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Thursday, April 23, 2020 | History

2 edition of School-community collaboration as a strategy for meeting the needs of at-risk youth found in the catalog.

School-community collaboration as a strategy for meeting the needs of at-risk youth

Beverly B. Hobbs

School-community collaboration as a strategy for meeting the needs of at-risk youth

a case study of selected youth services teams

by Beverly B. Hobbs

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  • 1 Currently reading

Published .
Written in English

    Subjects:
  • Community and school -- Oregon -- Case studies.,
  • Dropouts -- Services for -- Oregon -- Case studies.,
  • Socially handicapped youth -- Services for -- Oregon -- Case studies.

  • Edition Notes

    Statementby Beverly B. Hobbs.
    The Physical Object
    Pagination242 leaves, bound :
    Number of Pages242
    ID Numbers
    Open LibraryOL18009176M

    Special education is a cross-disciplinary, problem-oriented field of services which is directed toward mobilizing and improving a variety of resources to meet the educational needs of children and youth with exceptionalities. Para. 4 - The Goal and Commitment of Special Education.


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School-community collaboration as a strategy for meeting the needs of at-risk youth by Beverly B. Hobbs Download PDF EPUB FB2

School-Community Collaboration Overview. School-community collaboration occurs when groups or agencies come together to establish an educative community. The educative community is composed of a multitude of educating entities such as school, home, places of worship, the media, museums, libraries, community agencies, and businesses (Drew, ).

Cross-age tutoring projects, including those involving at-risk youth, can be successful for both tutor and tutee. The School-community collaboration as a strategy for meeting the needs of at-risk youth book learning framework can ensure success for all such tutoring projects.

Service learning does more than provide a framework to maximize the effectiveness of the cross-age tutoring project using at-risk students as tutors. EFFECTIVE PROGRAM PRACTICES FOR AT-RISK YOUTH James Klopovic, M.A., M.P.A. MichaelPh.D. Douglas od, M.S.

CRI Civic Research InstituteFile Size: KB. is the U.S. government website that helps you create, maintain, and strengthen effective youth programs. Included are youth facts, funding information, and tools to help you assess community assets, generate maps of local and federal resources, search for evidence-based youth programs, and keep up-to-date on the latest, youth-related.

school-community agency collaboration. The study focused on the experience of four youth services teams (YST) located in four different communities. The YSTs rep resent voluntary, interagency efforts un dertaken by local schools and community based agencies to address the needs of at-risk youth through a collaborative team process.

is the U.S. government website that helps you create, maintain, and strengthen effective youth programs. Included are youth facts, funding information, and tools to help you assess community assets, generate maps of local and federal resources, search for evidence-based youth programs, and keep up-to-date on the latest, youth-related.

• Plan for a community needs assessment by: o Identifying a community team o Describing the scope of the assessment o Listing the questions to ask o Selecting sites o Determining data collection methods or sources o Identifying key informants • Review and rate data collected from a.

the school community journal Challenges in Creating Effective Home-School Partnerships in Adolescence: Promising Paths for Collaboration Maurice J. Elias, Keli Bryan, Evanthia N.

Patrikakou, and Roger P. Weissberg Abstract Home-school partnerships for adolescents should extend beyond a. ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

The Role of Community Schools in Place-Based Initiatives(William Potapchuk) 06/24/13 Coalition for Community Schools, Institute for Educational Leadership PolicyLink West Coast Collaborative. Across the United States, there is tremendous excitement about strategies that weave together resources in a clearly defined “place” to collectively improve outcomes for children, youth, families, and.

The Handbook on Family and Community Engagement was created with funding and support from the U.S. Department of Education’s Office of Elementary and Secondary Education to the Academic Development Institute and the Center on Innovation & Improvement.

The Importance of School and Community Collaboration In the face of such overwhelming need, what does collaborative action offer. Most people would agree that it is considerably easier for children to develop and learn with the support of strong families who in turn enjoy the support of individuals and institutions in their surrounding communities.

