Executive Summary of Strategic Plan for Children's Services

1 Executive Summary of Strategic Plan for Children’s Services | November 2016
P:Agency InformationDepartment or Program InfoHousingChildren’s Services & PlanStrategic Plan for Children's Services
Executive
Summary
Strategic Plan for Children’s Services | 2016
SOLID GROUND OVERVIEW
Solid Ground works to end poverty and undo racism
and other oppressions that are root causes of poverty.
The nonprofit serves people who are most vulnerable
to the impacts of homelessness, hunger, and poverty
including women, children, immigrants, seniors,
people with disabilities, and domestic violence
survivors. Directly impacting over 61,000 people in
2015, Solid Ground helps individuals and families
gain the skills and resources they need to achieve their
goals and meet targeted outcomes through an array of
support programs.
Strategic Plan for Children’s Services
In 2014, Solid Ground recognized the need for a
strong focus on children’s planning across the agency.
Children and youth are served through lighter touch
programs in both the Stabilization Services and
Hunger and Food departments and with a deeper
touch in the Residential Services Department
including Broadview, Family Shelter, and Sand Point
Campus. Solid Ground’s Residential Housing is
currently home to approximately 300 children and
youth, many of whom have high needs as a result of
poverty, trauma and homelessness.
Solid Ground’s goal is to help these young residents
begin to recover from homelessness and trauma in a
safe and nurturing environment, while also preparing
them to thrive in the future. To reach this goal, Solid
Ground approved a Strategic Plan that connects
young people to the programs and services that
encourage healthy functioning throughout childhood
and into adulthood. By ensuring that children and
youth have access to health and wellness resources,
educational supports, and strong systems of family
and community support, Solid Ground will help them
heal from trauma, intentionally address their unique
needs, and prepare them to successfully transition
into college and a career.
Needs Assessment
The planning process began with a rigorous Needs
Assessment. This Needs Assessment provided Solid
Ground much needed information about needs,
service gaps, and systems issues when delivering
services. The next phase was to identify evidence-
based practices and make recommendations that
would close service gaps, resolve systems issues, and
build a continuum that will end cycles of poverty and
support pathways to success.
This needs assessment is comprehensive and draws
on many sources of information. Due to time and
confidentiality constraints, however, this needs
assessment has its limitations. For instance, this
assessment does not include as much data on
Broadview as it does Sand Point (i.e. data from
HMIS, case notes, parent survey, schools, sign-in
sheets). There is less of a focus on Broadview’s
operations, given that gaps in service and program
organization are not as considerable there as they are
at Sand Point, which is a newer site.
BACKGROUND INFORMATION
Through Case Management and Child Advocacy,
Residential Services provides comprehensive supports
to children and youth. Families’ needs and goals are
assessed during Children’s Intakes, which are typically
done around the time that the family moves into
Residential Housing. After completing an intake with
a family, the children’s advocate then refers each
member of the family to resources and services that
exist along the continuum of supports in order for
them to gain stability and achieve their goals.
Broadview
Broadview works at the intersection of two of the
most destabilizing and dehumanizing issues faced by
our community – homelessness and domestic
violence. Broadview Emergency Shelter and
Transitional Housing Program serves upwards of 375
women and children each year. As of March 2016,
Broadview was home to 64 children and youth.
Children’s Programming at Broadview
Broadview offers 16 different groups to children and
youth throughout the week which supports their
social-emotional, cognitive, and physical
development. Groups are led by the three Children’s
Advocates and one Children’s Group Specialist. With
the exception of just a few groups, the Children’s
Advocates and Group Specialist prepare a curriculum
for each group. The range of activities offered on a
weekly basis include homework help, educational
support, healing art, socializing activities, cultural
learning, health and wellness, life skills, writing,
reading, physical activity, and family-based activities.
Groups are age-appropriate and snacks are offered to
each child who attends. Groups are also offered to

