Have you included student voice,
staff and family involvement?
Not exact matches
This caring environment is enhanced with the
involvement of our dedicated community
and voluntary medical
staff who partner with us to provide individualized care to our
families.
Dr. Lester
and his colleague, James F. Padbury, MD, pediatrician - in - chief
and chief of Neonatal / Perinatal Medicine at Women & Infants Hospital
and the William
and Mary Oh - William
and Elsa Zopfi Professor of Pediatrics for Perinatal Research at the Alpert Medical School, published research in September 2014 in Pediatrics, which found that a single -
family room NICU environment provides for appropriate levels of maternal
involvement, developmental support,
and staff involvement, which are essential to provide the kind of care that can optimize the medical
and neurodevelopmental outcome of the preterm infant
and lead to the development of preventive interventions to reduce later impairment.
Dr. Lester
and his colleague, James F. Padbury, MD, pediatrician - in - chief
and chief of Neonatal / Perinatal Medicine at Women & Infants Hospital
and the William
and Mary Oh — William
and Elsa Zopfi Professor of Pediatrics for Perinatal Research at the Alpert Medical School, published research in September 2014 in Pediatrics, which found that a single -
family room NICU environment provides for appropriate levels of maternal
involvement, developmental support,
and staff involvement, which are essential to provide the kind of care that can optimize the medical
and neurodevelopmental outcome of the preterm infant
and lead to the development of preventive interventions to reduce later impairment.
HEROES is designed to enhance schoolwide wellness through changes in physical education, nutrition, health promotion efforts for school
staff and family,
and community
involvement.
Pre-service teachers can learn how to be part of great team by experiencing
and seeing this team approach from a range of school
staff willing to support them, as well as tapping into university
staff, school
families and community
involvement;
[content block] As a
staff member of the
family involvement program at Phalen Lake Hmong Studies
and Core Knowledge Magnet, Sellers helps to orchestrate the annual event for parents
and students of the St. Paul (Minnesota) school.
Title II, Part D State
and Local Technology Grants Designed to help all students become technologically literate by the 8th grade
and encourage the use of technology to promote parent
and family involvement in education
and communications among students, parents,
and district
staff.
Important characteristics of school culture include a caring atmosphere, significant
family volunteering,
and a supportive environment for teachers «work.158 Widespread trust among participants promotes collaboration within schools
and communities.159 Parental
involvement benefits students, particularly; it also seems to benefit
families, enhancing their attitudes about themselves, their children «s schools,
and school
staff members.160
Family involvement takes distinct forms for different communities, due to varied understandings of the roles that
families play in school
and the expectation for «
involvement» as understood by school
staff.
Motivated students, a dedicated
staff, a great deal of
family involvement,
and high expectations from all stakeholders contributed to Hickory Elementary School being recognized as one of Maryland's Blue Ribbon Schools in 2007
and in September 2008 Hickory was named a National Blue Ribbon School of Excellence.
In the absence of strong guidance, the working relationships between schools, their partner organizations,
and families vary greatly across the city in design, community
involvement, leadership style, expectations, accountability measures
and staff professional development.
A wellness assessment is well worth your time
and effort
and may cover several aspects of the school environment: health education, nutrition, physical activity, competitive foods
and beverages,
family and community
involvement,
staff wellness, healthy
and safe school environments,
and health services.
The framework consists of eight components that have historically functioned independently: health education; physical education; school health services; counseling, psychological,
and social services; nutrition services;
staff wellness; a healthy school environment;
and family / community
involvement.
School administrators, teachers,
and school health
staff in all components actively solicit
family involvement and engage community resources, expertise,
and services to respond effectively to the health - related needs of students
and families.
They may include behavioral or social / emotional programs
and initiatives designed to improve academic equity,
family involvement,
staff retention, or student engagement.
We value all our
staff members for their individuality as well as for what they bring to the team,
and stress patient comfort
and family involvement in all aspects of our practice.
A panel discussion at the opening night reception will be held with the Rubell
Family and members of museum
staff, centering on the Rubells» history of collecting
and especially their
involvement with Keith Haring.
Divorce lawyer Henry Hood, head of
family at Hunters Solicitors, said: «The savings are remarkable
and presumably achieved by having an entirely administrative process operated by court
staff with no judicial
involvement whatever.
