Ongoing Goals

Initial Goal: We need to adapt our normally hands-on sessions to activities that can be done online. We propose this be done by connecting handlers to kids via tablets at both ends. We are actively seeking funding for tablets for each handler, and a smaller set to be located at client facilities, and handlers are exploring activities that adapt well to this new environment.

Result: Thanks to a wonderful grant for the local employees at Boeing, we secured tablets and related supplies. However after many many attempts to work out the problems with connection timing issues, etc. we recognized that this would not be viable way to initiate a relationship between a child and a dog. 

New goal, to be actively pursued as we begin in-person visits:

• Each handler will have a tablet LOADED with tools and videos to be used as a resource during a visit. E.g., music to dance to, Dog Vision app (shows what dogs sees vs. what humans see), video snippets of how positive training is used throughout the world on ALL species (especially including examples where a child is the handler).
• A stripped down tablet will be placed at client facilities that request it so that communications can happen between a child and a team THAT HAS ALREADY ESTABLISHED A RELATIONSHIP.

Steps toward this goal to include but are not limited to:

• Recruit and train new teams.
• Streamline and enhance the training/evaluation process so that four teams can be certified in six months or less.
• Leverage video training capabilities whenever possible
• Supplement the existing apprenticeship requirement to demonstrate all 3 stages of intervention at a DV shelter with an alternate single day “lightning round” in an environment simulating the shelter.

Steps toward this goal to include but are not limited to:

• Finalize a “Grant Application Kit” of up-to- date information for use by all members of the organization reaching out for support.
• Make every effort to continue increasing our buffer of cash in the Savings Account so we can continue operations during underfunded years. One year buffer now in place.
• Formalize Policies defining:
  • Management of organizational monies (savings, checking, and credit) – Assigned to TINA
  • Scholarship criteria – Assigned to LINDA – define method for obtaining board approval – majority rule
  • Guidelines for assessing the value of organizational participation in local fundraising and promotional events. Assigned to LINDA – create a basic form with questions that will help the board decide – majority rule
  • Donor relations, from thank-you to keeping the relationship alive with tidbits of news. NEW VOLUNTEER POSITION?

• To include:
  • Identify a suitable location and hold regular group practice sessions bi-weekly. Assigned to REGINA/BOB
  • Continue to identify presenters and content for 2-3 continuing education workshops to help S.T.A.R. teams stay on top of their game.
  • Encourage continuing education in related disciplines (scholarships to outside classes/events). Now ongoing policy
  • Move documentation online wherever possible
  • Catalogue ONLINE the lending libraries of books/videos and their location
  • Catalogue ONLINE a props inventory – LINDA to start, others to contribute

Types of relationships to include but not be limited to:

• Ongoing weekly visits at a specific facility, 1 or 2 children at a time (examples: DV shelters, residential treatment facilities) typically over an extended period of time
• Annually repeated short series of small group classes (example: elementary schools) or multi-week summer schools.
• Special Projects tailored to match a specific client (example: HomePlate video project)
• One-time events/sequences for larger groups (examples: Girl Scout summer camp; Adelante Chicas, workshop on “Consent”)
• One-time very short duration meetings with pairs of children at events.
• NEW: We have cautiously started meeting with children/young adults on the spectrum and their professionals. We will develop suitable guidelines as we progress.

• Applied the previously defined screening criteria
• Verified that we have appropriately trained teams to support them

• Whenever possible, co-train with client staff (e.g., PBIS training)
• Conduct limited-term Special Projects to experiment with and evaluate the effectiveness of new tactics. Example:
  • Special Project: HomePlate support ( a ) their focus on helping youths prepare for and move into jobs in the real world and ( b ) their support for immigrant Muslim women by creating a monthly dog-training job where the participants help train the dogs for short videos.

• Create a professionally filmed/edited videotape illustrating our process and linking what they see to their own priorities.
• Create a brochure which succinctly describes in terminology appropriate for therapy professionals what our program does and does not do. This brochure will include the evidence-based assessment by Pacific University.

• All documents and class videos for out Basic Competency Test Preparation classes are now on-line.

• Create a list of interested organizations, building on contacts made at ClickerExpo and elsewhere