Sentences with phrase «promoting improved outcomes for children»

The first round of Child and Family Service Review findings show this systems change model of practice is effective in promoting improved outcomes for children, youth, and families in sites with systems of care initiatives.

I pay tribute to his expertise in this area of special educational needs, and we certainly share his passion and commitment to promoting improved outcomes for children with SEN and disabilities.

Not exact matches

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 competitiveness.

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.

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.

Sharpening the Focus: Helping Fine - Tune Policies and Practices to Promote Effective Teaching and Learning in the Early Years explores what supports and systems are needed to drive teaching quality that will result in improved outcomes for children and the «powerful and few» core policies are needed to improve teaching quality and result in significant outcomes for children.

In this role, Holly directed a wide range of state and local policy initiatives focused on improving educational outcomes for children through promoting autonomy, accountability, and equity in New Orleans charter schools.

(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?

Delivering on the Promise: Promoting Court Capacity to Improve Outcomes for Abused and Neglected Children: A Primer for Policymakers (PDF - 639 KB) National Conference of State Legislatures (2007) Identifies potential State legislative strategies to promote judicial accountability and greater collaboration with child welfare agencies.

For example, in the Nurse - Family Partnership, one of the goals is to improve pregnancy outcomes and promote child health.

Research shows that improving organizational climates in child welfare agencies may enhance outcomes for the children, youth, and families they serve.3 To provide a more holistic view of wellness, this section offers information, materials, and tools for supporting and promoting the behavioral health and wellness of children and families involved with child welfare, in addition to resources on worker and organizational wellness.

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.

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) promotes evidence based practices that improve the social - emotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work that Children (TACSEI) promotes evidence based practices that improve the social - emotional outcomes for young children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work that children with additional needs and develops free resources to support ECEC services, schools, families, community services and policy makers apply these best practices in the work that they do.

Caseworkers play an important role in improving outcomes by facilitating effective parent - child visits and by implementing practices that will promote permanency for the children, youth, and families they serve.

This special interest division has put together the DEC Recommended Practices to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through five years of age, who have or are at - risk for developmental delays or disabilities.

As child welfare agency administrators and policy - makers continually strive to improve services and outcomes for children and families, establishing child welfare policies and practices that promote and facilitate an individualized, strengths - based approach is essential.

By promoting social and emotional learning and supports for children as well as tools to improve parents» skills, MSPCC employs a two - generational approach to improve outcomes for both children and parents.

The Fostering Connections Act, which aims to promote permanency and improved outcomes for children in foster care, has increased the Dave Thomas Foundation's ability to do more family finding work in the state of Maryland, serving Baltimore City, Baltimore County, Montgomery County, Frederick County and Wicomico County.

Design (and evaluate) prevention and intervention programs to promote a secure parent - infant attachment relationship in order to improve developmental outcomes of infants and children who are at risk for poor developmental outcomes and prevent behaviour problems and psychopathology.

Drawing on the many positive outcomes of secure attachment found in empirical studies, Egeland comes to a crystal - clear conclusion that programs should be designed and evaluated to promote secure attachment relationships in order to improve developmental outcomes of children who are at risk for poor developmental outcomes.

Audience members will hear from maternal and child health leaders in New Jersey on the Maternal Wraparound Program to promote maternal health, improve birth outcomes for women, their infants and families and reduce the risks and adverse consequences of prenatal substance exposure.

Even though increasing numbers of infants and toddlers are moving into out - of - home care at younger ages and for longer periods of time, we are missing opportunities to continuously improve quality child care that promotes positive child outcomes.

SANDAPP's goals are to improve health outcomes for pregnant and parenting adolescents and their children; increase the rate of high school graduation; enhance parenting skills; prevent child abuse, neglect and family violence; promote youth development; and assist to prevent second unplanned pregnancies.

Short Breaks: Statutory Guidance on how to Safeguard and promote the Welfare of Disabled Children using Short Breaks (2010)-- seeks to improve outcomes for disabled children through short breaks prChildren using Short Breaks (2010)-- seeks to improve outcomes for disabled children through short breaks prchildren through short breaks provision.

The purchasing power of Medicaid can be a significant policy lever for promoting early childhood home visiting program quality and improving maternal and child health outcomes.

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.