The document summarizes the results of an 8-year study of a family literacy initiative run by First 5 LA. It focuses on the development of language and literacy skills among parents and children in the program. The study found that:
1) Parents' English reading skills, as measured by standardized tests, significantly improved over time in the program. Parents who participated for longer showed greater gains.
2) In follow-up surveys, parents reported that their English skills continued to improve after leaving the program. They felt more able to communicate in English.
3) Children's language, literacy and math skills also significantly improved over the more time they spent in the program. Their skills were still above average after leaving.
School A and School B both implemented 1:1 laptop programs but had different experiences and outcomes. School A saw initial success but faced challenges sustaining the program due to lack of planning. School B had a rocky start due to top-down implementation and infrastructure issues but made improvements like expanding professional development and sustaining funding sources that allowed the program to grow long-term. Both schools provide lessons on gaining community support, replacing equipment, and focusing professional development on integration rather than just skills.
This document contains answers to frequently asked questions about the implementation of Common Core/Essential Standards in North Carolina. Key details include:
- All new standards must be fully implemented by the 2012-2013 school year, though some high school courses may be phased in.
- Teachers can access the standards online or through smartphone apps but will not receive paper copies due to length.
- Schools will schedule collaboration and planning time to support transition to new standards.
- Ongoing training sessions on the new standards will be provided throughout 2012.
- Parents will be informed through media, blogs, and school meetings.
- Resources like pacing guides and crosswalk documents are being developed to help with implementation.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! Weāll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNETās Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
The document describes the Artmobile exhibition "Tree to Form" that traveled between 2011-2013. It provides information on hands-on displays and activities for K-12 students on woodworking and examples of wood art. Photos show the Artmobile vehicle and educator leading discussions. Images and descriptions of 12 pieces of wood art are included from the exhibition, ranging from bowls to chairs to prints, focused on transforming trees into artistic forms.
This document contains a quiz with multiple choice and fill-in-the-blank questions about various topics. Some of the questions identify the first Walkman, the company that produced the most cars annually from 1998-2014 (Nissan), the location of the first World Cup final (Uruguay), and the last cell in an Excel spreadsheet (XFD1048576). It also includes fill-in-the-blank details about the career of Jonathan Ive, the chief designer at Apple.
School A and School B both implemented 1:1 laptop programs but had different experiences and outcomes. School A saw initial success but faced challenges sustaining the program due to lack of planning. School B had a rocky start due to top-down implementation and infrastructure issues but made improvements like expanding professional development and sustaining funding sources that allowed the program to grow long-term. Both schools provide lessons on gaining community support, replacing equipment, and focusing professional development on integration rather than just skills.
This document contains answers to frequently asked questions about the implementation of Common Core/Essential Standards in North Carolina. Key details include:
- All new standards must be fully implemented by the 2012-2013 school year, though some high school courses may be phased in.
- Teachers can access the standards online or through smartphone apps but will not receive paper copies due to length.
- Schools will schedule collaboration and planning time to support transition to new standards.
- Ongoing training sessions on the new standards will be provided throughout 2012.
- Parents will be informed through media, blogs, and school meetings.
- Resources like pacing guides and crosswalk documents are being developed to help with implementation.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! Weāll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNETās Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
The document describes the Artmobile exhibition "Tree to Form" that traveled between 2011-2013. It provides information on hands-on displays and activities for K-12 students on woodworking and examples of wood art. Photos show the Artmobile vehicle and educator leading discussions. Images and descriptions of 12 pieces of wood art are included from the exhibition, ranging from bowls to chairs to prints, focused on transforming trees into artistic forms.
This document contains a quiz with multiple choice and fill-in-the-blank questions about various topics. Some of the questions identify the first Walkman, the company that produced the most cars annually from 1998-2014 (Nissan), the location of the first World Cup final (Uruguay), and the last cell in an Excel spreadsheet (XFD1048576). It also includes fill-in-the-blank details about the career of Jonathan Ive, the chief designer at Apple.
Chicago AMA | April 19 Event Featuring Ben Underwood, Christopher HouseChicago AMA
Ā
Christopher House is a 100-year old non-profit that provides services to 3,400 children and families annually through 5 family resource centers. It has expanded its use of outcome measurement and data sharing with partner agencies to better coordinate services. Key activities include using a common assessment tool, professional development based on results, and program improvements from shared data. Data is also used to focus staff, communicate impact to clients and donors, and set goals for the following year as Christopher House expands its benchmarking collaborative.
