Generally, the SSAE program funds may be used under for any program or activity that fosters safe, healthy, supportive, and drug-free school environments, including direct student services and professional development and training for school staff. (Non-Regulatory Guidance SSAE Grants)
The Georgia Department of Education does not control or guarantee the accuracy, relevance, timeliness or completeness of conversations and/or associated information. Inclusion/exclusion of information is not intended to represent or endorse content. By posting content or asking questions, community members agree to be directly contacted by fellow community members to discuss relevant content.
The intent and purpose of the forum is to provide information and resources to Georgia School Districts for planning purposes only and does not constitute allowability or circumvent GaDOE official guidance, recommendations or requirements.
The National Association of School Psychologists produced a research summary on trauma-sensitive schools.
The document describes several situations that produce trauma, including family violence, poverty, homelessness, bullying, and natural disasters. The authors summarize research output in four areas: assessment, intervention, school-based mental health supports, and school policies.
The National Association of School Psychologists has published research summaries on several topics, including student discipline, school safety, and mental health programming.
A recent analysis of mental health research shows the strong correlation between social-emotional competence and student achievement.
An important takeaway from the document is how interdependent three factors are to student achievement: students' mental health, students' self-efficacy, and school-based interventions that boost both.
Trauma and adverse childhood experiences, if unaddressed, could negatively affect student attendance, curricular achievement, and postsecondary outcomes.
The National Child Traumatic Stress Network released a framework to address the effect of trauma on students, families, educators and the broader community.
The framework describes a three-tier support system that school personnel could implement for students experiencing trauma.
The document also identifies ten focus areas, including family engagement, community partnerships, educator professional development, and social-emotional learning approaches delivered alongside instruction.
The United States Department of Education released a parent and educator resource that identifies programs and strategies that could support positive school climate.
The document includes FAQs and a list of resources.
Senate Study Committee on the Financial Efficiency Star Rating
Please upload and share the evidence you have found for any/all SH activities.
October 2019 Student Wellness Newsletter.pdf
Enjoy the October 2019 Student Wellness Newsletter from the Office of School Safety & Climate.
Please see the information for the Facility Security Grant funds that each district in Georgia received by the Governor that are set aside for the enhancement of fostering safe and supportive drug- free environments. This is a great opportunity to justify the intent and purpose with this grant for purchasing outlay for your district. Contact Jeff Hodges , Program Specialist in Safe & Drug Free Schools Division for the GaDOE at email@example.com if further guidance is needed on the Facility Security Grant.
Facility Security Grant FAQ Revised 5-14-2019.pdf
Facility Security Grant FY19 Purchase Details Form.xlsx
What are a few examples of pay for success initiatives? I see this terminology in one of the SSAE webinars related to safe and healthy students but am unclear what it is referencing.
Did you know nearly 79,000 students in Georgia
considered or attempted suicide in 2018? When it comes to child and youth
mental, parents and caregivers can often be left overwhelmed and confused about
where to find help. Clink the link below to view the four pathways to access these services.
Voices for Georgia's Children Video
Helping teachers understand mental health a and the effects on behavior can help keep students in school.
Here is a powerful video on Ted Talks by Linda Cliatt-Wayman, a principal in North Philadelphia.
Linda Cliatt-Wayman attended a low-performing school in the same Philadelphia
neighborhood where she was asked to lead another as a principal. She recalled how
incredibly dark the school was inside:
“I remember saying to myself, ‘How can I educate kids that I cannot see?
Where are the lights? No wonder so many fights. I can’t see anything.’
Instantly I thought about segregation and I thought about how it was supposed to have ended in 1958—I felt trapped, that we were stuck there.
And then what in the world was I going to do to make sure that this also
was a school for students who had nowhere else to go. And I felt how it was
degrading that anybody’s child would have to go to a school like this.”
Information published by the CDC regarding transgender students and their experiences with violence, victimization, suicide risk, substance abuse, and risky sexual behavior.
Here is an interesting perspective of the correlation of harsh school discipline to involvement in the judicial system. There are so many links to school discipline and drop out rates, low academic performance, and involvement in criminal activities. Although this is not current information, there is still validity to what continues to happen in our schools.
Georgia’s Child Sexual Abuse and Exploitation Prevention Technical Assistance Resource Guide (TARG) is intended to outline how communities and schools can utilize existing sexual abuse prevention strategies and programs to improve the health and well-being of their youth population.
The TARG is a comprehensive guide that provides best practices on:
Download the full TARG by filling in your contact information below.
The TARG is a recommended guide for educators looking to comply with SB 401. SB 401, a 2018 revision to the Quality Basic Education Act, GA Code Section 20-2-143, requires:
The 2018 Georgia General Assembly created several House and Senate Study Committees. The following includes the study committee reports related to education. Legislation during the 2019 General Assembly Session will include many of the recommendations from the committee reports.
House of Representatives Rural Development Council Final Report
House of Representatives Study Committee on School Security Final Report
Senate Study Committee on School Safety
Senate Study Committee on Dyslexia
Senate Study Committee on Advanced Communications Technologies and Use of State and Local Government Right of Way Policy Modernization
Senate Study Committee on Continual Audit Exceptions on Local School Systems
Prevent Child Abuse Georgia:Connecting Caregivers to Support
SafeCare Founder & Former PCA Georgia Board Chair Retires
Dr. John R. Lutzker officially retired from Georgia State University at the end of October. As Director and founder of the Mark Chaffin Center for Healthy Development, he was responsible for bringing Prevent Child Abuse (PCA) Georgia to the university center in 2011. Many of you may also be familiar with the evidence-based home visiting program he created, SafeCare. His large body of work, primarily focused on the prevention of child maltreatment, has impacted the lives of countless families during his tenure. In 2017 alone, SafeCare served over 6,000 families in the U.S. and internationally.
Upon retirement, GSU's President appointed him the honor of Professor Emeritus, in recognition of his significant contributions to the university and vulnerable populations everywhere. While he is known widely for his expertise on parenting, he is known best within our office for his mentorship, comradery, and passion.
Parents Want to Know
Parents with more knowledge about parenting and child development are more likely to engage in positive parenting practices, but how do parents get this information? Parents are not always included in the planning of programs designed for them. Child Trends recently conducted a parent focus group with racially, ethnically, and economically diverse groups of first-time parents of infants and toddlers. Parents raised the following five key points:
Programs should actively seek input from parents whenever possible to inform their practices and services deliveries. Read the full article with further explanation and suggestions.
Supporting Brain Development and Preventing Trauma: Two New Free Trainings
Build My Brain is a cross-disciplinary online course focused on the science and importance of early childhood development. The course was inspired by a collaboration between GEEARS, child-serving agencies, and Harvard University's Center on the Developing Child. Identifying how the science of early childhood development can be applied to policies and services for children birth to five can advance the Governor's goal of having every Georgia child reading on grade level by the end of third grade.
Find out how a child's brain architecture is constructed and how families, caregivers, and all adults can be great brain builders through the responsive interactions and nurturing relationships they have with children.
Access the training here: Georgia Build My Brain .
Adverse Childhood Experiences (ACEs), such as child maltreatment, parental substance abuse, mental illness, and socioeconomic hardship, affect children and families across all communities. ACEs can affect a child's health and well-being, resulting in a lifetime of poorer health outcomes. Since ACEs impact so many across the nation, society as a whole must understand how we can all help prevent ACEs. A recently released CDC training helps us recognize, understand, and prevent ACEs. Learn about risks and protective factors, outcomes associated with ACEs, and strategies you can use to reduce or eliminate the impact of ACEs.
This trainings is free and recommended for any audience. Start Training Now Approved for 1.5 hours of BFTS credit. Interested in ACEs? Sign-up for the Georgia ACEs Connection, a publicly open action-based online group for individuals, sectors, and communities that are utilizing the ACEs science to implement trauma-informed and resilience-building practices and policies.
GA Family Support Network
Georgia has joined the National Family Support Network and has already begun training organizations in the national standards. The development of shared standards across the state is an important strategic step towards defining and promoting quality practices for families. What makes these Standards unique is that they are the first to integrate and operationalize both the principles of family support practice and the research-based evidence-informed Strengthening Families Protective Factors framework. PCA Georgia is excited to be a Standards Trainer and have family support centers represented as local councils.
For more information about becoming part of the network contact Deborah Chosewood at firstname.lastname@example.org.
On October 16, Georgia DFCS issued an Open Letter to the Child Welfare Community to begin the process of open communication and engagement with the entire child welfare system around the Family First Prevention Services Act. Partners in the advocacy, provider, and legal and judicial communities are invited to share this letter broadly within professional and community networks.
All youth and young adults deserve to be supported in ways that support their healthy development. One of the best ways to support them is to ask them directly how they are doing. The Youth Thrive™ Survey is the first instrument that is based on positive constructs. This web-based survey measures the presence, strength, and growth of Youth Thrive Protective and Promotive Factors as proxy indicators of well-being. Information collected is intended to help organizations reach youth in new and meaningful ways through real-time data directly from the youth that organizations are serving. For more insight on how this survey can benefit your organization, please register for the informational webinar that will be held November 14, 2018.
Prevent Child Abuse Georgia is a state chapter of Prevent Child Abuse America. We provide statewide direction to prevent child abuse and neglect, promote healthy children, and develop strong families through our prevention network, public awareness, prevention programs, and advocacy. Learn more about us here!
Julia Neighbors Director Jneighbors@gsu.edu Naeshia McDowell Helpline & Training Coordinator email@example.com Jyll Walsh Communication & Outreach Coordinator Jwalsh10@gsu.edu
Support PCA Georgia by giving today.
The Summit: Georgia's Child Welfare Conference Hosted by the Office of the Child Advocate Omni Atlanta Hotel at CNN Center December 3-5, 2018 Registration Opening Soon 11th Annual GA Association for Positive Behavior (GAPBS) Support Conference Hosted by the Center for Leadership in Disability GA World Congress Center December 5-6, 2018 Register Now
This project was supported in part by the Georgia Department of Human Services, Division of Family and Children Services and the U.S. Department of Health and Human Services, Administration for Children and Families, Community Based Child Abuse Prevention and Treatment Act (CFDA 93.590). Points of view or opinions stated in this document are those of the author(s) and do not necessarily represent the official position or policies of the Georgia Department of Human Services, Division of Family and Children Services or the U.S. Department of Health and Human Services, Administration for Children and Families, Community Based Child Abuse Prevention and Treatment Act (CFDA 93.590).
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