Sentences with phrase «children national evaluation»

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The guidelines contain an overview of international policy, goals and guidelines; background on HIV and infant feeding; current recommendations for HIV - positive women and considerations relating to different feeding options; an overview of the process of developing or revising a national policy on infant and young child feeding incorporating HIV concerns; considerations for countries considering the provision of free or low - cost infant formula; suggestions for protecting, promoting and supporting appropriate infant feeding in the general population; key issues in supporting HIV - positive women in their infant feeding decisions; and considerations on monitoring and evaluation.

Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler development.

Center on the Developing Child at Harvard University, National Forum on Early Childhood Program Evaluation, and National Scientific Council on the Developing Child, A Science - Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children, Cambridge, Mass.: Center on the Developing Child, Harvard University, 2007.

Indicator 1: National policy, programme and coordination Indicator 2: Baby Friendly Initiative Indicator 3: International Code of Marketing of Breastmilk Substitutes Indicator 4: Maternity protection Indicator 5: Health - professional training Indicator 6: Community - based support Indicator 7: Information support Indicator 8: Infant feeding and HIV Indicator 9: Infant and young child feeding during emergencies Indicator 10: Monitoring and evaluation

National Children's Alliance also considers standards regarding a center's cultural competency and diversity, forensic interviews, victim support and advocacy, medical evaluation, therapeutic intervention and child focused setting.

«On the whole, children in NC Pre-K exceed normal expectations for the rate of developmental growth, both while in the program and afterward in kindergarten,» said Ellen Peisner - Feinberg, director of FPG's National Pre-K and Early Learning Evaluation Center and lead author of the report.

«We know that early childhood is a critical period for children who are dual - language learners,» said Virginia Buysse, the review's lead author and co-director of the National Pre-K and Early Learning Evaluation Center.

Her basic science research included the scientific investigation of pancreatitis related respiratory failure and her health services research focused on the development of a national trauma registry for children and outcome evaluation of children's trauma - related care.

C.S. Mott Children's Hospital is recognized by the National Association of Epilepsy Centers as a Level 4 Certified Epilepsy Center, the highest certification available from the NAEC, certifying that U-M provides the highest - level medical and surgical evaluation and treatments for children with complex eChildren's Hospital is recognized by the National Association of Epilepsy Centers as a Level 4 Certified Epilepsy Center, the highest certification available from the NAEC, certifying that U-M provides the highest - level medical and surgical evaluation and treatments for children with complex echildren with complex epilepsy.

The independent evaluation conducted by the National Centre for Social Research found that, overall, children of parents who were offered the Family Skills intervention did not make any more progress in literacy than children of parents who were not offered it.

The independent evaluation by researchers at the Institute for Fiscal Studies and the National Children's Bureau found that Year 2 children in schools with a breakfast club made two additional months» progress in reading, writing and maths compared with a similar group whose schools were not given support to offer brChildren's Bureau found that Year 2 children in schools with a breakfast club made two additional months» progress in reading, writing and maths compared with a similar group whose schools were not given support to offer brchildren in schools with a breakfast club made two additional months» progress in reading, writing and maths compared with a similar group whose schools were not given support to offer breakfast.

After the report appeared, stimulating a variety of reform efforts, public evaluations of their local schools climbed steadily to an all - time high of 51 % in 2000, just prior to the national debate over the passage of the federal No Child Left Behind Act, which held schools accountable for low performance.

Funding of $ 2.5 million would also provide for an evaluation of the National Support for Child and Youth Mental Health Program, which has been extended until June 2021.

Despite their rhetoric expressing concern about the role that standardized tests play in our education system, politicians persist in valuing these tests almost exclusively when it comes to accountability — not only for schools, as has been the case since the inception of No Child Left Behind, but for teachers as well, with a national push to include the results of these tests in teacher evaluations.

It can help people reach better informed decisions about individual children's school placements and formulate better informed evaluations of provision at local and national levels.

For instance, I directed a national Head Start Quality Research Center; created a program, Dialogic Reading (which is a widely used and effective intervention for enhancing the language development and book knowledge of young children from low - income families); and authored an assessment tool, the Get Ready to Read Screen, that has become a staple of early intervention program evaluation.

This study comes at a time of intense efforts to improve education in New Jersey, which is rolling out new teacher evaluations, new online state tests and a new set of voluntary national standards called the Common Core, which spells out what children should master in each grade.

National Assessment of Title I: Interim Report to Congress (2006) provides preliminary findings from the congressionally mandated National Assessment of Title I. Volume I contains findings on the implementation of the Title I program under the No Child Left Behind Act, and Volume II presents early findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students.

