CAP
2015 Annual Convention
Moving CAP Families Ahead, Two
Generations At a Time
PANEL AGENDA
Overview
Jeannie Chaffin, CCAP, Director, OCS
Two-Generation Approaches
Sarah Haight, Sr. Program Manager, ASCEND, Aspen Institute
Agency-based Perspective & Activity
Paige Teegarden, Vice President Strategic Initiatives, GCCAC
Possible Opportunities through ASCEND
Sarah Haight
Learning Communities Resource Center Connections
Tiffney Marley, Project Director, Learning Resources Center
Overview
Jeannie Chaffin, CCAP,
Director, OCS
Two-Generation
Approaches
Sarah Haight, Sr. Program
Manager, ASCEND, Aspen
Institute
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Ascend’s Vision
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Ascend at the Aspen Institute
Nonpartisan national
hub
Solutions, leaders, and
resources
Fueling cross-sector
collaboration
Investing in a bold,
networked way of
working
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The U.S. in the 21st Century
The
American
Dream
The Reality
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Breaking through the silos
The Need
The Solution
Fragmented policies and programs that
address the needs of children and
parents separately leave either the child
or parent behind and dim each family’s
chance at success.
Policies and programs that address the
needs of children and their parents
together can harness the family’s full
potential and put the entire family on a
path to permanent economic security.
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Integrating a 2-Gen Lens
Two-generation approaches provide opportunities
for and meet the needs of children and their
parents together.
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Core components
social
capital
early childhood
education
networks, friends,
and neighbors
health &
well-being
mental health
addressing adverse
childhood experiences
postsecondary &
employment
pathways
economic
supports
asset building
housing
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National Momentum
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What are we learning about families?
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Family norms and structures
are very diverse across the U.S.
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Families are resilient in spite of
the widening opportunity gap
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Single mothers are the only
group that believe their
children will be better off
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Access to quality healthcare is
a worry and priority
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Families feel more socially
isolated and less likely to
connect with neighbors and
institutions
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What are we learning from the Network?
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Data-sharing agreements are critical.
Gather as much information from potential parents
before designing the program. Don’t rely on single
funding sources for any given project or pilot.
Bring leading employers in the community to the table,
and communicate the asset that training parents in their
given field will provide those employers.
Cultural adaptation is crucial.
While ‘two-generation approach’ is the most resonant
language for policy experts and policymakers, a more
expansive definition or explanation is needed for
organizations working directly with families.
To ensure a parent is successful in postsecondary
education or workforce training, make them part of a
cohort.
Where families live – subsidized and partly-subsidized
housing, shelters, multi-family units and homes – are
often the places where the greatest engagement can
happen.
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Advancing
Top2Gen
Ten for
2Gen
Principles
to Guide
Approaches
• Measure and account for outcomes for both
children and their parents
• Engage and listen to the voices of families
• Foster innovation and evidence together
• Align and link systems and funding streams
• Prioritize intentional implementation
• Ensure equity
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Working with Communities: Tools & Resources
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Stay Connected
ascend.aspeninstitute.org
Sarah Haight:
[email protected]
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Agency-based
Perspective & Activity
Paige Teegarden, Vice
President Strategic
Initiatives, GCCAC
Garrett County Community
Action Committee
Two Generation Approach to Working with
children and parents
August 2015
Context
Served over 10,100 individuals and 5,300 families since July last year
1/3 of people in county and almost 50% of the households in the
county
30,000 people approx. in county
11,900 Households
GCCAC 2G Agencies and
Partners
Career Ladder
-College
Early Child Dev
Parent
Engagement
-WIOA partners
Dept Social
Services
Health
Department—
Home Visiting
Budgeting & Asset
Dev (financial
management)
GCCAC
Hub and
coordinator
of work
Other support
services—
transportation,
crisis, rental,
energy
assistance, etc.