Demographics of Children at Sand Point
• 24% of children identify as Latino/a
• 64% are children of color
• 29% of children are white
• 18% of children are ages 0-5;
• 11% of children are ages 19-26
____________________________________
Demographics of Caregivers at Sand Point
• 10% of caregivers live with disabilities
• 44% of caregivers are refugees or immigrants
• 78% of caregivers are female
• 17% of caregivers are ages 24-29; 82% are ages 30-62;
and 1% are 63 years and older
• 40% of caregivers do not have a High School Diploma
parents, including DV Support Group and a finance
class. 100% of staff are trauma-informed, and
therefore understand, recognize, and respond to the
effects of trauma and the paths toward healing and
recovery.
Sand Point
Sand Point Campus is located inside Magnuson Park.
Approximately 465 individuals live on the Sand Point
campus (99 Families, 74 Singles, 260 children).
Children’s Programming at Sand Point
Sand Point offers 9 different groups to children and
youth throughout the week which supports their
social-emotional, cognitive, and physical
development. Groups are led by one Children’s
Group Specialist (with some assistance from
volunteers) and facilitators from other agencies
including: Seattle Public Library, Therapeutic Health
Services, Magnuson Community Center, Boy Scouts,
Google, and Theater of Possibility. The range of
activities offered on a weekly basis include homework
help and tutoring, art, socializing activities, reading,
theater, physical activity, and drug and alcohol
prevention. There is one parenting group that is
offered on-site through North Seattle Community
College where parents earn college credit for
attending the 10 week course.
THE SOCIAL PROBLEM
Solid Ground aims to help our youth gain stability
and thrive as learners, leaders, and community
members by creating opportunities that will combat
the intergenerational cycles of poverty.
Intergenerational cycles of poverty are reinforced by
the opportunity gap – the unequal distribution of
resources and opportunities between groups of
students – because it leads to lower graduation rates
and lower income earnings. This problem
disproportionately affects low-income, low-resource
students and young people of color.
Major Findings from the Needs Assessment
• Up to 58% of parents have concerns about their
child’s behavior1 - Disruptive behaviors, such as
ADHD, social anxiety/withdrawn, anger,
aggression, and acting out, are common concerns
• 29% of parents reported concerns that they
children are not/were not prepared to start school2
• The students who struggle in high school or are at-
risk of school failure also have low attendance
rates, have Individualized Education Plans, and are
disproportionately Latino students3
• A striking amount of students did not meet the
minimum scores in math, reading, or writing last
semester, and the majority (78%) have a GPA of
2.9 or below4
• In the one semester alone, there were 10
suspensions5, which is a recurring problem among
Sand Point residents6
• A lack of transportation, student mobility, health
conditions (treated and untreated), substance abuse,
lack of parental supervision, language barriers, and
feelings of isolation due to demographic
background are contributing risk factors7
• Sand Point parents are at various levels in their
ability to actively participate in their children’s
education and reinforce learning. Family
engagement and parental support systems as an
area in need of attention8
• Without establishing baseline data, or routine
monitoring, data analysis, and evaluating practices,
Solid Ground is unable to determine the extent to
1 Data from Broadview & Sand Point Children’s Intakes and 2016
Sand Point Parent Survey
2 Data from 2016 Sand Point Parent Survey
3 From 2016 Roosevelt’s school data report
6 Data from Sand Point Case Notes
7 Data from Eckstein and Roosevelt school personnel and from
Sand Point case notes
8 Qualitative data from focus groups and key informant
interviews