These findings echo those of earlier evaluations by the Royal National Children's Foundation (RNCF), 2007, and Claire Maxwell et al. in which improvements were seen in the academic attainment, social skills, self - esteem and resilience of disadvantaged children placed in boarding Children's Foundation (RNCF), 2007, and Claire Maxwell et al. in which improvements were seen in the academic attainment, social skills, self - esteem and resilience of disadvantaged children placed in boarding children placed in boarding schools.

Articles written by Tomlinson have appeared in many leading journals — among them Educational Leadership, Journal for Staff Development, Education Week, Theory into Practice, National Association for Secondary School Principals Bulletin, School Administrator, Phi Delta Kappan, Middle School Journal, Research in Middle Level Education, Evaluation Practice, Exceptional Children, Journal of Learning Disabilities, Journal for the Education of the Gifted, and Gifted Child Quarterly.

Karega is a former Charter Schools Director with the Indianapolis Mayor's Office; founded and served as Director of the Indianapolis affiliate of Stand for Children, a national educational advocacy nonprofit; and was on the leadership team of Indiana University's Equity Project, housed at the Center for Evaluation and Education Policy.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

She is a nationally recognized expert on accountability for early childhood programs, assessment, and large - scale studies of children with disabilities, serving on national advisory boards and consulting to major evaluations to help create designs that adequately address such issues as oversampling and measurement of disability.

Early childhood professionals urge «great caution» in the use of and interpretation of standardized tests of young children's learning (see Attachment 3 — National Association for the Education of Young Children, «Assessment of Young Children» p. 10 and «Program Evaluation and Accountability»children's learning (see Attachment 3 — National Association for the Education of Young Children, «Assessment of Young Children» p. 10 and «Program Evaluation and Accountability»Children, «Assessment of Young Children» p. 10 and «Program Evaluation and Accountability»Children» p. 10 and «Program Evaluation and Accountability» p. 14).

University collaborators and partners have included Dr. Robert Bonn of John Jay College of Criminal Justice in New York City; Dr. David Silver who worked at the Yale Child Study Center, UC ACCORD and the National Center for Research on Evaluation Standards and Student Testing (CRESST) at UCLA; the Education Alliance at Brown University; and AES's current university partner CRESST at UCLA.

In recent years with new state and national education laws (e.g. No Child Left Behind), students» scores on standardized tests can also have consequences for individual teachers (their evaluation is partially based on their students» test scores) and for schools (for example, potentially closing schools with a certain percentage of failing students).

National Survey of Child and Adolescent Well - Being U.S. Department of Health and Human Services, Office of Planning, Research, and Evaluation Examines child and family well - being outcomes in detail and seeks to relate those outcomes to their experience with the child welfare system and to family characteristics, community environment, and other facChild and Adolescent Well - Being U.S. Department of Health and Human Services, Office of Planning, Research, and Evaluation Examines child and family well - being outcomes in detail and seeks to relate those outcomes to their experience with the child welfare system and to family characteristics, community environment, and other facchild and family well - being outcomes in detail and seeks to relate those outcomes to their experience with the child welfare system and to family characteristics, community environment, and other facchild welfare system and to family characteristics, community environment, and other factors.

This report summarizes an independent evaluation, conducted by National University of Ireland Galway, which found that Triple P could provide effective assistance for parents and children who had been struggling with a range of issues.

Electronic copies of products developed by the National Technical Assistance and Evaluation Center for Systems of Care including: evaluation reports; a Policy Action Guide with fillable forms in PDF and Word; short action briefs on family involvement, establishing partnerships in child welfare, gaining staff buy - in, and leadership development; and infrastructure toolkits on various topics around implementing a SysteEvaluation Center for Systems of Care including: evaluation reports; a Policy Action Guide with fillable forms in PDF and Word; short action briefs on family involvement, establishing partnerships in child welfare, gaining staff buy - in, and leadership development; and infrastructure toolkits on various topics around implementing a Systeevaluation reports; a Policy Action Guide with fillable forms in PDF and Word; short action briefs on family involvement, establishing partnerships in child welfare, gaining staff buy - in, and leadership development; and infrastructure toolkits on various topics around implementing a System of Care.

Building Agency Capacity for Family Involvement in Child Welfare (PDF - 553 KB) Action Brief National Technical Assistance and Evaluation Center for Systems of Care, 2011 Draws from evaluation findings to present action steps and strategies for preparing a child welfare agency and its staff to engage families effectiChild Welfare (PDF - 553 KB) Action Brief National Technical Assistance and Evaluation Center for Systems of Care, 2011 Draws from evaluation findings to present action steps and strategies for preparing a child welfare agency and its staff to engage families efEvaluation Center for Systems of Care, 2011 Draws from evaluation findings to present action steps and strategies for preparing a child welfare agency and its staff to engage families efevaluation findings to present action steps and strategies for preparing a child welfare agency and its staff to engage families effectichild welfare agency and its staff to engage families effectively.

