Education Office Research Articles

Sistem Pendukung Keputusan Seleksi Peserta Lomba Karnaval Murid TK Di Kabupaten Pidie Menggunakan Metode Multi Objective Optimization On The Basic Of Ratio Analysis (MOORA) Berbasis Web

Kindergarten is an example of an educational sector that has been impacted by advances in computer technology. One of the most important parts of a kindergarten is student assessment and the creativity of school children. In one kindergarten there are dozens of students and each has different creativity values. However, there are problems at the Pidie Regency Education Office in assessing the process of determining the selection as the best participant to take part in the kindergarten student carnival competition in Pidie Regency. This writing will discuss the design of a decision support system using the Multi-Objective Optimization On The Basis Of Ratio Analysis (MOORA) method to select participants in the kindergarten student carnival competition in Pidie Regency. The aim of this research is to assist the Pidie District Education Office in making decisions by evaluating and ranking existing alternatives so that it is easier to determine which kindergarten student participants can take part in the carnival competition. The programming language used in designing this application is PHP using the CodeIgniter framework and HTML. For display using CSS3, namely using the Bootstrap and Jquery framework. The database uses MySQL. The tools and editors used are XAMPP for Windows, and Microsoft Visual Studio Code. The final result of this system is to provide a recommendation output ranking participants from the largest alternative value to the smallest. With this system, the Education Department will be helped and made easier in determining competition participants.

학부모와 교원의 경험을 통해 살펴본 학부모 학교참여의 실태와 쟁점: 서울특별시 초등학교를 중심으로

The main purpose of this study was to explore the current status and key issues of parental participation in school by analyzing the experiences of parents and teachers. To achieve this, focus group interviews were conducted with parents, teachers, and school managers from six elementary schools under the Seoul Metropolitan Office of Education. The results of the study are as follows. First, a gap existed between parents' and teachers' expectations regarding parental participation in school. Second, for both parents and teachers, parental participation in school was seen as a supportive activity for school education. Third, differing understandings and interpretations were observed among school members concerning the degree of parental participation and communication. Fourth, it was found that parents' participation in school was significantly influenced by parent association executives, school managers, and teachers. Fifth, participants recognized the positive aspects of parental school participation as a meaningful indicator of its educational benefits. Based on the results of this study, discussions and tasks for fostering parents' autonomous participation in schools were presented.

SCHOOL INFRASTRUCTURE DEVELOPMENT FOR CHEMISTRY EDUCATION AND PUPILS LEARNING OUTCOMES IN CHEMISTRY SUBJECT IN PUBLIC SECONDARY DAY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

This research examined students learning results in chemistry courses in public higher-day schools in Rwanda as well as the creation of infrastructure for chemistry education in those schools. In particular, the study defined the infrastructure development for chemistry education in Rwandan public secondary day schools, examined the impact of this infrastructure development on students chemistry learning outcomes, and ascertained the correlation between the two. The study used both qualitative and quantitative techniques in a mixed-methods approach. A total of 662 respondents, comprising 175 instructors and 483 pupils in Rutsiro District, 1 District Director of Education, 1 District Education Officer, and 2 Sector Education Inspectors, were the studys target population. Using Slovins formula, the researcher calculated the sample size of 249 respondents. A pilot study was taken into consideration, and questionnaires and documentation research procedures were employed as instruments of data collecting. Respondents were selected by purposive selecting for district education officials and random sampling for students and instructors. SPSS version 21 was used to evaluate the data, and conclusions were drawn from the responses provided by the participants. Regarding the first objective, the findings show that: 95.3% of respondents either strongly agreed or agreed that the chemistry education infrastructure in public secondary schools is well-developed and used effectively 90.5% of respondents agreed or strongly agreed that facilities and the infrastructure required for chemistry education are available for learning and teaching chemistry subjects in public secondary schools and 85.7% of respondents agreed or strongly agreed that chemistry teachers in public secondary schools are properly trained to use laboratory equipment in conducting scientific experiments in chemistry subjects. Regarding the second goal, the study finds that 98.2% of respondents strongly agreed or agreed that your schools chemistry students now learn more in their classes due to the laboratories and equipment that the schools have developed for chemistry education 82.1 percent strongly agreed or agreed that having well-functioning schools has improved students attention to chemistry concepts and 85.2 percent strongly agreed or agreed that students now have more access to chemistry-related educational resources and materials because of the development of schools infrastructure for chemistry education. Since the p-value for the third aim, which is the creation of school infrastructure for chemistry teaching, is less than 0.05, the results have a positive significance for students learning outcomes in chemistry. The development of chemistry education infrastructure in Rwanda is crucial for students learning outcomes. Recommendations include establishing well-equipped laboratories with modern equipment, ensuring safety measures, designating classrooms for chemistry education, stocking the school library with relevant resources, building a central science laboratory, providing teacher training, collaborating with educational authorities to develop a curriculum aligned with international standards, and establishing a system for assessing students progress in chemistry. These measures will help improve the countrys chemistry education infrastructure and support students in achieving better learning outcomes. The researcher suggested that the next study should focus on addressing gender disparities in chemistry education strategies to promote gender equity in public secondary schools.

