Sentences with phrase «youth development standards»

In this session, you will reconnect with and build upon your understanding of the big ideas in OST program quality by learning about the stories (big ideas) behind the Council on Accreditation's updated afterschool and youth development standards and will leverage that knowledge to think about how you tell your program's quality story to your partners.

Not exact matches

He discusses how these research findings can inform standards for the regulation of free speech to protect youth development and human rights.

(2) Providing loans, grants, or predevelopment assistance to eligible community development organizations or qualified youth service and conservation corps to carry out energy efficiency improvements that comply with the energy efficiency standards under section 284 (a) of this subtitle, resource conservation and reuse, and effective use of existing infrastructure in affordable housing and economic development activities in low - income communities.

In addition to setting high standards for all, New York City learned from the research related to small schools and youth development, which emphasized the critical importance of strong leaders, accountability, assessment, caring relationships with adults, and engaging youth in demanding activities.

The SDS shows how three broad categories of protective factors — healthy beliefs and clear standards, bonding, and individual characteristics — work together to promote positive youth development and healthy behaviors (Hawkins, Catalano, & Arthur, 1995).

TASC President Lucy N. Friedman responds to a concept paper published by New York's Department of Youth and Community Development, in which city officials lay out explicit standards and expectations for how school - community partners can and must support students» academic progress as well as their social and emotional dDevelopment, in which city officials lay out explicit standards and expectations for how school - community partners can and must support students» academic progress as well as their social and emotional developmentdevelopment.

Just as there are standards for regular day classroom expectations, the Expanded Learning community realized that having those North Star goals about what high quality programming looked like from both a point of service and programmatic perspective were important to communicate how expanded learning programs contribute to children and youth's overall intellectual growth and development.

(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?

Brooke Newberry (early literacy librarian, LaCrosse [Wisc.] Public Library), Stephanie C. Prato (head of children's services, Simsbury [Conn.] Public Library), and Mary Schreiber (youth collection development specialist, Cuyahoga County [Ohio] Public Library) set out to clarify the revised standards for the under - 18 months, 18 — 24 months, and 2 — 5 years groups, and provide actionable tips in an... Continue reading Digital Media Recommendations for Our Youngest Patrons →

(2) Providing loans, grants, or predevelopment assistance to eligible community development organizations or qualified youth service and conservation corps to carry out energy efficiency improvements that comply with the energy efficiency standards under section 284 (a) of this subtitle, resource conservation and reuse, and effective use of existing infrastructure in affordable housing and economic development activities in low - income communities.

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth

These standards are helping to ensure the provision and ongoing development of quality youth work opportunities for young people.

Funk is on a mission to educate school officials on the history of high quality after - school and summer programs, including the fact that 27 years ago, after - school programs adopted «positive youth development» standards.

National Child Traumatic Stress Network (NCTSN) The NCTSN works to serves the nation's traumatized children and their families by raising public awareness of the scope and serious impact of child traumatic stress on the safety and healthy development of America's children and youth; advancing a broad range of effective services and interventions by creating trauma - informed developmentally and culturally appropriate programs that improve the standard of care; working with established systems of care including the health, mental health, education, law enforcement, child welfare, juvenile justice, and military family service systems to ensure that there is a comprehensive trauma - informed continuum of accessible care; and fostering a community dedicated to collaboration within and beyond the NCTSN to ensure that widely shared knowledge and skills become a sustainable national resource.