Current work includes evaluation of the demonstration project, preparation of reports and publications, and development for subsequent project iterations. Implementation is assessed through adapted PBIS measures (i.e., School-wide Evaluation Tool, Benchmarks of Quality) and a developed staff-level measure, Measure of Active Supervision and Interaction (MASI). The current demonstration project incorporates three levels of implementation support, including (a) regular fidelity reviews, (b) performance feedback to staff, and (c) coaching related to program-level and staff-level change. The P-BOOST team oriented program leadership staff to PBIS, provided professional development to after school professionals who work directly with children and youth, and developed and disseminated curriculum materials support PBIS knowledge, competencies, and implementation. Positive Behavior in Out Of School Time (Active from: 2013-2016)ĬARHD research associates worked to embed Positive Behavior Interventions & Supports (PBIS) in participating 21st Century Community Learning Centers (afterschool programs) in Connecticut. The Center provides training to outreach workers, manages a central database, conducts data analyses, and provides reports summarizing the evaluation results. The Center is assisting eleven school districts implement the model and manage data collection. Another level of intervention addresses students who experience a period of chronic absenteeism, and involves home visits and connecting families with needed community resources. The outreach worker will contact kindergarten students identified early on as being, or at risk of becoming, chronically absent. Participating schools are expected to monitor the attendance of all kindergarten students. The model requires that outreach workers be designated to work specifically with kindergarteners in schools throughout Connecticut to support their school attendance. School Attendance Model Kindergarten Program (Active from: 2014-2017)ĬARHD has been contracted by the State of Connecticut Office of Policy and Management in conjunction with the Criminal Justice Policy and Planning Division to develop and evaluate a model designed to improve kindergarten attendance. Data was matched and de-identified by Connecticut’s Department of Children and Families (DCF), the Child Protection (CP) division of the Superior Court for Juvenile Matters, and the Court Support Services Division (CSSD) of the Juvenile Branch.The second phase of this project aims to gain a broader understanding of the experiences and outcomes of crossover youth by re-matching data from DCF, CP, and CSSD, as well as adding data from the Connecticut State Department of Education (SDE) and the Homeless Management Information System (HMIS). Currently Phase II is in the matching stage but areas of future research interest are related to developing patterns that utilize education and homelessness data to see if more nuanced trajectories are identified and whether there are points of identification for family intervention before youth and family involvement in either the child welfare or juvenile justice systems. Center researchers identified factors among child welfare-involved youth that predict later involvement in the juvenile justice system. The first phase of this project aimed to describe the crossover youth (COY) population in Connecticut: their demographics, child welfare involvement, and juvenile justice involvement.
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