엑셀 매크로를 이용한 고교학점제 과목 선택 연습 프로그램 개발 및 진로교육 적용 방안

This study was conducted to develop a "High School Credit System Course Selection Practice Program" to assist high school freshmen and third-year middle school students in career planning and understanding the high school credit system. The program consists of "School Designated Course Settings," "Student Selected Course Settings," and "Student Selection Sheets," and is designed using Excel's data validation and macro functions to facilitate course offering and designation. Additionally, a career education program for third-year middle school students was developed for use in subjects such as "Technology and Home Economics," "Careers and Occupations," and creative experiential activities. It is recommended to modify this program according to the guidelines of local education offices, and subsequent research analyzing changes in students' career maturity and high school admission decision factors after applying the career education program is expected to further enhance the validity of the study.

ONLINE LEARNING FOR STUDENTS: IMPACT AND PERCEPTION

The aim of this research is to examine how online learning affects students' academic achievement. Online learning is expanding quickly at all levels of official education, including the university level. This study at one of Bandung, Indonesia's private university seeks to ascertain the impact of online learning on students' perceptions and academic achievement. All current participants in the Accounting Study Program make up the study's population. The class of 2018-2022 members of Accounting Study Program who are currently enrolled in or have completed the Auditing course make up the sample for this study. Purposive sampling is the sample selection technique employed, while the research approach used is explanatory research. Using the T and F tests, multiple regression analysis, and SPSS, the study hypothesis is tested. According to the sample technique, questionnaires were given out to 113 students. Additionally, interviews were conducted to find out what students thought of online learning, both positively and negatively. The study's findings indicated that online learning has an impact on academic achievement. Although most students have positive perceptions of online learning, there are some negative ones as well. However, the university can address these negative perceptions by correcting the relevant errors.

Evaluation of the Validation Process of Prospective Recipients of Educational Scholarships on the Siaplah Platform: A Case Study at The West Kalimantan Provincial Education and Culture Office

This study aims to evaluate the validation process of prospective recipients of educational scholarships through the Siaplah platform implemented by the West Kalimantan Education and Culture Office. The research methods used in this study are Business Process Improvement (BPI) and Failure Mode and Effects Analysis (FMEA). Because BPI can evaluate in aligning processes with organizational goals and strategies. In the context of this research, BPI can assist the West Kalimantan Education and Culture Office to ensure that the scholarship validation process supports the achievement of organizational goals related to education. Meanwhile, FMEA is used to identify potential risks, failures, and weaknesses in the validation process. Through this analysis, research can identify critical points in the process that could lead to failures or problems. So the FMEA can be improved by giving a score on each risk and impact. Research results: Business process recommendations for prospective PBP recipients are made based on the design of business process improvement that has been carried out using the Business Process Improvement (BPI) method. Some activities have changed, activities that have been added to activities that have been removed. From the results of simulations carried out on the current business process (as it is) and business process recommendations (to be), it was found that the increase in time analysis reached 02.8% in the business process of prospective PBP recipients, 1.44% in the implementation of the business of prospective PBP recipients, and 1.55% in the business evaluation of prospective PBP recipients.

