Sentences with phrase «areas of education intervention»

Not exact matches

With more than 15 years of experience, Dr. Dubost has worked in the areas of clinical nutrition, research, public health intervention, education and communications.

The analysis of the socio - demographic, prenatal and natal parameters of mothers and newborns in the intervention group and control group (Table 1) did not reveal any statistically significant differences in terms of age, living area, education level, mother's profession, number of children, medical follow - up, number of prenatal visits, Apgar score and birth weight.

He said the team would visit 10 schools in the urban and rural areas of the state to inspect the impact of the free school feeding programme of the state as well as other education intervention.

«The fact that parents» education predicts working memory suggests that parenting practices and home environments may be important for this aspect of cognitive development and as a fruitful area for intervention and prevention.»

San Francisco Bay Area, CA About Blog Founded in 2008 by Lisa Frederiksen to provide education, prevention and intervention services rooted in 21st Century brain and substance misuse - related science for a range of addiction - related concerns, including: substance misuse, mental illness, addiction as a brain disease, secondhand drinking, dual diagnosis, underage drinking, help for families, treatment, recovery, brain health and more.

Program: Ed.M., Human Development Research Areas: Life courses from pregnancy through childhood, adolescence, early adulthood, and mid-life; the influence of reproductive transitions on life course trajectories; class, race, and ethnic disparities in education and health and designing interventions to reduce these disparities; prevention efforts targeting parenting, schooling, community, housing, and work - family balance.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Taken together, these recent developments confirm that public education is an area of virtually complete state power (although now subject to greater federal intervention) that can be reshaped by state legislatures in either a centralizing or decentralizing direction or in both directions at once.

As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.

She spent 16 years as a K - 6 Principal where she led her school's implementation of inclusionary special education practices, Response to Intervention, data driven instruction and social emotional learning (SEL), an area of focus that brought her school national recognition for the successful implementation of SEL throughout the school community.

His professional strengths include benchmarking, data collection & analyses, early assessment / diagnosis / intervention, closing the gap through equitable opportunities in education for disadvantaged populations, content area reading comprehension processes, and elements of literature frameworks.

The Foundation for Excellence in Education (ExcelinEd) released their first ESSA playbook designed to provide stakeholders with recommendations and resources on implementation focusing on the «four core areas of ESSA:» school accountability, interventions, using ESSA to advance state innovations, and ESSA's weighted student funding pilot...

This teacher will collaborate with general education teachers as well as other intervention providers to deliver specific interventions in designated deficit areas for teachers in the areas of reading comprehension, math reasoning, and math calculation.

Our department serves Special Education / Pupil Services Directors / Coordinators and their Teams in the areas of Assessment, School Team Involvement, Behavioral and Educational Management and Intervention, and In - service Training.

Establish procedures to process and place eligible students: develop screening programs in areas of academics and behavior; use data to determine eligibility for special education services; and provide research - based instruction and interventions of increasing intensity of supports to benefit all students

He is recognized nationwide as an expert in the areas of: (a) School improvement (ESEA) and special education (IDEA) policy and practice; (b) School discipline (including disproportionality), classroom management, student engagement, and interventions with behaviorally challenging students; and (c) Multi-tiered academic and behavioral services and supports with at - risk, struggling, non-responsive, and unsuccessful students.

Throughout her career, Joyce has successfully supported several local districts and special education ooperatives in the development and implementation of more effective practices in the areas of Early Intervention / RtI, Inclusion, ELL and Early Childhood Eeducation ooperatives in the development and implementation of more effective practices in the areas of Early Intervention / RtI, Inclusion, ELL and Early Childhood EducationEducation.

Inside, the reader will find participants» thoughts on how education reformers might address challenges in four distinct areas: 1) allocation and alignment of resources to support standards - based reform and higher expectations for all students, 2) generating resources for the interventions and specialized programs necessary to support the learning of students with special needs, 3) allocating resources to support learning in alternative education settings, and 4) developing funding strategies for dual enrollment programs.

Before Unity, Coach Le worked as the Project Director of the Higher Opportunity Program for Education at UCLA, where he created college outreach and intervention programs for at - risk youth in the OC and greater LA area.

Her areas of interest center on supporting the implementation of evidence - based interventions by teachers and schools, including professional development (PD) and coaching models to reduce the research - to - practice gap; Implementation Science, including frameworks across fields and factors associated with sustained use of evidence - based interventions; and, the application of MTSS across general and special education, including Response - to - Intervention and School - Wide Positive Behavior Intervention Supports.

You'll find boards that cover every grade, a wide range of subject and intervention areas, and education blogs.

Gary had been employed in a variety of capacities for over 24 years with the New Jersey Department of Education, in the areas of student support services, intervention and referral services, school climate and culture improvement, health education and comprehensive prevention and intervention programs and services for student at - risk issues and Education, in the areas of student support services, intervention and referral services, school climate and culture improvement, health education and comprehensive prevention and intervention programs and services for student at - risk issues and education and comprehensive prevention and intervention programs and services for student at - risk issues and concerns.

Data analysis and review of student level data conducted by the intervention team [Texas Education Code (TEC) § 39.106 (a) and 19 Texas Administrative Code (TAC) § 97.1071] is designed to identify factors contributing to low performance and ineffectiveness of program areas.

