Sentences with phrase «education outcomes for youth»

Participants will become change agents working to improve health and education outcomes for youth and families.

Not exact matches

By focusing on youth, addressing critical education and health outcomes, organizing collaborative actions and initiatives that support students, and strongly engaging community resources, the WSCC approach offers important opportunities that may improve healthy development and educational attainment for students.

The researchers urge the education community to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for at - risk youth during this important transition to adolescence.

The National Center of Education and the Economy, through its Center on International Education Benchmarking, is working to build a community of researchers interested in investigating how a small set of countries and states have managed to build and sustain educational systems that manage routinely to produce higher and more equitable outcomes for children and youth.

Deming studies the economics of early childhood and K — 12 education and the effects of education policy on long - term outcomes for disadvantaged urban youth.

Candidate Music Forward's Movement to Improve Life Outcomes for Underserved Youth: Championing Career & Technical Education, STEAM, and Personalization Wednesday, April 12, 2:00 - 3:00 p.m., Larsen Hall, Room G08

2018 Halperin Lecture & Youth Public Service Award (Wednesday, March 21, 2018 from 9:15 - 10:30 am ET) The lecture and youth award, hosted by the American Youth Policy Forum (AYPF) and Institute for Educational Leadership (IEL), serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcYouth Public Service Award (Wednesday, March 21, 2018 from 9:15 - 10:30 am ET) The lecture and youth award, hosted by the American Youth Policy Forum (AYPF) and Institute for Educational Leadership (IEL), serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcyouth award, hosted by the American Youth Policy Forum (AYPF) and Institute for Educational Leadership (IEL), serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcYouth Policy Forum (AYPF) and Institute for Educational Leadership (IEL), serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcyouth education, workforce, and policy outcomes.

Webinar Recording: Improving Education Quality in Juvenile Justice Facilities This webinar highlighted key focus areas of a new brief by the Council of State Government's Justice Center and AYPF entitled Leveraging the Every Student Succeeds Act to Improve Outcomes for Youth in Juvenile Justice Facilities.

Shift our education culture to one of blame (not good enough, not enough $, what's wrong within the bureaucracy and within school walls) to one of ownership, where EVERYONE (individuals and organizations) reflects on how they can contribute to better outcomes for youth and how we each can play a meaningful role in the development of children from pre-natal to adulthood.

The webinar also highlighted the Blueprint for Change: Education Success for Youth in the Juvenile Justice System, an interactive online tool that includes 10 comprehensive goals and corresponding benchmarks to improve educational outcomes for youth in the juvenile justice syYouth in the Juvenile Justice System, an interactive online tool that includes 10 comprehensive goals and corresponding benchmarks to improve educational outcomes for youth in the juvenile justice syyouth in the juvenile justice system.

The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disaEducation Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disaeducation and early intervention services to a focus on measurable and meaningful outcomes in learning and development for children and youth with disabilities.

One collaboration that ensures positive outcomes for youth is through BBF's Early Childhood Services, a comprehensive, integrated system of early care and education that's grounded in research, builds on existing community resources, and is culturally responsive and linked to public policy.

A nonpartisan, nonprofit research, development, and service agency working with education and other communities throughout the United States and abroad, WestEd aims to improve education and other important outcomes for children, youth and adults.

In a broken education system where outcomes are most unequal for low - income and minority youth, Green Dot is founded on the premise that tomorrow's youth must possess «Ànimo», and we are willing to do what it takes to ensure all students are prepared for college, leadership and life.

This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act (ESSA) to improve education and workforce outcomes for youth in long - term juvenile justice facilities.

Leveraging Public Dollars to Support Community School Outcomes: An example from Youth Ventures Joint Powers Authority of Oakland, CA Josephina Alvarado Mena, Chief Executive Officer, Youth Ventures Joint Powers Authority - PowerPoint Presentation - Safe Passage Joint Powers Authority One - pager - Elev8 Oakland One - pager - Stanford Social Innovation Review - Integrating Youth Services Preparing High School Students for Post-Secondary Success Jimmy Casas, Principal, Bettendorf High School Joy Kelly, Associate Principalt, Bettendorf High School Tim Carlson, Principal, Sycamore Community School District 427 - Creating Career Academies PowerPoint Presentation Project - based Learning Jaime Stephanidis, Consultant, American Institute for Research Fausto Lopez, Consultant, American Institute for Research - PowerPoint Presentation - Essential Elements of Project Based Learning - Project Planning Form - Tips for Effective Facilitation - Things to Consider When Developing a Project Ensuring a Continuum of Care and Support for Students: How one community is developing a strategic collaboration between their middle schools and high schools Fanny Diego, Contracts Administrator, Enlace Chicago P - 20 Council: A systems - level scale - up of education initiatives across Illinois Miguel del Valle, Chair, Illinois P - 20 Council - Illinois P - 20 Council Executive Report - Illinois P - 20 Council Full Report - Illinois P - 20 Org.

