HTT 2013-2014 Edited
•
1 like•132 views
The document provides an introduction and outcomes report for the House of Tiny Treasures program, which serves toddlers and preschool-aged children experiencing homelessness. The program uses the Teaching Strategies Creative Curriculum to provide psychosocial support and education to bolster resilience and minimize developmental lags. Participants' progress is measured across six parameters (social-emotional, physical, language, cognitive, literacy, mathematics) at program entry and over time. Results showed statistically significant improvements in these areas, with greater gains for children receiving additional therapy services.
Report
Share
Report
Share
Download to read offline
Recommended
PSHE education in School - Ofsted
The document summarizes a report on personal, social, health and economic (PSHE) education in UK schools. It finds that PSHE teaching was good or outstanding in over three-quarters of schools visited. However, some schools lacked subject knowledge and expertise in teachers, discrete curriculum time, and assessment of pupil progress in PSHE. The report recommends that the Department for Education support teacher training in PSHE, and that schools ensure coherent PSHE education, address high-risk topics, train teachers, and involve parents more.
Executive Summary
This study assessed teacher readiness at All Saints Catholic School to implement Response to Intervention (RtI) through surveys before and after professional development sessions. Initially, teachers were unfamiliar with RtI and concerned about support and resources. After training, teacher agreement with positive survey statements about RtI increased significantly. The results show that providing effective professional development before implementing new programs can increase teacher buy-in and confidence in using new strategies. Future work should examine how to include parents and students in RtI.
Value –Added Assessment
Value-added assessment uses statistical modeling to compare student test score gains from year to year, allowing comparisons between schools and teachers even with different student populations. It can show whether individual students or classes achieved expected, less than expected, or more than expected progress based on prior scores. Looking back over multiple years, value-added assessment can measure the long-term impact of teachers and schools. It aims to provide longitudinal growth data for each student and level the playing field by focusing on individual student progress rather than overall performance or demographics.
Pre K To 3 Rev
This document discusses aligning early childhood programs from birth through 3rd grade. It advocates for establishing standards across programs, aligning curriculum and assessments, expanding policies to increase access and require collaboration, and promoting success through quality, continuity and family involvement. The goal is to create a continuum of learning and development from pre-k through 3rd grade to improve outcomes for children.
Assessment method used by english teachers in assissting struggling learners ...
This document discusses a study on common assessment methods used by English teachers to assist struggling learners in private and public secondary schools in Catanauan, Quezon, Philippines. It includes the statement of the problem, theoretical framework, research paradigm, methods and procedures, conclusions and recommendations. The study aims to determine the demographic profile of student and teacher respondents, assessment methods used by teachers, and causes of student struggles. It used descriptive research methods including surveys. Key findings were that performance tasks and question/answer were most effective, and poor study skills and lack of motivation were main causes of student struggles. Recommendations included verifying student success, engagement, and understanding individual learning styles.
Petri PSC Findings
A presentation of a pilot research project recording teacher perceptions of LAUSD's Public School Choice process.
Attachment.aspx 4
The UNC System Office commissioned a report called "Leading on Literacy" that identified opportunities
to improve teacher preparation programs, particularly in literacy instruction. In response, the UNC System
Office convened the Educator Preparation Advisory Group comprised of P12 and higher education experts
to develop strategies to improve teacher preparation. The Advisory Group will launch Communities of
Practice focused on early learning and literacy to incorporate insights from learning science into teacher
preparation programs with a focus on improving literacy and numeracy instruction.
E- Journal Abstracts
The document contains abstracts from 4 different research studies on reading fluency interventions for students with learning disabilities or reading difficulties.
The first study found that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities for repeated reading of familiar text with feedback, and establishing performance criteria for increasing text difficulty.
The second study examined the impact of partner reading interactions on task behavior. It found that student-chosen partners led to better social cooperation, and teachers should provide scripted instructions, allow student partner choices, and avoid pairing low-ability students only with each other.
The third study was a meta-analysis that found repeated reading interventions had positive effects on reading fluency gains for students with
Recommended
PSHE education in School - Ofsted
The document summarizes a report on personal, social, health and economic (PSHE) education in UK schools. It finds that PSHE teaching was good or outstanding in over three-quarters of schools visited. However, some schools lacked subject knowledge and expertise in teachers, discrete curriculum time, and assessment of pupil progress in PSHE. The report recommends that the Department for Education support teacher training in PSHE, and that schools ensure coherent PSHE education, address high-risk topics, train teachers, and involve parents more.