Whether you have been arrested, had
involvement with
family services, lost your job or been threatened with eviction from your home, the lawyers, court workers
and administrative
staff at Maliiganik Tukisiiniakvik can provide you with free, timely information
and possible representation as you make your way through the justice system.
Sonja is the Deputy Director of Program Innovation & Strategic Partnerships
and a founding
staff member of Root & Rebound, a reentry legal resource center that provides expertise in all areas of reentry law to individuals with past justice system
involvement,
families with incarcerated loved ones,
and community - based organizations
and agencies, so that the United States can become a society that supports opportunities for all.
The Program Review scoring document evaluates the implementation on contract compliance, human resources, intensive
staff training, information technology, continuous quality improvement
and risk management, financial management, sibling foster care, assessments
and planning,
family team meetings, birth parent
involvement, stable placements, sexual safety,
family preservation services,
and Medicaid / therapeutic services.
Electronic copies of products developed by the National Technical Assistance
and Evaluation Center for Systems of Care including: evaluation reports; a Policy Action Guide with fillable forms in PDF
and Word; short action briefs on
family involvement, establishing partnerships in child welfare, gaining
staff buy - in,
and leadership development;
and infrastructure toolkits on various topics around implementing a System of Care.
Building Agency Capacity for
Family Involvement in Child Welfare (PDF - 553 KB) Action Brief National Technical Assistance
and Evaluation Center for Systems of Care, 2011 Draws from evaluation findings to present action steps
and strategies for preparing a child welfare agency
and its
staff to engage
families effectively.
Systems of Care Advisory Committee Meeting Presentation, Jefferson County, Colorado (PDF - 74 KB) March 2008 Presents survey findings related to
staff and family perceptions of cultural competency
and family involvement.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in
family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation
and Loss / Separations / Service user
involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing
and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space
and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco /
Staff and sexual orientation /
Staff induction /
Staff integrity /
Staff meeting /
Staff morale /
Staff morale in children's homes /
Staff retention /
Staff selection /
Staff support /
Staff training groups in institutions /
Staff turnover /
Staff values
and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children
and self - determination / Street corner / Street kids / Street youth
and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self
and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision
and ethics / Supervision
and practice / Supervision
and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems
and spheres of influence / Systems thinking / Systems vs developmental views /
Family involvement enriches early childhood experiences for all involved - children,
families,
staff and the community.
The program is delivered by two facilitators at the targeted school, with the
involvement and support of school
staff — particularly for the
Family Fun Evening.
Early childhood
staff can support
families by being responsive to parents
and encouraging
family involvement at the service.
The impact of those interventions had some profound positive impacts on
staff and families related to cultural competence
and family involvement.
Many of our
staff are trained as
family therapists
and child specialists, experienced in working with the concerns that bring
families to counseling, including communication, school problems, eating issues, drug
and alcohol
involvement,
and the symptoms of ADHD, depression
and anxiety.
Based on the surveys, the research team (including both MPR
and MDRC
staff) estimated the BSF programs» effects on parents» earnings
and use of public assistance; on mother - father relationships; on
family structure
and functioning; on fathers»
involvement in child rearing; on parent - child relationships
and the home environment;
and on children's well - being
and cognitive
and social development.
Qualitative research studies suggest numerous ways to improve access — defined as the opportunity for children
and families to participate
and fully experience the benefits of a programme, affordability, suitability
and sufficient quality — to early childhood services for Aboriginal children
and their
families.24 Some examples include: provision of transport; locating services in areas where other daily activities occur (eg, schools); provision of low - cost or no - cost services; employing, training
and retaining Aboriginal
staff; provision of culturally competent
and secure services; community
involvement in the planning
and delivery of services;
and provision of flexible, comprehensive
and continuous services.24 Although some Aboriginal
families prefer to use mainstream instead of Aboriginal - specific services, choice is another facilitator of access.24 Furthermore, it remains unknown as to whether mainstream early childhood services with proven effectiveness in non-Aboriginal populations confer the same benefits to Aboriginal children.
Results indicate that the program is associated with significant changes on the four main variables of concern to program
staff and funders:
family resilience, opportunities for prosocial
involvement of the children, rewards for prosocial
involvement by children,
and family bonding.