Sentences with phrase «programs improve outcomes for children»

These voluntary, evidence - based programs improve outcomes for children and families by providing coaching and support to parents throughout pregnancy and a child's early years of life.

MIHOPE will provide federal and state policymakers, service providers, and other interested parties with valuable information about whether and how home visiting programs improve outcomes for children and families.

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

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

Not exact matches

The specific focus of the postdoctoral research training program is to educate the next generation of researchers on rehabilitation strategies for children with MS. Fellows who complete the training will be uniquely equipped to conduct rehabilitation - oriented research focusing on improving quality of life and outcomes for children who have MS.

Programs that promote breastfeeding and ensure access to nutritious foods, such as the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) program, the school meals and summer feeding programs, the Supplemental Nutrition Assistance Program (SNAP), and child care food assistance, improve health outcomes, school achievement, and workforce competitPrograms that promote breastfeeding and ensure access to nutritious foods, such as the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) program, the school meals and summer feeding programs, the Supplemental Nutrition Assistance Program (SNAP), and child care food assistance, improve health outcomes, school achievement, and workforce competitiProgram for Women, Infants, and Children (WIC) program, the school meals and summer feeding programs, the Supplemental Nutrition Assistance Program (SNAP), and child care food assistance, improve health outcomes, school achievement, and workforce competitiprogram, the school meals and summer feeding programs, the Supplemental Nutrition Assistance Program (SNAP), and child care food assistance, improve health outcomes, school achievement, and workforce competitprograms, the Supplemental Nutrition Assistance Program (SNAP), and child care food assistance, improve health outcomes, school achievement, and workforce competitiProgram (SNAP), and child care food assistance, improve health outcomes, school achievement, and workforce competitiveness.

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.

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.

The largest randomized trial of a comprehensive early intervention program for low - birth - weight, premature infants (birth to age three), the Infant Health and Development Program, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interaprogram for low - birth - weight, premature infants (birth to age three), the Infant Health and Development Program, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interaProgram, included a home visiting component along with an educational centre - based program.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interaprogram.7 At age three, intervention group children had significantly better cognitive and behavioural outcomes and improved parent - child interactions.

Specifically, what home visiting program models show the greatest promise for improving pregnancy outcomes, reducing child abuse and neglect, and improving parents» life - course and children's social and emotional development?

Identifying depressed mothers or those at risk for depression who are participating in home visiting, and treating or preventing the condition and its deleterious consequences, can improve program outcomes and foster healthy child development.

Research has demonstrated that a large proportion of mothers served in home visiting suffer from mental health problems, with up to 50 percent experiencing clinically elevated levels of depression during the critical first years of their child's development.5 There is evidence that many depressed mothers fail to fully benefit from home visiting.6 Identifying depressed mothers or those at risk for depression who are participating in home visiting, and treating or preventing the condition and its deleterious consequences, can improve program outcomes and foster healthy child development.

Results published in the American Journal of Public Health were based on evaluation data from Legacy for ChildrenTM, a public health intervention program designed to improve child outcomes by promoting positive parenting among low - income mothers of infants and young children.

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.

Center on the Developing Child at Harvard University, National Forum on Early Childhood Program Evaluation, and National Scientific Council on the Developing Child, A Science - Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children, Cambridge, Mass.: Center on the Developing Child, Harvard University, 2007.

Work in the center will expand upon earlier pilot research to help determine best practices for improving asthma outcomes among high - risk children with asthma and ensure long - term program sustainability.

The power of parents to move their disabled child out of a failing program would likely improve the outcomes for that child and motivate more teachers and administrators to achieve positive results for their students with disabilities.

More specifically, the proposed program will focus on framing neuroscience research for use by district and region - level decision makers who are dedicated to improving outcomes for young children.

Some parenting or home - visiting programs have improved the quality of parenting and thus a child's later outcomes, including readiness for school.

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.

This study in two localities will show whether an academic boost from a six - week school readiness program in the summer right before kindergarten is a cost - effective way to improve outcomes (and prevent summer learning loss) for children who have been in preschool during the regular school year.

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

As a literacy scholar, Kim plans long - term programs of research to improve outcomes for low - income children and struggling readers at scale.

In her testimony, Little referred to studies that demonstrate how quality afterschool programs improve academic, social, and emotional outcomes, especially for low - income children.

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.

► 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.

These programs are proven successes that provide access to the best educational environment and improved educational outcomes for participating children.

School districts electing to use ESSA funding to improve early learning programs are creating a potential win - win situation, increasing the number of high - quality early learning opportunities available, and increasing the likelihood of positive outcomes for all children, including young children with disabilities.

Today there is strong evidence that teacher residency programs are having an impact on student achievement and teacher retention, improving outcomes for high - need children.

High - quality afterschool programs are leading to improved academic outcomes for children in poverty.

Since the passage of No Child Left Behind, school districts around the country have been encouraged to use programs that are scientifically proven to effectively improve academic and behavioral outcomes for students.

Recognizing the tremendous potential for high - quality preschool to improve children's outcomes, this report considers how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.

As advocates for the disabled rallied this week in Sacramento on state budget issues, federal officials unveiled a new grant program aimed at improving the educational and employment outcomes of low - income children with disabilities.

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.

Rolf Grafwallner, CEELO Senior Scientist and Program Director at the Council of Chief State School (CCSSO) Rolf is Program Director for Early Childhood Initiatives at the Council of Chief State School Officers (CCSSO) in Washington, D.C. where he works with states to improve learning opportunities and outcomes for young children.

The Florida Master Teacher Initiative (FMTI), supported by a development grant from the U.S. Department of Education's Investing in Innovation (i3) program, is specifically intended to improve academic outcomes for 30,250 high - need children in Miami - Dade County Public Schools (M - DCPS) by elevating teacher effectiveness and school culture

To achieve this vision, NCSI's overarching goal is to provide technical assistance that builds State Education Agency and Lead Agency capacity to develop, implement, and evaluate their State Systemic Improvement Plan and support local programs in improving educational results and functional outcomes for children with disabilities.

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.

A meta - study of after - school programs around the country concluded that afterschool improves social, emotional and academic outcomes.7 Closing the achievement gap in STEM is critical for the children and youth of Massachusetts,

Each organization designed specific programs to improve learning outcomes for children ages 6 to 10.

«We are pleased to see that these improved student outcomes continue to reinforce the need for a robust choice program,» said Justin Moralez, State Director of the Wisconsin Federation for Children.

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

This guide is based on lessons from the National Summer Learning Project (NSLP), the largest study ever to look at whether and how large - scale, voluntary summer learning programs offered by public school districts can help improve educational outcomes for children.

(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?

Research shows that child health, early childhood education and family support programs can make a significant difference to improving outcomes for children.

Read about our home visiting programs and how they are improving outcomes for at - risk children and families in the 2009 Parents Too Soon / Doula Annual Report.

Home visiting programs aim to help low - income parents enhance their parenting skills and improve a host of early health and developmental outcomes for young children.

Progress monitoring can be made simple and straightforward and have a big impact on improving outcomes for the children in your early childhood program.