Transcript Improving Practice, Policy and Outcomes:

Improving Practice, Policy and
Outcomes:
Involving Young People in the
Collection and Analysis of
Information
Improving Practice, Policy and
Outcomes:
Involving Young People in the
Collection and Analysis of
Information
Clark Peters, PhD, MSW, JD
How do we involve youths in
their own cases?
 Who?
 What?
 When?
 Where?
 Why?
Ongoing efforts
• National Youth in Transition Database
(NYTD)
• Quality Service Reviews
• Jim Casey Youth Opportunities Initiative
Survey of Youth Case Engagement
National Youth in Transition Database (NYTD)
• Based on the Midwest Study (a.k.a., the Midwest Evaluation
of the Adult Functioning of Former Foster Youth)
• Includes young adults in and out of care
• Findings cover a range of topics
• Financial self-sufficiency
• Education
• Adult connections
• Experiences with homelessness
• High-risk behaviors
• Access to health insurance
• Federally encouraged, but only a modest penalty for states to
opt out
• Implementation has been spotty. At age 19:
• Nationally 69% of youth completed the survey
• State response rates vary widely, from 26% to 95%
Quality Service Reviews (QSRs)
• Comprehensive, state-based reviews of selected
cases
• Example: Tennessee
• Defines a QSR as an "action-oriented learning
process that provides a way of knowing what is
working/not working in practice and why for
selected children and families receiving
services”
• Results are calculated statewide and by region
• Among the QSR indicators
• Voice and Choice for the Child and Family
• Engagement
• Teamwork and Coordination
Case Planning Requirements
• Development of a case plan that is reviewed at least once every
6 months.
• For a child age 16 or over, the case plan must include . . .
a written description of the programs and services which will
help such child prepare for the transition from foster care to
independent living.
42 U.S.C § 675 (1)(D)
• These requirements have been in place for many years, but now
must be reexamined for young adults in care.
Continuing Requirements for Case Reviews
• The court must find what services are needed for a
youth 16 and older to transition from foster care to
independence.
• The court must find that reasonable efforts are being
made to finalize the permanency plan.
• States must implement procedural safeguards to
ensure that at all hearings
the court consults in an age-appropriate manner, with
the child regarding the proposed permanency or
transition plan for the child.
42 U.S.C. § 675(5); 45 C.F.R. § 1356.21(b)(2)(i)
New Requirements for Court Reviews
Each state’s case review system must include
procedures that ensure that during the 90-day period
immediately prior to the age of discharge, the agency
must
provide the child with assistance and support in developing
a transition plan that is personalized at the direction of the
child, includes specific options on housing, health
insurance, education, local opportunities for mentors and
continuing support services, and work force supports and
employment services, and is as detailed as the child may
elect.
42 U.S.C. § 675(5)(H)
How do we involve youths in their own
cases?
 Who?
 The young person himself/herself
 A representative, legal or otherwise
 What should be the content of the review?
 When should hearings be conducted?
 Where?
 Are courtrooms “user friendly” and likely to elicit youth
participation?
 Are there other places that serve the goals of case
review and due process better?
 Why?
Jim Casey Youth Opportunities
Survey of Youth Case Engagement
Survey Overview
 Questions focused on
 Participation in court and administrative hearings
 Legal and informal representation
 All respondents are from one urban county in a state with
a county-administered child welfare system
 Respondents were all over 18 and in a special program
aimed at supporting young people in college
 A total of 52 responses, almost all completed in-person,
others mailed and returned
Findings: Court Review
 Half “rarely” or “never” attending court hearings
 When attending, most young people (65%) reported that
they “always or almost always” understood what took place
 Fewer (48%) “always or almost always” or “sometimes”
were able to “speak what was on [their] mind”
 Fewer still (27%) felt “listened to” more than sometimes
 Most of those who spoke felt that what they said made a
difference in what happened in court (44% of the total)
Findings: Administrative Review
 Most (81%) reported “always or almost always”” or
“sometimes” attending administrative hearings
 The same number (81%) wanted to attend
 Almost all (88%) said they understood what took place
 Most said they were able to speak their mind (79%)
felt listened to (73%)
what they said made a difference (58%)
Discussion
 Many limitations to the dataset and analyses;
the college-bound are the highest-functioning
among the population
 Rest of foster youth population are probably less
engaged in their hearings and with their cases
 Need to re-examine how we involve young adults
in case planning
 Consider opportunities provided by
administrative hearings
Thanks!
