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2011-2012 CBCAP Final Grant Report Parent Resource Center SAMPLE SAMPLE

Region VI

Grant Year: 2011-2012 Total Contract/Grant Amount: $20,000

 List each funded activity under only one grant requirement. When an activity can fit under more than one core service definition, list under the core service definition that best describes it.  All activities MUST meet the definitions provided in the Family Resource Center Network Grant Application as attached to the current contract by reference. Include all funded activities, including: classes, events (such as community parenting fairs, displays, etc), activities (such as distributing materials, etc.), lending library materials, newsletters, etc.  All participant counts must be unduplicated as far as is practicable. Any estimates must be labeled as estimates.

The report is divided into nine sections. Complete each section.

Repeat sections as necessary by copying and pasting the tables or contact the funder or Resource Center Coordinator for section template.

SECTION I - Parent Education REPEAT THIS SECTION FOR EACH PARENT EDUCATION CLASS OFFERED.

SECTION II – Parent Support Group REPEAT THIS SECTION FOR EACH PARENT SUPPORT GROUP OFFERED.

SECTION III – Parent Leadership

SECTION IV - Child Abuse Prevention Month Activities There are two sub-sections related to CAP Month Activities. Be sure to report numbers ONLY for activities that are NOT part of a mini-grant project through Prevent Child Abuse North Dakota.

SECTION V - Assess community needs REPEAT THIS SECTION FOR EACH COMMUNITY NEED REPORTED

SECTION VI – Outreach REPEAT THIS SECTION FOR EACH OUTREACH ACTIVITY

SECTION – VII Referral

SECTION VIII – Network

SECTION IX – Innovative Funding Mechanisms 2

SECTION I – Parent Education Parent Education – Provide organized, planned efforts designed to assist parents or primary caregivers to strengthen their knowledge and skills and enhance understanding and performance of positive parenting practices, which prevent child abuse and neglect, reduce primary risk factors: caregiver problems with mental health, substance abuse, family and community violence, and other negative conditions in the child and family’s life situation; and increase the following protective factors: bonding and attachment, parental resilience, knowledge of parenting and child development, social connections, and concrete support in times of need.

Provide the name of the specific program/practice. Include the amount of CBCAP funds used for the program/practice. Separate the amount of CBCAP funds that represents infrastructure costs (Costs that are NOT Direct Service, such as TA & training, evaluation and information systems, network collaboration, grants management and monitoring). Select the appropriate Continuum of Evidence as defined by the CBCAP PART measure (if you do not have the worksheet for selecting the CBCAP PART measure, request this from the funder). Provide references documenting support for the selected Continuum of Evidence. Program/ CBCAP $ used Amount of total that Continuum of Evidence as References to supporting Practice Name for program/ represents defined by PART CBCAP documentation practice infrastructure costs: measure

Program Lacking Support/ Positive Evidence/ Harmful/ Undetermined

1,396.79 Emerging and Evidence http:www.nurturingparenting Region VII Informed Programs and .com/research Nurturing Children + Practices validation/index.php Coordination Promising Programs and Practices

Supported

Well Supported Include a brief description of the program and how this specific program/practice prevents child abuse and neglect.

This program focused on teaching parents skills to create a nurturing home environment for their children. Topics covered included: The Philosophy and Practices of Nurturing Parenting Ages and Stages of Growth for Infants and Toddlers Ways to Enhance Positive Brain Development in Children and Teens Communicating with Respect Building Self-Worth in Children Understanding Feelings Understanding and Developing Family Morals, Values, and Rights Praising Children and Their Behavior Alternatives to Spanking Learning Positive Ways to Deal with Stress and Anger

Indicate which protective factor(s) and risk factor(s) are addressed by this program/practice. 3

Primary Nurturing and Attachment - Protective factor(s) The emotional tie along with a pattern of addressed (check positive interaction between the parent Social Support - Perceived informal support (from family, only one) and child that develops over time. friends, and neighbors) that helps provide for emotional Family Functioning/ needs. Resiliency - Having adaptive skills and Concrete Support - Perceived access to tangible goods strategies to persevere in times of crisis. and services to help families cope with stress, Family’s ability to openly share positive particularly in times of crisis or intensified need. and negative experiences and mobilize to Knowledge of Parenting and Child Development - accept, solve, and manage problems. Understanding and utilizing effective child management techniques and having age-appropriate expectations for children’s abilities.