Long-Term Effects of Early Childhood Experiences for Later Achievement - Marg...STEM Summit
Ā
The document summarizes research on the long-term effects of early childhood experiences and interventions. It finds high correlations between skills at school entry and later achievement. Experimental studies show early intervention programs improved outcomes like IQ, education levels, and employment. High-quality early childhood programs were linked to better language and academic skills into elementary school, especially for low-income children. Adoption studies also showed environmental influences on IQ, with adopted children's scores changing to match their new socioeconomic status.
An online questionnaire was distributed to parents of children with hearing loss receiving early intervention services. It aimed to understand parent perceptions of early interventionist support for developing parental self-efficacy. The results from 16 parents were compared to one early interventionist's responses. Key findings were:
1) Parents rated increasing their confidence in managing their child's hearing devices as the most important role for interventionists, whereas the interventionist rated this lower.
2) Research shows developing parental self-efficacy is important for improving language outcomes, yet parents may not understand this relationship.
3) The questionnaire revealed discrepancies between what parents and interventionists viewed as priorities, indicating a need for improved understanding and communication.
This document outlines the agenda for a November 10, 2009 presentation on parent involvement to the ESC Region XV. The agenda includes introductions and discussions of the NCLB statute and parent policies, a guest speaker, lunch, sessions on parent compacts and conferences, and resources like ICRs. It also provides research on the benefits of parent involvement and key players. Terms like joint development and meaningful involvement are defined. Requirements for district and campus parent involvement policies and school-parent compacts are outlined. The importance of evaluation and compliance are discussed. Additional resources for parent involvement are provided.
The document discusses the relationship between preschool attendance and future academic performance. It summarizes research showing that attending a high-quality preschool program enhances kindergarten readiness and long-term academic achievement. However, the level of quality varies between programs. The document then outlines various research methods used to study this topic and results showing preschool improved reading scores and decreased rates of grade retention and special education placement. It concludes that increasing access to quality preschool, especially for disadvantaged groups, can help narrow achievement gaps.
Head Start has four main priorities:
1. Ensuring school readiness for kindergarten through goals in multiple developmental domains.
2. Emphasizing family engagement through a two-generational program model.
3. Partnering with states to develop high-quality early childhood systems.
4. Continuing innovation to better serve low-income children.
This document discusses the importance of family partnerships in early childhood education. It notes that building strong relationships with families requires overcoming obstacles through various approaches, including effective communication, viewing parents as partners rather than just parents, and collaborating with families. The document emphasizes that family engagement is an ongoing process, not just an event, and recommends allocating time, energy, and resources to strengthen relationships with families in order to support student achievement and development.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 ā 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
The document provides guidance on writing IEPs that are designed to provide educational benefit for students with disabilities. It discusses key requirements including providing access to the general curriculum, the least restrictive environment, transition planning, present levels of performance, goals and objectives, and appropriate special education services and supports. The document emphasizes using data to determine if a student's IEP is reasonably calculated to enable them to make progress and receive educational benefit.
CurriculumResourceProject_UndergraduateConferenceonHealth&Society_12nov2016Amanda Vasi
Ā
This document summarizes a presentation on enhancing the user-friendliness of the Miami Legacy for Children curriculum. It provides background on poverty's effects on children's development and academic performance. It then describes the Legacy for Children program, which aims to improve child outcomes through positive parenting among low-income mothers. The author organized resource guides and video lists for the Miami curriculum to make materials easier to use and ensure the information is up-to-date. The project outcomes were resource lists categorizing over 130 pages of materials and a 14-page Excel spreadsheet of videos. Future research may explore how updating the curriculum impacts outcomes.
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016Amanda Vasi
Ā
This document summarizes a presentation on enhancing the user-friendliness of the Miami Legacy for Children curriculum. It provides background on poverty's effects on children's development and academic performance. It then describes the Legacy for Children program, which aims to improve child outcomes through positive parenting. The author organized curriculum resources and videos into spreadsheets to make the materials easier to use. The final outcomes were 134-page and 14-page reference guides for curriculum resources and videos. Enhancing the user-friendliness and updating materials may improve the curriculum's quality and outcomes.
This document provides an overview of the Family Links Nurturing Programme (FLNP), which aims to promote family wellbeing and a healthy society by targeting the root causes of poor emotional health and breaking the cycle of ineffective parenting. The FLNP is a 10-week group program led by two trained facilitators using a workbook, CD and DVD. It is based on improving parents' self-esteem, expectations of children, discipline skills, and empathy using structured experiential learning. Evaluations found improvements in parental wellbeing, children's behavior, and family relationships. The FLNP is designed to be universally available to support diverse families.
Community Action Approach to School Readinesshollyhock80
Ā
The document outlines a community action approach to school readiness that emphasizes collaboration between ready schools, ready families, ready children, and ready communities. It discusses using data to drive decision making and develop a school readiness action plan, and promoting school readiness through partnering with families and the community on events and activities. The overall goal is to prepare children to enter kindergarten safe, healthy, and ready to succeed.
