Sentences with phrase «successful outcomes for the children»

Increasing awareness about SM and educating those who have an impact on the child's life is paramount to improving the odds of a successful outcome for children and their families.

A lifelong change agent and advocate for high quality education for all children, Dr. Cash comes to Buffalo, NY, with over 20 years of executive leadership experience in education, and successful outcomes for children as past superintendent in Memphis, Tennessee; and Martha's Vineyard, Massachusetts.

We have a breadth of experience with a team of professionals dedicated to achieving successful outcomes for the children and young persons we place.

By serving and supporting the educators of Cass County, we empower teachers to foster successful outcomes for the children and families of the communities they serve.

We all know that schools can not do it alone, and that all aspects of a community have a responsibility to work together to achieve successful outcomes for their children and families.

We have a breadth of experience with a team of professionals dedicated to achieving successful outcomes for the children and young persons we place.

Best Practices in Residential Treatment Ellis (2008) View Abstract Discusses effective counseling interventions, medication management approaches, facility management issues, and aftercare approaches to ensure successful outcomes for children and adolescents leaving a facility.

The Family Separation Clinic has led the way in developing and delivering effective intervention routes that are based on the international research and, working with key legal professionals, has begun to build a an evidence base to demonstrate how successful outcomes for children can be achieved through a combination of legal and therapeutic interventions.

CASP's Mission is to provide high quality educational and leadership programs, that maintain high standards of practice for school psychologists through legislative advocacy, professional development, communications, publications, ethics guidelines, and direct services to members, to enable the growth and development of the profession, and to ensure safe, healthy, and successful outcomes for the children, schools and communities we serve.

We have a breadth of experience with a team of professionals dedicated to achieving successful outcomes for the children and young persons we place.

Not exact matches

Instead of praising kids for a job well done, focus on your child's efforts — even the outcome isn't successful.

Programs that are successful with families at increased risk for poor child development outcomes tend to be programs that offer a comprehensive focus — targeting families» multiple needs — and therefore may be more expensive to develop, implement, and maintain.

Identifying core components of interventions found to be effective and understanding what it takes to implement those components with fidelity to the program model is critical to successful replication and scale - up of effective programs and practices in different community contexts and populations.7 There is growing recognition in the early childhood field of the importance of effective implementation and the need for implementation research that can guide adoption, initial implementation, and ongoing improvement of early childhood interventions.8, 9,10 The promise of implementation research and using data to drive program management is compelling because it offers a potential solution to the problem of persistent gaps in outcomes between at - risk children and their more well - off peers.

This two - page brief highlights how the CAC model works, its successful outcomes, the momentum of our movement, and the need for continued and expanded support to CACs serving child victims of abuse.

The benefits of embedding an environmental behaviour change programme into an empowering project for school children are ample and through GAP's experience, we've seen the most successful outcomes delivered where students are encouraged to own the process from beginning to end and develop the necessary tools to reach their goals.

Working in partnership with established school partners with a successful track record in using Achievement for All programmes to support student progress and whole school improvement, the Trust's activities will be informed by a deep - rooted mission and set of aims that will drive school improvement, develop professionals, improve outcomes for children and young people as well as enhancing inclusion and social mobility.

Karen Mapp, a Harvard lecturer whose research specialty is partnerships that support better educational outcomes for kids, told guests at the Children's Institute's annual luncheon on Friday that building successful schools means engaging families as equal partners — not as clients, not as supplements to the educational process and not as people who need saving.

«We are pleased that our findings about what makes these urban charter schools successful and the challenges that remain have the potential to inform the work of many who seek to improve on educational outcomes for children.»

It's time for the city Department of Education to admit reality, change course, and pursue evidence - based strategies that have proven successful in improving academic outcomes for children.

Our well educated Head Start teachers and home visitors create high - quality learning environments and promote successful curriculum implementation that supports positive educational and social outcomes for children ages 2.9 to 5.

ASCD's work in this area is part of a large, multiyear plan to shift public dialogue about education from a focus on a narrow curriculum - centric and accountability system to a whole child approach that encompasses all factors required for successful student outcomes.

Should an exceptionally successful school (on student outcomes) be put under pressure to improve staff wellbeing and development even if this takes the edge off their speed of improvement for children?

While not all were successful, five out of nine programs that integrated this strategy worked for at least one child or adolescent outcome.»

Yet we need to know — with some urgency I would argue — how the most successful MATs are improving outcomes for children.