Home» Learn A Skill» Toolkits» 2. This toolkit provides guidance for conducting assessments of community needs and resources. Describe the makeup and history of the community to provide a context within which to collect data on its current concerns.

Comment on the types of information that best describes the community (e.g., demographic. Unfortunately, this book can't be printed from the OpenBook.

If you need to print pages from this book, we recommend downloading it as a PDF. Visit to get more information about this book, to buy it in print, or to download it as a free PDF. Family-School-Community Partnerships Collaborative Strategies to Advance Student Learning.

NEA’s core belief is that all students deserve great public schools. And these dedicated individuals embody the spirit of partnership and collaboration between educators, parents, and community leaders that is critical to student success.

While the definition for collaboration remains the same in both rural and urban communities, the special needs of rural schools make the need for collaborative programs even more acute (Hale, ). Hale () indicates rural school districts are: (a) small and remote, (b) isolated and lack political power, and (c) short on resources.

Planning for School Change: School-Community Collaboration in a Full-Service Elementary School. Since the publication of A Nation at Risk will best meet the needs of students and f amilies. The practice level domain includes methods, plans of action, processes, and/or policies designed to be used by frontline staff of each discipline in order to enhance or achieve family engagement.

Strengths-based assessment that engages children, youth, and families through the lens of family strengths, capacities, cultural heritage, and. Community Needs Assessments seek to gather accurate information representative of the needs of a community.

Assessments are performed prior to taking action and are used to determine current situations and identify issues for action, establishing the essential foundation for vital planning. The process is an invaluable tool for involving the.

Building school-community partnerships: Collaboration for student success Thousand Oaks, CA: and state departments of education to plan and implement programs of partnership. A recent book, Schooling Students Placed at Risk: I also use the terms school-community partnerships and school-community collaboration to account for such.

Pumpian, ). Less has been written on the challenges of inter-agency collaboration in school-community partnerships, especially as these partnerships evolve over time, and how these challenges affect the improvement agenda of the local urban high school.

Furthermore, while much of the theory on inter-agency collaboration follows a businessCited by:   School connectedness: Strategies for increasing protective factors among youth.

Atlanta, GA. Fenzel, M. L., & O’Brennan, L. Educating at-risk urban African American children: The effects of school climate on motivation and academic achievement. Paper presented at the annual meeting of the American Educational Research Association. developing strategies for meeting the needs of at-risk youth.

Onerecommendation for state action from those who participated was that a collaborative effort involving parents, the community and the schools was a necessary component in any strategy addressing the needs of at-risk youth. Mission: Art Start uses the creative process to nurture the voices, hearts, and minds of historically marginalized youth, offering a space for them to imagine, believe, and represent their creative vision for their lives and h consistent workshops with long-term partners, including youth organizations, schools, alternative sentencing programs, and residences for youth and.

Every book that the child reads is recorded, and after on the Education of Students Placed at Risk ~ CRESPAR. and school-community collaboration, and inter-professional collaboration. “Victoria BC Canada Rise for Climate” by org is licensed under CC BY-NC-SA One notable characteristic in the field of Community Psychology is the focus on prevention of problems and wellness promotion, as discussed in Chapter 1 (Jason et al., ).

This occurs through addressing individual-level competencies within a community and also through working to change systems and Author: Valerie Anderson, Samanta Boddapati, Symone Pate. Study participants were children or youth in grades K who were considered “at-risk” if meeting one of the following criteria: (1) performing below grade level or having low scores on academic achievement tests; (2) attending a low-performing or Title I school; (3) having characteristics associated with risk for lower academic achievement Cited by: Page 6 GAO At-Risk Youth While the exact number of school-community initiatives is not known, they have increased significantly in recent years.

They vary in size and have been initiated by different entities—school districts, city and state governments, private, nonprofit organizations, and universities. As. functioning partnerships among school, community, and family.