Primary risk factors caregiver problems with mental health family and community violence addressed: substance abuse other negative conditions in the child and family’s life situation For this program/practice, list the number of classes/sessions. Number of Series of One time class Number of classes in Series: 10 Number of series’ offered:6 classes: N/A classes Indicate data collection activities for this program/practice.

Was Data collected from this Yes Was Data from this class/series entered into the Yes class/series? (Classes offered as a FRIENDS database? series are to be evaluated only once.) No No

If data from this program/practice (class/series) was NOT entered into the FRIENDS database, please explain why:

Provide the numbers of children/families/individuals served.

Total number of 70 new Total number of children 0 Total number of 70 parents, caregivers, 311 served(direct service e.g. families served adults served duplicated children’s program or childcare) Provide the number of children, parents/caregivers with disabilities served as a sub-set of the number(s) reported above.

Total number of parents, caregivers, adults 35 Total number of children with disabilities 0 with disabilities who received direct who received direct preventive services in preventive services in this program/practice: this program/practice: Demonstrate a diverse representation of program participants in the activities by including actual numbers of diverse participants that are NOT identified in FRIENDS Survey data (example: 12 incarcerated parents). A statement that various groups are served is not sufficient. Diverse participants Number Type served 42 Formerly incarcerated parents at a transition facility

PROVIDE EVALUATION DATA FROM THE FRIENDS OUTCOME SURVEY DATABASE FOR EACH PROGRAM. PLEASE BE SURE THAT EACH DATA REPORT INDICATES THE NAME OF THE PROGRAM BEING REPORTED. REPEAT THIS SECTION FOR EACH PARENT EDUCATION CLASS OFFERED. 4

SECTION II – Parent Support Group Parent Support Group Option- Maintain a mutual support & self-help group for parents.

______Check here if you are NOT facilitating any Parent Support Groups through your PRC.

Provide a brief description of your Parent Support Group(s) (location, frequency of meetings, whether meals are served, whether child care or children’s programming is offered, how many parent leaders are involved, etc.) Program Family Art Hour is a regular (bi-monthly) parent support group centered on providing opportunities for description: communication and support along with access to educational parenting materials. The group is designed to provide a safe, confidential, and supportive environment and meets at Faith Lutheran Church in Valley City, ND. Topics are typically decided on by parent participants and parent leadership is encouraged at all times. Three parents have emerged as strong parent leaders. Meetings are free and open to any parent or caregiver.

Through a grant received from Bridges Art Council a joint parent/child art activity is offered at the beginning of all meetings. This is followed by supervised free play time for children and a parent discussion time. Parents have successfully taken ownership of the group and participate actively in decision making. Parents decided to do a potluck each evening and the Parent Resource Center provides milk. For example, parents held a bake sale to raise additional funds for art activity expenses and for a field trip to a local zoo. Through connections to faculty, a parent also organized a “pajama reading party” at Valley City State University in partnership with the English department and college library. This was well attended and popular with both parents and children. Family Art Hour parents also had a booth at the Valley City Tasting Bee during the ND Winter Show to raise funds and promote the class.

A total of sixteen parents have attended over the year with attendance ranging from 5-10 parents at each session. Efforts continue to recruit new participants, especially among more at-risk populations. Abused Persons Outreach Center, Barnes County Social Services and school counselors are common referral sources.

Provide the amount of CBCAP funds used for Parent Support. Separate the amount of CBCAP funds that represents infrastructure costs (Costs that are NOT Direct Service, such as TA & training, evaluation and information systems, network collaboration, grants management and monitoring). Select the appropriate Continuum of Evidence as defined by the CBCAP PART measure (if you do not have the worksheet for selecting the CBCAP PART measure, request this from the funder). Provide references documenting support for the selected Continuum of Evidence. Program/ CBCAP $ Amount of total that Continuum of Evidence as References to supporting Practice Name used for represents defined by PART CBCAP documentation program/ infrastructure costs: measure practice