Speech pathology and telehealth: from assessment and intervention to community capacity building
Presentation at the Successes and Failures of Telehealth Conference, Brisbane, Australia, 2017
by Silvia Pfeiffer
Connor Street Early Childhood Program EvaluationsEDDD 8084EAlleneMcclendon878
Ā
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your programās educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
ā Connor Street serves low-income and working-class families.
ā Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Streetās mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their childās learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
The body of research on early brain development shows that new parents can change the trajectory of their baby's future just by increasing the amount of language they use with them. This study detailing the results of Time2Talk2Baby, a new audio coaching app for parents of 0- 3 year-olds, shows the power and potential of this innovative project and some of the ways both parents and babies can benefit.
Classroom Constraints and the Passback Effect: Games designed to trascend gen...Nina Walia
Ā
Games for Learning have two audiences: the learners (children) & the adults. For scalability, both audiences must be considered. Thoughtful design addresses adult & child without compromising the needs of either.
Presented at the 7th annual Games For Change Festival 2010.
5/27/10
Chicago AMA | April 19 Event Featuring Ben Underwood, Christopher HouseChicago AMA
Ā
Christopher House is a 100-year old non-profit that provides services to 3,400 children and families annually through 5 family resource centers. It has expanded its use of outcome measurement and data sharing with partner agencies to better coordinate services. Key activities include using a common assessment tool, professional development based on results, and program improvements from shared data. Data is also used to focus staff, communicate impact to clients and donors, and set goals for the following year as Christopher House expands its benchmarking collaborative.
Long-Term Effects of Early Childhood Experiences for Later Achievement - Marg...STEM Summit
Ā
The document summarizes research on the long-term effects of early childhood experiences and interventions. It finds high correlations between skills at school entry and later achievement. Experimental studies show early intervention programs improved outcomes like IQ, education levels, and employment. High-quality early childhood programs were linked to better language and academic skills into elementary school, especially for low-income children. Adoption studies also showed environmental influences on IQ, with adopted children's scores changing to match their new socioeconomic status.
An online questionnaire was distributed to parents of children with hearing loss receiving early intervention services. It aimed to understand parent perceptions of early interventionist support for developing parental self-efficacy. The results from 16 parents were compared to one early interventionist's responses. Key findings were:
1) Parents rated increasing their confidence in managing their child's hearing devices as the most important role for interventionists, whereas the interventionist rated this lower.
2) Research shows developing parental self-efficacy is important for improving language outcomes, yet parents may not understand this relationship.
3) The questionnaire revealed discrepancies between what parents and interventionists viewed as priorities, indicating a need for improved understanding and communication.
This document outlines the agenda for a November 10, 2009 presentation on parent involvement to the ESC Region XV. The agenda includes introductions and discussions of the NCLB statute and parent policies, a guest speaker, lunch, sessions on parent compacts and conferences, and resources like ICRs. It also provides research on the benefits of parent involvement and key players. Terms like joint development and meaningful involvement are defined. Requirements for district and campus parent involvement policies and school-parent compacts are outlined. The importance of evaluation and compliance are discussed. Additional resources for parent involvement are provided.
The document discusses the relationship between preschool attendance and future academic performance. It summarizes research showing that attending a high-quality preschool program enhances kindergarten readiness and long-term academic achievement. However, the level of quality varies between programs. The document then outlines various research methods used to study this topic and results showing preschool improved reading scores and decreased rates of grade retention and special education placement. It concludes that increasing access to quality preschool, especially for disadvantaged groups, can help narrow achievement gaps.
Head Start has four main priorities:
1. Ensuring school readiness for kindergarten through goals in multiple developmental domains.
2. Emphasizing family engagement through a two-generational program model.
3. Partnering with states to develop high-quality early childhood systems.
4. Continuing innovation to better serve low-income children.
This document discusses the importance of family partnerships in early childhood education. It notes that building strong relationships with families requires overcoming obstacles through various approaches, including effective communication, viewing parents as partners rather than just parents, and collaborating with families. The document emphasizes that family engagement is an ongoing process, not just an event, and recommends allocating time, energy, and resources to strengthen relationships with families in order to support student achievement and development.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 ā 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
The document provides guidance on writing IEPs that are designed to provide educational benefit for students with disabilities. It discusses key requirements including providing access to the general curriculum, the least restrictive environment, transition planning, present levels of performance, goals and objectives, and appropriate special education services and supports. The document emphasizes using data to determine if a student's IEP is reasonably calculated to enable them to make progress and receive educational benefit.
