Transcript Document

be@school
2013-2014 School Training
Agenda
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Welcome
2013-2014 Data
Program Updates
Contracted Community Agencies
Check and Connect Model
Human Trafficking: Sexually Exploited Youth
Mandated Reporting
• Truancy
• Educational Neglect/Child Protection
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be@school Mission Statement
The be@school mission is to increase
school attendance and improve community
connections across Hennepin County
through a collaborative early intervention
providing education and support services
to school-age youth and their families.
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2013-2014 School Year Recap
The Data for 2012-2013
School Year
• 12,095 Referrals
• A 26% increase in referrals
from the 2011-2012 school
year
• 8.2% resulted in Child
Protection investigations
• 1.9 % of all students were
petitioned to court
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2013-2014 School Year Recap
The Data for 2012-2013
School Year
• School Districts:
Superintendents emailed
district report card
• Average Unexcused Days
at First Referral
• 12.33 Unexcused Days
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In a Nutshell
Multi- colored table
Schools
yellow
be@school program
blue
Child Protection & Courts
purple
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In a Nutshell
• Days align with the Child
Protection reporting
• PGM 6 unexcused days
• STAR 9 unexcused days
• Child Protection/Truancy
Report – 15 unexcused
Days
– Report will be investigated
by CP
• Updated Child Protection
/Truancy Report- 22 Days
7/21/2015
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Online PGM
be@school Online PGM
Pilot last school year
Almost 1000 families viewed
Updated this summer
Will be Available in
English
Hmong
Somali
Spanish
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The STAR Process
Student Team Attendance Review (STAR)
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Families have a deadline to reach contracted agency New
Agency name and phone provided in letter New
Date of meeting is determined with the family New
Scheduled by the contracted agency New
94% of STAR participants had
zero unexcused absences after
30 days and nearly 70% after
60 days. – U of M Evaluation results
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The STAR Process
STAR Hearing: Track II
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This intervention started last school year
Ages 12 - 15 years of age
Previous school year(s) be@school interventions
Agency assigned
Juvenile Justice Center location: Scheduled meeting
Attorney facilitation
94% of STAR participants had
zero unexcused absences after
30 days and nearly 70% after
60 days. – U of M Evaluation results
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Contracted Community Agencies
• Spring of 2013
• Three Request For Proposals (RFP)
• Focuses
– Education Neglect
– Truancy
– Truancy Court
7/21/2015
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Contracted Community Agencies
• 29 proposals submitted
• 3 review committees formed
• Representatives from
– Schools
– Child Protection
– Truancy
7/21/2015
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Request for Proposals (RFP)
Resulting in:
• 1.5 million dollars worth of
contracts awarded
• 11 agencies
• Serving all of Hennepin County
– 611 square miles
• Culturally specific case management
available
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Contracted Community Agencies
Short Intervention
90 days
Communication
with Schools
Referrals for
other services
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Contracted Community Agencies
What does “Contact
Family” mean?
3 Phone calls
Attempted Home visit
Contact with school:
possible updated contact
information
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The be@school Program
• Relies on school provided family contact
information
• Contracts with community agencies to contact
reported families and offer voluntary services
• Does not have an independent way to locate
families
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Contracted Community Agencies:
Truancy Court
• The Link
• Attend court
with student &
family
• Assist student
with court
orders
• Prepare court
reports
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Questions?
Every Day. On Time.
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Check & Connect
Presented by Colleen M. Kaibel
612-618-5068
[email protected]
Minnesota History
1885 State Legislature passed
a law requiring every parent or
guardian of a child between 818 to send their child to a
public or private school 12
weeks a year. Disobeying the
law was a misdemeanor.
Minnesota History
1899 State Legislature
authorized school boards in large
cities and villages to appoint
truant officers with power to
arrest truants, take them to
school, and file complaints
against their parents or
guardians.
Why Don't Students
Go to School?
Can't-
• something prevents them from going
to school.
Won't-
• avoiding something at school
or on the way to/from school.
Don't-
• decide they would rather be
elsewhere.
What Students Say:
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Problems getting along with teachers
Getting suspended or expelled
Unfair discipline policies
Bad grades
Not liking school
Peers dropping out
Inability to get into desired programs
Need to support family by working or
providing day care to younger siblings
(Kortering & Konold, 2003)
Reasons for
Leaving School
• Classes were not interesting
• Missed too many days and felt they
could not catch up
• Spent time with people who
were not interested in school
• Started high school poorly prepared
by their earlier schooling years
47%
43%
42%
45%
In hindsight, most expressed remorse for
dropping out and if given the opportunity to
relive the experience would persist in school.