$985 Program Lacking Support/ Facilitator Positive Evidence/ Harmful/ Undetermined http://www.ounce.org/PDF/ $180 CoPEvaluationReport.pdf Childcare Emerging and Evidence Informed Programs and http://www.ncmedicaljourna Family Art Hour $188 Practices l.com/sept-oct-o5/Gay.pdf Food Promising Programs and $239 Practices Travel Supported Total - $1592 Well Supported Indicate which protective factor(s)and risk factor(s) are addressed. 5

Primary Nurturing and Attachment - Social Support - Perceived informal support (from family, Protective The emotional tie along with a friends, and neighbors) that helps provide for emotional factor(s) pattern of positive interaction needs. addressed between the parent and child that Concrete Support - Perceived access to tangible goods (check only develops over time. and services to help families cope with stress, particularly one) Family Functioning/ in times of crisis or intensified need. Resiliency - Having adaptive skills Knowledge of Parenting and Child Development - and strategies to persevere in times Understanding and utilizing effective child management of crisis. Family’s ability to openly techniques and having age-appropriate expectations for share positive and negative children’s abilities. experiences and mobilize to accept, solve, and manage problems.

Primary risk family and community violence caregiver problems with mental health factors other negative conditions in the child and family’s life substance abuse addressed: situation Provide the number and frequency of Parent Support Group sessions offered Total number of Frequency of sessions: Bi-monthly sessions: Provide the number of children/families/individuals served. Total number of Total number of Total number of families individuals served 16 children served 26 served 16 (direct service e.g. children’s program or childcare) Provide the number of children, parents/caregivers with disabilities served. Total number of parents/ caregivers with Total number of children with disabilities disabilities who received direct preventive 0 who received direct preventive services 2 services through Parent Support Groups: through Parent Support Group: Indicate data collection activities for this program/practice. Was data collected in January, April and October of the Yes No contract year? Was data from January, April and October entered into the Yes No FRIENDS database? If data from January, April and October was NOT collected in January, April & October and entered into the FRIENDS database, please explain why not:

Demonstrate a diverse representation of program participants in the activities by including actual numbers of diverse participants that are not identified in FRIENDS Survey data (example: 12 incarcerated parents). A STATEMENT THAT VARIOUS GROUPS ARE SERVED IS NOT SUFFICIENT. Diverse participants served: Number Type

PROVIDE ALL EVALUATION DATA FROM THE FRIENDS OUTCOME SURVEY DATABASE. PLEASE BE SURE THAT EACH DATA REPORT INDICATES THE NAME OF THE PROGRAM BEING REPORTED. REPEAT THIS SECTION FOR EACH PARENT EDUCATION CLASS OFFERED.

SECTION III – Parent Leadership 6

Parent leadership - Develop leadership roles for the meaningful involvement of consumer parents in the development, operation, evaluation, and oversight of the programs and services.

Explain the strategies used by the Resource Center/coordinator/facilitators to develop meaningful roles for consumer parents in the development, operation, evaluation, and oversight of the programs and services.

The primary strategy has been to regularly ask for and welcome feedback and involvement at any level from all class participants either formally in a FRIENDS survey or informally as part of the group or class. In parent support groups, content and activities are determined by members and all parents are encouraged to take active roles in organization and operation of meetings. This year interest surveys were distributed to the ongoing parent support group, Family Art Hour, in Valley City and results tallied to help members decide on topics and potential speakers for upcoming meetings. Additionally, an online survey was created and included in the January PRC newsletter asking for feedback on parent education needs. Response was not as large as hoped but plans are to do this again in the 2011-2012 program year utilizing social media as a means to get more feedback.

Provide information about the effectiveness of these strategies. (e.g. How many consumer parents are involved and in what roles are these parents participating?). If the strategies are felt to be ineffective explain your plan to adjust the strategies. Include any technical assistance you have sought/received from the PRC Network or FLEP Network Coordinator or PCAND.

In Family Art Hour (the ongoing parent support group in Valley City) several parents have been trained and fill in as substitute facilitators. As previously noted, this group has done held several activities this year (bake sale, pajama reading party, booth at Tasting Bee, zoo trip) on their own initiative. Overall, there is a sense of ownership and growing leadership within this group of 16 parents.