Clark Peters
[email protected]
Improving Practice, Policy and
Outcomes:
Involving Young People in the
Collection and Analysis of
Information
Eddye Vanderkwaak, Young Fellow
Raquel Pfeifer, Consultant
Jim Casey Youth Opportunities Initiative
Youth Transition Decision making
• How it works
– Focus on short and long term goals
• Who is involved
– Individuals that can help the young person meet their
goals
• The role of the young person
Evaluation of Youth Transition
Decision Making
• Why evaluate?
• Evaluation design
• Engagement of young people
Survey Design
• Text/email/written
• Clarity of questions
• Timeliness
• Space to ask questions
Engaging Young People in Evaluation
• Why it’s important
• Preparation needed for effectiveness
Youth Leadership Institute
• Strategic sharing and messaging to multiple audiences
• Data as an advocacy tool
• Evaluation can be fun!
• Knowledge is power
• Engaged in creation of evaluation tools
• Engaged in the review of evaluation tools and materials
Improving Practice, Policy and
Outcomes: Involving Young People in the
Collection and Analysis of Information
The Opportunity Passport™ Participant Survey and
Self-Evaluation
Erica Bjerke, Research Associate, Metis Associates
Opportunity Passport™ Participant
Survey (OPPS): An Overview
• What it is: A web-based survey
• Purpose: To collect self-reported outcome and demographic
data on young people who participate in the Opportunity
Passport™
• Outcomes: Permanence, education, employment, financial
capability, housing, physical and mental health, and social
capital
• When it’s taken: At enrollment, then every April and October
thereafter
• How it’s used: In self-evaluation by the national Jim Casey
Initiative and by Jim Casey sites
Role of Young People in OPPS
Young people as…
• Designers: developing the survey
• Communicators: conveying the importance of the survey
• Sources of information: taking the survey
• Evaluators: using survey data in self-evaluation
Young People as Designers
• Reviewing the survey
• Pre-testing the survey
• Giving feedback about the survey
• Developing new questions
• Piloting new questions
Developing the Survey in Partnership
with Young People
Feedback
Results
Instrument development
Splitting the survey into
sections may improve
readability
Survey split into one page per
outcome area
Certain constructs should be
measured
Questions added to the survey
Some questions need a little
more definition
Pop-ups added to explain terms
Improving implementation
Understanding the purpose
of the survey is important
OPPS training materials
developed for young people
Computer access may be an
issue for some
Survey events and other
strategies implemented by sites
Young People as Communicators
OPPS Training Module
Why should I take OPPS?
We want to keep learning as much as
possible about the lives of young people
leaving foster care.
By taking the survey, you are helping people
understand what life is like for these young
people.
Young People as Sources of Information
19%
Strategies for high response rates
April 2013
(N=1,948)
81% responded
• Communicating the importance
of the survey
• Providing incentives
• Making the survey accessible
16%
October 2013
(N=1,844)
84% responded
• Ensuring young people’s
anonymity
Young People as Evaluators
• OPPS as a tool for self-evaluation
• Self-evaluation: “a systematic and organized way for sites to
collect and use information to guide decisions and to
measure the degree to which they are achieving improved
outcomes for young people transitioning from foster care”
• Youth membership on self-evaluation teams
• An example from Iowa
Highlights of the Self-Evaluation Work
• Michigan
– Lower graduation rates compared to national Initiative
– Hiring of educational planners
– Increased GED and high school diploma rates
• Hawaii
– Safe, stable, and affordable housing a priority
– OPPS data and young people’s stories inform work
– Creation of housing opportunities
• Jim Casey Youth Opportunities Initiative example
Looking Ahead: Measuring Authentic
Youth Engagement
• Participation in Youth Leadership Boards and other
activities
• Young people’s perceptions of involvement in their local Jim
Casey Initiative work
– Extent of involvement
– Effect of involvement
• Staff perceptions of youth engagement
Questions & Answers
Thanks for your participation!