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

Preparedness of Public Primary Schools in Tanzania for Educational Reform Implementation: A Case of Mbulu Town Council

This study was conducted to assess the preparedness of public primary schools in Mbulu Town Council, Tanzania for the implementation of educational reforms. The study employed a convergent design within a mixed-methods approach, utilizing questionnaires administered to teachers and interviews conducted with head teachers and ward education officers. Findings indicate that teachers are somewhat prepared for reform implementation, with engagement in self-directed learning and awareness of educational reforms. However, challenges such as inadequate teaching and learning resources were highlighted, including shortages of classrooms and books. Ward education officers, trained on the reforms, have been instrumental in disseminating knowledge to teachers. Overall, while there is moderate preparedness, addressing resource inadequacies and providing comprehensive training is essential for successful reform implementation in public primary schools. The study recommends consistent provision of resources and comprehensive training programs to enhance readiness and ensure uniform implementation of reforms.

Implementation of Human Resource Management at SMAIT Al-Fityan School Gowa, Gowa Regency

This study aims to analyze the planning, implementation, and supervision of Human Resource Management (HRM) at SMAIT Al-Fityan School Gowa, Gowa Regency. A qualitative approach with phenomenological methods is used to collect data through interviews, observations, and documentation from related parties. The results of the study show that MSDM planning involves several stages, such as recruitment through meetings, distribution of pamphlets, file collection, interviews, probationary periods, and announcements. The selection is carried out in two stages: administration and interview. Orientation lasts from a probationary period to basic and advanced training for six months. The placement of educators is adjusted to their expertise in teaching, communicating, mastering technology, and management. Training and development are divided into general and religious training. The implementation of MSDM in this school runs systematically and structured, especially in recruitment, selection, orientation, placement, as well as training and development of educators. Supervision is carried out by school principals, directors, education offices, and international supervisors (intertek). The implication of this study is the importance of more attention from the foundation, especially on continuous professional training and development, to improve competence and innovation in teaching methods. Thus, educators can increase competence, job satisfaction, and better career development opportunities

The Strategies for Involving Community in Sustaining Government-Funded School Projects in Morogoro Region

The main objective of the study reported in this study was to determine the strategies for involving community in sustaining government-funded school projects in Morogoro region. The study used case study research design to determine the strategies from a total sample of 23 comprising of 10 headmasters, 1 ward councillor, 2 Ward educational officers and 10 school board chairmen who were selected using interviews (Semi-structured Interview) and documentary review were technique. Both interviws guide and open ended questionnare were used for collecting qualitative data which were then analzyed using thematic approach which allowed identification of key themes and patterns that emerged from the participants' perspectives on the community engagement strategies. Findings have revealed that community involvement in government- funded school projects is critically low in Morogoro region despite the recognized importance of community engagement in enhancing educational outcomes and project sustainability. It is therefore suggested that the formed project committee members should play a vital role in enhancing community ownership, fostering buy- in, and ultimately contributing to the successful achievement of project objectives.

Patient safety and quality improvement education in dermatology residency programs: a nationwide survey of program directors.