Parents have successfully taken ownership of the Family Art Hour group and participate actively in decision making. Parents decided to do a potluck each evening and the Parent Resource Center provides milk. For example, parents held a bake sale to raise additional funds for art activity expenses and for a field trip to a local zoo. Through connections to faculty, a parent also organized a “pajama reading party” at Valley City State University in partnership with the English department and college library. This was well attended and popular with both parents and children. Family Art Hour parents also had a booth at the Valley City Tasting Bee during the ND Winter Show to raise funds and promote the class.

With one-time classes or short series it has been more difficult to cultivate active parent leadership. Feedback is always requested and efforts are made to move class participants into an ongoing relationship with the PRC by referring to other classes, the resource library or parent support groups. Anyone making contact with our office is also added to a mailing list. An online survey will be used again this year to request newsletter recipients to post requests for new classes/groups offered. A Facebook page is also being considered as a means of getting feedback and encouraging participation.

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SECTION IV - Child Abuse Prevention Month Activities Child Abuse Prevention Month Activities - Develop and present (or participate in) collaborative community activities specific to Child Abuse Prevention Month during April 2010. Collaboration with county social services agencies and/or Prevent Child Abuse North Dakota is expected.

IMPORTANT: If you participated in a community group that received a Child Abuse Prevention Month Mini- Grant from Prevent Child Abuse North Dakota, PLEASE DO NOT duplicate numbers that were included in the mini-grant report.

What community activity did you develop or participate in specifically for Child Abuse Prevention Month (NOT the Week of the Young Child or other community event)?

The PRC participated in the “Pinwheels for Prevention” campaign with pinwheels displayed at Head Start, local schools and Barnes County courthouse. Child abuse prevention was highlighted in an article in the newspaper column “At Home with Extension”, table toppers were developed and displayed at area restaurants and PCAND materials were made available at the Barnes County Extension Service office. The topic of “safe touch” was promoted through Head Start in Valley City and Jamestown through the use of age-appropriate coloring books. Supporting materials were sent home with parents and copies of “Out of Harm’s Way” an abuse prevention book were donated to Head Start, libraries and area schools. Through collaborative efforts, radio spots and newspaper ads were also utilized to publicize CAP month.

Indicate whether you/your center Developed the activity developed, presented, or participated in the Presented the activity activity. Participated in a collaborative activity Was this a Child Abuse Prevention Month project funded with a mini-grant through Prevent Child Abuse North Dakota? Yes No

If this was a Child Abuse Prevention Month project funded with a mini-grant through Prevent Child Abuse North Dakota, explain the Resource Center’s role in the project. The mini-grant covered the cost of radio ads and the materials on safe touch distributed to two area Head Start centers. The PRC coordinated the Head Start project while community partners developed the radio ads. Other activities listed above were not specifically funded by mini-grant dollars but were coordinated on time funded by the CAP grant.

Total amount of FRCN Coordination costs Amount of total that funds expended to represents infrastructure support this activity: costs:

If this WAS NOT a Child Abuse Prevention Month project funded with a mini-grant through Prevent Child Abuse North Dakota, complete the following:

If you participated in a collaborative activity, who were the partners?

There were numerous activities during CAP month, some funded by a mini grant and others not. Because activities were not 100% mini-grant funded, partners are listed as follows:

Barnes County Social Services, Community Action Head Start, Abused Persons Outreach Center, Valley City Public Schools, NDSU Extension Service, Valley City Police Department, Sheyenne Valley Special Education, City/County Health Department, Barnes County State’s Attorney, Mercy Hospital Social Services/Wellness in the Valley, Faith in Action, Safe Communities Coalition.

Indicate which materials were used in the activity: 8

Used materials obtained from Prevent Child Used materials developed within the PRC or community group Abuse North Dakota – How many? 800 Used materials from a national prevention or parenting education Used materials obtained from NDSU group Extension Other:

Provide the number of participants (indicate whether this is an estimate): Was an evaluation done on this activity? Yes No If Yes, provide data on the effectiveness of Child Abuse Prevention Month Activity. If No, explain: There is currently no evaluation system in place for CAP Month.