As part of the national evaluation of family support programs mandated by the Omnibus Reconciliation Act of 1993, the Administration on Children, Youth and Families contracted with Abt Associates Inc. to conduct a meta - analysis of existing research about the effectiveness of different types of programs and the impact of services on families with a variety of needs and characteristics.

Building Family Capacity For Family Involvement in Child Welfare (PDF - 449 KB) Action Brief National Technical Assistance and Evaluation Center for Systems of Care, 2011 Describes steps and strategies that child welfare agencies can use to engage and support family members and build their capacity for meaningful family involveChild Welfare (PDF - 449 KB) Action Brief National Technical Assistance and Evaluation Center for Systems of Care, 2011 Describes steps and strategies that child welfare agencies can use to engage and support family members and build their capacity for meaningful family involvechild welfare agencies can use to engage and support family members and build their capacity for meaningful family involvement.

National Evaluation of the Safe Start Demonstration Project: Implications for Mental Health Practice Hyde, Lamb, Arteaga, & Chavis Best Practices in Mental Health, 4 (1), 2008 View Abstract Discusses the role mental health practitioners can play in assessing children exposed to violence and addressing the negative consequences often associated with exposure.

The National Evaluation is supported by grants from the Head Start Bureau of the Administration on Children, Youth, and Families to each of the 31 local demonstration sites, and by a coordinating contract (105-91-1541) to the Civitan International Research Center at the University of Alabama at Birmingham.

Data were collected as part of the evaluation of the National Head Start / Public School Early Childhood Transition Demonstration Project, which was funded by the Administration on Children, Youth, and Families.

Robert G. St. Pierre and Jean I. Layzer, Using Home Visits for Multiple Purposes: The Comprehensive Child Development Program, Future of Children, 9 (1999) pp. 134 — 50; Robert G. St. Pierre and others, National Impact Evaluation of the Comprehensive Child Development Program: Final Report (Cambridge, Mass.: Abt Associates, 1997).

A Closer Look National Technical Assistance and Evaluation Center for Systems of Care A series of reports summarizing the work of the nine grantee communities in the Improving Child Welfare Outcomes Through Systems of Care demonstration initiative.

Building and Sustaining Child Welfare Partnerships (PDF - 595 KB) National Technical Assistance and Evaluation Center for Systems of Care (2011) Highlights the importance of interagency collaborations and community partnerships and describes steps and strategies that child welfare agencies can use to forge partnerships with child - and family - serving organizations and communitymemChild Welfare Partnerships (PDF - 595 KB) National Technical Assistance and Evaluation Center for Systems of Care (2011) Highlights the importance of interagency collaborations and community partnerships and describes steps and strategies that child welfare agencies can use to forge partnerships with child - and family - serving organizations and communitymemchild welfare agencies can use to forge partnerships with child - and family - serving organizations and communitymemchild - and family - serving organizations and communitymembers.

The National Evaluation of the Court Improvement Program U.S. Department of Health and Human Services, Children's Bureau, & Planning and Learning Technologies (Pal - Tech)(2006) Provides information on the National Evaluation of the Court Improvement Program, which describes how State courts improve their oversight of foster care and adoption cases and analyze the outcomes achieved.

Chapin Hall has also presented findings at a number of national conferences, including the Children's Bureau's child welfare evaluation summits held in 2010 and 2011, and the Society for Social Work Research conference in 2011.

