Transforming Together: Implementation Guide
Endnotes 1
A summary of the AB 2083 legislation goals, requirements and content–prepared by the California Health and Human Services and California Department of Education in September 2021–is available online. 2 https://www.c4cw.org/ 3 While California’s Indian Child Welfare Act obligates county child welfare and their foster care partners to follow federally established rules and practice standards for tribal families, other partner departments and agencies will also benefit from the deliberate inclusion of and counsel of well-organized and committed Tribal leaders. 4 Clear and sustained roles for Tribal partners, youth and parents are paramount to any interagency effort to address equity and inclusion and to explore and implement efforts that aim to reduce the over-representation of children and families of color in the state’s systems. The “Strategies” section of this chapter and Chapter 2 provide further guidance on this key element. 5 Barbara J. Friesen, Nancy M. Koroloff, Janet S. Walker, and Harold E. Briggs, 2011 or Osher, Osher and Blau, 2008 6 When considering how to capture student data, this resource may be useful: https:// www.cde.ca.gov/ls/he/at/chks.asp. When searching for tools to assist in building caregiver engagement, the following may be of use https://www.ed.gov/about/ed-initiatives/raise-bar/ raise-bar-resources-parents-and-families 7 For more information on accessing Medi-Cal to meet the social, emotional and mental health needs of students in schools, see https://cachildrenstrust.org/wp-content/ uploads/2020/08/cct-practicalguide-final-v2.pdf For a general information on Medi-Cal, see https://cachildrenstrust.org/wp-content/ uploads/2020/06/cct_medi-cal_onepager.pdf 8 California’s CYBHI 9 https://nwi.pdx.edu/pdf/ReturnonInvestmentinSOCsReport6-15-14.pdf 10 These principles for community engagement are described (and justified) in detail in the CYBHI Working Paper on creating a New Ecosystem. 11 In recent years, many communities have begun exploring new approaches to creating government programs–or crafting solutions for particular service delivery problems or gaps–by evolving the concept of who should be “designers” and “experts.” Instead of relying mainly on traditional experts or agency leaders with certain academic credentials or job titles to make decisions–about problems that largely they don’t experience themselves, for communities that largely they do not live in themselves–these new efforts seek to prioritize the insights of people most proximate to the problem. This approach calls for government agencies to spend more time identifying and working with those who are experiencing the problem to be solved and centering those individuals in the process of decision-making. For more information on this approach, see for example this interview between Harvard Business School’s Race, Gender and Equity Program and Christina Marie Ortiz Guzman of Equity Meets Design: https://www.hbs.edu/race-gender- equity/projects/just-digital-future/Pages/video.aspx?item=christine-ortiz.
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