Sentences with phrase «intervention support builds»

Not exact matches

Topics included: early reporting on inaccuracies in the articles of The New York Times's Judith Miller that built support for the invasion of Iraq; the media campaign to destroy UN chief Kofi Annan and undermine confidence in multilateral solutions; revelations by George Bush's biographer that as far back as 1999 then - presidential candidate Bush already spoke of wanting to invade Iraq; the real reason Bush was grounded during his National Guard days — as recounted by the widow of the pilot who replaced him; an article published throughout the world that highlighted the West's lack of resolve to seriously pursue the genocidal fugitive Bosnian Serb leader Radovan Karadzic, responsible for the largest number of European civilian deaths since World War II; several investigations of allegations by former members concerning the practices of Scientology; corruption in the leadership of the nation's largest police union; a well - connected humanitarian relief organization operating as a cover for unauthorized US covert intervention abroad; detailed evidence that a powerful congressional critic of Bill Clinton and Al Gore for financial irregularities and personal improprieties had his own track record of far more serious transgressions; a look at the practices and values of top Democratic operative and the clients they represent when out of power in Washington; the murky international interests that fueled both George W. Bush's and Hillary Clinton's presidential campaigns; the efficacy of various proposed solutions to the failed war on drugs; the poor - quality televised news program for teens (with lots of advertising) that has quietly seeped into many of America's public schools; an early exploration of deceptive practices by the credit card industry; a study of ecosystem destruction in Irian Jaya, one of the world's last substantial rain forests.

24 randomised and 2 non-randomised trials of intervention packages, including mainly: building community - support or women's groups (9 studies), community mobilisation and antenatal and postnatal home visitation (7 studies), community mobilisation and home - based neonatal treatment (1 study), training traditional birth attendants who made antenatal and intrapartum home visits (2 studies), home - based neonatal care and treatment (2 studies), and education of mothers and antenatal and postnatal visitation (2 studies)

The primary goal of parent support programs is to provide support and information in ways that help parents become more capable and competent.2, 3 Research now indicates that to reach this goal, it is necessary that staff use practices that are family - centered as opposed to professionally - centered, and capacity - building as opposed to dependency forming.4, 5,6,7 The key characteristics of family - centered practices include: treating families with dignity and respect; providing individual, flexible and responsive support; sharing information so families can make informed decisions; ensuring family choice regarding intervention options; and providing the necessary resources and supports for parents to care for their children in ways that produce optimal parent and child outcomes.8, 9,10,11

Whether one wants public support for the media or not is a political question (and one all developed democracies have answered in the affirmative in the twentieth century), but as people's media habits and the economics of the industry change, effective intervention probably ought to be built around the «information» part of the sentence quoted above rather than the «several large sheets» part (just as «public service broadcasters» have in many countries sought to redefine themselves as «public service media organizations» to emphasize their cross-platform ambitions).

This suggests that international intervention to support democracy should seek to marry projects that build legislative capacity with opportunistic engagement around key issues.

Among the key questions are the regional support of president Nkurunziza, the likelihood of a foreign intervention, the lessons for the power - sharing model of peace - building Burundi incarnated, and possibilities for regional and national actors to solve the crisis.

Just be sure that your students are each well aware of their focus correction area for the project, as well as the resources you provide to meet mastery, be it after school support, intervention time, or online skill - building.

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.

Our plans for implementing the proposed initiative will include the following activities: (1) continuing to build their evidence base to understand for whom their intervention works best and least, and in what contexts; (2) refining their program model with a sharp focus on producing the materials that will be needed to achieve successful replication at scale; (3) solidifying the commitment of the selected scaling champions (i.e., the person who will drive the continuing development of the intervention and its implementation at scale); and (4) building the infrastructure necessary to support effective scaling, including the development of a business plan and training support structure, along with the successful navigation of intellectual property issues.

Purpose: To support the transition from incubation to scalability of two, pilot - tested interventions; the development and testing of three, newly - sourced innovations; and the development of a business plan for the Center on the Developing Child — all in the service of building a system for science - based R&D that achieves breakthrough outcomes at scale for young children facing adversity.

If present evidence is to be used, two potent contributions to raising student achievement will be widespread: effective preschool programs for all children and intensive interventions that build capacities of families to support the education of their children.

The Start Well project calls for the application of a strength - based approach, potentially leveraging technology as either an enabler or enhancer of active intervention strategies, to build teachers» capacity to give and receive psycho - social support.

Topics of discussion will include: • Setting goals and identifying criteria to evaluate programs for efficacy, standards - alignment, and student growth • How to build teacher capacity using data - informed instruction and intentional organizational support structures • Scaling beyond intervention; increasing district - wide adoption and usage of personalized learning programs All K - 12 administrators and educators are encouraged to attend.

Building the Evidence Base for Early Intervention through GEAR UP: The Department of Education will partner with the National Council for Community and Education Partnerships (NCCEP) to support NCCEP's efforts to develop and evaluate best practices from GEAR UP programs related to college fit and college readiness.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

eSolution supports all students in grades 3 - 12 who need intervention services to improve reading comprehension and build academic vocabulary.

The program is a five - year initiative to build a web - based screening tool that diagnoses reading problems before kids can even read, and to develop a set of home and school interventions that personalize literacy support for kids, parents, and teachers.

Build time and support into collective interventions to support struggling learners outside the classroom.

Building on and extending the work of these institutes, IDEA has supported the development and validation of culturally relevant assessment and intervention practices.

Create transparent tiers of intervention and support combined with ongoing capacity building and sharing best practices.

But if folks understood that with the labeling would come support and intervention, I think that would help build credibility for accountability systems.