CurriculumResourceProject_UndergraduateConferenceonHealth&Society_12nov2016Amanda Vasi
Ā
This document summarizes a presentation on enhancing the user-friendliness of the Miami Legacy for Children curriculum. It provides background on poverty's effects on children's development and academic performance. It then describes the Legacy for Children program, which aims to improve child outcomes through positive parenting among low-income mothers. The author organized resource guides and video lists for the Miami curriculum to make materials easier to use and ensure the information is up-to-date. The project outcomes were resource lists categorizing over 130 pages of materials and a 14-page Excel spreadsheet of videos. Future research may explore how updating the curriculum impacts outcomes.
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016Amanda Vasi
Ā
This document summarizes a presentation on enhancing the user-friendliness of the Miami Legacy for Children curriculum. It provides background on poverty's effects on children's development and academic performance. It then describes the Legacy for Children program, which aims to improve child outcomes through positive parenting. The author organized curriculum resources and videos into spreadsheets to make the materials easier to use. The final outcomes were 134-page and 14-page reference guides for curriculum resources and videos. Enhancing the user-friendliness and updating materials may improve the curriculum's quality and outcomes.
This document provides an overview of the Family Links Nurturing Programme (FLNP), which aims to promote family wellbeing and a healthy society by targeting the root causes of poor emotional health and breaking the cycle of ineffective parenting. The FLNP is a 10-week group program led by two trained facilitators using a workbook, CD and DVD. It is based on improving parents' self-esteem, expectations of children, discipline skills, and empathy using structured experiential learning. Evaluations found improvements in parental wellbeing, children's behavior, and family relationships. The FLNP is designed to be universally available to support diverse families.
Community Action Approach to School Readinesshollyhock80
Ā
The document outlines a community action approach to school readiness that emphasizes collaboration between ready schools, ready families, ready children, and ready communities. It discusses using data to drive decision making and develop a school readiness action plan, and promoting school readiness through partnering with families and the community on events and activities. The overall goal is to prepare children to enter kindergarten safe, healthy, and ready to succeed.
Speech pathology and telehealth: from assessment and intervention to community capacity building
Presentation at the Successes and Failures of Telehealth Conference, Brisbane, Australia, 2017
by Silvia Pfeiffer
Connor Street Early Childhood Program EvaluationsEDDD 8084EAlleneMcclendon878
Ā
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your programās educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
ā Connor Street serves low-income and working-class families.
ā Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Streetās mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their childās learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
The body of research on early brain development shows that new parents can change the trajectory of their baby's future just by increasing the amount of language they use with them. This study detailing the results of Time2Talk2Baby, a new audio coaching app for parents of 0- 3 year-olds, shows the power and potential of this innovative project and some of the ways both parents and babies can benefit.
Classroom Constraints and the Passback Effect: Games designed to trascend gen...Nina Walia
Ā
Games for Learning have two audiences: the learners (children) & the adults. For scalability, both audiences must be considered. Thoughtful design addresses adult & child without compromising the needs of either.
Presented at the 7th annual Games For Change Festival 2010.
5/27/10
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
Ā
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
Ā
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
Ā
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin šš¤š¤š„°
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
Ā
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
Ā
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
Ā
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
Ā
Air presentation ncfl_2010
1. Supporting Language and Literacy
Development forTwo Generations:
Results from the Eight-Year Study of
the First 5 LA Family Literacy Initiative
Heather Quick,Karen Manship,and
Shannon Madsen
American Institutes for Research (AIR)
Bill Gould
First 5 LA
National Conference on Family Literacy
April 11,2010
5. First 5 LA Family Literacy Initiative
Began in 2002
22 grantee agencies providing four family literacy
components:
ā¦ Early Childhood Education (60 hours/month)
ā¦ Adult Education (48 hours/month)
ā¦ Parenting Education (10 hours/month)
ā¦ Parent-Child Interactive LiteracyActivities (PCILA) (10
hours/month)
5
6. Participants
ā¦ Initiative served approximately 2700
families from 2003 ā 2009
97% women
85% married/living with partner
77% unemployed
71% of families have incomes <$20,000/yr
97% Hispanic or Latino
87% use Spanish as primary language
30% lived in the U.S.fewer than 6 years
69% with less than a high school
education;half of these had 8th grade
or less
78% with no schooling in the U.S.