Executive Summary
This study assessed teacher readiness at All Saints Catholic School to implement Response to Intervention (RtI) through surveys before and after professional development sessions. Initially, teachers were unfamiliar with RtI and concerned about support and resources. After training, teacher agreement with positive survey statements about RtI increased significantly. The results show that providing effective professional development before implementing new programs can increase teacher buy-in and confidence in using new strategies. Future work should examine how to include parents and students in RtI.
Value –Added Assessment
Value-added assessment uses statistical modeling to compare student test score gains from year to year, allowing comparisons between schools and teachers even with different student populations. It can show whether individual students or classes achieved expected, less than expected, or more than expected progress based on prior scores. Looking back over multiple years, value-added assessment can measure the long-term impact of teachers and schools. It aims to provide longitudinal growth data for each student and level the playing field by focusing on individual student progress rather than overall performance or demographics.
Pre K To 3 Rev
This document discusses aligning early childhood programs from birth through 3rd grade. It advocates for establishing standards across programs, aligning curriculum and assessments, expanding policies to increase access and require collaboration, and promoting success through quality, continuity and family involvement. The goal is to create a continuum of learning and development from pre-k through 3rd grade to improve outcomes for children.
Assessment method used by english teachers in assissting struggling learners ...
This document discusses a study on common assessment methods used by English teachers to assist struggling learners in private and public secondary schools in Catanauan, Quezon, Philippines. It includes the statement of the problem, theoretical framework, research paradigm, methods and procedures, conclusions and recommendations. The study aims to determine the demographic profile of student and teacher respondents, assessment methods used by teachers, and causes of student struggles. It used descriptive research methods including surveys. Key findings were that performance tasks and question/answer were most effective, and poor study skills and lack of motivation were main causes of student struggles. Recommendations included verifying student success, engagement, and understanding individual learning styles.
Petri PSC Findings
A presentation of a pilot research project recording teacher perceptions of LAUSD's Public School Choice process.
Attachment.aspx 4
The UNC System Office commissioned a report called "Leading on Literacy" that identified opportunities
to improve teacher preparation programs, particularly in literacy instruction. In response, the UNC System
Office convened the Educator Preparation Advisory Group comprised of P12 and higher education experts
to develop strategies to improve teacher preparation. The Advisory Group will launch Communities of
Practice focused on early learning and literacy to incorporate insights from learning science into teacher
preparation programs with a focus on improving literacy and numeracy instruction.
E- Journal Abstracts
The document contains abstracts from 4 different research studies on reading fluency interventions for students with learning disabilities or reading difficulties.
The first study found that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities for repeated reading of familiar text with feedback, and establishing performance criteria for increasing text difficulty.
The second study examined the impact of partner reading interactions on task behavior. It found that student-chosen partners led to better social cooperation, and teachers should provide scripted instructions, allow student partner choices, and avoid pairing low-ability students only with each other.
The third study was a meta-analysis that found repeated reading interventions had positive effects on reading fluency gains for students with
MyPosterPresentation
This document summarizes four studies that evaluated the effectiveness of disciplinary alternative education programs (DAEPs) in improving student outcomes. The studies measured outcomes such as academic performance, recidivism rates, and psychological well-being for at-risk students placed in DAEPs. The results showed that holistic programs that address academic, behavioral, social, and psychological needs had the best outcomes, with recidivism rates around 2-18%. Programs focused only on academics or behaviors had poorer outcomes and higher recidivism, around 46-53%. Effective programs incorporated collaboration between students, families, and schools as well as community resources and support after students left the DAEP.
Week Three History+Current Trends
The document discusses the historical context and current trends in special education. [1] It covers major events and legislation that have shaped the field, including deinstitutionalization, compulsory education, PL 94-142, the regular education initiative, IDEA, and NCLB. [2] Key aspects of laws like FAPE, IEPs, LRE, and accountability are summarized. [3] Current trends focus on inclusion, evidence-based practices, high-stakes testing, and ensuring highly qualified teachers.
Attachment.aspx 2
The document outlines North Carolina's comprehensive plan for improving reading achievement from kindergarten through third grade. It discusses six main components of the plan: implementing evidence-based reading instruction, assessing students, eliminating social promotion, supporting retained students, notifying parents, and ensuring accountability. The plan focuses on early intervention, high-quality literacy instruction, data-informed decisions, professional development, parental involvement, and providing multiple pathways for students to demonstrate reading proficiency. Upcoming steps include emphasizing evidence-based practices, implementing interventions quickly based on data, clearly defining supports, guiding reading camps, and collaborating with educators and parents.
Effective School Based Violence Prevention
In the area of violence prevention, the need for programs in schools and other institutions that work with youth has increased at a faster pace than the availability of solid evaluation research. Source: https://ebookscheaper.com/2021/01/21/effective-school-based-violence-prevention/
An overview of ohs priorities
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.
