Author: Rima Shore
Publisher:
ISBN:
Category : Community and school
Languages : en
Pages : 40

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Book Description

Author: United States. Congress. House. Committee on Government Reform and Oversight. Subcommittee on the District of Columbia
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 94

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Book Description
A Congressional hearing was held to discuss the readiness of the District of Columbia public schools for the 1998-99 school year. In the 1997-98 school year, the District's public schools had not been able to open on time because of repair work that was not completed. After opening remarks by Congress members Thomas M. Davis and Constance Morella, Constance Newman, Vice Chairman of the District of Columbia Financial Responsibility and Management Assistance Authority, spoke about the efforts underway to improve the D.C. public schools. Arlene Ackerman, Superintendent of Schools for the District of Columbia, assured the Subcommittee that the schools would be opening on time and that improvements to facilities and to instruction were ongoing. Colonel Bruce Berwick of the Army Corps of Engineers, responsible for engineering technical assistance to the school system, emphasized that all schools would be able to open in safe conditions by September 1, 1998, even though all capital projects would not be completed. Arthur Turowski, Director of Portfolio Management for the Public Buildings Service of the National Capital Region of the General Services Administration, reviewed the role of that agency in the facilities repair and improvement process. Additional statements were made by these witnesses: (1) Maudine Cooper, Chairman of the school system's Emergency Transition Board; (2) Wilma Harvey, President of the elected School Board; and (3) Carlotta C. Joyner, of the U.S. General Accounting Office. Constance Newman and Arlene Ackerman summarized issues facing the D.C. schools and touched on areas related to academic achievement and the situation of charter schools. The prepared statements of each witness follow their testimony. (SLD)

Author: Nancy Cappelloni
Publisher: Corwin Press
ISBN: 1452241945
Category : Education
Languages : en
Pages : 185

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Book Description
The hard truth? Some kids aren't as ready for kindergarten as others, dictated in part by their socioeconomic background and prior learning experiences. And unless we can provide the support these kids need early on, there's a risk they may never catch up. That's where Kindergarten Readiness steps in. It's a ready guidebook to help you equip our youngest students for formal schooling. Covering everything from involving parents to creating developmentally appropriate curriculum, this book will help you Understand the complexities of the transition to kindergarten Implement a successful program of instruction and assessment appropriate for children with various abilities Align your lessons with Common Core kindergarten standards Assess young children's skills and abilities Tailor your program to enrich learning for all students Filled with authentic photos and tools for practice, this is one of the rare resources to combine the latest research with immediately useable ideas and professional development support. Book jacket.

Author: Sue Dockett
Publisher: UNSW Press
ISBN: 9780868408019
Category : Education
Languages : en
Pages : 234

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Book Description
Delivers a comprehensive coverage of local and overseas research on transition to school.

Author: Donna Hinkle
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 72

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Book Description
Public education begins with kindergarten for most children, but an estimated 1 million prekindergarten children are also in public schools, and the number is increasing. In December 1997, the National Institute on Early Childhood Development and Education in the U.S. Department of Education's Office of Educational Research and Improvement convened a group of national, state, and community early childhood and education leaders to discuss the interrelationship between preschool and public education. Meeting participants unanimously agreed on the need to move from the current state of fragmented programs to a coordinated preschool care and education system that is linked with the public school system. Based on discussions at that meeting and on recent related data and research, this publication is intended to provide schools, families, and communities with information and ideas about public school prekindergarten and other preschool care and education initiatives that are linked with public schools. The publication offers insights from meeting participants about public school involvement in early childhood, and provides examples of how states and communities are designing programs to expand and improve preschool care and education. Following an introduction and background information on the meeting, the publication explores the following questions pursued at the meeting: (1) "Why Should Schools Be Involved in Early Childhood?"; (2) "What Roles Should Schools Play in Early Childhood?"; (3) "What Facilitates School Involvement in Early Childhood?"; (4) "What Challenges Do Public Schools Face with Involvement in Early Childhood?"; (5) "What Are the Key Issues for Professional Development?"; and (6) "What Are the Key Research and Evaluation Questions?" The publication concludes with a 52-item bibliography and lists of meeting participants and state early childhood education contacts. (HTH)

Author: Russ Whitesel
Publisher: Legislative Reference Bureau
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 22

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Author:
Publisher: DIANE Publishing
ISBN: 142896519X
Category :
Languages : en
Pages : 175

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Book Description

Author: Wisconsin. Legislature. Legislative Council
Publisher:
ISBN:
Category : Legislation
Languages : en
Pages : 212

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Book Description

Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508

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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Author: Samuel L. Odom
Publisher: Guilford Press
ISBN: 1606232487
Category : Psychology
Languages : en
Pages : 673

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Book Description
This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.