Children are 0-5 years old
6
7. InitiativeTheory of Change
Early
Childhood Long-Term
Education Results for
Child Children
Outcomes
PCILA
Initiative
Evaluator Long-Term
Parenting Adult Results for
Education Outcomes Adults
Family
First 5 Literacy Adult
LA Education Long-Term
Grantees Family Results for
Outcomes Families
Family
Family
Support
Literacy
Support Program Long-Term
Network Outcomes Results for
Communities
Training/
Technical Long-Term
Assistance Results for
Family
Literacy
Programs
9. Contributors
American Institutes for Research
Eva Lyman-Munt Deborah Parrish
Shannon Madsen Heather Quick
Karen Manship Jamie Shkolnik
Ana Paula Miranda LaRenaWoods
Center for Improving Child Care
Quality at UCLA
Carollee Howes Youngok Jung
9
10. AIRās Evaluation
Eight-year comprehensive
implementation and outcomes study
(2002-2010)
Focus of this presentation: Language
and literacy development for parents
and children
10
11. Focus of the Presentation
Early
Childhood Long-Term
Education Results for
Child Children
Outcomes
PCILA
Initiative
Evaluator Long-Term
Parenting Adult Results for
Education Outcomes Adults
Family
First 5 Literacy Adult
LA Education Long-Term
Grantees Family Results for
Outcomes Families
Family
Family
Support
Literacy
Support Program Long-Term
Network Outcomes Results for
Communities
Training/
Technical Long-Term
Assistance Results for
Family
Literacy
Programs
11
12. Research Questions
1. Parent language,literacy,and self-sufficiency
outcomes:
a) How have parentsā language/literacy skills developed
over time?
b) What progress have parents made toward continued
education and self sufficiency after leaving the
program?
Shenandoah Family Literacy Program 12
13. Research Questions (cont.)
2. Parentsā support for
childrenās language and
literacy development:
a) How have parentsā
practices to support their
childrenās language and
literacy development
changed over time?
b) To what extent have
parents maintained these
practices after leaving the
program?
13
14. Research Questions (cont.)
3. Childrenās language,literacy,and learning
outcomes:
a) How have childrenās language,literacy,and math
skills changed over time?
b) What are childrenās literacy outcomes after
leaving the program?
Shenandoah Family Literacy Program
14
16. Measures and Methods
ComprehensiveAdult
StudentAssessment
System (CASAS)
Reading assessment
ā¦ Assessment of reading
level in English
ā¦ Administered by
program staff at least
twice annually
ā¦ 1,556 ESL andABE
students completed at
least 2 CASAS
assessments since 2003
16
17. CASAS Score Growth for 2008-09
Mean CASAS Score
250
240
230
223.5 226.5
220.4
220
215.5
209.9
210
201.8
200
190
180
All parents*** Beginning basic Low intermediate to
(n=321) skills*** advanced***
(n=118) (n=203)
Time 1 Time 2 * p<.05
** p < .01
*** p <.001
Analysis limited to parents receiving at least 100 hours of ESL and/orABE.
17
18. CASAS Score Growth Over
Time
Mean CASAS score growth for parents attending
for 1 year only,2 years only,and 3 or more years
230
Mean CASAS score
225
220
215 1 yr only (N=1074)
2 yrs only (N=312)
210
3 or more yrs (N=133)
205
200
Time 1 Time 2 Time 1 Time 2 Time 1 Time 2
1st year 2nd year 3rd year +
18
19. CharacteristicsAssociated with
Greater CASAS Score Growth
Controlling for total hours of
participation and year of
participation,we find the following
groups show greater growth:
ā¦ Parents in higher income households
ā¦ Parents with at least some high school
experience
ā¦ Parents who have completed at least
some of their schooling in the U.S.
19
20. QUESTION 1B:
What progress have parents made
toward continued education and self
sufficiency after leaving the program?
20
21. Measures and Methods
Alumni parent survey
ā¦ Phone survey with 208 alumni parents in 2009,
1-5 years after leaving the program (mean of
2.5 years)
ā¦ Parent reports of long-term outcomes
Wilsona Family Literacy Program participants receiving their GED
21
22. Parent Reports of Improved
English Skills
Parent ratings of their English skills at
program entry and after the program
(includes only those in ESL)
Fluent in English 4
In-depth discussion in
3
English
2.3
Simple conversation 2
in English
1.3
Few phrases in
1
English
No English 0
Rating of English skills*** * p<.05
** p < .01
(N=191) *** p <.001
At program entry After leaving program
22
23. Parent Reflections on Learning
English
āIt was helpful for me because I am now able
to help [my children] with their homeworkā¦
When I watch the news,I tell my kids what
were the events of the day.When I run into
someone who doesn't speak English,I translate
for them. When I go to the
supermarket,I tell them
what I need in English, and
and they are able to
understand.ā
23
24. Continuing Education
72% enrolled in some form of educational
classes after leaving the program
ā¦ 25% (51) enrolled in GED classes
ā¦ 66% (138) enrolled in other adult ed classes
ā¦ 6% (12) enrolled in college classes
21% (43) received a degree or certificate
after leaving the program,including 10
receiving their GED
24
25. Parent Reflections on
Continuing their Education
āI learned English.I learned more [about] how
to use computers.It motivated me to continue
to learn.ā
āThey motivated me to continue with my
education so that I can attend collegeā¦.