A step - by - step guide to meeting education challenges and improving outcomes for children and youth in foster care and on probation is now available for California schools.

She has researched coordinated services for children, youth, and families to improve social, educational, and economic outcomes for vulnerable populations; family engagement; and early childhood education quality and outcomes for traditionally underserved children and youth.

The Moriah Group, an international consulting firm focused on enhancing outcomes for children and youth through improved education, and the National Dropout Prevention Center / Network, the foremost resource for educators and policymakers who work to improve graduation rates, worked together to produce the paper, with the sponsorship of the Robert Wood Johnson Foundation.

This article, published in the first issue of the International Journal for Research on Extended Education, focuses on how we can measure the impact out - of - school time (OST) programs have on youth development outcomes and how we can use those outcomes to better inform OST programming in a way that will benefit the youth the program is currently serving.

Moriah Group is an international consulting firm focused on enhancing outcomes for children and youth through improved education, child and youth development, and community development strategies.

Leveraging the Every Student Succeeds Act to Improve Educational Services in Juvenile Justice Facilities This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act to improve education and workforce outcomes for youth in long - term juvenile justice facilities.

Aperture Education's Evo Social / Emotional system assesses social and emotional competency, provides strategies for bolstering skills, monitors progress and measures outcomes of youth both in school and out - of - school.

2018 Halperin Lecture & Youth Public Service Award (Wednesday, March 21, 2018 from 9:15 - 10:30 am ET) The lecture and youth award, hosted by AYPF and the Institute for Educational Leadership, serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcYouth Public Service Award (Wednesday, March 21, 2018 from 9:15 - 10:30 am ET) The lecture and youth award, hosted by AYPF and the Institute for Educational Leadership, serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcyouth award, hosted by AYPF and the Institute for Educational Leadership, serves as an ongoing tribute to our founder Sam Halperin, who dedicated his life and career to improving youth education, workforce, and policy outcyouth education, workforce, and policy outcomes.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (19for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

Kansas Humane Society Highlights from 2016: Total animals in our care - 15,660 Live animal intake - 11,918 Live animal outcomes - 10,330 Euthanasia - 1,588 which is down 554 from last year Increased Save Rate from 83 % to 87 % Performed a total of 8,651 Spay / Neuter surgeries to help reduce overpopulation (2,843 of those were donor - subsidized for low - income familes) The Youth Education Program reached 14,311 children in our community

The recommendations, delivered in June 2016, are directed at improving accountability, safety and education outcomes for Nishnawbe Aski Nation youth.

An Early Childhood Education and Support Intervention for Kinship Families Littlewood, Strozier, & Whittington (2014) Children and Youth Services Review, 38 View Abstract Highlights outcomes from the Kin As Teachers (KAT) Program, an early childhood education program specifically designed for children living with a grandparent or other Education and Support Intervention for Kinship Families Littlewood, Strozier, & Whittington (2014) Children and Youth Services Review, 38 View Abstract Highlights outcomes from the Kin As Teachers (KAT) Program, an early childhood education program specifically designed for children living with a grandparent or other education program specifically designed for children living with a grandparent or other relative.

Alabama Gov. Robert Bentley (R) created a children's cabinet by executive order in 2016.10 The cabinet serves as an advisory body on issues that the state's children face — formulating policy solutions and encouraging innovation.11 The cabinet focuses on developing a comprehensive strategy to early learning through a uniform approach to data collection, quality assurance, and outcomes measurement.12 The governor chairs the cabinet, which also includes the state superintendent for education, the commissioner for mental health, and the executive director for youth services.

In addition, the education and child welfare systems should partner with each other to improve outcomes specifically for foster and adopted children and youth, to ensure they have greater school continuity, appropriate special education assessments and assignments, educational achievement, and academic success.

«Family involvement in education — defined as parenting, home - school relationships, and responsibility for learning outcomes — is just as important for older youth as it is for younger children.»

She has researched coordinated services for children, youth, and families to improve social, educational, and economic outcomes for vulnerable populations; family engagement; and early childhood education quality and outcomes for traditionally underserved children and youth.

The U.S. Conference of Mayors (USCM), through its Jobs, Education and the Workforce Standing Committee and its Education Excellence Task Force, provides technical assistance and policy support to mayors seeking to improve educational outcomes for children and youth in their cities.

NASDSE and its members, the state directors of special education, provide leadership focused on the improvement of educational services and positive outcomes for children and youth with disabilities throughout the United States and outlying areas.

We are dedicated to improving outcomes for children, youth and families through strengths - based training and practice in education and social services.