which basic needs are being met or the extent that
risk factors are being reduced
• Case management practices (i.e. case notes,
documentation of referrals, intakes, etc.), education,
knowledge, job orientation, understanding of role,
and trainings vary across the staff and sites,
resulting in inconsistencies in service delivery and
data collection.
FOCUS AREAS
Recommendations
The primary purpose of this Strategic Plan is to
provide strategies that streamline current practices,
support multiple program goals, and guide the
development and continuous improvement of the
Children’s Program. The Strategic Plan will be used to
help make decisions about budgets, partnerships,
practices, policies, services, and programs. Strategies
consider Solid Ground’s strengths and weaknesses,
values, opportunities and threats, and are informed by
community input and promising practices.
A synthesis of existing best practices, standards for
further improvement, and major findings from the
needs assessment identified the following key focus
areas:
Four Pathways to Success
1. Health, Safety, and Well-being
2. Educational & Economic Pathways
3. Social Connections
Out of School Time Contexts
4. Recruitment and Participation
5. Program Quality
6. Capacity Building with Coordinated, Strong
Partnerships
Placemaking
7. Design and Management of Community Space
Family Engagement and Involvement
8. Family Engagement & Parental Involvement
CONCLUSION
Through sound strategies and investments, Solid
Ground can mitigate risk factors, promote protective
factors, and create opportunities for families and
students to thrive. With a family-strengthening
approach a rigorous commitment to improving
program quality and organization, and through
strategic partnerships, Solid Ground has a fighting
chance at closing the opportunity gap and breaking
cycles of poverty.
Recommendations & Outcome Indicators
Stage 1: Exploration
2015-2016
 Identify Needs & System
Gaps
 Research Best Practices
 Make Recommendations
in Strategic Plan
Stage 2: Installation
2017-2018
 Develop Program
Infrastructure & Build
Capacity
 Prepare Organization &
Staff
Stage 3: Initial
Implementation
2019
 Hire & Train new staff
 Implement New
Programming
 Manage Data system &
Monitor Progress
Stage 4: Full
Implementation
2020
 Begin to see results from
innovation & measuring
outcomes
 Changes become Standard
Practices
Proposed Implementation Stages
(2-4 Years)

I. Pathways to Success
1. Health, Safety, and Well-being (HSW)
HSW1 Ensure health, safety, and well-being by building a trauma-informed system and increasing access to
behavioral, medical, and mental health care services. This recommendation seeks to institutionalize
wrap around practices to meet individual needs and support well-being.
HSW2 Integrate Two-Generation Programming and Prenatal to Five best practices to improve relationships
between parents/caregivers and children, and simultaneously addresses the needs of children and
parents.
HSW3 Through strong partnerships with youth programs and services and a greater focus on youth
development, build a health continuum that serves Children ages 5-24.
HSW Outcome Indicators
#/% of SG staff & Mercy staff who are trained in Trauma-Informed Care every year
#/% of youth participating in physical activities (internal)
#/% of children accessing behavioral health services (external?)
#/% of children who meet developmental benchmarks by race
#/% of children accessing PHN & other health services by race
#/% of children/youth who improve health & academic progress
% of families who report being treated with respect and fairly after incident
#/% of families who feel safe on campus by race/ethnicity
#/% of children attending groups that focus on health & wellness
2. Educational and Career Pathways and Supports (EC)
EC1 Build educational pathways and supports that encourage learning and development in early childhood,
adolescence, and parenthood.
EC2 Integrate Two-Generation Programming and Prenatal to Five best practices.
EC3 Integrate 5-24 year-old best practices with a positive youth development approach.
EC4 Develop pathways that support economic well-being and future careers, especially among opportunity
youth.
EC Outcome Indicators
#/% of children referred to, enrolled in, & attending early childhood programs by race
#/% of children who are kindergarten ready across the domains of social/emotional, physical,
language, cognitive, literacy, & math
Out of School Time Participation Rates
#/% of 3rd graders who are meeting reading standards
#/% of 4th graders who are meeting math standards
Academic Performance across math, reading, & writing & GPA
#/% of youth enrolled in & attending college preparatory courses
High School Graduation Rates
College Enrollment Rates
#/% of youth referred to &/or attending alternative school completion programs for those who were
expelled or dropped out
# of young people who are either in school or working
# of graduates from a certification program
Income earnings
% of participants develop: communication skills, critical thinking and decision-making skills, and
positive work habits

