Sentences with phrase «families improves outcomes for children»

Engaging families improves outcomes for children.

Not exact matches

She noted that there is strong research that indicates that the extra income the tax credit gives to low - income families has significant long - term benefits for the children, improving their educational, health, and career outcomes, on top of helping to mitigate immediate hardship.

«Research tells us that involving dads in scans and building on that contact to support their hands - on involvement through pregnancy, birth and beyond, we can improve outcomes for children and make families stronger.

Whileparticipation inseveral home visiting programs is effective at improving children's cognitive and behavioural outcomes (e.g., Early Head Start, The Nurse Family Partnership and The Infant Health and Developmental program), few home visiting programs have been able to significantly improve pregnancy outcomes and reductions in child maltreatment have been found for some models, but not for others.

As interest in the promise of evidence - based home visiting programs to improve outcomes for children and families grows, policymakers and practitioners need guidance about how to implement them effectively and sustain high - fidelity implementation over the long term.

The initiative is targeted at improving child and family outcomes, including decreasing rates of child maltreatment and improving parenting practices that may decrease risk for maltreatment.

Supporting high - fidelity implementation of evidence - based home visiting programs has the potential to improve outcomes for at - risk children and families.

This evaluation, mandated by the Patient Protection and Affordable Care Act of 2010 (P.L. 111 - 148), is designed to build knowledge for policymakers and practitioners about the effectiveness of the MIECHV program in improving outcomes for at - risk children and families.

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

But research has shown significant positive outcomes for vulnerable families enrolled in home visiting, including improved maternal, newborn, and infant health, better educational attainment for moms, improved school readiness, and reduced child abuse.

Along with the Administration for Children and Families (ACF), we improve home visiting services and achieve critical outcomes for children, families, and at - risk commChildren and Families (ACF), we improve home visiting services and achieve critical outcomes for children, families, and at - risk commFamilies (ACF), we improve home visiting services and achieve critical outcomes for children, families, and at - risk commchildren, families, and at - risk commfamilies, and at - risk communities.

This competitive grant program supports states with the interest and ability to expand and / or improve their evidence - based home visiting programs to ultimately ensure better outcomes for children and families living in at - risk communities.

Some of the many benefits a Postpartum Doula provides for you and your baby include: Better infant care skills Positive newborn characteristics Breastfeeding skills improve A healthy set of coping skills and strategies Relief from postpartum depression More restful sleep duration and quality Education and support services for a smooth transition home A more content baby Improved infant growth translates into increased confidence A content baby with an easier temperament Education for you to gain greater self - confidence Referrals to competent, appropriate professionals and support groups when necessary The benefits of skin to skin contact Breastfeeding success Lessen the severity and duration of postpartum depression Improved birth outcomes Decrease risk of abuse Families with disabilities can also benefit greatly by learning special skills specific to their situation Families experiencing loss often find relief through our Doula services Improved bonding between parent and child.

The Annie E. Casey Foundation's released a five - part video training series, «Engaging Kinship Caregivers: Managing Risk Factors in Kinship Care» featuring internationally respected kinship care expert, Dr. Joseph Crumbley, to strengthen the skills of child welfare professionals in supporting families to improve outcomes for children.

Increasing awareness about SM and educating those who have an impact on the child's life is paramount to improving the odds of a successful outcome for children and their families.

A randomized controlled trial of HFNY initiated in 2000 showed that the program improves outcomes for children and families.

«Given the reciprocal relationship between child and parental health and well - being, supporting the parents in coping with chronic caregiving stress might not only improve the child's outcome, but also may help maintain an optimal family environment for a longer period of time.

For many families, we facilitated access to early intervention and improved their child's outcomes.»

Family - level preventive intervention can lead to improved behavioral health outcomes for military families affected by wartime deployment, a new study published in the January 2016 issue of the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP) reports.

We look forward to further study of our Zika mRNA vaccine to prevent Zika infections, with the ultimate goal of improving outcomes for mothers, their children, and families in the U.S. and globally.»

He said: «Our work has three key objectives: to remove hunger as a barrier for learning; improve wellbeing outcomes for children and families, both physically and mentally; and lastly to highlight the global issue of food waste.

Key Measures Special educational needs key measures include a single assessment process (0 - 25) which is more streamlined, better involves children, young people and families and is completed quickly; An Education Health and Care Plan (replacing the statement) which brings services together and is focused on improving outcomes; An offer of a personal budget for families with an Education, Health and Care Plan; A requirement for local authorities and health services to jointly plan and commission services that children, young people and their families need; A requirement on local authorities to publish a local offer indicating the support available to those with special educational needs and disabilities and their families, and; The introduction of mediation opportunities for disputes and a trial giving children the right to appeal if they are unhappy with their support.

Luckily, policymakers have plenty of proven levers: expand income support for families as the EITC, [27] reduce food insecurity while improving maternal health and birth outcomes through a robust SNAP, [28] maintain children's access to Medicaid, [29] and continue to work towards improving the equity and quality of general education.

