Source: National Center for Children in Poverty
Health, Mental Health, and Nutrition
Family Support
Education
Special Needs,
Data &Services
Data &Services
Data &Services
Data &Services
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OPERATIONS
John Fantuzzo & Dennis Culhane, University of Pennsylvania, ISP, 6/8/11
Executive Leadership
ResearchersStakeholders &
Practitioners
[Governing Board]
[Research Advisory Board] [Project Advisory Teams]
• Research Director• Data Base Administrators• Administrative Assistant
KIDS
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Why is it of value to both educators & health and social service providers?
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Cross-Agency
Collaboration
Improve
Quality
Actionable Intelligence
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Child
Classroom
FamilySchool
Community
Making Essential Connections within Educationand across Education & Health and Human
Services
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What can you do with the information that this type of system can provide?
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Early School Success
Out of School Youth
Homelessness &School Mobility
Critical Transitions & Transactions
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EPICEvidence-base Program for Integrated Curricula
CLOSING THE GAP: Useful Information & Interventions Identify & lessen risks to Poor Educational Outcomes
Improve the QUALITY of Education & Human Services for Children & Families
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Key Findings/Actions
• Identified risk and protective factors associated with success
• Obtained support to scale up across larger share of district pre-K programs
• Working with multi-agency stakeholders to impact mutable factors (homelessness, lead exposure, maltreatment, maternal education)
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Out of School Youth
Out of School Youth
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Key Findings/Actions
• Identified “early warning” indicators for high school drop out (early middle school math achievement problems, truancy)
• Developed earlier intervention targets• Created typology of drop-outs• Developed programs targeting
subpopulations of drop-outs (older learners, youth with foster care experience)
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Unique effect of Homelessness
on Academic and Behavioral Adjustment
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Findings/Action
• School mobility and homelessness account for significant proportions of achievement gap
• School-level effects are in some cases stronger than individual-level effects
• Identified problem with McKinney compliance at shelters
• Developing alternative stabilization models for homeless families
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School Mobility
Homelessness Rates by SchoolAverage = 9%
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How do you develop and sustain such a system?
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GET Legal Issues
INTEGRATE Science
SHARE
Improve
USE Ethics
ExecutiveLeadership
PractitionersStakeholders
ResearchersData Analysts
IDSBenefit Cost
Intelligence
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Current ISP Network
• New York• Los Angeles• Chicago• Philadelphia• Pittsburgh• Cleveland• Michigan• Florida• South Carolina• Washington
State
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Questions
John Fantuzzo, University of Pennsylvania, 4/13/11
KIDS
• Questions
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