(The Silent Epidemic: Perspective of High School Dropouts,
2006)
Truancy
In 2003, Egger et al reported that
among children with truancy, as
many as 88% had a psychiatric
disorder. Children with a history of
pure truancy had high rates of
oppositional defiant disorder,
depression, and conduct disorder.
Obstacles to Success
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Health and Well-being
Confidence
Motivation
Family Involvement
School Climate and Policies
Rapid Response, Evidence based Interventions.
What is
Check & Connect?
Check & Connect is a model of
sustained intervention used
to enhance and maintain
students’ engagement with
school.
Four Themes from Student
Interviews on Attendance
Impact
1.
2.
3.
4.
School Climate
Academic Environment
Fair Discipline
Relationships with School
Staff
What is
Check & Connect?
Check & Connect is a model of
sustained intervention used
to enhance and maintain
students’ engagement with
school.
Check & Connect Model
Student’s engagement with school is a process (Finn)
Need to build on protective factors, by promoting (Masten)
• resiliency thru mentoring-type approach (Masten)
• competency thru cognitive-behavioral approach
(Bloomquist, Walker, Sugai, Horner, Gresham, Lewis)
• home-school collaboration thru family-centered
approach
(Christenson)
Problem solving steps, based on a cognitive-behavioral
approach.
Check & Connect Model
Key Features
•Strength based
•Personalized and Flexible interventions
•Teaches students to be self-managers
•Parental/Family Involvement
•School & Community Partnership
Check & Connect Model
Key Elements
Relationship Building – mutual trust and open
communication, nurtured through long-term
commitment focused on students educational
success.
Routine Monitoring of Alterable Indicators –
systematic check of warning signs of withdrawal
(attendance, grades, suspensions) using data
readily available to school personnel.
Check & Connect Model
Key Elements
Individualized and Timely Intervention –
support that is tailored to individual student
needs, based on level of engagement with school ,
associated influences of home and school, and the
leveraging of local resources
Long-term Commitment – committing to students
and families for at least 2 years, including the
ability to follow mobile youth from school to
school.
Check & Connect Model
Key Elements
Persistence Plus – persistent source of academic
motivation, continuity of familiarity with youth
and family, and consistency in the message that
“education is important for your future”.
Affiliation with School and Learning - facilitate
student’s access to and active participation in
school-related activities and events.
Problem-solving and capacity building –
promote the acquisition of skills to resolve
conflicts constructively and to look for solutions avoid the tendency to place blame and diminish
potential to create dependency
Check & Connect Model
Protective and Risk Factors:
Families
Protective
Academic support
Motivational support
Parental involvement
Risk
Low educational
expectations
Mobility
Permissive
parenting styles
Check & Connect Model
Protective and Risk Factors:
Schools
Protective
Committed, caring staff
Orderly school environment
Fair discipline policies
Risk
Weak adult authority
Lost in large
environment
Low expectations
High truancy
Few caring
relationships
Check & Connect
Building Relationships
Successful Mentors….
•Commit to a long-term relationship
•Prioritize relationship over outcomes
•Promote strength-based development
•Have a framework for guidance
•Have strong relational skills
Focus on Success
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Concentrate on what you can
change.
Be persistent in your message.
Pre-teach, teach, and re-teach.
Recognize all accomplishments, set
goals, plan next steps.
Be authentic in your relationship.
Build Resiliency
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Goal Setting
Academic Confidence
Strong Connection with Others
Stress Management
Balanced Sense of Well-being
Intrinsic Motivation
Promote CAT Skills
Connect: Healthy relationships, connected
How student relates to others, teamwork,
communication, respect and shows empathy.
Achieve: Preparing for success in life.
Goal focus, creative – new ideas, organization
skills, critical thinking skills.
Thrive: Physical and mentally healthy
Self-advocacy, how student relates to self,
takes responsibility, acknowledges strengths
and challenges.
What is MPS Check & Connect?