[Before,] I didnāt tend to take [my children] to
the library,and now we are very involved in
everything that's related to education.ā
25
26. Employment Outcomes
16% were employed at program entry
26% were employed after exit
100%
% of parents
80%
60%
40% 33% 37%
26%
20%
4%
0%
Currently Looking for Not working to Not working
employed work care for for other
N=208 children reasons
26
27. QUESTION 2A:
How have parentsā practices to
support their childrenās language and
literacy development changed over
time?
27
28. Measures and Methods
Family Literacy
Initiative Parent
Survey (FLIPS)
ā¦ Administered by program
staff at enrollment and at
the end of the year
(2008-09)
ā¦ 539 parents completed at
least 2 parent surveys;
520 of these participated
in at least 50 hours of
parenting education +
PCILA
28
29. Measures and Methods (cont.)
Family Literacy Initiative
Parent Survey (FLIPS)
ā¦ Content covered:
Parent knowledge and
attitudes
Home literacy resources
Reading practices
Activities with children
Parenting practices (e.g.,TV
viewing,discipline)
Parent involvement in
school
29
30. Library Use
100%
80%
80%
% of parents
63%
60%
40%
20%
0%
Visit the library at least once/month***
(N=511)
Time 1 Time 2
* p<.05
** p < .01
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. *** p <.001 30
31. Frequency of Reading to Child
100%
80%
% of parents
71%
60% 57% 55%
42%
40%
20%
0%
Read to their children at least Read to their children at least
daily*** 3x/week***
(N=517) (N=517)
Time 1 Time 2
* p<.05
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. ** p < .01
*** p <.001 31
32. Interactive Reading Strategies
100%
80%
% of parents
80%
68% 70%
60% 55%
40%
20%
0%
Ask child to say what is in a picture Ask child what s/he thinks will
while reading at least 3x/week*** happen next while reading together
(N=480) at least 3x/week***
(N=480)
Time 1 Time 2
* p<.05
** p < .01
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. *** p <.001 32
33. Reading Routines
100%
80%
% of parents
66%
59%
60%
51%
46%
40%
20%
0%
Bring books for children to look at Follow a regular routine for reading,
during everyday activities, often or often or very often***
very often*** (N=505)
(N=505)
Time 1 Time 2
* p<.05
** p < .01
*** p <.001
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. 33
34. Storytelling
100%
80%
% of parents
62% 59%
60%
41%
40% 36%
20%
0%
Tell stories to their children at least Have their child tell stories at least
3x/week*** 3x/week***
(N=491) (N=491)
Time 1 Time 2
* p<.05
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. ** p < .01
*** p <.001 34
35. Talking with Children
100%
80% 75% 78%
% of parents
67% 64%
60%
40%
20%
0%
Talk to their children about what is Talk to their children about letters of
going on around them, often or very the alphabet, often or very often***
often*** (N=504)
(N=504)
Time 1 Time 2
* p<.05
** p < .01
Analysis limited to parents receiving at least 50 hours of parenting ed plus PCILA. *** p <.001 35
36. QUESTION 2B:
To what extent have parents
maintained their practices to support
their childrenās language and literacy
development after leaving the
program?