REPEAT THIS SECTION FOR EACH CHILD ABUSE PREVENTION MONTH ACTIVITY.

SECTION V - Assess community needs Emphasize this for the current year---report on Dept. of Health and Kids Count data in your region. 9

Assess community needs - Identify and address community needs for parenting education and parent support through a process that involves parents and local public agencies, local nonprofit organizations, and private sector representatives.

Explain the process used by your Resource Center to identify the unmet needs for parenting education and parent support.

Participants in all PRC classes are asked for feedback and suggestions, informally and formally as part of FRIENDS surveys. Additionally, community agencies including Barnes and Stutsman Social Services, South Central Human Service Center, Head Start programs, local churches, schools and coalition members are requested to provide insight on needs. For the second year, a survey will be posted online and promoted in the fall newsletter requesting parent and professional feedback on parent education needs in the community.

Name an identified community need for parenting education and parent support : In certain instances, often custody battles or child protection cases, parents are mandated to attend parent education classes within a short time period. Scheduling can easily be an issue with classes underway, full or not scheduled to begin within an appropriate timeframe. The issue has been how to get education to parents who want information and need to show proof of their participation but are not able to attend classes.

What action was taken by the Resource Center to address this community need for parenting education and parent support? Although it is not typically possible to schedule a class to meet the needs of one or two individuals, the PRC has a large selection of parenting resources available for self-study. In one case this year, NDSU Extension Service in Jamestown provided space and allowed a parent to come to the office and study parenting materials left by the PRC coordinator. Their secretarial staff supervised the parent and tracked hours spent in self-study. In a second case, a parent was connected to the local social service office and a parent aide. PRC materials were lent to the county for in-home use with this parent to help her meet her educational needs and the child protection requirements stipulated by another county.

What barriers were identified by the Resource Center in addressing the community need for parenting education and parent support? There was a situation where a parent could not come to the Extension office, open 8 AM to 4:30 PM, due to her work schedule. Although resource materials are available for checkout, she requested some form of verification for court purposes. Since there was no way to verify hours spent in study, we were not able to do this.

Were any community partners involved in identifying and addressing the community need and who were they? Social services and NDSU Extension Service office.

REPEAT THIS TABLE FOR EACH COMMUNITY NEED REPORTED.

SECTION VI - Outreach 10

Outreach - Provide parent education and parent support outreach activities for special populations. (e.g. parents of children with disabilities; teen mothers; incarcerated fathers, etc.);

List and explain what outreach activities were performed for specific special populations.

Special population: Grandparents raising grandchildren.

Activity: Parent support meetings held once monthly (began mid-way through the year).

Consistently we have seen parenting grandparents in our education classes. This group has had concerns, beyond general parenting, specific to their situations. The support group was formed Explain: as a means of helping by providing both education, access to resources and support from others in similar situations.

A large variety of books, videos and other materials on parenting topics are available to parents, professionals, and agencies for checkout at no cost. A small selection is also available at Valley City Public PRC Lending Library Library in the children’s department and resources are made available at all parenting classes. A book and video are highlighted in the PRC newsletter twice yearly and a periodic Valley City newspaper column to bring attention to resources provided by the Parent Resource Center.

After several years of significant investments the resource library is now well established with good selections in a wide variety of parent education topics. This year, minimal dollars were spent adding library materials however staff time was used to continue building community awareness and usage of the parent resource library. A number of the titles added to the library this year were done at the specific request of parents.

Report any other public information activities funded with CBCAP Funds (Displays, newsletters, presentations to community partners, library usage, materials/curricula purchased, etc.): Activity Number of people exposed to a direct child abuse and neglect (Note: count only one time. Example: If your newsletter prevention message. (Indicate if this is an estimate.) is sent to 100 people/month/12 months: report 100, NOT 1200)

Newsletter 450 Library resources $150 Curriculum materials $355

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SECTION – VII Referral

Referral - Provide referral to social services and community supports to meet the additional needs of families.

Total number of 110 If known, list the number 347 information/referrals to social of referrals received from services and community other community supports: agencies.