NRFC relies on multiple avenues to share information including: the fatherhood.gov website, media campaigns, social media, virtual trainings, outreach and presentations at events, written products to advance the fields of responsible fatherhood research and practice, and a National Call Center for fathers and responsible fatherhood practitioners.10 In addition, the ACF's Office of Planning, Research, and Evaluation (OPRE) is implementing several research and evaluation projects, including the Building Bridges and Bonds (B3), the Parents and Children Together (PaCT) Responsible Fatherhood Evaluation, the Fatherhood and Marriage Local Evaluation and Cross-Site (FaMLE Cross-Site) project, and the Ex-Prisoner Reentry Strategies Study, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and PractitioneEvaluation (OPRE) is implementing several research and evaluation projects, including the Building Bridges and Bonds (B3), the Parents and Children Together (PaCT) Responsible Fatherhood Evaluation, the Fatherhood and Marriage Local Evaluation and Cross-Site (FaMLE Cross-Site) project, and the Ex-Prisoner Reentry Strategies Study, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioneevaluation projects, including the Building Bridges and Bonds (B3), the Parents and Children Together (PaCT) Responsible Fatherhood Evaluation, the Fatherhood and Marriage Local Evaluation and Cross-Site (FaMLE Cross-Site) project, and the Ex-Prisoner Reentry Strategies Study, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and PractitioneEvaluation, the Fatherhood and Marriage Local Evaluation and Cross-Site (FaMLE Cross-Site) project, and the Ex-Prisoner Reentry Strategies Study, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and PractitioneEvaluation and Cross-Site (FaMLE Cross-Site) project, and the Ex-Prisoner Reentry Strategies Study, all of which partner with Responsible Fatherhood programs.11 OPRE also awards grants to fund research on Healthy Marriage / Responsible Fatherhood, and provides information on the curricula used by Healthy Marriage / Responsible Fatherhood grantees through its Strengthening Families Curriculum Guide.12 To promote rigorous evaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioneevaluation, strengthen the field of fatherhood research, and share information on effective fatherhood research and evaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioneevaluation practices, OPRE funded the Fatherhood Research and Practice Network (FRPN).13 FRPN provides grants to study responsible fatherhood programs, develops and shares measurement instruments for use in fatherhood program evaluations, and provides training and technical assistance to practitioners and researchers through webinars, written documents, and its Researcher and Practitioner Forum.14

Launched in 2011 to be a resource for local, state, and national decision makers aiming to strengthen families and improve child wellbeing, CFRP has succeeded in providing rigorous research and evaluation to inform policy decisions.

NNAAP Training and Technical Assistance Evaluation: 2005 - 06 McKendall - Stephens (2007) View Abstract and Document Discusses an evaluation of the progress of the National Network of Adoption Advocacy Programs, a collaborative partnership of more than 30 U.S. organizations that includes One Church, One Community, child - placing agencies, parent support organizations, and other child welfare orgaEvaluation: 2005 - 06 McKendall - Stephens (2007) View Abstract and Document Discusses an evaluation of the progress of the National Network of Adoption Advocacy Programs, a collaborative partnership of more than 30 U.S. organizations that includes One Church, One Community, child - placing agencies, parent support organizations, and other child welfare orgaevaluation of the progress of the National Network of Adoption Advocacy Programs, a collaborative partnership of more than 30 U.S. organizations that includes One Church, One Community, child - placing agencies, parent support organizations, and other child welfare organizations.

In contrast, Healthy Steps for Young Children (HS) is a universal, practice - based intervention that enhances the delivery of behavioral and developmental services and relies on partnerships between developmental specialists and families.2, 3 The national evaluation was a 3 - year, prospective, controlled trial with 6 randomization and 9 quasi-experimental pediatric sites.

Child Well - Being Spotlight: Children Placed Outside the Home and Children Who Remain In - Home After a Maltreatment Investigation Have Similar and Extensive Service Needs (PDF - 211 KB) U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation (2012) Summarizes recent research from the National Survey of Child and Adolescent Well - Being (NSCAW) that indicates children reported for maltreatment have a high risk of experiencing developmental problems, cognitive problems, behavioral / emotional problems, or substance use disorders, regardless of whether they were placed in out - of - home care or remained in - home with or without receiving sChildren Placed Outside the Home and Children Who Remain In - Home After a Maltreatment Investigation Have Similar and Extensive Service Needs (PDF - 211 KB) U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation (2012) Summarizes recent research from the National Survey of Child and Adolescent Well - Being (NSCAW) that indicates children reported for maltreatment have a high risk of experiencing developmental problems, cognitive problems, behavioral / emotional problems, or substance use disorders, regardless of whether they were placed in out - of - home care or remained in - home with or without receiving sChildren Who Remain In - Home After a Maltreatment Investigation Have Similar and Extensive Service Needs (PDF - 211 KB) U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation (2012) Summarizes recent research from the National Survey of Child and Adolescent Well - Being (NSCAW) that indicates children reported for maltreatment have a high risk of experiencing developmental problems, cognitive problems, behavioral / emotional problems, or substance use disorders, regardless of whether they were placed in out - of - home care or remained in - home with or without receiving schildren reported for maltreatment have a high risk of experiencing developmental problems, cognitive problems, behavioral / emotional problems, or substance use disorders, regardless of whether they were placed in out - of - home care or remained in - home with or without receiving services.