Family members are a child’s first and most influential teachers. Educators need to un-derstand family involvement as a way to enhance their work and improve student learning (Lueder,). Too often the conventional pattern of relationships between schools and par-File Size: KB.

A comprehensive needs assessment is the critical first step a coalition or organization must take in order to develop an effective and successful underage drinking prevention effort. This "Community How To Guide on Needs Assessment and Strategic Planning," details the elements of a needs assessment.

Beginning with data, the booklet walks the. Risky Youth Behaviors and Attitudes: t d t S l h S h i Pl H fP revalence for High School Students Issues: Physical fight 1 or more times (12 months): 31% Carried a weapp(y)on (30 days): 17% Bullied at school (past 6 months): 28% 5 or more drinks in a couple of hours (30 days): 24% Seriously considered attempting suicide: 14%.

Assisting adolescents requires attention to the settings—families and neighborhoods—that they experience on a daily basis. In good practice initiatives, community residents—both adults and, increasingly, adolescents—are viewed as integral resources who can.

SCHOOL SOCIAL WORK JOURNAL. Volume 1, Number 1, Fall, Page Title and Author. 1 Editorial Page by Jeanne Evertts.

2 ABSENTEEISM - HELP!: Help Educators to Lessen Problems by Vaughn Morrison. 7 A Framework for Effective Social Work Intervention in the Public Schools by Marjorie McQueen Monkman. Introduction. The purpose of Youth Violence Prevention Centers (YVPC) Program, funded by the Centers for Disease Control and Prevention (CDC), is to reduce youth violence in defined high-risk communities by means of the implementation and evaluation of comprehensive, evidence-based prevention strategies (U.S.

Department of Health and Human Services, ).Cited by: 9. Teacher collaboration has been a common element of middle grades initiatives for years, typically one or more of these three organizational models: common planning time, professional learning communities, and critical friends groups.

Each model is distinct, yet they share common features. They 1) advance teacher learning, 2) address context-specific issues, 3) foster collegiality, 4) reduce. In order for schools to most effectively meet the mental health needs of students on a daily basis, and in the aftermath of a crisis, there must be public policies that support school–community mental health collaboration, as well as a dedicated and consistent funding stream to ensure that students have.

Cultural Partnership for At-risk Youth This grant is a partnership between the Klamath-Trinity Joint Unified School District (KTJUSD) and Humboldt State University (HSU). As a result, two elementary schools in the district are working with the Center for Indian Community Development and the Arts Department at.

(SA) Institute for Native Pacific Education and Culture (INPEACE) (HI) $, Growing Our Own in Waianae seeks to meet the needs of at risk Native Hawaiian children (early childhood education through 12th grade) and their families through the pilot and evaluation of a cultural Grow Your Own teacher model for the Waianae Coast of Oahu.

For too many young people the transition to adulthood is characterized by isolation, joblessness, and a lack of educational opportunity or connection to caring community. In a far-reaching effort to help disconnected youth, nonprofits, foundations, and government agencies across the U.S.

are providing support in the form of shelters, job training, mentorship, college prep, job placement, and. The New Futures Initiative was an effort to build formal collaborative structures among public and private organizations to address the problems of at-risk youth.

The Casey Foundation, which took the lead in sponsoring the project, described it as an attempt "to reshape the basic policies and practices of those institutions which help determine.

Target Audience: A leader, at any level, who influences the implementation and usage of K assessment and data within their district. Goals: Provide a safe and creative environment to contribute, receive feedback and encouragement as members implement a complex K assessment system within their districts Build foundational assessment.Joint Statement from the Ministry of Education, Youth and Information and the United Nations Population Fund for International Youth Day No Compromise on ECC Standards – PM Show More Love and Care for Children – PM.

In a secondary inductive analysis of Concept Mapping Needs Assessments at two GLBT-focused youth centers in the U.S., Davis et al. argue that as well as material resources and information, having a person to talk to was a priority for sexual and gender minority youth who access these services, stating: “In fact, needing someone to talk to was Cited by: 1.