The results of the intervention also shed light on other key understandings about the positive role video can play in supporting teacher growth and the need to both build shared understandings with teachers and to engage teachers as partners in their own growth and development.

National Center on Intensive Intervention The mission of this center is to build district and school capacity to support implementation of data - based individualization in reading, mathematics, and behavior for students with persistent learning and / or behavioral needs.

The National Center for Positive Behavioral Interventions and Supports (www.pbis.org) is a technical assistance center that has many free resources that teachers and school teams can use to build and evaluate Tier 1 core behavior instruction.

Engaging the entire staff in professional development, we will build capacity for investigating data and providing appropriate interventions and support for students.

In addition, in October 2016, the Department of Education issued new guidance on the Every Student Succeeds Act describing how funds from Title IV, Part A's Student Support and Academic Enrichment Grants can help state and local educational agencies provide all students with access to a well - rounded education.42 According to this guidance, local educational agencies «may use funds for activities in social emotional learning, including interventions that build resilience, self - control, empathy, persistence, and other social and behavioral skills.»

Schools are tackling the problem of inequity and unconscious bias with a multi-tiered strategy that includes shifting disciplinary practices within a Positive Behavior Intervention & Supports (PBIS) framework and building social and emotional competence for students and staff.

With appropriate funding and support, districts should provide principals, teachers, school counselors, school social workers, school psychologists, and mental health specialists with appropriate professional health and development to build their capacity to support comprehensive school - based interventions, and coordinate mental wellness services.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

Strong programmes of support and intervention, including behaviour management, confidence building, philosophy and citizenship

Jung's approach will simplify and unify your school's support and intervention efforts and help you build a truly inclusive culture, in which the success of all students is the responsibility of all staff.

This presentation provides guidance in selecting and implementing evidence - based Tier II and Tier III interventions in math that enhance and complement your core instruction, support math intervention specialists for pull - out instruction, and build effective tiered instruction for afterschool program supports.

And a final component to all this is that we need to have leadership within the building or within the district that will dedicate time to support intensive interventions, that will make it a priority that we need successful interventions for all students, and that will allocate resources for the teaming, and for the materials, and for the training.

Since 2014, San Angelo has been selected twice to participate in the Middle School Matters program (funded by the George W. Bush Institute) and receive intensive professional development and support to build its capacity in reading, writing, and mathematics instruction and intervention.

If I had the opportunity to meet with a new school administrator regarding implementing intensive interventions within their school or district, I would advise them to focus on four main components of a multi-tiered systems of support (MTSS): (1) establishing a student - focused culture in your building, (2) establishing efficient procedures for data collection and analysis, (3) establishing a strong core instructional program and (4) focusing on continuous improvement.

The Mission of the NCII is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and / or behavioral needs.

Dr. Jackson was the project director for the National Center on Response to Intervention from 2010 - 2012, which helped states build their capacity to support districts in implementing RTI and has been the quality assurance reviewer for NCII resources since its inception.

Our formative assessment and intervention products turn data into practical instructional support to help all students build a strong foundation in early reading and math.

Her research interests are in building and sustaining organizational systems to support academic outcomes for students in need of intensive intervention, leadership in special education, and the conditions in which multi-tiered systems of support can be successfully implemented within middle and secondary school settings.

«It marks an outwardly visible shift to capacity building rather than sanction and intervention alone,» Christine Swenson, director of the Local Agency Systems Support Division for the state education department, told the board.

In the 1980 - 1990's, the Foundation built partnerships with organizations to focus on societal interventions supporting children from low - income families.

Highly engaging, cross-disciplinary articles are differentiated at 12 levels in English and 8 in Spanish, with built - in supports for intervention students and English language learners

Engaging Schools» five step approach to classroom management, «Guided Discipline and Personalized Support,» presents case studies and sample responses to six familiar problem types; teacher qualities and skill sets associated with effective classroom management; routines, procedures, and group learning protocols that build a high functioning classroom community; essential practices, strategies, and scripts that invite student engagement, cooperation, and self - correction; individual and group strategies for supporting positive behavior; and specific intervention protocols for chronic unwanted behaviors.

Create transparent tiers of intervention and support based on both quantitative and qualitative metrics that combine early intervention with ongoing capacity building and sharing best practices.

«Our goal is to build capacity with all of our teachers to know about Dyslexia and then build capacity within each team to be able to offer a variety of interventions and supports for all of our students.»

The third project is the Feedback on Alignment and Support for Teachers (FAST) intervention study, in which we are building an original intervention designed to assist teachers in providing instruction aligned to their state's standards.

Tennessee's multi-tiered systems of supports (MTSS) is a framework for seeing how all the practices, programs, and interventions fit together in order to meet students» needs both within an individual classroom and across the school building.

To address this shortcoming, we are building an intervention — Feedback on Alignment and Support for Teaching (FAST)-- which will soon provide real time feedback to teachers on the alignment of their instruction for students, including ELLs and SWDs, to college - and career - readiness standards, and support so that teachers can take corrective action where approSupport for Teaching (FAST)-- which will soon provide real time feedback to teachers on the alignment of their instruction for students, including ELLs and SWDs, to college - and career - readiness standards, and support so that teachers can take corrective action where approsupport so that teachers can take corrective action where appropriate.

About Catapult Learning: For nearly 40 years, Catapult Learning has been dedicated to improving academic achievement for students from Pre-K to grade 12, with a special focus on intervention for struggling learners, building teacher and instructional leader capacity, and supporting students who previously dropped out of school.

Build robust supports and interventions that track students» progress in real time in order to drive more timely school improvement efforts.