Patient Safety and Quality Improvement (PSQI) are key components of graduate medical training, as detailed by the Accreditation Council for Graduate Medical Education (ACGME), with specific requirements that residents participate in experiential learning in PSQI during residency training. This study aimed to analyze the breadth of available and required PSQI educational experiences across dermatology residency programs in the United States. The objective of this study was to characterize the scope of PSQI educational experiences across dermatology residency programs. We electronically surveyed program directors of all ACGME-accredited dermatology residency programs from September 2023 to March 2024. Responses to the survey were anonymously collected with Research Electronic Data Capture (REDCap). Of the 145 dermatology programs surveyed, 37 program directors responded (25.5%). 89.2% of programs reported requiring residents to participate in PSQI educational experiences, with the most common being participation in a resident-led QI project (70.3%), which was also the most commonly available experience (91.2%). The least common required experience was observed simulated patient safety events and analyses. 83.8% of programs reported formal mechanisms to assess residents' competency in QI. This study highlights variation in PSQI experiences within dermatology residency programs across the United States. More than 10% of surveyed programs reported no required QI experiences during residency training despite ACGME program requirements. Additional gaps include variation in assessment of resident PSQI competencies. This study provides insight on the current landscape of PSQI education across dermatology residency programs and identifies opportunities to strengthen dermatology programs' PSQI educational offerings.

The Lau decision and the San Diego National Origin Desegregation Assistance Center

ABSTRACT This article documents the San Diego National Origin Desegregation Assistance Center (NODAC), one of the nine national centers established by the U.S. Office of Education to provide technical assistance to school districts cited under Section 601 of Title VI, from the Office for Civil Rights, to meet the Lau compliance requirement based on the Lau v. Nichols Supreme Court decision (Title VI. 42 U. S. C). Additionally, it provides insights into the ideological and political challenges and triumphs of implementing federal mandates for educational equity. The focus of this article is on the San Diego NODAC which provided technical assistance to the Southern California area consisting of 10 counties with the highest concentration of national origin students in the nation. This evaluation case study documents the work, process, and impact, of the San Diego NODAC and reflects on the enforcement of the Lau Task Force Remedies under the Region IX U.S. Office of Civil Rights, the process used by the NODAC, and the organizational receptivity and perceptions of school districts personnel responsible for coordinating compliance at or beyond minimal compliance. This article concludes with an evaluation process using lessons learned by the NODAC based on more than a decade of work and advocacy for students’ equal access to opportunity, quality bilingual education, and democratic schooling.

Implementasi Disiplin Kerja Terhadap Kinerja Pegawai Pada Kantor Dinas Pendidikan Provinsi Sulawesi Selatan

Ayu Ashari, in 2024 Implementation of Work Discipline on Employee Performance at the South Sulawesi Provincial Education Office, Management Study Program Thesis at the Indonesian Educational Institution College of Management Science (STIM-LPI) Makassar. Supervised by Dr. Andi Irwan, S.E., M.Si. and Jumaidah, S. Sos., M. Si. This research aims to determine the implementation of work discipline on employee performance at the South Sulawesi Provincial Education Office. The method used in this research is a quantitative method with the number of respondents being 55 employees who were sampled using a sampling technique, namely the sloving technique, where the data collection technique uses a questionnaire. The analysis used in this research is a simple linear regression test. The results of partial testing of work discipline variables on employee performance have a significant influence on employee performance as proven based on partial test results with a significant value of f 0.001 < 0.05.

Records Managers – Obligation to Pass the Professional Exam

Records managers at the creators of archives are defined by the archival legislation of the Republic of Srpska, The Law on Archives and the Regulations on record management for administrative bodies. Records managers are officials of different degrees and fields of education. Given that there are no high schools in Bosnia and Herzegovina that deal with the training of archival technicians, the education of officials is carried out through the preparation for passing professional exams in the Archives of the Republic of Srpska according to the planned program, and constant professional development through seminars/trainings provided for records managers. It is very important to employ an expert person, qualified to manage records and monitor information and technological development. Professional training and improvement are of the greatest importance for the protection of public records, especially at a time when it is necessary to follow technological and informational development. Since 2002, the Archives of the Republic of Srpska and the Association of Archivists of the Republic of Srpska have launched a program of taking professional exams for records managers. In the period from March 2002 to January 2024, a total of 300 candidates passed the professional exam for working on the protection of public records and archival materials. The plan and program of taking professional exams for records managers is regulated by the "Regulations on conditions, deadlines and methods of taking professional archival exams, recognition of professional archival titles and conditions for acquiring professional archival titles".