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
Attachment.aspx 3
This document summarizes a review of literacy instruction in teacher preparation programs across the University of North Carolina system. Key findings include that programs have room for improvement in aligning literacy instruction with state standards and evidence-based practices, providing field experiences, and utilizing data. Recommendations include strengthening relationships with school districts, enhancing literacy curriculum, and utilizing data to inform program improvements. The review aims to help programs better prepare teachers to support rising literacy expectations in North Carolina.
Systematic supervision (2)
The document discusses systematic supervision of common areas in schools. It outlines the key features of an effective common area supervision program, including establishing clear rules and expectations, actively supervising areas through movement and scanning, providing positive contact and reinforcement to students, and responding appropriately to both appropriate and inappropriate behaviors. It emphasizes the importance of a team-based approach to implementing and maintaining the supervision program.
Rs equity topic_4_readings_dec_lbs_pja
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
Parental Involvement for Sixth Grade Centers
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Desired Results - DRDP-R
The document summarizes California's Desired Results program standards for early childhood education centers and preschools. The standards focus on achieving desired results or conditions of well-being for children and families. They address six domains: children's personal/social competence, effectiveness as learners, physical/motor skills, safety/health, and family support/goal achievement. Programs are evaluated based on measures within each domain to ensure they are meeting standards and improving practices.
Stakeholder of Assessment
This document identifies and describes the key stakeholders in student assessment. The main stakeholders discussed are policymakers, administrators, teachers and trainers, students, parents, and the external community. Policymakers set rules and standards and want information on school quality. Administrators are responsible for education delivery and improvement. Teachers can determine strengths and weaknesses of teaching methods. Students may provide feedback on their own and peer performance. Parents focus on individual student performance and progress. The external community can provide feedback on how the organization affects and is benefited by the community.
Attachment.aspx
The document summarizes research on the impacts of North Carolina's Read to Achieve program. Key findings include:
1) The program has not shown noticeable gains in student performance one or two years later, whether looking at initially impacted students or just those retained.
2) Summer reading camp attendance did not affect student outcomes the following year.
3) In practice, the program has operated more like 115 separate pilots rather than a unified initiative, contributing to inconsistent impacts.
4) Moving forward, the state aims to collect better implementation data, focus on fidelity, identify and expand on local successes, and strengthen early literacy development.
Rs strat methods_topic_4_content_lbs_pja_final1
This document discusses bullying and cyberbullying in schools. It defines bullying as aggressive behavior involving threats or intimidation that occurs repeatedly over time. It notes the various roles in a culture of bullying, including bullies, bystanders, and targets. It also lists common beliefs students have about bullying and the impact of adult responses. Effective responses that make students feel supported include listening, providing guidance, checking on well-being, and intervening with bullies. Integration of social-emotional learning and positive behavior support programs is recommended to comprehensively address bullying through teaching skills, monitoring, and rewarding positive behaviors.
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Internship Presentation
The document discusses using the School Health Profiles Survey to assess health education programs in New Jersey schools. The survey data is used for professional development, planning and monitoring programs, and informing policies. It found that New Jersey schools are not effectively teaching students about HIV, STDs, or pregnancy prevention. Further state programs may be implemented to help schools improve health education.
Impact Evaluation of A Ganar
The document summarizes an impact evaluation of the A Ganar program, which aims to increase employment, education, and business ownership for at-risk youth through sports-based life skills training. Results from Guatemala and Honduras showed that the program improved participants' life skills, self-esteem, and risk behaviors, but did not clearly increase employment or education levels. While youth reported positive experiences, the evaluation could not definitively determine if the character development led to long-term employment impacts within the study timeframe.
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
Promotion on request is a practice that has been going for a long time in the primary schools of Bangladesh. This presentation focuses on how this flawed system can be changed. This presentation was made for the course EDU 503: Creating Learning Organizations: Leadership, Planning and Management. EDU 503 is on of the courses of the M.Ed. program on Educational Leadership & School Improvement run by BRAC Institute of Educational Development.
Rachna Swarup
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Felecia D Pullen Vitae 2016
Felecia Pullen is a results-oriented executive with extensive experience in non-profit administration and substance abuse prevention and counseling. She currently serves as the President of Let's Talk SAFETY, a community-based non-profit, where she developed their business plan and increased their reach from 1000 to over 30,000 teens. She is also the Program Director of SAFE in Harlem, where she works to reduce substance abuse among youth through collaboration between community organizations. Previously, she worked as a Substance Abuse Prevention Counselor at Fordham University.