36
37. Measures and Methods
Alumni parent survey
ā¦ Phone survey with 208 alumni parents
ā¦ Includes many of the same items as on
the FLIPS
ā¦ Perceived impacts of program
participation
37
38. Alumni Parent Households
Many had more than one child in the
household
ā¦ 47% had at least one preschool-aged or
younger child in the household
ā¦ 87% had at least one elementary-school-aged
child in the household
ā¦ 43% had at least one middle or high-school-
aged child in the household
Questions ask parents about their
children generally (not a specific child)
39. Home Literacy Practices
Percent of alumni parents with elementary school
age children who report that theyā¦
100%
85%
% of parents
80%
69%
61%
60%
40% 36%
20%
0%
Visit the library at Read to their Ask child to say Ask child what s/he
least once/month children at least what is in a picture thinks will happen
3x/wk while reading at next while reading
least 3x/wk together at least
3x/wk
N=180
39
40. Home Literacy Practices
Percent of alumni parents with elementary school
age children who report that theyā¦
100%
% of parents
80%
62%
60%
47%
39%
40%
20%
6%
0%
Tell stories to Have their child Talk to their Limit their
their children at tell stories at children about children's
least 3x/wk least 3x/week letters of the television
alphabet often or viewing to 1
very often hr/day
N=180
40
41. Parent Reflections on Reading
āBefore I started this program I did not know the importanc
of reading ā¦ and also having books at home where the kids
can reach themā¦ [The program] gave us their card so that
we could go to the library ā there is a bigger selection there
In one field trip,I opened a library account so I got a cardā¦
They gave us the opportunity to read more to our kids.ā
Mothersā Club Family Literacy Program 41
42. Parent Involvement in School
Percent of alumni parents who report that theyā¦
100%
80%
68%
% of parents
60% 54%
40%
20%
0%
Volunteer in their child's classroom Participate in the PTA or other
committees
N=208
42
43. Parent Reflections on School
Involvement
Regarding ways that the program has helped:
āā¦ being more interested in what [my
children] are doing at school. I am now more
involved. When I feel that one of my kids is not
doing so well in school,I do whatever it takes t
speak to their teachers.ā
43
44. Remaining Challenges forAlumni with
Elementary School-Aged Children
100%
% of parents
80%
60%
39% 39%
40% 30%
26% 24%
20%
0%
Unsure how Unable to Trouble Difficulty Trouble
to get help with getting managing finding quality
involved in homework children children's time to spend
children's interested in behavior with child
school books
N=180
44
45. Parent Reflections on Challenges
āDealing with the education system [is a challeng
because you have to understand how it works,and
the registration requirements. Sometimes you
interpret them,and people help you,but they don't
translate it right and the channels of communicati
are not complete.ā
45
46. Parent Reflections on Challenges
āIn school,with gangs and violence,my husband
and I are always wary of who our sonās friends
are,where they come from,who their parents
are. That's a big challenge for us.ā
āI'd like to study more,but I have to take care of
my kids,and I'd have to pay for day care and
that's not possible for me right now. In Family
Literacy they took care of my kids. Itās hard now
[not having that].ā
46
47. QUESTION 3A:
How have childrenās language,literacy,
and math skills changed over time?
47
48. Measures and Methods
Direct child assessments
(3-5 years)
ā¦ Administered by trained assessors
in fall and spring (mean number of
months between assessments:5.5)
ā¦ Sample of 316 3-5 year olds
ā¦ Measures
English language screener (Pre-LAS)
Receptive vocabulary (PPVT/TVIP)
Emergent literacy measures (e.g.,
naming letters,colors)
Story and print concepts
Woodcock-JohnsonApplied Problems
Early numeracy measures (e.g.,naming
numbers,counting)
48
49. Measures and Methods (Cont.)
Early language measure (8-30 months)
ā¦ MacArthur-Bates Communicative Development Inventories
(CDI),administered by programs
ā¦ Parent survey documenting childrenās vocabulary
ā¦ Given at two points in time (mean number of months
between administrations:4.5)
ā¦ 159 children (8-30 mos.) have 2 completed surveys
Mothersā Club Family Literacy Program 49
50. English Language Level:Pre-LAS
40
35
30
Mean Score
25
20.7
20
15 12.8
10
5
0
Pre-LAS***
(N=160)
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
50
51. ReceptiveVocabulary:PPVT/TVIP
100
93.9 89.0 89.7
86.2 At-Risk Cutoff
80
Mean Score
60
40
20
0
English ā PPVT** Spanish ā TVIP
(N=31) (N=111)
Receptive Vocabulary
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
51
52. Emergent Literacy Skills:
Naming Letters and Colors
14
12
Mean Score 11.6
10
8 7.3
6.8
5.9
6
4
2
0
Letters*** Colors**
(N=175) (N=174)
Naming Letters & Colors
Time 1 Time 2 * p<.05
** p < .01
*** p <.001
52
53. Story and Print Concepts
11
10
9
Mean Score
8
7
6 5.2
5
4 3.9
3
2
1
0
Story & Print Concepts***
(N=171)
Time 1 Time 2
* p<.05
** p < .01
*** p <.001
53
54. Early Numeracy:Naming
Numbers and Counting Objects