Development, field testing, and initial validation of an adherence rubric for caregiver coaching

IntroductionThe translation and use of evidence-based practices (EBPs) within early intervention (EI) systems presents challenges. The Office of Special Education (OSEP) has emphasized results-driven accountability to expand state accountability from compliance to also include quality services that align with EBPs. OSEP’s results-driven accountability provided states the opportunity to design State Systemic Improvement Plans (SSIP) to strengthen the quality of EI services by increasing the capacity of EI systems to implement, scale-up, and sustain use of EBPs. Caregiver coaching is widely accepted as an EBP within EI settings, yet uptake and fidelity to coaching practices remains limited. Such widespread implementation of caregiver coaching is partially limited by a lack of measurement tools that operationalize behaviors consistent with coaching. In this study, we describe the development of the Kentucky Coaching Adherence Rubric-Revised (KCAR-R) and psychometric testing of the instrument.MethodsWe developed and tested the KCAR-R to measure fidelity of coaching practices within a state-wide professional development program, the Coaching in Early Intervention Training and Mentorship Program. We define operational elements of the KCAR-R and rubric design elements related to: creators; users and uses; specificity, judgment complexity; evaluative criteria; quality levels; quality definitions; scoring strategies; presentation; explanation; quality processes; accompanying feedback information; secrecy; and exemplars. With regard to psychometric validation of the KCAR-R, interrater reliability was analyzed using intraclass correlation coefficients across eight raters and 301 randomly selected video submissions. Internal consistency was evaluated using Cronbach’s alpha across 429 video submissions.ResultsResults showed 0.987 agreement, indicating excellent interrater reliability; item level internal consistency values ranged from 0.860 to 0.882. for scale if item deleted and 0.834 for the total scale.DiscussionFindings from this study showed that the KCAR-R operationalized behaviors that exemplify caregiver coaching and may serve as a resource for other states or programs to document the quality and fidelity of evidence-based EI services. To influence EI provider practices at a systems level, we used implementation science to guide our work and provide examples of how EI systems seeking ways to create sustainable quality services may build upon our approach.

The importance of historically reflexive critical thinking for police education: United States criminal justice and the brutalization of African Americans

Abstract The value of college education for US police officers has been contemplated since at least the 1920’s, yet the importance of critical thinking has only recently attracted scholarly attention. Modern police training is frequently led by experienced former practitioners; however, as “insiders” they may be less likely to critically evaluate the role police play, and have played, in maintaining unjust and discriminatory systems, particularly for African Americans. This article considers existing scholarship on police training and education, highlighting and demonstrating the importance of historically reflexive critical thinking.

Heed new OCR guidance for Title IX coordinators

The U.S. Department of Education's Office for Civil Rights published new resources on Sept. 12, 2024 addressing compliance with the 2024 Title IX regulations.

The 21st Century Management Skills for Educational Institution Administrators under the Jurisdiction of the Ubon Ratchathani Secondary Educational Service Area Office, Amnat Charoen