With # 15 million set to go to eight new Partners in Practice, to expand a peer support programme between local authorities to improve children's services, and the other # 2 million being invested in improving leadership in children's social care services, which will be delivered through the Local Government Association (LGA), the funding will deliver hands - on peer support to other councils, to help improve outcomes for more children and their families.

Specifically to: 1) collaborate with Crittenton Women's Union (CWU) to create video resources that demonstrate its family skill - building model as a means of building adult capabilities to improve child outcomes; 2) create an initial set of materials for practitioners and leaders of family service - provision systems to be used with caregivers to improve serve - and - return interaction as well as self - regulation and executive function skills; and 3) test these materials as part of a qualitative needs assessment of practitioners who wish to build the capabilities of adults who care for children birth - to - five, with an emphasis on birth - to - three.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

«For his tireless efforts to strengthen families and to improve outcomes for thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartney saFor his tireless efforts to strengthen families and to improve outcomes for thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartney safor thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartnchildren as President and CEO of the Harlem Children's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartnChildren's Zone, we are thrilled to award the second Harvard Graduate School of Education Medal for Education Impact to Geoffrey Canada,» Dean Kathleen McCartney safor Education Impact to Geoffrey Canada,» Dean Kathleen McCartney said.

«For his tireless efforts to strengthen families and to improve outcomes for thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled toFor his tireless efforts to strengthen families and to improve outcomes for thousands of children as President and CEO of the Harlem Children's Zone, we are thrilled tofor thousands of children as President and CEO of the Harlem Children's Zone, we are thrillchildren as President and CEO of the Harlem Children's Zone, we are thrillChildren's Zone, we are thrilled to...

Children and Families Minister Nadhim Zahawi has announced a # 17 million package of support for councils to improve outcomes for vulnerable cChildren and Families Minister Nadhim Zahawi has announced a # 17 million package of support for councils to improve outcomes for vulnerable childrenchildren.

For example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievement gFor example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievement gfor program quality; in its investments in the professional development of the early childhood education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievementChild Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievementchild outcomes, and reduce the achievement gap.

High - quality early education programs can improve outcomes and narrow achievement gaps for all kids, particularly children from low - income families.

The proposed reforms, outside and inside schools — to reduce the test - score gap between whites and poor minorities; to help poor minority families increase their income through steady work at livable wages and then their children's test scores will improve; to establish research - proven reading programs for every single, poor, or minority child; to give each kid a laptop computer — are endless and uncertain in their outcomes.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

► Improved educational programs, opportunities, and outcomes for students from low - income families, students of color, students with disabilities, English Language Learners, students living in temporary housing, LGBTQ students, and students involved in the child welfare or the juvenile or criminal justice systems.

However, a structural quality element such as small class size can facilitate learning when it is paired with high - quality teacher - child interactions, leading to improved outcomes for children.Martha Zaslow et al., Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011 - 5 (Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Services, 2010).

That's why the Martin Family Initiative (MFI) is committed to improving not only K - 12 education for Indigenous children, but also the wider determinants that influence their educational outcomes, including health and well being.

The family and the teacher can sit down to identify interventions, strategies, and needed resources that will improve outcomes for the child both at home and at school.

A key strategy to improving educational outcomes and closing achievement gaps for children from low - income families is improving state finance systems to ensure equitable funding and increased access to resources, according to a new study from Educational Testing Service (ETS).

Any organization or group of individuals that wishes to develop an organization or program focused on building a sustainable practice where families and educators partner meaningfully with one another to improve outcomes for children is encouraged to apply.

We know that increasing the number of high - quality early learning opportunities, especially for low - income families, improves child outcomes.

The consolidation of data from disparate systems and the sharing of data across agencies and organizations that serve MNPS students and families are key strategies that Hansen champions in her efforts to improve outcomes for Nashville's children and youth through a collective impact approach.

They enable educators to give all families the opportunity to improve outcomes for their children.»

The stated goal of the Inclusive Early Education Expansion Program is to «increase the availability of inclusive early education and care for children aged 0 to 5 years old» in order to boost school readiness and improve academic outcomes for children from low - income families and children with exceptional needs.

«We know that increasing the number of high — quality early - learning opportunities, especially for low - income families, improves child outcomes.

MNPS staff benefited greatly from feedback and insights from peers doing similar work around the country and equally committed to improving outcomes for children and families through improving systemic family and community engagement.

CEC is a member of the Partnership for Resilience, an organization that aims to transform and integrate education, healthcare, and community organizations to create a trauma - informed, family - focused system that measurably improves academic, health, and social outcomes for children impacted by ACEs.

In the District of Columbia, the Flamboyan Foundation is influencing how schools and educators partner with families to improve academic outcomes for children through its Family Engagement Partnerships.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

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.

(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?