Within Our Reach: A National Strategy to Eliminate Child Abuse and Neglect Fatalities Commission to Eliminate Child Abuse and Neglect Fatalities (2016) Discusses the elimination of child abuse fatalities within a public health framework with emphasis on community agencies engaging in the identification, testing, and evaluation of strategies to prevent harm to chilChild Abuse and Neglect Fatalities Commission to Eliminate Child Abuse and Neglect Fatalities (2016) Discusses the elimination of child abuse fatalities within a public health framework with emphasis on community agencies engaging in the identification, testing, and evaluation of strategies to prevent harm to chilChild Abuse and Neglect Fatalities (2016) Discusses the elimination of child abuse fatalities within a public health framework with emphasis on community agencies engaging in the identification, testing, and evaluation of strategies to prevent harm to chilchild abuse fatalities within a public health framework with emphasis on community agencies engaging in the identification, testing, and evaluation of strategies to prevent harm to children.

Impact Findings from the Head Start CARES Demonstration: National Evaluation of the Three Approaches to Improving Preschoolers» Social and Emotional Competence Morris, Mattera, Castells, Bangser, Bierman, & Raver U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation (2014) Describes the impact of the CARES demonstration, focusing on outcomes during the spring of the preschool year in: (1) teacher practices; (2) classroom climate; (3) children's behavior regulation, executive function, emotion knowledge, and social problem - solving skills; and (4) children's learning behaviors and social beChildren and Families, Office of Planning, Research and Evaluation (2014) Describes the impact of the CARES demonstration, focusing on outcomes during the spring of the preschool year in: (1) teacher practices; (2) classroom climate; (3) children's behavior regulation, executive function, emotion knowledge, and social problem - solving skills; and (4) children's learning behaviors and social bechildren's behavior regulation, executive function, emotion knowledge, and social problem - solving skills; and (4) children's learning behaviors and social bechildren's learning behaviors and social behaviors.

In this workshop, C.A.S.E. CEO Debbie Riley will provide an overview of the development, implementation, and rigorous multi-year evaluation of the Training for Adoption Competency (TAC) Program now being implemented in 17 states, as well as the foundational constructs and examples of the web - based products and curricula being developed through the federal National Mental Health Training Initiative (NTI) to build an adoption - competent mental health workforce among child welfare and mental health providers throughout the United States.

Family Involvement in the Improving Child Welfare Outcomes Through Systems of Care Initiative (PDF - 716 KB) National Technical Assistance and Evaluation Center for Systems of Care (2010) Describes the planning process and implementation of family involvement at the case, peer, and systems levels and identifies lessons learned and recommendations to enhance implementation of future family involvement efforts in child welChild Welfare Outcomes Through Systems of Care Initiative (PDF - 716 KB) National Technical Assistance and Evaluation Center for Systems of Care (2010) Describes the planning process and implementation of family involvement at the case, peer, and systems levels and identifies lessons learned and recommendations to enhance implementation of future family involvement efforts in child welchild welfare.

Presenters: Presenters include Jennifer Marcelli, the Center's Program Area Manager for the Foster Care and Permanency focus area; Taffy Compain, National Foster Care Specialist at the Children's Bureau; Chrissy Triplett, the Project Manager with the Catawba County Child Wellbeing Project, Inc.; Heather Ball, the Evaluation Coordinator for the Child Wellbeing Project, Inc.; Phillip H. Redmond, Jr., Associate Director of the Child Care Division at the Duke Endowment; Karin Malm, a child welfare research and evaluation specialist; and a birth parent with firsthand experience with the child welfare syChild Wellbeing Project, Inc.; Heather Ball, the Evaluation Coordinator for the Child Wellbeing Project, Inc.; Phillip H. Redmond, Jr., Associate Director of the Child Care Division at the Duke Endowment; Karin Malm, a child welfare research and evaluation specialist; and a birth parent with firsthand experience with the child welfaEvaluation Coordinator for the Child Wellbeing Project, Inc.; Phillip H. Redmond, Jr., Associate Director of the Child Care Division at the Duke Endowment; Karin Malm, a child welfare research and evaluation specialist; and a birth parent with firsthand experience with the child welfare syChild Wellbeing Project, Inc.; Phillip H. Redmond, Jr., Associate Director of the Child Care Division at the Duke Endowment; Karin Malm, a child welfare research and evaluation specialist; and a birth parent with firsthand experience with the child welfare syChild Care Division at the Duke Endowment; Karin Malm, a child welfare research and evaluation specialist; and a birth parent with firsthand experience with the child welfare sychild welfare research and evaluation specialist; and a birth parent with firsthand experience with the child welfaevaluation specialist; and a birth parent with firsthand experience with the child welfare sychild welfare system.