Sentences with phrase «improving youth transition»
Children and Schooling — This programme focuses on getting children to school, improving education outcomes including Year 12 attainment, improving youth transition to vocational and higher education and work, as well as, supporting families to give children a good start in life through improved early childhood development, care, education and school readiness.
https://www.humanrights.gov.au/ Not exact matches
Local educators, in partnership with other stakeholders, can then use an ongoing data based decision - making model utilizing secondary transition data related to graduation (Indicator 1), dropout (Indicator 2), transition compliance of the IEP (Indicator 13), and post-school outcomes (Indicator 14) to improve in - school transition programs for youth with disabilities.
His research focuses on strategies to increase the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies of the effects of work - based learning and CTE - based school reforms on the educational outcomes of at - risk youth.
It also helps states collect, analyze, and use post-school outcome data to improve the quality of secondary and transition programs for youth with disabilities.
The National Secondary Transition Technical Assistance Center (NSTTAC) helps states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities and disseminates information and provides technical assistance on scientifically - based research practices with an emphasis on building and sustaining state - level infrastructures of support and district - level demonstrations of effective transition methods for youth with disTransition Technical Assistance Center (NSTTAC) helps states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities and disseminates information and provides technical assistance on scientifically - based research practices with an emphasis on building and sustaining state - level infrastructures of support and district - level demonstrations of effective transition methods for youth with distransition planning, services, and outcomes for youth with disabilities and disseminates information and provides technical assistance on scientifically - based research practices with an emphasis on building and sustaining state - level infrastructures of support and district - level demonstrations of effective transition methods for youth with distransition methods for youth with disabilities.
Jane is a Youth Intercultural Transitions Specialist and Culturally Responsive Educator driven to improve emotional, social and educational outcomes for culturally diverse, domestically and globally mobile students and their families.
This brief provides an overview of critical issues related to transition professional development and highlights current models of improving results for youth by supporting practitioners with in - service and pre-service training.
Dr. Stone's research has focused on strategies that improve the capacity of CTE programs to improve the engagement, achievement, and transition of secondary and postsecondary CTE participants, including longitudinal studies on the effects of work - based learning and the effect of whole - school, CTE - based school reforms on educational outcomes of youth in high - poverty communities.
(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?
• Speaker, National Pathways to Adulthood: A convening on Youth in Transition — 2011 • Centenary Methodist, Speaker, Homeless / Runaway Youth Awareness Workshops — 2011 • Speaker, Missouri SYAB Youth Empowerment Conference — 2011 • Federal Grant Reviewer, Administration for Children and Families: Improving Service Delivery to Youth in the Child Welfare System — 2011 • Federal Grant Reviewer, Office of Family Assistance: Healthy Marriage Promotion and Responsible Father - Hood Grants — 2011 • Federal Grant Reviewer, Administration of Children and Families Grant Review: Improving Outcomes for Youth in Childwelfare — 2011 • Federal Grant Reviewer, Administration of Children and Families Grant Review: Community Centered Healthy Marriage and Fatherhood — 2011 • Federal Panel Chair, Administration of Children and Families Grant Review: Pathways to Responsible Fatherhood — 2011
Services and Planning for Permanency and Transition Juvenile Law Center Outlines the ways Juvenile Law Center is working to improve transition and permanency services for older youtTransition Juvenile Law Center Outlines the ways Juvenile Law Center is working to improve transition and permanency services for older youttransition and permanency services for older youth in care.
National Foster Youth Advisory Council Child Welfare League of America Comprising current and former foster youth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveYouth Advisory Council Child Welfare League of America Comprising current and former foster youth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveyouth, the council informs the field about the strengths and needs of youth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveyouth in the foster care system and develops strategic alliances to improve the system of supports and services in the areas of positive youth development, independent living, transition supports, and youth involveyouth development, independent living, transition supports, and youth involveyouth involvement.
Georgia needs a comprehensive policy agenda to improve outcomes of youth transitioning into adulthood — particularly those at risk of dropping out, or being unemployed, homeless, or incarcerated.
Strategies: Promote collaboration on specific issues (such as health, mental health, youth, elderly, domestic violence) among diverse interest groups in communities; identify and publicise successful cases of community based solutions and positive management of social development; support community based advocacy of school curriculum and practices; boost mentoring, homework support and family support for Indigenous secondary and post - secondary students; negotiate with stakeholders to improve school to work transitions programs.
Learn about new findings from the National Longitudinal Transition Study - 2 (NLTS2) on factors that improve educational and employment outcomes of youth with emotional disturbance.
Objective To examine family and individual psychosocial, medical, and demographic factors associated with improved diabetes - related quality of life (QOL) after transitioning to the insulin pump among youth with type 1 diabetes.