3. Social Connections (SC)
SC1 Foster social connections and a caring community that will support, nurture, respect, and empower
young people and their families in achieving their goals. Create learning spaces where youth develop
the democratic skills of participation to become active participants in their communities and emerge as
socially and politically committed agents of change who are willing to challenge injustice.
SC2 Build a continuum of supports that will establish and strengthen parental support system.
SC Outcome Indicators
% of youth who volunteer/participate in community service
% of youth & families who participate in community activities
% of youth feel empowered to contribute to positive change in their communities
# of young people celebrated for their accomplishments
% of youth who feel loved, respected, nurtured, & embraced
II. Out of School Time Contexts
4. Recruitment & Participation (RP)
RP1 Recruit and sustain program participation by targeting resources toward recruiting and sustaining
youth participation.
RP Outcome Indicators
% of children & youth participating in OST and early learning programs by race (external)
#/% of program participants (on-site groups)
#/% of new children participating in on-site groups
Grades/GPA/Academic Performance
School attendance rates
School suspension/ expulsion rates
Low level crimes and youth arrests
Graduation rates
5. Program Quality (PQ)
PQ1 Strengthen Program Leadership
PQ2 Establish Program Governance
PQ3 Establish and Improve Program Structure
PQ4 Institutionalize data collection and analysis, and program evaluation for the continuous improvement
of programming and service delivery.
PQ Outcome
 Increase in staff morale
 Stronger leadership among staff
 Staff report lower stress levels and place more of a focus on promoting protective factors
 Staff have the knowledge and skills they need to address children’s behavior or discipline issues
quickly, effectively, and consistently
 Stronger Children’s Team
 Generate broad-based support & financial sustainability for the program
 Everyone understands their level of responsibility
 Improved Communication
 Create buy-in and engagement from families
 Adequate supervision and safety of children
 Curriculum enhances learning, builds on child’s interests, & provides consistency
 Program aligns with resident needs and builds on their strengths

6. Capacity Building with Coordinated, Strong Partnerships (CB)
CB1 Build a more robust Volunteer Services Program
CB2 Effectively develop, utilize, and leverage strategic partnerships through systems coordination and
alignment
CB3 Strengthen partnerships with the school system through coordination and alignment.
CB4 Establish and maintain strong, working partnerships with families.
CB Outcomes
 A more robust Volunteer Program
 Capacity to achieve mission and outcomes
 Staff are supported in delivering services and facilitating groups. They have more time to concentrate
on program planning.
 More children, youth, and families are served and are engaged in a meaningful way.
 Families’ unique needs are met.
 Learning and development is supported.
 The program benefits from sharing resources and staff with other community organizations.
 Communication and exchange of data with local schools result in supporting student success.
 Decrease in student suspensions and expulsions.
III. Placemaking
7. Design & Management of Community Space (PM)
PM1 Address issues in infrastructure and repurpose space at both sites to accommodate quality
programming and meet identified needs.
PM Outcomes
 By maximizing the potential of each space, it enables the expansion of more programming. It will also
demonstrate to residents and staff that their input and ideas were incorporated into the plan.
IV. Family Engagement & Involvement
8. Family Engagement and Involvement (FEI)
FEI1 Establish clear expectations and safety guidelines with policies and consistent communication to
address issues of parental supervision.
FEI2 Strengthen family engagement and encourage parental involvement.
FEI Outcome Indicators
# of community events, meetings, workshops, classes, etc. for families
# of parent volunteers
# of parents who participate in children’s group
#/% of families w/the CS Parent Handbook
#/% of incident reports re: parent supervision
#/% of referrals to adult education
#/% of parents who report an increase in efficacy, safety, & parenting skills
#/% of families who met with a CM, CA, or CSM
% of “Yes’s” on Family Engagement Program Self-Assessment Checklist

Executive Summary of Strategic Plan for Children's Services

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