Early Child
Education and
Health Supports
Family
Economic
Success &
Child Ed
Budgeting
Success
Parent Pathway
Planning
All E/HS Families
Financial Workshop Series
Financial
Management 1x1 +
Additional Mentoring & Support
Crisis and other
supports to Stabilize
Workshops, Job Fair Support
Career Coach &
Advancement
Staff and data capacity & Partners
What makes it 2 Gen and
not just side by side services
 Focus on Family’s perspective (look at things
from their perspective not programmatic)
 Coaching approach and cross coordination
 Pathway Plan Process and Document acts as
coordinating tool
 Joint meetings and focus on families both
inside GCCAC and with partners
 Focus and discussions on the seamless
integration
 Outcomes data and data review
Timeline
Strategic
Plan
2009
One Agency
Data analysis
Staff knowledge &
Relationships
Outcome
Committee
Data Capacity
Career Coach
1st AECF network
mtgs
On going
adjustments
2010-11
Pilot
Restructured
Agency
New Processes/
Pathway
IT improvements/
New Database
2012-13
2014
New 2 G
Committees
New Services
and Protocols
with Partners
BOE MOU
AECF Evaluation
2015
Building Blocks of 2 Gen @ GCCAC
Content:
 Strong, successful Head Start and Early Head Start with
good partnership with school district and other partners in
community
 Financial management/Financial coaching capacity
(new)
 Career advancement coaching and new outlets (new)
Infrastructure/Organization:
 Enterprise (or partnership wide) data system
 Agreement on data gathering and review
 Data Governance process and focus
 Agency leadership support
 High level position (VP)
focused on the work and
integration
 Partners
Building Blocks (continued)
Process/Communication
 Pilot
 Pathway planning
 Structured opportunities for cross
departmental (and agency)
communication around families
Crisis protocol
Pathway planning
Coordinator meetings
Effective Tools
 Common/Universal Intake (helps reinforce message of
integration)
 Presumptive Eligibility
 Data system referrals and common usage of data points—
We use CSST Software, LLC (soon to be EmpowOR)
 Data quality reports and meetings
 Crisis to Thrive scales (example below)
 Financial Coaching (and coaching more generally)
Framework
 Self Sufficiency Manager (new non-programmatic position)
 Pathway Plan Electronic
Impact on Families
 Increases on Career Advancement and Financial
Management Services
 222 families had at least one Family Economic Success
(FES) service and 120 Families have 3 or more FES services
 Increase of about 4% in Goals set in FES areas
 4 Fold increase in those taking college sponsored classes
 Increase in engagement with jobs and increase in jobs
 Example 50% job success rate for those attending job fair
 On Crisis to Thriving dimension of financial
management
 pre-2G baseline of 34 families having at least a 7 (Paying
all current bills, paying off debts most months, but not
saving regularly) to
 82 families having at least a 7
 Baseline of helping 5 families improve in this area, to
helping 19 families improve in this area
What’s Different
 Real and concrete focus on helping families to
get to economic self sufficiency and what they
need to get there
 Financial coaching capacity and focus; asset
development department
 Career Coach and career ladder
 Internal processes that are known to staff to help
people move from crisis to stability to thriving
 People at all levels of the organization look at the
data
 Organization Culture norms are shifting to more
results driven and less program focused (always a
struggle b/c of the consistent pressure for silos)
 One intake form
Possible
Opportunities
Through ASCEND
Sarah Haight
Learning Communities
Resource Center
Connections
Tiffney Marley, Project
Director, Learning
Resources Center
The needs of low-income families in America
continue to change and grow in complexity. As
a result, Community Action Agencies must also
be adaptive and ever-evolving in response to
the low-income families and communities they
serve locally within the US.
Peer Learning
Peer Learning…
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Builds the network’s capacity to achieve social change
Fosters ongoing transformative learning
Promotes rapid learning and adaptation within peer organizations
Develops leaders for the Network
Source: Catherine Marshall, Capbuilders
CSBG Learning Community Subject Matter Expert
Description
• What is the CSBG Learning Community?
A peer learning model funded by OCS where CA
peers, ranging from beginners to accomplished
professionals, assist each other with strategies to
improve organizational outcomes within Community
Action Agencies.
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• Purpose: To analyze Community Action outcomes
and identify effective, promising and innovative
practice models that alleviate the causes and
conditions of poverty.
LCRC…
What the Network can continue to expect !!
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Promising, proven and/or best practices
Innovative methods of addressing poverty
Experimentation
Implementation of new ideas
White papers/Practice briefs
Lessons learned from the field
Increased accumulated knowledge
Improved data collection
Shared learning and mentoring
Rapid solution development
Eight Learning Community Groups
(LCGs)
Place-based
Strategies for
Community
Revitalization
Multi-Generation
Strategies
National Poverty
Trends--Open
Decreasing
Homelessness
Bundling Services
to Improve
Outcomes
Rural Child Poverty
Toxic Stress and
Trauma
Financial
Empowerment for
Families
www.communityactionpartnership.com
CSBG T/TA Resource Center
• www.csbgtta.org
• Many more toolkits,
webinars, and print
resources
• Consultant Bank
• Training Calendar
• Discussion Forum
• Shared Calendar
• Individual registrations
for Board and Staff
INFORMATION/RESOURCE
DISSEMINATION
HUMAN
SERVICES
LC/CSBG
Resource
Center
Working
Groups
Network
LCGs
Agency
Questions?
LCRC Staff Contact Info:
Tiffney Marley, Project Director
[email protected]
Sonji Dawson Johnson, Program Specialist
[email protected]
Natalie Kramer, Program Support Specialist
[email protected]
This presentation was created by the National Association of Community Action Agencies – Community Action Partnership, in the performance of the U.S. Department
of Health and Human Services, Administration for Children and Families, Office of Community Services Grant Number, 90ET0436. Any opinion, findings, and
conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Health and
Human Services, Administration for Children and Families.