Fafard.Jaime.Towards a Permanency Planning Training System.MPA 598 Management...
This document provides recommendations for developing a permanency planning training framework within the British Columbia Ministry of Children and Family Development (MCFD). It conducted a literature review on organizational development, permanency planning practice, and adult education. It reviewed MCFD's existing permanency planning curriculum and conducted interviews with experts. It identified gaps in the curriculum around cultural competency, trauma-informed practice, and critical thinking skills. It recommends developing new curriculum content addressing these areas, as well as incorporating blended learning and supporting an organizational culture shift towards prioritizing permanency planning. The goal is to improve competency and outcomes for children and youth in government care.
Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.
Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.Portal Educativo Colombia Aprende
The document discusses the elements of high-quality early childhood programs for infants and toddlers. Key elements include a child development curriculum, low child-to-staff ratios, trained and supported staff, partnerships with parents, and developmentally appropriate evaluation. High-quality programs implement a curriculum grounded in research that emphasizes child-initiated learning, observation of each child, and responsive adult-child interactions. Regular training is also important to improve caregiver skills and program quality over time.More Related Content
What's hot
MyPosterPresentation
This document summarizes four studies that evaluated the effectiveness of disciplinary alternative education programs (DAEPs) in improving student outcomes. The studies measured outcomes such as academic performance, recidivism rates, and psychological well-being for at-risk students placed in DAEPs. The results showed that holistic programs that address academic, behavioral, social, and psychological needs had the best outcomes, with recidivism rates around 2-18%. Programs focused only on academics or behaviors had poorer outcomes and higher recidivism, around 46-53%. Effective programs incorporated collaboration between students, families, and schools as well as community resources and support after students left the DAEP.
Week Three History+Current Trends
The document discusses the historical context and current trends in special education. [1] It covers major events and legislation that have shaped the field, including deinstitutionalization, compulsory education, PL 94-142, the regular education initiative, IDEA, and NCLB. [2] Key aspects of laws like FAPE, IEPs, LRE, and accountability are summarized. [3] Current trends focus on inclusion, evidence-based practices, high-stakes testing, and ensuring highly qualified teachers.
Attachment.aspx 2
The document outlines North Carolina's comprehensive plan for improving reading achievement from kindergarten through third grade. It discusses six main components of the plan: implementing evidence-based reading instruction, assessing students, eliminating social promotion, supporting retained students, notifying parents, and ensuring accountability. The plan focuses on early intervention, high-quality literacy instruction, data-informed decisions, professional development, parental involvement, and providing multiple pathways for students to demonstrate reading proficiency. Upcoming steps include emphasizing evidence-based practices, implementing interventions quickly based on data, clearly defining supports, guiding reading camps, and collaborating with educators and parents.
Effective School Based Violence Prevention
In the area of violence prevention, the need for programs in schools and other institutions that work with youth has increased at a faster pace than the availability of solid evaluation research. Source: https://ebookscheaper.com/2021/01/21/effective-school-based-violence-prevention/
An overview of ohs priorities
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.
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
Attachment.aspx 3
This document summarizes a review of literacy instruction in teacher preparation programs across the University of North Carolina system. Key findings include that programs have room for improvement in aligning literacy instruction with state standards and evidence-based practices, providing field experiences, and utilizing data. Recommendations include strengthening relationships with school districts, enhancing literacy curriculum, and utilizing data to inform program improvements. The review aims to help programs better prepare teachers to support rising literacy expectations in North Carolina.
Systematic supervision (2)
The document discusses systematic supervision of common areas in schools. It outlines the key features of an effective common area supervision program, including establishing clear rules and expectations, actively supervising areas through movement and scanning, providing positive contact and reinforcement to students, and responding appropriately to both appropriate and inappropriate behaviors. It emphasizes the importance of a team-based approach to implementing and maintaining the supervision program.
Rs equity topic_4_readings_dec_lbs_pja
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
Parental Involvement for Sixth Grade Centers
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Desired Results - DRDP-R
The document summarizes California's Desired Results program standards for early childhood education centers and preschools. The standards focus on achieving desired results or conditions of well-being for children and families. They address six domains: children's personal/social competence, effectiveness as learners, physical/motor skills, safety/health, and family support/goal achievement. Programs are evaluated based on measures within each domain to ensure they are meeting standards and improving practices.
Stakeholder of Assessment
This document identifies and describes the key stakeholders in student assessment. The main stakeholders discussed are policymakers, administrators, teachers and trainers, students, parents, and the external community. Policymakers set rules and standards and want information on school quality. Administrators are responsible for education delivery and improvement. Teachers can determine strengths and weaknesses of teaching methods. Students may provide feedback on their own and peer performance. Parents focus on individual student performance and progress. The external community can provide feedback on how the organization affects and is benefited by the community.