Background and Aims: Education is an important tool for human, social, and national development. It is the main mechanism for creating a quality workforce. Able to live happily with others in society. At a time when the world is changing rapidly in the 21st century, this research has the following objectives: 1) to study and analyze the management skills in the 21st century of Educational Institution Administrators under the Ubon Ratchathani and Amnat Charoen Secondary Educational Service Area Offices. 2) To compare the management skills in the 21st century among administrators of educational institutions under the same affiliation. Classified by position education level and the size of the educational institution. 3) To study and find ways to develop management skills in the 21st century of educational institution administrators in those areas. Methodology: The sample used in this research consisted of 351 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. and used the random sampling method. The research instrument was a questionnaire with a 5-level rating scale. Which has a consistency index between 0.80 and 1.00 and the total reliability of the questionnaire is 0.89. Statistics used in data analysis include frequency, percentage, mean, standard deviation, T-value and F-value tests. Results: The results of the research are as follows: (1) Management skills in the 21st century of administrators of educational institutions under the Secondary Educational Service Area Office, Ubon Ratchathani and Amnat Charoen, overall it is at a high level. (2) Results of comparing opinions about management skills in the 21st century among administrators of educational institutions under the same affiliation. Divided by position Education level and the size of the educational institution. It was found that overall and in each aspect there were no differences. (3) Guidelines for promoting management skills in the 21st century of school administrators in the Ubon Ratchathani Secondary Educational Service Area Office consist of 5 areas: 1) communication skills, 2) relationship-building skills, 3) technology and digital skills, 4) vision setting skills, and 5) analytical thinking and creative thinking skills. Conclusion: According to the research, educational institution administrators in the twenty-first century working for the Secondary Educational Service Area Office of Ubon Ratchathani and Amnat Charoen have generally high management skills. There were no significant differences in management skills across positions, educational levels, or institution size. To improve these abilities, the study suggests focusing on five key areas: communication, relationship building, technology and digital skills, vision setting, and analytical and creative thinking.

Factors Influencing Teachers’ Turnover from Government Secondary Schools in Makete District, Tanzania

This study investigated about factors influencing teachers’ turnover from government secondary schools in Makete District, Tanzania. The study employed the descriptive design. The design was chosen because it is the best for fact finding studies. While the number of schools in Makete district was 120, only five schools were selected through simple random sampling. The target sample included 16 participants: five heads of schools, 10 teachers and one District Education Officer. The study used interviews as source of data. The researchers used a smart phone to record participants’ responses during interview sessions and then, the responses were transcribed verbatim. The study analyzed the data according to themes. The study concludes that there are various factors that cause teachers’ turnover from Secondary schools in Makete District. Such reasons include low salary, lack of teachers’ houses, misunderstanding at work place, heavy workload, lack of support from school administration and delayed promotion. In order to curb these, challenges, the government needs to recruit more teachers to meet the requirement of teachers in government secondary schools, especially in rural areas. There is a need to build teachers’ houses in order to accommodate them in quality houses. Finally, the government needs to provide special allowances for teachers working in remote areas like Makete.

The directors of resident support program: a program evaluation of a resident well-being and support innovation

BackgroundMedical training can be a challenging time for residents both professionally and personally. Resident support programs must be able to address a range of potential experiences, be accessible and easy to navigate, and consider the unique context of residency. Rigorous evaluation of resident support programs is needed to determine whether these programs are meeting these goals.MethodsThe Directors of Resident Support (DRS) program, launched in January 2021 at the Cumming School of Medicine at the University of Calgary, is a near-peer support model consisting of three faculty physicians, trained in peer support, who receive contacts from residents needing support for any issue. DRS physicians provide empathetic listening, referral to existing resources, and peer support for residents. A multisource evaluation of the DRS program, including field notes, data collection forms, and surveys, was guided by the Donabedian framework.ResultsThere were 62 total contacts in the 2-year evaluation period which required a median 2 h to address (range 5 min to more than 40 h). The most common topic for contact was to discuss feedback or evaluation (n = 10, 24.4%) and the most common response was listening and support (n = 29, 70.7%). Residents also contacted DRS to discuss experiences of racism, physical assault, sexual harassment, and mental health crises. Residents (n = 13) rated a median score of 74 out of possible 100 for usefulness (interquartile range [IQR] 1-100, with higher scores suggesting greater usefulness). Free text survey responses suggested that residents felt validated by contact with the program though some residents felt that additional follow-up would have been helpful.ConclusionThe DRS program has been well-utilized by residents for a variety of issues. Postgraduate Medical Education offices seeking to create resident support programs may anticipate that about 3% of residents may use a similar program per year and that the typical interaction would last 2 h, with a wide range. Feedback suggested that similar programs should have a formal process for follow-up with residents to ensure their concern was addressed and that resident supporters should have diverse lived experiences.