To facilitate the achievement of our program goals, we have limited class size to 20 students, and provide our teachers opportunities for weekly planning and collaboration, in addition to classes in the following areas during designated professional development sessions: International Primary Curriculum (IPC) and International Middle Years Curriculum (IMYC); Student assessments and interventions based on Dr. Stanley Greenspan's developmental model of education; Arts integration; and Common Core English Language Arts and Mathematics standards - based instruction.

Areas of support include special education, tiered intervention systems to improve students» academic and behavioral outcomes, clinical and other related services, and operational support.

Hebbeler has authored numerous papers and presented at many national meetings in the areas of early care and education, child development, early intervention, general and special education, accountability, and community collaboration.

Areas of specialty: Special education, work readiness and transitional living skills; social, emotional and behavioral intervention; life skills development; career technical education and pre-apprenticeship programs

Although the evaluation wasn't designed to isolate the effects of a single intervention, school personnel and the Michigan Department of Education staff supporting the project widely agreed that «student voice and engagement» was one of the key program areas important to the project's success.

Priorities and targets in the key intervention areas of education, health and nutrition, water, sanitation and hygiene and sustainable economic activities are reviewed and adjusted based on these results and the dynamic / changing local context.

EAG IV was expected to develop a review of the bacterial zoonoses transmitted via companion animals, an overview of the existing surveillance and legislation on bacterial diseases transmitted by companion animals, and a list of key areas for improvement in research surveillance, education, advocacy and intervention.

Her areas of research include parental alienation, child welfare, parent involvement in their children's education, early intervention, and attachment.

KEY ACHIEVEMENTS • Successfully placed 52 children with ASDs into regular school streams by effectively coaching them in their weak areas • Created and implemented an ASD - focused curriculum for children with special needs, resulting in increased registrations • Introduced non-invasive behavioral support intervention procedures, with a 100 % success rate • Conducted 14 educational seminars of ASDs, focusing on parent / guardian education, each session attended by over 250 people

Additional areas of expertise include individuals with acute psychiatric illnesses where I employ various treatment approaches including crisis management and intervention, psycho - education, symptom management, supportive counseling, and CBT interventions.»

Controlling for age at diagnosis and combined parental education, children in the intensive behavior analytic group demonstrated significant improvements in all areas assessed at follow - up, including an average IQ of 89 (41 - point improvement over baseline) and a 24 - point difference from the combined mean of the other intervention groups.

Her areas of research include parental alienation, child welfare, parent involvement in their children's education, early intervention, and attachment.

Feedback was provided to the Ministerial Task Force on the previously identified priority areas of early childhood intervention, primary health and early education, safer communities and land use and economic development.

Claire has 30 years of experience in the areas of child abuse intervention & prevention, home visiting program design, adolescent parenting, program consultation structures, and early childhood education.

Her areas of expertise include prevention programs, early childhood education, child development, educational psychology, and family risk and adversity — with an emphasis on evaluating home visiting programs and interventions for children ages 0 - 5.

As part of her work in this area, she conducts meta - analyses using a comprehensive database housing program evaluations of early childhood education, family support, and health - based interventions conducted over the past 5 decades.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

Other areas of interest are (a) supporting the learning of other professionals who work with infants and their families (e.g. Social Workers, Early Intervention specialists, etc.); (b) materials development relating to infant mental health; and (c) extending her work with those who work in early care and education to include the parent communities that surround them.

Trauma Affect Regulation: Guide for Education and Therapy for Adolescents (TARGET - A) has been rated by the CEBC in the area of: Trauma Treatment - Client - Level Interventions (Child & Adolescent).

Father / Male Involvement Preschool Teacher Education Program has been reviewed by the CEBC in the area of: Father Involvement Interventions, but lacks the necessary research evidence to be given a Scientific Rating.

Marie Stuart Working in the area of Early Intervention and Child protection since 1983, Marie Stuart has managed, researched and worked in the Early Childhood and Child Protection sector in Qld and NSW, provided technical consultancy to Early childhood programmes, taught in early childhood, early intervention and adulIntervention and Child protection since 1983, Marie Stuart has managed, researched and worked in the Early Childhood and Child Protection sector in Qld and NSW, provided technical consultancy to Early childhood programmes, taught in early childhood, early intervention and adulintervention and adult education.

Dr. Baker's areas of research include parental alienation, child welfare, parent involvement in their children's education, early intervention, and attachment.

Employers include areas such as: schools (including the Ministry of Education), child and adult disability services, youth with substance abuse disorders, youth with severe behaviours, early intervention autism programmes, dementia services, brain injury services.

Her areas of special interest are internet safety, mindfulness education, bully prevention and intervention, and creating student led cultures of kindness and inclusion.

The three areas of progress discussed on this call will be Home Visiting with the SHINE project, Early Childhood Special Education / Early Intervention with DaSy, and building analytic capacity with the ECDataWorks.

Hebbeler has authored numerous papers and presented at many national meetings in the areas of early care and education, child development, early intervention, general and special education, accountability, and community collaboration.

Prepared grant reports and reports for the Board of Directors Provided in - service training to staff Conducted treatment planning and multidisciplinary staff meetings Acquired external funding for the agency Coordinated Agency Grievance Procedures Supervised Master's and Bachelor's level practicum students Provided consultation, referrals, assessments, and crises intervention Coordinated the Abuse Prevention Program and the WHO Anti-Victimization Program Conducted individual and family counseling Provided counseling for youth in the Enid Alternative Education Programs Conducted workshops for area professionals