SECTION VIII – Network 12

Network – Participate in the Family Resource Center Network by contributing to meetings, peer review activities, and network evaluation activities. Attend the annual meeting of the statewide Prevention Network. a. Explain what you/your center gained from the contributions of others to the meetings, peer review activities, and network evaluation activities

Explain your contribution to the meetings, peer review activities, and network evaluation activities (what have you provided or contributed to the Network?):

As a Network member I have participated in scheduled meetings, peer reviews and conference calls. Working also in the role of statewide coordinator for the Nurturing Parent Program (NPP), I’ve assisted Parent Resource Centers with questions on the program and helped to connect and facilitate communication between PRC and Nurturing coordinators. This was the second year I was asked to make parent education topic bags on behalf of the Network. I ordered materials, assembled and delivered bags to staff. In addition, I also attended a two day training on Baby Signs, set the Network up as a certified agency through Baby Signs, and have been available to answer questions on curriculum and program implementation. Angela Berge, Region V Coordinator, and I presented at the Annual Head Start conference in Fargo on the ND Parent Education Network and course offerings.

Explain the gains you/your center experienced from the contributions of the other Network members (what have the other members of the Network provided or contributed to you?):

Network members have contributed direct and indirect support in the form of answered questions, ideas, loaned materials and encouragement. It has been useful to learn from the experiences of other sites and have a pool of experienced peers to consult. This year there were advances made in record-keeping and statistics. Using input from all sites, the Network FELP coordinator created a Dropbox form for tracking statistics and standardized the class data collection process. Since data collection can be confusing and time consuming, this is seen as major improvement for the Network as a whole.

What direction would you like to see the Network for the future?

Continue building stronger connections between centers through regularly scheduled group events whether training, conference calls or peer visits. Continue the process of standardization in programming and center appearance (logo, name, newsletter style, etc.) and build recognition of the Network around the state among the general public, educators and other agencies. It is also important to increase our ability to use technology for marketing and educational purposes. Having the capacity to make more of our resources available in an online format will be important if we are to remain relevant and accessible to today’s families. 13

SECTION IX – Innovative Funding Mechanisms

Innovative Funding Mechanisms: a. Provide information on the establishment/maintenance of innovative funding mechanisms (e.g. mechanisms that blend federal, state, local, and/or private funds and innovative interdisciplinary service delivery mechanisms, e.g. in-kind contributions and/or collaborative efforts).

Local agencies, churches and other groups have been supportive of the Parent Resource Center in a variety of ways. As examples, Head Start in Valley City offered the use of their space for Love and Logic, a six week program. Stepping Stones, a family play center in Jamestown also allowed the Parent Resource Center to use their space and resources at no charge for programming, including Baby Sign, the Grandparents Raising Grandchildren group and an infant massage course. A Valley City church continues to allow us to hold a parent support group in their fellowship hall and utilize their nursery, kitchen and AV equipment. The parent support group in Valley City offers art activities for its families through the support of a small grant from Bridges Art Council. The local Dairy Council reimbursed the PRC for milk used at several six week classes. The Parent Resource Center has been able to serve the community more effectively and efficiently with the support offered through these partnerships.

DHS CBCAP DATA- Take data from dropbox Total number of individuals (parents, caregivers, adults and children) attending DHS CBCAP paid programs from July 1, 2011- June 30, 2012; note this is a duplicated number. Total number of parents, caregivers, adults and children attending a DHS CBCAP paid program for the 1st time between July 1, 2011 and June 30, 2012.

Total number of parents, caregivers, and adults attending a DHS CBCAP paid program for the 1st time between July 1, 2011 and June 30, 2012.

Total number of children attending a DHS CBCAP paid program for the 1st time between July 1, 2011 and June 30, 2012.

Total number of parents, caregivers, and adults served with a disability. Question for Tracy- Do you want this to be new participants only or returning participants included as well? Currently, we list in Dropbox the number of parents with a disability per session and at the bottom of the column we have the total number, which is a duplicated number if parents attend more than one class session. This was our statement from last year’s final report- Number of parents/caregivers served with a disability who have not attended a Region VII PRC program before July 1, 2010.

Total number of children served with a disability. Same question for here as the row above? Last year’s final report read- Number of children served with a disability who have not attended a ______PRC program before July 1, 2011.