16 15.2
14
Mean Score
12 11.2
10
8
6
4.9
4 3.4
2
0
Naming Numbers*** Counting Objects***
(N=95) (N=161)
Early Numeracy
* p<.05
** p < .01
Time 1 Time 2 *** p <.001
54
56. Early Language Development:
MacArthur-Bates CDI
Raw Scores (8- to 18-month-old children)
Number of Words
30
25
21
20
15
10
10
5
5 3
0
English* Spanish*
(N=12) (N=33)
Words Child Understands and Says
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
56
57. Early Language Development:
MacArthur-Bates CDI
ā¦ Raw Scores (16- to 30-month-old children)
Number of Words
300
242 250
250
200
150 140
109
100
50
0
English*** Spanish***
(N=24) (N=90)
Words Child Understands and Says
* p<.05
Time 1 Time 2 ** p < .01
*** p <.001
57
58. Early Language Development:
MacArthur-Bates CDI
ā¦ Percentiles (16- to 30-month-old children)
100
80
Percentile
60
37 39
40
23 24
20
0
English Spanish
(N=24) (N=90)
Words Child Understands and Says * p<.05
** p < .01
Time 1 Time 2 *** p <.001
58
60. Measures and Methods
Alumni parent survey
ā¦ Phone survey with 208
alumni parents
ā¦ Parent reports of
childrenās literacy
development
ā¦ Parents were asked about
aātarget childā ā the
Mothersā Club Family Literacy Program
oldest child who
participated in the family
literacy program
60
61. Learning to Read
According to parents,children began
reading,on average,at age 5 Ā½
Percent of children who began to read at
different ages
50%
40%
30% 25%
19% 21% 19%
20% 16%
10%
0%
Under 5 5 to almost 5.5 to 6 to almost 6.5 or older
5.5 almost 6 6.5
(N=166)
61
62. Parent Reflections
āI can tell you that when both of my kids were in
preschool,I could tell the difference right away.One was
part of the program,and he knew the alphabet;he
knew the different sounds of letters. The other one
knew the letters but not the sounds.With my oldest son,
I didn't instill in him the importance of reading when he
was small.He doesn't like to read.But my other son
who attended the program,he does like to read.ā
Mothersā Club Family Literacy Program 62
63. Parent Reflections
ā[The program] benefited me
because I learned there.My
kids and I learned names and
colors.[My daughter] learned
how to read [in the program].
I also learned how to read
because I didnāt know how to
read before.We really like to
read.We played and read
together there.ā
63
64. Parent Reflections
āWhen my kids started kindergarten,they
knew all the kindergarten level material.I
think it's because they started their education
really early.ā
Shenandoah Family Literacy Program
64
66. Summary:Parentsā Language/
Literacy & Education Outcomes
Language/literacy outcomes
ā¦ Parents show significant growth on the CASAS
reading assessment (in English)
ā¦ Greatest growth occurs in the first year
ā¦ Greatest growth observed among those with
fewer risk factors
Continued education/self sufficiency
ā¦ 72% enroll in further education courses
ā¦ Parents highlight the value of education
66
67. Summary:Parent Practices to
Support Language/Literacy
By the end of the program year,more
parents reported:
ā¦ Using the library regularly
ā¦ Daily reading to their children
ā¦ Using interactive reading strategies
ā¦ Engaging in storytelling
ā¦ Talking with their
children to support
language development
67
68. Summary:Parent Practices to
Support Language/Literacy
After leaving the program:
ā¦ It appears that parents maintained
or increased some parenting
behaviors:
Use of the library
Having their children tell them stories
ā¦ Other parenting behaviors seem
to have decreased in prevalence:
Interactive reading strategies
Telling children stories
ā¦ Parents reported challenges
related to supporting their
childrenās continued development
68
69. Summary:Childrenās Language,
Literacy,and Math Outcomes
Significant growth
on general measures
of childrenās:
ā¦ English language skills
(Pre-LAS)
ā¦ Naming letters,colors,
numbers
ā¦ Story and print concepts
ā¦ Counting
Shenandoah Family Literacy Program
69
70. Summary:Childrenās Language,
Literacy,and Math Outcomes (cont.)
On standardized measures:
ā¦ Growth on English receptive
vocabulary (PPVT)
ā¦ Growth on problem solving
(Woodcock)
ā¦ No growth on productive
vocabulary (CDI)
Children began reading at
age 5 Ā½ on average
70
71. Next Steps forAnalysis
Examine relationships
between level of
participation (# of
hours) and outcomes
for parents and children
across time
Examine relationships
between program quality
features and outcomes
for parents and children
across time
71
72. Next Steps forAnalysis (cont.)
Examine relationships between
parent and child outcomes
Long-term follow-up
of children in
elementary
school
72
73. More Information on First 5 LA
Research & Evaluation
Family Literacy Evaluation
www.First5LA.org/Family-Lit-Eval
Preschool Research
www.First5LA.org/research/
preschool-research
School Readiness Evaluation
www.First5LA.org/community-
Impact/WWL/School-Readiness
73
75. For More Information
Prior yearsā evaluation reports are available
at: www.First5LA.org/Family-Lit-Eval
Or contact:
Heather Quick Karen Manship Bill Gould
650-843-8130 650-843-8198 213-482-7550
hquick@air.org kmanship@air.org bgould@first5la.org
75