Attachment.aspx
The document summarizes research on the impacts of North Carolina's Read to Achieve program. Key findings include:
1) The program has not shown noticeable gains in student performance one or two years later, whether looking at initially impacted students or just those retained.
2) Summer reading camp attendance did not affect student outcomes the following year.
3) In practice, the program has operated more like 115 separate pilots rather than a unified initiative, contributing to inconsistent impacts.
4) Moving forward, the state aims to collect better implementation data, focus on fidelity, identify and expand on local successes, and strengthen early literacy development.
Rs strat methods_topic_4_content_lbs_pja_final1
This document discusses bullying and cyberbullying in schools. It defines bullying as aggressive behavior involving threats or intimidation that occurs repeatedly over time. It notes the various roles in a culture of bullying, including bullies, bystanders, and targets. It also lists common beliefs students have about bullying and the impact of adult responses. Effective responses that make students feel supported include listening, providing guidance, checking on well-being, and intervening with bullies. Integration of social-emotional learning and positive behavior support programs is recommended to comprehensively address bullying through teaching skills, monitoring, and rewarding positive behaviors.
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Internship Presentation
The document discusses using the School Health Profiles Survey to assess health education programs in New Jersey schools. The survey data is used for professional development, planning and monitoring programs, and informing policies. It found that New Jersey schools are not effectively teaching students about HIV, STDs, or pregnancy prevention. Further state programs may be implemented to help schools improve health education.
Impact Evaluation of A Ganar
The document summarizes an impact evaluation of the A Ganar program, which aims to increase employment, education, and business ownership for at-risk youth through sports-based life skills training. Results from Guatemala and Honduras showed that the program improved participants' life skills, self-esteem, and risk behaviors, but did not clearly increase employment or education levels. While youth reported positive experiences, the evaluation could not definitively determine if the character development led to long-term employment impacts within the study timeframe.
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
Promotion on request is a practice that has been going for a long time in the primary schools of Bangladesh. This presentation focuses on how this flawed system can be changed. This presentation was made for the course EDU 503: Creating Learning Organizations: Leadership, Planning and Management. EDU 503 is on of the courses of the M.Ed. program on Educational Leadership & School Improvement run by BRAC Institute of Educational Development.
Rachna Swarup
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Felecia D Pullen Vitae 2016
Felecia Pullen is a results-oriented executive with extensive experience in non-profit administration and substance abuse prevention and counseling. She currently serves as the President of Let's Talk SAFETY, a community-based non-profit, where she developed their business plan and increased their reach from 1000 to over 30,000 teens. She is also the Program Director of SAFE in Harlem, where she works to reduce substance abuse among youth through collaboration between community organizations. Previously, she worked as a Substance Abuse Prevention Counselor at Fordham University.
What's hot (20)
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
Similar to HTT 2013-2014 Edited
Fafard.Jaime.Towards a Permanency Planning Training System.MPA 598 Management...
This document provides recommendations for developing a permanency planning training framework within the British Columbia Ministry of Children and Family Development (MCFD). It conducted a literature review on organizational development, permanency planning practice, and adult education. It reviewed MCFD's existing permanency planning curriculum and conducted interviews with experts. It identified gaps in the curriculum around cultural competency, trauma-informed practice, and critical thinking skills. It recommends developing new curriculum content addressing these areas, as well as incorporating blended learning and supporting an organizational culture shift towards prioritizing permanency planning. The goal is to improve competency and outcomes for children and youth in government care.
Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.
Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.Portal Educativo Colombia Aprende
The document discusses the elements of high-quality early childhood programs for infants and toddlers. Key elements include a child development curriculum, low child-to-staff ratios, trained and supported staff, partnerships with parents, and developmentally appropriate evaluation. High-quality programs implement a curriculum grounded in research that emphasizes child-initiated learning, observation of each child, and responsive adult-child interactions. Regular training is also important to improve caregiver skills and program quality over time.EDUC – 3003 Week 2Assignment 1 .docx
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
11212014_Skills_for_Success_Tooley_Bornfreund
Certain habits, mindsets, and non-technical skills are integral to academic, professional, and personal success. While early education programs focus on building these "skills for success" (SFS), most K-12 schools do not take a strong role in developing them. There are promising approaches for supporting SFS, but questions remain about how to effectively implement and assess them. Assessments of SFS could provide a more comprehensive understanding of students and help schools improve, but care must be taken with high-stakes testing of these skills. Policymakers should encourage schools to holistically support SFS through standards, educator training, and accountability systems.