•Only district-wide MPS intervention aimed specifically at
dropout prevention and 1 of only 11 models approved by the
USDE What Works Clearinghouse
•Assumes Student Engagement is a key feature/predictor of
high school completion (see Sinclair, 2008)
•Identifies alterable indicators of student disengagement
(course fails, attendance) early (generally by MS years if
possible)
•Individualized long-term case-management approach that
works with student, school and family to continuously monitor
indicators throughout high school
•Attempts to build students’ academic and social/problemsolving competencies
Class of 2010 Group Statistics
Demographics
Students of Color
Free/Reduced Lunch
English Language Learner
Special Ed
Attendance
2006 Baseline
EOY 2010
Academic Readiness
Exit Exam (GRAD) Pass Status
Credit-Readiness
Final Exit Status by EOY 2010
Graduated
Dropout
Continued
Transf/Unknown
Total
Check & Connect Participants
PCT
N
92%
292
85%
266
28%
90
17%
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AVG Daily
N
90%
285
78%
195
PCT
N
44%
205
47%
205
PCT
N
22%
69
10%
33
37%
116
31%
99
317
Control
PCT
92%
85%
29%
17%
AVG Daily
89%
74%
PCT
54%
52%
PCT
17%
20%
24%
39%
N
291
270
92
55
N
310
178
N
184
184
N
54
63
77
123
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Summary and Conclusions
Check & Connect appears to be a highly cost-effective program.
For every cohort observed under every computational
graduation rate formula, costs were found to be significantly
lower than benefits.
For each of three different graduation rate computational
formulas Check & Connect was found to significantly improve
graduation rates and prevented dropouts.
The state of Minnesota and taxpayers overall benefit anywhere
from $6 to $18 for every dollar invested in Check & Connect.
The social economic benefit of every dollar spent on Check &
Connect ranges from $28 to $83.
Summary and Conclusions
Must be careful how to operationally define program success
• Trend toward holding schools accountable for four-year rates only.
However, economic benefits are not limited to just students who
can graduate ‘on-time’ (Rouse, 2007).
• Paradoxical effect found if study outcomes were defined by
attendance or graduation-readiness indicators.
Limitations
• Grade 8 course fails
• Always possible that certain program costs were not properly
assessed
• The need for replication
• Did not consider results by gender (may not impact program effects
but is stratified in terms of benefits)
BREAK
Every Day. On Time.
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Jamie Cork
Assistant Hennepin County Attorney
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Conservative estimate 100,000 children are
exploited each year for prostitution in the US
Average age girls trafficked for sex are first
victimized is 11-14
FBI has identified Minnesota as one of the top
13 U.S. states where children are exploited
through prostitution
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Study from February to November 2010
showed adolescent girls sold in Minnesota
online and through escort services increased by
166%
www.backpage.com
Studies have proven that children are being
sexually exploited in every county in
Minnesota
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Results from the study showed that on any
given weekend night in Minnesota 45 girls
under age 18 are commercially sexually
exploited via internet classified websites and
escort services
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More adolescent girls are prostituted in one
month in Minnesota (213) than there are
 Teen girls who died by suicide, homicide and accidents
in one year (29)
 Women who died from complications due to AIDS in
one year (11)
 Female infant who died from SIDS in one year (6)
 Women of all aged murdered in one year (37)
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In 1999 Sweden enacted a law which makes it legal
to sell sex but illegal to buy sex.
The premise behind this move was that the
prostitutes themselves are victims in all situations
and should never be criminalized.
Additionally addressing the demand side of the
problem automatically decreases the supply side.
Sweden is reporting a 40% decrease in prostitution
and claim that recruiting is non-existent.
There are criticisms to this model stating that it
forces everything underground and has made it
more violent for the prostitutes. However overall
there are positive reports.
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“The recruitment, harboring, transportation,
provision or obtaining of a person for the
purpose of a commercial sex act in which the
commercial sex act is induced by force, fraud
or coercion, or in which the person induced to
perform such an act is under 18 years of age”.
Most recently amended in 2008, 2011
amendment still pending in Congress.
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Woman’s Foundation Campaign
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Minnesota Girls are Not For Sale A Future not a Past
 5 year, $4 million campaign to end the sex trafficking of
girls in Minnesota.
 Grant making, research, public education, convening
and evaluation
 Goals: Redefine commercially sexually exploited girls
as victims of a crime, Decrease the demand and
Educate and mobilize public support
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Statewide Human Trafficking Taskforce
Gerald Vick Human Trafficking Taskforce
Several collaborations between government
and non-government agencies
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Passed by Minnesota Legislature and signed by
Governor Dayton in July, 2011, the Safe Harbor bill
decriminalizes juveniles who have been
commercially sexually exploited.
Child protection statute expanded to include
sexually exploited youth effective August 1, 2011
Child victims (under the age of 18) cannot be
charged with prostitution charges effective August
1, 2014.