Karen Wespieser investigates the extent to which the most successful MATs are improving outcomes for children and closing gaps for the most disadvantaged

He works extremely well understanding children's problems and achieved a really successful outcome for my family.

Collaborated with owner, staff, and parents to promote successful learning outcomes for the children.

Acorn Evaluation is a full - service data science partner for local Head Start grantees, providing external evaluation services as well as training and technical assistance to develop and support a successful system of data collection and analysis in support of improved outcomes for children and families.

The overarching focus of the evaluation is to understand the factors that advance or limit the successful implementation of evidence - based home visiting programs and the ability of programs to produce positive outcomes for families with young children.

Studies such as the one conducted by Robert Coplan for the Ottawa Carleton District School Board from 1995 - 1999 validate the ability of Early Childhood Educators with recognized post secondary credentials in early childhood education to deliver equally successful learning outcomes for junior and senior Kindergarten children.

The primary objective of our review is to systematically review and meta - analyse evidence to determine if parent skills training programmes for parents who have a child with a developmental disorder produce greater benefits than no treatment or standard care on child functioning and on parental or family functioning, as measured across multiple domains, and to use meta - analytic techniques to determine which programme components are most reliably associated with the most successful outcomes of parent skills training programmes.

All of us have a role to play and the more we are «us» unified and working together, the more successful we will all be in supporting developmental outcomes for looked after children and young people.

The Program Implementation Evaluation (PIE) of the Texas Home Visiting (THV) Program aimed to better understand the factors that advance or limit the successful implementation of evidence - based home visiting programs in Texas, and the ability of these programs to produce positive outcomes for children and families.

Our various analyses suggest that Achievement for All has been extremely successful in improving academic and other outcomes for children with special educational needs.

Resilience The work on resilience is particularly relevant for foster children because it examines the factors that allow some children faced with severe adversities to «overcome the odds» and become successful at a variety of developmental and life - adjustment tasks.29 Several characteristics of children and their environments may compensate for the high - risk situations with which they must contend, leading to more positive outcomes.

The aim of this article which is three parts, is to highlight how you can make the most of the opportunity that mediation provides and ensure a successful outcome for yourselves and your children?

And yet, successful placement within the extended family network is still likely to result in the highest quality outcomes for children in the longer term.

The aim of this article is to highlight how you can make the most of the opportunity that mediation provides and ensure a successful outcome for yourselves and your children?

This bulletin for professionals discusses the ways that professionals can help foster parents before, during, and after they adopt in order to ensure that the child and family experience a successful adoption outcome.

It may be regressive, that is may provide an opportunity for the child to revisit younger developmental experiences with more successful and positive outcomes.

A coordinated system that grows the knowledge and competencies of individuals who provide care and education to children ages birth to 8 - years, promotes the development of successful careers in early care and education, and strengthens early childhood programs to support healthy development and learning outcomes for children.

Focusing on building successful patterns of contact, interaction, communication, and conflict management in families that support healthy attachment and strong developmental outcomes for their children

We know when you have children their best interests are your focus and we want to achieve a successful outcome so that you can continue to interact with each other and your children for a lifetime.

So far from these topics being off - limits, any MHP seeking appointment in a court case needs to fully inform the parties prior to their consent [123], of information about the following kinds of potentials for bias and agenda: whether the MHP has been married or divorced, and how many times, and under what kinds of circumstances, and how the MHP currently feels about those events; whether, if divorced, the MHP went through litigation over custody or property, and such details as whether the MHP had problems paying or receiving child support, as well as the custody arrangements of the MHP's own children and how these worked out and everyone's feelings about them; the MHP's own personal experience taking care of and spending time with children, within and without the scope of «parenting», and with regard to parenting, whether that was parenting as a primary caregiver, married or single parent, with or without household and third party help, or as a working parent or stay - home parent, and for how many children, and for how long, and the outcomes from all of that; i.e. how much time has this person actually spent caring for children on his or her own, and how well did this person's own family systems function, and is this person in fact an «expert» in creating a functioning family and raising happy, healthy, successful children with good outcomes, nay «best» outcomes, thoroughly well - adjusted and having reached the very pinnacles of their innate potential.

The purpose of the Early Learning Hub of Central Oregon is to create aligned and coordinated systems to address disparities in outcomes for children prenatal through age eight, and ensure they receive the supports needed to be healthy and successful in school.

For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS.