Sentences with phrase «families improve their capacity»

By embedding MITM within a comprehensive community schools strategy, the needs of vulnerable children and families are better addressed as educators and families improve their capacity to intentionally promote life skills starting in the earliest years of children's lives.

Not exact matches

While we will always strive to improve and cater to the needs of the families we serve, Phase 3 will conclude our planned implementation strategy and mean we have reached full operational capacity.

Building Bright Futures (BBF), the governance structure for Vermont's early childhood system, leverages the capacity of Vermonts communities to improve child and family well - being.

«It is envisaged that robo production will not only improve the nutritional status of families but also increase the income earning capacity of women especially those in purdah whose movements are restricted.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outFamily Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outfamily engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outcomes.

In addition to the personalized diagnostic screener and interventions for use at home and in schools, Reach Every Reader will work with educators and families to improve their capacity to adopt and integrate these personalized tools and measures.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

Our mission is to improve learning by building capacity in schools, families, and communities through applied research and development.

The CEI team works with new principals in all aspects of the school community with a focus on instruction, improved opportunities, and outcomes for students and their families, and building capacity for school leadership.

The coordinated approach to school health improves students» health and their capacity to learn through the support of families, communities, and schools working together.

Strategies center on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

«Harnessing technology to build the capacity of teachers and instructional coaches, as well as to effectively engage families in their children's learning, is an important lever for improving America's public schools.»

Several other cities have been developing additional data capacity in support of this work, including creating MOUs to share data across agencies, surveying students about their school connectedness, asking families about the barriers they face in accessing preschool, and making use of data collected through a programmatic partnership to improve their understanding of community and individual student needs.

To further the organization's mission in her capacity she draws upon a wide depth and breadth of practical and theoretical knowledge and experience gained from: ten years serving the SC Department of Education Title I, Part C Education of Migratory Children / Youth program, five years as the state coordinator and five years as a state recruiter / outreach worker; working as an Spanish / English interpreter / translator for the University of SC's Center for Child and Family Studies HABLA project and an undergraduate professor in Political Philosophy and Ideology and World Politics; serving in the United State Peace Corps for three years in Mali, West Africa to improve women's financial sustainability and promotion of girls education; employment at the UN headquarters; living / studying / working / conducting research in the Philippines, Syria, Mali, France, and Spain; obtainment of a PhD in International Relations from the University of South Carolina in 2012; a MS in International Business, and a MA in Diplomacy and International Relations from Seton Hall University in 2001; and a BA in International Studies with a focus in Management, French, and Spanish from the College of Saint Elizabeth in 1999.

The work centers on five research - driven elements that lead to permanent systemic change: leveraging community assets, improving staff capacity and effectiveness, developing family and community partnerships, improving district and local association capacity and collaboration, and improving student achievement and learning.

Positive behavior support is an application of a behaviorally - based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research - validated practices and the environments in which teaching and learning occurs.

This coordinated approach improves students» health and their capacity to learn through the support of families, communities and schools working together.

IEL's family and community engagement (FCE) work is focused on assisting states, districts and schools to improve engagement efforts primarily by building capacity and supporting improvements in FCE policy at every level.

Interesting features of this model are available in a huge variety of trims, Towing capacity, efficient turbocharged engines, improved gas mileage, and rugged durability Experience the difference the Cleburne Ford Family makes!

This model sets itself apart with available in a huge variety of trims, Towing capacity, efficient turbocharged engines, improved gas mileage, and rugged durability Experience the difference the Cleburne Ford Family makes!

Strengths of this model include turbocharged engines, available in a huge variety of trims, Towing capacity, rugged durability, and improved gas mileage Experience the difference the Cleburne Ford Family makes!

It would be more likely to improve adults» capacity for empathy, to improve conflict resolution skills and to reduce family members» need to resort to courts to resolve family disputes.

«I enjoy helping individuals and couples identify emotional and relationship patterns that are creating distress, working together to improve self - understanding and the capacity to form healthy, loving relationships with family and friends.

Identifying and Responding to the Needs of Children in Domestic Violence Shelters: Final Report (PDF - 973 KB) Center for Child and Family Policy, Duke University (2008) Describes a training protocol developed in North Carolina to improve the capacities of staff of domestic violence shelters to screen, intervene, and refer shelter residents who are experiencing distress related to their exposure to violence.

Abby Rosmarin helps couples and families communicate effectively, enhance understanding, improve coping strategies, reduce conflict, and manage the emotional reactions that interfere with the capacity to consider satisfactory solutions.

These programs help parents develop the capacity and confidence to build resilience in their children and improve the ability of the family to cope with adversity.

Through five essential steps, health centers and social service partners can build partnerships, adopt evidence - based interventions, promote patient education around IPV, and enhance practice policies, procedures, and capacities to improve long - term health and safety outcomes for women and their families.

Collaborative Partnerships Between Early Care and Education and Child Welfare: Supporting Infants, Toddlers, and Their Families Through Risk to Resilience (PDF - 171 KB) U.S. Department of Health and Human Services, Administration for Children and Families (2011) Identifies national and State approaches to connect early childhood and child welfare services and addresses strategies to improve referral and service coordination, capacity building, and policy coordination.

Exploring similarities and differences in our cultural expectations improves our capacity to understand and relate to others, and helps to build a sense of belonging amongst children and their families.

After developing these relationships educators also have improved capacity to connect families to the wider community (e.g. sports clubs, health organisations etc.).

Quality Matters: Improving Caseworker Contacts With Children, Youth, and Families Child Welfare Capacity Building Collaborative Helps improve engagement with families by identifying elements of quality contacts before, during, and after visits and ways the supervisory relationship can improve pFamilies Child Welfare Capacity Building Collaborative Helps improve engagement with families by identifying elements of quality contacts before, during, and after visits and ways the supervisory relationship can improve pfamilies by identifying elements of quality contacts before, during, and after visits and ways the supervisory relationship can improve practice.

The CfC initiative aimed to improve the coordination of services for children aged 0 — 5 years and their families, identify and provide services to address unmet needs, build community capacity to engage in service delivery and improve the community context in which children grow up.1

Implementing Best Start LA: Continued Commitment in the Midst of Persistent Challenges (PDF - 946 KB) Benatar, Hill, & Adams (2012) Urban Institute, University of California at Los Angeles, & First 5 LA Reviews the implementation and outcomes of Best Start LA (BSLA), a multifaceted community investment designed to improve the health, well - being, and development of children, ages 5 and under, while supporting the needs of their parents, and strengthen the capacity of communities and broader systems to support families.

Development and Implementation of a Cultured Competency - Based Training Curriculum to Strengthen the Capacity of Child Protection / Child Welfare Agency Staff in a Collaborative Process Wilber (2001) View Abstract Examines a training program to improve collaboration between Indian child welfare agencies and public child welfare agencies serving American Indian families.

The ECTA Center offers practice guides to help practitioners improve their family - centered practices, including how to involve families in the assessment process, supporting family member informed decision making, involving families in obtaining supports and resources, and building family capacity in early childhood intervention.

Early childhood mental health consultation (ECMHC) aims to build the capacity (improve the ability) of staff, families, programs, and systems to prevent, identify, treat and reduce the impact of mental health problems among children birth to age 6 and their families.»

Early childhood mental health consultation aims to build the capacity (improve the ability) of staff, families, programs, and systems to prevent, identify, treat and reduce the impact of mental health problems among children from birth to age 6 and their families.

The articles focus on efforts to: improve the capacity of home visitors to address maternal depression, increase cultural competency and equity in the early intervention system, evaluate the effectiveness of family child care networks that have the potential for improving family child care quality, and create competency standards in early care and education programs.

By making it easier for families to access the services they need, we can improve parent and carer capacity and prevent families from entering the child protection system.

Fund initiatives that help improve the capacity of the mental health system to address the needs of young children and their families, such as the Infant - Early Childhood Mental Health Promotion, Intervention, and Treatment grants included in the mental health reform bills in the 114th Congress.

Building Bright Futures (BBF), the governance structure for Vermont's early childhood system, leverages the capacity of Vermonts communities to improve child and family well - being.

A strengths - and relationship - based family intervention that focuses on the HOWs of parenting — the ways in which parents «parent» — to improve parent - child interactions that strengthen attachment, family functioning, and parents» capacity to nurture the well - being and healthy development of their children in every domain.

It is hypothesised that this is a consequence of the way in which such programmes may improve parents» capacity for self - regulation, in addition to improving their connections with others within and outside the family (Dumas 2005; Harnett 2012; Snyder 2012).

An Aboriginal Services Strategy is being developed and will be embedded into each element of the reform process to ensure each element delivers improved outcomes for Aboriginal children, young people, families and communities, and ensure growth in the capacity of Aboriginal organisations.

A number of studies have favourably evaluated the effectiveness of Family Wellbeing Program in increasing capacity and empowerment, improving social and emotional wellbeing and reducing violence in Aboriginal and Torres Strait Islander communities.

The goals and activities of the Center were designed to strengthen the capacity of childcare agencies and Head Start to improve outcomes for young children and their families through: a) a focus on promoting the social emotional development of children as a means for preventing challenging behaviors, b) a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, other professionals, and communities, c) the dissemination of evidence - based practices: d) the ongoing identification of the training needs and preferred delivery formats of local programs and training and technical assistance providers, and e) collaboration with existing training and technical assistance providers for the purpose of ensuring the implementation and sustainability of practices at the local level.

Child Welfare Capacity Building Collaborative The Children's Bureau's Child Welfare Capacity Building Collaborative helps public child welfare agencies, tribes, and courts enhance and mobilize the human and organizational assets necessary to meet Federal standards and requirements, improve child welfare practice and administration, and achieve safety, permanency, and positive well - being for children, youth, and their families.

Early childhood mental health consultation aims to build the capacity (improve the ability) of staff, families, programs, and systems to prevent, identify, treat and reduce the impact of mental health problems among children from birth to age 6 and their families (adapted from Cohen & Kaufmann, 2000).

The National Center for Systemic Improvement (NCSI) works with states to transform their systems & build capacity to improve outcomes for infants, toddlers, children, and youth with disabilities and their families, through partnerships with state and local programs, families, and communities.

Become a partner with Maine Family Planning's Prevention Program and receive capacity building assistance to improve comprehensive sexuality education outcomes.