Full implementation pending 2014.
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Effective August 1, 2011 the statute defining a
child in need of protection or services changed
to include “sexually exploited youth”
While juvenile prostitution has been in the
child protection statute for several years it was
rarely used and was more limited in definition
than “sexually exploited youth”
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The idea behind the No Wrong Door model is that
there is no wrong door for a victim to come into
the system. No matter where the victim enters the
system there is help available.
To enact this model the Minnesota Legislature
has allocated funds for:
* A Statewide Human Trafficking Director
* 6 Regional Navigators
* Training for many different disciplines
including law enforcement and prosecutors
* Housing.
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Child Protection intake will determine if the
information rises to the level of a child
protection assessment and if so what type of
assessment.
If the information does not constitute a report
for assessment, the reporter will be
told/notified that the report has or will be
Ruled Out.
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Investigative Response (complete
investigation with possible maltreatment
determination, services and/or court
involvement)
(39% statewide)
Family Assessment (no maltreatment
determination, services offered but not
required)
(61% statewide)
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A sexually exploited youth is one who has
received drugs, food, shelter, protection,
other basics of life and/or money in
exchange for sex or sexual acts. A sexually
exploited youth also includes youth that are
used in sexually explicit photography
(including photos on cell phones),
pornography or sexually explicit websites.
Minn. Statute 626.556, subd. 2 (d) defines Sex
Abuse in significant part as follows:
(d) Sexual abuse also includes any act
which involves a minor which constitutes a
violation of prostitution offenses under
sections 609.321 to 609.324 or 617.246.
Therefore all mandated reporters must report
sexually exploited youth to child protection.
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So if it is a mandated report why aren’t
county agencies investigating sexual
exploitation reports?
Minn. Stat. 626.556, Subd. 3e states that the local
welfare agency is the agency responsible for
investigating allegations of sexual abuse if the
alleged offender is the parent, guardian, sibling,
or an individual functioning within the family
unit as a person responsible for the child's care,
or a person with a significant relationship to the
child if that person resides in the child's
household.
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626.556, subd. 10a(c)
If a child is the victim of an alleged crime under
paragraph (a) (which is neglect, physical abuse or
sexual abuse by a person who is not a parent,
guardian, sibling, person responsible for the child's
care functioning within the family unit, or a person
who lives in the child's household), the law
enforcement agency shall immediately notify the
local welfare agency, which shall offer
appropriate social services for the purpose of
safeguarding and enhancing the welfare of the
abused or neglected minor."
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Child protection screeners are taking the sexual
exploitation reports
Screeners determine if the facts fall under regular
maltreatment report if yes then it goes to a child
protection investigator
 If no then it goes to a triage team that reviews the
facts and determines if the case should go to child
welfare for voluntary services, if a court petition
should be filed through child welfare or if it should
just be referred to law enforcement with no further
intervention at this time. If only sent to law
enforcement then a letter is sent to the family
pursuant to “Jacob’s Law” that offers services.
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Victims come from a variety of locations
Covers girls of all ages, races and socioeconomic classes
Many times victims have a history of physical
and sexual abuse, TBI (traumatic brain injury),
developmental delays, FASD, mental illness
and chemical addictions
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15 year old, Caucasian, female, suburban
Developmentally delayed
Multiple absenting from home citations
Truancy
Police began seeing her in vehicles with men at
the age of 11
Victim of multiple pimps
Was brought to the attention of child protection
when busted on a sting from Backpage.com
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17 year old, Native American, female,
suburban
Prior child protection history-no longer in
mother’s custody
Multiple incidents of absenting
Truancy
Taken over state lines found in Indiana
Facebook pictures indicate trafficking
Brought to attention of police during a routine
traffic stop in Indiana
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16 year old, African American, female, urban
Developmentally delayed
Multiple incidents of absenting from home
History of child protection-no longer in
parent’s care-reports abuse in grandmother’s
home
Truancy
Multiple violent pimps
Brought to attention of child protection
through law enforcement investigation
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Be aware of the problem
Understand the nature of the abuse
Report to child protection if you think a child is
being exploited
Contact your legislator to support laws and
funding that assist these victims
Join a taskforce or volunteer to help
Jamie L. Cork
Assistant Hennepin County Attorney
[email protected]
612-348-9248
Educational Neglect
Child Protection
Terri Powell
Supervisor, Investigations
612-348-4200
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Truancy
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Every Day. On Time.
be@school
Thank you for attending today’s training session!
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