Reasearch mapping
This document presents a study on school effectiveness as a function of organizational structure, culture, and programs in private elementary schools. The study aimed to determine the profiles of principals, assess the level of effectiveness of organizational structure, culture and programs, identify differences in perceptions between principals and teachers, examine trends in achievement test results, and propose monitoring guidelines. Key findings include that principals and teachers rated organizational structure, culture and programs as "very satisfactory". Principals and teachers differed in their perceptions of organizational structure and culture but not programs. Most schools showed improving achievement test results. Monitoring guidelines were proposed to help schools sustain quality.
PRE-SCHOOL EDUCATION (PresEd) 19
This document discusses several key aspects of early childhood education models and programs. It begins by outlining some important focus questions about models of early childhood education, their basic features, and how to select a program. It then provides an overview of different early childhood programs, including their main features and theoretical bases. Examples discussed include HighScope, Reggio Emilia, Head Start, Montessori, and various types of child care. The document also outlines the positive impacts of high-quality early education programs. In the end, it provides more detail on the constructivist approach and basic principles of the HighScope model.
Roger Weissberg Slides
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
MSSP-6-25-2012_Final_Summary_Report
The Middle School Support Project (MSSP) provides mental health support for students in Seattle middle schools. Phase one from 2006-2009 piloted the program in four schools. It defined three service levels and evaluated outcomes. Phase two from 2009-2012 expanded the program, added high school transition support, and conducted a more extensive evaluation. The evaluation found the program increased schools' ability to help students, improved student functioning like reduced depression and better adaptive skills, and had qualitative feedback that students gained support networks and skills. However, comparing student outcomes to non-participants remained difficult.
Part One Part One Background Intro.docx
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
Part One Part One Background Intro.docx
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
Investing in pre school programs
Early childhood education programs can provide environmental enrichment that shapes children's cognitive, social, and emotional development. Evaluations of preschool programs like Perry Preschool, Abecedarian, Head Start, and state pre-K programs find that while standardized test score impacts may fade, the programs improve outcomes like high school graduation, earnings, and reduced crime. The effects likely operate through improving non-cognitive skills and the programs benefit the most disadvantaged children the most. Features like smaller class sizes, better-educated teachers, and higher-quality curricula and instruction seem to produce better results, positioning early education as a worthwhile social investment.
ESR 505 final presentation Quality Childcare Team
This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
The Urgent Need for School-based Primary Prevention Programs
The prevalence of American youth who engage in antisocial and health-damaging behaviors is unacceptably high. 24% of American 10 to 17 year olds engage in multiple, interrelated social and health risk behaviors, such as delinquency and substance use. An additional 26% experiment with some risk behaviors. Such widespread involvement jeopardizes the development of young people who participate in such activities, and often negatively affects their peers, family members, and community.
Societal changes-such as dramatic alterations in family structures and stability, reduced amounts of support and guidance for young people by responsible adults, and changing demographics resulting in larger numbers of economically disadvantaged children entering school-increase the likelihood that children will behave in antisocial ways, both in and out of school. These problems are especially pronounced for young urban adolescents. Urban young people encounter a diverse array of health-damaging environmental stressors while growing up in economically disadvantaged communities. In addition, rapid bodily changes, cognitive maturation, and increased social pressures can profoundly influence, and in some instances, disrupt the psychological functioning of young adolescents. Furthermore, the transition from self-contained elementary-school classrooms to the less structured middle-school culture often introduces new problems and concerns to compound those connected with growing up.
Difficult societal conditions and the high prevalence of problem behavior among our young people have prompted numerous calls for school-based, primary prevention efforts to address young adolescents’ social and health needs. Clearly, the educational system offers the most efficient and systematic means available to enhance the positive development of large numbers of young people. In spite of a growing consensus regarding the urgent need for school-based primary prevention programs, there is less agreement about what constitutes the most appropriate prevention strategies or the extent to which such prevention programs have been effective.
To improve the quality of future school-based preventive interventions, researchers must evaluate well-conceptualized programs that are implemented with fidelity. Program conceptualization involves explicitly articulating the intermediate and distal outcomes a program intends to achieve, the intervention methods that will accomplish these objectives, and the models of behavioral change that guide the development of intervention strategies and practices. However, regardless of how well-conceptualized a program is, its potential for positive impact is lessened when program implementers have inadequate resources or time for effective program delivery; are poorly trained or supervised.
Source: https://ebookschoice.com/the-urgent-need-for-school-based-primary-prevention-programs/
Leading for School Mental Health: Creating Sustainable and Equitable Funding ...
Leading for School Mental Health: Creating Sustainable and Equitable Funding ...California School-Based Health Alliance
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.Assessment for Learning and Development in K-3A RepoRt by .docx
Assessment for Learning
and Development in K-3
A RepoRt by the K-3 NoRth cARoLiNA AssessmeNt thiNK tANK
2013
NC Assessment for Learning and Development | 3
ASSESSMENT FOR LEARNING
ANd dEVELOPMENT IN k-3
In response to a mandate by the North Carolina State
Legislature and the requirements of the Race to the Top-Early
Learning Challenge Grant, NC Superintendent June Atkinson
convened the K-3 Assessment Think Tank which included
NC school teachers, parents, scholars representing seven
NC universities, and additional stakeholders. The group was
charged with proposing a plan to improve early elementary
school learning and instruction through more efficient and
effective use of student-centered assessments. Over a nine-
month period, the Think Tank reviewed scientific findings
and best practices and solicited input from a wide array of
stakeholders, including a survey of over 2,500 NC teachers
and consultation from over 60 state and national scholars and
education leaders. This report summarizes the Think Tank’s
findings, its proposal for an innovative process to improve
learning, and its recommendations for next steps.
BAckGROuNd
From kindergarten entry through third grade, the early
elementary school years represent a pivotal period in
educational development. Achievement gaps that grow
during the years prior to kindergarten are either solidified or
eliminated during the primary grades of elementary school
(Graves, 2006; Reynolds, Ou, & Topitzes, 2004). Education
policy must increase its emphasis on student learning during
this critical period in a way that recognizes each child’s
developmental needs.
In order to optimize student learning, teachers need to utilize
a formative assessment process that identifies strengths
and areas for growth for each student in five domains of
learning. This process is already used by master teachers
and has been shown to improve learning outcomes (Black
& William, 1998; William & Thompson, 2007). This process of
assessment for learning and development must attend to the
whole child, including the child’s culture, family, health, and
early childhood experiences. This assessment should be an
integral part of the instruction and learning process.
Input from North Carolina teachers indicates that they are
willing and able to implement a formative assessment process,
provided they are given resources to strengthen, support, and
guide them. The implementation plan must include professional
development, coaching, and support from leadership.
PROPOSAL FOR ASSESSMENT FOR
LEARNING ANd dEVELOPMENT IN k-3
The Think Tank proposes a formative assessment process that
engages teachers and students with input from parents and
families, school support staff, early childhood programs, and
health care providers. This assessment process will incorporate
multiple forms of evidence, such as observations, student
work samples, conversations, and embedded instructional
tasks. .
Assignment Content1. Top of FormProfessional dispositions ha.docx
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
The Essential Package_Nicole Richardson_4.25.13
This document provides an overview of an Essential Package for addressing the needs of young vulnerable children affected by HIV/AIDS. It discusses:
1) What early childhood care and development (ECD) entails and why the earliest years are most critical for development.
2) The components of the Essential Package framework, which provides age-appropriate support for children aged 0-8 and their caregivers.
3) Research conducted in Malawi and Zambia to evaluate implementation of the package and identify best practices, challenges, and recommendations to strengthen and scale up the program.
Child Assessment An Essential Component of Quality Early Childhoo.docx
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
Building Effective Student Mental Health Identification and Response Systems
Building Effective Student Mental Health Identification and Response SystemsCalifornia School-Based Health Alliance
The document discusses building effective student mental health identification and response systems in schools, including improving early identification through universal screening, developing multi-source referral systems using multidisciplinary teams, and establishing information sharing agreements to monitor intervention access and effectiveness. Effective referral pathways clearly define roles and responsibilities, share information efficiently, and make intervention decisions collaboratively with the priority being student wellbeing. The presentation also provides an overview of the School Mental Health Referral Pathways toolkit for establishing comprehensive systems.Nais state of diversity practice public summary
The document provides the results of a survey conducted on diversity practitioners in independent schools. It finds that while most schools' mission statements include diversity, practitioners face challenges in achieving diversity goals. It reports on practitioners' backgrounds, roles and responsibilities, needs, and the level of support they receive from their schools. The executive summary outlines initiatives NAIS is undertaking to better support diversity practitioners, such as seminars for school leaders and guidelines for best practices.
Similar to HTT 2013-2014 Edited (20)
Fafard.Jaime.Towards a Permanency Planning Training System.MPA 598 Management...
Fafard.Jaime.Towards a Permanency Planning Training System.MPA 598 Management...
Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.
Journey Not A Race. Dra. Shannon Lockhart. Especialista En Primera Infancia Usa.
The Urgent Need for School-based Primary Prevention Programs
The Urgent Need for School-based Primary Prevention Programs
Leading for School Mental Health: Creating Sustainable and Equitable Funding ...
Leading for School Mental Health: Creating Sustainable and Equitable Funding ...
Assessment for Learning and Development in K-3A RepoRt by .docx
Assessment for Learning and Development in K-3A RepoRt by .docx
Assignment Content1. Top of FormProfessional dispositions ha.docx
Assignment Content1. Top of FormProfessional dispositions ha.docx
Child Assessment An Essential Component of Quality Early Childhoo.docx
Child Assessment An Essential Component of Quality Early Childhoo.docx
Building Effective Student Mental Health Identification and Response Systems
Building Effective Student Mental Health Identification and Response Systems
HTT 2013-2014 Edited
- 1. 1 of 16 SEARCH HOMELESS SERVICES House of Tiny Treasures ~ 2013-2014 Outcomes Report ~ SHALANDRA WILLIAMS-WHALEY, MA BRITNEY TAYLOR, MA Department of Psychology and Counseling1 ALABAMA A&M UNIVERSITY NORMAL, ALABAMA 1 Under the direction of Ritalinda D’Andrea Lee, Ph.D
- 2. 2 of 16 House of Tiny Treasures ~ 2013-2014 Outcomes Report ~ INTRODUCTION As has been shown over the course of several years of program, the SEARCH-sponsored House of Tiny Treasures (HTT) program remains among the most innovative and effective means of serving the myriad needs of toddlers and preschool-aged children whose families are coping with homelessness. Within the House of Tiny Treasures (HTT), children are provided with psychosocial and educational interventions to help bolster their resilience and to minimize the potential for developmental lags. A central tenet of the program is the development and strengthening of self-regulation. Specifically, the children are enrolled in the Teaching Strategies Creative Curriculum (CC) program, a system of early child education that is an evidence-based, outcome-monitored curriculum. If deemed appropriate upon evaluation, they can be referred to ancillary therapies: Speech, Play or Art, as they might need. The program is based on the Reggio Emilia model – a system of early child education established in Italy by educator, Loris Malaguzzi. It is based on the notion that child development and learning happen as a network of interactions in which children interact, interpret and communicate about their environs in what is seen metaphorically as “one hundred languages.” The method seeks to enhance the child development within the context of four principles: • Children must have some control over the direction of their learning, • Children must be able to learn though sensory and kinesthetic experiences, • Children must have a relationship with other children and the material items of the world, • Children must have endless ways and opportunities to express themselves. As it has done for the past three years, SEARCH has contracted an evaluation of the HTT using the standardized outcomes associated with the Teaching Strategies. As will be shown in this evaluation report, participants in HTT showed statistically significant improvements in the CC dimensions, with more significant increases the longer they participated. Further, for the students who required ancillary therapies, many of these improvements were even more pronounced. The evaluation consists of a “process evaluation” that details the components of service delivery and an “outcome evaluation” that presents data that confirms the impact of the services to the children who receive them.
- 3. 3 of 16 TEACHING STRATEGIES PARAMETERS The developmental and educational progress of students who enroll in the CC classes are measured at entry and again at each subsequent quarter of their participation. This progress is measured on six parameters, each of which include observed completion of related tasks. The parameters include: 1. Social-Emotional 2. Physical 3. Language 4. Cognitive 5. Literacy 6. Mathematics Within the six parameters are 36 tasks that are both observable and measurable. SEARCH staff has been trained to identify stages of skill acquisition and have demonstrated inter-rater reliability. While the parameters and objectives are the same for both classes, the demonstration of acquisition of skills differs, and is based on age-appropriate tasks. The following list details the objectives associated with each of the parameters. OBJECTIVES SOCIAL-EMOTIONAL • Regulates own emotions and behaviors. • Establishes and sustains positive relationships. • Participates cooperatively and constructively in group situations. PHYSICAL • Demonstrates traveling skills. • Demonstrates balancing skills. • Demonstrates gross-motor manipulative skills. • Demonstrates fine-motor strength and coordination. LANGUAGE • Listens to and understands increasingly complex language. • Uses language to express thoughts and needs. • Uses appropriate conversational and other communication skills. COGNITIVE • Demonstrates positive approaches to learning. • Remembers and connects experiences. • Uses classification skills. • Uses symbols and images to represent something not present. LITERACY • Demonstrates phonological awareness. • Demonstrates knowledge of the alphabet. • Demonstrates knowledge of print and its uses. • Comprehends and responds to books and other texts. • Demonstrates emergent writing skills. MATHEMATICS • Uses number concepts and operation.